Thanks for printing!  Don't forget to come back to Georgia Renaissance Festival for fresh articles!

Georgia Standards of Excellence Grades 1 thru 5

Social Studies/History
(16th Century Explorers, Plants and Foods of the New World, Food & Spices of the Renaissance)

SS3H2. Describe European Exploration in America

SS3G3. a, b, c.  Describe reasons for and obstacles to European Exploration in North America. 

 

Life and Physical Science
(Birds of Prey, Plants & Foods of the New World, Crow’s Nest, 16
th Century Explorers, Curriculum Connections-Student Activities)

S1L1 Obtain, evaluate and communicate information about the basic needs of plants and animals

S2P2 Obtain, evaluate and communicate information to explain the effect of a force (a push or pull) in the movement of an object (changes in speed and direction).

S2L1 Obtain, evaluate and communicate information about the life cycles of different living organisms.

S3L1 Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions of Georgia.

S4CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.  

S4P3. Obtain, evaluate, and communicate information about the relationship between balanced and unbalanced forces.

S4L1. Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem

S4L2. Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors, and external features.  

S5L1. b. Develop a model that illustrates how plants are sorted into groups (seed producers, non-seed producers) using data from multiple sources.

S5L2. Obtain, evaluate, and communicate information showing that some characteristics of organisms are inherited and other characteristics are acquired.

 

English Language Arts
(Step into Shakespeare’s World, Tales From an African Traveler, The Six Wives of Henry VIII, A Weaver’s Tales of Travel & Intrigue)

ELAGSE3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 

ELAGSE3RL2- Reading Literacy. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

ELAGSE3RL4: Determine the meaning of words and phrases both literal and nonliteral language as they are used in the text

ELASGSE4RL.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text. 

ELAGSE5RL2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. 

ELAGSE5RL3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). 

ELAGSE5RL4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 

ELAGSE4RL5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text.

ELAGSE4RL6.  Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

ELAGSE4RL7-Integration of Knowledge and Ideas. Make connections between the text of a story or drama and a visual or oral presentation of the text identifying similarities and differences

ELAGSE4RL9- Integration of Knowledge and Ideas. Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.

ELAGSE5RL7:  Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). 

ELAGSE5RL2:  Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

ELAGSE5RL4:  Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

 

Math
(Curriculum Connections-Student Activities & Quizzes, Leonardo DaVinci: STEAM Pioneer)

Grade 4, Standards for Units 1, 2, 3, 5, 6, 7. (Examples: MGSE4.MD.2. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. MGSE4.G.1. Draw and identify lines and angles and classify shapes by properties of their lines and angles. MGSE4.MD.1. Solve problems involving conversion of measurements from a larger unit to a smaller unit.)

Grade 5, Standards for Units 1, 2, 3, 6. (Examples: MGSE.5.OA.2. Write and interpret numerical expressions; numbers and with decimals to hundredths. MGSE.5.NBT. Perform operations with numbers and with decimals to hundredths. MGSE.5.MD.1. Convert like measurements within a given measurement system.)

 

 

 

Theatre
(Field Trip Day, All Workshops)

TA1.RE.1, TA2.RE.1, TA3.RE1, TA4.RE1, TA5.RE.1. Engage actively and appropriately as an audience member.

TA1.RE.2, TA2.RE.2, TA3.RE.2, TA4.RE.3, TA5.RE.3. Critique various aspects of theatre and other media.

TA1.CN.1, TA2.CN.1, TA3.CN.1, TA4.CN.1, TA5.CN.1. Explore how theatre connects to life experiences, careers, and other content

TA1.CN.2, TA2.CN.2, TA3.CN.2, TA4.CN.2, TA5.CN.5. Examine the role of theatre in a societal, cultural, and historical context.

 

Art
(Leonardo Da Vinci: STEAM Pioneer, Arts Demonstrations: Glassblowing, Pottery, Blacksmithing, Weaving)

A2.CN.1, VA3.CN.1, VA4.CN.1 VA5.CN.1. Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.

VA3.CN.2, VA4.CN.2, VA5.CN.2.  Integrate information from other disciplines to enhance the understanding and production of works of art.

