Evidence 3Comprehensive Unit Plan

(1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1, 5c.1)

Musical Theatre History

Caleb S. Garner
5/4/16 5/10/16
Jesse C. Carson High School

Rationale
3c.1

Demonstrates knowledge of links between grade/subject and the North Carolina Standard Course of Study by
relating content to other disciplines.
3c.2 Relates global awareness to the subject.
3d.1 Integrates 21st century skills and content in instruction.

Although theatre with music has been a staple of dramatic presentations for centuries, true
musical theatre is an American innovation that has grown into a global art form. When looking at
the history of musical theatre, we also look at the history of the United States: because of the
nature of the arts, both histories evolve around each other. The content and style of the musicals
change to reflect changes in the United States. By looking at the history of musical theatre, we
can further exemplify out own history.
This unit will focus on Musical Theatre History and the historical accuracy of Musical
Theatre productions. Students will learn the progression of musical theatre by viewing excerpts
from The Magic Flute, Lucia de Lammermoor, The Mikado, The Merry Widow, Oklahoma, The
Sound of Music, Candide, West Side Story, Hair, the Wiz, The Phantom of the Opera, Cats, La
Cage Aux Follies, RENT, The Little Mermaid, The Lion King, The Producers, Wicked, and
Hamilton: An American Musical. Sometimes, rather than reflecting the people and times in
which they were created, Broadway musicals bring historical figures, periods, and episodes to
the stage. Assuming the role of "historical detectives," compare the "history" presented in a
Broadway show to actual American history. Students will explore the historical context and
accuracy of Annie, Ragtime, and Assassins.
Throughout the process, students will reflect and answer the following essential questions:

In what ways does the history of Musical Theatre reflect the happenings in the history
of the United States?

How accurate or inaccurate are historical events as they are retold in works of
musical theatre?

In what ways does Musical Theatre influence our perceptions of historical figures?

Within the realm of 21st century skills, the students will participate in assignments that will
employ communication skills, collaboration skills, critical thinking skills, and creativity skills.
Students will also build on their skills of discernment, as they will judge the historical validity of
the components of musical theatre as well as the emotional manipulation that the playwrights
employ to sway the audiences perceptions of character. Activities within the unit also develop
the students skill to research, analyze, and synthesize information regarding Musical Theatre
and American History, thus providing a precedential standard to which the students may uphold
their future research. Students must then share their thoughts, feelings, and processes of coming
to the information with their peers, strengthening their ability to clearly articulate their newly
acquired information, perspectives, and methodology.

Students will also develop their own literacy skills through the research project process.
While researching, students must use several upper-level resources in order to expose themselves
higher levels of textual analysis for their topics. After reading, listening, and analyzing the
materials, the students then must synthesize their own materials on the content materials,
strengthening their ability to read and comprehend. As the students engage in creating their
response, they also work to critique the original works. The students learn to understand
precisely what the playwright is saying while questioning their assumptions or premises that may
be influenced by their given circumstances, augmenting the playwrights reasoning. Students
also strengthen their literacy skills through the production of clear and coherent writing with
clearly defined audience, purpose, and tasks are seen in the development, organization, and style.
Students are encouraged to incorporate technology, including the Internet and printed materials,
to produce and publish writing, reinforcing their research and communication skills in addition to
their literacy skills.
The unit uses an emulsion of standards from the North Carolina Standard Course of Study
and the American Alliance for Theatre Education National Standards for Theatre in a way that
satisfies the objectives for both sets of standards. Both standards require that students look at
theatre from a cultural, historical, and social context, exploring how the works were created and
exploring the events that inspired the creation of such productions. The students will construct
social meanings from the historical analysis of theatrical productions, specifically Musical
Theatre performances in this unit, to justify and critique artistic choices. The unit directly
addresses the standards through a research project that requires the students to consider the
historical context of musical theatre songs that depict actual events in United States history and
by requiring to address and critique the effectiveness of the performances in accurately
portraying the aforementioned historical events. Students will then evaluate the devices that the
playwright employs to manipulate the audiences emotional perception of the characters and how
they affect the actors artistic choices.
Content Standard #5: Researching by evaluating and synthesizing cultural and historical
information to support artistic choices
Achievement Standard, Proficient:
a) Students identify and research cultural, historical, and symbolic clues in dramatic texts,
and evaluate the validity and practicality of the information to assist in making artistic
choices for informal and formal productions
Achievement Standard, Advanced:
b) Students research and describe appropriate historical production designs, techniques,
and performances from various cultures to assist in making artistic choices for informal
and formal theatre, film, television, or electronic media productions.
National Standards for Theatre Education, Grades 9-12 - American Alliance for Theatre and
Education (AATE). (n.d.). National Standards for Theatre Education, Grades 9-12 American Alliance for Theatre and Education (AATE).
http://www.aate.com/?page=nationalstandards912

B.CU.1 Analyze theatre in terms of the social, historical, and cultural contexts in which it was
created.
B.CU.1.1 Use theatre arts to explore concepts in world history and relate them to
significant events, ideas, and movements from a global context.
North Carolina Essential Standards Beginning Theatre Arts, Grades 9 12 Public Schools of
North Carolina | State Board of Education | Department of Public Instruction. (n.d.).
North Carolina Essential Standards Beginning Theatre Arts, Grades 9 12.
http://www.dpi.state.nc.us/docs/acre/standards/new-standards/arts/theatre/9-12.pdf
Through the lens of Blooms Taxonomy, the Unit manages to reach all levels of cognition.
Students will recognize or remember prior knowledge about American History and Musical
Theatre history from memory, primarily through daily formative assessment. Students then
manage to understand the material by constructing meaning from the content through my
presentations and through their own further research. Proof of understanding is assessed
summatively through explanation and exemplification of their findings. The presentation of their
materials is a function of Blooms Application; students are taking the learned material and using
it through products like presentations, simulations, or scenes. The use of carefully crafted project
constraints and requirements make the students break materials into concepts and determine how
the parts relate to one another. Students will be able to differentiate and organize the concepts of
Musical Theatre productions in relation so American History, proving that the students have
reached Blooms Analysis phase of cognition. By rating the effectiveness of the theatrical
devices employed by the playwright, students are able to articulate their judgements based on my
criteria and their newly synthesized standards through comparison and self-analysis. These
critiques are a product that demonstrates the processes of evaluative cognition. Students must put
all of the elements together to form a coherent presentation that effectively communicates their
new findings and ideas to the class. By reorganizing the newly crafted elements into a new
structure, the students reach the highest level of Blooms taxonomy, creation (Geisen).
Geisen, J. (2014). Teaching with the Revised Blooms Taxonomy. Faculty Development and
Instructional Design Center of Northern Illinois University.
In an effort to maximize student learning, I shall implement the basic principles of the
Universal Design for Learning, which I shall call UDL for the remainder of the Comprehensive
Unit Plan, throughout the unit. The guidelines for UDL are broken into three categories: multiple
means of representation, multiple means of expression, and multiple means of engagement. In
terms of representation, the unit plan includes several options for perception. By using guided
notes, interactive lecture, and multiple uses of media, the unit appeals to tactile, auditory, and
visual modalities. By addressing the multiple modalities, the unit has created several levels of
linguistic accessibility for the students. Within the realm of expression, students will be required
to turn in several types of products in order to appeal to several forms of assessment. These
variations in assessment will appear in the forms of written works, oral presentations and class
discussions, and physical products as a result of the research project, such as posters or a
portfolio. Provisions of multiple means of engagement will take the form of implementation of
digital media within the lessons and research components of the project, working with randomly

selected peers on the project, a final self-analysis/reflection paper, and transparency as to the
importance of eth content and skills acquired through the projects. By implementing the three
primary principles of UDL, the unit will give all individuals an equal opportunity to learn the
content material (Kolb).
Kolb, A. Y., & Kolb, D. A.. (2005). Learning Styles and Learning Spaces: Enhancing
Experiential Learning in Higher Education. Academy of Management Learning &
Education, 4(2), 193212. Retrieved from http://www.jstor.org/stable/40214287

