Articles, College Tours, New York City, Washington D.C.

Eastern U.S. Explorer Tour the Ultimate Student Travel Experience for Chinese Students

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The Eastern US Explorer tour is a great opportunity for Chinese students to tour the Eastern Seaboard of the United States. This tour is longer than most student tours, spanning a 10-12 day period, rather than just a four to seven days. The student tour was specifically designed for Chinese students to experience college tours of select U.S. universities, see cultural and historic sites in the Eastern United States and shop at some of the most desirable locations in New York City, Washington D.C. and other destination cities.   Encompassing everything from camping and outdoor activities to visits to Harvard and Yale to the glamour of NYC and Broadway, this is a fully integrated cultural immersion tour students are guaranteed never to forget.

Fully guided tours of NYC and Boston provide firsthand look at American history

The adventure starts in Boston, with a day scheduled at Thompson Island Outward Bound.  There, students will learn about the environment and experience the fun of the outdoors with the Trust and Self-Reliance program, which includes a ‘high ropes challenge’ and a ferry ride. Students will also take a guided tour of Boston’s Freedom Trail, which includes Boston Common, the State House, and the USS Constitution, famously known as ‘Old Ironsides.’ While in the Boston area, Chinese students will visit Walden Pond, made famous by Henry David Thoreau, and spend an afternoon at Plymouth Plantation on a reproduction of the world famous Mayflower ship, on which the pilgrims crossed. These activities will expose them to unique aspects of American history.

From Boston and surrounding areas, students will travel to New York City. The guided tour of the Big Apple includes trips to Madison Square Garden, Chinatown, Central Park, the Statue of Liberty and Ellis Island, NBC Studios, Wall Street and the New York Stock Exchange, the Empire State Building, and many other notable sites. Students will also experience the thrill of a night on Broadway, which includes dinner and a musical.

College Tours of Ivy League Universities and Top Name Schools

During the course of the trip, students will tour Harvard, Yale, Massachusetts Institute of Technology (MIT), New York University (NYU), Columbia University, and others. All tours include lunch and/or opportunities to sit in on classes.  A full portrait of the academic landscape is presented, including an opportunity to see what typical day-to-day life at various campuses is like. At Harvard, students will lunch with others in the freshman residence hall. At NYU, they will request to sit in on a business or women’s studies class. At Columbia University, they’ll attend a journalism or marketing class. And at Yale, they’ll have the opportunity to meet with the Yale-China Association and the SOM Program for Social Enterprise.

Exploring Humanitarian, Social, and Environmental Causes

Exposure to different aspects of existence is essential to education. So, students will have the opportunity to volunteer at a NYC soup kitchen or homeless shelter.  They will also volunteer at a retirement center or senior home. Interacting with others in these environments will provide students with a chance to see sides of American life that is not immediately visible to a traveler, and to develop a deeper appreciation for the value of service to others. Students will also visit Honey Brook Organic Farm in New Jersey, where they will have the opportunity to learn about sustainable living.

The final leg of the tour will be in Washington, D.C.—a visit that will include a full tour of the US Capitol. Student tour leaders will also be given the opportunity to schedule a visit with a U.S. Senator or Congressman, up close and in person.  And they’ll enjoy an Illuminated tour of Memorials and Monuments, which includes the Lincoln, Jefferson, Vietnam, World War II, and Korean memorials, among others. They will also visit the Supreme Court and the Smithsonian Museums, and may tour the White House, depending upon availability.

Chinese Student Travel in the U.S.

The U.S. Explorer Tour has been consistently described by students and educators as the ‘ultimate’ tour for students wanting to be introduced to America’s educational system, history, and culture. By being fully comprehensive and interactive, it has served to help students acclimate to U.S. culture more easily, and provided a vivid and unforgettable portrait of what academic and cultural life in the U.S. is like.

New York City

9-11 Museum Slated to Open in New York City Fall of 2013

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by Howard Clemens

Thousands of student travel groups have visited the 9-11 Memorial since it opened on September 11, 2011. Now, the 9-11 Museum—tentatively slated to open in September of 2013—promises to offer an even more comprehensive and significant experience for students and teachers.

The 110,000 square foot museum will be housed in the ‘heart’ of the former site of the World Trade Center. It will contain a vast amount of archives and material related to 9-11, as well as to the World Trade Center attack of February 23, 1993. Students will be able to learn about this pivotal point in American and World history in a fully integrated, instructive, and—in many respects—‘hands on’ environment.

Displays of Personal Artifacts Provide a New Perspective for Student Travel Groups

Displays will include personal items and memorabilia found in the aftermath of the attacks, such as clothing and photographs. In the Museum’s oral history collection, students will be able to listen to recorded interviews given by survivors, first responders, witnesses, and the families and loved ones of victims. They will also be able to watch videotapes and view documents and personal emails, many of them donated and provided by the families of those who lost their lives. All of this will be presented in respectful ways that educate and enlighten students of all ages and cultural backgrounds.

