History Through the Decades: Performing Arts Festival

Amanda D’Addona, Nicole D’Addona, Matthew Peters, and Madison Wolf

Manhattan College

DeWitt Clinton High School LEAD Proposal

“Through the Decades: Performing Arts Festival”

Look at the Problem

While completing Fieldwork hours at DeWitt Clinton High School, it became clear that
student attendance and engagement were both challenges that the school community faced.
Students continuously arrived to school late. The security system that is in place at the high
school also contributes to the tardiness of students because the scanning system is time
consuming. Although the security and safety of the students, faculty, and staff is important, a
more effective security system needs to be put in place so that students can arrive to class on
time. In order to increase students motivation to arrive to school on time and be engaged in the
classroom, we suggest that the performing arts should be incorporated into teaching. Students
will be able to select a genre of the performing arts including theatre, music, or dance from
different decades throughout American History. The main question that we would like to
consider in our LEAD Proposal is would incorporating the performing arts into the classroom
setting encourage students to come to school on time and increase student engagement?

Examine What you Know

Upon further discussions with our cooperating teacher, we became aware of the
magnitude of the attendance problem that exist at DeWitt Clinton High School. Our cooperating
teacher showed us his attendance sheets for his first and second period classes. When
compared to second period, first period had more students tardy or absent. However, by
introducing the performing arts into the social studies classroom setting we hope to encourage
students to arrive to class on time.

Acquire Knowledge
McLaughlin suggests Internet Inquiry as one of the possible ways in which technology
can be incorporated into the classroom. She explained that Internet Inquiry is when students
use the internet in order to conduct research (McLaughlin, 2015). Therefore, to incorporate
technology into our plan for DeWitt Clinton High School, students will engage in an Internet
Inquiry assignment that will require them to conduct research on the specific art and decade that
they selected to work on.
In the Ted Talk, “How to Escape Education’s Death Valley,” Ken Robinson made the
argument that the arts, humanities, and physical education need to be incorporated in the
educational systems in the United States. He argued that by incorporating the arts, humanities,
and physical education in the school environment would reduce the dropout rate and encourage
students to remain engaged in their education. He stated, “In some parts of the country, 60
percent of kids dropout of high school…A real education has to give equal weight to the arts, the
humanities, to physical education” (Robinson, 2013). The issue of student dropout and
disengagement that Robinson discussed in this Ted Talk relate to the problems that exist at
DeWitt Clinton High School. Students at DeWitt are disengaged. Therefore, by introducing
students to the arts, the humanities, and physical education through our “Through the Decades:
Performing Arts Festival” will increase student engagement.

Devise a Plan
The plan to motivate students and improve attendance would be to incorporate the performing
arts into the classroom setting. This performing arts program will take place in the auditorium
and computer lab. Hopefully, placing the students in alternative classroom setting will increase
their motivation to come to class and learn in a non-traditional setting. Students will be
completing an Internet Inquiry for the genre of the arts that they selected. The goal of this
Internet Inquiry is for students to gain background knowledge on the different types of music,
theater, and dance that existed in the United States throughout the different decades. We want
students to be exposed to the 1920s, 1950s, and 1960s. This performing arts festival will an end
of the year activity. Students have already been introduced to these different historical eras
earlier in the school year. This performing arts festival will reinforce the culture and arts that
emerged in these specific decades. In addition to learning about American history from an arts
perspective, this activity will also serve as a regents review. Technology and the arts will be
incorporated in the classroom by engaging students in this “Through the Decades: Performing
Arts Festival.” The following documents consist of lesson plans and instructions for Internet
Inquires that students will complete in order to have a successful Performing Arts Festival!

References

McLaughlin, M. (2015). Content Area Reading: Teaching and Learning for College and Career
Readiness.United States: Pearson.

Robinson, K. (2013). How to Escape Education's Death Valley. Retrieved April 18, 2018,
from https://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley
 Through the Decades: Performing Arts Festival
Project Overview

Goal: Learn the Art, Culture, and History of America through the Performing Arts.