Goals and Objectives Aligned with the North Carolina Standard Course of Study
3a.1

Develops and applies lessons based on the North Carolina Standard Course of Study.

Essential Standards for Beginning Theatre Arts

B.CU.1
Analyze theatre in terms of the social, historical, and cultural contexts in which it was created.
B.CU.1.1
Use theatre arts to explore concepts in world history and relate them to significant events,
ideas, and movements from a global context.
I.A.1
Analyze literary texts and performances.
I.A.1.1
Analyze the plot structure and the thematic, technical, and dramaturgical elements within
plays.
Learning Targets: I can
I can describe parallels between Musical Theatre History and United States History.
I can measure the effectiveness of the playwrights character development and
identify how it effects the audiences perception of the character.
Learning Outcomes: will
I will demonstrate discernment skills to determine a resources validity when
comparing two or more sources of information.
I will justly evaluate my own work in addition to the work of my peers.
I will assume a role in a group and dutifully fulfil its requirements.

Attention to Diversity of Students

2b.3
2d.1
4a.1
4b.1

Understands the influence of diversity and plans instruction accordingly.

Cooperates with specialists and uses resources to support the special learning needs of all students.
Identifies developmental levels of individual students and plans instruction accordingly.
Collaborates with colleagues to monitor student performance and make instruction responsive to cultural
differences and individual learning needs.

This Comprehensive Unit Pan is designed for the Beginning Theatre Arts course at Jesse
C. Carson High School (JCHS) in China Grove, a small city Rowan County, North Carolina.
In the table below is listed the most recent enrollment statistics for JCHS as defined by
the National Center for Education Statistics at the U.S. Department of Education. Total student
population is 1,176, total classroom teachers are approximately 69, creating a student to teacher
ratio of approximately 17:1. JCHS Qualifies as a title I school and includes a Title I School-wide
program. As you can see, the 9th and 10th grade classes are quite larger than the 11th and 12th
grade classes. However the two lower grades are fairly even, and the two higher grades are fairly
even. In terms of enrollment categorized by race and ethnicity, white students, with a total of 955
children enrolled, predominantly populate JCHC. The second largest population at JCHS is
composed of the Hispanic/Latino subgroup, with a total of 122 enrolled students. The third most
populous subgroup is the African American group, with 56 students enrolled. The fourth largest
being students of two or more races, with 21 enrolled. The fifth largest subgroup consists is 19
Pacific Islander/Asian students, leaving the least populated subgroup of only three students,
American Indian/Alaskan. JCHS The population contains slightly more males than females, and
a population just under half of total population on free or reduced lunch.

National Center for Education Statistics (NCES) U.S. Department of Education. (n.d.). National
Center for Education Statistics (NCES) Home Page, a part of the U.S. Department of
Education. Retrieved May 3, 2016, from http://nces.ed.gov/
The school demographic is a very good representation of the Beginning Theatre Arts class
population. However, there is one student within the population of the class that does not identify
with the biological sex in which they were born, and therefore chooses to be referred to as the
opposite biological sex. In the classroom population, there are also significantly more females
than males.
When studying history, it is often too easy to fall into the trap of ethnocentrism and dominant
culture. This is evident through the assessment of student knowledge as well as teacher
experiences through our own education. Although the white male continues to dominate the
overall school demographic, it is vitally important that we represent the multiplicity of cultures
that also experienced and made our history. With that in mind, we came to the decision to
include groundbreaking musicals that feature various cultures and ethnicities. We also came to
the decision to include a rather touchy subject in the Musical Theatre History timeline: Minstrel
Shows. The minstrel show, is a purely American form of entertainment developed in the 19th
century. It was an early form of vaudeville that consisted of conic skits, variety acts, dancing,
and music that was specifically performed by white actors and actresses in black face for the
explicit purpose of portraying African Americans. Although the material is extremely
controversial, we believe that it will be an effective tool in getting an emotional response from
individuals across the multiple ethnicities/races contained in the classroom. We also believe that
it is necessary to highlight our progression as human beings by reflecting on the mistakes of the
past.
The subjects included within the lesson were designed to create a dialogue across cultures
and remind students that all races/ethnicities experienced the history alongside of the dominant
culture. In addition to the attempted elimination of ethnocentrism, the unit will also vary
assignments in order to address differences in student learning abilities. Through variations in
expression, representation, and engagement, we hope to eliminate barriers in the learning
environment to make the content material much more accessible for all students (Kohl).

Timeline of Content Covered and of Instructional Strategies Used

1a.2
4a.2
4c.1
4d.1
4e.1
4f.1
5c.1

Draws on appropriate data to develop classroom and instructional plans.

Assesses and uses resources needed to address strengths and weaknesses of students.
Uses a variety of appropriate methods and materials to meet the needs of all students.
Integrates technology with instruction to maximize students learning.
Integrates specific instruction that helps students develop the ability to apply processes and strategies for
critical thinking and problem solving.
Organizes student learning teams for the purpose of developing cooperation, collaboration, and student
leadership.
Considers and uses a variety of research-verified approaches to improve teaching and learning.

