Hi all!
I hope everyone is having a good week and enjoying the sun! On Monday, we took a trip to the Valentine Museum and did a guided walking tour of downtown Richmond, which I really enjoyed! (We also enjoyed a delicious dinner at Taza, and I will be going back soon to get another Honey Harissa bowl!)
This field trip perfectly exemplified the power of place-based education for students. Being inside the Wickham house was very informative and helped me understand what life in Richmond was like shortly before the Civil War. One detail that stuck with me was seeing the blankets and pillows on the floor of a bedroom, which we found out was where enslaved people slept so they could always be near the family they served. Seeing the house and looking at additional primary sources made history feel more tangible and helped to immerse me in this experience. Our tour guide emphasized the importance of not overlooking primary sources of enslaved people’s resistance, as these materials are necessary to challenge the idea that is often taught in classrooms that enslaved people were passive in slavery. This experience reinforced how place-based education provides students a richer, more complete understanding of history, something that textbooks or lectures may not be able to fully capture. What are your thoughts on place-based education and how it compares to traditional classroom learning?
Another key takeaway for me was the tools of engagement used throughout the trip. In the Wickham House, we weren’t just given information, we were asked to observe and interpret what we noticed. This small question allowed us to look around the room more closely, and once I did, I saw the various instruments in the room, and the lyres on the chandeliers and ceilings. Later, a riddle in the next room prompted us to look around the room to spot Homer, and why Homer and scenes from the Iliad appeared in the Wickham house, (to show that the Wickham’s were educated). On the walking tour, Dr. Stohr encouraged us to participate in activities such as notice and wonder, which made me reflect more deeply on Richmond’s history. At the Capitol, stopping to observe the seal and share what we observed, led us to recognize the goddess representing America’s victories on the seal. Reflecting on these experiences, I was surprised to learn about the Romans and Greeks’ influence on Virginia’s culture and architecture. These interactive strategies kept us actively thinking. What are other methods you could use to engage students on a field trip to the Wickham house, throughout the Museum, or on a walking tour of Richmond? What were some takeaways you had from this field trip, and was there anything you learned that surprised you or challenged your previous knowledge about Richmond’s history?
Overall, Monday’s field trip reinforced the value in these field trips, and I plan to incorporate them into my future teaching. I can’t wait to read everyone’s responses. Thanks again to Dr. Stohr for organizing the trip and for a delicious dinner. See you on Monday!
-Maya Holzman
Hi Maya,
Thank you so much for your reflection. This post had a lot of valuable insight, and I really appreciate your acknowledgment of the small but very important details of the field trip. Seeing how the rooms were set up brought out a lot of feelings and emotions. I also noticed the blanket and pillow on the floor and it was so sad to see.
I think I prefer place-based learning mixed with traditional learning. I think place-based learning gives students a more immersive experience with the content and allows them to be in the setting of an event and observe with their senses what they feel and see. I think traditional learning should follow place-based learning to provide students with a more informative perspective with minimal distractions. Traditional learning can give certain students what they need in order to learn and place-based can provide hands-on learners with more of an approach that works for them.
I think another method I could use for my own class one day would be having a worksheet for them to complete as they go through the museum. They can record how they feel and the thoughts that arise as they are walking through. I think on the field trip, stopping and pointing out important facts was very beneficial to look at the building or statue and connect it to the facts we were hearing.
I think my main takeaway was how important it is to consider primary sources from all perspectives to piece together the history as accurately as possible. Paying attention to details and interpretation can be important in understanding history. I think this trip really allowed me to look at Richmond not just as a city but as a place with deep-rooted history, stories, and identities.
Hi Maya,
Thank you for your insightful response! I also thought that the field trip was a really great experience and helped me to better understand the oftentimes unsettling roots of this place that many of us call home. If I were to do a walking tour of the museum with my students, I think I would pay special attention to the fallen statue. I would explain that while some may think that it is odd we still keep this disturbing relic in a museum, it is significant to remember our past so that we can learn from our mistakes. I would emphasize that the statue is posed on its side as it was taken down to show that we do not still agree with the practices that he represents. I would also ask students to find an artifact in the museum that interests them, take a picture, and write notes about it. They can then present the artifact, why they chose it, and why it interests them to the class. This helps them figure out their own historical interests as well as possibly develop a personal connection with the topic.
One aspect of Richmond that the field trip taught me is how little we know about the day-to-day lives and overall experiences of enslaved people. Since the majority of our primary sources are written from the perspective of the enslavers, we do not know the details of the lives of those who worked for them. This is extremely disappointing, as it causes us to lose track of so many important stories of people who helped shape our country. While we learn about the history of Richmond in school and through various other outlets, we are actually missing out on a good percentage of the history and may never have all of the details. Ultimately, while the tour taught me a lot, it also taught me a lot that I don’t know.
I hope you have a nice weekend,
Nina
Hi Maya, thanks for the great post!
