Mission​ ​to​ ​the​ ​Pleiades:​ ​Drama​ ​for​ ​Grade​ ​4

Process​ ​Drama​ ​by​ ​Reanna​ ​Russell​ ​and​ ​Madison​ ​Nielson

LEARNING​ ​OBJECTIVES
Content​ ​Standards
● Drama​ ​Respond​ ​#4
○ Give​ ​and​ ​accept​ ​constructive​ ​feedback,​ ​analyze​ ​and​ ​describe​ ​strengths​ ​and
weaknesses​ ​of​ ​own​ ​work.
● Drama​ ​Perform​ ​#3
○ ​ ​ ​Observe,​ ​listen,​ ​and​ ​respond​ ​in​ ​character​ ​to​ ​other​ ​actors​ ​throughout​ ​a​ ​scripted​ ​or
improvised​ ​scene.
● Drama​ ​Perform​ ​#9
​ ​ ​ ​ ​ ​ ​ ​o​ ​ ​ ​Perform​ ​a​ ​variety​ ​of​ ​dramatic​ ​works​ ​for​ ​peers​ ​or​ ​invited​ ​audiences.

Essential​ ​Questions
● ​ ​What​ ​are​ ​the​ ​qualities​ ​of​ ​effective,​ ​diplomatic​ ​communication?
● What​ ​differences​ ​between​ ​parties​ ​or​ ​individuals​ ​often​ ​result​ ​in​ ​conflict?
● How​ ​can​ ​we​ ​overcome​ ​an​ ​us​ ​vs.​ ​them​ ​mentality​ ​to​ ​find​ ​common​ ​goals?

Enduring​ ​Understandings
● Students​ ​will​ ​understand​ ​that​ ​diplomacy​ ​can​ ​be​ ​an​ ​effective​ ​and​ ​useful​ ​tool​ ​to​ ​approach
relations​ ​with​ ​people​ ​from​ ​different​ ​places.

Key​ ​Knowledge
● Students​ ​will​ ​know​ ​that​ ​diplomacy​ ​is​ ​the​ ​profession,​ ​activity,​ ​or​ ​skill​ ​of​ ​managing
international​ ​relations,​ ​typically​ ​by​ ​a​ ​country's​ ​representatives​ ​abroad,​ ​or​ ​the​ ​art​ ​of
dealing​ ​with​ ​people​ ​in​ ​a​ ​sensitive​ ​and​ ​effective​ ​way.

Skills
● Students​ ​will​ ​be​ ​able​ ​to​ ​create​ ​tableaux​ ​to​ ​depict​ ​events​ ​or​ ​ideas.
● Students​ w​ ill​ ​be​ ​able​ ​to​ ​collaborate​ ​effectively​ ​to​ ​make​ ​group​ ​decisions.

ASSESSMENT
Performance​ ​Tasks
● Students​ ​will​ ​take​ ​turns​ ​performing​ ​scenes​ ​depicting​ ​the​ ​rumors​ ​about​ ​the​ ​aliens​ ​for​ ​their
classmates,​ ​and​ ​offer​ ​critique​ ​to​ ​the​ ​other​ ​performers​ ​concerning​ ​their​ ​scenes​ ​in​ ​order​ ​to
give​ ​and​ ​accept​ ​constructive​ ​feedback,​ ​analyze​ ​and​ ​describe​ ​strengths​ ​and​ ​weaknesses​ ​of
own​ ​work.​ ​Students​ ​will​ ​be​ ​graded​ ​using​ ​the​ ​checklist​ ​attached.
 ● Students​ ​will​ ​respond,​ ​in-role,​ ​to​ ​the​ ​academic​ ​prompts​ ​1-4​ ​in​ ​order​ ​to​ ​display​ ​that​ ​they
know​ ​ ​the​ ​definition​ ​of​ ​ ​diplomacy​ ​ ​and​ ​that​ ​it​ ​is​ ​an​ ​effective​ ​and​ ​useful​ ​tool​ ​to​ ​approach
relations​ ​with​ ​people​ ​from​ ​different​ ​places.
● Students​ ​will​ ​work​ ​in​ ​groups​ ​to​ ​create​ ​and​ ​enact​ ​short​ ​scenes​ ​about​ ​the​ ​aliens’​ ​history,
and​ ​the​ ​rumors​ ​about​ ​the​ ​aliens​ ​in​ ​order​ ​to​ ​observe,​ ​listen,​ ​and​ ​respond​ ​in​ ​character​ ​to
other​ ​actors​ ​throughout​ ​a​ ​scripted​ ​or​ ​improvised​ ​scene​ ​and​ ​perform​ ​a​ ​variety​ ​of​ ​dramatic
works​ ​for​ ​peers​ ​or​ ​invited​ ​audiences.​ ​Students​ ​will​ ​be​ ​graded​ ​using​ ​the​ ​rubric​ ​below.
● Students​ ​will​ ​create​ ​still​ ​images​ ​depicting​ ​their​ ​proposed​ ​compromises​ ​with​ ​the​ ​aliens​ ​in
order​ ​to​ ​create​ ​tableaux​ ​to​ ​depict​ ​events​ ​or​ ​ideas.​ ​Students​ ​will​ ​be​ ​graded​ ​using​ ​the
checklist​ ​attached.
● Students​ ​will​ ​work​ ​in​ ​groups​ ​to​ ​come​ ​up​ ​with​ ​one​ ​step​ ​in​ ​a​ ​plan​ ​of​ ​action​ ​to​ ​cooperate
with​ ​the​ ​aliens​ ​and​ ​prevent​ ​future​ ​disagreements​ ​or​ ​hostility​ ​in​ ​order​ ​to​ ​ ​collaborate
effectively​ ​to​ ​make​ ​group​ ​decisions.

