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Elana Hoenig

CEDC 722
Fall 2007
December 19, 2007

Field Trip Assignment

 Name of institution: The American Museum of Natural History

 Address: 79th Street and Central Park West, Manhattan

 Subway directions: Take the B (weekdays only) or C to 81st St. Two blocks
west of the Museum, the 1 train stops at Broadway and W. 79th St.

 Contact name and number for educational tours and programs: Tour
Operators and Group Leaders 212-713-7011 Monday-Friday, 9am-5pm for
school groups. Call at least five weeks in advance of your trip. The Museum
requires one adult chaperone for every ten students.

 Major exhibits that support social studies content : Listed are a sample of
exhibits that support social studies content for the upper elementary grades.

 Gardner D. Stout Hall of Asian Peoples- The Eastern Hemisphere (Grade 6


Core Curriculum), Communities Around the World (Grade 3 Core Curriculum)
 Hall of Eastern Woodland Indians-Native American Indians of NY State (Grade
4 Core Curriculum)
 Hall of Mexico and Central America- The United States, Canada, and Latin
America (Grade 5 Core Curriculum), Communities Around the World (Grade 3
Core Curriculum)
 Hall of Plains Indians- The United States, Canada, and Latin America (Grade 5
Core Curriculum)
 Warburg Hall of New York State Environment –Local History and Local
Government (Grade 4 Core Curriculum)
 Hall of South American Peoples- The United States, Canada, and Latin
America (Grade 5 Core Curriculum), Communities Around the World (Grade 3
Core Curriculum)

 Tours, programs, in-classroom visitations offered:

 Discovery Room -This interactive space offers families, and especially children
ages 5-12, a gateway to the wonders of the Museum and a hands-on, behind-
the-scenes look at its exhibits.
 Moveable Museum- These walk-in exhibitions are housed in converted
recreational vehicles and travel to schools, libraries, and community centers in
the five boroughs of New York City. One of the exhibits allow students to explore
the traditional homes of three nomadic peoples' -- the Gabra of Kenya, the
Mongols of Mongolia, and the Blackfeet of Montana. Students do the work of a
cultural anthropologist, discovering what architecture and everyday objects
reveal about culture.
 Museum Field Trips- The museum offers permanent and special exhibition field
trips. Additional resources are available to enhance students' experience such as
teaching volunteers, exhibition explainers, and curriculum materials. Many
resources are available both online and in print to support learning at the
Museum and in the classroom, before, during, after, or independent of a Museum
visit. Teaching Volunteers teach in the halls using carts with artifacts, specimens,
and other touchable objects to help students understand hall content. Teaching
Volunteers are in the halls 10am-12:15pm on weekdays.

 Classroom lesson ideas to pre-view the trip:

 All exhibits-To initiate a discussion about objects in museums—what meanings


the objects convey—ask students to bring from home an object or photo with
special significance to them or their family. Place all the students' objects and
photos anonymously on a table in the classroom. Each student chooses an
object, inspects it closely, and makes notes about what he or she thinks it might
be, what it is made of, where it came from, and why it might be significant to its
owner. Ask each student to read his or her notes aloud. The owners should then
identify themselves and tell the stories behind their objects, why they have kept
them, and where they keep or display them.
 Hall of Eastern Woodland Indians- Distribute copies of the insert and ask
students to read the description of the Ahkwesáhsne Freedom School and the
profiles of students. Ask students to brainstorm the kind of things they would
want students from somewhere else to know about them and their school.
Working with a partner, ask students to interview each other to build up profiles
that they will then share with the rest of the class.
 Gardner D. Stout Hall of Asian Peoples
• Begin K-W-L chart. Ask students the facts that come to mind when they
think about China, Japan, Korea, or India. Ask the students what they
know about these cultures and what they want to know.
• Show the map to give students a sense of Asia as both a physical and
cultural place. Point out the natural geographic boundaries that separate
each nation, as well as the possible areas of contact. China and India are
the two largest rice-producing countries in the world; they produce paddy
(irrigated) rice. Paddy rice needs lots of water, either from heavy rains, or
flooding. Using the information you have about rice, have the students
mark the areas on the map of Asia that would be best suited for rice
production.
• Give a lesson on the Silk Road and instruct students to complete the
Field Journal during the museum visit.
http://www.amnh.org/education/teachersguides/asianpeoples/sfj1.html
 Post-visit lessons that build on the trip:
 Hall of Eastern Woodland Indians
• Invite Native Americans living in your community—relatives of students if
possible—to talk to students about their lives, the history of their families,
and the history of their tribes. (Contact the Museum's Education
Department for references.)
• Ask students to work in groups of two or three to find out how many
towns, lakes, regions, and roads have Native American-derived names.
Do further research to find out what these names mean, what languages
they are in, and to learn more about the original groups from the area.
 Gardner D. Stout Hall of Asian Peoples
• After the trip, list what the students learned on their K-W-L chart.
• Encourage students to bring in photos of modern cities in Asia from
calendars, tourist agencies, or magazines. Students can discuss the
lifestyles of the people in the past and in the present. If they visited Asia
today, which objects from the Hall of Asian People would be seen or
used? Discuss the occasions when we wear traditional clothes.
• Divide students into teams of merchants from various cultures
represented along the Silk Road. Discuss some of the inventions and
foods that were traded along this route. Assign each team to be one of
the countries that participated in the silk trade. Have students bring in
spices and food, or make items to trade, and have a bazaar.

 Pre and/or post activities offered through the institution to support the
visit:
 Hall of Eastern Woodland Indians- Through this activity/guide, students
discover what longhouses and beaded clothing tell us about early Native
Americans. This activity includes notes on what we can learn about a people by
studying their homes, a "scavenger hunt" and a creative writing activity based on
the Museum's longhouse model, information about the importance of beads to
Native Americans, and a "complete the pattern" and a "design a wampum belt"
activity based on Museum exhibits.This activity sheet is designed to be
completed during a visit to the museum.

http://www.amnh.org/education/resources/halls/eastern_woodlands/