Directions: You will choose a performing arts genre (Theater, Dance, or Music) from a period
of American History to research and study by completing an Internet Inquiry Project. Once you
have selected a genre of the performing arts, please follow the directions on the following pages
to complete the Internet Inquiry for your chosen genre and time period of American history.

Performing Arts Genre Options:

1. Dance in the 1920s
2. Theater in the 1950s
3. Music in the 1960s

After selecting the genre you would like to research, please follow the guidelines on the
following handouts that align with your topic (dance, theater, or music).

*Please note anything in RED font in these documents are notes/examples for the teacher or
facilitator of this project to reference.

This project overview consists of the teaching of three decades through the performing arts. The
purpose of choosing three specific decades was to demonstrate and provide examples of how
this performing arts festival could be played out in a classroom. However, this program can be
adapted to include other periods of United States History as well as other performing arts. In
addition, we suggest that this performing arts festival be held at the end of the school year, so
that all students are familiar with these different periods of U.S. History. It would be a great way
for students to review for the regents examination!

Date: 4/17/2018 Teacher’s Name: Nicole & Amanda D’Addona

Subject: U.S. History & Government Grade level: 11 Grade

th

Unit: Prosperity and Depression (1920-1939) Length of lesson:1 Period (40mins)

Lesson Title: Through the Decades: Performing Arts Festival

For Unit: 1 out of 3
Essential Question: What did the dance styles that emerged in the 1920s reveal about the
culture of American society during this time period?

Learning Standards:
Content Standards
11.7 Prosperity and Depression (1920-1939): The 1920s and 1930s were a time of cultural and
economic changes in the nation. During this period, the nation faced significant domestic
challenges, including the Great Depression.


11.7a The 1920s was a time of cultural change in the country, characterized by clashes
between modern and traditional values.

 Students will examine the cultural trends associated with the Roaring Twenties, including
women’s efforts at self-expression and their changing roles

Literacy Standards
WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new arguments
or information.

WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question
(including self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
Pre-Assessment: The 1920s have already been discussed earlier in the school year. Students
will now have the opportunity to revisit the 1920s and learn about this era through the arts. In
addition, the performing arts festival will serve as a review for the end of the year regents exam.
Learning Objectives: Assessments:
Identify the social, political, and economic 1920s Dance Internet Inquiry
conditions that led to the dance culture of “Roaring Worksheet
Twenties”
Through the Decades: Performing Arts
Examine the different dance styles of the 1920s Festival Self-Reflection Worksheet

Explain and execute a dance style from the 1920s

Differentiation: Students at DeWitt Clinton High School are unable to use their cellular devices
during the school day. Therefore, students will be brought to the computer lap at DeWitt Clinton
High School to work on the Internet Inquiry section of the lesson plan. Teacher will provide
loose-leaf paper and writing utensils for students to complete the “Do Now Activity”.

Academic Language:
Vocabulary: Speakeasies, flappers, the Charleston, the Fox Trot, Tango, and Waltz
Language Functions: analyze, examine, describe, identify, research, and explain

Procedure:
a. Anticipatory Set/Activation of prior knowledge
“Do Now” Activity
1. An image of 1920s magazine cover will be displayed on the board. Students will be
asked to examine the magazine cover and respond to the following question in their
notebooks or loose-leaf paper provided by teacher:
 What activity is being represented on the cover of this magazine?
 What is the name of the magazine cover?
 Why do you think the subtitle “Teaching old Dogs new tricks” was included on the
cover?
 Why do you think this magazine cover selected to portray this activity on their
front cover?
2. Students will have 3-5 minutes to examine the image and respond to
the corresponding questions.
3. Students will share their responses to the questions in order to discuss what the
magazine represented.