MATERIALS​ ​NEEDED
Teacher​ ​Materials​.
● Smartboard,​ ​television,​ ​or​ ​projector​ ​connected​ ​to​ ​a​ ​computer.
● Mission​ ​Control​ ​Announcement​ ​1​ ​(see​ ​attached)
● Mission​ ​Control​ ​Announcement​ ​2​ ​(see​ ​attached)
● Mission​ ​Control​ ​Announcement​ ​3​ ​(see​ ​attached)
● Mission​ ​Control​ ​Announcement​ ​4​ ​(see​ ​attached)
● Mission​ ​Control​ ​Announcement​ ​5​ ​(see​ ​attached)
● Circle​ ​of​ ​Life​ ​Worksheets​ ​(see​ ​attached)
● Ambassador​ ​Script​ ​(see​ ​attached)
● Ship​ ​Logo​ ​(see​ ​attached)
● Galaxies​ ​Map​ ​(see​ ​attached)
● History​ ​Excerpt​ ​(see​ ​attached)
● Academic​ ​Prompts​ ​1-3​ ​(see​ ​attached)
● Rubric​ ​(see​ ​attached)
● Checklist​ ​1​ ​and​ ​2​ ​sheet​ ​(see​ ​attached)
● Medals

Student​ ​Materials
● Notebooks/Lined​ ​Paper
● Writing​ ​Utensil
● Colored​ ​pencils
● Crayons
● Markers
 ● Unlined​ ​paper

Day​ ​1
Setup
1. Begin​ ​by​ ​setting​ ​up​ ​the​ ​room​ ​to​ ​mimic​ ​the​ ​interior​ ​of​ ​a​ ​spaceship.
a.​ ​Travelling​ ​through​ ​space​ ​projection​ ​or​ ​played​ ​on​ ​TV​ ​(link​ ​here:
https://www.youtube.com/watch?v=yrgaD9I_Ct​0​I​ ​recommended​ ​start​ ​time​ ​1:04:00​ ​)
b.​ ​Set​ ​up​ ​desks/​ ​tables​ ​like​ ​control​ ​centers,​ ​facing​ ​the​ ​board​ ​in​ ​multiple​ ​rows​ ​of​ ​half
circles.
c.​ ​Lighting​ ​should​ ​be​ ​dim​ ​and​ ​include​ ​color​ ​where​ ​possible.
​ ​ ​ ​ ​ ​ ​2.​ ​As​ ​the​ ​students​ ​enter,​ ​play​ ​songs​ ​that​ ​have​ ​an​ ​adventurous,​ ​futuristic​ ​feel
i.​ ​NOTE:​ ​Star​ ​Trek​ ​is​ ​recommended​ ​because​ ​Star​ ​Wars​ ​is​ ​too​ ​recognizable​ ​and
therefore​ ​could​ ​be​ ​distracting.​ ​Link​ ​here:
https://www.youtube.com/watch?v=xzuv4VKo6Og