At the beginning of each day, there will be some form of pre-assessment, whether it be a
listing activity or a 3-2-1 activity, to determine what the students already know about the content
and to see what they have retained from the precious lesson. The class period will also end with
some form of exit ticket. The entrance and exit activities will serve as formative and summative
assessments in addition to serving as bookends for the class; they will essentially frame the
designated time for instruction. At the beginning of each class period, I will always greet the
class with Good Morning/Afternoon to signal the class that we are beginning instruction.
DAY ONE This lesson plan is scripted in detail later in the Comprehensive Unit Plan.
Day Overview: Musical Theatre History Part One
Good Morning.
Students will participate in a physical warm-up: Enthusiasm.
o Call and response chant activity. Everyone gets in a circle, claps and jumps in a
4/4 meter, approximately 120 beats per minute. The leader may incorporate
motions with the verses of the chant:
o Everybody needs... (Echo) Enthusiasm.... (Echo) Cause it's a part of life... (Echo)
Like protoplasm... (Echo) Like bees in a hive... (Echo) It's great to be alive...
(Echo) Cause everybody needs... (Echo) (All together) Enthusiasm!
o Repeat two more times. Second time in a whisper, third time in loudest voice.
o (Ward, D.)
Activating Prior Knowledge/Formative Assessment:
o On a blank piece of paper, list everything that you know about musicals. This can
be titles of musicals, actors or actresses, or even the history of musicals! You have
two and a half minutes to list everything that you know about musicals! Go!
o Play thinking music for the duration of the time:
https://www.youtube.com/watch?v=1jQO_Tuvd7s (Jenkins, K)
o Take up papers at the end of the song.
Musical Theatre History Lesson: I will lecture and play the videos. Students are
encouraged to ask questions and discuss the topics throughout the lesson.
a. What is a musical?
i. What are some defining characteristics of a musical?
ii. What are some of the major themes that musicals portray? Are they always the
same?
b. Opera
i. Mozart
1. Video: The Magic Flute Der Holle Rache. (Miklosa, E.)

https://www.youtube.com/watch?v=QWUOeWHvn3k
ii. Donizetti
1. Video: Lucia de Lammermoor Spargi dAmaro Pianto (Dessay, N.)
https://www.youtube.com/watch?v=jazzsnBL7KY
c. Operetta
i. Gilbert and Sullivan
1. Video: The Mikado Three Little Maids from school. (Fiebig,
Matthews, Chaffey) https://www.youtube.com/watch?v=VyEJZ9yODB8
ii. Franz Lehar
1. Video: The Merry Widow: Love Unspoken (Battle, Domingo).
https://www.youtube.com/watch?v=RePdIllMJhU
d. Vaudeville
i. Vaudeville
ii. Minstrel Plays
e. Musical plays.
i. Rodgers and Hammerstein
1. Video: Oklahoma Oh, What a Beautiful Mornin (Jackman, H)
https://www.youtube.com/watch?v=KNEUtN21cuU
2. Video: The Sound of Music The Sound of Music
https://www.youtube.com/watch?v=5fH2FOn1V5g
ii. My first experience with Musical Theatre Cinderella and Camelot
Exit ticket: On a piece of paper, tell me the first time that you experienced Musical
Theatre.

DAY TWO
Musical Theatre History Part Two
Good Morning.
Students will participate in a physical warm-up: Enthusiasm.
o Call and response chant activity. Everyone gets in a circle, claps and jumps in a
4/4 meter, approximately 120 beats per minute. The leader may incorporate
motions with the verses of the chant:
o Everybody needs... (Echo) Enthusiasm.... (Echo) Cause it's a part of life... (Echo)
Like protoplasm... (Echo) Like bees in a hive... (Echo) It's great to be alive...
(Echo) Cause everybody needs... (Echo) (All together) Enthusiasm!
o Repeat two more times. Second time in a whisper, third time in loudest voice.
o (Ward, D.)
Summative/Formative Assessment: 3-2-1 Activity
o On a blank piece of paper, please write:
Three things that you remember from yesterday.
Two things that you think you know about Theatre from the Rogers and
Hammerstein era until now.
One thing that you would like to know more about in the realm of Musical
Theatre.
(Creamer, K.)
o Students have two minutes to write.
o Thinking Music: https://www.youtube.com/watch?v=8s65JgpxqFU (Haydn, F. J.)

10

Musical Theatre History Lesson: I will lecture and play the videos. Students are
encouraged to ask questions and discuss the topics throughout the lesson.
a. Musical retellings
i. Leonard Bernstein
1. Video: Candide Glitter and be Gay (Chenoweth, K.)
https://www.youtube.com/watch?v=U5liuHR6wug
2. Video: West Side Story Movie Opening Sequence (Bernstein, L.)
https://www.youtube.com/watch?v=9K_4ZaMc1-4
b. Changing times and Musical Theatre
i. Political and cultural response
1. Video: Hair Hair (MacDermot, G.)
https://www.youtube.com/watch?v=ADNbtAID5wM
2. Video: The Wiz No Bad News (King, M)
https://www.youtube.com/watch?v=VsohMAuykWY
c. Musical Domination and Mega Musical
i. Andrew Lloyd Weber/Cameron Mackintosh
1. Video: The Phantom of the Opera (Webber, A. L.)
https://www.youtube.com/watch?v=rHDO_3CufQ0
ii. Jerry Herman
1. Video: La Cage Aux Folles La Cage Aux Folles (Herman, J.)
a. La Cage aux Folles is the first musical in history to feature a
mature gay couple as its romantic leads
https://www.youtube.com/watch?v=pmYWgTPEkrc
d. Modern/Progressive Musicals and Movies as Musicals
i. Jonathan Larson
1. Video: RENT Seasons of Love. (Larson, J.)
https://www.youtube.com/watch?v=UvyHuse6buY
ii. Disney
1. Video: The Lion King The Circle of Life (John, E.)
https://www.youtube.com/watch?v=sfsOZ_H0kzg
2. Video: The Little Mermaid Poor Unfortunate Souls (Scott, S. R.)
https://www.youtube.com/watch?v=QnQHtIA_HaI
iii. Mel Brooks
1. Video: The Producers Springtime for Hitler (Brooks, M.)
https://www.youtube.com/watch?v=Y0gUnTBA3lI
e. Broadway Today/Contemporary Musicals
i. Wicked
1. Video: Wicked Defying Gravity (Block, S. J.)
https://www.youtube.com/watch?v=5Bn76p910WU
i. Lin Manuel Miranda
1. Video: Hamilton (Miranda, L. M.)
https://www.youtube.com/watch?v=iKSx9RixuQ0
Exit Ticket: On a piece of paper, write about why you think that Wicked or Hamilton
appeals to so many younger people. What about the characters do you like? The music?
The storyline?

11

DAY THREE
Musical Theatre Historical Response Project: Day One
Good Morning.
Students will participate in a physical warm-up: Enthusiasm.
o Call and response chant activity. Everyone gets in a circle, claps and jumps in a
4/4 meter, approximately 120 beats per minute. The leader may incorporate
motions with the verses of the chant:
o Everybody needs... (Echo) Enthusiasm.... (Echo) Cause it's a part of life... (Echo)
Like protoplasm... (Echo) Like bees in a hive... (Echo) It's great to be alive...
(Echo) Cause everybody needs... (Echo) (All together) Enthusiasm!
o Repeat two more times. Second time in a whisper, third time in loudest voice.
o (Ward, D.)
Summative Assessment: Carousel Groups
o Write the following headings chart papers to post around the classroom:
Rogers and Hammerstein
Political Change and Theatre
Mega Musicals
Movie Musicals/Disney
Contemporary Musicals
o Then assign participants/students to collaborative groups, usually by either
numbering or lettering off, i.e., 1, 2, 3, 4, and 5 or A, B, C, D, and E. At that time,
provide each group with a different colored marker.
o Each collaborative group is sent to one of the chart papers and asked to review
and discuss the heading.
o After a brief discussion and sharing, each group writes a response that must be
different from the other groups.
o After the collaborative groups finish with one chart paper, the groups are moved
around in a carousel fashion (clockwise) to facilitate the review of each chart
paper by each collaborative group.
o (Creamer, K.)
Historical Response Project
o Pass out assignment documentation (can be found in appendix):
Sometimes, rather than reflecting the people and times in which they were
created, Broadway musicals bring historical figures, periods, and episodes
to the stage. Assuming the role of "historical detectives," compare the
"history" presented in a Broadway show to actual American history.
o Begin by listening to an excerpt taken from a musical.
Part One: Mystery Song Investigation
o Students will be randomly assigned to a group. Listen to your group's assigned
song excerpt:
Mystery Song #1 = "Hooverville" Group 1 should log on to the "Annie"
Song List & Clips page at:
http://www.mtishows.com/show_detail.asp?showid=000005
Watch it in production at: http://youtu.be/86TMqllgvag

