Marshallese+Culture+through+the+Lens+of+Dance

=Title: Marshallese Culture through the Lens of Dance= = = =Snapshot:=

=
In the first part of the unit, students will watch a video of Marshallese Stick Dancers, discuss “The Jobwe Stick Dance Legend”, create their own musical instruments, and act out the folk tale while playing their instruments. Through this process, students will develop their reading skills, think critically about the perspectives of the different characters in the folk tale, use their creativity to create and perform, and examine Marshallese culture.=====

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In the second part of the unit students will learn about the history of a certain dance in the Marshall Islands and learn the Haka. This will require students to be physically engaged. In addition to learning the dance, students will discover mathematical ratio relationships through the exploration of beats, measures, and time signatures. Then, students will have an opportunity to reflect on the time-period of the dance and write a descriptive piece about which emotions they felt while dancing. Students will work on describing how the dance made them feel and what story they think the dance is trying to tell its audience based on the historical time frame.===== = = =Targeted Students:=

=
The target grade/age for this module is students who are in grades 6, 7, or 8. Additionally, this module can be used for a room filled students from diverse backgrounds. Since we will be focusing on a specific form of dance and a historical time-period in the history of the Marshall Islands, we think that Pacific Islander students would be particularly interested in this module. This module will include interdisciplinary teaching including elements of mathematics, physical education, and history, English Language Arts, Social Studies, Music, and Theater.===== = = =Anticipated time to complete the modules:=

Both Module 1 and Module 2 are three-day lesson segments, which makes for a total of six days to complete the unit.
= = =Curriculum Designers:=

=
Jen Marty: Jen is in her second year of the undergraduate teaching program at Gonzaga University. She is also in her third year of working towards her B.A. in History at Gonzaga University as well. Jen is working towards her Social Studies endorsement in Secondary Education.=====

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Emily Barville: Emily is currently in her third year at Gonzaga University, working towards her bachelor’s degree in Music Education with a Choral Concentration. She hopes to teach secondary choir and/or elementary general music after she graduates.=====

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Griffith Johnson: Griffith is in his 3rd year of the Physical education teacher education program. He plans to graduate with a B. Ed in physical education with a teacher certification in K-12 Health and Fitness. Griffith has spent time in Spokane Public Schools at Garfield Elementary, Logan Elementary, Rogers High School and Lewis and Clark High school.=====

=
Elly Zykan: Elly is in her third year of the undergraduate teaching program at Gonzaga University. She is working towards her B.A. in Mathematics and a secondary level endorsement in Mathematics. Elly has spent time in the field in Spokane Public Schools at Garry Middle School, Shadle Park High School, and the Chilenga Basic School in Zambezi, Zambia.=====

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Cassie Selle: Cassie is in her second year of the history program at Gonzaga University, and her second year in the secondary education, and dance minor program. Cassie has spent time in the field at Holmes Elementary, Garry Middle School and multiple high schools in the Spokane area including University High School of the Central Valley District.=====

=**Module 1**= = = =__Content Objectives__=

Students will be able to:
=__Language/Literacy Objectives__=
 * =====Create new musical instruments using available resources.=====
 * =====Improvise melodies and/or rhythms.=====
 * =====Use a folktale to create a performance. =====
 * =====Analyze the perspectives of different characters in the short story “The Jobwa Stick Dance Legend”. =====

Students will be able to:
= = =__Standards__= = = =**Social Studies **=
 * =====Demonstrate their understanding of the role of an iroij (chief) within a tribal context. =====
 * =====Explain the significance that folktales have within Marshallese culture and other cultures as well. =====

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The student makes connections within and across the arts (dance, music, theatre, and visual arts) to other disciplines, life, cultures, and work. =====

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Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. =====

=__Resources and Preparation__=
 * =====Link to Stick Dance Video =====
 * =====[]=====


 * =====Link to song “Ukot Boke” =====
 * []


 * =====Link to image of the Aje (Marshallese drum) =====
 * []


 * =====Link to folk tale “The Jobwa Stick Dance Legend” =====
 * []


 * =====<span style="font-family: Arial,sans-serif;">Map of Ujae Atoll =====
 * []