Frame/​ ​Hook
​ ​ ​ ​ ​ ​ ​3.​ ​Mission​ ​control​ ​announcement​ ​(2​ ​minutes)
​ ​a.​ ​Once​ ​the​ ​students​ ​have​ ​taken​ ​their​ ​seats,​ ​play​ ​the​ ​Mission​ ​Control​ ​Announcement​ ​1
(see​ ​attached)​ ​recording,​ ​or​ ​read,​ ​in-role​ ​as​ ​a​ ​mission​ ​control​ ​operative,​ ​through​ ​the​ ​script.
During​ ​the​ ​ ​announcement,​ ​the​ ​ship’s​ ​logo​ ​(see​ ​attached)​ ​should​ ​be​ ​displayed​ ​or​ ​projected​ ​on
screen.
Process
​ ​ ​ ​ ​ ​ ​4.​ ​Creating​ ​Characters​ ​(5​ ​minutes)
a.​ ​Divide​ ​the​ ​students​ ​into​ ​7​ ​groups​ ​as​ ​evenly​ ​as​ ​possible​ ​by​ ​counting​ ​off.
b.​ ​Give​ ​each​ ​group​ ​a​ ​Circle​ ​of​ ​Life​ ​sheet​ ​(see​ ​attached)
i.​ ​NOTE:​ ​The​ ​occupation​ ​will​ ​be​ ​filled​ ​in​ ​with​ ​one​ ​of​ ​seven​ ​occupations​ ​from​ ​a
starship​ ​and​ ​the​ ​ship’s​ ​logo​ ​(i.e.:​ ​Captain,​ ​Mechanic,​ ​Ship​ ​Security,​ ​Navigator,​ ​Flight​ ​Officer,
Computer​ ​Tech,​ ​Systems​ ​Tech,​ ​descriptions​ ​of​ ​positions​ ​on​ ​attachment)
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​c.​ ​Allow​ ​each​ ​group​ ​an​ ​opportunity​ ​to​ ​share​ ​the​ ​character​ ​they​ ​created
​ ​ ​ ​ ​ ​ ​5.​ ​Mission​ ​update​ ​(3​ ​minutes)
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​a.​ ​Play​ ​the​ ​Mission​ ​Control​ ​Announcement​ ​2​ ​(see​ ​attached)​ ​recording,​ ​or​ ​read,​ ​in-role​ ​as
a​ ​mission​ ​control​ ​operative,​ ​through​ ​the​ ​script.​ ​Display​ ​the​ ​Galactic​ ​Territories​ ​Map​ ​(see
attached)​ ​while​ ​the​ ​announcement​ ​is​ ​playing​ ​or​ ​being​ ​read.
​ ​ ​ ​ ​ ​ ​6.​ ​Galactic​ ​Rumors​ ​(5​ ​minutes)
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​a.​ ​Students​ ​gather​ ​in​ ​a​ ​circle.​ ​Teacher​ ​will​ ​explain​ ​that​ ​there​ ​are​ ​lots​ ​of​ ​rumors​ ​and
legends​ ​surrounding​ ​the​ ​Pleiadians​ ​and​ ​their​ ​hostile​ ​relationship​ ​with​ ​the​ ​humans.​ ​Teacher
explains​ ​that,​ ​like​ ​in​ ​the​ ​game​ ​telephone,​ ​one​ ​rumor​ ​will​ ​start​ ​and​ ​as​ ​it​ ​is​ ​told​ ​from​ ​student​ ​to
student​ ​it​ ​will​ ​be​ ​exaggerated​ ​or​ ​expanded​ ​upon.​ ​The​ ​teacher​ ​begins​ ​the​ ​game​ ​by​ ​stating​ ​the
following​ ​rumor:
 “A​ ​human​ ​trader​ ​ship​ ​was​ ​illegally​ ​seized​ ​by​ ​hostile​ ​aliens;​ ​the​ ​merchandise​ ​was
stolen​ ​and​ ​crew​ ​imprisoned.”
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​b.​ ​Once​ ​the​ ​rumor​ ​comes​ ​full​ ​circle,​ ​and​ ​every​ ​student​ ​has​ ​been​ ​given​ ​the​ ​opportunity​ ​to
expand​ ​the​ ​story,​ ​the​ ​final,​ ​most​ ​exaggerated​ ​version​ ​should​ ​be​ ​written​ ​on​ ​the​ ​board.
i.​ ​NOTE:​ ​If​ ​the​ ​final​ ​rumor​ ​is​ ​not​ ​appropriate​ ​for​ ​step​ ​7,​ ​resort​ ​to​ ​a​ ​previous​ ​or
altered​ ​version​ ​of​ ​the​ ​rumor.
​ ​ ​ ​ ​ ​ ​7.​ ​Play​ ​within​ ​a​ ​Play​ ​(15​ ​minutes)
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​a.​ ​Teacher​ ​explains​ ​that​ ​crew​ ​members​ ​will​ ​now​ ​dramatize​ ​the​ ​rumor​ ​for​ ​the
entertainment​ ​of​ ​the​ ​crew.
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​b.​ ​Ask​ ​the​ ​crew​ ​what​ ​characters​ ​and​ ​places​ ​would​ ​be​ ​needed​ ​to​ ​dramatize​ ​the​ ​story.​ ​Write