Link for Magazine Cover: http://historymatters.gmu.edu/d/6684/

Initial Phase
a. Direct Instruction

1. Introduce “Through the Decades: Performing Arts Festival” to students by distributing the
assignment guidelines and instruction worksheets.
 2. Describe the Internet Inquiry for the dance section of the assignment.
a. Select a a 1920s dance styles (e.g. Fox Trot, the Charleston, etc.)
b. Begin to formulate research questions.
i.What type of people performed this dances?
ii.What type of music did the dancers perform to?
iii.Where were these dancers performed?
c. Use computers and internet to begin research. Students should start their research
using the suggested resources from the teacher.
d. Write a short paragraph describing their findings.
e. Then begin to practice your selected 1920s dance for the Performing Arts Festival.
f. Perform the 1920s dance for the class at the Performing Arts Festival.
g. Complete a Self-Reflection on your learning experience at the Performing Arts Festival.

Middle Phase
a. Guided Practice
1. Students will have the opportunity to think about if they would want to choose dance as
the genre of performing arts they would like to perform at the Performing Arts Festival.
2. Students will have the opportunity to formulate ideas and ask questions about the
Internet Inquiry project.
3. Begin to work on their Internet Inquiry by looking at the directions with the
guideline worksheet (see below).

Concluding Phase
a. Closure/Summary:
Students will be reminded to consider choosing dance as a lens to study the culture of the
1920s. Additionally, the teacher will reinforce that this material might appear on the regents
exam at the end of the school year.

Follow up: Students will be introduced to the other decades and performing arts genres that
they can choose to do their Internet Inquiry on. After, choosing the time period and genre of
performing arts, the students will begin to formulate research questions for the Internet Inquiry.
Students will have a few class periods to do their research for the Internet Inquiry Project.

Materials: Smartboard, 1920s Magazine Cover, 1920s Dance Internet Inquiry Worksheet,
References and Resources:
http://historymatters.gmu.edu/d/6684/

Through the Decades: Performing Arts Festival

Internet Inquiry Dance in the 1920s

Instructions: Please select one of the following Dances of the 1920s. You will research the
particular dance of the 1920s by generating your own research questions. After researching the
selected dance, you will have the opportunity to learn how to perform that particular dance. You
will perform the dance you rehearsed at the Performing Arts Festival. Be creative when
preparing your performance. We encourage you to dress like the performers of the 1920s and
as well as selecting music to align with the choreography.
Step 1
Please select one of the following dances to research:
1. The Charleston
2. The Fox Trot
3. Tango
4. Waltz
5. Lindy Hop
6. Others (must be approved by the teacher)

Step 2
After selecting your particular dance, you will need to develop 2-3 research questions. You will
be researching this 2-3 questions about dance in the 1920s using the internet. (Internet sources
will be provided below for students to access)

The following are example research questions that teacher can show students. This will help
them stimulate their own research questions.

1. What type of people performed this dances?

2. What type of music did the dancers perform to?
3. Where were these dancers performed?
4. Are their famous dancers from the 1920s?
5. How were these dances reflective of the culture of the 1920s?

Step 3
Next, you will use computers in the computer lab or cell phones to research the questions you
have developed. You will need to research the background and history of the particular dance
you selected. Be mindful that you will be performing this dance at the end of this project for the
rest of the students in your class. Be sure to find some information on how to actually learn the
steps of the dance.
Suggested Internet resources for Students:
https://www.history.com/topics/roaring-twenties
https://vintagedancer.com/1920s/1920s-dances/
http://www.digitalhistory.uh.edu/era.cfm?eraID=13&smtID=2
*These would be useful and appropriate resources for students to use to complete their
research. Students do not have to be limited to these websites, but it depends on the group of
students that are completing the project. The teacher should decide what types of resources
students could have access to.

Step 4
Write a short paragraph explaining your research findings (5-7 sentences). Make sure that you
are answering the questions that you asked at the beginning of the research inquiry. Be sure
reference at last 2-3 sources.

Step 5
You will now have to practice the dance that you selected! You will be encouraged to look up
“how to” youtube videos of the particular dance that you researched. Also, you are welcomed to
work on the actual dancing and performance with other students who have also researched the
same dance.
The link attached below is an example of the types of youtube videos that students should be
referring to when learning the choreography of the 1920s dance style that they researched.

