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Chronological Reasoning and Causation

What was the Chalet Indien?

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About this Activity

  1. Load 1948 Postcard Chalet Indien in Main Image Viewer
  2. Load Chalet Indien Boiceville, N.Y. in Main Image Viewer
  3. Load An Early Brochure for Chalet Indien in Main Image Viewer
  4. Load An Early Brochure for Chalet Indien in Main Image Viewer
  5. Load An Early Brochure for Chalet Indien in Main Image Viewer
  6. Load An Early Brochure for Chalet Indien in Main Image Viewer
  7. Load Chalet Indien Brochure in Main Image Viewer
  8. Load Chalet Indien Brochure in Main Image Viewer
  9. Load Chalet Indien Brochure in Main Image Viewer
  10. Load Chalet Indien Brochure in Main Image Viewer
  11. Load Chalet Indien Brochure in Main Image Viewer
  12. Load Swimming Pool Chalet Indien in Main Image Viewer

Suggested Teaching Instructions

This activity is part of a larger lesson. All parts can be found in learning activity, An exploration of the Brunel Sculpture Garden through time.

For this activity use the bolded links. 

 This activity can be completed on Consider the Source or with the attached documents. 

Teacher's Google Slide deck: https://docs.google.com/presentation/d/1p9y5mCzBVcaJdOubgybcCUVGuCsVBlwo/edit?usp=sharing&ouid=107619970453312263584&rtpof=true&sd=true

Student Google Slides SQ#1: https://docs.google.com/presentation/d/1puyPU3xp9IEepxdsw-HjJ8w-GGIfbid1/edit?usp=sharing&ouid=107619970453312263584&rtpof=true&sd=true

SQ#1 Worksheet: https://docs.google.com/document/d/1WBDmbXx38tfK_UQxnlRGEqlSy87a3tYx/edit?usp=sharing&ouid=107619970453312263584&rtpof=true&sd=true

Student Google Slides SQ#2: https://docs.google.com/presentation/d/1KfFwd2dRGM7uflfiR3_-AkhFGzqN3frW/edit?usp=sharing&ouid=107619970453312263584&rtpof=true&sd=true

SQ#2 Worksheet: https://docs.google.com/document/d/1FMNyVcXLQqc4R3RziOUSn9UhWUJXlv5H/edit?usp=sharing&ouid=107619970453312263584&rtpof=true&sd=true

Student Google Slides  SQ#3: https://docs.google.com/presentation/d/1p2nD3tAcoZG4p_92WLJqrQt7iUGLE6Eg/edit?usp=sharing&ouid=107619970453312263584&rtpof=true&sd=true

SQ#3 Worksheet: https://docs.google.com/document/d/1k3Jg9MKy_tyKpPDU6_n50SIWwzVJ4WMk/edit?usp=sharing&ouid=107619970453312263584&rtpof=true&sd=true

SQ#4 Worksheet: https://docs.google.com/document/d/1M0GdDzHmMRkJzHsb26qBikceVW12C7n1/edit?usp=sharing&ouid=107619970453312263584&rtpof=true&sd=true

Rubric: https://docs.google.com/document/d/13iGM_CzftwltpilOXP7zpjLWAiEYGub6/edit?usp=sharing&ouid=107619970453312263584&rtpof=true&sd=true

 

Title: An exploration of the Brunel Sculpture Garden through time. 

"Dedicated to the mysteries and grandeur of nature, Brunel Sculpture Garden is home to more than a dozen statues, sculptures, bas reliefs, and totem poles, framed by a naturalistic garden setting, conceived and constructed by Emile Brunel, a photographer, sculptor, filmmaker, and found of the New York Institute of Photography."  From: https://www.brunelpark.org/

Overview: This lesson consists of four sections, each with a supporting question, primary source learning centers, and a formative assessment:

SQ #1:  What was the Chalet Indien?

SQ #2:  What was the point of the enormous “Indian” statues and monuments?

SQ #3:  Did Emile Brunel leave a lasting legacy? 

SQ #4:  How does the Brunel Sculpture Park serve the community today?

Goal:  This lesson will introduce students to a National Historic Landmark in New York State.  They will learn about its founder and heyday, from 1910-1944, and consider its value today.

Objectives: 

  • Students will interpret information from historic photographs to understand the role in society served by Chalet Indien in Boiceville, NY from 1933-1950’s.

  • Students will consider the influence of indigenous cultures on Emile Brunel and 20th century American society

  • Students will evaluate the impact of Emile Brunel’s talents as an entrepreneur

  • Students will determine the role of the Brunel Sculpture Garden today and its value as a National Historic Landmark.   

Investigative (Compelling) Question: 

What makes a landmark, and how might its value to the community change over time? 

Time Required

  • It is suggested that this inquiry  be taught in four, 40-minutes time blocks over the course of two weeks.  For older students, one longer period of time might suffice with students rotating in small groups through FOUR primary source CENTERS, broken down by supporting questions 1, 2, 3 & 4.

