Progress? An Overview of The St. Louis WorldÕs Fair, 1904
Christine Adrian
Summer Fellowship 2010
To download this lesson in PDF format, click here.
Abstract: The 1904 WorldÕs Fair not
only was a huge event in American cultural history, but also reflects the
shifting political ideology from isolationism to imperialism of the time. Using racial ÒscienceÓ to justify
expansion was also a large theme of this fair and a reflection of the culture
at this time. In order for
students to understand this, they need a basic background of the purpose of
worldÕs fairs and the political and cultural climate of 1904.
Essential
questions/enduring understandings:
á What
was life like in the early 19th century?
á What
defines progress?
á Who
has the authority to define progress for others?
á How
can politics affect the economy and cultural events of a time period?
Assessment: The teacher will utilize
the answers given on the Analyzing
Pictures Worksheet as well as class discussion to gain insight into student
understanding.
Setting
the Purpose: In
this lesson, students will gain background knowledge on the concept of Òworld
fairÓ as well as background on the 1904 fair. Students will analyze primary source images and gained
knowledge about life in 1904 to come up with theories about why so many people
wanted to go to this fair and what the purpose of putting such a large-scale
event such as this might be.
Duration: 1-3 class periods
Procedure:
Part
1:
á Start
class by writing on the board: ÒWhat
is a WorldÕs Fair? Brainstorm a
list of things you would expect to see at such a fairÓ.
á Give
students a few minutes to answer the question, and then have students share
their answers.
á Using
a site such as WorldÕs Fairs Q
& A, explain that World Fairs are a place where different
nations/countries come together to show the technological advances, learning
and culture of areas all over the world.
á Based
on this definition, have students put a check mark by any item in their
brainstorm list that seems to ÒfitÓ
with the definition of a worldÕs fair.
á Now,
give students an overview of the St. Louis WorldÕs Fair using the webpage ÒHistory of the FairÓ. For purposes of the lesson, eliminate
any mention of prejudice/people on display. You may want to have the students examine the speech on
opening day at the end of the page.
á Using
The Palaces worksheet, have kids
take notes on the various innovations displayed using The Palaces Webpage. If you have a projector in the room,
you may even highlight some of the exhibits using Virtual Fair
from the Missouri History Museum-but for now, avoid the Philippine Exhibit and
any of the Anthropology Dept.
á Further,
you will want to mention all the fun exhibits, were people could go to the zoo,
ride the Ferris wheel, play games, enjoy a movie, eat at one of the 35
restaurants, or visit the state buildings (each state had their own). In addition, the 1904 Olympics were
held here.
Part
2:
á Many
kids will not understand why the St. Louis WorldÕs fair was such a big deal
without understanding what life was like in 1904. Go over
ÒLife in 1904: Dying at 47, 4 Cent
SugarÓ to give them an idea what the average American was experiencing at
this time. Encourage them to take
some notes because they will need to remember this information for the activity
they are about to do.
á Distribute
the following images to students:
3. 1904
WorldÕs Fair Ferris Wheel
5. Floral
Parade of All Nations
6. Forming
a Procession on Pike Day
7. Grand
Entrance: Hall of Manufactures
10. Night
view of the WorldÕs Fair
12. Palace
of Art
16. T.C.
Benbow in his ÒMeteorÓ
19. Sunken
Garden
20. Water
Parade
22. Windmill
Exhibit
á You
can choose to distribute all the photos to groups, give one picture per
student, or pick certain photos to display to the class.
á Have
students analyze the pictures using Analyzing
Pictures Worksheet.
á After
students have had time to reflect on their picture, discuss general answers as
a group. Focus specifically on why
an everyday citizen might want to go to this fair, and who and what might
motivate someone to put on such a big event like this.
á Now
distribute the following:
2. American
Indians from Various Tribes Practicing Archery
3. Antonio,
Chief of the Igorrotes
9. Geronimo
11. Jetta
12. Kickapoo
Lodge
13. Negreta
Bowman
15. Patagonian
Giant
16. Princess
Omena
17. Pueblo
Indians
18. The
Bedouin
19. The
Celestial
20. Tugema
21. Visayan
Girls
á Tell
students that there is some connection between the first set of pictures and
the second set of pictures. On the
back, have them write down what they think the connection might be, and why
they believe their connection might be correct.
á Tell
students they will learn more about the second set of photos and their
importance in the following lessons.
Analysis
of local primary sources:
Students will use Analyzing Pictures Worksheet to
analyze all primary source photos from the Missouri Museum Library and Research
Center.
á 1904
WorldÕs Fair Ferris Wheel
á Floral
Parade of All Nations
á Forming
a Procession on Pike Day
á Grand
Entrance: Hall of Manufactures
á Night
view of the WorldÕs Fair
á American
Indians from Various Tribes Practicing Archery
á Antonio,
Chief of the Igorrotes
á Geronimo
á Jetta
á Tugema
Ties
to National primary source or sources:
á All
of the primary sources listed in this lesson are of both local and national
significance. The 1904 WorldÕs
Fair was one of the biggest and reflected national thinking towards national
and world politics as well as world cultures at the time.
Attachments: