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Class: Stage 5 Key Learning Area: History


Time: Start: Finish: Lesson Topic: Dance styles of the 1920s

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson): Students have already completed three lessons on film, literature, and music & radio from the 1920s. Students should have basic prior knowledge of how to identify reliability of sources. Lesson Content / Indicators Timing of Learning (What is Taught): (mins) Note key skills, concepts and values addressed in each 60 mins section. Link to your Indicators of Learning.
HT5-8: Selects and analyses a range of historical sources to locate information relevant to an history inquiry HT5-10: Selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences.

Teaching Strategies / Learning Experiences: Inquiry-based learning.

Resources and Organisation: Instructions written on board prior to beginning of class. Projector/smartboard. Students need to bring laptops. Butchers paper and markers.

INTRODUCTION As students arrive, have YouTube of 1920s style dance playing on the projector/smartboard. Q/ Has anyone seen these kinds of dances before? Can you tell me the names of the dances? A/ Charleston, swing dancing. Popular dances throughout 1920s. Q/ Can anyone tell me the significance of studying dance in a history class? A/ Because popular culture and entertainment reflects

10 Minutes

T greets Ss. T calls Ss attention to YouTube video. T begins discussion with Ss

Instructions read: 1. In groups of four, research your allocated topic. You may use visual (videos/photograp hs) or written texts. Discuss with your group if these sources are reliable, why/why not? 2. Imagine you are living in the 1920s: create a poster on your butchers

the mindset of the people living during that time. Q/ Knowing what we know already about the 1920s from earlier lessons, what is the impression that you get from these dances? What might have been the mindset of the people who did these kinds of dances? Why do you think this? A/ Youthful, carefree, outgoing.

T advises Ss that this lesson will require them to do research in groups of four on an allocated type of dance, create a poster, and present this to the class at the end of the lesson.

paper advertising an upcoming school dance. Include information about your allocated dance such as: brief history of the dance (where it came from), basic instructions/diagr ams on how to do this type of dance, and any 1920s vocabulary (slang etc) that you have found. 3. Present posters to the class and discuss interesting points about your dance that you have discovered. Topics: Group 1: The Charleston Group 2: The Black Bottom Group 3: The Varsity Drag Group 4: Lindy Hop Group 5: Foxtrot Group 6: Balboa Group 7: The Baltimore

DEVELOPMENT 20 minutes for research. T breaks students into groups of four.

10 minutes for poster creation.

T hands out paper and markers. T asks Ss to discuss their sources as a group, pick out key points/quotes, and to create a poster that they will later present to the class.

CLOSURE Discussion Questions: Q/ Now that we know more about dance styles in the 1920s, can we make any other assumptions about life in the 1920s? A/ Youth-centered, creative, vibrant. Q/ If students in the future were studying the types of dances we do today, what assumptions would they make about our society?

15 minutes for presentation. 5 minute discussion.

T asks groups 1 through 7 to present. T also asks students to take notes on all presentations. After all presentations are completed, T engages students in discussion questions.