Frazier History Museum

Guided Programs with Core Content Information

The Days of Knights

Grades K-3
Minimum 15/maximum 80 students

Step back in time to the Middle Ages! Through an integrated use of literacy, art and artifacts, students are transported back to the days of proud knights and noble ladies.  Students handle reproduction armor, listen to an engaging story and use what they learn about symbols and heraldry to create their own shield. Observation skills are put to the test as students investigate the museum galleries in small teams.  The program concludes with a live performance related to the time period.

Please Note: The 3rd floor Royal Armouries collection headed home to England in early 2015 so the Days of Knights program will be now be offered as a “Workshop Package”.  Please call (502)753-5663 with any questions.

Core Content:

SS-EP-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to interpret the past.

RL.K.1 With prompting and support, ask and answer questions about key details in a text.

RL.2.7Used information gained from illustrations and words in print to demonstrate understanding of its characters, setting or plot.

RI.3.7 Use information gained from illustration (e.g. maps, photographs) and the words in the text to demonstrate understanding of the text (e.g. where, when, why and how key events occur)

AH-P-SA-S-DT4 Students will explore a variety of dramatic works (e.g., theater and dramatic media – film, television)

Cowboys: Stories of the American West

Grades K-3
Minimum 15/maximum 120 students

Learn the real stories of these heroic American figures. In the museum classroom, students handle cowboy gear and create their own cattle brand. Next, they travel the “Frazier Trail,” as they work in teams to complete their gallery investigation guide, examining primary and secondary sources from the American West.  Students “round-up” the day by meeting a cowboy and hearing about life out west!

Core Content:

SS-EP-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to interpret the past.

RL.K.1 With prompting and support, ask and answer questions about key details in a text.

RL.2.7 Used information gained from illustrations and words in print to demonstrate understanding of its characters, setting or plot.

RI.3.7 Use information gained from illustration (e.g. maps, photographs) and the words in the text to demonstrate understanding of the text (e.g. where , when , why and how key events occur)

AH-P-SA-S-DT4 Students will explore a variety of dramatic works (e.g., theater and dramatic media – film, television)

Time Travelers: Using Primary Sources to Learn about the Past

Grades 3-5
Minimum 15/maximum 90 students

Hop aboard and prepare your students for a learning journey they will never forget! With one push of a button on our Frazier Time Machine, students are transported back in time to explore primary and secondary sources, becoming an expert on their time period.  After coming back to present-day, students report their discoveries to the entire group. To round out the adventure, they meet a mystery guest from the past. (Ask about customizing your mystery guest to address a specific topic or time period.) Please Note: Time Travelers is our only program that runs 15 minutes longer than the others – 2 hours and 45 minutes, 3 hours and 15 minutes with lunch.

Due to a limited number of travel sacks, there should be no more than eight groups of students, with approximately 6-12 students in each group

Core Content:

SS-EP-3.4.2 Students will describe change over time in communication, technology, transportation, and education in the community.

SS-EP-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to interpret the past.

SS-04-5.1.1 Students will use a variety of primary and secondary sources (e.g. artifacts diaries, timelines) to describe significant events in the history of KY and interpret different perspectives.

SS-05-5.1.1 Students will use a variety of primary and secondary sources (e.g. artifacts diaries, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.

SS-05-5.2.4

Students will describe significant historical events in each of the broad historical periods and eras in U.S.history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to present) and explain cause and effect relationships.

AH-P-SA-S-DT4 Students will explore a variety of dramatic works (e.g., theater and dramatic media – film, television)

Armor of Yesterday & Today

Grades 3-12
Minimum 15/maximum 80 students

Students use observational skills and historic inquiry as they investigate different types of armor and discover first-hand how armor and technology have changed over time. Elementary students put their scientific minds to work as they examine where armor is evident in nature. Middle and high school students focus on the armor and weaponry of the Middle Ages, tournaments and heraldry. All grade levels will enjoy a medieval-themed live performance!

Please Note: The 3rd floor Royal Armouries collection headed home to England in early 2015 so the Days of Knights program will be now be offered as a “Workshop Package”.  Please call (502)753-5663 with any questions.

Core Content:

SS-EP-3.4.2 Students will describe change over time in communication, technology, transportation, and education in the community.

SS-EP-5.1.1 Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to interpret the past.

SS-07-5.1.2 Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those relationships.

SS-07-2.1.1 Students will explain how elements of culture (e.g. language, the arts, customs, beliefs, literature) defined specific groups in the early civilizations prior to 1500 A.D. and resulted into unique perspectives.

SS-07-5.1.1 Students will use a variety of tools (e.g. primary and secondary sources) to describe and explain historical events and conditions and to analyze the perspectives of different individuals and groups (e.g. gender, race, region, ethnic group, age, economic status, religion, political group) in early civilizations prior to 1500 A.D.

SS-07-2.3.1 Students will explain how conflict and competition (e.g. political, economic, religious, ethnic) occurred among individuals and groups in early civilizations prior to 1500 A.D.

SS-HS-5.1.1 Students will use a variety of tools (e.g. primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g. gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and U.S. History (reconstruction to present).

SS-HS-5.1.2Students will analyze how history is a series of connected events shaped by multiple cause-and-effect relationships, tying past to resent.

AH-P-SA-S-DT4 Students will explore a variety of dramatic works (e.g., theater and dramatic media – film, television)

 

Kentucky Pioneers and Tools of the Trade (Same description and core content for Indiana Pioneers)

Grades 3- 5
Minimum 15/maximum 120 students

In this hands-on/minds-on program students explore the life and hardships of early Kentucky pioneers. Students handle reproduction tools and make predictions about their uses, discovering what the tools “tell us” about people living in frontier Kentucky.  In the galleries, students investigate the history of Kentucky through careful observation of maps, images and primary source artifacts. The program concludes with a live performance about life on the (Kentucky) frontier.

