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Social Studies Research and Practice
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Volume 9 Number 1 189 Spring 2014
NCSS Notable Trade Book Lesson Plan
Queen of the Falls
Written by Chris Van Allsburg
Jill M. Gradwell
Liza M. Acanfora
Erika Lindsay
Kimberly Vaughn
SUNY Buffalo State
This extended lesson plan uses the book Queen of the Falls to investigate the life of Annie Edson
Taylor, the first person to successfully fall over Niagara Falls in a barrel Niagara Falls.
Through the various activities, students will explore resources such as photographs, first-hand
accounts, newspaper articles, songs, and poems from the era, to learn what life was like for
women in 1901, and to discuss the events surrounding Taylor’s decision to venture over Niagara
Falls. Several questions will be posed to the students including “How was Annie Edson Taylor a
woman of her time?” “To what extent was Annie Edson Taylor a hero?” “Was Annie Edson
Taylor’s trip over the Falls worth the attempt for fame and fortune?” The lesson concludes with
the following question: “Was Annie Edson Taylor a woman of her time or by her design?”
Title of
NCSS
Notable
Trade Book:
Queen of the Falls (2011) by Chris Van Allsburg, (Notable, 2012). Boston,
MA: Houghton Mifflin Books for Children
ISBN 978-0-547-31581-2
Recommended Age Group: Ages 4-11
Recommended for grades 4-5.
Lesson Duration: 4 or 5, 45 minute class periods
Book
Summary:
Queen of the Falls is an illustrated biography about the life of Annie Edson
Taylor, the first person to take on Niagara Falls in a barrel and live to tell about
the journey. A former teacher and Civil War widow, Taylor had very little
money with which to support herself. Knowing the Pan-American Exposition
was being held in Buffalo, New York, near Niagara Falls, she decided to do the
stunt to win fame and fortune to sustain her in her final years. With beautiful
illustrations by award-winning children’s book author and illustrator, Chris Van
Allsburg, Queen of the Falls brings to life the epic journey of the first successful
Niagara Falls barrel stunt performer.
NCSS
Standards: Culture
Time, Continuity, and Change
People, Places, and Environments
Individual Development and Identity
Materials:
Queen of the Falls book by Chris Van Allsburg
Paper
Pencil
An empty cereal box
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Volume 9 Number 1 190 Spring 2014
White paper to cover the box
Crayons, markers, and paint
Video recording device
Video editing software (i.e., iMovie, Movie Maker)
Objectives:
At the conclusion of the extended lesson students will be able to:
1. communicate their understanding of the role of women in early 20th
century America.
2. identify Annie Edson Taylor.as the first person to successfully barrel
Niagara Falls
3. describe how Annie Edson Taylor’s lifestyle was indicative of 1901
America.
4. identify and describe a hero in his or her personal life indicating which
important characteristics of a hero that individual possesses.
5. defend their position regarding whether or not Annie Edson Taylor
was a hero.
6. weigh the benefits and drawbacks of risky behavior and the various
risky actions of Annie Edson Taylor.
7. defend a personal position regarding whether Annie Edson Taylor’s
stunt was worth it or not relative to her purpose in doing the stunt.
8. create a movie trailer that visually depicts their position about whether
Annie Edson Taylor was a woman of her time or by her design.
Procedures:
Exploration:
(Day 1)
Day 1: Annie Edson Taylor: A Woman of Her Time?
1. Ask students what they know about women’s lives during the turn of
the 20th century in America. (Examples may include the following:
limited career options, stay at home mothers, etc.)
2. Show and discuss information with images of women in the home,
workplace, and society circa 1901. (Use the digital resources: Dressing
the part; “Doing the Pan”: Women; and Redefining roles.)
3. Share facts about American women in 1900 compared to 1999. (Use
the digital resource: American women then and now)
4. Ask students what they know about Niagara Falls.
5. Provide a brief history of Annie Edson Taylor to students. (Use the
digital resource: Annie Edson Taylor biography)
6. Introduce and read-aloud the book, Queen of the Falls by Chris Van
Allsburg.
