Field Trip Planner

Field Trip Planner: Mills Bryant

Destination: William J. Clinton Presidential Library

Address of Site (including nearest city):

1200 President Clinton Ave.

Little Rock, AR 72201

Determine Goals and Objectives:

Students will be able to convey to an audience different forms of government and their basic structure.

Students will be able to list and explain the function of the three branches of government in the United States.

Arkansas Social Studies Standards:

C.1.6.1 Examine origins and purposes of government to 1500 C.E. (e.g., belief systems, Mandate of Heaven, resource allocation, Magna Carta) D2.Civ.3.6-8 C.1.6.2 Compare origins, functions, structure, and different forms of executive leadership in systems of government in a variety of civilizations D2.Civ.5.6-8 C.1.6.3 Compare structure of government and functions of civilizations in different times and places (e.g., patriarchal, tribe, city-state, nation) D2.Civ.6, 14.6-8 C.1.6.4 Compare power, rules, and responsibilities of civil societies in different times and places D2.Civ.1, 6, 12, 14.6-8

After our field trip, my students will be able to:

Construct compelling questions that promote inquiry around key ideas and issues

Gather relevant information from multiple perspectives and a variety of sources; evaluate the credibility of the source by determining its relevance and intended use

Construct arguments and explanations that convey ideas and perspectives to appropriate audiences using print, oral, and digital technologies

Develop supporting questions that contribute to inquiry: identifying facts, concepts, and interpretations

Use evidence from multiple sources to answer compelling and supporting questions by developing arguments with claims and counterclaims and providing explanations

Critique the credibility, relevance, and use of evidence in arguments and explanations proposed by self and others

Answer compelling and supporting questions using appropriate and available sources that consider multiple points of view

Use disciplinary lenses within the social sciences to understand local, regional, and global problems, proposing solutions or assessing strategies and options.

Evidence of  objective (Assessments paired with each standard):

1.6.1- Construct a timeline from memory of the government systems occurrence in the US using key events discussed in class and on our field trip.

1.6.2- Assemble a fictional interdisciplinary team of executive officials in the classroom from memory to model the function and structure of our nations government.

1.6.3- Compare and contrast the differences between our democracy and a monarchy

Number of Students: 22

How many hours will you spend at the site? 3 hours. The guided tour will take 2 hours and the other hour will be used for logistics and transition.

How much will it cost per student? School groups with reservations are free of charge for the Clinton Library. We will ask students to bring a lunch, order one from the cafeteria, or bring money to purchase lunch and or souvenirs. $10.

What options do you have at the site?

There are many exhibits to tour throughout the museum. We will take a guided student tour. We will eat lunch on site. It is the typical museum sight, and we will tour together.

There is a musical display currently that expresses music throughout wartime and the sentiment that was portrayed throughout the tenure of the presidency.

How will you address the following:

Bathroom and drink breaks? We will assign a buddy for each students, or have them pick their own. You cannot leave your buddy, so they must go to the restroom together and eat together so that everyone is accounted for. We will let students take breaks as needed. If teacher supervision is able to assist then we will provide such.

Lunch? We will eat lunch at Larry’s Pizza. The cost is $6.75/student $8.00/teacher and the bus driver eats for free.

Inclement Weather? This is in indoor event, so weather won’t be a large factor. If severe weather occurs then we will follow the museum protocol for this. We will advise students to bring a rain jacket or umbrella and boots in the event of rain chances.

Field Trip Itinerary

Time:

Leave School @ 9:00

Arrive at William J. Clinton Library at 10:00

Meet in lobby and gather ticket information and split into tour groups. 10:15

Begin tours of museum 10:30

Meet back in lobby to depart for lunch 1:00

Arrive at Larry’s Pizza at 1:25

Eat lunch at 1:30

Depart Larry’s Pizza at 2:30

Return to school at 3:15.

Activity: William J. Clinton Presidential Library

Cost: $10 for food or bring lunch

Checklist:

Lunch, Money, Rain Jacket, Boots, Buddy

6 months away

Visit/Research Field Trip

Make reservations and keep confirmations

Arrange payment with your administration

1 month away

Introduce field trip to your students, including agenda and goals

Send a letter home and arrange for chaperones. Include permission slip.

Plan out your preparation lesson plans for the week before the trip.

Get ahold of the transportation director for bussing

1 week away

Begin pre-visit lessons and assignments for the trip.

