Hartford Performs

The Legend of the Charter Oak (3, 4, 5)

Last changed: 07/15/2024 8:16pm

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CT Museum of Culture and History [Civics]

Available to Grade(s): 3 , 4 , 5
Art Form: Theater	Curriculum Focus: Social Studies
Program Type: Grade Level Program	Integration Continuum Level: Alignment
# of Visits as a Grade Level Program: 1	Length of Visit (Grade Level Program): 90 min
Program Format: Offsite Tour	Program Format Info:
Address: Connecticut Museum of Culture and History One Elizabeth Street Hartford, CT 06105
Availability: all year	Location: Offsite,
Cost Per Student: $0	Minimum # of Students Needed In Order to Book This Program: 0
Program Requires Prior Meeting: no	Meeting Method: Phone , In-Person , Email
Materials Arts Provider Provides: All
Materials School Provides: N/A
Space and/or Set Up Requirements for Program: N/A
Program Learning Objective: I can explain why the Charter Oak is Connecticut's state symbol. I can explain the significance of Connecticut's colonial charter. I can use process drama to develop an understanding of historical events. I can develop an argument about a historical event using different sources.
Program Description: Why is the white oak a symbol of Connecticut’s strength and independence? During this program, students bring the people and events from the legend of the Charter Oak to life using a variety of dramatic techniques, period costumes, and specially-designed props. Students evaluate primary sources, including historic maps, to draw their own conclusions about the famous legend.
Parent Engagement Opportunities: We require 1 adult chaperone for every 10 students. Due to space limitations, a maximum of 1 adult for every 5 students is permitted. Chaperones are admitted free of charge.

Core & National Art Standards:

Grade 3

3.His.10.a Compare information provided by different historical sources about an event or issue in Connecticut's history.

3.Civ.6.b Describe ways in which families and communities in early United States history were organized to promote mutual benefit and address changes.

TH:Cr3.1.3b Participate and contribute to physical and vocal exploration in an improvised or scripted drama/theater work.

TH:Cn11.1.3a Identify connections to community, social issues and other content areas in drama/theater work.

Grade 4

4.Geo.5.a Explain how cultural and environmental characteristics of places change over time in the United States.

4.Civ.14.a Illustrate historical and contemporary examples of individuals and groups effecting change in a region.

TH:Re8.1.4b Compare and contrast the qualities of characters in a drama/theater work through physical characteristics and prop or costume design choices that reflect cultural perspectives.

Grade 5

5.His.16a Use evidence to develop a claim about a significant person, place, or event in Connecticut during the Colonial Era.

5.Civ.4.a Compare how political systems were used to make rules that establish community leadership and protect freedoms for various groups in the Colonial Era.

TH:Cr2-5b Participate in defined responsibilities required to present a drama/theater work informally to an audience.

TH:Cn11.1.5a Investigate historical, global and social issues expressed in drama/theater work.