OVERNIGHT AND OUT OF STATE FIELD TRIPS
Teachers wishing to apply to the FSD1 School Board for approval of overnight out of state field trips need
to provide the following information for review by the school board:
1. Name of individual requesting approval. Please include number of years of teaching experience
and number of years teaching experience in the district.
Aubry Amerson, Wilson High School- 6 years teaching experience, 5 years in FSD1.
Anna Walden, Williams Middle School – 6 years teaching experience, 5 years in FSD1.
2. Provide a list of past trips (out of state) sponsored/chaperoned.
Amerson chaperoned and helped lead (along with Jennifer Hill) a Williams/Wilson trip to
Washington, DC in 2012.
3. Destination and dates of the field trip.
Washington, DC January 19, 2017 – January 22, 2017.
4. Provide the purpose of the field trip.
The purpose of this trip is to provide students with a once-in-a-lifetime opportunity to
discover the concepts of democracy, be a part of history, explore major historical landmarks
and reflect on the achievements of great Americans. This trip will open students’ minds and
encourage learning in the areas of history, geography, political science, law, government
service, science and more.
5. Please include state standards that will be taught in reference to the trip. How are students going
to be assessed on these standards? An example would be: journals, videos, pictures, group
presentations, diaries, etc.
During the trip students will participate in games and activities throughout the trip focused on
areas of history, government, geography, political science, citizen participation, service and more.
Students will be required to keep a journal of their trip. Included in their journals will be photos,
summaries of what they learned and reflections on the different events, activities and historic
sites. After returning from the trip, each student will be required to create an individual, digital
scrapbook page that includes photos, videos, and/or writing to describe a meaningful experience
that they had on the trip. The digital scrapbook will be completed through Google Classroom and
Slides. Each student will have access to the completed scrapbook.
Standards
 7th Grade:
 7-2.1 Analyze the characteristics of limited government and unlimited government that evolved
in Europe in the 1600s and 1700s.
 7-2.5 Explain how the Enlightenment influenced the American and French revolutions leading to
the formation of limited forms of government, including the relationship between people and
their government, the role of constitutions, the characteristics of shared powers, the protection
of individual rights, and the promotion of the common good.
 8th Grade:
 8-3.2 Explain the role of South Carolina and its leaders in the Constitutional Convention,
including their support of the Three-Fifths Compromise and the Commerce Compromise as well
as the division among South Carolinians over the ratification of the Constitution.
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8-3.3 Explain the basic principles of government as established in the United States Constitution.
World Geography:
WG-4.3 Compare the roles that cultural factors such as religious, linguistic, and ethnic
differences play in cooperation and conflict within and among societies.
WG-6.4 Explain the advantages and disadvantages of daily life in rural and urban locations (e.g.,
transportation systems, zoning, congestion, population density, cultural opportunities, cost of
living).
World History
MWH-5.2 Analyze the ideas of social equality, democracy, constitutionalism, and nationalism
brought about by the Enlightenment and their effects on institutions.
MWH-6.1 Explain the impact of English political institutions and attitudes on their North
American colonies, and the American Revolution.
United States History & Constitution:
USHC-1.5 Explain how the fundamental principle of limited government is protected by the
Constitution and the Bill of Rights, including democracy, republicanism, federalism, the
separation of powers, the system of checks and balances, and individual rights.
USHC-1.6 Analyze the development of the two-party system during the presidency of George
Washington, including controversies over domestic and foreign policies and the regional
interests of the Democratic-Republicans and the Federalists.
US Government
USG-1.2 Analyze components of government and the governing process, including politics,
power, authority, sovereignty, legitimacy, public institutions, efficacy, and civic life.
USG-1.3 Evaluate the role and relationship of the citizen to government in democratic,
republican, authoritarian, and totalitarian systems.
USG-1.4 Analyze the institutional and organizational structure of government that allows it to
carry out its purpose and function effectively, including the branches of government and
legitimate bureaucratic institutions.