Confirm times, rules, and chaperones.

Break students into small groups and assign a chaperone for each group.

Double check confirmations.

1 day away

Provide students with a checklist. (what to wear (school shirt), what to

bring(lunch/money), how to behave)

Check the weather forecast; pack your own lunch and a few extras for those who forget.

Get name tags ready

Follow up Activities: My students will create a Powerpoint of events that have happened with a President of their choice in the last 30 years and present them in front of the class.

Prepare a follow-up lesson/assessment to complete this unit.

Letter to host/historical character/etc.

Create class scrapbook or bulletin board

Create a diorama of the place/scene from the trip

Draw a picture or write an essay related to the trip

Create a powerpoint to present to the school board or on parent’s night

Create a collage Arkansas History Unit

Teacher: Mills Bryant

Date: February 15, 2019

Grade level: 6th Grade

Materials: Gavel, Robe, case files, appointed positions for students

Arkansas Social Studies Frameworks:

C.1.6.1 Examine origins and purposes of government to 1500 C.E. (e.g., belief systems, Mandate of Heaven, resource allocation, Magna Carta) D2.Civ.3.6-8 C.1.6.2 Compare origins, functions, structure, and different forms of executive leadership in systems of government in a variety of civilizations D2.Civ.5.6-8 C.1.6.3 Compare structure of government and functions of civilizations in different times and places (e.g., patriarchal, tribe, city-state, nation) D2.Civ.6, 14.6-8 C.1.6.4 Compare power, rules, and responsibilities of civil societies in different times and places

Common Core State Standards:

CCRA.R.1, 3 CCRA.W.7 CCRA.SL.1, 4 CCRA.L.6

Lesson Objective(s): Be able to conduct a court case where the defendant and the prosecutor present their arguments comparing which is better, a monarchy or a democracy.

Prepare debate and argue at a novice level in a formal setting without confrontation.

Make a group consensus and ruling based on facts presented, the rest of the class will be the jury.

Strand Content Standard Civics/Government

1. Civic and Political Institutions - Students will analyze the impact of origins, structures, and functions of institutions on society and citizens.

2. Participation and Deliberation - Students will analyze civic rights, roles, and responsibilities.

3. Processes, Rules, and Laws - Students will analyze the sources and functions of laws as well as the process of making and amending laws.

Differentiation Strategies: For students who need visuals we will require debate teams to present a visual aid for their presentation. We will also require them to present a multisensory activity to drive their point home and explain why their form of government is the best. They will be able to conduct the model that they want to portray their facts.

Engage: This assignment will surely engage the entirety of the students as all students will have a part in it. Students will be part of one of the two debate teams or the jury who listens and makes the decision.

Pre-Visit Lesson: We will have a guest speaker, the mayor of the city of Searcy to inform us on the governmental system in our town, state, and country. He will tell us why these are important things to know.

Describe how the teacher will capture students’ interest. The teacher will serve as the mediator during this assignment. This assignment should be very interesting to students who are engaged. Students who are not engaged will be controlled by the teacher and prompted in certain situations.

What kind of questions should the students ask themselves after the engagement?

Why did we do this assignment?

Why was the verdict the way it was?

Where did the debate teams find their information?

What is the most important lesson to glean from this activity?

Explore: They will be able to explore careers based on the activity that we represented. They can do this online or in the library. They will find how this can be applicable in their lives.

Field Trip

Describe what hands-on/minds-on activities students will be doing. Students will be interacting with exhibits that the tour guide deems necessary, listening to things that they say, looking at exhibits and moving around in necessary capacities.

List “big idea” conceptual questions the teacher will use to encourage and/or

focus students’ exploration

I will give them a sheet of things to find, sort of like a scavenger hunt on the way. We will look for..

What Bill Clinton was wearing on his inauguration

What kind of car led the Presidential motorcade?

How many terms did Clinton serve?

How many years?

What was said to be Clinton’s greatest achievement?

Field Trip

Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination?

The teacher will encourage students to think about how our class work and activities relate to what were looking at.

What branch of government would Bill Clintonbe categorized in now? What about during his presidency?

We will ask students questions that pertain to things on the display that is set up in the Library while we visit.

We will also encourage students to ask questions about what they don’t understand when they see things.

List higher order thinking questions, which teachers will use to solicit student

explanations and help them to justify their explanations.

What does the checks and balances system make possible in our government?

How do we resolve issues in America?