The museum will also offer a full digital timeline of the tragedies and the heroism so many demonstrated in response to them, right up to recovery efforts and the construction of the Memorial itself.  Some of the larger displays will include FDNY ambulances and fire trucks, as well as beams and other building structures recovered from Ground Zero.  Some student travel group leaders may want to schedule detailed, comprehensive guided tours to provide students with an opportunity to ask questions and have them answered.  There will also be a gallery showcasing the work of artists addressing the tragedy through a variety of mediums, from music to visual art.

Visiting the 9-11 Museum and the 9-11 Memorial

Over the years, many teachers have attested to how profound the experience of visiting the 9-11 Memorial was for their students. And many students have said that actually being at the site has afforded them a perspective they could not have gotten in a classroom.  Despite the tragedy of 9-11, the Memorial is presented in the spirit of hope, so student groups have almost always described their experience there as being as life-changing and enlightening.  A trip to the corresponding museum will surely be a way to enhance that experience, and bring it full circle.

Though it has only been open for a little over a year, the 9-11 Memorial is now one of the most visited sites in the world. Student groups have come from across the United States and beyond to understand what happened that day. The tragedy affected people on a personal and international scale. In the words of Joe Daniels, the 9-11 Foundation president,  “The museum will be a place for education and inspiration” that will “commemorate the lives lost, preserve the history of what happened that terrible day, and tell the stories of courage and compassion that were so much a part of the response to 9/11.”

Teachers wanting to give their students a full portrait of the historic significance of 9-11 should consider including a trip to the Memorial and Museum in any NYC-based student travel trip planned for the coming year. To synchronize the opening of the Museum with student travel dates, find updates here on the Memorial and Museum website.

To learn more about student trips to New York City, visit http://www.educationaltravelconsultants.com.

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Student Travel Tour to NYC Introduces Foreign Exchange Students to American Culture

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by Howard Clemens

Recently, Tim Dougherty, Director of Admissions at Cathedral Preparatory School and Villa Maria Academy, took his international and foreign exchange students on a tour of New York City.

The tour was included as part of a package designed to encourage international students to enroll in both schools. It was also an attempt to introduce students to American culture, by exposing them to historical American landmarks like the Empire State Building and the United Nations.

With the help of his student travel company, Dougherty worked out a tour that turned out to be a great success, and a wonderful way for his students to make the transition into the United States. I interviewed him about his experience recently, and he went over some of the details of the trip.

Q. What is your official position at Cathedral Prep?

A.  My title is Director of Admissions at Cathedral Preparatory School and Villa Maria Academy.  Cathedral Prep is an all-male school of approximately 600 students and Villa is an all-female school of over 300 students.  We have one common administration, one curriculum, one school calendar, but we have two campuses…one for boys and one for girls.  Both Cathedral Prep and Villa belong to the Catholic Diocese of Erie in Pennsylvania.

Q. When you planned this student trip to New York City, what was your vision? How does the trip tie into studies?

A.  The trip was purely for entertainment and sightseeing for the students, many who had never been to New York City.  We were not covering New York City in the classroom, and it was not tied into any educational program we have.  When planning the trip I envisioned seeing all the famous sights in the city and allowing the students to have a real “New York” experience.

Q. Many of the students traveling were foreign exchange students. Can you explain how this came about? Give me some background on your school and families and their relationship to foreign exchange students.

A.  We have recently initiated an international program (consisting of mostly Chinese students) at Prep and Villa.  The students are exceptional in the classroom and pay top-dollar to study in the USA, so in order to entice them to enroll at our schools we included a yearly trip to New York City as part of the tuition package.  All of the 28 students on the trip were international students, mostly from China.  We had one student from Denmark and one other from Slovakia.

Q. The Empire State Building was on your itinerary. Why did you think it was important to bring the group here? What was their experience like?

A. The Empire State Building is one of the most recognizable images of New York City, and in America.  All of our international students were familiar with it—they’d seen it on television and in movies.  When we told the students we would not only be visiting the building, but would also be going to the top of it, they were more than thrilled.  I thought it would be a once in a lifetime opportunity for them to visit the building that has been a symbol of NYC for so long. It allowed for several awesome photo opportunities, and an excellent view of the entire city.  We went at night, and the view was breathtaking!  The students, many of whom live in large cities in China, agreed that it was one of the most beautiful city landscapes they’ve ever seen.  The fact that we saw the city lit up at night made it extra special.

Q. The United Nations Audio Tour must have been interesting.  Was this narrated on a mobile device?  If so, how did it enhance the tour? Did students get to see people in the UN at work? I imagine UN sessions are closed to the public, but please describe what you saw and learned in detail.

