Page 95 - Copshaholm Curriculum Book_2015

The Man Called Houdini 2

Activities for Students
1. Houdini was emblematic of the 1920s. His act increased in daring throughout his
career; he reached the height of risk-taking in the ‘20s, mirroring much of
American society’s behavior at large. Introduce the Roaring ‘20s with Houdini’s
act. Then ask students to research photographs and stories about other risky
activities from this era, such as airplane wing-walking, wild stock market
speculation, and inflated Florida land development. Discuss the boom war
economy as context, as well as where such risky actions might lead. Also
consider the similarities and differences between the ‘20s and the year 2001,
with its record-breaking stock market and real estate price increases, the wild
speculation in the technology markets, and the growth of extreme sports.
2. An historian in the film notes of Houdini, “He confronted our deepest fears.” Ask
students what they think this means. Introduce the concept of voyeurism: Why
might people want to see an act such as Houdini’s? How did it make students
feel? Who might benefit and who might be harmed by such actions? Are there
people such as Houdini today? Ask students for examples, and discuss the
social and psychological context surrounding such people and events.
3. Houdini was a consummate showman, using timing and suspense as devices to
heighten the drama of his escapes. Ask students to debunk or explain Houdini’s
tricks, and show how he turned his actions into theater. Divide the class into
several groups, and give them each an escape to research: ropes, handcuffs,
straitjackets, milk can, among others. Have each group explain how Houdini
escaped, and discuss his timing, suspense, and showmanship. Ask them to
compare Houdini’s methods with those used in entertainment today.∗

∗ some material borrowed from PBS “The American Experience” website.