12

Mystery Song #2 = "Crime of the Century" Groups 2 and 3 should log on

the "Ragtime" Song List & Clips page at:
http://www.mtishows.com/show_detail.asp?showid=000228
Watch it in production at: http://youtu.be/HI3EiISOJZg
Mystery Song #3 = "Henry Ford" Groups 2 and 3 should log on the
"Ragtime" Song List & Clips page at:
http://www.mtishows.com/show_detail.asp?showid=000228
Watch it in production at: http://youtu.be/NCC16P9znfQ
Mystery Song #4 = "Unworthy of Your Love" Group 4 should log on to
the "Assassins" Song List & Clips page at:
http://www.mtishows.com/show_detail.asp?showid=000136
Watch it in production at: http://youtu.be/hgL6988XoNk
o Scroll down for the "Plot & Synopsis" and search for the lyrics as a Google
search.
o Answer the following questions:
Your group's assigned "Mystery Song" title.
Title of the musical in which it's featured.
Summarize additional information about the song and/or its lyrics or song
excerpt.
o Provide a brief synopsis of the musical.
DAY FOUR
Musical Theatre Historical Response Project: Day Two
Good Morning.
Students will participate in a physical warm-up: Enthusiasm.
o Call and response chant activity. Everyone gets in a circle, claps and jumps in a
4/4 meter, approximately 120 beats per minute. The leader may incorporate
motions with the verses of the chant:
o Everybody needs... (Echo) Enthusiasm.... (Echo) Cause it's a part of life... (Echo)
Like protoplasm... (Echo) Like bees in a hive... (Echo) It's great to be alive...
(Echo) Cause everybody needs... (Echo) (All together) Enthusiasm!
o Repeat two more times. Second time in a whisper, third time in loudest voice.
o (Ward, D.)
Formative Assessment:
On a sheet of paper write everything that you know about the following
historical events or figures:
Hoovervilles
The Great Depression
Henry Ford and the Assembly Line
John Hinckley Jr.
Part 2. Actual History Investigation
o Investigate the actual history behind your assigned song using the websites
below.
Group 1: FREEDOM: A HISTORY OF US: Depression and War
http://www.pbs.org/wnet/historyofus/web12/index.html (Depression and
War)
13

American Memory Timeline: Great Depression and World War II:

Hoovervilles -- Photograph Collage
http://memory.loc.gov/ammem/ndlpedu/features/timeline/depwwii/
depress/hoovers.html (Bell, D.)
Group 2: AMERICAN EXPERIENCE: Murder of the Century: Film
Description http://www.pbs.org/wgbh/amex/century/filmmore/fd.html
(Murder of the Century)
Group 3: A SCIENCE ODYSSEY: People and Discoveries: Henry Ford
http://www.pbs.org/wgbh/aso/databank/entries/dt13as.html (A Science
Odyssey)
Group 4: AMERICAN EXPERIENCE: Reagan: People & Events: John
Hinckley Jr.
http://www.pbs.org/wgbh/amex/reagan/peopleevents/pande02.html
(American Experience)
o Answer the following questions:
What is the time period, person, or event on which your song is based?
What are the most important things to know about this time period,
person, or event?
What are the who/what/when/where/whys of the topic?
What facts or insights about the topic do you think are the most interesting
or relevant?
What emotions did this person, event, or time period evoke in people?
Why?
Does the song accurately reflect the history behind it?
Exit ticket: On a sheet of paper, draw a Venn Diagram to briefly compare and contrast
the character from the musical you are studying and the character in actual history.

Day Five
Musical Theatre Historical Response Project: Day Three
Good Morning.
Students will participate in a physical warm-up: Enthusiasm.
o Call and response chant activity. Everyone gets in a circle, claps and jumps in a
4/4 meter, approximately 120 beats per minute. The leader may incorporate
motions with the verses of the chant:
o Everybody needs... (Echo) Enthusiasm.... (Echo) Cause it's a part of life... (Echo)
Like protoplasm... (Echo) Like bees in a hive... (Echo) It's great to be alive...
(Echo) Cause everybody needs... (Echo) (All together) Enthusiasm!
o Repeat two more times. Second time in a whisper, third time in loudest voice.
o (Ward, D.)
Part 3. Presentation Preparation
o Groups will be instructed that they must present the information that they have
gathered over the past two days. They may present the information to the class in
any form that they wish, as long as the content is present.
o Forms of presentations may include a PowerPoint presentation, Prezi, Glogster,
Poster presentation, portfolio presentation, a short scene, Oral presentation, etc.

14

Each group has 20 minutes to present, including time for student questions at the
end of each presentation
o Students will fabricate and rehearse their presentations during this class period,
knowing that they will have to present on the next class period.
Exit ticket:
o On a sheet of paper, briefly describe the outline of your presentation and each
group members contribution to the project.

Day Six
Musical Theatre Historical Response Project: Presentations
Part 4. Presentations.
o Students will present in a randomized order. Each group has 20 minutes to
present.
o Grades will be given with a rubric. (Rubric can be found in the Appendix)
Group discussions following each presentation. Students will talk about the process they
have just been through. Group discussion about how they learned.
Group members fill out a form that evaluates the other members of the group and their
contributions to the project. (The form is found in the Appendix)

Materials List
Blank paper
Poster Paper
Markers
Laptops
Printers
Various supplies for presentations (i.e. poster boards, tri-fold boards, craft supplies, etc.)
Projector/Projection screen
Speakers

15

Assessment Plan
4a.2

Assesses and uses resources needed to address strengths and weaknesses of students.

I can describe
parallels
between
Musical
Theatre
History and
United States
History.
I can
measure the
effectiveness
of the
playwrights
character
development
and identify
how it effects
the
audiences
perception of
the character.

D1
FORMATIVE

D2
3-2-1

D2 EXIT
TICKET

D3
CAUROSEL

D4
FORMATIVE

D4 EXIT
TICKET

D5 EXIT
TICKET

D6
PRESENTATIONS

D6
DISCUSSIONS

I will
demonstrate
discernment
skills to
determine a
resources
validity when
comparing
two or more
sources of
information.

I will justly
evaluate my
own work in
addition to
the work of
my peers.