their​ ​responses​ ​on​ ​the​ ​board.
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​c.​ ​Divide​ ​the​ ​class​ ​into​ ​groups,​ ​each​ ​group​ ​containing​ ​enough​ ​students​ ​to​ ​fill​ ​the​ ​roles
determined​ ​above.​ ​Have​ ​the​ ​students​ ​prepare​ ​the​ ​room​ ​for​ ​the​ ​drama​ ​using​ ​the​ ​classroom
furniture​ ​as​ ​needed​ ​or​ ​desired.
i.​ ​NOTE:​ ​Students​ ​can​ ​play​ ​multiple​ ​roles​ ​within​ ​their​ ​group​ ​if​ ​the​ ​class​ ​does​ ​not
divide​ ​evenly.
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​d.​ ​Students​ ​will​ ​be​ ​given​ ​a​ ​brief​ ​amount​ ​of​ ​time​ ​to​ ​plan​ ​an​ ​improvised​ ​scene​ ​depicting​ ​the
rumor.
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​e.​ ​Groups​ ​will​ ​take​ ​turns​ ​performing​ ​for​ ​their​ ​classmates.​ ​After​ ​each​ ​scene,​ ​offer​ ​the
opportunity​ ​for​ ​observing​ ​students​ ​to​ ​give​ ​feedback​ ​to​ ​the​ ​performers.​ ​Each​ ​student​ ​should​ ​give
at​ ​least​ ​one​ ​piece​ ​of​ ​feedback​ ​and​ ​be​ ​graded​ ​using​ ​checklist​ ​1​ ​(see​ ​attached).​ ​If​ ​time​ ​permits,
groups​ ​may​ ​revise​ ​and​ ​perform​ ​their​ ​scenes​ ​again.
Reflection
​ ​ ​8.​ ​What​ ​do​ ​we​ ​stand​ ​for?​ ​(7​ ​minutes)
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​a.​ ​Based​ ​on​ ​the​ ​rumors​ ​and​ ​stories​ ​about​ ​the​ ​hostile​ ​aliens,​ ​crew​ ​members​ ​should​ ​be
asked​ ​to​ ​consider​ ​what​ ​is​ ​important​ ​to​ ​them,​ ​and​ ​what​ ​they​ ​feel​ ​a​ ​need​ ​to​ ​protect.
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​b.​ ​Students​ ​clear​ ​any​ ​furniture​ ​and​ ​personal​ ​belongings​ ​that​ ​they​ ​may​ ​have​ ​used​ ​in​ ​the
last​ ​activity​ ​to​ ​the​ ​edge​ ​of​ ​the​ ​classroom.
c.​ ​Place​ ​a​ ​large​ ​photo​ ​or​ ​drawing​ ​of​ ​the​ ​ship’s​ ​logo​ ​(see​ ​attached)​ ​in​ ​the​ ​center​ ​of​ ​the
cleared​ ​playing​ ​space.
d.​ ​Students​ ​will​ ​think​ ​of​ ​one​ ​thing​ ​they​ ​want​ ​to​ ​protect,​ ​are​ ​afraid​ ​of,​ ​or​ ​that​ ​binds​ ​them
together.​ ​Examples​ ​of​ ​these​ ​might​ ​include:​ ​“I​ ​want​ ​to​ ​protect​ ​the​ ​resources​ ​on​ ​our​ ​ship​ ​and​ ​our
planet”​ ​or​ ​“we​ ​are​ ​bound​ ​together​ ​by​ ​our​ ​value​ ​of​ ​human​ ​life”.
i.​ ​NOTE:​ ​Students​ ​do​ ​not​ ​need​ ​to​ ​give​ ​an​ ​example​ ​from​ ​every​ ​category,​ ​they​ ​will
only​ ​need​ ​to​ ​share​ ​one.
e.​ ​One​ ​at​ ​a​ ​time,​ ​they​ ​will​ ​stand​ ​and​ ​form​ ​a​ ​circle​ ​around​ ​the​ ​logo.​ ​As​ ​they​ ​stand​ ​they
share​ ​their​ ​thought,​ ​they​ ​will​ ​join​ ​the​ ​circle​ ​facing​ ​inward​ ​if​ ​it’s​ ​something​ ​they​ ​want​ ​to​ ​protect,
facing​ ​outwards​ ​if​ ​it​ ​is​ ​something​ ​they​ ​fear,​ ​and​ ​joining​ ​hands​ ​if​ ​it​ ​something​ ​that​ ​binds​ ​them
together.
​ ​ ​ ​ ​ ​ ​9.​ ​Entering​ ​Alien​ ​Territory
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​a.​ ​Play​ ​Mission​ ​Control​ ​Announcement​ ​3​ ​(see​ ​attached)​ ​recording,​ ​or​ ​read,​ ​in-role​ ​as​ ​a
mission​ ​control​ ​operative,​ ​through​ ​the​ ​script.

