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Learning Experience # 8

The teacher may facilitate discussions about the differences between people’s actual experiences vs. portrayals of the experience so that students may critically examine the ways in which actors’ beliefs/opinions can (intentionally or unintentionally) influence performance choices.

Generalization Connection(s):

Observations of historical events can inform non-stereotypical improvisation enhancing the understanding of multiple perspectives for character representations

Patterns of tension and conflict across cultures communicate essential information about characters through time in order to make personal connections between history and current events



Teacher Resources:

http://www.childdrama.com/newsplays.html (Good discussion of news plays and one fourth grade teacher’s techniques with his students)

Student Resources:

N/A

Assessment:

Students will complete a Venn diagram comparing the similarities and differences between oral histories and/or primary source material and the dramatic performances of these (or based on these) sources http://www.eduplace.com/graphicorganizer/pdf/venn.pdf (Printable template for documenting Venn diagrams)

Differentiation:

(Multiple means for students to access content and multiple modes for student to express understanding.)



Access (Resources and/or Process)

Expression (Products and/or Performance)

http://www.eduplace.com/graphicorganizer/pdf/venn.pdf (Printable template for documenting Venn diagrams)

Students may complete a partially completed Venn diagram and/or orally present the similarities and differences between oral histories and/or primary source material and the dramatic performances of these (or based on these) sources

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

http://www.eduplace.com/graphicorganizer/pdf/venn.pdf (Printable template for documenting Venn diagrams)

Students may complete a Venn diagram that makes a case for the strengths (or limitations) of oral histories and/or primary source material and the dramatic performances of these (or based on these) sources for communicating the importance of an event

Critical Content:

Key Skills:

Critical Language:

Conflict, tension, communicate, emotions, primary sources, secondary sources, portray, perspective, dramatic compositions, ensemble, media, news play




Learning Experience # 9

The teacher may revisit the (gold rush) timeline and "characters" so that students can begin considering which perspectives can best convey the story of the conflict and its outcomes in a dramatic performance.

Generalization Connection(s):

Observations of historical events can inform non-stereotypical improvisation enhancing the understanding of multiple perspectives for character representations

Teacher Resources:

http://history.fcgov.com/archive/contexts/colorado.php (Colorado gold rush history- events and conflicts)

http://www.nps.gov/sand/parknews/the-gold-rush-and-the-plains-of-colorado.htm (Colorado gold rush and implications for plains tribes)

http://www.miningartifacts.org/Colorado-Mines.html (Images and timelines of the rush)

http://www.explore-old-west-colorado.com/colorado-gold-rush.html (Gold rush overview)

http://www.miningbureau.com/ (General Colorado mining overview)

http://www.kancoll.org/khq/1956/56_4_lindsey.htm (Journal of a Pikes Peak gold seeker)

http://www.colorado.com/articles/colorado-mine-tours-gold-rush-towns (Information on Colorado gold rush towns)

The Contested Plains: Indians, gold seekers, and the rush to Colorado by Elliott West

http://mrsbuffington.weebly.com/pikes-peak-gold-rush.html (Pikes Peak gold seekers)

http://en.wikipedia.org/wiki/Gold_mining_in_Colorado (Good source for Colorado miner figures)


Student Resources:

Downey, M. & Metcalf, F. (1999). Colorado: Crossroads of the west. Boulder: Pruett Publishing Company.

Dutton, D. & Humphries, C. (1999). A Rendezvous with Colorado History. Boise: Sterling Ties Publications.

Perry, P. (2005). A Kids Look at Colorado. Golden, CO: Fulcrum Publishing.

Downey, M. & Bliss, T (2008). Discover Colorado: Its people, places, and times. Boulder: University Press of Colorado.

http://www.timetoast.com/timelines/gold-rushes-of-the-1800s (Student-generated timelines of various gold rushes of the late 1800s)

http://hewit.unco.edu/dohist/teachers/essays/miners.htm (Lives of gold miners)



Assessment:

As a class, students will use timelines created in Learning Experience # 4 and the character trait organizers created in Learning Experience # 7 to construct an outline of how diverse perspectives might be arranged/presented in a compelling dramatic presentation of the story of the gold rush

http://www.educationoasis.com/curriculum/GO/GO_pdf/character_traits_wordbank.pdf (Excellent character trait graphic organizer with a “character traits word bank”)

http://www.timetoast.com/ (Free, web-based timeline program that is user friendly)

Differentiation:

(Multiple means for students to access content and multiple modes for student to express understanding.)