I will assume
a role in a
group and
dutifully fulfil
its
requirements.

D6 GROUP
EVALUATIONS

16

 The matrix above explains which and how the learning targets and outcomes will be
assessed by the assessments listed below:
Day One:
o Formative Assessment: On a blank piece of paper, students will write everything
that they currently know about Musical Theatre. This can be titles of musicals,
actors or actresses, or even the history of musicals.
o This is a simple pass/fail grade for participation.
Day Two:
o Summative Assessment AND Formative Assessment 3-2-1 activity:
On a blank piece of paper, students will write:
Three things that they remember from yesterday.
Two things that they think they know about Theatre from the
Rogers and Hammerstein era until now.
One thing that they would like to know more about in the realm of
Musical Theatre.
This is a simple pass/fail grade for participation.
Summative Assessment Exit Ticket:
o On a piece of paper, write about why you think that Wicked or Hamilton appeals
to so many younger people. What about the characters do you like? The music?
The storyline?
o When grading, I will be looking for clear perspective that states an opinion about
one of the two musicals. I will be looking for several reason that support the
students opinions, clean word choice, and I will be checking for grammar,
mechanics, and spelling.
Day Three:
o Summative Assessment - Carousel Groups
Write the following headings chart papers to post around the classroom:
Rogers and Hammerstein
Political Change and Theatre
Mega Musicals
Movie Musicals/Disney
Contemporary Musicals
Then assign participants/students to collaborative groups, usually by either
numbering or lettering off, i.e., 1, 2, 3, 4, and 5 or A, B, C, D, and E. At
that time, provide each group with a different colored marker.
Each collaborative group is sent to one of the chart papers and asked to
review and discuss the heading.
After a brief discussion and sharing, each group writes a response that
must be different from the other groups.
After the collaborative groups finish with one chart paper, the groups are
moved around in a carousel fashion (clockwise) to facilitate the review
of each chart paper by each collaborative group.
This is a simple pass/fail grade for participation.
Day Four:
o Formative Assessment:
17

On a sheet of paper write everything that you know about the following
historical events:
Hoovervilles
The Great Depression
Henry Ford and the Assembly Line
John Hinckley Jr.
This is a simple pass/fail grade for participation.
o Summative Assessment Exit ticket:
On a sheet of paper, draw a Venn Diagram to briefly compare and contrast
the character from the musical you are studying and the character in actual
history.
When grading, I will be looking for clear perspective that shows clear
analysis of about the two versions of the same character. I will be looking
for several reason that support the students opinions, clean word choice,
and I will be checking for grammar, mechanics, and spelling.
Day Five:
o Summative Assessment Exit Ticket:
On a sheet of paper, briefly describe the outline of your presentation and
each group members contribution to the project.
When grading, I will be looking for a clearly organized structure for the
assignment.
Day Six:
o Summative Assessment Group Presentations:
Students will present in a randomized order. Each group has 20 minutes to
present.
Grades will be given with a rubric. (Rubric can be found in the Appendix)
o Summative Assessment Class Discussions:
Group discussions following each presentation. Students will talk about
the process they have just been through. Group discussion about how they
learned.
This is a simple pass/fail grade for participation.
o Summative Assessment Group Member Evaluation form:
Group members fill out a form that evaluates the other members of the
group and their contributions to the project. (The form is found in the
Appendix)

18

Musical Theatre History

Caleb S. Garner
5/4/2016
Lesson Plan Day One Script
Jesse C. Carson High School
Beginning Theatre Arts
DAY ONE Day Overview: Musical Theatre History Part One
Welcome/Greeting
Good Morning, everybody!
To help us wake up and get ready to learn, we are going to do a quick warm up!
Everyone get up on your feet! For this exercise, Were going to be jumping and
clapping. Im going to say part of a sentence, then you repeat it back to me! Sound good?
Any questions?
Insert space for student questions and answers to questions.
"Lets try it!
Everybody needs... (Echo) Enthusiasm.... (Echo) Cause it's a part of life... (Echo) Like
protoplasm... (Echo) Like bees in a hive... (Echo) It's great to be alive... (Echo) Cause
everybody needs... (Echo) (All together) Enthusiasm!
o Repeat two more times. Second time in a whisper, third time in loudest voice.
Activating Prior Knowledge/Formative Assessment:
On a blank piece of paper, list everything that you know about musicals. This can be
titles of musicals, actors or actresses, or even the history of musicals! You have two and a
half minutes to list everything that you know about musicals! Go!
o Play thinking music for the duration of the time:
https://www.youtube.com/watch?v=1jQO_Tuvd7s (Jenkins, K)
Repeat directions if necessary. Add space for student questions and answers.
Please silently bring your papers up to the front! When you turn it in, please pick up one
of the worksheets on the desk. Youll notice that there are lots of blanks on the
worksheets! As we go through class, we will be filling in the blanks in your notes. Be
sure to pay attention so that we can get all of the blanks filled in!
Musical Theatre History Lesson: Part One
1. So, now that we have listed everything that we know about musicals, how do we
define what a musical is? What are some of the basic parts of a musical?
2. Anticipate class responses and comments.
3. Okay, so we know that musicals (repeat some of the ideas of the class), but what are
some of the major themes and commonalities that we see? Are all musicals the same? Do
they all have to be on stage?
4. Anticipate class responses and comments.
5. So, do you think it is safe to say that a musical is a stage, television, or film production
utilizing popular-style songs to either tell a story or showcase the talents of the writers
and/or performers?
6. Anticipate class responses and comments.

19

7. I think that we have a solid definition there! A musical is a stage, television, or film
production utilizing popular-style songs to either tell a story or showcase the talents of
the writers and/or performers.
8. So, now the question is this: when exactly did musicals appear? If we look back to the
Ancient Greek times, we know that the Greeks included music and dance in their stage
comedies and tragedies as early as the 5th Century B.C. The songs were often a means
for the chorus to comment on the action, but they also took part in the plot, and musical
solos were not unheard of. So, in a way, show tunes have been around for twenty five
hundred years. But that doesnt really get to the first musicals, now does it? Lets stop
and think. What might be some of the earliest forms of musicals?
9. Anticipate student responses. Stop before Opera is mentioned.
10. Well, if we think about it, In the Middle Ages, Europe's cultural mainstays included
traveling minstrels and roving troupes of performers that offered popular songs and
slapstick comedy! But that isnt really a musical either. The songs were more background
music than anything. What did our definition say? Popular-style songs to either tell a
story or showcase the talents of the writers and/or performers. Yes there were popular
songs, but I dont think that any of them really told the story. They were more
underscoring than anything. Thinking about our definition, what would you say is the
first type of musical?
11. Anticipate student responses. Manipulate the conversation to opera.
12. Opera! Theres an idea! Lets stop and think about our definition: A stage, television, or
film production utilizing popular-style songs to either tell a story or showcase the talents
of the writers and/or performers. Operas were staged, werent they?
13. Anticipate student responses.
14. Do we have popular songs?
15. Anticipate student responses.
16. Do the songs tell a story?
17. Anticipate student responses.
18. Do the songs showcase the performers or writers?
19. Anticipate student responses.
20. It sounds like we have a musical! But Opera is quite different from musical theatre as
we know it. The most significant difference is that operas are generally entirely sung,
while musicals combine various amounts of spoken dialogue with song, but there are
some exceptions. One of those exceptions is is Mozarts Magic Flute. The work is in the
form of a Singspiel, a popular form that included both singing and spoken dialogue, so it
is much closer to the idea of musical theatre as we know it. In the song we are about to
see, we have two characters: the Queen of the Night and her daughter, Pamina. She gives
Pamina a dagger, ordering Pamina to kill her arch nemesis Sarastro with it and
threatening to disown her if she does not.
21. Video: The Magic Flute Der Holle Rache:
https://www.youtube.com/watch?v=QWUOeWHvn3k
22. So, After watching a clip from The Magic Flute, What similarities and differences can
we already see between musical theatre and opera?
23. Anticipate student responses. Discuss student ideas.
24. Okay! Flash forward about 50 years, and we start to see changes in the forms of opera.
We see more realistic storylines although the storylines were still over the top. People

