Content Standard(s):
Social Studies 7 ) Identify changes on the American home front during World War II.
Example: rationing
• Recognizing the retooling of factories from consumer to military production
• Identifying new roles of women and African Americans in the workforce
• Describing increased demand on the Birmingham steel industry and Port of Mobile facilities (Alabama)
• Describing the experience of African Americans and Japanese Americans in the United States during World War II, including the Tuskegee Airmen and occupants of internment camps (Alabama)
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
Describe the types of rationing implemented and the reasons rationing was necessary.
Describe the shift in factory production from consumer to military during WWII.
Describe the changing role of women and ethnic minorities in the workplace.
Describe the industrial contributions of Alabama during WWII, including ports and facilities. Teacher Vocabulary:
internment camp
rationing
Birmingham steel industry
Port of Mobile
Tuskegee Airmen
retooling Knowledge:
Students know:
The types of rationing that occurred in the United States during WWII. Skills:
Students are able to:
Cite evidence to support changes on the home front using primary and secondary sources.
Evaluate the contributions of significant individuals and/or groups in the US during WWII. Understanding:
Students understand that:
Many changes occurred in the United States during WWII.
Alabama Alternate Achievement Standards
AAS Standard:
Arts Education 3) Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Develop
Essential Questions:
EU: Theatre artists work to discover different ways of communicating meaning.
Concepts & Vocabulary:
Vocal
Movement
Characterization
Skills Assessed Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences. Skill Examples:
Ways to Explore Imagination:
Ways to Create Body Movement with Storytelling:
Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
http://www.bbbpress.com/2015/01/drama-game-pop-up-book/ Way to Explore Artistic Choices:
For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/
Arts Education 22) Identify universal themes or common social issues and express them through a drama/theatre work.
Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Interrelate
Essential Questions:
EU: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood.
Concepts & Vocabulary:
Skills Assessed Research
Through theatre history research, a student can articulate connections between past theatre practices and their contemporary counterparts. Analysis
Students will use the knowledge of the relationships between historical elements of theatre and contemporary theatre practice can inform and influence a production concept. Skill Examples:
Students explore dramatizations and scenes from a variety of historical periods and cultures. Specific examples of theatrical productions stimulate understanding of the impact of society on theatre, and theatre's impact on society. Resources for Research and Analysis
Using History to Compare
Students will demonstrate their understanding of the historical practice of commedia dell 'arte by preparing a short presentation to include: Aspects of commedia dell 'arte : lazzi, scenarios, plot, specific stances and mannerisms of commedia dell 'arte characters. Character examples with their identified commedia dell 'arte counterparts: straight (young lovers); exaggerated (masters (Pantalone, Dottore, Capitano) and servants (Harlequin, Pulcinello, Brighella) Basic beginning, middle, end storyline of scene. Students will then apply the stock characters and scenarios to their favorite TV show or a well-known nursery rhyme. Students will complete both a written script and oral performance.
