Hello Alissa,
   In light of how new we are to our museum (only three years), it is a
little presumptuous of me to be attempting to answer your questions, but
I will tell you of our experiences thus far, as we develop our
program(s).
   We are a small, local historical society in a small train station
building, which was formerly a waiting room.  The "active" train station
building (that sells tickets, etc.) is opposite us on the tracks.
   In recognition of the fact that we are the historical society, that
has dictated the direction of our outreach thus far, and I imagine your
purpose would give direction to your programs, too.  As I get my feet
wet at this (I am *the* staff and only a part-time volunteer), I have
thus far had only the fourth grades from the closest elementary school.
They walked to the train station, they looked around for about ten
minutes and had a "What Do You Think it is?" worksheet, with
(digitally-done) line drawings of things that were on a table.  We had a
forty-five minute lesson on the history of the town, with an emphasis on
what it was like for a child to live here in whatever period we were
discussing, and I incorprated the mystery things that were on the table
when they came in.  After I talked, they looked around for another few
minutes, as they wanted a closer look at some of the things about which
we had talked.
   Our space is limited, by fire code, to fifty people -- and that is
VERY tight.  We then took only one class at a time.  The second year we
did this (because of a very enthusiastic teacher), we had three fourth
grade classes walk over, one right after the other.  One was going out
as another was coming in.
   This year I prepared an exhibit (for the public) of some items that
were recently donated to the society, from the contents of an attic, and
I utilized the things in there to recreate life in the town at around
1900.  For instance, we inherited a chamber pot, so in the middle of the
lecture to the fourth grades, I showed the classes a short, related
video clip from the PBS show "The 1900 House", where the similarly-aged
children (who were living for three months in the house stripped back to
the 1900s style) had to empty the chamber pot in the morning.  I
realized that by utilizing whatever I am exhibiting, I can vary the
presentation for each year, by using those objects to recreate the
times.
   I then contacted the board of education and got in touch with the
head of the social studies department.  I told her I would like to
expand now to one additional fourth grade in another of the four
elementary schools here.  She and I will meet, after school, with the
fourth grade teachers in another school next week.  I will tell them
what I have done thus far and bring samples of the worksheets, etc.
  When I am comfortable with two schools, I will ask to meet with the
fourth grade teachers in the third school, then the fourth.
  I have not yet looked ahead to whether I would like to have a program
for each grade, but by doing all the fourth grades, I can be assured
that most of the entire school population will have passed through the
museum once.
   I have also had Brownie groups visit and I do a similar, but slightly
different program, often incorporating some of the scouting material
that we have.
   We do not charge the schools for this, as we consider it the reason
for our existence and since the town lets us use the building (and pays
for repairs to the structure), I think it is the best way we can repay
the residents of the community.
   In the wake of our last exhibit, a member of a nearby historical
society asked if we would take our exhibit on the road to her society
for a February program, and we will.  We will not charge for this, as I
consider it a "professional courtesy" for another historical society.
   That is as much as we have done to date with our outreach programs
and I would be very interested in learning about the other replies that
you have received to youe inquiry.  Perhaps you can summarize them and
post them to the list?
   Thank you
Lynne

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