| This past spring, a junior high school from Texas | | | | the Supreme Court, Mount Vernon, and we even |
| traveled to Williamsburg, Virginia and Washington | | | | had a photograph in front of the White House. |
| D.C. on a class trip that was organized around the | | | | The number of dead buried at Arlington National |
| theme of American history. This was the first | | | | Cemetery astounded students. There were also |
| time that 8th grade teacher Bobbi Goodson led a | | | | plenty of comments about the Holocaust Museum. |
| school group on a trip. She had many interesting | | | | I don't think students had any idea how many |
| observations about the trip and the process of | | | | died there, until they saw a room filled with shoes, |
| bringing nearly 50 people across the U.S. for a | | | | and numerous videos that described the events. |
| learning experience they will never forget. | | | | They also found the trip to Mount Vernon and |
| Q. What made you decide to sponsor a class trip | | | | Jamestown Settlement memorable because of |
| to Williamsburg and Washington D.C.? | | | | the exciting way history was presented at each |
| A. In previous years, other teachers had taken | | | | site. Also, their history course had prepared them |
| this on. I always heard great stories when | | | | pretty well for Jamestown and Mount Vernon. |
| students came back. The teacher who had done | | | | Q. How were your tour guides and bus drivers? |
| this previously was unable to organize a trip this | | | | Were they personable and responsive to your |
| year because she had a new baby at home. I | | | | needs? |
| decided it was time for me to lead a trip. | | | | A. Ann Greenwald was our Washington D.C. tour |
| Q. What course do you teach at Pleasanton Junior | | | | guide and she was fabulous. She had a deep |
| High School? How was the trip related to your | | | | knowledge of the area and helped to adapt our |
| curriculum? | | | | itinerary to meet our needs. When time was |
| A. I teach 8th grade special education. My | | | | running out she helped us to hit the hot spots in |
| students need assistance with reading | | | | Washington D.C. She helped students by pointing |
| comprehension. The object of my course work is | | | | out things they might have missed along the way. |
| to improve reading skills and get kids focused on | | | | She had an excellent rapport with the children. |
| the study of math, science and history. In eighth | | | | Everyone in the group loved our bus driver. It felt |
| grade history courses, students learn about | | | | like we would not have had the same experience |
| Colonial American history. They study Jamestown | | | | if we did not have this tour guide and bus driver. |
| and the inception of the colonies, as well as the | | | | We were on the go from morning until night and I |
| life of George Washington and the Revolutionary | | | | was surprised we could all keep up - but we did! |
| War, among other things. So, a trip to Washington | | | | Q. What type of response did parents have after |
| D.C. with an additional day or two in Williamsburg | | | | the class trip was completed? |
| was the perfect complement to course work. | | | | A. I ran into some parents afterwards while |
| Q. What sites did you visit in Williamsburg, VA? | | | | shopping around town. Many said they never could |
| A. We visited Jamestown Settlement, where living | | | | have done a family trip to Washington D.C. for |
| history actors were dressed in costumes. The | | | | their child. They were thankful their children were |
| students saw replicas of the three ships colonists | | | | able to experience this. Some of the parents who |
| landed on and they saw what a settlement | | | | were chaperones appreciated the time they had |
| encampment might look like. We also took the | | | | to spend with their child before they became high |
| lantern tour in the evening in Williamsburg, and a | | | | school students. |
| daytime tour of Colonial Williamsburg. | | | | Goodson also mentioned that the five day, four |
| Q. How did the students (and you) respond to the | | | | night trip offered a great deal, but kids were |
| idea of learning from living history? | | | | missing their parents by the end of the trip. "Of |
| A. The living history actors and actresses are | | | | course you always lose at least one cell phone to |
| dressed in period costumes. This type of learning | | | | a swimming pool," said Goodson. She was most |
| is very hands-on. I found it to be kid friendly and | | | | appreciative of the security provided at the hotel |
| interactive. There was certainly an awe factor | | | | at night, which made her sleep sounder, too. "If I |
| and students responded well. Compared to a | | | | ever lead a trip again," commented Goodson, "I |
| museum setting, listening to a story about history | | | | will make sure security is included." |
| by a dressed interpreter was far more appealing | | | | For junior high school students from Texas, a trip |
| and engaging for this age group. | | | | to the East Coast helped to enrich their study of |
| Q. What sites did you visit in Washington D.C.? | | | | American history and give them a new |
| And which were most memorable for students? | | | | perspective about the founding of our country. It |
| A. We visited the Washington Cathedral, the | | | | was also a welcome change of pace and scenery |
| Holocaust Museum, Arlington National Cemetery, | | | | they will remember for years to come. |