Trading Mysterymystery Lesson 4: Travel Brochure, Puppet Theater, Or Diary Entry Lesson 4: Travel Brochure, Puppet Theater, Or Diary Entry

ChicagoHistoryMuseum ChicagoHistoryMuseum TradingTrading MysteryMystery Lesson 4: Travel Brochure, Puppet Theater, or Diary Entry Lesson 4: Travel Brochure, Puppet Theater, or Diary Entry

Focus Questions Common Core ELA Standards FocusHow did Questions Chicago become a city? CCSSR1.Common Read Cor eclosely ELA Stota determinendards what the text says HowWhat did drew Chicago people become to early a Chicago?city? CexplicitlyCoCSSR1.mmon andReadCo rtoe cl EmakeoselyLA S logicaltota ndeterda inferencesrdmsine what from the it; text cite says WhatHow drewdid people people experience to early Chicago? and contribute to Chicago’s CspecificeCSSR1.xplicitly Readtextual and tocl oselyevidence make to logica deterwhenl minferences inewriting what or fromthspeakinge text it; cite says to Howgrowth did duringpeople theexperience Fort Dearborn and contribute era and tothe Chicago’s 1890s? esupportspecificxplicitly conclusionstextuand toal makeevidence drawn logica whe froml inferencesn writing the text. ofromr speaking it; cite to specificCCSSR3.support textu concl Analyzealu evidencesions how drawn andwhe fromwhyn writing individuals,the text. or speaking events, to growthWhy is during it valuable the Fort for peopleDearborn to make era and a record the 1890s? of their supportandCCSSR3. ideas concl Analyzdevelopusionse andhow drawn interact and from why over theindividuals, the text. course events, of a text. Whyexperiences? is it valuable for people to make a record of their CCCSS.W.2.andCSSR3. ideas Analyz develop Writee how informative/explanatory and and inte whyract individuals, over the course events,texts toof examinea experiences? andandtext. ideas convey develop complex and ideas inte andract informationover the course clearly of anda text.accurately through the effective selection, organization and Core Understandings analysisISBE So ofci acontent.l Science Standards CoreStudents Understandings will understand that the area known today as ISCCSS.W.3.GBoalE S 15:oc iUnderstandal SWritecien cnarrativese Seconomitanda tordc develops systems, real wi torh animagined Students will understand that the area known today as Chicago evolved over centuries from a lively wilderness Gexperiencesemphasisoal 15: Understand on or t heventse US. economi using effectivec systems, technique, with an well-chosen details, and well-structured event sequences. Chicagoto a busy evolved metropolis over andcenturies that many from differenta lively wilderness people and emphasisGoal 16: onUnderstand the US. events, tends, individuals and togroups a busy have metropolis worked and to establish that many Chicago different as a peoplecity. They and GISBEmoalovements 16: Social Understand shap Scienceing events, the Standards hist tends,ory of Illinoiindivis,duals the andUS, and groupswill understand have worked that to “witnesses establish Chicago to history” as acan city. help They all moovementsther nations. shaping the history of Illinois, the US, and Goal 15: Understand economic systems, with an emphasis on willpeople understand discover that the past“witnesses through to thehistory” artifacts can theyhelp all oGtheroal nations.17: Understand world geography and the effects the US. peoplecollect discover and the thestories past they through tell. the artifacts they Gofoal geography 17: Understand on society, world w geithography an emphas andis t hone effectsthe US . Goal 16: Understand events, tends, individuals and movements collect and the stories they tell. ofG geographyoal 18: Unde onrstand society, socia withl systems, an emphas witish anon emphasisthe US. shaping the history of Illinois, the US, and other nations. Knowledge Gooaln the 18: US. Understand social systems, with an emphasis Goal 17: Understand world geography and the effects Knowledge on the US. Students will know key historical events in the evolution of geography on society, with an emphasis on the US. ISBE Fine Arts Standard Studentsof Chicago, will knowwith keya focus historical on the events fur trade in the and evolution Fort Goal 18: Understand social systems, with an emphasis ISGBoalE F 26:ine Through Arts St acreatingndard and performing, ofDearborn. Chicago, Theywith a focuswill recognize on the fur important trade and figures Fort who on the US. Gunderstandoal 26: Through how creatingworks of aartnd areperforming, produced. Dearborn.impacted theThey early will development recognize important of the city, figures including who understandISBE Fine h Artsow works Standard of art are produced. impactedJean Baptiste the early Pointe development DuSable and of thethe city,Potawatomie including Goal 26: Through creating and performing, Jeanchief Baptiste Me-Te-A. Pointe DuSable and the Potawatomie understand how works of art are produced. chief Me-Te-A. In This Lesson Skills In This Lesson Skills By engaging in a creative project that involves Students will be able to use collective and independent Bywriting, engaging artwork in a creative and/or theater,project thatstudents involves will Students will be able to use collective and independent research skills to uncover information about life in Chicago writing,demonstrate artwork their and/or newfound theater, knowledge students will of early researchin the furskills trade to uncover era. They information will be aboutable to life compare in Chicago and demonstrateChicago and their the newfoundfur trade. The knowledge story elements of early of incontrast the fur thetrade different era. They historical will be perspectivesable to compare of peopleand Chicagosetting andand flashbackthe fur trade. are Theaddressed. story elementsThis lesson of contrastand groups the differentwho laid claimhistorical to Chicago perspectives and express of people their settingwas researched and flashback and written are addressed. by Natalie This Phillips. lesson andfindings groups verbally,who laid in claim drawings, to Chicago and in and writing. express their was researched and written by Natalie Phillips. findings verbally, in drawings, and in writing.

