North+Carolina+Museum+of+History+-+Michelle+Parker

As a visitor of the museum what part of the exhibit was your favorite and why? Did you find anything surprising in terms of our state's history?
 * Part I. **

My favorite part of the exhibit was the Civil War section. I went to the museum with a friend (not from our class), who has lived in North Carolina all his life whereas I have not. I was able to recognize and help my friend understand the sections of the Civil War section that he did not know! It turned into a cool teaching experience for me and I loved all of the artifacts that the museum provided. The uniforms and flags really helped bring a realistic feel to the Civil War. I also thought the movies that you could stop to watch throughout the entire exhibit were fantastic. I especially liked the movie on the Civil War in the little enclosed theatre. Since I took North Carolina history here at State last fall, I did not find anything surprising. I thought it was awesome though that I was able to point out things to my friend and then find the information on the signs to prove to him that I knew what I was talking about! 1. How would you prep your students prior to their visit to the museum? I would prep the students by explaining to them my expectations for them inside the museum. This involves how the students behave, how they interact with the exhibit, and what they need to accomplish. I want my students to be well-behaved and speak in a manner to one another and especially to other people. I would remind them to only touch what is explicitly marked for them to do so. Finally, I would provide them with a worksheet or final task in mind.
 * Part II. **

2. 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?) I would group my students together in small groups and as a whole class. I do this because some parts of the exhibit are best experience as a pair or small group (reading signs or doing interactive questions) while other portions I would like to guide all of my students (inside the small theatres, the cotton mill, the recreation home). This way, I will be able to share tidbits of my own information and help all my students move smoothly throughout the exhibit. I would encourage the students to take notes as they go. Once we get through the exhibit as a class, I will give pairs a scavenger hunt where they must find an object and write down pertinent information about it.

3. Which sections of the exhibits would you focus on the most? Why? I would focus most of my time on sections with a lot of historical artifacts (the Civil War - uniforms flags, Building Community - the different stoneware, and the Pirates section). The artifacts help bring the history to life for the students. This is stuff that they can't really experience with just a picture or a textbook. I think focusing on the Pirates section would help show reluctant students how history can be exciting, even North Carolina history! Connections to piracy is definitely something that I think students would find valuable, but may not get enough talk time in the classroom.

4. What types of activities would you create while the students are visiting the museum? (be specific and provide concrete examples when possible) I like the idea of going through the exhibit once, for the students to absorb the information. Then I would give the students a scavenger hunt type activity (that goes chronologically - so students are not running from one end of the exhibit to the other) with a worksheet. They would have to find specific information to fill out on their worksheet. If the students took notes the first time through, or payed attention well, they will finish this easily. This seems a little idealistic, so with certain groups of students, I may provide scaffolded notes for them to complete as we tour.

5. How would you extend the activities into the classroom? I would have the students pick one artifact/section/idea from the museum that they found very interesting. The students would then try to find more research or connections to NC and US history. They could create a short presentation to share with the class. This could go low-stakes, a verbal sharing, or more in-depth, a prezi or powerpoint.

6. What questions or concerns might you have as a teacher taking a group of students to a museum with vast exhibits? I have a few concerns. This exhibit was quite extensive and had a lot of information. I know I went with a friend who was learning a lot as he went, and we spent a long time just trying to read all of the signs. I could have easily spent half a day and I think it would take nearly that long with my students. There were so many small details to point out or discover. The museum did a great job of making interactive parts (flip-up questions, lift objects, press buttons, videos) but there was still a heavy reliance on reading. Students with reading disabilities may have a hard time trying to keep up. **Part III.** Develop a field trip guide Name: Date: be found? || Queen Anne's Revenge || On the Rough Frontier ||
 * Question || Answer || Part of Exhibit You Found The Answer ||
 * Who was the first European to be born in the Virginia settlement? || Virginia Dare || Establishing Settlements ||
 * What was the name of Blackbeard's ship and where can it now
 * What made NC decide to leave the Union? || Lincoln's call for troops from NC to go fight for the Union || North Carolina in Crisis ||
 * Who was Jim Crow? What were Jim Crow laws? || A negative cartoon image of an African American man that made him appear unintelligent. Jim Crow laws were laws to make segregation legal and official. || Hope, Freedom, and Fear ||
 * What type of mills were abundant in NC? Why? || Textile; proximity to cotton growing || Into the Modern Age ||
 * Where did the Wright Brothers fly their famous plane? Why was it important? || Kitty Hawk. The first recorded flight in a man-made craft. || Into the Modern Age ||
 * What type of non-violent protest occured in NC during the Civil Rights movement? Where in NC? || Sit-ins at lunch counters in Greensboro and Salisbury || An American State ||

Sections in Blue are the Answer Key.