Want to make a day of it?  Our Reservation Specialist can help you add a visit to an additional site that would complement the program.  Possibilities include: Viewing KentuckyShow! at the KY Science Center (one block away),  a visit to Historic Locust Grove (Thursdays only) or a visit to the Blackacre State nature Preserve and Historic Homestead (payments will be made separately at each location)

Core Content:

SS-04-5.1.1 Students will use a variety of primary and secondary sources (e.g. artifacts diaries, timelines) to describe significant events in the history of KY and interpret different perspectives.

SS-04-4.4.1 Students will explain and give examples of how people adapted to/modified the physical environment (e.g. natural resources, physical geography, natural disasters) to meet their needs during the history of KY and explain its impact on the environment today.

SS-04-5.2.2 Students will identify and compare the cultures of diverse groups and explain why people explored and settled in KY.

SS-04-2.3.1 Students will describe various forms of interaction (compromise, cooperation, conflict) that occurred during the early settlement of KY between diverse groups (Native Americans, early settlers).

AH-1.13 Students make sense of ideas and communicate ideas with the visual arts.

 

Brother Against Brother: Kentucky During the Civil War

Grades 4-8
Minimum 15/maximum 80 students
(Available Tuesday through Friday)

During this unique program, students gain an understanding of the important role Kentucky played during the American Civil War and learn about the daily life of a Civil War soldier. Students participate in a 45-minute interactive presentation by an actor portraying both a Union and a Confederate soldier from Kentucky. They are part of the action by learning marching drills, bandaging a wounded soldier and handling objects from a Civil War haversack. Afterwards, students complete an investigation guide in the museum’s galleries.

Core Content: 

SS-05-5.1.1 Students will use a variety of primary and secondary sources (e.g. artifacts diaries, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.

SS-05-5.2.4 Students will describe significant historical events in each of the broad historical periods and eras in U.S.history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to present) and explain cause and effect relationships.

SS-05-5.2.3 Students will compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation and education.

SS-08-5.1.2 Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those relationships.

SS-08-5.2.4Students will describe the political, social, economic and cultural differences (e.g. slavery, tariffs, industrialism vs agrarianism, federal vs state’s rights) among sections of the U.S. and explain how these differences resulted in the American Civil War.

SS-08-2.3.1 Students will explain how conflict and competition (e.g. political, economic, religious, ethnic) occurred among individuals and groups in the United States prior to Reconstruction.

 

Declaring Your Independence

Grades 5-8
Minimum 15/maximum 120 students

What inspired colonists to risk their lives to gain independence?  The taxes and acts that so infuriated many of the colonists, and led to the American Revolution, are re-imagined as modern-day scenarios.  By acting out the situations, students make connections and draw conclusions about this tumultuous time in our history.  In the galleries, students work on investigation guides to explore the theme of independence throughout American history.  The time-period comes to life, as students view a colonial-themed live performance.

Want to make a day of it?  Our Reservation Specialist can help you add a visit to an additional site that would complement the program.  Possibilities include: Viewing We the People in the KY Science Center’s digital theatre (one block away) or a visit to the Sons of the American Revolution. (Payments will be made separately at each location)

Core Content:

SS-05-2.3.1 Students will describe various forms of interaction (compromise, cooperation, conflict) that occurred between diverse groups (e.g. Native Americans, European explorers, English colonists, British parliament) in the history of the United States.

SS-05-5.1.1 Students will use a variety of primary and secondary sources (e.g. artifacts diaries, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.

SS-05-5.2.4 Students will describe significant historical events in each of the broad historical periods and eras in U.S.history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to present) and explain cause and effect relationships.

SS-05-5.2.3 Students will compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation, and education .

SS-08-5.1.2 Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those relationships.

SS-08-2.3.1 Students will explain how conflict and competition (e.g. political, economic, religious, ethnic) occurred among individuals and groups in the United States prior to Reconstruction.

SS-08.5.2.2 Students will explain and give examples of how the ideals of equality and personal liberty (rise of individual rights, economic freedom, religious diversity) that developed during the colonial period were motivations for the American Revolution and proved instrumental in the development of the new nation.

SS-08-1.3.1 Students will give examples of how significant U.S. documents (Declaration of Independence, Constitution, Bill of Rights) established democratic principles and guaranteed certain rights for all citizens.

AH-P-SA-S-DT4 Students will explore a variety of dramatic works (e.g., theater and dramatic media – film, television)

History Mystery

Grades 6-12
Minimum 15/maximum 130 students

Taking place entirely in the museum galleries, “History Mystery” is a structured yet interactive program that leads students on a search for historical clues. Students work in small groups to discover a mystery artifact and find clues in the museum exhibits that solve the mystery. Professional museum educators are on-hand to help in your exploration. The program includes a live historical performance that ties into your unit of study.

Core Content:

SS-07-5.1.2 Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those relationships.

SS-07-2.3.1 Students will explain how conflict and competition (e.g. political, economic, religious, ethnic) occurred among individuals and groups in early civilizations prior to 1500 A.D.

SS-08-5.1.2 Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those relationships. 

SS-HS-5.1.2 Students will analyze how history is a series of connected events shaped by multiple cause-and-effect relationships, tying past to present.

SS-HS-5.1.1 Students will use a variety of tools (e.g. primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g. gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present).

SS-HS-5.1.1 Students will use a variety of tools to analyze perceptions and perspectives of people and historical events in the modern world and United States history.

AH-P-SA-S-DT4 Students will explore a variety of dramatic works (e.g., theater and dramatic media – film, television)