The Times They Are A Changing

PET Project Unit

Julia R. Ewan Elementary

 

Organizer

    How have 20th Century American conflicts affected my life today?

Targeted Academic Expectations and Demonstrators

2.25 – In the products they make and the performances they present, students show that they understand how time, place and society influence the arts and humanities such as languages, literature, and history.

2.20 – Students understand, analyze and interpret historical conditions, trends, and issues to develop historical perspective.

2.22 – Students create works of art and make presentations to convey a point of view.

1.16 – Students use computer and other kinds of technology to collect, organize, and communicate information and ideas.

Essential Questions

  1. Why do we study historical conflicts?

  2. What information do I need to know to understand a historical conflict?

  3. What makes a historical conflict important to me today?

  4. How does music reflect the conflict of the times?

Culminating Performance 

Groups of students will research assigned historical events, determine the key factors of the conflict, and produce historical vignettes depicting important themes of their conflict. In addition to writing the production, students will select musical selections relating to the time period. All groups will perform their production for the school and community.

Scoring Rubric

 

CRITERIA

Research (Group)

Script (Group)

Performance (Group)

Open-Response (Ind.)

LEVELS

4

·    Descriptive, detailed worksheet

·    Produce Inspiration Web

o    Who, what, when, where, why, how resolved

o    Effective web layout

·    Attached bibliography in standard form

o    2+ Internet sources

o    1 Interview

o    2+ Print sources

o    URL for 6 pictures

·    Creative

·    Well-paced

·    Identifies audience & purpose

·    Includes vivid, supporting details

·    Follows conventions of script-writing

·    Historically accurate

·     Historically accurate, simple costumes

·     Insightful portrayal of character.

·     Exemplary vocal expression & speaking style.

·     Timing does not interfere with production.

·     No lapses in characterization.

·     Participates fully in musical selections.

·    Answer parts A and B completely and correctly.

·    Use good organization

·    Specific, supporting details relevant to topic.

·    Level of mechanics and grammar does not interfere with meaning.

·    Part B shows clear connection to student’s life.

3

·    Detailed worksheet

·    Produce Inspiration Web

o    Who, what, when, where, why, how resolved

o    Clear organization

·    Attached bibliography in standard form

o    2+ Internet sources

o    2 Print sources

o    URL for 5 pictures

·    Well-paced

·    Identifies audience & purpose

·    Includes supporting details

·    Follows conventions of script-writing

·    Historically accurate

·     Historically accurate, simple costumes

·     Accurate portrayal of character.

·     Appropriate vocal expression & speaking style.

·     Timing does not interfere with production.

·     Few lapses in characterization.

·     Participates fully in musical selections.

·    Answer parts A and B completely and correctly.

·    Use good organization

·    Supporting details relevant to topic.

·    Level of mechanics and grammar does not interfere with meaning.

·    Part B shows connection to student’s life.

2

·    Complete accurate worksheet

·    Produce Inspiration Web

o    Include at least 4 of 6 factors

o    Weak organization

·    Attached bibliography in standard form

o    2 Internet sources

o    1 Print sources

o    URL for 4 pictures

·    Identifies purpose

·    Includes some details

·    Follows most conventions of script-writing

·    Historically accurate

·    Simple costumes

·    Partially accurate portrayal of character.

·    Little vocal expression & poor speaking style.

·    Timing begins to interfere with production.

·    Some lapses in characterization.

·     Participates in musical selections.

·    Answer parts A and B.

·    Uses some organization.

·    Some supporting details relevant to topic.

·    Level of mechanics and grammar begins to interfere with meaning.

·    Part B shows little connection to student’s life.

1

·    Partially complete or inaccurate worksheet , or

·    Produce Inspiration Web

o    Include at least 3 of 6 factors

o    Weak organization

·    Attached bibliography

o    1 Internet sources

o    1 Print sources

o    URL for 3 pictures

·    Undefined purpose

·    Minimal details

·    Follows some conventions of script-writing

·    Historically accurate

·    No costumes

·    Weak portrayal of character.

·    Weak vocal expression & poor speaking style.

·    Timing interferes with production.

·    Many lapses in characterization.

·     Little participation in musical selections.

·    Answer parts A or B.

·    Uses little organization.

·    Few supporting details relevant to topic.

·    Level of mechanics and grammar interferes with meaning.

