For Educators

Vance Birthplace Field Trips: Virtual & In-Person Experiences

Explore life on an early 1800s mountain plantation by scheduling a Zoom field trip, hosting a Historical Interpreter in the classroom, or planning an in-person visit to the Vance Birthplace!

Our field trip programs encourage students to think critically about the past, engaging with historic artifacts and primary sources as they discover the stories of individuals who lived on the Vances' Reems Creek Valley plantation.

Elementary School Programs

Students will learn about the lives of the people, enslaved and free, who lived on the Vance plantation from 1790-1844. How did people work the land? Where did they get their food, clothing, and tools? What was it like to be enslaved in western North Carolina? Students will discover the answers to all of these questions, and more, during our field trip program. Whether virtual, in the classroom, or in-person, this program features our popular History Mystery activity.

Middle School Programs

During this program, students will become the historians. They will examine primary sources and artifacts to discover the history of Venus, an enslaved woman who spent her life raising the Vance children, and Mira, her enslaver. This program encourages students to work together and think critically about historic resources. By the end of their field trip, students will know both the importance and the limitations of historical sources and interpretation. (Please note, this program can be adapted for high school students.)

For more virtual options for your students, check out our digital resources on #GoOpenNC, a platform where NC educators can search for, curate, and create openly-licensed, educational resources that are aligned to NC standards. Check it out here.

Planning Your In-Person Visit

In-person field trips are free. Activity fees of $1 per child per activity may apply if adding on additional activities for elementary groups.

There is no charge for teachers and adult chaperones, but we cannot accommodate more than 10 adult chaperones per visit. With larger groups, chaperones may need to wait outside of historic structures during guided tours as there is limited space in these buildings.

All in person field trips must be scheduled in advance.

At most, we can accommodate approximately 75 students per field trip. However, we recommend groups of 50 or less per scheduled visit to ensure the best experience.

Depending on the number of students, in person visits typically last about three hours.

You may schedule an in person field trip Tuesday-Friday beginning as early as 9:30 AM. However, this availability is affected by staff schedules.

Our covered picnic shelter is available for lunch and seats approximately 50-60 students.

Our programs take place outside, except for visits inside the unheated historic structures. It stays cold in the mornings from October through March, so please plan accordingly! We highly recommend all students wear closed-toe shoes and bring winter layers.

Please give us at least 24 hours notice if you need to cancel your field trip for any reason.

Please contact Assistant Site Manager Jordan Jenkins with any questions or to schedule your in-person field trip!

Planning Your In-Classroom Experience

If your school is located in Western North Carolina but visiting the site in-person is a challenge, one of our Historical Interpreters would be happy to give a presentation and lead an activity in your classroom to recreate the Vance Birthplace field trip experience. 

Presentations by Historical Interpreters are free. Activity fees of $1 per child per activity may apply if adding on additional activities such as History Mystery or primary document analysis. 

All in-classroom visits must be scheduled in advance.

If you have multiple class periods or rotations that you would like the Interpreter to cover, that is an option. 

You may schedule an in-classroom visit Tuesday-Friday beginning as early as 8:30 AM. However, this availability is affected by staff schedules.

Please give us at least 24 hours notice if you need to cancel your in-classroom visit for any reason.

Please contact Assistant Site Manager Jordan Jenkins with any questions or to schedule your in-classroom visit!

Planning Your Virtual Visit

Virtual field trips are free. Activity fees may apply if adding on a craft activity for elementary groups.

All virtual field trips must be scheduled in advance.

Our field trip programs utilize Zoom, but we can also use Google Meet to connect with your classroom. Students will need internet access and either a computer, tablet, or phone to join the field trip.

At most, we can accommodate approximately 100 students during one virtual visit. However, we recommend groups of 75 or less per scheduled visit to ensure the best experience.

Our elementary program lasts approximately 90 minutes. Our middle school program lasts approximately 60-90 minutes.

You may schedule a virtual field trip Tuesday-Friday between 10 AM and 3 PM. However, this availability is affected by staff schedules.

Please contact Assistant Site Manager Jordan Jenkins with any questions or to schedule your virtual visit!

