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We also can provide classroom copies of the magazine at a discounted rate. Please contact the firstname.lastname@example.org.
History Day 2017-2018: Conflict & Compromise
Dozens of Ideas for Projects!
Inquiry Kits for the New Social Studies Frameworks
(click on the links)
HIGH SCHOOL: VOTING RIGHTS
Framework Indicator: Civic and Political institutions. Civ 9-12.2: Analyze the role of citizens in the U.S. political system… with attention to changes in Americans’ participation over time… past and present.
The right to vote is the most elemental right of citizenship. Or is it? Through an examination of who could vote in Connecticut and under what circumstances, with a particular focus on African American and women suffrage, students will learn about the role of voting in building and maintaining a representative democracy, will examine the state of voting rights in the United States today, and answer for themselves “Why should I vote?”
GRADE 5, GRADE 8, HIGHSCHOOL
African American Connecticut Explored (Wesleyan University Press, 2014) covers the long arc of African American history in the state and is suitable for use by high school students. It’s available in hardcover and e-book HERE.
AACE Chapter Summary & Frameworks Connections
Includes selected grade-level articles: 5th, 8th, and high school
Grade 8 Toolkit: Reconstruction and Race Relations
This inquiry leads students through an investigation of race relations in the United States as they examine the life of Connecticut native Ebenezer Don Carlos Bassett. Bassett broke the color barrier when he attended and graduated from Connecticut’s State Normal School (Central Connecticut State University), and was appointed Minister Resident to Haiti by President Grant. Students will also learn about Connecticut’s Rebecca Primus who taught school to newly freed blacks in a rural Maryland village after the Civil War. Adolescents are concerned about issues of equality and justice. This inquiry gives students an entry point into thinking like historians about Reconstruction and its legacy.
GRADE 3 Inquiry Kits
- Designed to work with Where I Live: Connecticut
- Slavery: What Does It Mean to Be Free?
- Child Labor vs. Education: To Work or to School?
These are earlier lesson plans that link Connecticut Explored stories to the high school American History curriculum but not necessarily the new frameworks. Still, we hope there’s useful material here that you can adapt while we update our offerings. The plans are designed to make Connecticut Explored (and its predecessor Hog River Journal) easy to use in the classroom as one- or two-day plans and were written by high school history teachers. Links to the plans currently available are listed below:
Civil War Medicine
Progressive Solutions for Connecticut
Ivoryton’s Industrial History
Mary Townsend Seymour
The Spirits of Reform
Chinese Educational Mission
1918 Influenza Outbreak
Rationing World War II
World War II Waterbury
Teachers, please send us your feedback:
Send us an email at email@example.com to add a link or comment on one listed here (was it useful? Is another link or site better?)
Other Connecticut History Resources
- Connecticut Humanities, TeachitCT.org, and Connecticuthistory.org
- Connecticut Council for Social Studies
- State Historian’s Web Site
- Connecticut State Library
- Connecticut League of History Organizations
- Museum of Connecticut History
- State of Connecticut History Page for Kids
- Hartford Public Library, Hartford History Center
- Hartford History
- Connecticut Historical Society
- National Council for Social Studies
- Library of Congress Learning Page
- New England History Teachers Association
- George Mason University’s U.S. Survey Course History 120
- History Matters, US History Survey Course on the WebAmerican Social History Project / Center for Media and Learning (Graduate Center, CUNY) and the Center for History and New Media (George Mason University)
- Center for History and New Media Lesson Plans