== =__From Theory to Practice__=

=
<span style="font-family: Arial,sans-serif; font-size: 11pt;">Students will watch a video of Marshallese dancers performing the Stick Dance. Showing this short video to the students will capture their attention, making the students more invested and engaged in the remainder of the lesson. The students will then read the short folk tale called “The Jobwa Stick Dance Legend,” which is a folktale that represents the Stick Dance that the students will have just watched. After reading this, the students will act it out themselves. In this way, they will be personifying the text and taking on the role of someone else. Personifying texts has been shown to make the text more interesting for students. They will be more invested in the story and will likely remember the content of that story because of the work that they will have put into creating their character and acting out his/her story (Zwiers, 61). Additionally, taking on the role of someone else will build up students’ cognitive skills of seeing something from someone else’s perspective (Zwiers, 61). <span style="font-family: Arial,sans-serif;">After the students act out the folk tale, they will have a whole-class discussion about the question: “Was it right for Iroij to kill Dri Ikjiet?” The students will begin this discussion by having a Think-Pair-Share with a partner, and then they will take a side of the room. This “Take a Side” strategy gets the students moving, which is a very important aspect to this discussion. Additionally, students will be using lots of persuasive academic language that will also allow for them to use evidence (Zwiers, 138). ===== = = =__Instructional Plan__= = = ==

=Module 2= = = =__Content Objectives__=

Students will be able to:
= = =__Language/Literacy Objectives__= Students will be able to = = =__Standards__=
 * =====Perform the traditional dance, the haka.=====
 * =====Describe ratio relationships between beats and measures.=====
 * =====Identify multiple interpretations of Marshallese culture during the 1930-50s time-period.=====
 * Describe imagined experiences using descriptive details from the 1930-50s time period.
 * =====Interpret a dance style and create their own interpretation of the dance.=====
 * =====Describe their experience using sensory details.=====

Perform correct technique for a variety of skills in one selected individual-performance activity.
= = =__Resources and Preparation__=

[[file:The Haka.pptx]]

 * =====Haka Video=====
 * =====[]=====

[[file:Math and Music.pptx]]

 * =====[|Math Ratio Mini-Lesson]=====





= = =__From Theory to Practice__=

=
Students will be experiencing the culture of the Marshall Islands across disciplines. They will learn a dance, discover the relationship between music and math, and also describe the perspective of a performing dancer. In forming this module, ideas were drawn upon in Zwiers Chapters 4 and 9. The language of History comes in layers: first there are facts, then there are events, and these are followed by abstract ideas to build a thesis and support it with evidence. In support of this idea in Zwiers Chapter 4, students will be creating their own argument and supporting it with evidence from throughout the module. Students will apply the main skill of interpretation to understand the underlying meanings from the Haka dance. In the same fashion, students will be developing their interpretation skills for understanding and reasoning through complex math problems within the module. When thinking about building language development into lessons and assessment, this module is supported by Zwiers Chapter 9. The module is planned for students and there are a variety of formative and summative assessments along the way.=====

=__Instructional Plan__=



<span style="background-color: #ffffff; display: block; font-family: Calibri,Arial,Helvetica,sans-serif; font-size: 16px;"> <span style="display: block; font-family: Calibri,Arial,Helvetica,sans-serif,EmojiFont,;"> //This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.// <span style="display: block; height: 1px; left: 0px; overflow: hidden; position: absolute; top: 2285.5px; width: 1px;"> <span style="font-family: Arial; font-size: 14pt; font-weight: 700; text-decoration-line: underline; vertical-align: baseline; white-space: pre-wrap;">Session 1: <span style="font-family: Arial; font-size: 14pt; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"> Learning of the dance: Step 1: Introduction of the dance: This dance is typically used before New Zealand National Rugby team(All Blacks) matches. It originates from a Moari (indigenous people of New Zealand) War Dance. Step 2 :Use the powerpoint that is provided. The powerpoint has all of the steps of the dance and the videos are attached within the video. Step 3: Practice the dance with your groups. Follow the steps that are in the powerpoint.

<span style="font-family: Arial; font-size: 14pt; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Assessment: Watching to see that each of the steps of the dance are performed (Use the steps from the powerpoint)

<span style="font-family: Arial; font-size: 14pt; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Complete checklist from below for assessment. Either do it for each individual student or for each group.


 * ||  || <span style="font-family: Arial; font-size: 14pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">1 Beginning || <span style="font-family: Arial; font-size: 14pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">2 Emerging || <span style="font-family: Arial; font-size: 14pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">3 Meeting || <span style="font-family: Arial; font-size: 14pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">4 Exceeding ||
 * <span style="font-family: Arial; font-size: 14pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Warm Up ||  ||   ||   ||   ||   ||   ||   ||


 * <span style="font-family: Arial; font-size: 14pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Middle part of dance ||  ||   ||   ||   ||   ||   ||   ||


 * <span style="font-family: Arial; font-size: 14pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Finish the dance ||  ||   ||   ||   ||   ||   ||   ||

<span style="font-family: Arial; font-size: 14pt; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Academic Language: Indigenous: <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 11pt; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">originating or occurring naturally in a particular place; native. Moari: <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">the indigenous Polynesian people of New Zealand. The Māori originated with settlers from eastern Polynesia, who arrived in New Zealand in several waves of canoe voyages at some time between 1250 and 1300 CE.