Example of “How To” Video to learn how to dance the Charleston

https://www.youtube.com/watch?v=Z0oHxyensok

Step 6
After viewing all of the different groups perform their specific art, you will be required to write a
self-reflection on your experience of learning through the performing arts. The following are
some questions you should consider when writing your reflection paper:

1. How was using the Internet to research the performing arts in a specific period in history
useful in gaining a deeper understanding of the culture of that period?
2. Were you able to learn about other decades by viewing your classmates perform?
3. Was this a more engaging way to learn history when compared to a traditional
classroom setting?
The purpose of having students write a reflection is to assess the overall experience. We want
to make sure that this was an interactive, informative, and engaging experience for all students.
In addition, from students’ feedback we can adjust and improve the program in the future.

Date: 4/20/18 Teacher’s Name: Matthew Peters

Subject: Social Studies Grade level: 11 th

Unit:Social and Economic Change/Domestic Issues Length of lesson:

Central Focus: The 1950s is one of the most significant decades in modern American history,
bringing about changes in areas such as race, gender, economics, and politics. In today’s
society, we have reached a point where the events in the 1950s mirror the events going on
today. Students will use the play Waiting for Godot, by Samuel Beckett, to illustrate the parallel
in events between the 1950s and today. Students will use Internet Inquiry to research the
community of the Bronx as well as specific events in the 1950s in order to design a set/setting
for their production of Waiting for Godot.

Lesson Title: Through the Decades: Performing Arts Festival

For lesson, 2 out of 3 (providing extra time after for students to research and present the play)

Essential Question(s):
· How is your community impacted by current events?
· How do events today parallel to events during the 1950s?
· How does Waiting for Godot reflect the human condition in both the 1950s and in today’s
society?
Learning Standards:
11.10a After World War II, long-term demands for equality by African Americans led to the civil
rights movement. The efforts of individuals, groups, and institutions helped to redefine African
American civil rights, though numerous issues remain unresolved.

Pre-Assessment:
Students should be familiar with the play Waiting for Godot, possibly having read it already in
their English classes. Since this Performing Arts Festival is occurring at the end of the year,
students will already be familiar with the events of the 1950s, such as Montgomery Bus Boycott
and sit-ins. Students do not need to have a wide range of knowledge concerning theatre, just as
long as they are aware of the basic premise of the play.

Learning Objectives: Assessments:

· Students will explain the basic
premise of Waiting for Godot
· Students will research specific
events in the 1950s
· Students will connect events in
the 1950s to events of modern day
· Students will use an internet inquiry in order to
research a specific 1950s topic
· Students will listen to various podcasts to
analyze current events
· Students will work with groups to come up with a
set design for an original production of Waiting for
Godot

Differentiation:

There is opportunity for differentiation by allowing students with different interests the ability to
participate in different activities. While all students will do an internet inquiry, they will have the
opportunity to work on the set, or assist in directing the production, as well as acting in the
production. This allows students with different interests to put their specific skills to good use
and prevent students from being disengaged during the project.

Procedure:

Anticipatory Set
a. The teacher will begin by having students write down what they know about their
community, and what are the advantages and disadvantages to living in this community.
Students will work with their groups to discuss the advantages and disadvantages. After a few
minutes, the teacher will pull the class together and discuss the groups’ responses as a class to
list some possible ideas for the setting of the production of Waiting for Godot.

Initial Phase
a. The teacher will introduce the Performing Arts Festival to students, while discussing how
the class will be participating in producing their own production of the play Waiting for Godot by
Samuel Beckett. The teacher will then have a brief lecture on the main ideas of the project. The
lecture ideas will be as follows:
 i. Intro- Waiting for Godot basics
ii. Recap of the 1950s decade
iii. Some possible current events that students can research

Middle Phase
a. After the brief lecture, the teacher will present the students with a list of possible podcasts
that they will listen to on current events, specifically race related issues like police brutality and
income inequality. Students will work in groups of 4-5, with each group being assigned a
different podcast. Students will listen to a brief 5-10 minute clip from the podcast and answer the
following questions: What are the main ideas of the podcast? How can these topics be
incorporated into our production of Waiting for Godot? After working with their groups for about
10-15 minutes, students will come back together and discuss the different responses to their
podcasts.