7. Closure: After the reading discuss with students how Annie Edson
Taylor was a woman of her time in 1901America. (Examples may
include the following: Taylor was a teacher; she wore traditional attire;
she had little financial security, etc.)
Assessment: Students will complete an “I am poem” based on their
perspective of Annie Edson Taylor, a woman of her time. (See Appendix A
for template and rubric)
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Development:
(Day 2)
Day 2: Was Annie Edson Taylor a Hero?
1. Ask students to define the word “hero.” (Examples may include the
following: any person admired for great courage, nobility, qualities, or
achievements and regarded as an ideal or model.)
2. Have students list types of heroic characteristics. (Examples may
include the following: brave, caring, selfless, strong, protective,
fearless.)
3. Prompt students to think about heroes that people often identify.
(Examples may include the following: fire fighters, police officers,
mom, dad, Superman, Martin Luther King, Jr., Susan B. Anthony,
Barack Obama.)
4. Instruct students to choose their own personal hero, describe him or her
based on the above definition and characteristics, and complete the
hero template. (See Appendix B for template)
5. Review Queen of the Falls book that was read in the previous lesson.
6. Show the YouTube video of the song about Annie Edson Taylor. (Use
digital resource: Eric Squindo/The Story of Annie Edson)
7. Divide students into small groups for a discussion about whether Annie
Edson Taylor was a hero or not based on what they learned from the
discussion, the book, and heard in the song. Students should be
encouraged to revise their definition of hero if needed.
8. Transition students back to whole group to discuss whether Annie
Edson Taylor was a hero or not. (Examples may include the following:
brave, courageous, overcame adversity, fought gender bias, self-
serving, model not to follow.)
9. Record responses in a two-column chart.
10. Hold up Queen of the Falls and draw students’ attention to the book
jacket and have them describe the characteristics they see on it.
(Examples may include the following: illustrated cover; name of
author; summary of book)
11. Ask students for examples of what a book jacket is and what it
includes. (Examples may include the following: an image that hints at
the book’s content; a summary of the story; a review of the book; and a
biography of the author)
12. Have students examine other book jackets from the classroom library
to identify and describe common characteristics among them.
(Examples may include the following: title is in large letters on front
cover; title is on the spine; author is listed under title; cover has bright
colors; cover has a picture)
13. Show the YouTube video of Chris Van Allsburg and his description of
the illustrations in Queen of the Falls. (Use digital resource: Queen of
the Falls by Chris Van Allsburg)
14. Closure: Have students review the definition and major characteristics
of a hero and finalize their personal definition and qualities.
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Volume 9 Number 1 192 Spring 2014
Expansion:
(Day 3)
Assessment: Explain to students that their task is to create a book jacket
cover that displays their perspective about whether or not Annie Edson
Taylor was a hero. (Use digital resource: How to design a book cover)
(See Appendix C for rubric)
Day 3: On Becoming Queen: Was it Worth it?
1. Ask students what it means to be risky. (Examples may include the
following: taking a chance, being dangerous or unsafe.)
2. Question students about whether they have, or someone they know has,
ever done something that was risky.
3. With a partner, share if the risk was worth it or not.
4. Based on the book, ask students what actions in Annie Edson Taylor’s
life were risky. (Examples may include the following: traveling around
the country unaccompanied; starting her own business; sharing her
plans to barrel the Falls; going over Niagara Falls.)
5. Ask students to recall why Annie Edson Taylor selected Niagara Falls
in 1901 to be where she hoped to find her fame and fortune. (Pan-
American Exposition of 1901)
6. Show and discuss with students various aspects of the Pan-American
Exposition such as its location, types of buildings, midway, and variety
of events. (Use digital resource: “Doing the Pan.”)
7. Ask students why Annie Edson Taylor thought by exhibiting herself at
the Pan-American Exposition might lead to fame and fortune.