USG-1.5 Evaluate limited government and unlimited government with regard to governance,
including rule of law, the role of constitutions, civil rights, political freedom, economic freedom,
and the ability of citizens to impact or influence the governing process.
USG-3.1 Evaluate the Constitution as the written framework of the United States government,
including expression of the core principles of limited government, federalism, checks and
balances, separation of powers, rule of law, popular sovereignty, republicanism, individual
rights, freedom, equality, and self-government.
USG-3.2 Evaluate the formal and informal structure, role, responsibilities, and authority of the
legislative, executive, and judicial branches of the national government as the embodiments of
constitutional principles.
USG-3.3 Analyze federalism and its application in the United States, including the concepts of
enumerated, concurrent, and reserved powers; the meaning of the ninth and tenth
amendments; the principle of states’ rights; the promotion of limited government; the
protection of individual rights; and the potential for conflict among the levels of government.
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USG-4.1 Evaluate the role of the citizen in the American political process, including civic
responsibilities and the interaction between the citizen and government.
USG-4.2 Analyze the process of political socialization and its relation to political participation.
USG-4.3 Evaluate the role and function of common avenues utilized by citizens in political
participation, including political parties, voting, polls, interest groups, and community service.
USG-4.4 Analyze the process through which citizens monitor and influence public policy,
including political parties, interest groups, the media, lobbying, donations, issue advocacy, and
candidate support.
USG-4.5 Evaluate the importance of civil rights and civil liberties for citizens in American political
culture and the protective role of the national government through the Bill of Rights, the judicial
system, and the Fourteenth Amendment.
USG-4.6 Explain how fundamental values, principles, and rights often conflict within the
American political system; why these conflicts arise; and how these conflicts are and can be
addressed.
6. Transportation: How will the students be transported?
Transportation is provided through the company the trip is planned through. Students will
ride a motor coach bus with an experienced driver and chaperons.
7. Number of students participating in the activity. 35 participants are currently registered and
paying.
8. Accommodations: Where will the students be staying? How many students in each room? Are the
rooms all located with interior doorways? Are students and chaperones located on the same
hallways with chaperones located in strategic locations?
9. Cost of the trip per student. Cost for chaperones.
Cost of the trip per student is $1, 179 for quad occupancy rooms. Chaperon cost is expected
to be covered by World Strides, dependent on the number of student participants.
10. List any fundraising activities to offset costs of the trip.
Students may elect to participate in the FLAG financial assistance program offered by World
Strides. Students may also elect to participate in the Gift of Education program that allows
them to accept donation for sponsorship from friends and family members.
Otherwise, parents and students are responsible for the cost of the trip.
11. Chaperones (Number and Names): If chaperones are on staff with FSD1, please include their
position, number of years teaching experience and number of years in FSD1. If chaperones are
parents, each parent has to have gone through the background check process.
Aubry Amerson
Anna Lee Walden
Don Watts
Other parents are scheduled to go. Once these parents are confirmed, they will also serve in
the role of chaperone.
12. Written itinerary. Provide a detailed description of what sites you will be visiting. This should be
done for each day of the trip.
A specific itinerary cannot be “locked in” until closer to the dates of the trips due to
fluctuating openings/closings of locations in DC leading up to the Presidential Inauguration.
However, a sample itinerary (based on previous trips) is attached.
Things to remember:
Parental permission slips: Have each student complete a permission form. See attached form.
Check with the building principal for standardized testing dates and other potential conflicts.
Remember to have a copy of the insurance coverage for the bus company you are using. (When
planning the trip keep in mind that drivers can only drive for ten (10) hours per day.)
Include a rooming list for each chaperone and if the hotel did not generate a rooming list, provide
the hotel with said list.
Remember to include the cost of any substitutes needed to cover classrooms.
Medical Information: Have the parents complete a form detailing the medical concerns for their
child. The school nurse will have the forms that will need to be filled out by the doctor for any
medications the child will need to take on the trip. Provide the school nurse with a list of students
who are going on the trip and he/she will provide any information you will need for students with
particular issues. The school will send a first aid kit for the trip.