LOADING...


A Child of the Amistad

Last changed: 07/27/2015 6:56am
Add Favorite
5 , 6 , 7 , 8
Theater Social Studies
Grade Level Program
1 90 min
In-School Workshop Performance and Tour

Old State House tour of the Amistad followed by a performance of A Child of the Amistad.
All year.
$10 52
no Email , Phone
All performance-related costumes, equipment.
Transportation to and from the Old State House.
Old State House courtroom.
Program is a total of a 2 hour visit to the Old State House. Where students will see a 45 minute performance followed by a 15 minute Q&A. Followed by a 30 minute tour of the Old State House.
In this program students will have their minds activated as they are taken back in time on a journey to see how social injustices effected not only adults, but children and how children played a role in the decisions that effected their future. They will also discover what it is like to go from the most familiar to the unknown as they observe this one woman show. During this program the students will take a 45 minute journey back in time with Tammy Denease as she portrays Sarah Margu, a child of the Amistad. This performance will take place on the lower level of the Old State House in the Education Room. Students will be exposed to Margu's experience of being taken from her home and all that is most familiar to her and suddenly being surrounded by what she thought was an urban legend. Margu's journey is one of determination. A determination to regain her freedom while learning to love and accept herself, as she adapts to a different world, a different culture. A world that was not accepting of the color of her skin or her gender. A world that did not share her values and principles. After being kidnapped from her village Margu was put aboard the slave ship, the Tecora then sold onto the Amistad schooner. After the rebellion aboard the Amistad, Margu along with 52 others from her village would spend 9 weeks at sea that would lead to the court case at the Old State House in Hartford, CT. During the initial trial Margu is a frightened young girl who does not speak the language of her captives. She understands that she is far from home, away from her family. As she walks into the court room she is surrounded by strange white men that she thought would do her harm. She could only be comforted by Mr. Lewis Tappan, a well known abolitionist of the time, who gave her an apple then held her hand as they walked to where she would learn of her fate. After the 45 minute presentation, there will be 15 minutes of questions and answer with the students. During the q & a, students will have an opportunity to vocalize what was learned during their journey back into time and/or to ask for clarification on things not understood. To further activate the minds of the students there will be a 30 minute tour of the court room, led by a docent of the OSH, where the historical legal case took place. On this tour the students will experience first hand what it was like to be Margu. The docent will continue to answer any questions the students may have. Teachers are expected to monitor students and their behavior during the performance and tour of the Old State House Museum.

Grade 5

Grade 5: Content Suggestion: The study of events, documents, and people addressing the founding of the United States as a nation, with connections to Connecticut and local history, emphasizing how government works today, with the use of primary source materials: Strand 3.2 - Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view.: GLE #2: Cite evidence to explain the various feelings/points of view of people in a historical situation.
Grade 5: Theatre: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. C. Imagine how a character's inner thoughts impact the story and given circumstances in a drama/theatre work
Grade 5: Theatre: Responding: Anchor Standard 9: Apply criteria to evaluate artistic work. C. Recognize how a character's circumstances impact an audience's perspective in a drama/theatre work.

Grade 6

Grade 6: Reading Literature: Key Ideas and Details #3: Describe how a particular story"s or drama"s plot unfolds in series of episodes as well as how the character respond or change as the plot moves toward a resolution.
Grade 6: Content Suggestion: World Regional Studies of up to four countries or regions from different continents considering the geography, two selected periods of history, and contemporary cultures of these countries. For example, studying China might include the Han Dynasty, Communist Revolution and modern China. In that Grades 6-7 will provide a student"s first significant exposure to world history, districts should limit the number of topics and regions in favor of an in-depth study using a wide range of resource materials: Strand 1.3 - Significant events and themes in world history/international studies: GLE #6: Analyze how specific individuals and their ideas and beliefs influenced world history.
Grade 6: Theatre: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. B. Investigate the time period and place of a drama/theatre work to better understand performance and design choice.

Grade 7

Grade 7: Reading Literature: Key Ideas and Details #3: Analyze how particular elements of a story or drama interacts (e.g. how setting shapes the character or plot).
Grade 7: Content Suggestion: World Regional Studies of three or four countries or regions from different continents considering the geography, two selected periods of history, and contemporary cultures of these countries. For example, studying Latin America might include the Mayan Empire, Independence movements of the 19th Century, and modern Latin America. Just as in Grade 6, districts should limit the number of topics and regions in favor of an in-depth study using a wide range of resource materials: Strand 3.2 - Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view: GLE #3: Compare, contrast and evaluate two or more views of a contemporary national issue (e.g. immigration, economy, energy, civil lib-erties)
Grade 7: Theatre: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding A. Incorporate music, dance, art, and/or media to strengthen the meaning and conflict in a drama/theatre work with a particular cultural, global, or historic context

Grade 8

Grade 8: Reading Literature: Key Ideas and Details #3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Grade 8: Content Suggestion: The study of the principles of the U.S. Constitution, with emphasis on events, arguments, and movements of the 19th century and their impact today, connections to local history, and extensive use of primary source materials: Strand 3.2 - Analyze and evaluate human action in historical and/or contemporary contexts from alternative point of views: GLE #4: Analyze options available to an individual in a historical or contemporary situation.
Grade 8: Theatre: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. a. Examine a community issue through multiple perspectives in a drama/theatre work.
Get to Know Our Arts Provider:

Tammy Denease

http://www.hiddenwomen.org/