Concluding Phase
a. The teacher will end the lesson by beginning the Internet Inquiry with students. The
teacher will tell students to pick a specific topic from the 1950s/modern day in order to research
and come up with a set design and possible setting for the production of Waiting for Godot.
Follow up:
Over the course of the next few days, students will independently work on the research for their
specific topics. For more on the assignment, see the worksheet related to Internet Inquiry:
1950s/Waiting for Godot.

Materials:
· Whiteboard
· Clips on YouTube
· Markers
· Internet Inquiry Worksheet
· Podcast clips
 Through the Decades: Performing Arts Festival
Waiting for Godot Internet Inquiry

Instructions: You will research one of the following historical events/topics associated with the
1950s and present day below. Using these topics, you will come up with possible ideas for a set
design for the production of Waiting for Godot, as well as ideas for how to fully develop our
production. Below are the following research topics:
1. Police Brutality in the 1950s/today
2. Sit-ins in the 1950s
3. History of Waiting for Godot
4. Montgomery Bus Boycott
5. Bronx in the 1950s
6. Bronx in today’s society
7. Stop and frisk policies
8. Other (must be approved by the teacher)
After selecting a research topic, you must come up with an essential question that connects the
topic to the play Waiting for Godot. Be creative! Think about how the setting of the play can take
place in the Bronx, and what events you can allude to during the production.
After your research, you must write a 5-7 sentence summary of your research, including a
proposal for how you would like to create an innovate production of Waiting for Godot. In this
summary, please include the area in which you would like to work, such as set design, directing,
acting, etc.

Below are some possible websites for you to research your specific topics:
https://www.history.com/topics/1950s
https://en.wikipedia.org/wiki/Waiting_for_Godot
https://www.broadwayworld.com/baltimore/article/CCBC-Presents-WAITING-FOR-GODOT-
20171018
https://www.history.com/this-day-in-history/florida-teen-trayvon-martin-is-shot-and-killed

Teacher’s Name: Ms. Madison Wolf

Subject: Social Studies Grade level: 11

Unit: Regents Review Performing Arts Festival (Cold War) Length of lesson: 40 mins

Lesson Title: Through the Decades Performing Arts Festival (Regents Review)
For unit, _3_ out of _3_:

Learning Standards: 11.9 COLD WAR (1945 – 1990): In the period following World War II, the
United States entered into an extended era of international conflict called the Cold War which
influenced foreign and domestic policy for more than 40 years. (Standards: 1, 2, 3; Themes:
TCC, GOV, ECON)
11.9a After World War II, ideological differences led to political tensions between the United
States and the Soviet Union. In an attempt to halt the spread of Soviet influence, the United
States pursued a policy of containment.
· Students will trace the United States involvement in Vietnam, including President Johnson’s
decision to escalate the fighting in Vietnam.
· Students will examine reasons for declining public confidence in government, including
America’s involvement in Vietnam, student protests, the growing antiwar movement, and the
Watergate affair.

Pre-Assessment: Students will complete a do now asking them to list songs from the 1960’s.
We will share as a class

Learning Objectives: Students will be able Assessments: Students will complete an

to analyze how protests of the Vietnam War internet inquiry about a specific song
was used in songs in the 1960’s. protesting the Vietnam War in the 1960’s.

Differentiation
Students at DeWitt Clinton High School are unable to use their cellular devices during the
school day. Therefore, students will be brought to the computer lap at DeWitt Clinton High
School to work on the Internet Inquiry section of the lesson plan. Teacher will provide loose-leaf
paper and writing utensils for students to complete the “Do Now Activity”.