Day​ ​2
Set​ ​up
1. Set​ ​up​ ​the​ ​room​ ​(follow​ ​all​ ​steps​ ​from​ ​Day​ ​1​ ​Set​ ​Up​ ​Section)
Framing/hook
​ ​ ​ ​ ​ ​ ​2.Reconnect​ ​to​ ​the​ ​drama
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​a.​ ​Replay​ ​Mission​ ​Control​ ​Annoucement​ ​3​ ​as​ ​a​ ​recap.
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​b.​ ​ ​Mission​ ​Control​ ​Announcement​ ​4​ ​(see​ ​attached)​ ​will​ ​inform​ ​them​ ​that​ ​access​ ​has​ ​been
granted​ ​and​ ​will​ ​include​ ​a​ ​diplomatic​ ​briefing.
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​c.​ ​Teacher​ ​will​ ​ask​ ​if​ ​they​ ​have​ ​any​ ​questions​ ​or​ ​comments​ ​about​ ​diplomacy.
Process
​ ​ ​ ​ ​ ​ ​3.​ ​Enter​ ​the​ ​Ambassador​ ​(3​ ​minutes)
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​a.​ ​Teacher,​ ​in-role​ ​as​ ​an​ ​ambassador​ ​to​ ​the​ ​alien​ ​people,​ ​will​ ​enter​ ​and​ ​introduce
themselves​ ​to​ ​the​ ​crew​ ​members.
b.​ ​Ambassador​ ​will​ ​explain​ ​that​ ​their​ ​people​ ​are​ ​distrustful​ ​of​ ​the​ ​humans​ ​due​ ​to​ ​previous
encounters,​ ​and​ ​request​ ​that​ ​they​ ​vacate​ ​the​ ​territory.​ ​Because​ ​they​ ​have​ ​been​ ​cooperative​ ​thus
far,​ ​the​ ​government​ ​will​ ​give​ ​them​ ​an​ ​opportunity​ ​to​ ​plead​ ​their​ ​case​ ​for​ ​entry.
i.​ ​NOTE:​ ​ ​Optional​ ​script​ ​for​ ​Ambassador​ ​introduction​ ​and​ ​explanation​ ​titled
Ambassador​ ​Script​ ​1​ ​(see​ ​attached).
​ ​ ​ ​ ​ ​ ​4.​ ​Flashback​ ​(15​ ​minutes)
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​a.​ ​Students​ ​will​ ​be​ ​read​ ​the​ ​excerpt.​ ​Take​ ​questions​ ​for​ ​clarification.
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​b.​ ​The​ ​students​ ​will​ ​be​ ​divided​ ​into​ ​groups​ ​3​ ​or​ ​4.​ ​Each​ ​group​ ​will​ ​be​ ​given​ ​the​ ​excerpt
from​ ​the​ ​alien​ ​history​ ​(see​ ​attached).
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​b.​ ​Students​ ​will​ ​work​ ​in​ ​groups​ ​to​ ​create​ ​short​ ​scenes​ ​enacting​ ​this​ ​story.​ ​Have​ ​the
students​ ​prepare​ ​the​ ​room​ ​for​ ​the​ ​drama​ ​using​ ​the​ ​classroom​ ​furniture​ ​as​ ​needed​ ​or​ ​desired.
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​c.​ ​Groups​ ​will​ ​take​ ​turns​ ​performing​ ​for​ ​their​ ​classmates.​ ​Students​ ​will​ ​be​ ​graded​ ​using
rubric​ ​1​ ​(see​ ​attached).​ ​After​ ​each​ ​scene,​ ​offer​ ​the​ ​opportunity​ ​for​ ​observing​ ​students​ ​to​ ​give
feedback​ ​to​ ​the​ ​performers.
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​d.​ ​After​ ​each​ ​group​ ​has​ ​performed,​ ​discuss​ ​the​ ​similarities​ ​and​ ​differences​ ​between​ ​this
scene,​ ​and​ ​the​ ​scene​ ​they​ ​performed​ ​based​ ​on​ ​the​ ​rumors​ ​in​ ​Day​ ​1.​ ​Ask​ ​how​ ​these​ ​observations
have​ ​changed​ ​their​ ​perspective​ ​on​ ​the​ ​relationship​ ​between​ ​the​ ​humans​ ​and​ ​the​ ​aliens.
​ ​ ​ ​ ​ ​ ​5.​ ​Making​ ​Progress​ ​(5​ ​minutes)
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​a.​ ​Ask​ ​the​ ​students​ ​to​ ​remember​ ​the​ ​things​ ​they​ ​determined​ ​they​ ​valued,​ ​were​ ​afraid​ ​of,​ ​or
had​ ​in​ ​common​ ​as​ ​a​ ​community.​ ​Ask​ ​them​ ​to​ ​consider​ ​what​ ​the​ ​alien​ ​people​ ​may​ ​value,​ ​or​ ​be
afraid​ ​of.
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​b.​ ​Ask​ ​the​ ​students​ ​to​ ​draw​ ​a​ ​picture​ ​something​ ​the​ ​aliens​ ​might​ ​value​ ​or​ ​be​ ​afraid​ ​of.
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​c.​ ​Students​ ​stand​ ​at​ ​their​ ​desks​ ​and​ ​share​ ​what​ ​they​ ​drew​ ​and​ ​what​ ​it​ ​represents​ ​with​ ​the
class.
​ ​ ​ ​ ​ ​ ​6.​ ​Tableaux​ ​of​ ​Diplomacy​ ​(7​ ​minutes)
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​a.​ ​Split​ ​students​ ​into​ ​small​ ​groups.​ ​Explain​ ​that​ ​the​ ​alien​ ​ambassador​ ​is​ ​willing​ ​to​ ​hear
their​ ​case​ ​for​ ​safe​ ​passage.
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​b.Each​ ​group​ ​will​ ​come​ ​up​ ​with​ ​one​ ​step​ ​in​ ​a​ ​plan​ ​of​ ​action​ ​to​ ​cooperate​ ​with​ ​the​ ​aliens
and​ ​prevent​ ​future​ ​disagreements​ ​or​ ​hostility.​ ​Their​ ​suggestions​ ​should​ ​be​ ​realistic,​ ​considerate
of​ ​the​ ​needs​ ​of​ ​both​ ​parties,​ ​and​ ​should​ ​be​ ​peaceful​ ​in​ ​nature.​ ​They​ ​will​ ​create​ ​a​ ​tableau,​ ​or​ ​a​ ​still
image​ ​with​ ​their​ ​body,​ ​and​ ​a​ ​caption​ ​for​ ​their​ ​tableau​ ​that​ ​represents​ ​this​ ​solution.​ ​Students​ ​will
be​ ​graded​ ​using​ ​checklist​ ​2​ ​(see​ ​attached).
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​c.​ ​Students​ ​will​ ​present​ ​these​ ​tableaux​ ​to​ ​the​ ​Alien​ ​ambassador​ ​as​ ​their​ ​plea​ ​for​ ​safe
passage.
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​d.​ ​Assuming​ ​the​ ​compromises​ ​are​ ​adequate,​ ​they​ ​will​ ​be​ ​granted​ ​passage.
i.​ ​NOTE:​ ​If​ ​the​ ​suggestions​ ​do​ ​not​ ​fulfill​ ​the​ ​requirements​ ​in​ ​the​ ​checklist​ ​(see
attached),​ ​they​ ​will​ ​be​ ​given​ ​feedback​ ​from​ ​the​ ​teacher​ ​in​ ​role​ ​and​ ​given​ ​the​ ​opportunity
to​ ​repeat​ ​the​ ​activity​ ​(step​ ​6).
Reflection
​ ​ ​ ​ ​ ​ ​7.​ ​Mission​ ​complete​ ​(14​ ​minutes)
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​a.​ ​Play​ ​the​ ​Mission​ ​Control​ ​Announcement​ ​5​ ​(see​ ​attached)​ ​recording,​ ​or​ ​read,​ ​in-role​ ​as
a​ ​mission​ ​control​ ​operative,​ ​through​ ​the​ ​script.​ ​It​ ​will​ ​narrate​ ​the​ ​peaceful​ ​compromise​ ​with​ ​the
aliens​ ​and​ ​the​ ​rescue​ ​mission’s​ ​completion.
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​b.​ ​Mission​ ​control​ ​will​ ​congratulate​ ​the​ ​students,​ ​and​ ​explain​ ​that​ ​the​ ​media​ ​is​ ​hailing
them​ ​as​ ​heroes​ ​and​ ​requests​ ​a​ ​statement​ ​concerning​ ​diplomacy​ ​from​ ​each​ ​of​ ​them.​ ​This
statement​ ​should​ ​include​ ​a​ ​definition​ ​of​ ​diplomacy,​ ​and​ ​explain​ ​how​ ​it​ ​served​ ​as​ ​an​ ​effective​ ​and
useful​ ​tool​ ​in​ ​their​ ​mission.​ ​It​ ​should​ ​also​ ​include​ ​how​ ​this​ ​might​ ​be​ ​useful​ ​in​ ​their​ ​future
relations​ ​on​ ​Earth.​ ​(See​ ​academic​ ​prompts​ ​attached)
​ ​ ​ ​ ​ ​ ​8.​ ​Hailed​ ​as​ ​Heroes​ ​(1​ ​minutes)
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​a.​ ​Upon​ ​“landing”​ ​each​ ​student​ ​will​ ​be​ ​awarded​ ​a​ ​medal​ ​and​ ​thanked​ ​for​ ​their​ ​work.
Mission​ ​Control​ ​Announcement​ ​1:

