The Aurora Reading Club
Support Materials
Teaching Tips
Essential Question
How does perception of education, or the lack thereof, been used to uplift or diminish different groups of people?
Supporting Questions
- What set the members of the Aurora Reading Club apart from others?
- How did the Aurora Reading Club give back to the community?
Historical Thinking Skills
- Analyzing Multiple Perspectives
- Understanding Diversity of Historical Experience
- Developing Civic Understanding and Engagement
Before Viewing:
What purpose do social groups serve in a community and on a personal level? Consider health and wellness, social wellbeing, and education.
During Viewing:
Ask students to take notes as they watch. What stuck with them? Do they see any parallels or groups in their lives that serve the same purpose as the Aurora Reading Club?
After Viewing:
Answer the questions in the discussion questions section together as a group.
Activities
Activity 1
If you were to start a bookclub at school or with your friends, what would it be like? Write up a guideline. Include discussion questions and books you might want to suggest to the group to read. How would you decide on which books to read? How often would you meet?
Activity 2
Select one of the notable Aurora members to do some research on their achievements. What did you find out? Reflect upon how you’d like to remembered and recognized. How would you go about doing this?
Discussion Questions
- How did the Aurora Reading Club serve its members socially, emotionally, and intellectually? How did it position its members as “reputable ladies” during a segregated time?
- How does the longevity of the Aurora Reading Club speak to its impact and need?
- Throughout the group’s history, how did the club benefit its members? Has it changed at all? If so, how? Consider the social, gender, and racial zeitgeist of the time.
- “Lifting as we climb” is a phrase used to describe the Aurora Reading Club. Reflect upon this as a group.
- How does the legacy of Aurora Reading Club influence subsequent generations?
About
In 1894, amidst the era of segregation, a group of African American women in Pittsburgh founded the Aurora Reading Club, a safe haven for intellectual growth and creative expression.
This episode of Neighbors N’at profiles current members of this thriving organization. See their accomplishments and how the club continues to serve as a vital community resource. The Aurora Reading Club remains a beacon of literature, arts, and empowerment in Pittsburgh.
NOTE: This resource contains some language that is either representative of the time period in which it was spoken or that has evolved beyond its original use and is considered outdated.
Credits: WQED
Standards
Historical Analysis & Skills Development (Standard 8.1)
Grades 6–8
- Continuity & Change: Explain and compare how events evolve and influence one another in sequence and context (8.1.6 A, 8.1.7 A, 8.1.8 A)
- Fact vs. Opinion / Perspectives: Differentiate fact from opinion and analyze multiple viewpoints using primary and secondary sources (8.1.6 B, 8.1.7 B, 8.1.8 B)
- Research Skills: Develop and support a thesis using appropriate sources; produce organized historical products (8.1.6 C–8.1.8 C)
Grades 9–12
- Continuity & Change (Advanced): Evaluate patterns and rates of change over time with contextual understanding (8.1.9 A, 8.1.U A, 8.1.W A, 8.1.12 A)
- Interpretation & Perspectives: Critically assess interpretations, considering facts vs. opinions, multiple viewpoints, and causality (8.1.9 B, 8.1.U B, 8.1.W B, 8.1.12 B)
- Research & Synthesis: Conduct thorough research, integrate evidence, and draw supported historical conclusions (8.1.9 C, 8.1.U C, 8.1.W C, 8.1.12 C)
United States History (Standard 8.3, Grades 6–12)
Grades 6–8
- Contributions: Explain the impacts of individuals and groups on U.S. history (8.3.6 A–8.3.8 A)
- Continuity & Change: Describe how changes shaped belief systems, industry, government, and society (8.3.6 C–8.3.8 C)
- Conflict & Cooperation: Analyze how cooperation and conflict—across race, immigration, labor, militarism—shaped development (8.3.6 D–8.3.8 D)
Grades 9–12 (US History 1850–Present)
- Contributions, Documents, Change & Conflict: Compare and evaluate roles of individuals/groups, key historical documents/artifacts, continuity/change, and conflict/cooperation within the U.S. (8.3.9 A–D, 8.3.U A–D, 8.3.12 B–C)
World History (Standard 8.4, Grades 6–12)
Grades 6–8
- Contributions: Explain contributions of people and groups in world history (8.4.6 A–8.4.8 A)
- Documents & Artifacts: Identify and explain significance of global historical sources (8.4.6 B–8.4.8 B)
- Continuity & Change: Demonstrate how global trends shaped religion, economy, government, environment, society (8.4.6 C–8.4.8 C)
- Conflict & Cooperation: Analyze patterns of cooperation and conflict in world development (8.4.6 D–8.4.8 D)
Grades 9–12 (World History 1450–Present)
- Contributions & Documents: Compare roles and evaluate impact of individuals, documents, and artifacts globally (8.4.9 A–B, 8.4.W A–B, 8.4.12 A–B)
Pennsylvania History (Standard 8.2) Grades 6–12
- Contributions of Individuals/Groups: Understand key leaders and influencers in PA history, including reformers like Rachel Carson (8.2.6 A, 8.2.9–12 A)
- Documents, Artifacts, Sites: Analyze state-specific sources—Penn’s Charter, Gettysburg, Fallingwater, etc. (8.2.6 B, 8.2.9–12 B)
- Continuity & Change: Explain shifting religious, economic, political, social and geographic patterns in PA (8.2.6 C–8.2.9–12 C)
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