Crossing Borders/Breaking Boundaries The Portuguese Empire in the Sixteenth and Seventeenth Centuries July 16-24, 2007 |
I. Unit of Study: Effects of Discovery II. Length of Time: 7-8 Days III. Author/County: Pam LeFave
IV. Grade Level/Subject Area(s): Theatre 3/4 Grades 11-12
________________________________________________________________________ V. Abstract My advanced theatre students were about to read "Othello", a good choice for a diverse student population. This is when I integrated these lessons. I did not do the big unit originally planned, however it brought together the world picture and the turmoil of the Renaissance and Elizabethan English eras. It was also eye opening that when the Portuguese came to conquer African lands, they found it to be just as advanced civilization as their own. The New World was a different story. VI. Lessons Day One: Students will learn about the timeline of the Renaissance and Elizabethan England: http://www.elizabethan-era.org.uk/elizabethan-timeline.htm We will discuss prior knowledge of the Renaissance era. Students will be introduced to the concept of trade leading to world exploration and Portuguese dominance. Day Two: We will read excerpts from the Letter to the King by Pero Vaz de Caminha. Students will compare the travel brochure to the letter. If time permits, we will do the introduction to the dramatization of the natives’ and the sailors’ impressions. Day Three: Students will fine tune the exercise we started yesterday. We will then do tableau #1. Then, to learn about the discovery and settlement of Brazil, we will look at the Portuguese timelines: http://seattlepi.nwsource.com/leonardo/timeline.html We will discuss the effects of exposure to foreign germs on the natives. Then we will do tableau #2. (See www.metmuseum.org) Day Four: Students will write a monologue (first person) taking on the persona of a native, African slave or slave owner in Brazil. Students will be asked to memorize their monologues and perform them. Day Five: Students will perform their letter as a monologue. Students will critique each other with rubrics. Students will critique themselves. Day Six: Students will be asked to fill out an evaluation of the unit. We will move on to the rest of the Renaissance unit. Days One, Two, and Three Lesson Objectives:
English Core Learning Goal I: Reading, Reviewing, Responding to texts The student will demonstrate the ability to respond to a text by reading, viewing, and listening to self-selected and assigned materials.
Social Studies Core Learning Goal: Standard 5.0 History: Students will examine significant ideas, beliefs, and themes; organize patterns and events and analyze how individual and societies have changed over time.
Objectives
Objectives
Fine Arts Content Standard: Theatre Outcome II: Historical, Cultural, and Social Content
VII. Materials
VIII. Enduring Understandings
XI. Essential Questions:
XII. Lesson Elements Day One: Entrance slip: In five minutes, write whatever you know about the Renaissance era. Teacher Directed:
Presentation of New Materials:
Exit Slip: Write four things you did not know about the Portuguese before coming into class today. Day Two: Teacher Guided:
For homework:
Day Three:
For Homework: Write your reflection on the feelings and reactions you had after doing our dramatizations of the Portuguese arrival.
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