StoryOfNC

Part I. I enjoyed the exhibit as a whole; I liked the fact that it told a story from beginning to end. The exhibit, for me, put Mr. Mobley’s class, the teaching of NC History, into perspective. As I was exploring the exhibit, it was a review of the entire class. From the telling of the Native Americans, to the Revolutionary War, and much more, I loved it all. The signs that were labeled colored and white really made authentic the history of the Jim Crow laws. During my visit, there were elementary students there also exploring the exhibit, so the one thing that I was mainly drawn to is the hands on things, such as the milking of the cow and other displays that invited children to “touch”. Often time when children visit such places they are told to keep their hands to themselves and to not touch things at all, so it was rewarding to see the opposite of this. The one thing I found surprising and also interesting, in terms of our state’s history, is the fact that North Carolina was the first colony to publically declare Independence from Great Britain. I had never known this part of our history.

Part II.
 * 1) 1. In terms of prepping my students for the museum, I would first do a unit on the History of North Carolina because the museum does put that teaching into practice. I feel as though students would have a better understanding of the history if they learn about it in school and then explore the exhibit. This would also serve as a review for students. I would then explain the activity we’d be doing while visiting the museum and prompt them to pay close attention to some of the important aspects we learned in class.
 * 2) 2. I would guide my students through the exhibit by giving them a little checklist of things to do. It would be similar to that of a scavenger hunt with a small twist. I would have them, if they had cell phones, to take photos of 3 things that interest them while exploring the exhibit. If they don’t have a phone they are to make note of these things. In addition, they should write down a question, or questions, that they may have about some aspect of the exhibit, and then they’ll have a few questions that they should answer in response to what they learned in class and how they see it being exemplified in the museum.
 * 3) 3. The part of the museum I’d focus on the most is that of the big ideas, such as the Revolutionary and Civil War, Indian Life, Slavery, etc. The reason being is that these are all major topics that make up the bulk of NC’s history.
 * 4) 4. The types of activities I’d create while the students are visiting the museum would be for them to complete the worksheet above; I’d lead the students throughout the various parts of the museum to answer their questions. Also, while exploring the various displays, I’d introduce students to each of the displays and allow them a chance to look at it. For instance, with the standard middle class house, I’d have students all stand outside of it first and explain to them what it is, what they should be looking at and for, etc.
 * 5) 5. I’d extend the activities into the classroom by having students to pick one particular display they are interested in (it can be one of the three which interested them). They are to recreate this display as a project; they can do a presentation and dress up as a figure pertaining to NC history, build something, create a book, make a video, etc. Students will be encouraged to be creative and to refrain from choosing similar displays; they’ll present their projects to the class and we’ll set up our own museum in the classroom.
 * 6) 6. I’d be concerned that students may get off topic or become disengaged. Or, like the students I witnessed today, they may be running all over the place instead of being in their designated area.

Part III. a.
 * 1) 1. Take a picture or write down three displays that interest you. (Make sure to include the name and some notes on why they interest you).

b.

c.


 * 1) 2. What type of tools did the Native Americans use? What were they used for?


 * 1) 3. What were some of the diseases that the Europeans transmitted to the Native Americans?


 * 1) 4. How many women refused to purchase tea due to the tax during the Boston Tea Party?


 * 1) 5. How many slaves lived in the displayed housing unit?


 * 1) 6. What is the Slate with Abacus and how was it used?


 * 1) 7. What is the significance of the “Colored” and “White signs displayed above some of the doors?


 * 1) 8. What are some questions that you have pertaining to something you’ve observed in the museum? If you can’t think of anything, what is something that you’d like to know more about that maybe wasn’t covered in class or explained at the museum?