Académique Documents
Professionnel Documents
Culture Documents
Timeline: 2 Weeks
Essential Questions:
● Candra- How did research on history impact your views of
community?How might personal experience through movement
impact the community today?
● Mariah- How can the power of words help you to make a difference in
your community?
● Claire- How can learning about WWII (1939-1945) help you to make a
difference in our community?
Rationale:
Learn from the past, and make your community’s future better!
World War II was a devastating time in history. It’s important that we acknowledge what happened
and take action in our communities to prevent these tragedies from happening again.
Impacting the community sometimes isn’t thought about much on a personal level. We wanted to
pick this topic to really connect the students to the communities around them and how it relates to
WWII. We want our students to understand the importance of making a difference. Throughout the
unit our students will learn about World War II, the different music and dance types, and literature
from the time period of WWII. We want our students to understand the causes of the War and the
terrible things that happened during the war.
Interdisciplinary Project:
Based on what the students learn about the negative impacts of WWII caused, students will make a plan
to go out and make their community better one small impact at a time. The Students will be required to
go and volunteer/fundraise/donate to different causes within their communities, at the end of the unit
they will present what they have done, or what their plan is to go do. Students will reflect on the
changes they are making within the community, and discover how it connects to the past.
Individual sections:
History - Claire Williamson - WWII (1939-1945)
Instructional Students will Students will Students will Students Have students
Plans (3 literacy individually have time to be given will have research ideas
events) pick a idea practice their instruction to a short 5 on ways they can
from the movement write about a minute use their
flowchart/timel combinations at personal review of personal
ine they want the beginning of experience their experience to
to focus on. class.(5-10min) they are moveme impact the
After warming willing to nt community with
up. share w/ phrases movement.
class. before
performin
g for
class.
Performance Teacher will Students will Students will Students Project:
Tasks/ give present individually will Students will
Assessments instructions to movement write out a perform create a project
focus on a combination and personal their to impact the
moment from artistic process experience create community
the timeline and choices they are moveme through
created in made throughout willing to nt movement with
class on that process. share phrases their personal
WWII. Then w/class. to the experience
they will be class as shared with the
asked to pick They will well as class the
a dance style then pick a process. previous day.
used today to dance style Other
portray that from today classmat Find a way to
idea or they would es will be help other with
moment from use to taking similar
WWII. Last choreograph notes for experiences
they will begin to their questions overcome
to create experience. and through
choreography (emotion/feel discussio movement.
to fit the ing) n.
emotion of the
event and Begin to
style chosen. Create small
(Few 8 phrase of
counts) movements
from their
personal
experience
and dance
style they
picked
Individual sections:
Instructional Plans (3 Mini-Lesson Teacher will Teacher will Teacher will Students will
literactiy events) on the model how to go over the activate prior complete
Holocaust/ annotate format of the knowledge socratic
WWII. Guided quiz, open about seminar
notes. Students will ended. conducting graphic
Students will close read a research. organizer with
watch The section of Students will citations to
Book Thief book, and take quiz, Students will explain their
movie trailer. discuss in displaying research one analysis of 5
Write a small groups. their topic about major points.
discussion Sentence understanding WWII, Students
board post. starters of the text. completing a discuss and
provided. research listen to
To end graphic peers.
Students will students will organizer, will Students
reflect in record present in complete exit
journal the predictions for small groups. ticket about
importance of the rest of the how the
words and book. Students will socratic
how it relates compare and seminar went.
to change. contrast their
research to
the novel in a
graphic
organizer.
Instructional Plans (3 Teacher will Teacher will Teacher Teacher will give Students will
literacy events) activate prior show a model will have a mini lesson on present their
knowledge of student students peer review, paper with a
about created get in showing a model, visual aide,
comparing movie posters groups to giving a guide to reflecting on
movies and for books. discuss students the texts they
books. “what is read.
Students will bravery?” Students will students to
Students will create a peer edit two write 3
watch scenes movie poster Students students paper compliments/
and complete displaying a will close using the guide 3 suggestions
a compare major theme read and for
and contrast of the novel. annotate a Students will presentations.
graphic real life work on
organizer. Students will account. draft/presentation
complete an
Students will exit ticket Students Teacher will
submit a evaluating will reflect conference with
rough draft. their posters. in their students
journal, one-on-one.
about what
they would
do in their
situation.
Performance Graphic Movie poster Journal Peer edit guides Final Essay:
Tasks/Assessments organizer Exit ticket entry students will
write/create a
Rough draft. presentation
about how
they can make
difference in
their
community,
even when it
using the
power of
words might
seem difficult.
Week 1 (Monday)
“Thrive to survive through dance”
Outline
Written By: Candralina
Title:
Thrive to survive through dance
Length:
50 minutes
Materials:
Pen/pencil, paper, Highlighter
Big Picture:
Students will be able to connect to the tragedies of WWII and the dance movement styles during
that Era that were used to escape the depression and mourning the war brought.
ain Objective:
M
Understanding the importance of community and social connections related to WWII and present
time. Explore and reflect on the impacts of movement during WWII and current time. See how
movement can be used to make a difference through experiences in today’s society that relates to
how movement was used during WWII.
Learning Outcomes and Goals:
● Students will research and explore the movement styles during WWII and how they
were used to bring joy and comfort during such a devastating time.
● Students will read and connect to an article on dance movement during the holocaust and
share key points they found important.
● Students will be able to create and implement information in a flowchart/timeline with
important information they learned as a class from WWII.
Classroom Experience Overview:
Class will begin with a warm-up and introduction to lesson objective. Lesson objective will be
given through use of imagery and examples given by the teacher. Students will stretch and
become warm and ready to go for the next activity. The teacher will break the students up into
groups of two people. The small groups will then grab a piece of paper and an electronic device
such as their phone with internet access and find a space in the room they feel comfortable in.
The teacher will then walk around and give each group a article on a dancer during the
Holocaust. They will take turns reading through the article. Discuss w/ partner and write down 3
key points and thoughts they want to discuss w/class. As a class we will begin to create a
(flowchart/timeline) of movement/dance during WWII starting with the Holocaust article.
● DBQ
(Article Holocaust Dancer)
Link-this-holocaust-victim-survived-by-dancing-for-ss-officer-in-auschwitz
● Graphic organizer for notes
● Flowchart/timeline of information collected as a class
Extension Activities:
1. Move on to research of movement/dancer after the great depression in small groups the
students started with in beginning of class. Teacher will give students a few links to
research and take some notes on.
2. Class discussion with extra time.
Standards:
DA.CN.10.6b
b. Research an aspect or contrasting aspects from the cultural, social or historical
development of a dance genre or style, and/or the dance elements. Share the findings
and discuss how these reinforced or changed personal views and understandings.
Document the process of investigation.
Week 1- Tuesday
The Great Depression
History
Claire Williamson