20

started to become more interested in tragic relationships of other humans. The perceived
romance of violent wars and feuds, as well as folklore and mythology, intrigued 19th
century readers and audiences! And out of this desire for more intriguing theatre came
dramma tragico, or tragic opera! Can anyone guess the defining characteristic of tragic
opera?
25. Anticipate student response.
26. Yes! Tragedy! The plotlines are becoming thicker, we are getting more believable
characters and some over the top characters, and we are starting to see plot structure that
resembles modern musical theatre structure! Here, we have Donizettis Lucia di
Lammermoor. Lucia is known for its famous mad scene, in which the main character,
Lucia, was just beaten by her arranged husband on the day of their wedding. She goes crazy
and murders him, then makes her way to her wedding party, where she sees her true love
and sings this song:
27. Lucia de Lammermoor Spargi dAmaro Pianto (Dessay, N.)
https://www.youtube.com/watch?v=jazzsnBL7KY
28. I know what youre thinking. What does this have to do with musical theatre? Lucia
made it possible for playwrights to write about more risqu themes! Lucia made opera
and music in the theatre immensely popular throughout Europe and the United States!
Lucia made more people interested in the theatre, so we were able to grow because the
people kept giving us money for new, more creative forms of musical theatre!
29. So everyone was super excited to be experiencing tragic opera! People just wanted more
and more! But, what happens after we get too much of something? We get tired of it,
right? So, after we had tragic opera, what do you think came next?
30. Anticipate student response.
31. es! Comic Operas! Coming to save the theatre world from a vast array of tragedies was
a team of two gentlemen like the world had never seen before! Out of the bleak tragedy
came Mr. W. S. Gilbert and Arthur Sullivan! The two men collaborated on
fourteen comic operas between 1871 and 1896, of which H.M.S. Pinafore, The Pirates of
Penzance and The Mikado are among the best known. Their operas have enjoyed broad
and enduring international success and are still performed frequently throughout the
English-speaking world. Gilbert and Sullivan introduced innovations in content and form
that directly influenced the development of musical theatre through the 20th century.
Sullivan's music sparkled with fresh, light melody, and Gilbert's librettos blended
silliness and satire in settings that ranged from pure fantasy to the utterly realistic. The
term topsy-turvy was coined to describe their new style! This new style became so
different from Opera as the world had previously known it. It was much lighter, with
humorous acting and lighter music! This whimsical style came to be known as operetta!
Lets look at a clip from one of their most popular operettas, The Mikado:
32. Video: The Mikado Three Little Maids from school. (Fiebig, Matthews, Chaffey)
https://www.youtube.com/watch?v=VyEJZ9yODB8
33. The Mikado's Japanese setting and costumes masked the fact that it was a send-up of
British social customs and pretensions. Three Little Maids From School was sung
everywhere. In the United States, "Mikado-mania" fed a new American passion for all
things Japanese. Once again, we see theatre reflecting the things that the country likes the
most. Things are becoming popular because it fits with the new trend! Realizing the
success of Gilbert and Sullivan, many other playwrights continued to write in the

21

Operetta style. A man by the name of Franz Lehar began to write operetta right at the end
of Gilbert and Sullivans career. Lehar took the operetta form and further refined it! He
managed to add more depth to his stories, masterfully combining the light, comedic style
of Gilbert and Sullivan with deeper, more meaningful plots and more complex characters.
Here, we see one of the final scenes from his most famous operetta, The Merry Widow. In
this scene, the Count Danilo finally confesses his love for the main character, Hannah,
after 20 years. She confesses her secret love for him, and they dance together to one of
the most recognizable tunes of the 20th century.
34. Video: The Merry Widow: Love Unspoken (Battle, Domingo).
https://www.youtube.com/watch?v=uBlAVfUnMmM
35. From watching Three Little Maids from School, and Love Unspoken, can we see any
similarities and differences between Operetta and Opera?
36. Anticipate Student response.
37. What similarities can we see when looking at Operetta and musical theatre?
38. Anticipate Student response.
39. Excellent! Gilbert and Sullivan initiated a series of works that went further, deepening
characterization and redefining musical theatre. They also made a greater effort to
integrate words and music in order to serve plot and characterization. Lehar was able to
more completely realize the major characters and almost always custom fit the character
to their situations. We begin to see more fully developed theatre thanks to the influence
of operetta!
40. So as operetta was widly growing in popularity, another form of theatre was
simultaneously growing in the United States: Vaudeville! A typical vaudeville
performance is made up of a series of separate, unrelated acts grouped together on a
common bill. Types of acts have included popular and classical musicians, singers,
dancers, comedians, trained animals, magicians, female and male impersonators,
acrobats, illustrated songs, jugglers, one-act plays or scenes from plays, athletes, lecturing
celebrities, minstrels, and movies. Called "the heart of American show business,"
vaudeville was one of the most popular types of entertainment in North America for
several decades. However, out of the vaudeville circuits rose another form of vaudeville:
the Minstrel Show. Has anyone ever heard of a minstrel show?
41. Anticipate student response.
42. The minstrel show, or minstrelsy, was an American form of entertainment developed in
the 19th century. It was in incredibly controversial form of theatre because each show
consisted of comic skits, variety acts, dancing, and music, performed by white people in
make-up or blackface for the purpose of playing the role of black people. By 1848,
blackface minstrel shows were the national artform, translating formal art such as opera
into popular terms for a general audience. The minstrel shows eventually grew less and
and less popular due to a newly emerging form of theatre: American Musical theatre.
43. A new musical form that had songs and dances that were fully integrated into a wellmade story with serious dramatic goals that is able to evoke genuine emotions other than
laughter. They took operetta and vaudeville and turned them into complete shows that
had the emotional capability of straight plays! The first major musical to achieve this feat
was the first musical written by the team of composer Richard Rodgers and librettist
Oscar Hammerstein II: Oklahoma.

