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Teach PA History
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The Most American Thing in America: The Chautauqua
Equipment & Supplies
  • Supplies and Equipment: Map of Pennsylvania counties Map of New York Computer lab Art supplies (posters, markers, glue, scissors, etc.)
Procedures

Day One



1. Before the class begins, print or provide the following so that each student has their own copy:

Student Worksheet 1-Chautauqua
A Pennsylvania County Map
Student Worksheet 2-Mount Gretna Chautauqua

Also have on hand one map of New York. This will be for students to locate the origin of the first Chautauqua on Lake Chautauqua, New York.

2. As a final preparatory step, print the primary source Postcards (located in Teacher Resource section of this lesson) and make sure there are enough for each person in your class.

3. Ask students to imagine life without cell phones, i pods, video games, internet, and television. How would they feel? What other types of activities might keep them occupied? This can serve as an introduction to Chautauqua. Tell students that in the late 19th century and early 20th century, many rural (agrarian/farming) Americans felt isolated and lacking opportunities of educational entertainment. They did not live close enough to cities to experience concerts, plays, and lectures. They had no activities that tied them with others in the nation. It was a lonely existence, until the Chautauqua came to their towns! And the Chautauqua still exist today - let's learn what these summer programs were about. . .

4. Distribute Student Worksheet 1-Chautauqua and a county map. As students read, have them underline the purpose of Chautauqua. Use Teacher Guide to Student Worksheet 1-Chautauqua when leading this reading activity. Then provide students time to identify the counties where specific Chautauqua meetings took place.

5. Following the map activity, ask students:
•Did any of the Chautauqua towns on the list take place near our county?
•What geographic/demographic features did the towns have in common? (i.e. - rural)
•Why would a Chautauqua appeal to people in these particular rural areas?
•Why would Pennsylvania be one of the first states to incorporate/mimic the New York Chautauqua? (Students should be able to identify Lake Chautauqua in New York and its proximity to Pennsylvania.)

6. Distribute Student Worksheet 2-Mount Gretna Chautauqua
to each student. Ask students to complete the worksheet. If students need guidance to make observations, ask the following questions. (See Teacher Guide to Student Worksheet 2-Mount Gretna Chautauqua for reference and assessment.)

Lebanon Daily News quotation: What physical features are important for a town hosting a Chautauqua meeting, like Mount Gretna? Why is water important? Is it only for drinking? (bathing, boating, etc.) Does the area seem spacious - for living, recreation?
•Photo of Mount Gretna Station and quotation from The Indiana Weekly Messenger. Why is transportation important (if Chautauqua meetings were geared toward people from secluded areas)? How might railroads capitalize on Chautauquas?
•Photos of auditorium, Hall of Philosophy: What purpose do these areas serve?
•Ask students why the Pennsylvania Chautauqua Society chose the small village of Mount Gretna in the 1890s.

7. Disseminate the Mt. Gretna postcards found in the Teacher Resource section. Ask students to imagine themselves in Mount Gretna. Using the sources available (Student Worksheets 1 and 2) and the postcard, students will:
a) Describe the postcard and overall setting of Mount Gretna (2 facts)
b) Describe one recreational or educational activity attended (These activities may be implied in the postcard or be pulled from Student Worksheet 1.)

8. If time permits, students could pass their letters/cards to another student and they can write back to each other on the cards about their experiences. An optimal response includes opinion and explanation.

Day Two




1. Before class begins, print the following:

Student Handout 2-Mifflinburg Chautauqua Program
Student Handout 3-Progressive and Populist Reform Through Chautauquas
Student Worksheet 3-Chautauqua Plans
Student Worksheet 4-Progressive and Populist Reform Through Chautauquas

2. Disseminate Student Handout 2-Mifflinburg Chautauqua Program and Student Handout 3-Progressive and Populist Reform Through Chautauquas Ask students to review the questions on Student Worksheet 3-Chautauqua Plans, analyze the Mifflinburg Chautauqua program, and complete Student Worksheet 3 questions regarding the program and images. Use this worksheet as a discussion of Chautauqua programs.

3. After analyzing the Chautauqua program, students should have a good idea of the events that comprise a Chautauqua. Students will use this knowledge to prepare their own Populist/Progressive Chautauqua. In addition to knowledge about chautauquas, students will also need to recall information they studied in about the progressive and populist movements. If students have not yet covered this information, provide to each student Student Handout 3-Progressive and Populist Reform Through Chautauquas. By reading more specific examples of Populist and Progressive ideas, students will be able to express these values more clearly in their own Chautauqua.

4. Ask students to read all of Student Handout 3. Then you can complete the corresponding chart in Student Worksheet 4-Progressive and Populist Reform Through Chautauquas choosing one of two approaches. You can complete it together as a class. Or, as an alternative, you can ask students can pick one personality on which to focus and share that information as the class completes the chart.

5. To shorten this lesson, direct students to make a poster advertising a populist/progressive ideal using the secondary reading. You can assess using the Poster Rubric. If you can go into a third day prepare your class to present a Chautauqua. Students must identify a role and then a personality to portray.
ROLES:

Chautauqua Sponsor/Superintendent (2 students):
Plans the program, cover, and introduces each speaker. Researches each speaker and prepares questions in case there is an awkward moment in the festivities. Also prepares recreational activities/games and/or food for event.

Speaker/Role Play (1 student per personality - at least 10):Identifies, researches one personality and writes speech portraying the ideals and values of the person.

Poster Advertisement (1-2 students per poster - at least 10):Identifies, researches one personality and creates a poster portraying the ideals and values of the person in an attractive way.

Cartoonist/Artist and/or Song Writers (1-2 students per artwork, song):For entertainment, the artists collective will draw symbols or write lyrics concerning the values and ideals of the populist/progressive era.

6. Provide time for students plan and research their character. (If available as a resource, students can research their character using the internet in a computer lab). Then students will create speeches, posters, artwork, and/or songs.

7. You can decide if the program is to be presented to you, another class, or the whole school. Posters, speeches, songs, and artwork are presented if time permits.
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