A. The United Nations tour was interesting, and the students and chaperones were both moved by what they saw.  The work that the UN does in order to provide children and the under-privileged with school and medical supplies is amazing, and unknown to many people.  Many of the students and chaperones were teary-eyed at the end of the tour when they saw the images of the people in need, and how grateful they were for the hard work of the UN.  The fact that the tour was given with the assistance of an audio device was immensely helpful considering that the international students were able to listen in their native language. Unfortunately there were no ambassadors working and nothing in session during our visit.  But we were able to visit the main room in the UN that everyone always sees on television.

Q. How did students like the visit to Central Park?

A. Our trip to Central Park was brief, but a lot of fun. There were still a lot of leaves on the trees, and the weather was comfortable considering the time of year. We stopped at the Alice in Wonderland statute, and got some group photos.  There was a woman playing the guitar and singing beautifully while we were there, which added to the ambiance.

Q. The 911 Memorial is a site most student groups visit.  Why was it important to you to bring the group to this site? Also, what were their reactions?

A. The students were anxious to visit the 911 Memorial because they are all familiar with the importance of that day to Americans.  On 9/11 the entire world was impacted, so the memorial is special for everyone around the globe.  The students were very impressed with the beautiful memorial, and took time to reflect on the tragedy that changed America and the rest of the world forever.  For the most part, the students were reverent and respectful during the visit, and asked the chaperones several questions, which showed they were sincerely interested in learning more about what they were witnessing.

Q. Did you give any post trip writing or oral presentations projects to students?

A. The students were not given any assignments to do for this trip.  They’re very scholarly and have plenty of other homework to do, so we did not require them to do anything on this trip.  Most of them used their free time at the hotel to catch up on the work they were missing while they were out of school.

Q. What was your overall impression of the tour guide and your experience of traveling with your particular tour guides?

A. Our tour guide was excellent!  She knew the city very well and took great care of us during the entire trip. She always had a good attitude, and when we had to make slight changes to our itinerary, she did an outstanding job of getting us all set.  Not only was she knowledgeable about the landmarks and sightseeing hotspots, but very helpful with guiding us through the best traffic routes. Our travel company definitely had the best itinerary, services, and overall plan for our trip to New York City.  Every detail was planned and taken care of.  It was reassuring, and each night at the hotel I slept a little better knowing we had the support of the night time security worker that had been arranged. I can honestly say that I’m thrilled with our experience, and that we plan on taking more trips in the future.

Student travel can help facilitate innovative and imaginative ways to incorporate students into American culture. Itineraries may be designed to accommodate a variety of backgrounds and educational goals, and are by no means limited to American students alone. With a little ingenuity and planning, teachers can create travel tours that can open doors for students and help ease their transition into exciting new academic environments that will open doors for them.

Request a Quote for a student trip to NYC or other locations in the U.S. Canada, Puerto Rico and other locations.

Washington D.C.

Student Travel Company Tour of Washington, D.C. a Unique Learning Experience

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Students pose in front of the FDR Memorial.

by Howard Clemens

Jim Roche, Assistant Principal at St. Eugene Catholic School in Point Fox, WI, recently took his students on a student tour of Washington, DC. The student trip was designed to encompass a wealth of cultural and spiritual landmarks, from the Smithsonian to the famous National Shrine of the Immaculate Conception. Specifically, Roche wanted to give the students a broader picture of American history. He also wanted to encourage classroom spirit and camaraderie.

As it turned out, the expedition was an enlightening and enriching experience for the students, and a great success. The backdrop of Washington D.C., with its exciting city landscape, added to the students’ overall enjoyment, and helped to generate curiosity and enthusiasm for learning. When I had the chance to interview Jim, he went over some notable details of the trip. He also talked about how he felt student travel in general had been beneficial to his classes.

Q. What is your position at St. Eugene School?

A. I am the Assistant Principal

Q.  When you put this trip together, what was your vision?

A. We offered the expedition as an official 8th grade class trip. We’ve been going to Washington D.C. for at least 7 or 8 years, and I think the last 5 or so have been with the travel group we’re using now. Our purpose is twofold: to build unity in the class and to experience the history of our nation.

Q.  Your group visited many of the major sites, such as the U.S. Capitol, the MLK Memorial, the White House, and the National Archives. How do these sites tie in with your studies?

A. The 8th grader studies U.S. History, so the tie-in is perfect. Prior to the trip, the students are asked to research a specific monument or venue and share it with the class. The visit becomes an integral part of their study of U.S. government, as well.

Q.  You chose to bring your group to the Holocaust Museum.  What were students’ reactions to visiting this site?

A. Each student has a different reaction. For some, it is a very intense experience, almost overwhelming. For others, it opens their eyes to the Holocaust in ways they’ve never contemplated before. It’s a must-see for us.

Students have a pizza party when they stop for a break while touring Washington D.C.

Q. Which Smithsonian museums did you visit, and why?

A. Each year we go to the Air & Space Museum. The 8th grade studies Astronomy in the spring, so it helps bring to life their study of the Space Program in particular. We also visit the Natural History Museum, and one other museum that the students get to choose.

