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: 11th 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:
Identify the social, political, and economic
conditions that led to the dance culture of
“Roaring Twenties”
Examine the different dance styles of the 1920s
Assessments:
1920s Dance Internet Inquiry Worksheet
Through the Decades: Performing Arts 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: 11th

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 · Students will use an internet inquiry in
Waiting for Godot order to research a specific 1950s topic
· Students will research specific events in the · Students will listen to various podcasts to
1950s analyze current events
· Students will connect events in the 1950s to · Students will work with groups to come up
events of modern day 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 Assessments: Students will

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