  • Ideally, a field trip to the Brunel Sculpture Garden would follow, shortly after completion of these lessons.  For information and scheduling, please contact Cynthia Nikitin at Nikitin@brunelpark.org.  845-205-3839

Recommended Grade Range

  • Suggested grades:  Gr2, Gr3, Gr4, Gr5

Subject: Social Studies

Standards: 

Grade 2:  My Community and Other Communities

   Time, Continuity, and Change.

2.6 Identifying continuities and changes over time can help understand historical developments.

  • Continuities and changes over time in communities can be examined by interpreting evidence such as maps, population charts, photographs, newspapers, biographies, artifacts, and other historical materials.

Credits:  

Created by Karen Hadley, Instructional Coach for Elementary Social Studies, Onteora Central School District, 2022.

With grateful assistance from: 

  • Cynthia Nikitin, Trustee of Brunel Sculpture Garden

  • Donna Coate, Ohstana Ohskennonoton, Spirit of Thunderheart


PREPARATION 

Materials Used: 

  • Gr2_Brunel_TEACHERS   Google Slide for teachers’ instruction to introduce each 

  Supporting Question 

  • Gr2_Brunel_Student_SQ1    Google slides with primary sources - print & display for students

  • Gr2_Brunel_STUDENTSQ1   Google Doc - formative assessment, 1 per student

  • Gr2_Brunel_Student_SQ2    Google slides with primary sources - print & display for students

  • Gr2_Brunel_STUDENTSQ2   Google Doc - formative assessment, 1 per student

  • Gr2_Brunel_Student_SQ3    Google slides with primary sources - print & display for students

  • Gr2_Brunel_STUDENTSQ3   Google Doc - formative assessment, 1 per student

  • Gr2_Brunel_STUDENTSQ4   Google Doc - formative assessment, 1 per student

Resources Used:  

Curated primary sources from: 

  • NYHeritage.org with grateful acknowledgment to Melissa McHugh, archivist at the Olive Free Library.  (Citations provided along with each image.)

  • The private collection at Brunel Sculpture Park, with grateful acknowledgement to Cynthia Nikitin, Trustee & Co-owner of the property.

PROCEDURE

  1. Staging the Compelling Question:  What makes something a Roadside Attraction?

Play YOUTUBE:  https://www.youtube.com/watch?v=OmjtoT1gmZk

Discuss why people might stop to look at something on the side of the road

Record students answers - possibly:

  • Curiosity - sense of wonder

  • Never seen before

  • Once in a lifetime event

  • Take pictures and share story with others

  1. SQ #1:  What was the Chalet Indien?

  • Gr2_Brunel_TEACHERS   Google Slide for teachers’ instruction - slides 4 & 5

Introduce the word chalet.  Play pronunciation.  Ask students to repeat.  Discuss where they may have seen a chalet in New York State (ski lodge, camping, log-style houses, etc.)

  • Gr2_Brunel_Student_SQ1         Google slides - print & display for students

Determine how to best display primary source images A-I.  Set up Source H as a video loop on a classroom computer.  Consider small group arrangement versus whole class instruction.  

  • Gr2_Brunel_STUDENTSQ1        Google Doc - formative assessment, 1 per student

Preview student worksheet & distribute

  • Whole Class: Reflect on learning; ask new questions

 

  1. SQ #2:  What was the point of the enormous “Indian” statues and monuments?

  • Gr2_Brunel_TEACHERS   Google Slide for teachers’ instruction - slides 6, 7, 8

In settings, slow video speed on slide 6.  Play video & read aloud Brunel poem.   Discuss - why Brunel built these statues?  How was he inspired?  What did he get from it?

Play video on slide 7.  Discuss the purpose of totems to indigenous people.

  • Gr2_Brunel_Student_SQ2        Google slides - print & display for students

Determine how to best display primary source images A-H.  Consider small group arrangement versus whole class instruction. 

  • Gr2_Brunel_STUDENTSQ2       Google Doc - formative assessment, 1 per student

Preview student worksheet & distribute

  • Whole Class: Reflect on learning; ask new questions

  1. SQ #3:  Did Emile Brunel leave a lasting legacy? 

  • Gr2_Brunel_TEACHERS   Google Slide for teachers’ instruction - slides 9 & 10

Introduce the word legacy.  Play pronunciation.  Ask students to repeat.  Discuss where students may have encountered a legacy in their own lives.

Read history of New York Institute of Photography.  

Calculate:  How many years has this school existed?  

  • Gr2_Brunel_Student_SQ3        Google slides - print & display for students

Determine how to best display primary source images A-H.  Consider small group arrangement versus whole class instruction.  

  • Gr2_Brunel_STUDENTSQ3       Google Doc - formative assessment, 1 per student

Preview student worksheet & distribute.

  • Whole Class: Reflect on learning; ask new questions

  1. SQ #4:  How does the Brunel Sculpture Park serve the community today?

  • Gr2_Brunel_TEACHERS   Google Slide for teachers’ instruction - slides #11, 12 & 13

  • Gr2_Brunel_STUDENTSQ4       Google Doc - formative assessment, 1 per student

Distribute student worksheet, and complete whole class:  

Play video on slide #11

Read What Makes an Historic Landmark on slide #13

  • Whole Class: Reflect on learning

EVALUATION

15. Evaluation: Rubric attached

RETURN TO RESULTS