Post-Trip Activities
After the students have had time to think about and reflect on the field trip to Maggie Walker House, there are a variety of post-trip activities the teacher can have them do. In order to give the students time to "soak up" their experience, post-trip activities should be done within the next couple of school days (not immediately upon returning to school from the museum). Giving students some time to think about the trip will make the follow-up activities more meaningful.
One activity the teacher could have the students do is write a journal reflection about the trip. The students would choose between two different journal prompts to write about. The first prompt would be to have the students write about some of the things they did and saw at the museum in their journal reflection. The students would elaborate on this and discuss new things they learned about on their trip. The students must incorporate specific facts and items that they saw and learned about on the trip. In their journal entry the student should be answering questions like:
Who did you learn about at the museum?
What did you see at the museum?
Where did you go?
When did Maggie Walker live? What took place?
Why it is important to learn about these things?
How does this information effect people today?
The second prompt would be to have students write a diary entry as one of the people that they learned about at the museum. The students would have to write from the person's perspective and describe what their life was like. The students could choose to write from the perspective of one of Maggie Walker's family, friends, or the woman herself. The students must reference some of the facts they learned about at the museum in the diary entry. For example, if they chose to write a diary entry as Maggie's mother they would describe how hard life was as a slave and a laundress. After reading the diary entry, the reader should be able to answer questions like:
Who was the person writing the diary?
What was this person's life like?
When did they live and what was it like then?
Where did the person live?
Why were they important to Maggie Walker?
How is the person related to Maggie Walker?
If some students finish early they could write a follow-up diary entry as their chosen person. The diary prompt would be that the person came in a time machine and was visiting Maggie's home today. The student should discuss what changes the person notices in the home as well as the surrounding area. The student should explain how the person feels about these changes. For example, did the person notice that Richmond is no longer segregated and how do they like or dislike this change. Another example could be if the person noticed the technological advances since Maggie's time and how they feel about them.
Source: http://www.nps.gov/history/museum/exhibits/Maggie_Walker/exb/Life%20At%20Home/B%20Work%20at%20Home/MAWA688_maggieWalker.jpg
One activity the teacher could have the students do is write a journal reflection about the trip. The students would choose between two different journal prompts to write about. The first prompt would be to have the students write about some of the things they did and saw at the museum in their journal reflection. The students would elaborate on this and discuss new things they learned about on their trip. The students must incorporate specific facts and items that they saw and learned about on the trip. In their journal entry the student should be answering questions like:
Who did you learn about at the museum?
What did you see at the museum?
Where did you go?
When did Maggie Walker live? What took place?
Why it is important to learn about these things?
How does this information effect people today?
The second prompt would be to have students write a diary entry as one of the people that they learned about at the museum. The students would have to write from the person's perspective and describe what their life was like. The students could choose to write from the perspective of one of Maggie Walker's family, friends, or the woman herself. The students must reference some of the facts they learned about at the museum in the diary entry. For example, if they chose to write a diary entry as Maggie's mother they would describe how hard life was as a slave and a laundress. After reading the diary entry, the reader should be able to answer questions like:
Who was the person writing the diary?
What was this person's life like?
When did they live and what was it like then?
Where did the person live?
Why were they important to Maggie Walker?
How is the person related to Maggie Walker?
If some students finish early they could write a follow-up diary entry as their chosen person. The diary prompt would be that the person came in a time machine and was visiting Maggie's home today. The student should discuss what changes the person notices in the home as well as the surrounding area. The student should explain how the person feels about these changes. For example, did the person notice that Richmond is no longer segregated and how do they like or dislike this change. Another example could be if the person noticed the technological advances since Maggie's time and how they feel about them.
Source: http://www.nps.gov/history/museum/exhibits/Maggie_Walker/exb/Life%20At%20Home/B%20Work%20at%20Home/MAWA688_maggieWalker.jpg