22

44. Video: Oklahoma Oh, What a Beautiful Mornin

https://www.youtube.com/watch?v=KNEUtN21cuU
45. After watching Oh, What a Beautiful Mornin, why do you think this was so popular?
46. Anticipate student responses. Talk about the ideas of Rustic America. Talk about the
ideas of accessibility to a wide scope of the population.
47. Rodgers and Hammerstein went on to write a string of popular Broadway musicals and
initiated what is known as the golden age of musical theatre. I guarantee every single
one of you here knows at least one great Rodgers and Hammerstein accomplishment:
48. Video: The Sound of Music The Sound of Music
https://www.youtube.com/watch?v=5fH2FOn1V5g
49. My first experience with Musical theatre was actually a work of Rodgers and
Hammerstein! Tell Cinderella Story.
50. We are now over hallway through the realm of musical theatre history! That was a lot to
unpack, wasnt it? Good job, everyone! Now, please take out a sheet of paper. I would
like for you to write about the first time that you experienced musical theatre. Was it in a
music class like me? Did someone take you to go see a show? Tell me! Write it down,
please. Once youre finished, place the paper on the desk, and you may wait until the bell
rings to leave!

References
5c.1

Considers and uses a variety of research-verified approaches to improve teaching and learning.

23

A Science Odyssey: People and Discoveries: Henry Ford. (n.d.). Retrieved May 03, 2016, from
http://www.pbs.org/wgbh/aso/databank/entries/dt13as.html
American Experience: TV's most-watched history series. (n.d.). Retrieved May 03, 2016, from
http://www.pbs.org/wgbh/americanexperience/features/biography/reagan-hinckley/
Andrews, J. (2013). The Sound of Music. Retrieved May 03, 2016, from
https://www.youtube.com/watch?v=5fH2FOn1V5g
Bell, D. (n.d.). Multimedia Moment: A Mystery Sparked by a Century-Old Film. Retrieved May
03, 2016, from http://www.loc.gov/teachers/index.html
Bernstein, L. (2013). West Side Story (1/10) Movie CLIP - The Jets Own the Streets (1961) HD.
Retrieved May 03, 2016, from https://www.youtube.com/watch?v=9K_4ZaMc1-4
Block, S. J. (2009). Wicked Stephanie J Block Defying Gravity. Retrieved May 03, 2016, from
https://www.youtube.com/watch?v=5Bn76p910WU
Brooks, M. (2010). Glee's Matthew Morrison - Kennedy Center Honors - Springtime for Hitler.
Retrieved May 03, 2016, from https://www.youtube.com/watch?v=Y0gUnTBA3lI
Chenoweth, K. (2008). Candide - 10 Glitter and be gay. Retrieved May 03, 2016, from
https://www.youtube.com/watch?v=U5liuHR6wug
Creamer, K., Ph.D. (2016, March). Classroom Management Activities. Lecture presented at
Learning Environments/Professional Practice in Catawba College, Salisbury, NC.
Depression and War. (n.d.). Retrieved May 03, 2016, from
http://www.pbs.org/wnet/historyofus/web12/index.html
Domingo, P., & Battle, K. (2013). The Merry Widow: Love Unspoken. Retrieved May 03, 2016,
from https://www.youtube.com/watch?v=RePdIllMJhU
Dessay, N. (2009). Lucia di Lammermoor - Spargi d'Amaro Pianto. Retrieved May 03, 2016,
from https://www.youtube.com/watch?v=jazzsnBL7KY
Fiebig, T., Matthews, D., & Chaffey, A. (2011). Three Little Maids From School Are We: The
Mikado, Melbourne 2011 (Opera Australia). Retrieved May 03, 2016, from
https://www.youtube.com/watch?v=VyEJZ9yODB8
Haydn, F. J. (2012). St Anthony Chorale - Haydn - Piano. Retrieved May 03, 2016, from
https://www.youtube.com/watch?v=8s65JgpxqFU
Herman, J. (2011). La Cage aux Folles. Retrieved May 03, 2016, from
https://www.youtube.com/watch?v=pmYWgTPEkrc

24

Jackman, H. (2011). Oklahoma - Oh What a Beautiful Morning (Hugh Jackman). Retrieved May
03, 2016, from https://www.youtube.com/watch?v=KNEUtN21cuU
Jenkins, K. (2008). Hymn from Adiemus. Retrieved May 03, 2016, from
https://www.youtube.com/watch?v=1jQO_Tuvd7s
John, E. (2015). The Lion King Circle of Life Helpmann Awards. Retrieved May 03, 2016, from
https://www.youtube.com/watch?v=sfsOZ_H0kzg
King, M. (2009). The Wiz - No Bad News. Retrieved May 03, 2016, from
https://www.youtube.com/watch?v=VsohMAuykWY
Larson, J. (2010). Seasons of Love (HD). Retrieved May 03, 2016, from
https://www.youtube.com/watch?v=UvyHuse6buY
MacDermot, G. (2013). HAIR (Broadway) - "Hair" [LIVE @ The 2009 Tony Awards].
Retrieved May 03, 2016, from https://www.youtube.com/watch?v=ADNbtAID5wM
Miklosa, E. (2009). Der Holle Rache - English Version. Retrieved May 03, 2016, from
https://www.youtube.com/watch?v=QWUOeWHvn3k
Miranda, L. M. (2015). Hamilton the Musical on Broadway. Retrieved May 03, 2016, from
https://www.youtube.com/watch?v=iKSx9RixuQ0
Murder of the Century Film Description. (n.d.). Retrieved May 03, 2016, from
http://www.pbs.org/wgbh/amex/century/filmmore/fd.html
Scott, S. R. (2009). "Poor Unfortunate Souls" from Disney's THE LITTLE MERMAID on
Broadway. Retrieved May 03, 2016, from
https://www.youtube.com/watch?v=QnQHtIA_HaI
Ward, D. (2013, October 17). Keeping Students Engaged in the Drama Classroom. Lecture
presented at North Carolina Theatre Arts Educators Fall Sharing in Hibriten High School,
Lenoir, NC.
Webber, A. L. (2013). The Phantom of the Opera US Tour 2013 - HD Trailer | The Phantom of
the Opera. Retrieved May 03, 2016, from
https://www.youtube.com/watch?v=rHDO_3CufQ0

Appendix

25

1.
2.
3.
4.

