“Harriet Tubman: Dancing on the Freedom Trail”
Standards:
Social Studies Standard 4-6, Indicator 4-6.2: Explain the contributions of abolitionists to the mounting tensions between the North and South over slavery, including William Lloyd Garrison, Sojourner Truth, Frederick Douglass, Harriet Tubman, Harriet Beecher Stowe, and John Brown.
Grade 4 Dance Standards 3: Understand dance as a way to create and communicate meaning.
Objectives:
1. The student will be able to (TSWBA) explain and communicate the emotions and contributions of Harriet Tubman, an abolitionist, in the mounting tensions over slavery through an original dance routine created in cooperative groups.
Assessment (summative and formative):
• Objective 1 will be assessed by the …show more content…
• Students who have trouble remaining on task will be grouped with a leader who will help the student reach his/her goals by staying on task.
• Students who have low vision will be seated in the front of the classroom.
Materials and Resources: https://www.youtube.com/watch?v=JHaCTXsPvPk – Sister Moses Dance https://www.youtube.com/watch?v=0U1XsrBiTHg – Harriet Tubman Song by Walter Robinson
Song lyric for “Harriet Tubman” by Walter Robinson to show the class
One copy per group of the song lyrics for “Harriet Tubman”
Various props
Rubric
Instructional Sequence (instructional strategies and learning tasks)
• Introduction and explanation for students of the purpose of the lesson (7-10 minutes)
• Tell students they will watch a dance performance that portrays the emotional struggles of a specific person in our countries history. Tell students at the end of the lesson they will work in cooperative groups to create an original dance routine to a song they will hear shortly during the lesson.
• Play Sister Moses Dance without audio
Standards:
Social Studies Standard 4-6, Indicator 4-6.2: Explain the contributions of abolitionists to the mounting tensions between the North and South over slavery, including William Lloyd Garrison, Sojourner Truth, Frederick Douglass, Harriet Tubman, Harriet Beecher Stowe, and John Brown.
Grade 4 Dance Standards 3: Understand dance as a way to create and communicate meaning.
Objectives:
1. The student will be able to (TSWBA) explain and communicate the emotions and contributions of Harriet Tubman, an abolitionist, in the mounting tensions over slavery through an original dance routine created in cooperative groups.
Assessment (summative and formative):
• Objective 1 will be assessed by the …show more content…
• Students who have trouble remaining on task will be grouped with a leader who will help the student reach his/her goals by staying on task.
• Students who have low vision will be seated in the front of the classroom.
Materials and Resources: https://www.youtube.com/watch?v=JHaCTXsPvPk – Sister Moses Dance https://www.youtube.com/watch?v=0U1XsrBiTHg – Harriet Tubman Song by Walter Robinson
Song lyric for “Harriet Tubman” by Walter Robinson to show the class
One copy per group of the song lyrics for “Harriet Tubman”
Various props
Rubric
Instructional Sequence (instructional strategies and learning tasks)
• Introduction and explanation for students of the purpose of the lesson (7-10 minutes)
• Tell students they will watch a dance performance that portrays the emotional struggles of a specific person in our countries history. Tell students at the end of the lesson they will work in cooperative groups to create an original dance routine to a song they will hear shortly during the lesson.
• Play Sister Moses Dance without audio