<span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; font-weight: 700; text-decoration-line: underline; vertical-align: baseline; white-space: pre-wrap;">Session 2: <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Math and Music <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">This session will be framed in the context of learning the Haka dance and talking about what it felt like to count along and be right in time with the other performers. The session is centered around teamwork and working together to move as one cohesive unit. In that spirit, students will need to know how to measure and count rhythm in order to be more precise in their dancing.

<span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Step 1: Teacher will introduce Powerpoint, review learning objectives, introduce academic language, and the mathematical precision skills needed to complete the lesson. Ask students what words come to mind when they see the language used in the learning target such as “describe” “ratio relationships” “beats” and “measures”. Students will watch video on the difference between ratios and fractions.

<span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Step 2: Students will practice a problem with the teacher. At this point the teacher will stop and clarify any misconceptions around the room or allow time for students to ask questions for clarity.

<span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Step 3: As students are working on their practice problems individually, the teacher will hang up/write/post problems around the board for the team activity. If there are whiteboards, then have students show work on whiteboards. If not, tape one large problem on each wall and have students show work on their worksheet.

<span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Step 4: Students will be assigned groups of 4 to work in teams for the rest of the class period. Students will be asked to work on the problems posted around the room. As they go, they will be thinking about the following questions: If someone new came into class, how would you explain to them what a ratio is? What are some steps or rules for creating ratios? What is the ratio relationship between beats and measures?

<span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">As students work in groups, teacher will be giving verbal feedback. Teacher will assess students while floating around the room to all the groups. At the end, students will be asked to write responses to the questions above as a group. Teacher will assess students based on the following

<span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Emerging- Student responses were vague, had no use of academic language, responses were incomplete Meeting- Student responses demonstrated use and application of academic language, applied lesson to relate beats and measures together, possibly created their own rules Exceeding- Students created their own rules/steps for creating ratios, students applied and used academic language to come up with new ideas, present concepts in manner so that new students would easily be able to access information

<span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; font-weight: 700; text-decoration-line: underline; vertical-align: baseline; white-space: pre-wrap;">Session 3: <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Writing/Historical Context After learning the dance and the relation to mathematics, students will have an opportunity to reflect on the time period of the dance and write from the perspective of a Marshall Island dancer who is dancing back in time. Students will work on describing how the dance made them feel and what story they think the dance is trying to tell to its audience.

<span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Step 1: Students should be shown Powerpoint, asked to write down key vocab terms (on slide 2). Students should also be told that they will be writing a reflection based on their learning today, and how the dance made them feel or what they would be dancing for, from the shoes of a Marshallese dancer. This way students are prepared to look for specific content in the slides to help their writing.

<span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Step 2: Students will be given work time to brainstorm/write down as many thoughts for their perspective reflection as possible.

<span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Step 3: Students will be given work time to start writing, being sure to include at least 3 vocab/ content-specific historical words, or time period events that relate to the Marshallese culture they have learned about Step 4: Students will get with a partner and share their stories, and give partner feedback on changes to apply before submitting their final work

<span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Step 5: Students will submit their short reflections to the teacher, and the teacher will use the following rubric to score students:

<span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center; vertical-align: baseline; white-space: pre-wrap;">Marshallese Cultural Reflection

<span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Name:_ Period:_

<span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Criteria: Developing(2-4) <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 10pt; vertical-align: baseline; white-space: pre-wrap;"> Below 2 Will result in a redo <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"> Meets Standard(5-6) Accelerated (7-8)

<span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Student Clearly states an analysis of Marshallese dance and culture from the perspective of a Marshall Island dancer ||  || <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Comments: || <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Comments: || <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Comments: || <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Student using at least 3 references to a historical event, typical Marshallese culture, or traditions in folk tales learned about throughout the lesson || <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Comments: || <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Comments: || <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Comments: || <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Student has a complete, structured reflection, with no grammatical errors, a clear thesis, and structured evidence. Student will also have work completed on time, in a professional manner with a complete sense of learning shown. || <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Comments: || <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Comments: || <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">Comment ||
 * <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">**Student Focus**
 * <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">**Lesson Content**
 * <span style="background-color: #ffffff; color: #222222; font-family: Arial; font-size: 12pt; line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; vertical-align: baseline; white-space: pre-wrap;">**Reflection Structure**