 VA3.CN.3, VA4.CN.3, VA5.CN.3. Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 Music (Music of the Renaissance-Performance on Period Instruments, Giwayen Mata-African Dance and Music)

Band

MESBB.8. Understanding relationships between music, the other arts, and disciplines outside the arts.

MESBB.9.  Understanding music in relation to history and culture.

General Music

M3GM.8, M4GM.8, M5GM.8. Understanding relationships between music, the other arts, and disciplines outside the arts.

M3GM.9, M4GM.9, M5GM.9.  Understanding music in relation to history and culture.

Orchestra

MESBO.6, MMSBO.6.  Listening to, analyzing, and describing music.

MESBO.7, MMSBO.7. Evaluating music and music performances.

MESBO.8, MMSBO.8. Understanding relationships between music, the other arts, and disciplines outside the arts.

MESBO.9, MMSBO.9. Understanding music in relation to history and culture.

Dance

ESDK-5.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer.

 

ESDK-5.RE.1 Demonstrate critical and creative thinking in dance.

 

ESDK-5.CN.1 Understand and demonstrate dance throughout history and in various cultures.

 

ESDK-2.CN.3 Identify connections between dance and other areas of knowledge.

 

ESD3-5.CN.3 Integrate dance into other areas of knowledge.

Georgia Standards of Excellence Grades 6 thru 8

Social Studies/History
(16th Century Explorers, Tales from an African Traveler, Giwayen Mata-African Dance and Music, Step into Shakespeare’s World, Language & Manners of the 16th Century, Superstitions of the 16th Century)

SS6G10. Describe selected cultural characteristics of Europe. (Unit 3: Past Shapes the Present)

SS7G4. Analyze the diverse cultural characteristics of the people who live in Africa. (Unit 10: Connecting Africa’s past and present)

SS7H1. Analyze continuity and change in Africa. (Unit 10. Connecting Africa’s past and present.)

SS8H1 b. Explain reasons for European exploration and settlement of North America, with emphasis on the interests of the Spanish and British in the Southeastern area.

SS8H1 c. Evaluate the impact of Spanish contact on American Indians, including the explorations of Hernando DeSoto and the establishment of Spanish missions along the barrier islands.

 

Life & Physical Science
(Birds of Prey, 16th Century Explorers, Royal Joust, Curriculum Connections-Student Activities)

S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms with one another and their environments.

S7L5. Obtain, evaluate, and communicate information from multiple sources to explain the theory of evolution of living organisms through inherited characteristics.  

S8P2. Obtain, evaluate, and communicate information about the law of conservation of energy to develop arguments that energy can transform from one form to another within a system.

S8P3. Obtain, evaluate, and communicate information about cause and effect relationships between force, mass, and the motion of objects.  

English Language Arts
(Step Into Shakespeare’s World, The Six Wives of Henry VIII, Tales from an African Traveler, A Weaver’s Tales of Travel & Intrigue)

ELAGSE6RL4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. 

ELAGSE6RL5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

ELAGSE6RL7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

ELAGSE6RL9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

ELAGSE6RI7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

ELAGSE6SL2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

ELAGSE6SL3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

ELAGSE7RL3.  Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).

ELAGSE7RL4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama

ELAGSE7RL5.  Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

ELAGSE7RI7.  Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

ELAGSE7RL7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium.

ELAGSE7RL9.  Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means or understanding how authors of fiction use or alter history.

ELAGSE7SL2. Analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study.

ELAGSE7SL3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

ELAGSE8RL3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. 

ELAGSE8RL4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 

ELAGSE8RL6. Analyze how differences in the points of view of characters and the audience or reader create such effects as suspense or humor

ELAGSE8RL7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors

ELAGSE8RL9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works

ELAGSE8RL10.  By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently

ELAGSE8RI7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

ELAGSE8SL2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

ELAGSE8SL3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

 

Math
(Curriculum Connections: Student Activities & Quizzes, Leonardo DaVinci: STEAM Pioneer)

Grade 6, Units 1, 2, 3, and 4. (Examples: MGSE6.NS.3. Fluently add, subtract, multiply, and divide multi-digit decimals; MGSE6.RP.3c. Find a percent of a quantity as a rate per 100 (e.g. 30% of a quantity means 30/100 times the quantity); given a percent, solve problems involving finding the whole given a part and the part given the whole.)

 

Dramatic Arts/Theatre
(Field Trip Day, All Workshops)

TA6.RE.1. TA7.RE.1, TA8.RE.1. Engage actively and appropriately as an audience member.

TA6.RE.2, TA7.RE.2, TA8.RE.2. Critique various aspects of theatre and other media. 

TA6.CN.1 Explore how theatre connects to life experience, careers, and other content. a. Identify similarities between theatre and other art forms.

 TA6.CN.2, TA7.CN2, TA8.CN.2 Examine the role of theatre in a societal, cultural, and historical context.

 

Art
(Leonardo Da Vinci: STEAM Pioneer, Arts Demonstrations: Glassblowing, Pottery, Weaving, Blacksmithing)

VA6.RE.1 Reflect on the context of personal works of art in relation to community, culture, and the world.

VA6.RE.2 Critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches.

VA7.CN.1 Develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts.

VA6.CN.3 Utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom. 

VA8.RE.1 Reflect on the context of personal works of art in relation to community, culture, and the world.

VA8.RE.2 Critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches. 

VA8.RE.3 Engage in the process of art criticism to make meaning and increase visual literacy.

VA8.CN.1 Develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts. 

VA8.CN.3: Utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom.

 

Music - Band, Orchestra, General Music
(Renaissance Music - Performance on Period Instruments, Giwayen Mata: African Dance and Music, Field Trip Day Experience)

Orchestra

MMSBO.6, MMSIO.6, MMSAO.6.  Listening to, analyzing, and describing music.

MMSBO.7, MMSIO.7, MMSAO.7. Evaluating music and music performances.

MMSBO.8, MMSIO.8, MMSAO.8. Understanding relationships between music, the other arts, and disciplines outside the arts.

MMSBO.9, MMSIO.9, MMSAO.9. Understanding music in relation to history and culture. 

Band

MHSBB.6. Listening to, analyzing, and describing music 

MHSBB.7. Evaluating music and music performances

MHSBB.8. Understanding relationships between music, the other arts, and disciplines outside the arts.

MHSBB.9. Understanding music in relation to history and culture.

General Music

MMSAB.7. Evaluating music and music performances

MMSAB.8. Understanding relationships between music, the other arts, and disciplines outside the arts.

MMSAB.9.  Understanding music in relation to history and culture

M8GM.6. Listening to, analyzing, and describing music.

 Dance

(Giwayen Mata: African Dance & Music)

 

MSD.PR.2. Understand and model dance etiquette as a classroom participant, performer, and observer.

 

MSD.PR.4. Understand and apply music concepts to dance.

 

MSD.CR.2. Demonstrate an understanding of dance as a form of communication.

 

MSD.RE.1. Demonstrate critical and creative thinking in dance

 

MSD.CN.1. Understand and demonstrate dance throughout history and in various cultures.

 

MSD.CN.3. Demonstrate and understanding of dance as it relates to other area of knowledge.

 

Modern Languages

(Food & Spices of the Renaissance, Plants & Foods of the New World, 16th C Explorers, Language and Manners)

MLI.CU1. Students develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken. The students: A. Demonstrate knowledge of contributions of target culture(s) to civilization. B. Identify commonly held viewpoints of the cultures, such as those relating to time, education, and meals. C. Describe customs and traditions of the cultures such as greetings, celebrations and courtesies.

MLI.CCC1 Students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another. The students: A. Demonstrate knowledge of geographical locations and identify major countries, cities, and geographical features of the places where the target language is spoken. B. Apply previously learned skills from other subjects, when appropriate to demonstrate knowledge in the target language (e.g. using basic math skills). C. Identify examples of vocabulary, phrases, proverbs, and symbols from the target language that are used in other subjects. D. Relate content from other subject areas to topics discussed in the language class, such as the influence of explorers and settlers on various regions of the United States.

MLI.CCC2. Students demonstrate an understanding of the significance of culture through comparisons between the culture(s) studied and the students’ own culture. The students: A. Compare patterns of behavior and interaction in the students’ own culture with those of the target language. B. Demonstrate an awareness of elements of the students’ own culture

Georgia Standards of Excellence Grades 9 thru 12

Social Studies/History
(Field Trip Day Experience, All Workshops)

Unit 5: European and Asian Middle Ages, Renaissance, and Reformation

SSWH6. Describe the diverse characteristics of early African societies before 1500 CE/AD.