I also really enjoyed our tour this past week, and all the history we got to witness across Richmond! I personally enjoyed our notice and wonder points we had throughout the excursion, as it really prompted us to reflect on what we were wondering. I think moments to stop and think, such as notice and wonder, are really great ways to provide students a deeper understanding into the history they are interacting with and viewing. For younger students, I may give them a worksheet with half finished questions to help support them in this, such as “I wonder…”, “Something that stood out to me was…” or “I was most surprised by…”. For older students, I may have them think of some things they’re wondering about and/or interested in, and do some follow up research on their question or location. Both of these strategies could allow students to think more about what they witnessed and the questions history can leave us with.
One thing that really surprised me was how many of these historical sites we saw were in some of the most urban areas of the city. I had no idea the White House of the Confederacy was right next to the VCU emergency room lane! It really reinforced just how much history lies in Richmond, and how much more can be learned. It also reminds those in the city to never forget the dark history Richmond does have, and how it’s important for us to educate ourselves about it as we live in the area.
Thanks again for the great post Maya, and have a great weekend!
Hi Maya,
Thank you for sharing your reflection on the Valentine Museum and the walking tour of Richmond. I also found the trip to be incredibly valuable, as it provided a deeper and more immersive understanding of Richmond’s history. Your discussion of place-based education and interactive engagement strategies really resonated with me.
Your point about the importance of primary sources in understanding enslaved people’s resistance is crucial. I think it is very important to understand that history is often presented in a way that makes enslaved individuals seem passive, when in reality, they resisted in numerous ways, both overt and subtle. The emphasis on these narratives during our tour was a powerful reminder of how history can be shaped by whose voices are included. Additionally, your mention of interactive elements, like engaging in activities like “notice and wonder,” made me reflect on how different learning styles benefit from these approaches.
I completely agree that place-based education offers a richer learning experience compared to traditional lectures or textbooks. I feel there is something about physically being in a space where history happened that makes it feel more personal. Seeing the Wickham House and realizing where enslaved individuals likely had to sleep was heartbreaking in a way that no textbook description could fully capture. It reinforced how important it is to integrate experiential learning into education.
One moment that stood out to me during the tour was learning that the museum could not fully trace where enslaved individuals slept. This really challenged me to think about how much history has been lost or erased. Similarly, I was shocked to learn that 1 in 4 African Americans in Richmond have ancestry tied to slavery, a shocking statistic.
Your reflection shows the importance of engaging students through hands-on learning experiences. Field trips like this one provide a unique opportunity to critically analyze history beyond the pages of a textbook. Thanks again for your thoughtful post!
Thank you for your post Maya,
I think when given the opportunity place-based education can be extremely beneficial and fruitful for students. Dr.Stohr’s friend and colleague suggested that we have lessons geared towards educating students on what they will see before visiting these places to give them background knowledge. This will allow them to interact with the spaces we visit differently, in doing so they are able to build on what they already know.
I was surprised to learn that Richmond, VA was such a large port in the transatlantic slave trade, it is hard to imagine what that looked like then with the way the city is run and looks now. We have built new things on the land and even landmarks like the White House of the Confederacy seem out of place. I don’t know if that is a good thing or a bad thing, but it is definitely something that stood out to me. So many of the stops we made along the tour seemed out of place and irrelevant in the landscape of the city of Richmond today.
Another thing that surprised me was the conversation surrounding enslaved people’s resistance, I had no idea that people thought that enslaved people were passive in their torture. I personally have always been of the impression that enslaved people resisted when they could, and I thought that was evident through examples like Nat Turner’s Rebellion and people like Harriet Tubman who risked their lives to get people out of bondage.
Hi Maya! Thank you so much for your post!
Place-based learning is essential in addition to the traditional classroom. Place-based learning is only as effective as the students are prepared for the experience. Teachers need to ensure students have gained the proper background knowledge to make their place-based learning effective. Students may struggle to grasp everything they see at a place like the Valentine Museum if they are not prepped beforehand. Place-based learning will help what they have learned stick better and seem more interesting and authentic.
One method that could keep students engaged is having them ask questions that they want answers to before going on the trip. This will keep them focused and inquisitive because they will enjoy the answers to their questions. I also think being able to actually touch things will help them stay engaged. Students always want to get their hands on things, which will help them better grasp what they are seeing and experiencing.
The big takeaway from the field trip was how little I knew about Richmond’s history. I was surprised by the Egyptian building in the middle of Richmond. I had no idea how many cultures were represented in this one city. I am excited to learn more about Richmond’s history through this course.
Thank you again for your post!
Mackenzie Woody
Hi Maya!
Thank you so much for this blog post. I also hope you are enjoying the sun! I resonate with your description of how the blankets and pillows struck you on the bedroom floor. Furthermore, visiting the house and examining primary sources made the experience more tangible. I was immersed in what it was like in Richmond shortly before the Civil War.