0

·    No product, or grossly incorrect product

·    Bibliography with only 1 source

·    Undefined purpose

·    No details

·    Follows few or no conventions of script-writing

·    Some factual errors

·    No participation

·    Incomplete or incomprehensible answer.

·    Question answered incorrectly.

Knowledge

Skills/Abilities

Instructional Activities

Week Location/Class Title Objective Description
2/5 – 2/9

(2/6, 2/7)

Music Room Kick-Off (2/2) Motivate students and model product Teachers will create vignette about American Revolution. It will be related to personal freedoms.
Computer Lab Microsoft Publisher (2/6) Students will learn to use Publisher. Students will create a flyer about the production using Microsoft Publisher.
Library Basic Research Skills Students will learn to research using print and the Internet. Students will be taught to gather and organize information relating to their given topic. Students will learn how to create a bibliography.
Classroom Organizing Explain project and organize Students will be organized into groups and overview of project explained. Introduce the elements of drama. Contents of research folder explained.
2/12 – 2/16 Computer Lab Intro to Inspiration Students will learn to create a web Students will be taught the process of creating a web using Inspiration software.
Classroom & Library Start Research Students will gather information. Students will find relevant information relating to their topic. They will use this information to complete the worksheet and create a web using Inspiration.
2/20 – 2/23*

 

(2/23)

Classroom & Library Continue Research Students will gather information. Students will find relevant information relating to their topic. They will use this information to complete the worksheet and create a web using Inspiration. Students should begin creating web as soon as research is complete.
Comp. Lab Internet Research Students will use the Internet to research. Searching the Internet, students will gather information and save pictures about their topics.
2/26 – 3/2

(2/26)

Classroom & Library Continue Research Students will gather information. Students will find relevant information relating to their topic. They will use this information to complete the worksheet and create a web using Inspiration.
  Comp. Lab Internet Research & Inspiration web development Students will use the Internet to research. Complete web search and finish Inspiration web, students will gather information and save pictures about their topics.
  Classroom

(Resource Teacher)

Script Writing Students will learn to write a script. Using the research and web, groups will begin to write the script on their topic.
3/5 – 3/7** Classroom Brainstorming & Role Playing Students will role-play situations. Students will work with their groups and brainstorm different ideas and situations they will want to write about. They will role-play these situations to help organize their writing.

 

3/12 – 3/16

(3/15, 3/16)

Classroom Writing Groups will begin writing their script Students will work in their groups to write the script representing their event.
Classroom PR Building Students will write letters of invitation Select students will write letter to Mr. Atkins, Board Members, Superintendent, and the Mayor inviting them to attend the night performance.
3/19 – 3/23 Classroom Writing Groups continue writing their script Students will work in their groups to write the script representing their event.
3/26 – 3/28** Classroom Writing Groups continue writing their script Students will work in their groups to write the script representing their event.
4/2 – 4/4**

(4/2, 4/3)

Classroom Writing Groups continue writing their script Students will work in their groups to write the script representing their event. Script must be completed before Spring Break.
4/16 – 4/20        
4/23 – 4/27 T

(4/26, 4/27)

Classroom Costume Design Students will create simple costumes to reflect their era. Students will use classroom materials (construction paper, glue, markers, etc.) to make simple costumes which reflect the people of the time.
Classroom Set Building Students will make a background for the set. Students will make a simple backdrop to place behind the actors during the performance.
Classroom PowerPoint Teachers will create PowerPoint Show. Using the pictures that students found about their events, teachers will place them into a PowerPoint slide show. The slides will be used as a transition between scenes of the play.
4/30 – 5/4 T Classroom Rehearsal Students will practice their skits. Students will work in their groups to practice their skits.
5/7 – 5/11 Classroom Rehearsal Students will practice their skits. Students will work in their groups to practice their skits.
Classroom Program Students will create program for performance. Select students will create a program for the performance.
Library/ Classroom Commercial Students will create commercial advertising the play. Using a video camera, students will create a commercial representing the play. This will be broadcast over the school news.
5/14 – 5/17

(5/14, 5/16)

Classroom/

Stage

Dress Rehearsal & Performance Students will make final preparations for performance. Students will practice their skits with the music and costumes.

Critical Resources

Open Response Question:

Your group has just finished studying an important historical conflict.

A) Briefly explain the who, what, when, where, why, and resolution of that event.

B) Analyze this information and evaluate how it affects your life. Include at least two supporting details.

Personnel: 

Technology Hardware and Software:

Instructional Resources and Materials: 

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