Procedure:

Anticipatory Set
a. Students will complete a Do Now in which they will list songs they know from the 1960’s. We
will go around and each student will say one song they listed, then as a class we will list the
songs on the board.

Initial Phase
a. The teacher will present a playlist from Spotify called “Vietnam protest songs to
get you through a trump presidency.”
b. As a class, we will listen to specific songs and the teacher will ask students to
write down 3-4 key words, ideas, or issues they can hear in the songs.
c. Recommended songs to listen to:
· “Blowing in the Wing” by Bob Dylan
· “Give Peace a Chance” by John Lennon
· “War (What is it Good for)” by Edwin Starr
d. The teacher will then introduce the internet inquiry that has students research
music from the 1960’s that were popular amongst protestors of the Vietnam War.
e. The teacher should also show students what kind of websites they can use to do
their research and how to find archives of newspapers that discuss the protests.
f. If students are unable to use their cell phones in class, therefore also cannot
download the garage band app. The teacher could show the students a variety of free
mash-up making websites:
· YOU.DJ
· Looplabs.com
· RaveDJ

Middle Phase
Students will complete an Internet Inquiry with music in the 1960’s that shows protests
of the Vietnam War. The internet inquiry will require students to create their own
research questions, choose 1-3 specific songs from the time period, and write a 1-page
paper about what they learned about each song and the impact.

Concluding Phase
At the performing arts festival, the students will present the mashup that they made of
the songs that were researched through their internet inquiry.

Follow up: Students will complete an Internet Inquiry about a series of songs that protest the
Vietnam War. They will write a 1 page paper that answers their own research questions.

Materials: Spotify playlist, Internet Inquiry worksheets

Through the Decades: Performing Arts Festival

Internet Inquiry Music in the 1960s

Instructions: Please select a song from either the playlist from class or a song of your
knowledge that used protest for the Vietnam War in the 1960’s. You can choose up to 3 songs
and research these songs and their impact by generating your own research questions. After
researching your songs, you will have the opportunity to make a mash-up of these songs using
garage band(if they have access to a cellphone and the APP store) or use a mash-up making
website and perform at the Performing Arts Festival. Be creative when preparing your
performance.

Step 1
Please select one-three of the following songs to research:
1) Where Have all the Flowers Gone
2) War
3) The Times They Are-A Changin
4) Ohio
5) Others (must be approved by teacher)
Step 2
After selecting your song(s), you will need to develop 2-3 research questions. You will be
researching this 2-3 questions about dance in the 1960s using the internet. (Internet sources will
be provided below for students to access)
 You.dj
 Looplabs.com
 RaveDJ

The following are example research questions that teacher can show students. This will help
them stimulate their own research questions.

1. What type of people performed this/these song(s)?

2. Where were this/these song(s) performed?
3. Are their famous singers from the 1920s?
4. How were these songs reflective of the culture of the 1960s?

Step 3
Next, you will use computers in the computer lab or cell phones to research the questions you
have developed. You will need to research the background and development of the song(s)
selected. Be mindful that you will be performing this/these song(s) at the end of this project for
the rest of the students in your class.

Step 4
Write a short paragraph explaining your research findings (5-7 sentences). Make sure that you
are answering the questions that you asked at the beginning of the research inquiry. Be sure
reference at last 2-3 sources.

Step 5
You will need to know the lyrics of the song(s) you selected to research. Mash-up the songs
either on your own or using GarageBand and you will present them to the class.

Step 6
After viewing all of the different groups perform their specific art, you will be required to write a
self-reflection on our experience of learning through the performing arts. The following are some
questions you should consider when writing your reflection paper:

1. How was using the Internet to research the performing arts in a specific period in history
useful in gaining a deeper understanding of the culture of that period?
2. Were you able to learn about other decades by viewing your classmates perform?
3. Was this a more engaging way to learn history when compared to a traditional
classroom setting?

The purpose of having students write a reflection is to assess the overall experience. We want
to make sure that this was an interactive, informative, and engaging experience for all students.
In addition, from student’s feedback we can adjust and improve the program in the future.