Place-based education is an incredible learning tool for students. As you say in your blog post, sometimes the textbook cannot fully encapsulate the story at hand; therefore, place-based learning is an excellent way for students further to understand the topic in a more immersive experience. However, place-based learning should always be accompanied by traditional classroom learning. Students need to have a solid understanding of the history before experiencing a related field trip. By combining both methods, students can comprehensively understand historical events and their significance. This approach ensures that they are well-prepared for immersive experiences and can fully appreciate the context and relevance of their learning.
I could engage students on a field trip to the Wickham house, through the museum, or walking through downtown Richmond by asking them to think about open-ended prompts. These can include questions like “what do you notice?” or “why do you think this was designed this way?”. This method encourages critical thinking and allows students to draw connections between their observations and the historical context, fostering a deeper understanding of the subject matter. Another way that I could engage students is by putting together a collection of photos from within the museum, the Wickham house, and various critical historical landmarks and statues around downtown Richmond. I would have these photos all mixed and make it like a checklist. This will make the field trip a scavenger hunt for the students, engaging them throughout. This interactive approach makes learning fun and helps students retain information better by actively involving them in exploring their surroundings.
One key takeaway from this field trip was the significant impact that primary sources have on our understanding of historical periods. The tour guide emphasized that even the small stories of resistance are essential for a comprehensive view of that time in history. For instance, examining the different letters and artifacts in various boxes revealed specific stories about particular individuals from that era. This experience provided me with a more personal perspective on this historical time in Richmond.
Again, thank you so much for your post!
Hi Maya,
I agree that going on field trips really make a difference. When my daughter was younger we went to Henricus and she still remembers everything. The was they made canoes, and how they used every piece of a deer. I believe they had her touch some deer cartilage that they used as a tool. Very impactful.
Last year we did a project in my kindergarten class about endangered species and the ring tailed lemur was what we picked. After weeks of research and finding out that lemurs do a stinky tail fight my students were so invested. We went to the Richmond Zoo and were able to see these lemurs in action.
The architecture at the Wickam house caught my eye. It was so extravagant and beautiful. I can not imagine 17 kids running around.
I hope you had a great weekend.
Maya,
Thanks for your post and the intriguing prompt! I agree with you that the tools of engagement used throughout the trip inspired different ideas and thoughts then merely reading the text or even seeing the spaces we visited. We got to touch items that existed in the past, and see the areas where the family spent their time. The Greek and Roman influences on the music room and reading room were especially interesting to me- taking the time to observe the carpet, walls, and even ceiling is not something I may have taken the time to do intentionally.
The tour did feel extremely personal. Understanding class differences, even the location’s relevance to the Capitol and the news articles and written ledgers helped to expand the residence’s relevance to Richmond in general. I believe that both visiting the physical place and using the tools of engagement will help children to understand what history was really like.
Thanks again!
Hey Maya!
Thank you for the detailed and insightful post! I could definitely see myself creating some sort of group scavenger hunt or guiding list of important sites/facts that students could have as an aid throughout the tour. It could be a good way to get them more engaged and make learning a bit more fun and competitive. Whoever finds the most on the list and can verbalize examples can then have some sort of classroom prize. Or I could see myself crafting a project around students choosing one thing that they found interesting and crafting a PowerPoint to go more in-depth on the topic. I honestly see many different methods for instruction that could be helpful on a field trip, and I think it truly depends on the students and the classroom atmosphere. As for my takeaways, I found the Egyptian cultural influences on architecture to be very intriguing. The particular monument by the hospital that captured a diverse architectural design that originated in Egyptian practices was shocking and beautiful. To see the vast cultural influence represented in Virginia’s architecture was quite surprising. Overall, I really enjoyed the trip, and thank you for the post!
Hi Maya,
Thanks for your thoughtful post! I really liked how you highlighted the role of observation and interpretation throughout the field trip. It’s such a good reminder that even small prompts like “What do you notice?” can open up big thinking. I agree that the primary sources helped bring history to life in a way that a textbook simply can’t.
Your reflection on place-based education really resonated with me. Being in the spaces where history happened made the experience feel so much more tangible. I think that kind of physical context helps students build a deeper emotional connection to the material, which can make the learning more meaningful and long-lasting.
If I were planning a trip like this for students, I’d want to incorporate something interactive at each stop. Perhaps giving students a question to keep in mind at each location, or using a journal to sketch and write quick reflections in and then developing a narrative based on these experiences. For younger students, even simple tasks like drawing what stood out to them or sharing one “wonder” could create space for curiosity and reflection.
One thing that surprised me during the trip was how many of the stories we encountered, especially those of enslaved people, were pieced together from such limited documentation. It reminded me how many voices are missing from the historical record and how much interpretation is required to fill in those gaps. That realization deepened my appreciation for the work that goes into preserving and presenting history with care and honesty.
Thanks again for your reflections!
– Emily