A+Museum+Visit+-+Kaitlyn+Kelleher

Kaitlyn Kelleher ECI 435 (001) Assignment #3: Story of NC History

As a visitor to the North Carolina Museum of History, I truly enjoyed the NC Pirates exhibit. I’ve been to Charleston, SC countless times and the Outerbanks (including Ocracoke island) and am fascinated by pirates! I’m probably so fascinated because I watch too many Disney movies, and my great-great grandfather was a fabulous sea captain who took people from the British Isles to New York. The exhibit at the museum was great, because it introduced the viewer to the unstable economics and politics of the Coastal Plain and Outerbanks prior to sending guests aboard the pirate ship (a section of the enormous exhibit). I was very surprised to learn that archeologists had uncovered the wreckage of the //Queen Anne’s Revenge//, and that Edward Teach may have sunk it on purpose to “avoid sharing the loot with pirates under his command.” I wonder what made Blackbeard do this, and what makes archeologist suspect that the crash was purposeful?
 * __ Part 1: Reminiscence on NC Museum of History __**

Answer: It would be beneficial for students to know about the objectives of colonization (what did each cultural group hope to gain – English vs. French vs. Spain vs. Germans vs. Scottish). Students should also be able informed about the Triangle Trade Route and Slavery. Influential individuals of NC history should also be talked about.
 * __ Part 2: __**
 * // 1.) //****// How would you prep your students prior to their visit to the museum? //**

I think that I would guide them through the exhibits to make sure that they can connect it to what they have previously learned (and they should also be able to ask questions). A scavenger hunt would be a great idea (they can hunt for influential figures and answer questions about how these individuals influenced other parts of the exhibit).
 * // 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 spend a lot of time in the American Indian section of the exhibition. Native cultures were on this continent for thousands of years, yet they are often forgotten in history classes. The pirate exhibit also exemplifies many economic, political, and geographical challenges presented by the eastern coast of North Carolina. The Civil War exhibit cannot be ignored either, because of the amazing quantity of artifacts (they really help bring the content to life).
 * // 3. Which sections of the exhibits would you focus on the most? Why? //**

Hopefully, during explorations on post-American Revolution, I will get the opportunity to explore the influence of Classicism in the formation of our government and cultural ideals of the times. I know that a lot of students love Rick Riordan’s //Percy Jackson and the Olympians// series, so it would be a great idea to create a scavenger hunt that provides a mixture of important cultural symbols from Ancient Greece/Rome. You can find these symbols throughout American History, and a great example includes clothing, buttons, architecture, and money. I could also have students create a journal entry from the perspective of someone they found inspiring on their tour. This will give them a chance to exercise their own interests and writing skills.
 * // 4. What types of activities would you create while the students are visiting the museum? (Be specific and provide concrete examples when possible) //**

As we discuss the effects of the Revolutionary War, we can do a bit of in class reading of //Percy Jackson//. Students can also create more journal entries of historical figures throughout the semester. This makes the content more memorable.
 * // 5. How would you extend the activities into the classroom? //**

How might I prevent bullying? This is always a challenge, because I want everyone to have a positive experience.
 * // 6. What questions or concerns might you have as a teacher taking a group of students to a museum with vast exhibits? //**

__**Part III: A Field Trip Guide**__ **--> **