Q. As a Catholic school group, it was probably very important to you to bring the children to a mass in Washington D.C. Why did you choose Basilica of Our Lady of the Immaculate Conception? Can you describe the mass and students’ reaction to having a mass there, as opposed to in their own hometown?

A. In prior years, we’d always gone to the Basilica. It’s obviously much different than our own parish. The students attend Mass in the lower level chapel, which provides a unique liturgical experience for them. The whole atmosphere is reverent and rewarding.

Q.  Describe your visit to the Bureau of Engraving. How did it tie in with educational objectives? What were some of the students’ reactions?

A. The Bureau of Engraving has become a student favorite. It doesn’t really tie in to our curriculum directly. It has more to do with their fascination with the U.S. Mint, and seeing all that money in front of them. I think it’s more about the fun than our curriculum, which is fine with me.

Q. Your student group used the subway as a form of transportation.  How did this impact your trip’s cost?

A. We used the Metro because our class size was so small. Normally, we use a chartered bus and stay 20 or so miles outside the city. It worked out fine this year and allowed us an affordable option. If our travel group had not offered the Metro option, we probably could not have afforded the trip, so I’m grateful they were willing to work with us to find a solution.

Q.  Once they returned to WI and St. Eugene School, were students required to do any post-trip writing or oral presentations?

A. Yes, they prepare scrapbooks and presentations, and write about their experiences. But I think the most important aspect is the memories they have of the trip when they go off to high school, and on their separate ways.

Q. Overall, how would you describe your tour guide and the experience of traveling?

A. They were wonderful to work with. The tour guides have been knowledgeable, friendly, and accommodating to our students’ needs. They’re a big reason why we return each year.

Student travel Offers Opportunities to Grow

The great thing about student travel expeditions is that they can be tailored to fit the interests and focuses of any curriculum. Catholic schools, liberal arts schools, and more traditional schools are all able to work with groups to find or create programs that are right for them. There are no limits to the creative educational possibilities the right trip can provide. Student travel packages have something for everyone, and reflect the diversity and value classroom travel can bring to the school experience.

Request a quote for a student trip to Washington D.C. today.

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Student Trip to NYC Opens Up New Horizons for a School Group from Texas

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By Howard Clemens

Students from Byron Nelson High School in Texas pose in front of the NYC skyline.

Lori Imrecke, a popular teacher whose approach to her profession is innovative and fun, is an Economics instructor at Byron Nelson High School in Texas. She’s also a sponsor of the school’s Snow, Ski, and Snowboard Club, and an avid proponent and organizer of student travel.

Students Travel From Different Schools

Recently, she took her students on a tour of New York City. “I like to take the kids on trips that expose them to things they wouldn’t normally see,” Imrecke says. “They leave suburban Texas and enter into a whole new world.” This particular excursion was unique because students from other area schools were involved. Imrecke put the word out about the trip, and got a great response from other teachers who wanted their students to be involved. “A lot of the kids didn’t really know each other, so they made a lot of new friends on this trip,” Imrecke says. “There was a lot of great conversation and sharing of individual experiences.”

Students explore the vivid street life in NYC.

Visit to the Metropolitan Museum of Art in NYC

The group’s objective as a whole was to see as many sites in NYC as possible. “We visited the Metropolitan Museum of Art,” says Imrecke. “I had gone before, but seeing it through the students’ eyes made it a whole new experience for me.” Many of the exhibits correlated with the students’ particular fields of study or interest. “Some of the kids were studying photography,” Imrecke says, “So they were interested in those displays. Others wanted to see the Egyptian exhibit. One student was in a state of culture shock everywhere he went. Everything we saw was amazing to him!”

A Visit to the 911 Memorial

One of the most important visits the group made was to the 9/11 Memorial. “For the kids, it was eye-opening,” Imrecke says. “They all remembered 9/11 happening, but they were too young at the time to really grasp the significance of it. The visit to the site made it real for them.” The tour guide, who had lived in the city at the time, also shared her stories with the group. “One of the students took a photo of the memorial, and it was entered into a contest to be displayed at the Capitol,” Imrecke says.  “It didn’t ultimately make it in to the exhibit, but it was a very powerful experience for her.”

Wall Street, the Federal Reserve Bank and the Statue of Liberty

The group also visited Wall Street, and took the boat over to Ellis Island and the Statue of Liberty. This segment was of particular interest to the American History students. “The cool thing about Ellis Island was that they already had a background knowledge of it,” says Imrecke. “They were in awe of the statue, and seeing it really brought it to life. It was a perfect day.” The group toured NYC’s financial district and the Federal Reserve Bank. “I wanted the students to get some insights on the Federal Reserve and how it works,” says Imrecke. The students had a lot of questions for the tour guide, and appeared to be learning from other students’ questions. “They took us down into the vaults,” says Imrecke. “Getting to see all that gold in one room was astonishing to them.”

