Recent studies advocate careful selection of local historic sites and recommend collaboration between stakeholders to create meaningful learning experiences for students. The author describes the efforts of a historical society, a university professor, and a local school district to develop an integrative field trip to a one-room schoolhouse. Discussion includes how content was determined and how the social studies curriculum module provides a hands-on approach to teaching about the past. During pre-visit lessons, a field trip, and postvisit activities third-grade students handle primary sources, listen to oral histories, role-play, and construct a timeline. The author explains how evaluation played an important role in the development and refinement of the module. Teacher and student interviews as well as teacher questionnaires revealed that the field trip effectively connected third-grade curriculum with the history of the Lutz-Franklin Schoolhouse, helping students to develop chronological thinking and to learn the basics about historical research. (Contains 6 figures and 6 tables.)