(Examples may include the following: major world fair; large
attendance of visitors; Buffalo’s geographical proximity to Niagara
Falls.)
8. Lesson summary. After having students review various websites about
Annie Edson Taylor’s trip over Niagara Falls, have students discuss if
her stunt was worth it or not. See Digital Resources section below.
(Examples may include the following: she survived; initial fame;
remembered today; manager betrayed her; people doubted her because
of her age; died in poverty.) (Use digital resources: Annie Edson
Taylor: Heroine of Niagara Falls, First Barrel Ride down Niagara
Falls, Forgotten Newsmakers, Kusmierz, 2010, and Woman Goes over
Niagara in a Barrel)
Assessment: To assess students’ understanding, they will complete a RAFT
writing exercise from the suggestions below. (Use digital resource: Using
the RAFT writing strategy)
R: Role of the writer (Examples may include the following: Niagara
Falls spectator, Exposition visitor, one of Annie Edson Taylor’s
managers.)
A: Audience (Examples may include the following: newspaper,
public, friend, family member.)
F: Format (Examples may include the following: diary entry,
newspaper article, letter.)
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Volume 9 Number 1 193 Spring 2014
Assessment:
Day 4
T: Topic (Examples may include the following: On becoming queen:
Was it really worth it?) (See Appendix D for RAFT rubric)
Annie Edson Taylor: A Woman of Her Time or By Her Design?
1. Summarize the last days’ themes and activities. (Over the last few days
we have focused on an important woman in history, Annie Edson
Taylor. We have looked at her through various ways: a woman of
1901, a risk-taker, a hero, a victim, and so forth. Significant historic
personalities are often remembered in numerous ways.)
2. Show students the YouTube clips of the musical, Queen of the Mist,
and the reenactment. (Use digital resources: Karen Hodge Russell as
Annie Edson Taylor; Queen of the Mist—Cast Album; Queen of the
Mist)
3. Ask the students in what ways Annie Edson Taylor has been
remembered. (Examples may include the following: picture book,
poem, song, website dedications, musical, reenactment)
4. Ask the students for other ways people of the past have been
remembered. (Examples may include the following: movies,
monuments, memorials, museum exhibits)
5. Have students consider the various perspectives of Annie Edson Taylor
to complete a T-chart based on her being a woman of her time (Day 1)
and a woman by her own design. (Examples may include the
following: international traveler, self-promoter, maverick, pioneer)
6. Organize students into small groups and ask them to come to a
consensus in their respective group on whether they believe Annie
Edson Taylor was a woman of her time or by her design.
7. Provide students a brief description on what a movie trailer is and how
to create one. (Use digital resources: Ashby, 2013; Movie trailer:
Final project; Paris, 2012)
8. Show examples of recent age-appropriate movie trailers (see Ashby in
the previous procedural step).
9. Closure: Within groups, have students brainstorm ideas for a movie
that honors Annie Edson Taylor.
Assessment: For the final assessment, each group will create a movie trailer
displaying their group’s perspective of Annie Edson Taylor being a woman
of her time or by her design. (See Appendix E for rubric.)
Extension
Activities:
1. Complete an essay about famous firsts by American women from 1901
to the present.
2. Compare and contrast different images of women from 1901 to modern
day and reflect on the question of how far women have come.
3. Create a bulletin board display that describes in greater detail who their
personal heroes are and why.
4. Launch a “Be a Hero” campaign throughout the school to recognize
heroes in America.
5. Compare and contrast Annie Edson Taylor to modern day daredevil
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Volume 9 Number 1 194 Spring 2014
stunt artists like Nik Wallenda.
6. Create scrapbooks about the events of Annie Edson Taylor’s life.
Accommoda-
tions:
1. Ensure visual aides are displayed when necessary to adapt to multiple
learning styles.
2. Use flexible grouping when needed.
3. Allow adequate wait time.
4. Provide student work examples to model expectations.
5. Use appropriate transition tactics to adapt to class culture.
Additional
References:
Allen, N. K. (2013). Barreling over Niagara Falls. Gretna, LA: Pelican
Publishing.