Research Project Guidelines

Research Project Rubric
Group Member Evaluation Form
Guided Notes

1. RESEARCH PROJECT GUIDELINES:

26

Sometimes, rather than reflecting the people and times in which they were created, Broadway
musicals bring historical figures, periods, and episodes to the stage. Assuming the role of
"historical detectives," compare the "history" presented in a Broadway show to actual American
history. Begin by listening to an excerpt taken from a musical.
Part 1. Mystery Song Investigation
Procedure:
1. Groups of five are randomly selected in order to expose you to working with a variety of
people.
2. Listen to your group's assigned song excerpt again.
a. Mystery Song #1 = "Hooverville" Group 1 should log on to the "Annie" Song List
& Clips page at: http://www.mtishows.com/show_detail.asp?showid=000005
i. Watch it in production at: http://youtu.be/86TMqllgvag
b. Mystery Song #2 = "Crime of the Century" Groups 2 and 3 should log on the
"Ragtime" Song List & Clips page at
http://www.mtishows.com/show_detail.asp?showid=000228
i. Watch it in production at: http://youtu.be/HI3EiISOJZg
c. Mystery Song #3 = "Henry Ford" Groups 2 and 3 should log on the "Ragtime"
Song List & Clips page at
http://www.mtishows.com/show_detail.asp?showid=000228
i. Watch it in production at: http://youtu.be/NCC16P9znfQ
d. Mystery Song #4 = "Unworthy of Your Love" Group 4 should log on to the
"Assassins" Song List & Clips page at
http://www.mtishows.com/show_detail.asp?showid=000136
i. Watch it in production at: http://youtu.be/hgL6988XoNk
3. Scroll down for the "Plot & Synopsis" and search for the lyrics as a Google search.
4. Answer the following questions:
a. Your Groups assigned Mystery Song title.
b. Title of the musical in which it's featured:
c. Summarize additional information about the song and/or its lyrics or song
excerpt:
d. Please provide a brief (5- to 10-sentence) synopsis of the musical.
5. Be prepared to share with your classmates. Once you have finished Part I you can
continue to Part II.
Part 2. Actual History Investigation
Procedure:
1. Investigate the actual history behind your assigned song using the websites below.
a. Group 1: FREEDOM: A HISTORY OF US: Depression and War
http://www.pbs.org/wnet/historyofus/web12/index.html
i. American Memory Timeline: Great Depression and World War II:
Hoovervilles -- Photograph Collage
http://memory.loc.gov/ammem/ndlpedu/features/timeline/depwwii/depress
/hoovers.html
b. Group 2: AMERICAN EXPERIENCE: Murder of the Century: Film Description
http://www.pbs.org/wgbh/amex/century/filmmore/fd.html

27

c. Group 3: A SCIENCE ODYSSEY: People and Discoveries: Henry Ford

http://www.pbs.org/wgbh/aso/databank/entries/dt13as.html
d. Group 4: AMERICAN EXPERIENCE: Reagan: People & Events: John Hinckley
Jr. http://www.pbs.org/wgbh/amex/reagan/ peopleevents/pande02.html
2. Answer the following questions:
a. What is the time period, person, or event on which your song is based?
b. What are the most important things to know about this time period, person, or
event?
c. What are the who/what/when/where/whys of the topic?
d. What facts or insights about the topic do you think are the most interesting or
relevant?
e. What emotions did this person, event, or time period evoke in people? Why?
3. Be prepared to share with the classmates whether or not you think the song accurately
reflects the history behind
Part 3. Research Presentation
1. Your group must present the information that you have gathered over the past two days to
the rest of the class.
a. You may present the information in any form that you wish, as long as the content
is present:
i. Your Groups assigned Mystery Song title.
ii. Title of the musical in which it's featured:
iii. Summarize additional information about the song and/or its lyrics or song
excerpt:
iv. Please provide a brief (5- to 10-sentence) synopsis of the musical.
v. What is the time period, person, or event on which your song is based?
vi. What are the most important things to know about this time period,
person, or event?
vii. What are the who/what/when/where/whys of the topic?
viii. What facts or insights about the topic do you think are the most interesting
or relevant?
ix. What emotions did this person, event, or time period evoke in people?
Why?
b. Forms of presentations may include a PowerPoint presentation, Prezi, Glogster,
Poster presentation, portfolio presentation, a short scene, Oral presentation, etc.
c. Each group has 20 minutes to present, including time for questions at the end of
each presentation.
d. Your group must fabricate and rehearse your presentations during this class
period, since the research has already been done.
e. You will present your findings in the next class period in a random order.

28

2. RESEARCH PROJECT RUBRIC:

Points Possible
Required content was present

20

Created a Glogster, Prezi, Power

Point, Notebook, Poster, scene,
portfolio, or other pre-approved
project to showcase information
learned from completion of
portfolio assignments.

20

Project demonstrates creativity

and effort.

20

Neatness, Spelling,
Organization, and Mechanics

20

Grammar, Conventions, and

Citations/Documentation

20

TOTAL

Points Earned

/100

29

3. GROUP MEMBER EVALUATION FORM

Please evaluate your group members according to the following scale:
1 Rarely/Never
2 Occasionally/Sometimes
3 Always/Most of the time
Name:
Did their fair share of work
Was Cooperative
Comments:
Contributed to ideas
Available for communication
Positive and helpful
Contributed to overall success
Word to describe this person as a group member:
Please evaluate yourself according to the following scale:
1 Rarely/Never
2 Occasionally/Sometimes
Name:
Comments:

3 Always/Most of the time

Did their fair share of work
Was Cooperative
Contributed to ideas
Available for communication
Positive and helpful
Contributed to overall success

Word to describe yourself as a group member:

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4. GUIDED NOTES
1. A musical is a stage, __________ or film production utilizing ________________ songs
to either tell a _____ or showcase the talents of the writers and/or __________.
2. The most significant difference between _______ and musical theatre is that operas are
generally entirely ___________, while musicals combine various amounts of _______
________ with song, but there are some exceptions.
3. One of those exceptions is Mozarts _________ ________. The work is in the form of
a Singspiel, a popular form that included both _________ and _________
____________, so it is much closer to the idea of musical theatre as we know it.
4. Out of this desire for more intriguing theatre came dramma tragico, or _________
________.
5. In Tragic Opera, The plotlines are becoming _______, we are getting more believable
__________ and some over the top characters, and we are starting to see plot ________
that resembles modern musical theatre structure!
6. W. S. ____________ and Arthur___________ began to create a new form of operas:
_______ opera.
7. This new style became so different from Opera as the world had previously known it. It
was much lighter, with humorous ________ and lighter _________! This whimsical style
came to be known as _________.
8. "Mikado-mania" fed a new American passion for all things _________. Once again, we
see theatre reflecting the things that the country likes the most.

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9. Franz Lehar managed to add more _________ to his stories, masterfully combining the
light, comedic style of Gilbert and Sullivan with deeper, more meaningful _____ and
more complex ___________.
10. So as operetta was wildly growing in popularity, another form of theatre was
simultaneously growing in the United States: ___________.
11. A typical vaudeville performance is made up of a series of separate, unrelated
_________ grouped together on a common _______.
12. Called "the heart of American _________ _____________," vaudeville was one of the
most popular types of entertainment in North America for several decades.
13. The minstrel show, or minstrelsy, was an American form of entertainment developed in
the __________ century.
14. It was in incredibly controversial form of theatre because each show consisted of comic
skits, variety acts, dancing, and music, performed by white people in make-up
or ___________ for the purpose of playing the role of black people.
15. A new musical form that had _______ and ______ that were fully integrated into a wellmade story with serious dramatic ___________ that is able to evoke genuine emotions
other than ______________.
16. The first major musical to achieve this feat was the first musical written by the team of
composer Richard Rodgers and librettist Oscar Hammerstein II: ____________.

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