Lindsay+Cumbea

Classworks: NC Museum of History and Community Resources

Part 1: NC Museum of History Field Trip Questions > >> >> >> >> >> >> > >> > >> > >> >> >> > >> >> >> > >>
 * 1)  How would you prep your students prior to their visit to the museum
 * 1)  Go over museum layout in class
 * 1)  Assign groups
 * 1)  Suggested starting points and walking routes per each group
 * 1)  Give overview of assignment and what is expected
 * 1)  Give a teaser of what they can expect to see
 * 1)  Go over rules of how to behave
 * 1)  As a teacher, how would you guide your students through the exhibits? (would you provide them with worksheets/ scavenger hunt, what would they be looking for?)
 * 1)  Scavenger hunt that goes along with each section/exhibit in the museum.
 * 1)  Which sections of the exhibits would you focus on most? Why?
 * 1)  For 7th grade, we’d focus on “The Age of New Thing,” because it gets into the industrial revolution and it’s the beginning of things kids will recognize. They start to see the production of technology that they use every day instead of things so far in the past they can’t relate.
 * 1)  What questions or concerns might you have as a teacher taking a group of students to a museum with vast exhibits?
 * 1)  Students who go too fast and miss out
 * 1)  Students who go too slow and miss out
 * 1)  Students taking away different things (this is good and bad)
 * 1)  What improvements could the museum make in terms of accessibility?
 * 1)  The slave houses exhibit has stairs only, which would be hard to access for students with a disability that impacts their ability to get around.
 * 1)  The hearing exhibits don’t have any place to add headphones, and if it’s crowded it’s hard to hear for the average person, especially for someone who is hearing impaired.
 * 1)  Crowds make navigation difficult, there are smaller spaces
 * 1)  What exhibits or exhibit items did not grab your attention? How could they have been presented in another way to boost engagement?
 * 1)  The great depression exhibit was mostly just pictures. While some of these were interesting, it might be difficult for students to want to spend time in there when other exhibits have more substantial things to look at. Pictures can be seen in the classroom, models of events or people can’t.

Part 2 Field Trip Guide Directions: Create a 1 page field trip guide for students to complete if they were to visit the exhibit.

Higher order thinking questions: > > > > > > > > > >
 * 1)  How did North Carolina’s history impact life today?
 * 1)  What might be different about our lives if we hadn’t pushed Native Americans out of North Carolina?
 * 1)  What do you think happened to the lost colony?
 * 1)  How do the pictures of Selma represent the events that occurred there?
 * 1)  Are pictures worth a thousand words?
 * 1)  What items from the “Age of New Things” were unfamiliar to you?
 * 1)  What side of the war might you have been on and why?
 * 1)  Should athletes be regarded as highly as other historical figures?
 * 1)  What is one thing you’ve seen today that you think changed the world the most and why?
 * 1)  Pick an exhibit or artifact. Do you think it does justice to that event or time period? Why?

Mini-Activity: From the pictures of Selma, pick a protester's sign that resonates with you in some way. Draw it here:

What about it is intriguing to you?

Create your own protest sign idea here:

Compelling question: What about history is worth knowing?

Part 3 Artifact Activity Directions: Select 1 artifact or exhibit that piqued your interest and design a mini-activity for students to complete that you describe in 1 to 2 paragraphs.

Time period clothing! After seeing the clothing of some of the different time periods and that celebrities wore during certain events, I want students to get the chance to decide what someone should wear to represent current fashions the best. They will create a collage of outfits for the inauguration of President Trump, his wife, and his children that they think is a good representation of relevant trends from the past few years.

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)  NC Museum of Art: The museum of art in Raleigh has several exhibits that are replicas of ancient artifacts.
 * 1)  [|__http://www.fsmitha.com/h1/ch01.htm__] : This website provides a lot of information on Mesopotamia with good maps and insight into their daily lives.
 * 1)  [|__http://www.learner.org/interactives/collapse/__] : This website catalogues the collapse of different ancient civilizations.
 * 1)  [|__http://www.history.com/topics/ancient-history__] : This history channel website provides several short videos on different civilizations which provide great graphics.
 * 1)  [|__http://www.ancient.eu__] : This website offers different blog type entries with things about ancient civilizations.
 * 1)  [|__http://www.planet-science.com/categories/experiments/chemistry-chaos/2011/11/mummify-an-apple!.aspx__] : My CT did this with her kids during K9 time, and it was a fun hands on experience for them that combined Science and Social Studies.
 * 1)  [|__http://www.bbc.co.uk/history/ancient/egyptians/launch_gms_mummy_maker.shtml__] : This website allows students to actually “mummify” a body online.
 * 1)  Library of Congress: Finding primary sources on here is hard, but there are some ancient history resources here.
 * 1)  Tar Heel Junior Historians: Even though this is more geared towards more recent history, it allows students to get involved in local history and be a part of service projects.
 * 1)  Wake County Historical Society: This is also recent history, but it is local that students could actually be a part of unlike most ancient history.