Unit: |
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Dance
Education Grades 6-8 |
Focus: |
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Historical and Cultural Aspects of Dance |
BCPS Content
Curriculum Indicator: |
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Students will explore,
perform and create dances from various historical, cultural, and social
genres to increase their knowledge and appreciation of dance and its
relationship to other significant components of human history and
experience.
Students will demonstrate the ability to relate dance experience
to other disciplines in order to increase knowledge and understanding.
Students will identify, analyze, and apply various criteria in
dance aesthetics in order to develop critical and creative thinking
skills. |
BCPS
Library Media
Indicators: |
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- Use reference skills in order to locate
information in a variety of sources (LG-3)
- Use research skills in order to evaluate,
select, record, and reorganize information (LG-3)
- Use critical thinking skills in order to solve
research problems (LG-3)
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Maryland Dance VSC |
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2.0 Historical, Cultural, and Social Context: Students will demonstrate an understanding of dance as an essential aspect of history and human experience. |
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2A
1. Match resources to topic of interest or need.
3. Define and refine an information need by formulating compelling/effective questions.
3A
1. Use print resources efficiently and effectively.
2. Use non-print resources efficiently and effectively.
3. Use computer/online/digital resources efficiently and effectively.
6. Evaluate the content of specific computer/online/digital resources to determine accuracy and relevance of content.
7. Use appropriate graphic organizers or note cards to record relevant information.
8. Use own words to capture concepts and avoid plagiarism.
9. Record appropriate bibliographic information to cite sources.
5A
2. Apply critical thinking and problem solving strategies.
6A
1. Make decisions to facilitate effective communication of ideas.
7A
1. Exhibit respect for the intellectual property rights of others. |
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- Standard 1 - The student who is
information literate accesses information efficiently and
effectively.
- Standard 2 - The student who is information
literate evaluates information critically and competently.
- Standard 3 - The student who is information
literate uses information accurately and creatively.
- Standard 4 - The student who is an independent
learner is information literate and pursues information.
- Standard 5 - The student who is an independent
learner is information literate and appreciates literature and other
creative expressions of information.
- Standard 7 - The student who contributes
positively to the learning community and to society is information
literate and recognizes the importance of information to a
democratic society.
- Standard 8 - The student who contributes
positively to the learning community and to society is information
literate and practices ethical behavior in regard to information and
information technology.
- Standard 9 - The student who contributes
positively to the learning community and to society is information
literate and participates effectively in groups to pursue and
generate information.
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ISTC NETS for Students
Performance Standards and Indicators:
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- Students use technology to
locate, evaluate, and collect information from a
variety of sources.
- Students use technology tools
to enhance learning, increase productivity, and
promote creativity.
- Students use productivity
tools to collaborate in constructing
technology-enhance models, prepare publications,
and produce other creative works.
- Students use a variety of
media and formats to communicate information and
ideas effectively to multiple audiences
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