by Gerry Kohler
Essential Question:
Explain the individual human, social, and economic effects of the Great Chicago Fire of 1871.
Background
Ask anyone what the greatest disaster in Chicago was and probably no one will say, "The Great Iroquois Theatre Fire of December 30, 1903." Six hundred three souls perished in that fire. They probably won’t say, "The sinking of the Eastland excursion boat in the Chicago river in 1915." Eight hundred thirty-five died in that tragedy. The answer will most likely be, "The Great Chicago Fire." The Great Chicago Fire of 1871 left approximately three and one third square miles of the city in ruin, created $192,000,000 in property damage, and took the lives of some 300 people. But it also spurred one of the greatest American human triumphs – out of the disaster and devastation in 1871, Chicago rebounded and held the World's Columbian Exposition in 1893.
The Great Chicago Fire of 1871 is not remembered for the body count, but for the near inhuman effort of those who remained amid the ashes, grieving for their lost loved ones, mourning their destroyed city, and building a better one that would be a monumental tribute to their strength, determination, and character. On the ashes of the old, the present world-class city of Chicago rose as a powerful and triumphant Phoenix.
Motivational Strategy
Ask students what they know about The Great Chicago Fire of 1871. Record their responses for all to see. Present the background information from above, your own summary, or your textbook’s account of the fire. Ask them to compare it with their earlier responses. Explain that in this lesson, after reading some eye-witness accounts of the fire, they will be responsible for selecting their own performance tasks or activities.
Objectives
- Students will examine primary documents to analyze the immediate
impressions of eyewitnesses to The Great Chicago Fire of 1871, and the
impact it had on their lives.
- Students will analyze primary and secondary documents to explain
the effects of the fire on the city of Chicago.
- Students will select performance tasks (activities) which best suit their learning styles, or challenge themselves to attempt another. Each performance task is an objective in its own right. Words indicating specific objectives have been underlined throughout the "Performance Task" handout.
Materials
Performance Tasks / Activities (click here for the pdf)
Day One – Lesson One
Begin with the Motivational Strategy.
Students may be surprised to learn that today they are going to settle
back and intently read as many personal narratives as they can in the
time period you allow. (You will need to allow time for the distribution
of the performance tasks, choosing tasks, and completing a contract, if
you wish.)
- Ask students to read empathetically, to put themselves in the place
of the person about whom they are reading – to see what they see,
feel what they feel, etc.
- Distribute the performance task handout and ask them to choose one
that best defines their own learning style. They may also choose an
activity that is contrary to their preferred learning style as a challenge.
- Decide on a due date. (You may want to have them formulate a contract
advising you of which task they have selected.)
- Familiarize students with a peer rubric so they will be aware of
evaluation criteria. (Note: I always use a peer rubric for my own evaluation,
but of course, you may have another that you will want to share with
them.) For a sample rubric, visit
http://teach-nology.com/web_tools/rubrics/project/
(This is from Teach-nology and may be a bit generic, but you can generate it using your name and a title. This website also allows you to easily create your own.)
Note: The most comprehensive site I found to study the fire was The Great Chicago Fire and the Web of Memory. It is the result of collaboration between the Chicago Historical Society, from whose collections the contents of the exhibit are drawn, and Academic Technologies of Northwestern University, which was primarily responsible for the creation of the website. Many other sites merely summarized its contents. Most of the sites listed in this teaching unit originate from there. The site is: http://www.chicagohs.org/fire/intro/wom-index.php
- Fannie Belle Becker, 10 at the time of the fire, wrote about it two
years later http://www.chicagohs.org/fire/witnesses/becker.html
- Joel Bigelow's letter to his family is dated October 10, 1871. It
includes his own map of the burnt district. http://www.chicagohs.org/fire/witnesses/bigelow.html
- Bessie Bradwell (later Helmer) was the daughter of James B. Bradwell,
County Judge, and Myra Colby Bradwell, who was founder and editor of
the Chicago Legal News, whose subscription book thirteen-year-old
Bessie saved from the flames. The Bradwells lived in the South Division.
She sent her memoir to the Chicago Historical Society on the fifty-fifth
anniversary of the fire, in 1926. http://www.chicagohs.org/fire/witnesses/bradwell.html
- Clarence Augustus Burley was a young man at the time of the fire,
living with his family in the heart of the North Division's Old Settler
neighborhood. He later served as President of the Chicago Historical
Society. This excerpt is from "The Clarence Augustus Burley Family
Record."
http://www.chicagohs.org/fire/witnesses/burley.html
- A.S. Chapman wrote his "Boy's Recollections of the Chicago Fire"
in 1910. http://www.chicagohs.org/fire/witnesses/chapman.html
- O.W. Clapp, who lived south of the fire, tells of his important part
in the first relief efforts. This is taken from a presentation Clapp
made to the Borrowed Time Club of Oak Park in 1914. http://www.chicagohs.org/fire/witnesses/clapp.html
- William Gallagher was a student at the Chicago Theological Seminary.
His letter to his sister in Boston is dated October 17. http://www.chicagohs.org/fire/witnesses/library.html
- John J. Healy’s account is part of his longer essay, "A
Bit of the Old North Side." His family was one of those that built
a shelter house after they were burned out. He was then about eight
years old. http://www.chicagohs.org/fire/witnesses/healy.html
- Mrs. Alfred Hebard came from a pioneering family. She was a cousin
of the oldest of the Old Settlers, Gurdon Saltonstall Hubbard, who had
arrived in Chicago in 1818 as a fur buyer for John Jacob Astor and who
was living in the North Division at the time of the fire. After her
marriage in 1837, Mrs. Hebard and her husband settled even further west,
in Iowa. They were passing through Chicago on October 8, 1871. Her recollection
was written in 1880. http://www.chicagohs.org/fire/witnesses/hebard.html
- Anna E. (Tyng) Higginson's letter to Mrs. Mark Skinner, dated November 10, 1871. Mrs. Higginson was the wife of George M. Higginson, who had been an important figure in the Chicago real estate business for almost three decades. After the conflagration, he was very active in behalf of the Chicago Historical Society as a collector of fire narratives. http://www.chicagohs.org/fire/witnesses/higginson.html
Day Two - Lesson Two
You may want to continue with other curriculum and concepts being addressed until the due date for the final projects, creating a time lapse between Days One and Two. A written reminder of the due date should be posted and verbal reminders given, with small progress reports.
- Write the "Essential Aim" on the board and let students
know they must listen intently to their peers’ projects so they
will be able to address it.
- Distribute the peer rubric.
- Remind students that it must remain anonymous and you will be checking
them before the presenter sees them.
- Let the projects begin! You may want to invite another class to enjoy
and learn.
- After each project explanation or performance, allow students to ask
questions as they complete the evaluation.
- Collect evaluations. Make certain all are anonymous and appropriate (students enjoy seeing their peer average scores on your own evaluation.) You might want to return the evaluations to the students.
There should be a class discussion of the Essential Aim. Also, refer back to the motivator and show what it was students initially knew. Compare and contrast that with what they know now.
Extension
- Compare and contrast the aftermath and effects of the Great Chicago
Fire of 1871 with Hurricane Katrina in New Orleans in 2005.
- What types of disasters, both natural and man (or cow) made, might occur in your own geographic area? Predict how your community would respond.