1 | www.GreatChicagoStories.org 1 | www.GreatChicagoStories.org Trading Mystery | Lesson 4: Brochure, Theater, Diary | Activity

Activity

In this lesson, students will begin to work on their final projects, individually, in partners, or in small groups at your discretion. You may allow students to choose one of the three project options below, assign all three, or select the one you find most appropriate for your class.

Option 1: Travel Brochure Show students contemporary brochures of the Chicago area. After a brief discussion on the purpose of a brochure, engage students in a collaborative writing exercise in which the entire group writes three sample paragraphs that could be used in an 1890s brochure entitled The Spectacular Second City. Act as a scribe for the students by writing their ideas on butcher-block paper. This sample brochure should feature brief paragraphs on spiffy sites, terrific transportation, and funky fashion. With time remaining, students should begin drafting their own brochure that tempts others to visit Fabulous Fort Dearborn, once again using the categories spiffy sites, terrific transportation, and funky fashion. What students do not finish in class may be assigned as homework.

Option 2: Puppet Theater Prior to this activity, you may want to make a paper-bag puppet to represent Uncle Boots or you may simply decide to perform as his character. Begin with this speech as Uncle Boots: “I enjoy watching Joseph and Lily play hopscotch and bounce on the teeter-totter. But the fun that they have can’t possibly compare to the fun that I had with my good friend Me-Te-A at Fort Dearborn. Of course with great fun also comes great work. And as far as I can see, work is something both Lily and Joseph know very little about.” If needed, this script can be revised to suit whatever final assessment you want to encourage.

Students should then be grouped into small teams; it is recommended that no more than six children comprise one group. Ask the children to write a script that showcases the work and play that took place at Fort Dearborn. Possible characters in this mini-play might include Boots, Me-Te-A, Potawatomi children and elders, French traders, Jean Baptiste Beaubien, and Boots’s father. Caution students that the final play they perform should be no more than five or six minutes in length. As homework, students may either create a paper-bag puppet or make a costume to wear the following day.

2 | www.GreatChicagoStories.org | ChicagoHistoryMuseum Trading Mystery | Lesson 4: Brochure, Theater, Diary | Activity

Activity (continued)

Option 3: Diary Entry Work with students to write a diary entry from the perspective of the older, wiser Uncle Boots of the 1890s. This mock diary entry can touch on features suggested within the Trading Mystery narrative or other stories. Among such features would be transportation, popular clothing, landforms, sights, food, etc. Writing can be recorded on the board or stored on butcher-block paper. You may also want to show photographs, drawings, or images from the Great Chicago Stories website in order to enhance student writing and ideas. After students have completed this initial activity, instruct them to begin drafting their own diary entries. The voice and perspective should still belong to Uncle Boots, but this time students should write about Boots as a young man in the early days of Fort Dearborn.

Materials & Resources

• Paper-bag puppet or travel brochures, depending on which final project is chosen

• Printouts of the Trading Mystery narrative: http://www.chicagohistory.org/greatchicagostories/pdf/story/Trading_Mystery_by_ Kris_Nesbitt.pdf

• Printouts of the Trading Mystery artifact images: http://www.chicagohistory.org/greatchicagostories/pdf/artifacts/artifacts_boots.pdf

• Butcher-block paper

• Markers

4 | www.GreatChicagoStories.org | ChicagoHistoryMuseum Trading Mystery | Lesson 4: Brochure, Theater, Diary | Notes/Extension Activities

Instructional Notes

In order to accommodate the particular learning style and strengths of the class, instructors are encouraged to carefully read the final project choices and select an assignment that will be best for your group. Rubrics are included for all three projects at the end of Lesson 5.

Extension Activities

Create an “ABC” booklet of important words used in the story.

Have groups read the story into a tape recorder or listen to the story audio. http://www.chicagohistory.org/greatchicagostories/site/storyaudio/index.html?story=2

www.GreatChicagoStories.org History 4 | www.GreatChicagoStories.org | ChicagoHistoryMuseum 5 | | Chicago Museum