SSWH7. Analyze European medieval society with regard to culture, politics, society, and economics.

SSWH9. Analyze change and continuity in the Renaissance and Reformation.

SSWH10. Analyze the causes and effects of exploration and expansion in the Americas, Africa, and Asia.

SSWH13. Examine the intellectual, political, social, and economic factors that changed the world view of Europeans from the sixteenth century CE/AD to the late eighteenth century CE/AD.

 

English Language Arts
(Step Into Shakespeare’s World)

ELAGSE9-10RL2: Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 

ELAGSE9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 

ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 

ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from world literature.

ELAGSE9-10RL7: Analyze the representation of a subject or a key scene in two different artistic mediums.

ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic or how a later author draws on a play by Shakespeare).

ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 

ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text including figurative and connotative meanings; analyze the impact of specific word choice on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare.)

ELAGSE11-12RL5: Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.

ELAGSE11-12RL6: Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

ELAGSE11-12RL7: Analyze multiple interpretations of a story, drama, or poem (e.g., live production of a play or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare.)

 

Science/Engineering
(Conversation with Leonardo DaVinci, Curriculum Connections-Crow’s Nest & Other Student Activities, Royal Joust, 16th Century Explorers, Coin Mint)

SPS8. Obtain, evaluate, and communicate information to explain the relationships among force, mass, and motion.

 

Math History
(Conversation with Leonardo DaVinci)

MHM.H.3. Students will trace the centers of development of mathematical ideas from the 5th century to the 18th century. (Students will investigate the development of algebra during the Middle Ages and Renaissance.)

 

Theatre
(Field Trip Experience, All Workshops)

TAHSA.RE.1 Engage actively and appropriately as an audience member

TAHSA.CN.2 Examine the role of theatre in a societal, cultural, and historical context.

 

Art
(Conversation with Leonardo DaVinci, Arts Demonstrations: Glassblowing, Pottery, Weaving)

VAHSAD.CN.3 Utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom. 

VAHSAHRE.2 Discuss aesthetic issues.

VAHSAH.RE.3 Compare and contrast works of art, artists, cultures, and eras based on visual and contextual evidence.

VAHSAH.RE.4 Identify various works of art according to style and function, and justify identifications based on evidence in the work.

VAHSAH.CN.1 Evaluate the influence of historical, political, economic, social, cultural, religious, and technological factors on the development of selected works of art from prehistoric to contemporary times and in a variety of societies

 

Art History
(Conversation with Leonardo DaVinci, Arts Demonstrations: Glassblowing, Pottery, Weaving, Blacksmithing, Field Trip Experience)

50.09110 Art History 1 - Introduces art history through works of art from antiquity to the present.

50.09120 Art History II - Enhances level-one skills and covers ideas, theory, and style in works of art from antiquity to the present

VAHSAH.RE.1 Identify and describe how artistic expression is conveyed visually through subject matter, media, technique, and design (e.g. composition, color scheme).

VAHSAHRE.2 Discuss aesthetic issues.

 VAHSAH.RE.3 Compare and contrast works of art, artists, cultures, and eras based on visual and contextual evidence.

VAHSAH.CN.1 Evaluate the influence of historical, political, economic, social, cultural, religious, and technological factors on the development of selected works of art from prehistoric to contemporary times and in a variety of societies.

VAHSAH.CN.3 Utilize a variety of resources to see how artistic learning extends beyond the walls of the classroom. 

 

Music: Band, Orchestra, General Music, Music Technology, Music Theory
(Renaissance Musical Instruments - Performance on Period Instruments, Giwayen Mata, Field Trip Day Experience)

Band

MMSBB.8. Understanding relationships between music, the other arts, and disciplines outside the arts.

MMSBB.9. Understanding music in relation to history and culture.

MHSBO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts. 

MHSBO.9 – Understanding music in relation to history and culture.

General Music

M6GM.8m M7GM.8, M8GM.8. Understanding relationships between music, the other arts, and disciplines outside the arts.

M6GM.9, M7GM.8, M8GM.9. Understanding music in relation to history and culture.