Mission​ ​Control​ ​to​ ​Gemini​ ​2,​ ​come​ ​in​ ​Gemini​ ​2.

Congratulations​ ​on​ ​the​ ​successful​ ​completion​ ​of​ ​your​ ​last​ ​mission.​ ​The​ ​samples​ ​your
team​ ​collected​ ​will​ ​be​ ​the​ ​source​ ​of​ ​invaluable​ ​data.​ ​Your​ ​ship​ ​has​ ​been​ ​sent​ ​the​ ​current
coordinates​ ​of​ ​base.​ ​We​ ​eagerly​ ​await​ ​your​ ​safe​ ​return.
Over​ ​and​ ​out.

Mission​ ​Control​ ​Announcement​ ​2:

Mission​ ​Control​ ​to​ ​Gemini​ ​2,​ ​come​ ​in​ ​Gemini​ ​2.

Your​ ​comrades​ ​aboard​ ​the​ ​Scorpio​ ​6​ ​have​ ​run​ ​out​ ​of​ ​fuel​ ​and​ ​are​ ​stranded.​ ​I’m​ ​sending​ ​a
map​ ​of​ ​their​ ​path​ ​and​ ​position​ ​your​ ​way​ ​now.​ ​On​ ​their​ ​scouting​ ​mission​ ​to​ ​the​ ​far​ ​side​ ​of​ ​the
Pleiades,​ ​they​ ​made​ ​the​ ​routing​ ​decision​ ​to​ ​go​ ​around​ ​the​ ​section​ ​shown​ ​on​ ​your​ ​map.​ ​This​ ​area
is​ ​widely​ ​known​ ​to​ ​be​ ​hostile​ ​alien​ ​territory.​ ​However,​ ​their​ ​choice​ ​to​ ​go​ ​around​ ​the​ ​territory
added​ ​a​ ​great​ ​deal​ ​of​ ​distance​ ​to​ ​their​ ​trip,​ ​and​ ​they​ ​ran​ ​out​ ​of​ ​fuel​ ​here​ ​(x).​ ​We​ ​implore​ ​you,
Gemini​ ​2,​ ​to​ ​reroute​ ​and​ ​assist​ ​your​ ​comrades​ ​back​ ​to​ ​base.​ ​Be​ ​warned,​ ​the​ ​data​ ​I​ ​am​ ​receiving
from​ ​your​ ​fuel​ ​supply​ ​gauge​ ​is​ ​informing​ ​me​ ​that​ ​you​ ​have​ ​enough​ ​fuel​ ​to​ ​take​ ​this​ ​path​ ​(---)​ ​but
not​ ​enough​ ​to​ ​go​ ​around.​ ​Be​ ​wary​ ​of​ ​the​ ​aliens,​ ​and​ ​safe​ ​journeys.
Over​ ​and​ ​out.

Mission​ ​Control​ ​Announcement​ ​3:

Mission​ ​Control​ ​to​ ​Gemini​ ​2,​ ​come​ ​in​ ​Gemini​ ​2.

