There are four learning experiences in this design for group visits to the Preservation Society and the Robert Long House. The goal for the visit is to actively engage visitors in learning about life in 18th and early 19th centuries and implementing the Robert Long House site as a vehicle to this understanding. As of this writing (Spring 2004), the Maryland State Department of Education is in the process of editing and rewriting learning outcomes and content standards for Maryland schools. However, in the May 19, 2000 printing of Maryland Social Studies Content Standards, there is a list of thinking processes and strategies that are important for students of history. These processes and strategies focus on guided examination of data, critical thinking of data, and formulating generalizations from the results of historical inquiry. These skills have been the focus of this project. A summary statement of the four learning experiences follows:
Investigating Fells Point c. 1800: Visitors focus on the area and its environs. Map study encourages visitors to examine where they are in place and time.
Archaeology and the Robert Long House: A hands-on examination and interpretation of artifacts recovered at the Robert Long House places visitors in the roles of archaeologists and historians.
Investigating the Robert Long House: While examining the exterior of the house and touring the interior, visitors will discover characteristics of the lifestyle of a well-to-do merchant in 18th century Fell's Point.
Investigating the 18th Century Garden: The lifestyle experience is extended from the house to the exterior garden, illustrating the importance of various herbs and other plants to daily 18th century life.
Each learning experience lesson contains: a statement of purpose for the activity, procedures to follow to implement the activity, suggested questions to guide learning, and Visitor Resource Sheets on which to record data. The questions and the Visitor Resource Sheets assist the docent in guiding visitors to the discovery of life at Fell's Point two centuries ago. As these learning experiences are implemented, the docent is encouraged to pencil in additional questions, edits, and notes. Also, there are several other aspects about the learning experiences that are important.
There is no specific sequence that has to be followed in implementing these learning experiences. They are designed to stand alone and are independent of each other.
Although intended for any age group, the questions and activities are best suited for students in grades 4-11. "Archaeology and the Robert Long House" is an activity that can be implemented and enjoyed by any age group, including adult. Likewise, the other learning experiences may be used with adults with minor modification.
Each learning experience includes a statement of purpose, learning goals, materials needed for the experience, and procedure for implementation. Most of the activities require some form of writing (notes or brief written responses). Visitors may complete the activities individually or in small groups. Suggestions have been included.
Each learning experience has been developed for groups of 10 or less in mind. Therefore, for a school group of 25-30 sixth graders, there is the option of implementing three or four of the activities.
The learning experiences are designed to be conducted simultaneously. While one group is with the map study another may be with archaeology.
The strength of the learning experiences is that visitors begin at "ground zero," and they are not required to have a broad historical background in order to benefit from the learning experiences. The wealth of information provided by the Robert Long House, the Preservation Society, and the docents will have a positive effect on visitors' learning and understanding of history. Also, volunteers with little knowledge of the detailed history of Robert Long will be able to implement the learning experiences with careful reading of the learning experience and proper assembly of the materials needed to implement the activity.