Orchestra

MHSBO.6. Listening to, analyzing, and describing music .

MHSBO.7. MHSMO.7 Evaluating music and music performance.

MHSBO.8. Understanding relationships between music, the other arts, and disciplines outside the arts.

MHSBO.9. Understanding music in relation to history and culture.

 

Music Technology

MHSBMT.8, MHSIMT.8.  Understanding the relationships between music, the other arts, and disciplines outside the arts.

MHSBMT.9, MHSIMT.9. Understanding music in relation to history and culture. (Analyze and discuss musical time periods and their relationships to cultural and artistic developments.)

MHSBMT.7, MHSAMT.7, MHSMMT7. Evaluating music and music performances.

MHSAMT.8. Understanding relationships between music, the other arts, and disciplines. (Composes music influenced by the genre and time periods of other artistic medium.)

 

Music Theory

MHSBMTh.6, MHSIMTh.6.  Listening to, analyzing, and describing music.

MHSBMTh.7, MHSIMTh.7. Evaluating music and music performances.

MHSAMTh.5. Listening to, analyzing, and describing music.

MHSBMTh.8, MHSIMTh.9, MHSAMTh.6. Understanding relationships between music and the other arts a. Discuss how music has been influenced by and integrated with other fine arts throughout the major historical periods for western art.

MHSBMTh.10, MHSBMTh.10, MHSIMTh.8, MHSAMTh.8. Understanding music in relation to history and culture.

 

Dance, Levels I, II, III, IV

DHSAR.PR.2, DHSD3.PR.2, DHSD4.PR.2. Understand and model dance etiquette as a classroom participant, performer, and observer

DHSAR.RE.1, DHSD2.RE.1., DHSD3.RE.1. Demonstrate critical and creative thinking in all aspects of dance.

DHSAR.CN.1, DHSD3.CN.1, DHSD4.CN.1. Understand and demonstrate dance throughout history and in various cultures.

DHSAR.CN.3, DHSD2.CN.3, DHSD3.CN.3. Demonstrate an understanding of dance as it relates to other areas of knowledge.

DHSD3.PR.4 Understand and apply music concepts to dance.

 

Dance for Theatre

DHSDT.RE.1 Demonstrate critical and creative thinking in all aspects of dance.

DHSDT.CN.1 Understand and demonstrate dance throughout history in regard to theater production. b. Describe how other arts disciplines are integrated into dance performances

 

Dance History

DHSDH.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer.

DHSDH.RE.1 Demonstrate critical and creative thinking in all aspects of dance.

DHSDH.CN.1 Understand and demonstrate dance throughout history and in various cultures.

DHSDH.CN.2 Demonstrate an understanding of the connections between dance and other arts disciplines, other content areas, and the world.

 

World Dance Forms, Levels 1-IV

DHSWDF.RE.1 Demonstrate critical and creative thinking in all aspects of dance.

DHSWDF.CN.1 Understand and demonstrate dance throughout history and in various cultures. a. Describe the similarities and differences within various contemporary dance techniques.

DHSWDF.CN.3 Demonstrate an understanding of dance as it relates to other areas of knowledge.

 

Modern Languages

GRADES 9-12 LEVEL 1
II. Cultural Perspectives, Practices, and Products (CU)
 
MLI.CU1 The students develop an awareness of perspectives, practices, and products of the cultures where the target language is spoken.  The students:
A. Demonstrate knowledge of contributions of target culture(s) to civilization. B. Identify commonly held viewpoints of the cultures, such as those relating to time, education, and meals. C. Describe customs and traditions of the cultures such as greetings, celebrations and courtesies.
 
III. Connections, Comparisons, and Communities (CCC)
 
MLI.CCC1 The students use information acquired in the study of the target language and information acquired in other subject areas to reinforce one another.  The students:
A. Demonstrate knowledge of geographical locations and identify major countries, cities, and geographical features of the places where the target language is spoken.

B. Apply previously learned skills from other subjects, when appropriate to demonstrate knowledge in the target language (e.g. using basic math skills).

C. Identify examples of vocabulary, phrases, proverbs, and symbols from the target language that are used in other subjects.

D. Relate content from other subject areas to topics discussed in the language class, such as the influence of explorers and settlers on various regions of the United States.

Thank you to Our Sponsors