Dates Available: All school year
Grade Level: This program is available for K–5th grades only.
Minimum Number of Students: 25 students
Maximum Number of Students: 60 students
Program Duration: 2 hours
Where and how do history and science intersect? In this innovative program, students will use the critical thinking skills of historians and scientists as they learn about and solve the challenges of the 1904 World’s Fair, including planning and water purification.
In the Gallery
What did it take to turn Forest Park into the 1904 World’s Fair? What steps did the Fair's planners have to take to ensure its success, and what challenges did they face while building the Fair? How did diverse visitors experience the Fair? Through participatory activities and conversations, students will be immersed in all aspects of the Fair as they learn through the lens of scientists, planners, and historians:
- At Stop 1, students will become the planners of the 1904 World’s Fair. They'll compare and contrast Forest Park before and during the Fair. Then they'll use primary sources to analyze and sequence the steps it took to organize and build the Fair.
- At Stop 2, students will become historians studying what the Fair was like for various visitors. Using artifacts as sources, they'll consider the multiple points of view visitors would have had at the Fair and come up with new questions to investigate.
*Please note that the above stops may not occur in chronological order. Also, portions of each stop may be cut out if your group arrives late. Finally, past versions of this program included an outdoor walking tour of Forest Park; this current version doesn't include the outdoor portion but does visit both sections of the 1904 World's Fair gallery.
In the Classroom
Students will get the chance to conduct a hands-on, STEM-based experiment that directly relates to one of the challenges faced by the Fair engineers—cleaning St. Louis’s dirty water! Students will learn about the water filtration process and why this was an important challenge to Fair designers. Then they'll work in teams to make hypotheses, build their own water filters, and assess their work.
*Please note that portions of the activity may be cut out if your group arrives late.
Regardless of which field trip experience you choose, all of our programs are designed to emphasize the critical thinking skills students use in museums, the classroom, and as lifelong learners. These big goals drive our program creation, our staff training, and our program evaluation for a holistic and outcome-driven approach.
For all K–12 programs we strive to create and facilitate experiences in which learners will individually and collaboratively use Museum spaces, objects, and content to:
- compare and contrast the past and present
- make connections between the people, places, and stories of history and their personal experience
- comprehend and evaluate multiple perspectives and past choices
- express and support their own perspectives on history
What are Teachers saying about Engineering a Fair?
"Kids LOVED the water filtration project!"
"I felt that this was one of the best field trips that I have taken my class on."
"The water filtering activity was a great success!"
"It was beneficial that the kids were able to do an activity with the guided tour. They were all familiar with the engineering process that helped them when they worked on filtering the water."
"I thought the guided tour was excellent."
"Very interactive and informative."
"I loved the water purifying experiment. Hands-on, engaging, creativity, higher level thinking!"
We understand that there are many factors that may cause your bus to be late. However, due to other group reservations and the schedules of our Museum Educators, we can't extend the length of your visit past your reservation time. If you arrive late, we'll do our best to still deliver the program you reserved; however, modifications may be necessary depending on your arrival time. For groups that are excessively late, significant changes to your program will be necessary.