We​ ​have​ ​received​ ​correspondence​ ​from​ ​the​ ​Ambassador​ ​of​ ​the​ ​Pleiadian​ ​aliens.​ ​As​ ​you
have​ ​crossed​ ​over​ ​into​ ​their​ ​territory,​ ​the​ ​alien​ ​representative​ ​is​ ​requesting​ ​to​ ​board​ ​your​ ​ship​ ​to
discuss​ ​the​ ​terms​ ​of​ ​your​ ​passage.​ ​I​ ​repeat,​ ​the​ ​alien​ ​ambassador​ ​is​ ​requesting​ ​to​ ​board​ ​your​ ​ship.
Please​ ​stand​ ​by​ ​for​ ​further​ ​instructions.

Mission​ ​Control​ ​Annoucement​ ​4:

Mission​ ​Control​ ​to​ ​Gemini​ ​2,​ ​come​ ​in​ ​Gemini​ ​2..

Base​ ​has​ ​determined​ ​that​ ​the​ ​immediate​ ​safety​ ​of​ ​your​ ​ship​ ​and​ ​crew​ ​are​ ​not​ ​in​ ​jeopardy,
and​ ​that​ ​the​ ​best​ ​course​ ​of​ ​action​ ​is​ ​to​ ​grant​ ​entrance​ ​to​ ​the​ ​Pleiadian​ ​Ambassador.​ ​You​ ​will​ ​need
to​ ​be​ ​briefed​ ​on​ ​how​ ​to​ ​communicate​ ​with​ ​the​ ​Ambassador,​ ​and​ ​the​ ​other​ ​Pleiadians​ ​when​ ​you
encounter​ ​them.​ ​Because​ ​you​ ​are​ ​in​ ​their​ ​territory,​ ​and​ ​because​ ​your​ ​ship​ ​is​ ​not​ ​equipped​ ​to​ ​over
power​ ​their​ ​military,​ ​diplomacy​ ​will​ ​be​ ​your​ ​best​ ​option.​ ​Diplomacy​ ​is​ ​defined​ ​by​ ​the​ ​space
alliance​ ​as​ ​the​ ​art​ ​of​ ​dealing​ ​with​ ​people​ ​in​ ​a​ ​sensitive​ ​and​ ​effective​ ​way.​ ​It​ ​is​ ​often​ ​used​ ​on
Earth​ ​in​ ​international​ ​relations,​ ​or​ ​relationships​ ​between​ ​the​ ​governments​ ​of​ ​two​ ​or​ ​more
countries.​ ​You​ ​will​ ​have​ ​to​ ​communicate​ ​and​ ​cooperate​ ​with​ ​the​ ​Pleiadians​ ​in​ ​order​ ​to​ ​reach​ ​and
save​ ​your​ ​comrades.​ ​Good​ ​luck.
Over​ ​and​ ​out.

Mission​ ​Control​ ​Announcement​ ​5:

Mission​ ​Control​ ​to​ ​Gemini​ ​2,​ ​come​ ​in​ ​Gemini​ ​2.

On​ ​your​ ​journey​ ​back​ ​home,​ ​we​ ​at​ ​base​ ​would​ ​like​ ​to​ ​congratulate​ ​you​ ​on​ ​your
successful​ ​rescue​ ​mission.​ ​Your​ ​comrades​ ​aboard​ ​the​ ​Scorpio​ ​6​ ​are​ ​eternally​ ​thankful​ ​for​ ​your
bravery,​ ​and​ ​the​ ​galaxy​ ​applauds​ ​your​ ​efforts​ ​in​ ​healing​ ​the​ ​relationship​ ​between​ ​the​ ​Pleiadians
and​ ​the​ ​human​ ​race.​ ​The​ ​intergalactic​ ​media​ ​is​ ​hailing​ ​you​ ​as​ ​heroes,​ ​and​ ​upon​ ​your​ ​return,
would​ ​like​ ​you​ ​prepare​ ​a​ ​statement.​ ​Have​ ​a​ ​safe​ ​and​ ​swift​ ​journey​ ​back,​ ​and​ ​thank​ ​you.
Over​ ​and​ ​out.

Ambassador​ ​script:
Hello​ ​travelers.​ ​I​ ​come​ ​on​ ​the​ ​behalf​ ​of​ ​the​ ​Pleiadian​ ​people.​ ​What​ ​is​ ​your​ ​business​ ​in​ ​our
territory​ ​(allow​ ​for​ ​raise​ ​of​ ​hands/response)?​ ​We​ ​understand​ ​that​ ​you​ ​desire​ ​passage,​ ​but​ ​due​ ​to
past​ ​interactions​ ​with​ ​your​ ​people,​ ​our​ ​citizens​ ​widely​ ​request​ ​that​ ​you​ ​vacate-​ ​or​ ​leave-​ ​the
territory​ ​at​ ​once.​ ​In​ ​light​ ​of​ ​your​ ​noble​ ​mission,​ ​I​ ​would​ ​like​ ​to​ ​give​ ​you​ ​a​ ​chance​ ​to​ ​plead​ ​your
case​ ​for​ ​entry​ ​and​ ​perhaps​ ​gain​ ​our​ ​trust.​ ​What​ ​do​ ​you​ ​know​ ​of​ ​our​ ​history​ ​with​ ​your​ ​people
(Allow​ ​for​ ​answers.​ ​Perhaps​ ​explain​ ​that​ ​rumors​ ​may​ ​have​ ​more​ ​than​ ​one​ ​side​ ​to​ ​them)?​ ​We​ ​will
leave​ ​your​ ​mission​ ​control​ ​with​ ​the​ ​official​ ​case​ ​file​ ​on​ ​the​ ​last​ ​Human-​ ​Pleiadian​ ​interaction​ ​in
the​ ​hopes​ ​it​ ​will​ ​help​ ​you​ ​to​ ​build​ ​your​ ​case.​ ​I​ ​will​ ​return​ ​in​ ​a​ ​short​ ​time.​ ​Farewell.
Ship​ ​logo

