Accomplish as many of the applicable SOLs as possible.

Social Sciences: K.1, K.2, K.3, K.4, K.7, K.8, K.9; 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.15; 2.2, 2,4, 2.5, 2.9; 3.4, 3.5, 3.6, 3.13

English: K.1. K.2, K.3, K.5, K.6, K.7, K.8, K.13; 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9; 2.2, 2.4, 2.5, 2.6; 3.1, 3.4.

Background:

       General Douglas MacArthur's life provides the theme for a "treasure hunt" though the Museum, using symbols for artifacts to follow a map and find those objects in the nine galleries. Students will also learn about the history of Norfolk from 1830 to the present. This is a hands-on experience using a map to find directions inside the museum. Students will view nine rooms in the Museum, find information where appropriate by reading labels, and view many types of American, Japanese and Philippine art.

       In the "Time Capsule" portion of the program, students will walk on the old cobblestones which once were the streets of Norfolk. They will see the remains of older wooden streets, and touch the center of the city of Norfolk marker from which all distances from Norfolk are measured. Video tape will be used to show some of the major events in Norfolk's history. Additionally, students in grades pre-K and K will construct a simple map of the buildings located on the square block forming the MacArthur Memorial, and students in grades 1-4 will use a street map of the City of Norfolk to find their location.

Before the visit:

1. Contact Dr. Preston Burton, MacArthur Memorial Education Coordinator, to arrange the date and time of the field trip visit.
2. Confirmation of the visit will be sent to the lead teacher, with pre-visit information and a parking map.
3. Introduce the students to the famous American soldier, General Douglas MacArthur, using the biographical information included in the pre-visit material.

Explain the purpose of the treasure hunt, emphasizing the following points:

• Museums are buildings that are used to save things (artifacts) to tell a story.
• Our Museum tells the story of a famous American, a soldier named General Douglas MacArthur.
• You are going on a Treasure Hunt to find out about General MacArthur.
• Hand out the symbol sheets (ask to have sent to your school; or you may get copies when you arrive at the MacArthur Memorial); ask the students what a symbol is and what use we can make of symbols.
• Explain that we will use symbols on the symbol sheet to find objects in the museum that are represented by that symbol. Use the sheets for each symbol to tell what we will look for when we see that symbol. Turn the sheet over to find a map of the building. Some rooms are square, round, and rectangular.

In Front of the Statue:

       Introduce General MacArthur, ask them to put a finger on the map, on the building symbol (bottom of sheet). Start there, and walk in the direction of the arrow into the round room.

In the Rotunda:

       Ask them to stand behind the black line around the guard rail with hands (and maps) behind their back.

       Some heroes are buried in Museums. General MacArthur is buried here under this black tomb stone. His wife is still alive, almost a hundred years old now (98); when she dies she will be buried here.

       Ask the students to find the objects represented by symbols on the map of the building as they visit each room on the guided tour.

Move to each room:        Give the theme of the room (a little history), and find as many objects as possible represented by the symbols.

       This program is the second hour of a two hour sequence when used with the treasure hunt program.

Students are led through the following activities:

1. Visit the center of the city. In front of the Museum (near Bank Street) is a marker placed by the Boy Scouts in 1929 which marks the center of the city.
   • The students gather around and touch the center marker. In a group in front of the marker they read the inscription.

     They are asked questions about:

   • Why the city needs a center? (Maps measure distance from this point)
   • What is on top of the marker? (A compass)
   • What are the directions? What is out in those directions?

2. How old is the Memorial building? Students guess the age. Narrow the guesses down to 150 years.

3. Teach the word dome. Ask the students, "what do you call the rounded feature on top of the memorial?"
   • Thomas U. Walter built the dome, then went to work for president Abraham Lincoln, and built the dome on the building in Washington you see on television news. Ask what is that building ? The United States capitol. We have a picture of it in the classroom.