Cummins, J. (2008). Women daredevils: Thrills, chills, and frills. New York,
NY: Dutton Juvenile.
Murray, J. (1999). Queen of the mist: The forgotten heroine of Niagara
Falls. Boston, MA: Beacon Press.
Digital
Resources:
American women then and now. Retrieved from
http://www.infoplease.com/spot/womenthen1.html
Annie Edson Taylor biography. Retrieved from
http://www.biography.com/people/annie-edson-taylor-195766
Annie Edson Taylor, Heroine of Niagara Falls. Retrieved from
http://www.legacy.com/ns/news-story.aspx?t=annie-edson-taylor-heroine-of-
niagara-falls&id=138
Ashby, S. (2/17/2013). How to create a movie trailer on your iPad—Tutorial.
Retrieved from
http://www.icreatemagazine.com/tips/how-to-create-a-movie-trailer-on-your-
ipad-tutorial/
Dressing the part. Retrieved from
http://www.pbs.org/wgbh/americanexperience/features/general-article/eleanor-
fashion/
“Doing the Pan.” Retrieved from
http://panam1901.org/
“Doing the Pan”: Women. Retrieved from
http://panam1901.org/documents/panamwomen/panamwomen.htm
Eric Squindo/The Story of Annie Edson. Retrieved from
http://www.youtube.com/watch?v=1TliLVGzhaE&feature=player_embedded
First barrel ride down Niagara Falls. Retrieved from
http://www.history.com/this-day-in-history/first-barrel-ride-down-niagara-falls
Forgotten newsmakers: Annie Edson Taylor. Retrieved from
http://forgottennewsmakers.com/2010/02/09/annie-edson-taylor-1838-1921-
first-person-to-go-over-niagara-falls-in-a-barrel/
How to design a book cover. Retrieved from
http://homeworktips.about.com/od/englishhomework/ss/How-To-Design-A-
Book-Cover.htm
Karen Hodge Russell as Annie Edson Taylor. Retrieved from
http://www.youtube.com/watch?v=4OU32bbsMQY
Social Studies Research and Practice
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Volume 9 Number 1 195 Spring 2014
Kusmierz, M. (2010). Anne Edson Taylor. Bay-Journal. Retrieved from
http://www.bay-journal.com/bay/1he/people/fp-taylor-annie.html
Movie trailer: Final project. Retrieved from
https://sites.google.com/site/6thgradebookclubs/movie-trailer-project
Paris, S. (1/30/2012). How to create a movie trailer in iMovie. Retrieved
from
http://www.maclife.com/article/howtos/how_create_movie_trailer_imovie#slid
e-4
Queen of the Falls by Chris Van Allsburg. Retrieved from
http://www.youtube.com/watch?v=kMCRavWvsDo
Queen of the Mist. Retrieved from
http://www.youtube.com/watch?v=K9SvEc0gSj0
Queen of the Mist – Cast album. Retrieved from
http://www.youtube.com/watch?v=-JdFYLK7qCU
Redefining roles: The “New Woman” of the early 20th
century. Retrieved from
http://writing.wikinut.com/Redefining-Roles%3A-The-New-Woman-of-the-
early-20th-Century/zdk2d88./
Using the RAFT writing strategy. Retrieved from
http://www.readwritethink.org/professional-development/strategy-
guides/using-raft-writing-strategy-30625.html
Woman goes over Niagara in a barrel. Retrieved from
http://myoakwoodcemetery.com/annie-edson-taylor/
About the
Authors:
Jill M. Gradwell is Associate Professor and Coordinator of Social Studies
Education at SUNY Buffalo State. She teaches graduate courses in history,
social studies education, and museum education. Her research interests focus
on teaching, learning, and assessing history. Email:
Liza M. Acanfora is pursuing a master degree in Curriculum and Instruction
with a concentration in Educational Leadership at SUNY Buffalo State. She
focuses much of her research on building professional learning communities in
schools and is currently a coordinator for a large education grant in western
New York.
