Resources related to Map 17.

Curator's Notes for Map 17.

Overview
In this lesson, students investigate the environmental and human implications to local communities of hosting a major exposition or fair in their region. Students study current site conditions, develop a comprehensive plan, and present their plan to the site selection committee.

Objectives
By the end of this lesson students are expected to:

1. identify natural and human characteristics of the 1893 Columbian Exposition.
2. identify local environmental impact of hosting a major exposition or fair.
3. create a plan that shows community values on exhibit.

Key Terms
exposition, environment

Materials
Overhead of core map, modern map of Chicago, map of your local community, Requirements for World's Fair Proposal, map of Chicago in 1893, and Proposal for a World's Fair, photographs of the fair (see Resources)

Time
One and one-half hours, plus research and homework time

Getting Started

1. Analyze the core map. Focus on the following topics. Images of the fair can be seen by clicking on the buttons located on the map. This exercise can be done independently or as a class.
   1. Land and Water Features: Which features appear to be part of the pre-fair landscape? Which features seem to have been modified or created for the fair? How does the plan retain the natural environment? How does the plan indicate human shaping of the natural features, such as; the modification of the Lake Michigan shoreline and the creation of ponds, lagoon, islands, basin and canals, as well as filling in marshes to create the Midway and other areas.
   2. Exhibits: What types of exhibits are there? Why? How are exhibits grouped? Why are they grouped this way? What ones, typical of today, seem to be missing? What evidence is there of the fair's theme of "celebrating economy, industry, and cultural achievements."
   3. Transportation: What forms of transportation are evident to get to the fair? To get around the fair? Why do you need a "traffic pattern"? Note the following forms of transportation:
      • Boats (sailboats, steamer, and gondolas) - Used in the harbor, pier, lagoon, and lake; note that the various bodies of water are all interconnected.
      • Horse-drawn vehicles (wagons, omnibuses, and carriges) - Note the lack of parking lots; horse-drawn vehicles were not allowed in the public areas of the fair; why not?
      • Pedestrians - walkways, trails on Wooded Island; note that bridges to the Wooded Island are much narrower than the streets.
      • Moving Sidewalk
      • Rail Transportation (Intramural Railroad, Central Railroad Station, South Side Rapid Transit) - Note that "Elevated RR" pictured on the core map is part of what became the public transportation system in Chicago that is commonly refered to as "The El." How does the role of the Intramural Railroad differ from that of the South Side Rapid Transit or the trains that arrive at the Central Railroad station?
      • Cable Line
   4. Location: Where is the Exposition located in relation to Chicago? Why? What are the impacts on the city as a whole and on this location? View the map of Chicago in 1893 or consult a modern street map of Chicago.

Developing the Lesson

1. Tell your students, "World's fair promoters are seeking plans for a future fair to be held in an American community. Our community or one near us is a possible site of the fair. You will work in groups to create a proposal for the fair and to present it to the selection committee. You must consider and respond to land and water features, exhibits, transportation, and location of the fair."

2. Distribute the handouts Requirements for World's Fair Proposal and Proposal for a World's Fair. Tell your students that this is the opportunity for people from far away to learn about their community. They should pay special consideration when designing their fairs to the ways people from other places will learn about their community. Students should be expected to research a location using atlases, almanacs, community fact books, and the Internet.

3. Students can present their proposals to the class. You can assign interest group roles to your students, such as a police commissioner, mayor, business people, rescue and emergency personnel, residents, hospital spokesperson, etc. As students hear the proposals, they can ask questions from their points of view. (N.B., You may delete or add requirements to suit your needs. Modify the evaluation to reflect whatever changes you make.)

Evaluation
For 4 points the proposal always:

• Tells how the location will benefit the local region and state.
• Tell what is on your site now: landforms, water bodies, vegetation, animals. Explains how they plan to use the current environment. Identifies the modifications to be made to the site and describes their impact.
• Identifies and explains who will be invited. Describes and justifies their theme.
• Explains how people will get to the fair. Shows locations for parking and/or other transportation facilities. Shows how people will get around the grounds. Identifies housing for workers and visitors.
• Lists public conveniences needed and places them in logical locations. Describes what will be done with trash and human waste.
• Describes guidelines for the appearance of the buildings. Identifies a design theme. Describes any special features and exhibits.

For 3 points usually:

• Tells how the location will benefit the local region and state.
• Tell what is on your site now: landforms, water bodies, vegetation, animals. Explains how they plan to use the current environment. Identifies the modifications to be made to the site and describes their impact.
• Identifies and explains who will be invited. Describes and justifies their theme.
• Explains how people will get to the fair. Shows locations for parking and/or other transportation facilities. Shows how people will get around the grounds. Identifies housing for workers and visitors.
• Lists public conveniences needed and places them in logical locations. Describes what will be done with trash and human waste.
• Describes guidelines for the appearance of the buildings. Identifies a design theme. Describes any special features and exhibits.

For 2 points sometimes:

• Tells how the location will benefit the local region and state.
• Tell what is on your site now: landforms, water bodies, vegetation, animals. Explains how they plan to use the current environment. Identifies the modifications to be made to the site and describes their impact.
• Identifies and explains who will be invited. Describes and justifies their theme.
• Explains how people will get to the fair. Shows locations for parking and/or other transportation facilities. Shows how people will get around the grounds. Identifies housing for workers and visitors.
• Lists public conveniences needed and places them in logical locations. Describes what will be done with trash and human waste.
• Describes guidelines for the appearance of the buildings. Identifies a design theme. Describes any special features and exhibits.

For 1 point seldom:

• Tells how the location will benefit the local region and state.
• Tell what is on your site now: landforms, water bodies, vegetation, animals. Explains how they plan to use the current environment. Identifies the modifications to be made to the site and describes their impact.
• Identifies and explains who will be invited. Describes and justifies their theme.
• Explains how people will get to the fair. Shows locations for parking and/or other transportation facilities. Shows how people will get around the grounds. Identifies housing for workers and visitors.
• Lists public conveniences needed and places them in logical locations. Describes what will be done with trash and human waste.
• Describes guidelines for the appearance of the buildings. Identifies a design theme. Describes any special features and exhibits.

Extensions

1. Find and bring to class pictures (from postcards, brochures, or books) of the 1893 Exposition buildings, of Chicago in 1893, or another fair.
2. Create a scrapbook of the 1893 Columbian Exposition, including maps, diary excerpts, and objects collected. Research your scrapbook by reading about the fair or visiting web sites.