ABSTRACT
A core element of my eff ort to promote historical understanding through museum visits is a fi eld work assignment. Th e preservice teachers in my class are required to choose a museum to study and to analyze it from the perspectives of both students of history and teachers of history. Th e preservice teachers visit the museum, interview the education director or other museum professionals, take photographs to document their learning, and explore the museum’s Web site. Th ey then submit a 5-page review of the site that is compiled with their classmates’ work into a “Resource Guide for Teachers.” Th e reviews must include: (1) a brief history of the museum that includes the political, social, and economic context in which it was created and is maintained; (2) a list of resources available at the museum (e.g., on the Web site); (3) an analysis and evaluation of
how the museum represents the past through which students can critically analyze the narratives presented (and left out) and consider the site as a subjective, value-laden entity that constructs knowledge and is impacted by political, social, economic, and other infl uences; (4) recommendations (or not) for whether teachers should visit the museum with their students and suggestions for activities with students; and (5) digital photographs that show examples of the resources available, provide evidence to support their analysis and evaluation of the museum, and that are representative of the museum for someone who has never been there.
