view a plan
Students research, create, and present a PowerPoint of the dance of a country and how it relates to its culture
Social Studies, Computers & Internet
Title – History of Dance
By – Rosemary McFarland
Primary Subject – Social Studies, Computer/Internet
Secondary Subject –
Grade Level – 10-11
School District – Fayette County Public Schools
Standards Based Unit of Study
Audience: High School Sophomores and Juniors
Academic Expectations and Demonstrators:
- Students make sense of and communicate ideas with movement.
- Analyze the similarities and differences in a variety of dance forms.
- Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.
- Conduct investigations; solve problems; create products; complete tasks by integrating various forms of technology.
- Analyze and select appropriate technologies to efficiently complete tasks and/or enhance productivity.
- Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes.
- Analyze and interpret the influence of diverse cultures on personal and societal expressions and styles of art.
Fayette County Technology Standards
|T3.1||Use proper citation|
|T3.2.1||Use appropriate electronic etiquette|
|T3.2.2||Use correct grammar, mechanics and spelling|
|T4.4||Locate information using the Internet|
|T4.4.2||Access and navigate web sites|
|T184.108.40.206||Navigate the World Wide Web|
|T4.4.5||Locate and use video and audio information|
|T4.5||Navigate within an operating system|
|T6.5||Create a presentation or product using application software|
|T6.5.1||Choose appropriate information for purpose and audience|
|T6.6||Use digital imaging and audio|
|T6.6.1||Use digital media for image input, output, and editing audio and video|
Organizer: How can studying dance help in the understanding of a society and its culture?
- When studying the dance of a given country, what can we learn about the society and or the culture of the given country?
- How has this dance evolved since its inception?
- Does studying the dance of a given country really tell us about its society and culture?
- What do the dances we have in our country say about us?
Student Knowledge/Content Needed:
- Citing on-line sources
- Using on-line research tools
- Knowledge of and understanding of computer terminology and functions
- Access and manipulate software for presentations
- Ability to use print and telecommunication resources to access information
- Ability to use oral presentation skills effectively
Student Skills Needed:
- Research a topic
- Analyze data
- Compile data
- Create a presentation
- incorporating print and technology resources and
- presentation techniques
- Presentation software (PowerPoint or Hyperstudio, Front Page)
- Database of resources to view for data (data will be in a folder on the student’s desktop and in print form)
- Computer with Internet connection and the above software loaded
- Technician on hand to troubleshoot computer problems
- Digital Camera
You will gather data from a listing of web resources and will create a presentation showing the steps of the dance, how the dance originated and how it has evolved since its inception.
After seeing and listening to all the presentations about various dances, choose one of the dances presented and recant how the dance reflects the society of the given country and relate that to how today’s dances reflect our society.
Scoring Guide for Culminating Event:
- Student presentations will be scored on a 100-point total. Each section is given a maximum number of points possible.
- The grading scale of
- 92-100 will be an “A”
- 83-91 will be a “B”
- 82-74 will be a “C”
- 73-65 will be a “D”
- 20 points — Presentation is organized and flows. Student is organized and slides flow from one to the other with no problems,
- 15 points — Presenter uses clear, concise voice. Can be heard throughout room. Uses clear audible tones.
- 20 points — Presenter makes eye contact with audience. Does not read verbatim from screen or notes.
- 20 points — Presenter can discuss and answer questions about presentation. Can discuss the nature of the presentation without consulting notes.
- 15 points — Presenter uses appropriate technology. Chose appropriate software, knows how to manipulate the software for presentation.
- 10 points — Presentation is professional in appearance. Color, font, size of type is appropriate for the presentation and the room in which it is presented. Spell check was used to proof the document.
- The assessment will also be on a 100- point scale and use the following criteria for scoring:
- 30 points — Assessment reflects a clear stand and has supporting details with accurate sense of audience.
- 30 points — Assessment demonstrates and understanding of topics to be covered.
- 20 points — Writing is organized, has few mechanical errors
- 20 points — Assessment shows examples of information from required sources.
- Day 1 Present topic of lesson to students. Poll class to assess its level of experience in using computers. Using a smart board, or LCD projector and laptop computer, begin introduction to areas of computer basics and/or software to familiarize students with the hardware and software you expect them to use.
- Day 2-3 Design a five slide lesson in which the students are taught to open the program, insert slides, insert pictures, audio and video, and to run the show. You may need to include a lesson on using a digital camera if so, all other lessons move down a day. If Producer 2003 is used, students can show movie clips of the dance and steps. They may also explain how they do the dance, so additional time may be added to this lesson. You may wish to look at using Movie Maker to create higher learning version of this lesson.
- Day 4 Allow students to practice presenting their creations. Go over with them what made the slide show acceptable, how they could improve the show and on methods of presenting.
- Day 5 Take students to the computer they will use (either in a lab, or in the classroom) and have them open the file with the Web sites of countries and dances listed, or give them the handout with this information. Restate the purpose of the lesson, what is expected in the presentation, review basics of the software, if needed, and assign the country/dance to be presented by the student.
- Days 6-10 Allow at least 4 one-hour class periods to gather data, create and practice presenting their assignment.
- Day 11-14 Begin in class presentations. Restate that they will be assessed on one of the presentations and how our dances reflect our society.
- Day 15 Give assessment.
E-Mail Rosemary McFarland !