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​th ​Grade  
  
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 Worksheet  
conditions that led to the dance culture of    
“Roaring Twenties”  Through the Decades: Performing Arts 
   Festival Self-Reflection Worksheet   
Examine the different dance styles of the 
1920s  
  
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  · Students will use an internet inquiry in 
of ​Waiting for Godot   order to research a specific 1950s topic  
· Students will research specific events in  · Students will listen to various 
the 1950s   podcasts to analyze current events  
· Students will connect events in the  · Students will work with groups to 
1950s to events of modern day   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-20
171018 
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  Assessments​: Students will 
will be able to analyze how  complete an internet inquiry 
protests of the Vietnam War  about a specific song protesting 
was used in songs in the  the Vietnam War in the 1960’s. 
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 ​(hook, motivation, etc. to engage students) 
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.