Erika Lindsay is an elementary teacher in Buffalo, New York. She holds a
bachelor degree in Childhood Education and currently is completing her
master degree in Curriculum and Instruction at SUNY Buffalo State.
Kimberly Vaughn holds a bachelor’s degree in Early Childhood and
Childhood Education. She is currently a graduate student at SUNY Buffalo
State pursuing a master degree in Curriculum and Instruction.
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Volume 9 Number 1 196 Spring 2014
Appendix A
“I am poem” Template
FIRST STANZA
I am (2 special characteristics you have)
I wonder (something of curiosity)
I hear (an imaginary sound) I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem repeated)
SECOND STANZA
I pretend (something you actually pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that bothers you)
I cry (something that makes you sad)
I am (the first line of the poem repeated)
THIRD STANZA
I understand (something that is true)
I say (something you believe in)
I dream (something you dream about)
I try (something you really make an effort about)
I hope (something you actually hope for)
I am (the first line of the poem repeated)
“I am poem” rubric
3 points 2 points 1 point 0 point
Poem Content Poem reveals
information
about the format,
character, and
notable trade
book.
Poem deviates
from the basic
format, but still
reveals
information
about the
character and
notable trade
book.
Poem is in free
form, and
reveals little
about the
character and
notable trade
book.
Poem does not
resemble the
basic format at
all, and tells
nothing about
the character and
notable trade
book.
Spelling and
grammar
Writing
conventions
(grammar, etc.)
No more than 1
writing
conventions
Two writing
conventions
(grammar, etc.)
More than two
writing
conventions
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Volume 9 Number 1 197 Spring 2014
are correctly
used.
(grammar, etc.)
error.
errors. (grammar, etc.)
errors.
Visual
connection to
project
Visual is neat.
The presentation
of ideas is
thoughtful.
Reader is able to
understand and
appreciate the
writer’s ideas.
Visual is neat.
Presentation of
ideas is unclear.
Reader is able to
understand the
writer’s ideas.
Visual is not
neat.
Presentation of
ideas is unclear.
Reader is unable
to understand the
writer’s ideas.
Writer took no
effort in writing
poem.
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Volume 9 Number 1 198 Spring 2014
Appendix B
Hero Template
Student name: ____________________________________
1. My personal hero is ______________________________
2. __________________________ is my hero because
_____________________________________________________________.
3. My personal hero has many traits. Here I will list 5 traits that make
______________________ a hero.
a. ___________________________________
b. ___________________________________
c. ___________________________________
d. ___________________________________
e. ___________________________________
4. One thing my hero does that I admire is
______________________________________________________________.
5. One way I can be more like my hero is to
______________________________________________________________.
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Volume 9 Number 1 199 Spring 2014
Appendix C
Book Jacket Rubric
3 points 2 points 1 points 0 points
Front Cover The cover is
creative and
depicts essential
elements of the
story.
The cover is
creative and
depicts some
elements of the
story.
The cover is
creative but
doesn’t depict
elements of the
story.
The cover does
not give an
accurate
representation of
the story.
Back Cover The back cover
gives a great
deal of
information
about the story.
The back cover
tells more about
the story.
The back cover
is somewhat
related to the
story.
The back cover
does not relate to
the story.
Spine The spine has all
of the needed
elements.
The spine has
most of the
needed
components.
The spine has
several of the
needed
components.
The spine does
not include the
necessary
components.
Front Flap The summary of
the story is
accurate with
specific details.
The summary of
the story is
accurate with
details.
The summary of
the story is
accurate with a
few details.
The summary of
the story is not
accurate and the
details aren’t
included.
Back Flap The biography
information is
accurate.
The biography
information is
mostly accurate.
The biography
information is
not accurate and
has a few
grammatical
errors.
The biography
information is
not accurate and
has many
grammatical
errors.