Visits to Other Sites of Interest to Student Groups in NYC

The itinerary had a lot of cultural variety. “We spent time in places like Chinatown, and went to Madame Tussaud’s Wax Museum. The museum was a blast! The kids loved it because they could be goofy and take pictures of the wax celebrities. It fed right into their views on pop culture.” The tour also featured a Broadway musical, The Lion King, which was thrilling for the music students in the group. “They found it so fascinating,” Imrecke says. “This was really the number one iconic New York experience I wanted them to have. In fact, it was so great that we’re in the process of working out the logistics of another trip to NYC.”

Imrecke loved watching the students’ faces as they experienced Times Square and other NYC landmarks for the first time. “I wanted the kids to get as comprehensive an idea of NYC as possible, to experience the hustle and bustle of New York,” she said, “and I really feel that was accomplished. It’s a lot of work to organize a tour, but it’s so worth it. I would recommend it to every teacher.”

Education is not what it used to be. No longer does learning need to be confined solely to the classroom. Supplemental curriculum like student travel can open up new horizons and introduce students to a brand new world of interactive learning. When they can experience the world hands-on, their knowledge of subject matter is enriched and expanded.

Request a quote for a student trip to New York City.

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Student Trip to NYC Includes a Visit to Cleveland and Niagara Falls

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Mike Davis is a Guidance Counselor at Gallatin High School in Warsaw, Kentucky. This spring, he took his students on a tour that encompassed a range of iconic landmarks, from Niagara Falls to the Statue of Liberty to the 9/11 Memorial. It was a trip that exposed students to a wealth of cultural, natural, and contemporary highlights of the American landscape and its history.

Since the group comprised both music and business students, Davis planned an itinerary that would be of interest to both study groups. He planned visits to sites such as the Rock-n-Roll Hall of Fame and Radio City Music Hall and took the group on a walking tour of the NYC financial district. I recently had a chance to interview Mike about what he and his students had found most memorable about the visit.

Q. What is your official title at the high school?

A. Guidance Counselor

Q. What is the theme of your tour, and how does it tie into the subject(s) you teach?

A. I teach a beginning piano class here at school and the trip evolved from that class. It was a dual tour, partly my piano class and partly the Future Business Leaders of America, which is a club in the school supervised by Angela Baker, who was also a chaperone on our trip. The trip was my idea. I brought Angela along because I thought business kids would enjoy going to NYC. The trip included a walking tour of NYC’s financial district. We took 33 students all together, with two teachers and three parents.

Q. I noticed some unique tour stops. For example, you visited the Rock-n-Roll Hall of Fame, which must have been great for the music class.  Why did you select these sites?

A. Yes, it’s the Rock n Roll Hall of Fame in Cleveland.  The students were caught off-guard, as they were expecting it to be more musical.  They figured they’d be hearing lots of musical hits. There are stations where you can stop and listen to music being featured in the museum. They saw a lot of famous outfits that had been worn on stage, Elvis’s car, and more. Most of the material was memorabilia. Then there’s also the place where you can see who has been inducted into the hall, which was really exciting for them.

Q. You visited NBC Studios. Did the group get a live look at the set in action? What was their response to this site?

A. It was great. We got to see the ‘Saturday Night Live’ set and the set for Brian Williams, Rock Center.  Our tour was in the morning, and the sets were empty.  We saw NBC Coast to Coast, and observed how different material was developed for the East and West Coasts.  We also observed how NBC had changed since being acquired by Universal.

Q. What did the group see and experience in their visit to Radio City Music Hall?

A. That was an exceptionally good tour! They took us inside, outside, up and down. We got to meet one of the Rockettes. She spoke to the group and they got to take pictures with her. There was a lot of walking—I don’t think the students realized how big the facility was, but they really enjoyed themselves.

Q. The student travel group visited Times Square, did a Manhattan Tour and visited the site of the Twin Towers (911 Memorial). Why was it important to you to include these sites?

A. We had a whirlwind tour, and saw about as much as we possibly could see. It was important because I don’t think any of the kids had been to NYC, so we wanted them to get the full impact of all those places. We also visited Chinatown, and had dinner in Little Italy one evening.

Q. Visiting Niagara Falls must have been a spectacular treat for the group. Describe some reactions to seeing it for the first time.

A. It was! They felt and saw the power of the falls and learned about the amount of water that flows through it. We saw the American and Canadian sides.  I surprised the kids with Niagara Falls, since Cleveland is only three hours away. We got there during the day and took pictures.  Afterwards, we were able to get pretty close to NYC by that evening.

Q.What is the Sony Wonder Lab?  What did your group do there?

A. The Wonder Lab was the suggestion of Ms. Baker. It’s a multi story building, with interactive exhibits (digital images and broadcast booths). It was popular and crowded, and they loved it.

