Connected Subject Experiment / Drama in the Home Total 100 points Participant Introduction I will be doing the Drama in the Home Experiment at home with my 19 year old sister, Estela. She is currently attending Bakersfield College and enjoys learning about history, it is also her favorite subject in school. Drama Activity Statement I have chosen the Story Drama method as an engaging and immersive approach to deepen our understanding of the Boston Tea Party and its historical context. Story Drama is a powerful educational tool that combines elements of storytelling and dramatic play to enhance comprehension and retention of historical events. By embodying characters and reenacting scenes, participants can develop a more profound connection to the narrative, making the learning experience more memorable and meaningful. This method facilitates learning by actively involving participants in the historical narrative, allowing them to step into the shoes of key figures involved in the Boston Tea Party. By engaging in dramatic play, students can explore the motivations, emotions, and complexities of the historical characters, gaining insights into the context of the event. Lesson Description 1. Watch Video about Boston Tea Party Why The Boston Tea Party? | Sam Adams Explains | History … YouTube·History Heroes·Apr 19, 2019 2. Warm up: “Tea Time Greetings” Objective: The objective of this drama game is to embody the personalities of various characters from the Boston Tea Party, express their historical perspectives, and interact with one another in a social setting. Materials Needed: Character cards: Cards with the names of significant figures from the Boston Tea Party, such as Samuel Adams, John Adams, King George III, Sons of Liberty members, British officials, etc. Setting: Designate a space to represent a tea party setting. This could be a classroom arranged with tables, chairs, and tea-related props. Now walk around the “tea party” area and greet each other in character. Introduce specific scenarios related to the Boston Tea Party, such as discussing the tax on tea. 3. Story Drama: Scene 1: The Arrival of the Tea Ships Setting: Boston Harbor, December 16, 1773 Actions: Patriots gather near the harbor, murmuring discontent. British Officials oversee the unloading of tea from the ships. Patriots approach British Officials, expressing frustration and refusal to accept the taxed tea. Emotions: Patriots: Frustration, defiance, unity. British Officials: Authority, indifference. Scene 2: The Meeting at the Old South Meeting House Setting: Old South Meeting House, December 16, 1773 Actions: Patriots, led by figures like Samuel Adams, hold a meeting. Emotions escalate as Patriots voice their opposition to British policies. Decision made to prevent tea unloading and sale. Emotions: Patriots: Anger, determination, unity. Leaders: Passionate, persuasive. Scene 3: Planning and Disguises Setting: Secret meeting place, Night of December 16, 1773 Actions: Patriots gather in secret to plan. Decision to disguise themselves as Mohawk Indians for anonymity. Planning and organizing the logistics of the action. Emotions: Patriots: Tension, secrecy, determination. Scene 4: Boarding the Ships Setting: Boston Harbor, Night of December 16, 1773 Actions: Patriots, disguised as Mohawk Indians, board the tea ships. Stealthy and purposeful actions, avoiding detection. Non-verbal communication to convey determination. Emotions: Patriots: Tension, resolve, unity. Scene 5: Dumping the Tea Setting: Boston Harbor, Night of December 16, 1773 Actions: Patriots begin dumping chests of tea into the harbor. Express a range of emotions: defiance, anger, unity among Patriots. Highlight the risk and consequences of their actions. Emotions: Patriots: Defiance, anger, unity. British Officials (noticing): Shock, anger. 4. Challenges: With multiple characters and scenes, there is a risk of the activity becoming chaotic or losing focus. 5. Questions: What emotions did the characters experience, and why? How did it feel to be in the shoes of the characters during the Boston Tea Party? How did the reenactment deepen your understanding of the historical events? What was your favorite scene and why? Lesson Reflection • Wednesday, December 6th, 5:00 – 5:40 • What were the choices the players made for their characters? Did they do anything you didn’t plan for? What happened in the scenario that they added? How did the drama area you chose connect to the subject you were teaching? • What were some things that players got better at during the activity? Be specific. • What were their responses to the four questions at the end of the session? What did they learn in connection to your connected subject learning goal? Do you think they will remember what they learned? Why or why not? Conclusions Reflect upon the experience of creating your own drama lesson and relate your thoughts on theses prompts: • What did you discover in the process of creating a lesson plan and then seeing it in action? • What were some things you discovered about using creative drama as a teaching/learning method? • What were some unexpected outcomes from the project? • How do you imagine this experience will affect future encounters with drama in your work as a teacher in the future?
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