Galactic​ ​Territories​ ​Map:

Excerpt​ ​from​ ​History:

On​ ​Oct.11,​ ​2040​ ​Humans​ ​entered​ ​Pleiadian​ ​territory​ ​aboard​ ​a​ ​merchant​ ​ship.​ ​The​ ​humans
requested​ ​to​ ​dock​ ​at​ ​our​ ​main​ ​port,​ ​and​ ​we​ ​granted​ ​permission.​ ​Over-night,​ ​the​ ​humans​ ​raided
the​ ​main​ ​storage​ ​area​ ​and​ ​made​ ​off​ ​with​ ​the​ ​stolen​ ​goods.​ ​Authorities​ ​seized​ ​their​ ​ship​ ​and
recovered​ ​the​ ​stolen​ ​items,​ ​and​ ​put​ ​the​ ​crew​ ​under​ ​arrest.​ ​The​ ​human​ ​government​ ​was​ ​contacted,
and​ ​efforts​ ​at​ ​negotiation​ ​were​ ​not​ ​reciprocated.​ ​One​ ​human​ ​year​ ​later,​ ​all​ ​crew​ ​members​ ​were
released​ ​after​ ​the​ ​human​ ​government​ ​threatened​ ​a​ ​massive​ ​attack​ ​on​ ​our​ ​people​ ​as​ ​the
alternative.​ ​Since​ ​then,​ ​a​ ​general​ ​ban​ ​on​ ​humans​ ​has​ ​been​ ​in​ ​place.

Academic​ ​Prompts

1. What​ ​is​ ​diplomacy?

2. ​ ​How​ ​was​ ​diplomacy​ ​useful​ ​in​ ​your​ ​mission?
3. What​ ​aspects​ ​of​ ​diplomacy​ ​made​ ​it​ ​an​ ​effective​ ​tool?
4. How​ ​might​ ​it​ ​be​ ​useful​ ​in​ ​your​ ​future​ ​relations​ ​on​ ​Earth?
HOME:
FAMILY:

NAME:

AGE:
PLAY: DAY:
Occupation/Job: Computer Technician aboard the
Gemini 2
Manages the computer systems, is in charge of
communication systems and responding to Mission
Control with “Gemini 2 copies”.
HOME:
FAMILY:

NAME:

AGE:
PLAY: DAY:

Occupation/Job: Life Systems Technician aboard the

Gemini 2
Manages waste, water, food, air, gravity, heating,
ventilation & cooling systems. Controls all the data
gathering systems and database.
HOME:
FAMILY:

NAME:

AGE:
PLAY: DAY:
Occupation/Job: Navigator aboard the Gemini 2
Responsible for keeping track of the path that the
ship will take using maps and coordinates. Must
know a lot about spatial positioning.
HOME:
FAMILY:

NAME:

AGE:
PLAY: DAY:
Occupation/Job: Flight Officer aboard the Gemini 2
The pilot of the ship, listens to the Captain and the
Navigator and steers the ship down the safest path.
HOME:
FAMILY:

NAME:

AGE:
PLAY: DAY:

Occupation/Job: Ship Security aboard the Gemini 2

Responsible for the safety and security of the entire ship and
crew. Makes sure that the crewmembers follow proper safety
procedures, and keeps the ship safe of any intruders.
HOME:
FAMILY:

NAME:

AGE:
PLAY: DAY:

Occupation/Job: Mechanic aboard the Gemini 2

Fixes all of the mechanical or physical
malfunctions.
HOME:
FAMILY:

NAME:

AGE:
PLAY: DAY:
Occupation/Job: Captain of the Gemini 2
Master of the Ship, in charge of delegating
work and making difficult decisions. Has A LOT
of responsibility.
 Mission to the Pleaides Assessment Checklist

Relevant and Specific Feedback Tableaux is: Realistic Considerate Peaceful

Student Name Yes No Yes No Yes No Yes No
1 1 1 1 1
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 History Scene Rubric
1 2 3 4 5

Was engaged in Was consistently

the scene. engaged and
Contributed to the invested in the
Participated/cont action and scene. Made major
Often was ributed in the dialogue contributions to
disengaged in scene. throughout the action and dialogue
the scene. Often Responded to scene. Almost throughout the
did not respond events in the always responded scene. Always
to events in the scene. Remained appropriately and responded
Did not scene or engaged and in in character to appropriately and in
participate in responded out of role most of the events in the character to the
the scene. role. time. scene. events in the scene.

Student Name
1 2 3 4 5
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