Required
Elements
The project
meets guidelines
and there are no
grammatical
errors
The project
meets guidelines
but there are a
few grammatical
errors.
The project does
not meet
guidelines but
there are more
than 3
grammatical
errors.
The project
strays away from
general
guidelines and
has multiple
grammatical and
sentence errors.
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Volume 9 Number 1 200 Spring 2014
Appendix D
RAFT Rubric
3 points 2 points 1 point 0 point
Spelling and
Grammar
The are no errors
in the spelling
that diverts the
reader’s
attention.
There are 1-3
errors in spelling
and/or grammar.
There are 4-6
errors in spelling
and/or grammar.
There are more
than 6 errors in
spelling and/or
grammar.
Role as Writer The writer’s
assumed role is
clear.
The writer’s
assumed role is
clear. The
context of the
writing is not
consistent with
writer’s role.
The writer’s
assumed role is
not clear.
However, the
context of the
writing suggests
ideas about what
the role is
supposed to be.
The writer’s
assumed role is
not clear. The
context of the
writing does not
give clues of
what the role is
supposed to be.
Audience
Recognition
The audience is
appropriate
based on the role
of the writer.
The audience is
appropriate
based on role,
but writing does
not relate to
target audience.
The audience is
not appropriate
based on the role
of the writer but
writing does
relate to target
audience.
The audience is
not appropriate
based on the role
of writer, and
writing does not
relate to target
audience.
Writing Format The format is
appropriate and
consistent
throughout the
writing.
The format is
appropriate and
consistent
throughout the
writing, but the
format was
inconsistent.
The format is
not appropriate
based on the role
of the writer and
target audience,
but the format is
inconsistent.
The format is
not appropriate
based on role of
writer and target
audience, and
the format is not
consistent
throughout.
Topic Definition The topic is
clear and
focused around
the main idea of
the writing.
The topic is
clear and
focused around
the main idea of
the writing, but
the format of the
writing does not
fit the overall
writing.
The topic is
clear, but the
focus drifted
away from the
main idea of the
writing, and the
format of the
writing does not
fit the overall
writing.
The topic is not
clear and
unfocused. The
main idea of the
writing does not
match the format
of the writing
and overall
writing
assignment.
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Volume 9 Number 1 201 Spring 2014
Appendix E
Movie Trailer Rubric
3 points 2 points 1 points 0 points
Voice Voice makes
you want to
listen. Quality is
clear and
consistently
audible
throughout the
movie trailer.
Voice quality is
clear and
consistent
throughout the
majority of the
movie trailer.
There is
enthusiasm in
student voices.
Voice quality is
clear but there
are some unclear
instances
throughout the
movie trailer.
There is not
much
enthusiasm in
student voices.
Voice quality is
not clear and
there is no
enthusiasm in
the student
voices. Students
voices speak too
fast and doesn’t
engage audience.
Soundtrack Music in the
trailer gives a
great emotional
response that
aligns with the
book.
Music in the
trailer gives a
great emotional
response but
does not align
with the book.
Music in the
trailer does not
match or align
with the book.
There is no
music in the
trailer.
Images Images in the
trailer create a
distinct
atmosphere or
tone that
matches the
book.
Some images in
the trailer create
a distinct
atmosphere or
tone that
matches the
book.
An attempt was
made to use
images to create
an atmosphere or
tone but more
work was
needed. Students
attempted.
Little or no
effort was made
to include
images that
aligned with the
book and overall
theme of the
book.
Transitions Transitions have
been applied to
every slide.
Transitions have
been applied to
most of the
slides.
Transitions have
been applied to
some of the
slides.
Transitions have
been applied to
few or none of
the slides.
Text Spelling and
grammar are
correct. Text is
written fluently.
Spelling and
grammar are
mostly correct
with 1-3 errors.
Text is written
fluently.
Spelling and
grammar have 3-
5 errors. Text is
not written
fluently.
There are more
than 5 spelling
and grammar
errors and text is
not written
fluently.
