Field Trip Project

Gene Autry
Museum
LBS 375

4th Grade Field Trip

Field trip will be planned in order to consist of 30 students total.

For every 5 students there will be one chaperone, consisting of 6 adult

chaperones.(Adult supervision will be required).
30 students + 6 adults =36 total

The entire field trip is 6 hours.

Lunches will be provided and distributed accordingly with the regular

school lunch schedules. It is recommended that the student brings his or
her lunch, if not we will provide one.

Students will have to have permission slips signed by their parents.

Schedule
8am-8:45am School Starts. (Attendance, teacher will verify students field trip permission slips are
signed).First meal on campus (Breakfast meal before departing from school campus).
8:45-8:50am Preparation for departure (headcount making sure that everyone is present and ready)
8:50-9am:Departure from school.
9-10am (Class will be singing the wheels on the bus go round and round)
10am-11:15 Arrive at the Autry (check in at admissions)
11:15-12:15pm- First tour-Westward Expansion
12:15-12:45pm- Lunch Time.
12:45-1pm- Clean up.
1pm- 2:15pm- Second Tour (Life in the West:Plains Indians).
2:15pm-2:30pm Group Exploration (students will break into groups that is directed by an adult
supervisor in order to further explore the museum)
2:30-2:45pm- Preparation for returning to campus (headcount making sure that everyone is present and
ready).
2:45pm- Departure back to campus.
3:15pm- Arrive back to campus dismissal.

California State Standards

Social Science History
Field trip to the Autry Museum will be connected with the following state standards.
The California Gold Rush -History Social Science
4th Grade
4.3 Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through
the Mexican-American War, the Gold Rush, and the granting of statehood.
4.3.2 Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John Bidwell,
John C. Fremont, Pio Pico).
4.3.3 Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment (e.g., using biographies
of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp).
4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California
economy and its political and cultural development since the 1850s.
4.4.2 Explain how the Gold Rush transformed the economy of California, including the types of products produced and consumed,
changes in towns (e.g., Sacramento, San Francisco), and economic conflicts between diverse groups of people.
4.4.3 Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those who
came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese
Exclusion Act).

California State Standards

Social Science History
Westward Expansion History Social Science
4th Grade
4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California
economy and its political and cultural development since the 1850s.
4.4.3 Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those who
came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups.
4.4.4 Describe rapid American immigration, internal migration, settlement, and the growth of towns and cities (e.g., Los Angeles).

Californias First People's History Social Science 4th Grade

4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
4.1.3 Identify the state capital and describe the various regions of California, including how their characteristics and physical environments
(e.g., water, landforms, vegetation, climate) affect human activity.
4.1.4 Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns.
4.1.5 Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population
density, architecture, services, and transportation.
4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian
societies to the Spanish mission and Mexican rancho periods.
4.2.1 Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs;
and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.

Cost of the trip:

Tickets:
for group tickets, admission is $3 per student and
$8 per chaperone.
So the total would be $90 + $48 =$138.00

Bus:

Sureway Transportation.com

Los Angeles School Bus Rental

-Receive 25 dollars discount on first trip.
-$350 first 5 hours $50 every hour after.
-Autry requires about 8 hours = $475.00 with discount
applied.

Total for tickets and bus:

$138+$475= $613

Pre-Trip Activity: Mapping

History/Social Science: Westward Expansion and Californias early people
Students will do a mapping activity prior to their trip the museum. This activity will directly tie into the
things they will see and native and non-native people they will learn about when visiting. The students
will map the following and will focus on the time period between 1850 and 1900:

The homes and settlements of various Native American tribes that are found throughout
California.
Where large groups of specific immigrant populations (as assigned by teacher) settled as well as
identifying their country of origin.
Map some of the migratory routes that people took when entering California and locations of
specific industrial booms (such as the start of the Railroad or Gold Rush.)

Pre-Trip Activity: Mapping CA

(continued)

State capitol, significant bodies of water and

mountain ranges.
Labeling of major physical environments (e.g.
desert, mountains, valley).

At the conclusion of the assignment, students will

have enough background information to properly
enjoy the museum and be able to ask questions that
will further enhance their comprehension.

Museum Tours

Westward Expansion

Grades: 312
Times: 10:00 a.m., 11:15 a.m., and 1:00 p.m.
Maximum: 30 students per hour Inspire the pioneer in your students! Discuss the idea of Manifest Destiny,
imagine the hardships of the trail west through hands-on activities, and touch the past through replica
objects.

Life in the West: Plains Indians

Grades: 38
Times: 10:00 a.m., 11:15 a.m., and 1:00 p.m.
Maximum: 30 students per hour
Museum teachers will make use of our extensive hands-on replica collection, as well as the Plains Indian
displays in our permanent galleries, to highlight the ways in which the Indigenous peoples of the Great
Plains used local resources in their everyday lives, societies, and cultures.

This information was provided by the

Gene Autry museum

Assignment during the field trip

During the field trip the students
will be assigned a worksheet that
will consist of a scavenger hunt.
The scavenger hunt will include
specific questions that can only be
answered based on information
given during the tour. We will then
go over the scavenger hunt at the
very end of the field trip

Classroom activity
Due to the field trip, the objective for the classroom activity will
be to Understand the role that baskets play in the everydaylife of
California Indians
Investigate the characteristics that distinguish various types of
baskets
Weave their own baskets
To extend their hands- on experience, one of the activities that
can be done in the classroom is making a basket.
Before introducing the students how to make a basket first ask a
various of questions for discussion:
How do you think Native Californians used baskets?

Classroom Activity
What materials did they use to make their
baskets?
Where did they get their materials?
How long do you think it takes to make one
basket?
Do you think they made baskets in different
shapes and sizes? Why would they do that?
Do you think they carried water in their baskets?
How?

Explain what kind of baskets

were used for certain tasks.
California baskets can be found in a variety of
shapes. California Indians used shallow trays
for sifting; small, wide baskets for storing
various objects; large, deep baskets for
gathering and cooking food; and small, round
baskets that served as caps or hats. Large,
elongated baskets were used for gathering and
storing food, and baskets with a small opening
on top were used for giving gifts.

And see if they can match the right

basket usage.

Basket weaving
Materials:

1 coil of 5/64 round

reed, cut into 16
pieces (warp, spokes)
2 coils of 1/16 round
reed, cut into 36
pieces (weft, weavers)

Evaluation

Through this process of hands-on learning, your students

should gain a greater understanding and appreciation of
the daily lives of California Indians.
By working with the basket worksheet, they have begun
the process of identifying some of the many different
groups of Indians living in California and learning about
some of their traditions