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.

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.