Prior to implementing this initiative, the Library struggled to make connections within the School District. Funding from the Target Foundation allowed us to provide transportation for 5th grade classes to come to the Library to share our history resources with them. This project has allowed us to address a number of other issues as well. Many of our students have rarely traveled outside the bounds of their own neighborhoods and are unaware of the treasures of our city. These trips to the library have opened up new worlds in close vicinity to them of which they have previously been unaware. Other goals included connecting students to the larger community, and establishing the Library as a go-to resource for them even beyond history. After three years of providing tours of the Library, talking about change as a force in history, and the Library’s role in the revitalization of downtown Kansas City, using the Library building and the neighborhood surrounding it as examples, we have realized the need to make the Library's history resources in this area accessible beyond the scope of the initial project. As a result, we have formed a partnership with the Education Department of Rockhurst University to create a template for sharing our resources electronically in a format that will make them a go-to resource for teachers.

Collaborating with Local History Librarian, Lucinda Adams, Senior Youth Librarian, Clare Hollander, took the lead on researching grade level standards and compiling images from our local history collections to create an historically accurate presentation that was accessible for fifth grade students. Clare then created a slide show and a script for staff to use to illuminate the history of Kansas City, particularly as it developed in the area around the library. She also developed a history-based tour of the building including architectural features; interesting facts related to occurrences in the building throughout its history; and its relevance to the development of Kansas City. Youth services staff also developed a presentation about the efforts to revitalize the downtown area, showing some of the buildings that were in various states of revitalization and talked about some of the things that have to be considered when beginning efforts to revitalize an area that has become blighted and fallen into disuse. Crystal Faris, Director of Youth and Family Engagement, landed a grant and estabalished relationships with the schools around this initiative. Youth staff created letters introducing the initiative to the principals, classroom teachers and librarians, updated contact information, and created a schedule for visits. Andrea Ellis, Youth Digital Manager created a connection with Rockhurst University which led to us working with a class of Masters-Level Students to develop curriculum around some of our digital history programs. One of those students proposed developing a framework for disseminating that content that would also allow us to add more as it became available. It will provide a uniformity of presentation based on the needs of elementary and secondary teachers.

We exposed over 1000 School District students to the history of Kansas City in the three years of this initiative. Many of these students came back with their families within the week of their visit to provide a tour of the library for them. Providing lunch was an unnecessary expense that caused more trouble for the school than it solved, and they asked us to put that money into transportation to extend our reach. We learned to moderate our excitement about our subject so as not to overwhelm the students (two hours is better than three). The students were engaged through our efforts to present history in contexts they could relate to their own lives; by highlighting the humorous when possible; and by asking questions and letting them figure out the answers. The last method often highlighted our point that studying history is like traveling to a foreign country. Having the actual classroom teachers attend with the students is important not only for their experience with us, but it also allows for them to build on the students' experiences and to encourage continued library usage. One class of students at a time is optimal. Forming partnerships to create programs of this type is essential. The various fields of knowledge--both between Library departments and outside the Library world--enriches the experience for the students and teachers. Since the inception of this project, partnerships with the School District at the administrative level and with individual teachers and media specialisits has increased.