4. Do cities change?
   • Tell them that this building in 1850 was the tallest building in the city and served as the city hall/court house.
   • People paid 1 penny to climb a ladder in the dome and look out. They could see all the way to perhaps wherever the student group comes from.
   • Ask them if the city has changed? Now there are many buildings taller than the old city hall/court house.
   • Ask them if they see changes now? 300 million dollar Macarthur Center Mall under construction across City Hall Avenue from the Memorial. Tell them that they had to blow down (implode) a building on the corner in order to clear a space for Dillards department store. We have a video of that implosion to use if there is time. They can also see the pilings (3000) being driven into the ground to support the buildings.

5. Point out the Freemason Street Baptist Church steeple.
   • Contrast the steeple with the dome on the museum. For some students, the words dome and steeple will be new vocabulary.
   • There is a weather vane on top of the steeple the architect (Thomas Walters) thought looked like the Angel Gabriel's horn?
   • Thomas Walters is the same man who built the dome on the Macarthur Memorial Museum, the old City Hall building.

6. Explore the old streets of Norfolk
   • Use the question technique to explore what was wrong with dirt streets the dirt streets and what replaced them (stone blocks).
   • Have them close their eyes and think back to the 1800's(no cars, airplanes, telephones, electric lights etc.). Have them stamp feet to simulate the sound of horses on these stone block streets.
   • Make, and have them make, horse sounds. Open eyes and move on these streets to the gift shop.

7. Visit the general's antique car in the gift shop. Point out things about the car.
   • Before entering, ask them if the 1950 automobile will have rubber tires or metal/wooden, wheels and will it have a motor or be pulled by horses.
   • How touching the car will cause harm to the finish.
   • Why did the general never learn to drive? (He always had a driver).
   • What did soldiers do when they saw the license plate? (Salute the 5 stars).
   • Why did he have a window behind the seat in back of the driver? (Keep any military secrets away from the driver).
   • Move to classroom "b" for the time capsule presentation.

   (This is a good time for a restroom break under their teacher's supervision)

8. Continue the question: Do cities change?
   • Show them the picture of the city hall/court house (Museum) in 1850. Ask what is different in the picture from what they saw out in front of the museum. (City Hall Avenue was once a tidal stream).
   • Have them name the dome.
   • Show the picture of the city hall/courthouse in 1910. They can see City Hall Avenue, electric lights and streetcars (trolleys).
   • Optional: show video of the trolley in service.

9. Old wooden streets of Norfolk (optional, if there is time)
   • Show the case with the wooden streets taken from under the present City Hall Avenue. Ask them to use the enlarged framed picture of the cross section of the excavation from which the wooden streets were taken and describe where the streets were located (look about 4 feet down in the picture).

10. Mapping
    • Ask the students to find themselves on the World Map, USA map and Virginia map in the front of the classroom.
    • Hand out the city map (attached). Review the compass MacArthur Memorial and answer the questions on the back of the map with the group.

       In the mapping activity they are issued a map of the 4 buildings on the MacArthur Memorial Square and place pictures of the buildings in the appropriate spaces on the map. They also locate and place a picture of the stop light in the appropriate spot on the map.

1. Lead a discussion of the usefulness of symbols in their lives. List as many symbols as possible that a student might use in a single day.
2. Describe why it is important in America that we have soldiers who are willing to risk (and give) their lives in the defense of freedom. Why is it that people might say, "Freedom is not free?"
3. Discuss with the students how they demonstrated characteristics of a good citizen (taking turns, sharing, etc., as listed in SOL objectives #K.7) on this field trip.
4. Have the students draw or describe the patriotic symbols they saw in the Museum on the treasure hunt. What do they mean?
5. Have the students write a sample journal entry for a day in the life of a citizen in Norfolk when the 1850 Court House was built. What was life like without telephones, electric lights, cars, etc.?
6. Review the map requirements outlined in applicable SOL objectives, that were covered in this field trip.
7. Other extensions may be written to reinforce the oral reporting skills and the writing skills by asking the students to discuss and write about the things they learned on the visit to MacArthur Memorial.

Assessment activities should be developed around the objectives outlined in the SOLs covered in this field trip activity and appropriate to the various grade levels participating.

MacArthur Memorial

Education Coordinator
General Douglas MacArthur Memorial
MacArthur Square
Norfolk, Virginia 23501

PHONE: (757) 441-2965
E-MAIL: macmem@norfolk.infi.net