Instructional Strategies - The Circus

Students dive into the history of the Ringling Brothers Circus, and how they brought fame to Baraboo. Students are introduced to the five Ringling Brothers. Importantly, they learn that the Ringling Brothers' parents were immigrants. Students are introduced to Circus World Museum where much of the history of the circus is archived. Visitors are welcome to enjoy the museum and take in the sights at Circus World.

Students are given the opportunity to become a circus ringmaster, imagine their own circus performances, and write a script for the ringmaster. As optional projects students can build a circus diorama, explore circus stories at their local library, create a collage of historic circus photos, and deepen empathetic skills by considering how to welcome immigrants settling in Sauk County. Encourage students to think up their own project and work with others using a collaborative site, such as Google Slides or Google Docs.

If possible, visit Circus World Museum. Ask for a visit with the museum curator and ringmaster. Students should come prepared with questions to ask.

Wisconsin Social Studies Standards Alignment

Learning Priority: (Inq1.a) Develop questions based on a topic

3-5: Develop a list of open- and closed-ended questions on a topic or issue.

Learning Priority: (BH1.b) Personal identity and empathy

3-5: Describe how culture, ethnicity, race, age, religion, gender, and social class can help form self-image and identity.

Learning Priority: (BH2.a) Relationship of people and groups

3-5: Compare how people from different cultures solve common problems, such as distribution of food, shelter, and social interactions.

Learning Priority: (Econ3.b) Money

3-5: Describe the role of money, banking, and savings in everyday life, including why people borrow money and the role of interest.

Learning Priority: (Econ4.e) Specialization, trade, and interdependence

3-5: Compare and contrast specialization in two or more regions (e.g., Midwest and Northeastern United States, United States and Japan, Europe and South America).

Learning Priority: (Geog4.a) Characteristics of place

3-5: Describe how certain places may have meanings that distinguish them from other places. Compare and contrast the human characteristics of rural, suburban, urban, and tribal locations in Wisconsin and the United States. Identify and describe how people may view places in the community differently.

Learning Priority: (Hist1.b) Effect

3-5: Use evidence to draw conclusions about probable effects of historical events, issues, and problems.

Learning Priority: (Hist2.b) Patterns change over a period of time

3-5: Describe patterns of change over time in the community, state, and the United States.

Learning Priority: (Hist2.c) Contextualization

3-5: Analyze individuals, groups, and events to understand why their contributions are important to historical change or continuity.

Learning Priority: (PS1.b) Origins and foundation of the government of the United States

3-5: Summarize the contributions of historically significant people during the period of early United States history to the development of our political culture. Differentiate between freedom, justice, equality, rights, responsibilities, and citizenship. Apply key elements of the Wisconsin Constitution to the local community.

Learning Priority: (PS2.b) Fundamentals of citizenship

3-5: Compare and contrast being a citizen of a country to the principles of good citizenship. Describe the process by which people in the United States become legal citizens (i.e., natural born or naturalization).