Q. Your students saw two Broadway Plays: “Wicked” and “Phantom of the Opera”.  Why was it important to you to get two plays in? What influenced your selection of plays?

A. We’re fairly close to Cincinnati, and they have Broadway shows here. It is just so much different to be able to say you actually saw a play on Broadway.  I thought these were both very different musicals. “Phantom” is a traditional opera show, and “Wicked” is an upbeat modern musical. The kids loved both shows.

Q. Please comment on any post trip writing or speaking you required your students to perform.

A. We played a little game on the way home. I got on the bus microphone and asked them different questions about the trip. And they would answer these trip trivia questions.  For example, I would ask, “How many seats were in the Radio City Music Hall?” and they would answer if they knew it. Everyone had a fantastic time.  The tour company was very good, and great to work with. They didn’t deter me from any of the sites I wanted to visit. I had in my mind what I wanted to do, rather than a pre-packaged deal. We were coming from so far away, we needed to get as much in as possible, which we did. We hope to do it again in another year or two.

There are a myriad of options available for student travel groups, and they can be tailored to engage every group’s unique focus and interests. Every classroom is different, and with imagination and planning, teachers can work with travel groups to create itineraries that are custom designed to bring out student’s enthusiasm for learning. By incorporating touring into their curriculum, more and more teachers are helping student travel be what it’s supposed to be: both recreational and educational.

Articles, Washington D.C.

Lessons of History and Freedom: Student Trip to Washington, DC is Enlightening and Eye-Opening for Students

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By Howard Clemens

Recently, teacher Brynley Martin, who has taught eighth grade English Literature and history at Oak Hill Jr. High School for twelve years, took her students on a tour of Washington, DC. It’s a trip her classes make every year, and one that new students look forward to and former ones always remember fondly.  When students travel to Washington D.C., they get to immerse themselves in their fields of study in ways that go far beyond requisite classroom discussion and research.

This particular student tour covers a wide range, from cornerstones like the National Archives (in which the Constitution, the Bill of Rights, and the Declaration of Independence are housed) to the many exhibits in the Smithsonian, like the American History and Air and Space Museums. This student travel group also visited Mount Vernon, the plantation of George Washington and landmark of the Revolutionary War.  It was important to Martin that the students also take a close look at the Holocaust Museum—an experience many students have described as profound and life-changing.

I recently interviewed Brynley Martin about her most recent class trip from Converse, Indiana to Washington D.C.

Q: What is your official title at Oak Hill Jr. High School?

A: I am an eighth grade English and Literature teacher.

Q: How often do you take your students on tour in Washington D.C.?

A: This will be my seventh year. The tours have been great, and every one of them is different.  Every student group is composed of students who are seeing and assimilating these sites for the first time.

Q: Have you toured other cities in the US?

A: No, just Washington D.C. so far.

Q: Washington is a city that’s critical for an understanding of U.S. History. How does the tour of DC tie into the class you teach? What specific parts of American history are covered?

A:  We dedicate nine weeks in literature class to the study of the Holocaust. We visit The Holocaust Museum to supplement our studies and to understand the real stories of people who suffered and died in it.  This puts a greater emphasis on what we’ve learned. We also study the origins of the U.S., from the Revolutionary up to the Civil War.

Q: The Newseum is a museum dedicated to news and media in American culture. This ties directly into written and spoken language in English, and the ways it’s used to communicate information. Can you comment on student’s reactions to visiting it?

A: On previous trips, we hadn’t had time to really check things out. But the students loved it. There’s so much stuff to see there, something for everyone.

Q: Your class visited the National Archives. What specifically did you want your students to see there?

A: Specifically, the Declaration of Independence, which is sometimes not the easiest thing to see because the lines are so long. It was great for them to be able to see it in detail during this last trip.

Q: How was your trip to the Holocaust Museum?

A: We always request the full tour there. It is very important to our trip, and the kids are moved by it. They get to learn about the Holocaust through more than just books, which always affects them in profound and significant ways.

Q: Describe any post-trip writing or speaking students were required to perform to assimilate their experiences.

A: All students bring a disposable camera on the trip. They use their photos to create a comprehensive and individual project about their own experience. They present this project to the rest of the class, through the lens of their own point of view.

Q: How long have you been doing these tours? What has been your experience with the tour guides and other staff?

A: I think we’ve been traveling for six years now. The tour guides have been awesome! They are very knowledgeable about Washington D.C. and have always worked well with us to solve any problems that might come up. It’s been a great experience, overall.

Diversity of Impressions and Increased Appreciation of History: Something for Every Student Trip

Every student will take something personal away with them from the trip, while also gaining a greater understanding of history and the way language is used to make and change it. Exposing students to places like the Holocaust Museum is instrumental in promoting an understanding of the ethical responsibilities of history. Up close and personal exposure to exhibits housed in the National Archives and the Smithsonian can provide a fresh and vital perspective for learning. All these make for a uniquely visceral experience that serve to broaden and enhance classroom studies in essential and innovative ways. Martin feels that these trips to Washington D.C. positively impact her students, and broaden their appreciation and knowledge of their studies, so she will continue to take groups on tour.

