Teaching+the+Lesson

= **Teaching the Lesson** =

What are the instructional strategies? Provide an __outline__ of tools, activities & assessments, etc. for the unit.

Feb. 13, 2012: WILF: What I am looking for to understand the role dance played in the 1920"s and how that was different from the late 1890's through experience & observations Launch with Shim Sham - experience the dance  Explain watlz, show clip:  Explain Ring Shout, show p. 33 p 36 images from //African American Dance: An Illustrated HIstory// by Barbara S. Glass  Critical Response - Capa photo

Feb. 14: start in classroom, fill out ticket, then to to gym WILF : What I am looking for is to identify at least 2 characteristics of the Ring Shout by writing them out. Exit ticket: Cherri will colllect.

Feb. 16: WILF :What I am looking for is connecting dance characteristics to the appropriate dance(Big Apple and the Waltz). Tool: Matching Tool

**Classroom Experiences:** Harlem Renaissance # 1: What do the students know about the 1920s? Build on the Critical Response lesson Go to the advertising site to analyze the ads. What clues do they give us about the 1920s? Harlem Renaissance #2: Start studen t research power points: African American writers, Wall Street & Presidents, Art & Architecture, etc. four days given to research and putting the presentation together. Give the writer groups the poem " If we must Die" by Claude McKay and " I Too Sing America" by Langston Hughes for them to copy and go over with the class. Harlem Renaissance # 3: Discuss what we learned as a class form the presentations. Identify the events and people that created change. Record each group's answers on butcher paper. Harlem Renaissance #4: Read excerpt from " A New Crowd-A New Negro"by A. Philip Randolph record the discussion of the text on the African American leaders graphic organizer. Harlem Renaissance #5: Read excerpt from " Race Pride" by W.E.B. Dubois record the discussion of the text on the African American leaders. In a pair share have students compare DuBois and Randolph. Harlem Renaissance #6: Continue the comparison between Dubois and Randolph.Read from the text " Marcus Garvey Appeals to Black Natioalism" Student add information to the leaders organizer. Share Out and record findings on butcher paper. Harlem Renaissance#7: Leader quote quiz.

Dance Lesson #1 (Feb.5): Introduction to Harlem Renaissance dances using Critical Response with [|Savoy Ballroom] (photograph by Cornell Capa). See Critical Response Notes of this discussion. //Recommendation for next year: Use this first class to also discuss and practice 19th century dances such as the waltz as context for Harlem Renaissance.// Dance Lesson #2 (Feb. 8): Introduce Big Apple and Charleston steps; introduce music, composers, how dance & music affected society; begin Shim Sham sequence. Dance Lesson #3 (Feb. 9): Introduce new Big Apple and Charleston steps; Compare/contrast Hip Hop and Charleston; continue Shim Sham. Dance Lesson #4 (Feb. 10): Review new Big Apple and Charleston Steps; complete Shim Sham; prepare for sharing the dances with others;
 * Dance Experiences:**

The participating students from this class taught the dances to other two 8th grade classes, culminating in all three 8th grade classes dancing the Big Apple in cafeteria. Principal and other 8th grade teachers participated.
 * Extension:**

What materials, resources and technologies will be needed? //Note: Italicized medium-gray items are potential materials and resources for Year Two//

**Critical readings:** W.E. B. Dubois “Race Pride” Phillip Randolph “The New Negro” essay (excerpted)

**Other readings:** "The 1920s Are a Time of Change" from __One Nation, Many People__ "African American Culture Thrives in the Jazz Age" from __One Nation, Many People__ Ads from [|historymatters.gmu.edu/mse/ads]

**Graphic Organizers:** To use with ads that focuses the student's attention to what the ad reveals about an era? Who is the intended audience? A comparison graph for the African American leaders // Same & Different (dances of Harlem Renaissance <-> dances of today) //

**Hand-outs:** Vocabulary to understand content Vocabulary to bring history to life " Ah applesauce" Research Project guideline and rubric Data collecting sheet for peer presentations

**Technology/Media:** Computers for power point presentations Image: Dancing at the Savoy (photographer: Cornell Capa) // Drop Me Off in Harlem (interactive multi-media web resources created by ArtsEdge/Kennedy Center) //

Dance Treks / ACE Dance curriculum and tools (Perpich Center for Arts Education) Critical Response (reflective protocol; Artful Tools)
 * Arts Curriculum:**

//**See References for resources and reference materials used in developing this unit.**//