Access (Resources and/or Process)

Expression (Products and/or Performance)

N/A

N/A

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

N/A

N/A

Critical Content:

  • The conflicts and emotion within interesting stories

  • How actors represent historical events accurately

Key Skills:

  • Use documents to inform artistic choices in ensemble situations to create historically accurate scenes or tableaux

  • Write and/or speak expressively in order to communicate a range of emotions resulting from historical conflicts and situations

Critical Language:

Conflict, tension, communicate, emotions, primary sources, secondary sources, portray, perspective, dramatic compositions, ensemble




Learning Experience # 10

The teacher may bring in primary source visuals (e.g., photos of miners, miners' families) to help students consider the ways in which media and/or tableaux can help enhance the story and illuminate characters’ perspective(s) in a dramatic performance.

Generalization Connection(s):

Interesting, dramatic compositions employ a range of emotions in order to accurately portray a spectrum of perspectives

Teacher Resources:

https://www.google.com/search?q=colorado+gold+rush+images&tbm=isch&tbo=u&source=univ&sa=X&ei=fUcvU9rxMIq5qAHP4IG4Bg&ved=0CCcQsAQ&biw=1283&bih=809 (Images of Colorado’s gold rush)

http://www.goldbeltbyway.com/byway-history (Images of and information on the Colorado gold rush)

http://shelledy.mesa.k12.co.us/staff/computerlab/Western_CO_History_Gold_Rush.html#CO_Gold_Rush (Information and images of the Colorado gold rush)


Student Resources:

https://www.google.com/search?q=colorado+gold+rush+images&tbm=isch&tbo=u&source=univ&sa=X&ei=fUcvU9rxMIq5qAHP4IG4Bg&ved=0CCcQsAQ&biw=1283&bih=809 (Images of Colorado’s gold rush)

http://www.goldbeltbyway.com/byway-history (Images of and information on the Colorado gold rush)

Downey, M. & Metcalf, F. (1999). Colorado: Crossroads of the west. Boulder: Pruett Publishing Company.

Dutton, D. & Humphries, C. (1999). A Rendezvous with Colorado History. Boise: Sterling Ties Publications.

Perry, P. (2005). A Kids Look at Colorado. Golden, CO: Fulcrum Publishing.

Downey, M. & Bliss, T (2008). Discover Colorado: Its people, places, and times. Boulder: University Press of Colorado.

http://www.timetoast.com/timelines/gold-rushes-of-the-1800s (Student-generated timelines of various gold rushes of the late 1800s)

http://hewit.unco.edu/dohist/teachers/essays/miners.htm (Lives of gold miners)




Assessment:

Students will work in small groups to create tableaux based on the photographs (that highlight different perspectives) around the gold rush.

http://artswork.asu.edu/teachers/lesson_plans/drama_theatre/resource/units/ (Great source for suggestions regarding group tableaux work)




Differentiation:

(Multiple means for students to access content and multiple modes for student to express understanding.)



Access (Resources and/or Process

Expression (Products and/or Performance)

N/A

N/A

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

N/A

N/A


Critical Content:

  • The conflicts and emotion within interesting stories

  • How actors represent historical events accurately

Key Skills:

  • Follow basic stage directions

  • Use documents to inform artistic choices in ensemble situations to create historically accurate scenes or tableaux

  • Write and/or speak expressively in order to communicate a range of emotions resulting from historical conflicts and situations

Critical Language:

Conflict, tension, communicate, emotions, primary sources, secondary sources, portray, perspective, scene, blocking, stage direction, tableaux, dramatic compositions, ensemble




Learning Experience # 11

The teacher may provide contemporary news stories (about Colorado gold mining) so students can analyze the ways in which historical events can still resonate today.

Generalization Connection(s):

Patterns of tension and conflict across cultures communicate essential information about characters through time in order to make personal connections between history and current events

Interesting, dramatic compositions employ a range of emotions in order to accurately portray a spectrum of perspectives



Teacher Resources:

http://www.coloradomining.org/mc_miningfacts.php (Colorado mining today)

http://www.victorcolorado.com/mining.htm (Contemporary Colorado gold mining)

http://www.cologold.com/history.htm (Images and information about Colorado gold mining today)

http://www.goldbeltbyway.com/byway-history (Images of and information on the Colorado gold rush)



Student Resources:

http://mining.state.co.us/SiteCollectionDocuments/Colorado%20Gold%20Rush.pdf (Colorado gold rush-150 year anniversary)

http://www.shutterstock.com/cat.mhtml?searchterm=gold+mining&search_group=&lang=en&language=en&search_source=search_form&version=llv1 (Contemporary gold mining images)

http://www.timetoast.com/timelines/gold-rushes-of-the-1800s (Student-generated timelines of various gold rushes of the late 1800s)

http://hewit.unco.edu/dohist/teachers/essays/miners.htm (Lives of gold miners)



Assessment:

Students will complete a “then and now” graphic organizer comparing the lives of the mine workers (See Learning Experience # 5) with mine workers today.

http://www.history.org/history/teaching/enewsletter/volume5/images/Influenced%20by%20None/thenandnow_go.pdf (Great modifiable example of a then and now organizer)

Differentiation:

(Multiple means for students to access content and multiple modes for student to express understanding.)



