 Before you do any kind of field trip, you as a teacher have to do your own homework. You have got to do the groundwork. And if you continue to go back to the same site as I do with Gettysburg, it becomes an evolutionary process. And you as an independent learner and an independent thinker develop your own ideas and you come to then understand that and you come to recognize after going back time and time and time again that, you know, this was a place of great trauma, great tragedy. And that only comes to you once you've gotten beyond your initial reading. Because I think once in your initial reading you're caught up in the excitement, you're caught up in the drama that history sometimes imposes on the present. And it's when you get beyond that that you really begin to understand and that comes with experience. If I were a teacher developing a field trip experience for my teachers in my teaching American History Grant program, first I would do the homework. I would make sure it's a site in which you as an individual feel you are competent to deal with as an adult. I would encourage you to do as much reading as possible. And particularly a look at the more recent scholarship that's been written about different sites. You'll find that those things that attract you to that particular vignette or that particular story will take on a life of itself for you. So you will get a different experience. So if the experience that I would give at Gettysburg may very well be different from the experience that teacher A, B or C gives at Gettysburg because you've read different books, you've seen different things, you've brought your own biases to it and you see things differently. And that's kind of the magic of history that there's no real once certifiable truth. I mean, we all know the Battle of Gettysburg took place. We all know it was July 1st, 2nd, 3rd, 1863.