What are the main responsibilities of the President? Vice President? Secretary of State?

Elaborate:

Follow-up Lesson  (Diorama, foldable, graphic organizer, poster, essay)

Students will conduct a final essay on a specific facet of the American government in depth that we have discussed in class. They will research these things and create an essay using the research that they have conducted in order to form a more sophisticated and scholarly understanding of the concept.

What vocabulary will be introduced and how will it connect to students’

Observations?

Agrarian Relating to, or characteristic of farmers or their way of life Artifact Object made by groups of humans, such as tools and clothes; any object made by human work or skill

Capital resource Resource made and used to produce and distribute goods and services (e.g., tools, machinery, buildings)

Civil society An array of nongovernmental groups, associations, and institutions that citizens form and join, along with norms and values that underlie participation, such as cooperation, trust, and civility (e.g., Freemasons, Parent-Teacher Association)

Civic virtue Principles and character traits that enable citizens to contribute to the common good by engaging in political and civil society (e.g., tolerance, adherence to the law, opposition to tyranny, standing up for equal rights)

Civilization Advanced state of human society, in which a high level of culture, science, industry, and government has been reached

Compelling question Question that addresses problems and issues found in and across the academic disciplines that make up social studies and requires students to apply disciplinary concepts and to construct arguments and interpretations; a question that guides a historical inquiry and argumentation

Culture Learned behavior of people (e.g., belief systems and languages, social relations, institutions, organizations) and their material goods (e.g., food, clothing, buildings, technology)

Demand Quantity of a good or service that buyers are willing and able to buy at all possible prices during a period of time

Division of labor Division of a complex procedure into small tasks, enabling workers to increase output through specialization Economic decision making Process that requires comparing the additional costs of alternatives with the additional benefits

PACED Decision Making Model: A five-step process for making economic choices: (1) state the problem, (2) list the alternatives, (3) state the criteria, (4) evaluate the criteria, (5) make a decision

Cost/Benefit Analysis: A tool used to evaluate the alternatives in economic decision making

Economic factor Fundamental information that influences businesses in our economy such as competition, incentives, supply-demand, governmental policy, labor cost, taxes

Economic system Organized way in which a state or nation allocates its resources and apportions goods and services

Empire Group of states or territories controlled by one ruler

Entrepreneur Person who organizes, operates, and assumes the risk for a business hoping to make a profit

Environmental characteristic Aspect of a place or area shaped by Earth’s physical processes or derived from the physical environment (e.g., variations in vegetative cover related to climate conditions and differences in landforms shaped by processes of volcanism, glaciations, and erosion and deposition)

Exchange Trading of goods, services, and resources with people for other goods, services, and resources or for money Financial institution

Enterprise specializing in the handling and investment of funds; financial institutions can include banks, credit unions, investment firms

Knowing these vocabulary terms is functional in being informed on what they government is up to and staying up to date on current events.

Assessment (use rubric to assess diorama)

How will students demonstrate that they have achieved the lesson objective?

Students will demonstrate their knowledge in a presentation based setting. They will compile a file on their subject of choice that their paper was written on and give a presentation of such curricula.

They will have multiple projects that are mentioned throughout this project. Class discussion will be a main driver for things that are gleaned in this classroom. We will also have homework assignments which will be manifested in the way of completion of projects and papers that have been assigned.

Parent Letter:

ELED 420

SEARCY ELEMENTARY SCHOOL

FIELD TRIP

PARENT PERMISSION

This letter gives my son/daughter permission to attend the Searcy Elementary School field trip to the William J. Clinton Presidential Library in Little Rock, AR on Thursday, May 7, 2019  I understand that my child will leave Searcy via activity bus at 9:00AM and return no later than 4:00PM.

I also understand that this is a voluntary event, and SES members that intend to participate are required to turn in this completed permission form and $7.

STUDENT NAME PRINTED ______________________________________

PARENT/GUARDIAN NAME ______________________________________

PARENT/GUARDIAN SIGNATURE _________________________________

Please complete the information above authorizing your child to attend the field trip.

Contact Mr. Bryant (abryant6@harding.edu) if you need any additional information about this field trip.

Remove the reminder below.

-

'''Reminders to SES members: '''

●    Mark your calendar now with the field trip date.

●    Turn in the field trip permission form and $7.

●    '''On this day, meet in the student parking lot at 8:45AM. Bring money for lunch, payments, and souvenirs.'''