Stephanie+and+Jeannette

Part 1: NC Museum of History Field Trip Questions:

> We would go over field trip rules, (buddy system, whether there will be chaperones, how you behave at a museum and during travel). We would situate this field trip after a brief overview of nc history for background knowledge- but the museum would be the main source of knowledge. We’d also let them know about clear expectations for our students- that they will be responsible for a project from the information they gather and that this is not just a “free” day, but it will certainly be a fun day. We would also print out maps of the museum for each student so they don’t get lost.
 * 1)  How would you prep your students prior to their visit?

> We would have a worksheet to guide our exhibit walks. Questions that guide the group to exhibits and through them, while still having individual student choice topics.
 * 1)  As a teacher how would you guide students through the exhibits?

> We focused on the call to arms section, partly because it was almost Veterans day, partly because it had such a range of sections.
 * 1)  Which sections of the exhibits would you focus on the most? Why?

>
 * 1)  What questions or concerns might you have as a teacher taking a group of students to a museum with vast exhibits? Some major concerns include time accessibility to exhibits and ensuring each student has the time to see as much of the exhibit as they want to before we move on to the next exhibit. Some exhibits may have an adverse affect on students especially if they are close to the exhibit. If a student who has a parent who is deployed or who has been killed in combat may struggle with certain portions of the “Call to Arms” section. A paralyzed or physically impaired student may harbor resentment towards the sports hall. Any student who has dealt with racism in their life may either feel drawn towards “From Selma to Montgomery” or pushed away from it.

> I do with the website was more up to date with information about all of the exhibits or an online catalog of which each exhibit holds in terms of artifacts or detail about why the exhibit was important for the museum to include. > The NC history exhibit on the first floor. We did not go into it until the very end, the entrance made it seem less exciting. It’s not advertised as being so spacious and interesting as it was. Living in NC leaves most with feeling they have learned it all, but after actually going inside it was very interesting and much more captivating than initially thought.
 * 1)  What improvements could the museum make in terms of accessibility?
 * 1)  What exhibit items did not grab your attention? How could they been presented in another way to boost engagement?

Part 2: Field Trip Guide

__10 compelling questions:__ > > > > > > > > > >
 * Can non weapons tools help in war as much as traditional weapons?
 * Have naval forces influenced major wars?
 * Does the type of gun influence the type of conduct?
 * Can propaganda make or break a war?
 * Have women's lives really changed a lot since the end of WWII?
 * Do the US military branches actually work together, or is it just a front?
 * Should allied military powers ever change depending on a war?
 * Would today’s consumers rely so heavily on clothing retail if they had to make their own on a loom?
 * Is there justification to radial military groups and how they behave?
 * Were women just as important to the World Wars as men were?

__Mini Activity:__ Go into the “A Call to Arms” exhibit and pick one topic from this list: clothing, non-weapon tools, weapons, propaganda, the role of women during war time, one branch of any nation’s military- the US: Navy, Army, Marines, Air Force, or any other country who has their military represented, music, ,medicine, vessels/modes of transportation, camps or bases in NC and create either a political cartoon or one storyboard timeline outlining events important to you. __Compelling question to tie questions and activity together:__ >
 * From battles to wars over the decades, has anything really changed? (The anything will be the specific something the students choose from the previous list.)

Part 3: Artifact Activity

__The artifact mini-activity:__

Find the German Trench Club (Still in the “A Call to Arms” exhibit.) This club is different than most of the weapons in the exhibit. It is an all wooden club, down to the handle that has splits in places, throughout the upper part of the club there are nails driven into it. We found this interesting because it seemed much closer to medieval times than 1900 world war weapons. This club was used in the trenches during World War 2. To make the activity non gruesome students will talk about trench warfare- why it was important and the elements of it, and then go on to discuss why such a trench club would be necessary if at all.

Part 4: Community Resource Inventory

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 * 1)  [|__Oakwood Cemetery__] - Historic NC cemetery. It offers historic tours of famous people from NC, confederate soldiers, and other stories from NC.
 * 1)  [|__History Channel__] Each day the site tells you what happened on this day in history. That would be a fun way to start each class. It also has a good inventory of historical speeches and videos.
 * 1)  [|__Art Museum__] - Art can bring HIstory to life and some paintings can be used as primary sources. Connecting paintings and sculptures to what students are learning can be very beneficial.
 * 1)  [|__St. Augustine’s College__] - Historically black college founded in 1867
 * 1)  [|__Raleigh Trolley__] - Historic Trolley ride through NC capital. A tour guide tells the history of the city so close to us. It lets students envision what the city used to be like and connect to the changes. (not free)
 * 1)  [|__Nat Geo and Nat Geo Kids Magazine__] this magazine can be in the classroom so students who finish things early can read articles. Projects can also be done with them, they can be used for research, articles of the week, and other things.
 * 1)  [|__Library of Congress__] This is a great resource for finding primary source documents.
 * 1)  [|__Stagville__] This can be an educational field trip where students see a real plantation that is not far from where they go to school.
 * 1)  [|__BBC History__] A fantastic supply of articles based on compelling questions and inquiry. Teachers can uses these articles as sources or use the website as an online inquiry where student explore different topics.
 * 1)  [|__Smithsonian__] A great resource for teachers to plan activities, or for students to explore the secret exhibits of the Smithsonian Museum.