Learning+Goals

 What will the students understand and be able to do as a result of this project? What types of learning * are you holding the students accountable for? List only what you plan to assess.

 **Knowledge**  What facts and concepts must students know in order to meet the standard?  Students will: Describe the beliefs of Macus Garvey, W.E.B. DuBois and Phillp Randoulph  Identify elements in American society that are unfair Select information that shows a lasting change in American society

Recognize characteristics of social dances prior to the Harlem Renaissance  Identify characteristics of dances during the Harlem Renaissance and changes in social interaction  Recognize and use dance vocabulary including, but not limited to: circle, solo improvised, dance competitions, shines etc.

 **Reasoning**  How will students apply that knowledge to reason or think? (critical thinking and problem solving) Students will explore the messages of the African-American artists of the Harlem Renaissance though: Whole group - analyze New Negro & Race Pride readings using Written document Analysis worksheet  African - American leaders worksheet Critical Response to Cornell Capa's photo of "[|The Savoy Ballroom]" The students will be able to draw connections and similarities of the dance steps and styles of the 1920s to today. Students will develop a slide show that demonstates the importance of the information they have chosen. Students will evaluate peer slide shows using a graphic organizer that identifies impact and change. Students will discuss the changes that took place in the 1920s.Focus on the social changes that help political changes. Students will take a quiz on what African American leaders might say.

 **Skills:** <span style="color: #0b5394; font-family: Arial,Helvetica,sans-serif;"> What important skills will students acquire and use? Students will: Demonstrate understanding of the development of mass culture in the 1920's and how it changed American society. Select and use historical evidence and explain their findings in a historical research project (<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Primary research skills) <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Demonstrate mastery of specific dance steps in styles such as Shim Sham Shimmy, Charleston and the Big Apple. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;"> Use improvisation to generate new steps and sequencing in the Charleston.

<span style="font-family: Arial,Helvetica,sans-serif;"> **Performance/Product:** <span style="color: #0b5394; font-family: Arial,Helvetica,sans-serif;"> What will students create/develop/make by synthesizing the knowledge, reasoning and skills? <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">The students are able to successfully dance the entire Shim Sham Sequence, improvise Charleston and know specific dance steps used in Big Apple. <span style="font-family: Arial,Helvetica,sans-serif;"> Students will teach others the dances they learned. <span style="font-family: Arial,Helvetica,sans-serif;"> Students will take a short answer test on the essential questions. (Reflection - could this be done as audio?) <span style="font-family: Arial,Helvetica,sans-serif;"> Research Project (PowerPoint presentation)


 * <span style="font-family: Arial,Helvetica,sans-serif;">Types of learning based on //Classroom Assessment for Student Learning// (2004) by Rick Stiggins, Judith A. Arter, Jan Chappuis, and Stephen Chappuis. Assessment Training Institute.