Vance Birthplace Field Trips Meet These NC Essential Standards

Kindergarten & First Grade

• K.H.1.1 Exemplify ways in which people change over time.
• K.H.1.2 Explain how various events have shaped history.
• K.H.1.3 Compare life in the past to life today within the home, community, and around the world.
• 1.H.1.1 Explain how the experiences and achievements of people throughout history have helped contribute to the changes in various local communities and communities around the world over time.
• 1.H.1.2 Use primary and secondary sources to compare multiple perspectives of various events in history

Second Grade

• 2.H.1.1 Summarize contributions of various women, indigenous, religious, racial, and other minority groups that have impacted American history.
• 2.H.1.2 Explain ways in which various historical events have shaped American history.
• 2.H.1.3 Compare various perspectives of the same time period using primary and secondary sources

Third Grade

• 3.H.1.1 Explain how the experiences and achievements of women, indigenous, religious, and racial groups have contributed to the development of the local community.
• 3.H.1.2 Explain the lasting impact historical events have had on local communities.
• 3.H.1.3 Use primary and secondary sources to compare multiple interpretations of various historical symbols and events in local communities.

Fourth Grade

• 4.H.1.1 Explain how the experiences and achievements of minorities, indigenous groups, and marginalized people have contributed to change and innovation in North Carolina
• 4.H.1.2 Summarize the changing roles of women, indigenous populations and racial groups throughout the history of North Carolina
• 4.H.1.3 Explain the ways in which revolution, reform, and resistance have shaped North Carolina.
• 4.H.1.5 Use primary and secondary sources to compare multiple perspectives of various historical events in North Carolina

Fifth Grade

• 5.H.1.1 Explain how the experiences and achievements of women, minorities, indigenous groups, and marginalized people have contributed to change and innovation in the United States
• 5.H.1.2 Summarize the changing roles of women, indigenous, racial and other minority groups in the United States
• 5.H.1.3 Explain the ways in which revolution, reform, and resistance have shaped the United States
• 5.H.1.5 Compare multiple perspectives of various historical events using primary and secondary sources.

Sixth & Seventh Grade

• 6.H.1.1 Explain the role various events, people, and groups played in the rise, fall, and transformation of societies in Africa, Asia, Europe, and the Americas.
• 6.H.1.3 Compare multiple perspectives of various historical events in civilizations in Africa, Asia, Europe, and the Americas using primary and secondary sources.
• 7.H.1.1 Distinguish specific turning points of modern world history in terms of lasting impact.
• 7.H.1.2 Summarize the influence women, indigenous, racial, ethnic, political, and religious groups have had on historical events and current global issues.
• 7.H.1.5 Explain how slavery, xenophobia, disenfranchisement, ethnocentrism, and intolerance have affected individuals and groups in modern world history.

Eighth Grade

• 8.B.1.1 Determine how the relationship between different regional, social, ethnic, and racial groups have contributed to the development of North Carolina and the nation.
• 8.C&G.1.2 Compare how decisions of state and local government conform and conflict with the democratic ideals of the nation.
• 8.C&G.1.5 Compare access to democratic rights and freedoms of various indigenous, religious, racial, gender, ability and identity groups in North Carolina and the nation.
• 8.E.1.1 Explain how economic growth and decline have positively and negatively impacted individuals, groups, communities, and businesses in North Carolina and the nation.
• 8.E.1.3 Distinguish the role women, indigenous groups, and racial minorities have played in contributing to the economic prosperity of North Carolina in terms of equity, equality, and mobility.
• 8.G.1.1 Summarize the human and physical characteristics of North Carolina and the nation.
• 8.H.1.1 Explain the causes and effects of conflict in North Carolina and the nation.
• 8.H.1.3 Explain how slavery, segregation, voter suppression, reconcentration, and other discriminatory practices have been used to suppress and exploit certain groups within North Carolina and the nation over time.
• 8.H.1.4 Explain how recovery, resistance, and resilience to inequities, injustices, discrimination, prejudice and bias have shaped the history of North Carolina and the nation
• 8.H.2.2 Explain the influences of individuals and groups during times of innovation and change in North Carolina and the nation.
• 8.H.2.3 Explain how the experiences and achievements of women, minorities, indigenous, and marginalized groups have contributed to the development of North Carolina and the nation over time.

Banner image courtesy of Brenda Scott Arts.