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The New Orleans, Louisiana French Immersion Tour

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By Howard Clemens

New Orleans is one of the most iconic cities in the world, and its French Cajun history has culminated in one of the most famous and vibrant fusions of multiculturalism in the US. One of the most exciting educational experiences students can embark on is the New Orleans/Louisiana French Immersion tour. The sensory stimuli of “The Big Easy” is an ideal environment for learning. For students, a visit to New Orleans is bound to be as unforgettable as it is fun.

The French Quarter

The French Quarter (old square in French) —is New Orleans’ first neighborhood, established shortly after the city’s inception in 1718. This National Historic Landmark, often credited with being one of the birthplaces of jazz, includes the legendary Bourbon Street (with its shops, restaurants, and beautiful Spanish rule-era architecture), and Jackson Square Park. It’s also home to the Cabildo Museum (site of the signing of the Louisiana Purchase), St. Louis Cathedral, and many other attractions students have certainly heard of, and will now be seeing for the first time.

The Mississippi River, Lake Pontchartrain and the Bayou Swamp Boat Tour

The Mississippi River is part of the continent’s largest river system and subject of Mark Twain’s greatest works.  Along with Lake Pontchartrain, it has been the subject of many celebrated traditional songs and stories of Louisiana and New Orleans. Students will learn about them while enjoying the ambiance of a Bayou Swamp Tour, Cajun style. The tour includes a visit to the Aquarium of the Americas, which houses 530 species, including animals native to the Amazon and Mississippi Rivers. Students will also enjoy an authentic Cajun Creole dinner under the stars, with live Cajun music.

The Garden District

The Garden District, also a National Historical Landmark, is as famous as the French Quarter. Students will stroll through streets seeing magnificent architecture, lush gardens, and the ambiance of the old South. They will also visit the beautiful St. Louis cemetery, in which many historical figures of French and Cajun descent are laid to rest. Walking through the graveyards, which have been featured in many films, is a history lesson in itself. Visits to Loyola and Tulane Universities provide a vivid glimpse of college life.

Mardi Gras World

Mardi Gras, a celebration originally brought to Louisiana by its early French settlers, is known all over the world, and every year thousands flock to New Orleans to take part in its merrymaking and parades. At Mardi Gras World, students will tour the factory where Mardi Gras’ famous floats are assembled, and will go behind the scenes for a sneak peek into the many preparations that go into the making of this renowned festival.

French Acadian Village

The French Acadian Village in nearby Lafayette is a must-see for those studying Cajun and French culture. It is a re-creation of a 1800s Cajun community in New Orleans. The Village encompasses 10 acres that are home to many 19th century buildings, including the Civil-War era Billeaud House of the Billeaud Sugar Plantation, the Bernard House, (circa 1800), and the Castille House of 1869.  The village is host to a variety of Cajun festivals every year, and has a blacksmith’s shop and an art gallery.

Immersion in French/Cajun Culture the most exciting way to learn language

Outside of France itself, there is no better place for students to master the French tongue than New Orleans and its surrounding areas.  If learning is best when it involves fun and being exposed to new and exotic cultures, students will undoubtedly find that immersing themselves in the vibrant music, food, and history of Cajun culture fits the bill perfectly.

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Articles, Washington D.C.

Student Travel Groups Heading to Washington D.C.: What’s New?

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For teachers seeking to provide their students with an invigorating, immersive, and comprehensive exposure to art, culture, history, and just about anything else, Washington D.C. is the place to be.  A student trip to Washington D.C. is one of the gold standards of educational travel. Student travel groups have a range of famous landmarks at their fingertips, from Ford’s Theater to Arlington National Cemetery to the Library of Congress to the quaint hustle and bustle of Georgetown. There is something for everyone in this great city, and its liveliness makes for a one-of-a-kind experience that makes learning fun, exciting, and revelatory.

For students studying history, the city is nothing short of an invaluable resource.  Seeing everything could take weeks. For student tour groups on limited schedules, a focused itinerary for a three or four day tour works best.

The list of sites to see is growing now that Washington D.C. has added some new war memorials, a site dedicated to Dr. Martin Luther King, Jr. and a branch of the Smithsonian that focuses on African American History. Students who visit these places will gain a broader understanding of American history.

The World War II Memorial, on 17th Street between Constitution and Independence Avenues, is surrounded by the Washington Monument and the Lincoln Memorial, and combines beautiful architecture with many moving testaments to those who participated in one of the 20th century’s greatest epochs. At the crossroads of these three great attractions, students will get an acute and unforgettable sense of the nation’s past. Featuring the famous “Rainbow Pool” and an its mingling fountains, the memorial is open from 9 am until 11:45 pm, and the National Park Service provides guided tours every hour, on the hour, from 10 am -11pm. Teachers can search the computerized World War II registry for information, and use the material to prepare students for this trip with advance lessons in the classroom.