Access (Resources and/or Process)

Expression (Products and/or Performance)

http://www.miningpictures.net/ (Images of contemporary miners and mining)

http://www.history.org/history/teaching/enewsletter/volume5/images/Influenced%20by%20None/thenandnow_go.pdf (Great modifiable example of a then and now organizer)

Students may use visuals to depict the lives of miners at the time of and miners today

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

Students may research aftermath and legacy of the famous Ludlow mine strike http://en.wikipedia.org/wiki/Ludlow_Massacre (Great place to begin)

Students may create a visual representation of the victories/concessions won by miners in Colorado Fuel & Iron’s response to Ludlow strike

Critical Content:

  • The conflicts and emotion within interesting stories

  • How actors represent historical events accurately

Key Skills:

  • Write and/or speak expressively in order to communicate a range of emotions resulting from historical conflicts and situations

Critical Language:

Conflict, tension, communicate, emotions, primary sources, secondary sources, portray, perspective, media, news play




Learning Experience # 12

The teacher may bring in examples of audience participation techniques so students can analyze and consider the best ways to get feedback on the impact of a news play performance.

Generalization Connection(s):

Patterns of tension and conflict across cultures communicate essential information about characters through time in order to make personal connections between history and current events

Teacher Resources:

http://en.wikipedia.org/wiki/Interactive_theatre ( Ideas about audience interaction)

Student Resources:

http://mining.state.co.us/SiteCollectionDocuments/Colorado%20Gold%20Rush.pdf (Colorado gold rush-150 year anniversary)

Assessment:

As a class, students will draft a short questionnaire for gathering feedback from potential audiences of a news play on the Colorado gold rush.

http://www.educationworld.com/tools_templates/mathchat_reportform.pdf (Twenty-question organizer)




Differentiation:

(Multiple means for students to access content and multiple modes for student to express understanding.)



Access (Resources and/or Process)

Expression (Products and/or Performance)

N/A

N/A

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

N/A

N/A

Critical Content:

  • The conflicts and emotion within interesting stories

  • How actors represent historical events accurately

Key Skills:

  • N/A

Critical Language:

Conflict, tension, communicate, emotions, primary sources, secondary sources, portray, perspective, scene, blocking, stage direction, tableaux, dramatic compositions, ensemble, improvisation, Non-stereotypical improvisation




Learning Experience # 13

(Post Performance Assessment) The teacher may revisit the bases of the news play (texts) and the performance itself so students can reflect on the strengths and limitations of dramatic renderings of history.

Generalization Connection(s):

Patterns of tension and conflict across cultures communicate essential information about characters through time in order to make personal connections between history and current events

Teacher Resources:

N/A

Student Resources:

N/A

Assessment:

Students will complete reflective journals on the experience of the news play, possibly revisiting the differences between people’s actual experiences vs. portrayals of the experience (see Learning Experience # 8). Possible prompts: how did the news play help the audience understand the events, perspectives, and conflicts around the Colorado gold rush? What aspects of the news play worked best to convey the importance of this event/time in Colorado history? What could I (we) have done differently?

Differentiation:

(Multiple means for students to access content and multiple modes for student to express understanding.)



Access (Resources and/or Process)

Expression (Products and/or Performance)

https://www.teachervision.com/graphic-organizers/printable/48390.html (Basic double entry journal template)

Students may create a double entry journal, reacting to more explicit/detailed prompts and/or reflecting on their work on the news play

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

Students may work in pairs to analyze the data from the feedback questionnaire http://www.educationworld.com/tools_templates/mathchat_reportform.pdf (Twenty questions organizer)

Students may create a presentation/report on the results of the audience feedback survey

Critical Content:

  • The conflicts and emotion within interesting stories

  • How actors represent historical events accurately

Key Skills:

  • Write and/or speak expressively in order to communicate a range of emotions resulting from historical conflicts and situations

Critical Language:

Conflict, tension, communicate, emotions, primary sources, secondary sources, portray, perspective, scene, blocking, stage direction, tableaux, dramatic compositions, media, news play
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