Lauren+&+Kayla

__Part 1: NC Museum of History Field Trip Questions__ Directions: Answer the following questions.
 * 1) How would you prep your students prior to their visit to the museum?
 * We would provide rules on how to act in public places. Students will have to be respectful and courteous to people in the museum and the museum itself. There will be no fowl language along with misbehavior. If students choose to disobey any of the rules given then there will be immediate consequences. After giving the rules expected then we would also provide some background knowledge on what exhibits they may see while walking through.
 * 1) As a teacher how would you guide your students through the exhibits? (would you provide them with worksheet/scavenger hunt, what would they be looking for?)
 * Since there are many things to look at, we would assign one specific exhibit to explore deeply, while giving extra time at the end for students to explore the others for fun on their own. We would provide them with a scavenger hunt for the “Story of North Carolina” exhibit so that we know the students were exploring exactly what we needed them to explore.
 * 1) Which sections of the exhibits would you focus on the most? Why?
 * Our number one priority would be to walk through the “Story of North Carolina” exhibit downstairs, since we are teaching 8th grade history. All others would be explored after completing their scavenger hunt within groups of 4-5 students (these groups would be predetermined before leaving for the museum).
 * 1) What questions or concerns might you have as a teacher taking a group of students to a museum with vast exhibits?
 * Our main concern for this trip to the North Carolina History Museum would be if our students are retaining or making relevant connections to the exhibits. This trip is meant for students to gain a personal experience and connection with the topics that are discussed within the classroom, so if they are not taking it seriously, or not paying attention they could miss out on a great experience.
 * 1) What improvements could the museum make in terms of accessibility?
 * Some improvements or suggestions that would be beneficial for visitors would be to provide an audio tour, so we are able to listen as we walk. Also, for people who cannot see maybe allow braille options at the exhibits. Although the lighting effect was cool, it was hard to see at times and made it hard to read the information presented.
 * 1) What exhibits or exhibit items did not grab your attention? How could they have been presented in another way to boost engagement?
 * Personally, we loved the “March from Selma to Montgomery” exhibit but I think that the students wouldn’t appreciate it as much since it is simply photos in a picture frame on the wall. In order to provoke more interest from the students, either an audio tour or interactive touch screens would help keep the flow. Another option would be to have a guide telling the story of a few different people involved.

__Part 2: Field Trip Guide__ Directions: Create a 1 page field trip guide for students to complete if they were to visit the exhibit The field trip guide should include:
 * 1) 10 Higher-order thinking questions for students to answer that will make them engage in the field trip
 * 2) Creation of at least one mini activity for students to complete during the field trip
 * 3) A compelling question for students to investigate that tie your questions and activities together

Field Trip Guide: Higher Order Thinking Questions
 * 1) What toll did the relocation of Native Americans homes play in their lives in the years after.
 * 2) Compare and contrast the chores that children completed in the past to those of today.
 * 3) What kinds of feelings do you think were evoked as Spider captured the march from Selma to Montgomery?
 * 4) If people knew what war was really like, do you think that they would've eagerly enlisted? Why or why not?
 * 5) If you were a slave living in slave home in Martin County, what possession would you leave behind in order to tell your story?
 * 6) What was the reasoning behind using birch tree to build a canoe as opposed to another wood type?
 * 7) What changes do you see in modes of transportation throughout the museum?
 * 8) Imagine that you are in your local grocery store. What are some similarities and differences you see within the General Store and your local store?
 * 9) Compare and contrast the lifestyle differences from the beginning of the Story of NC exhibit (native american’s) to the end (protests at Woolworth).
 * 10) After your visit to the museum, is there anything that you would like them to add? Ie. Wars, civilizations, ethnic groups.

Mini-Activity: Students will complete a Venn Diagram while walking around the museum. They will find a minimum of 5 things that have changed over time. There will be a section titled “Then,” “Now,” and in the middle they will list things that are the same, or haven't changed. See example below.

Compelling Question: How useful are modern advancements?

__Part 3: Artifact Activity__ Directions: Select 1 artifact that piques your interest and design a mini-activity for students to complete that you describe in 1-2 paragraphs

One of the artifacts that piqued our interests was the canoe made from the trunk of a birch wood tree. This is just one of the many modes of transportation that has evolved throughout history. Students will create a timeline showing the evolution of transportation. This activity can be made online at [|__https://edu.hstry.co__] or on a poster board.

__Part 4: Community Resource Inventory__ Directions: Create a list of 10 local, national, or global organizations that you could use to enhance learning in a specific middle school social studies course. Describe in 1 sentence how you might use each organization.


 * 1) Oakwood Cemetery, Raleigh NC:
 * Students will explore individuals laid to rest in Oakwood since many of the prominent figures in Raleigh are buried here.
 * 1) Bentonville Battleground, Four Oaks NC:
 * This would be used as an extension in teaching a unit on the Civil War.
 * 1) Historic Bath, Bath NC:
 * Bath is one of the oldest towns in NC and is rich with history. Students will learn about the archaeological excavation at Bonner's Point, Bath co-founder John Lawson, Cary's Rebellion, the Tuscarora War, Blackbeard, and other Bath legends.
 * 1) Historic Mordecai House and Park, Raleigh NC:
 * Students will learn about another prominent family in Raleigh.
 * 1) William B Umstead Park, Raleigh, NC:
 * Getting out and being physical outside of the classroom is very important. Students will learn about William B Umstead in relation to his importance to NC, and decide if he deserved to have a park named after him.
 * 1) Fort Fisher, NC
 * This will also go along with a Civil War unit where students will learn about the importance of Fort Fisher and how it kept the port of Wilmington open to blockade runners who supplied necessary supplies to Confederate troops inland.
 * 1) Art Museum, Raleigh NC
 * Here students will gather information and ideas from other pieces of art in order to create their own artwork showcasing a topic discussed in class.
 * 1) Bennett Place, Durham NC
 * Another important Civil War site where students will experience the ground where General Joseph E. Johnston and General William T. Sherman met to negotiate to the largest troop surrender of the Civil War in April 1865.
 * 1) East Carolina Village of Yesteryear, Greenville NC
 * The village promotes NC life from 1840 to 1940. Students will get to see first hand the rich history of our state and choose one artifact to research in depth and do a project on.
 * 1) Museum of the Cherokee Indian, Cherokee NC
 * The purpose of this trip would be to perpetuate the history, culture, and stories of the Cherokee people. Students will be introduce to the life of the Cherokee people as well as the constant struggles that they faced.

FINAL TASK: Why is it important to understand where we come from?