The Martin Luther King, Jr. Memorial, at 1964 Independence Avenue on the National Mall is a special address because the street number refers to the Civil Rights Act of 1964. The MLK Memorial is a highly unique structure designed, like all of Washington’s memorials, to draw the spectator into a uniquely “hands-on” historical experience. Students can stroll the grounds, which are flanked by an abundance of cherry blossom trees and crepe myrtles, and read stone-etched inscriptions from the “I Have a Dream” speech.  The statue of Dr King itself, as massive and awe-inspiring as the Lincoln Memorial, is almost Egyptian/Sphinxlike in scope.  Visiting this new memorial to an American dedicated to the advancement of civil rights is a must for any group studying African American history and its historical and contemporary impact on the world we live in.

On the same topic, the Smithsonian Museum of African Natural History just had its groundbreaking ceremony in February of 2012, and is scheduled to officially open in 2013. The Museum of African Natural History has exhibits that are presently housed on the second floor of the National Museum of American History. From their current exhibition, “Slavery at Jefferson’s Monticello: Paradox of Liberty” to their upcoming show, ”The Emancipation Proclamation, 1863 and the March on Washington, 1963” (slated to debut in December 2012), the Museum provides a comprehensive and essential overview of African American life down through the generations, from music to sports to arts and politics. Many have been anticipating the opening of this new Smithsonian Museum where African American culture and tradition is highlighted.

Like New York City, Washington D.C. is a city that can be regarded as one of “the crossroads of the world.” There is no end to the varieties of experiences here, whether a student group is touring its many ethnic neighborhoods, dining at a variety of wonderful restaurants, touring the museums, memorials or the Capital and White House, or just steeping themselves in its atmosphere and energy in general. Teachers and student groups have loved the U.S. Capital city for all of its history, government, culture, dining and entertainment and it’s splendid architecture and memorials.

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High School Orchestra Takes Performance Trip to New York City

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Deb Wesoloski has been the Orchestra Director at Berea High School in Berea, Ohio, for 25 years. As an enthusiastic, popular teacher who is passionate about music and loves to introduce her students to new cities and influences, she has always tried to make travel a part of her curriculum. Wesoloski believes education should be hands-on, interactive, and as multifaceted as possible. So, she takes her student musicians on tour every three years.  In March of 2011, the group traveled to New York City, where they had the privilege and thrill of performing at the United Nations headquarters.

Student Trip Includes United Nations Performance
“The UN was by far the best venue we’ve ever played on a tour,” said Wesoloski. “This has been our favorite destination ever! We performed a variety of selections, from standard classics by Tchaikovsky to contemporary/popular favorites like Coldplay’s “Viva La Vida’” and Green Day’s “21 Guns”. We learned our music in nine weeks, or about one school quarter. The students had the opportunity to see new sights and to perform for an audience outside our district, which always brings out very positive reactions. Students were excited that many audience members videotaped our performance.” The whole experience gave students a feeling of ambition and adventure, and gave them a taste of what life as a professional orchestral musician in the big city could be like.


Student Tour Sites in NYC
The group visited a range of New York’s world-famous landmarks: the Empire State Building, NBC Headquarters, Chinatown, Times Square, the Metropolitan Museum of Art. They also took a trip to Ellis Island and the Statue of Liberty and attended a performance of the Broadway musical “Phantom of the Opera”. The legendary lights of Broadway, the hustle of the big city, and the experience of being up close to the performers was unforgettable. New York worked its magic on the group. “We chose these places because they were all diverse and had cultural and historical points of interest all the students could enjoy and learn about,” said Wesoloski. “New York has something for everybody, and I wanted the students to be able to soak it all up and get as much as they could out of it, which they did,” she added.

Post Trip Wrap Up at School
Upon their return, Wesoloski’s students had extended discussions about their trip, comparing impressions and reliving and reevaluating their adventure through the lens of their new knowledge and experience. Their photos and accounts of the trip were posted in school publications, making the whole enterprise into a multimedia project that could be shared with everyone. Many of the students seemed changed by the experience, increasingly compelled to pursue their dreams and their potential as musicians—which, of course, was exactly what Wesoloski hoped the trip to New York City would inspire.


Having a Tour Guide Who Works Well With Musicians
“Our experience was excellent,” Wesoloski said. “Our tour guide was superb and knew the city inside and out, and made sure set-up of the performance went perfectly smoothly.” The guide had answers to every question they asked, and her expertise and enthusiasm made the whole trip an exciting whirlwind and a pleasure. No stone was left unturned. “It was everything we’d hoped it would be,” said Wesoloski.
Visit www.EducationalTravelConsultants.com to request a quote for a student trip.

Tips, Information, and Stories About Student Travel