Interrelated Unit

This unit focuses on the exploration of a common idea or theme through the four strands. What follows is a "model" for an interrelated unit. This model is directed at grade eight students, but its method of interrelating the four strands applies at the grades six to eight levels. The teacher should read the suggested activities here, then select an appropriate idea or theme on which to build a unit for his or her own students.

The eight-week period allotted to the interrelated unit could include one long unit, or several shorter units of varying lengths. The length of the unit will depend on the nature of the theme or idea selected, and how far the teacher and students want to take it.

There are many more activities suggested here than can be completed in the time allotted. The activities are suggestions only and are presented as ideas so that teachers can see what is meant by an interrelated unit. Each of the four strands must be included in this unit.

Teachers should integrate specific learning objectives from each strand where appropriate throughout the unit.

Suggested Activities	Possible Resources
Sample Idea: The Arts Mirror and Influence Society Background Information Since the beginning of time, artistic pursuits have been an important part of human life. In all societies and cultures the arts distinguish themselves as a vital means for personal expression and for the definition and transmission of culture. Middle Level students will understand that the work of artists simultaneously reflects and influences the society in which it is created. They will have learned that through their work artists can challenge norms, offer social commentary and provide their audience with fresh ideas and personal insights.
This interrelated unit focuses on the role of the arts in societies, past and present. The events that shaped the 1920s provide a context for the exploration of ideas through dance, drama, music and visual art. In North America, the 1920s were a time of optimism, increasing prosperity, contradiction and change. The hallmarks of this era included mass entertainment, new inventions, zany fads and fashions, and the achievement of some long-sought social and political gains for women. Artists of many disciplines contributed and responded to these particular accomplishments in one way or another. As well, some music, dance, dramatic and visual artists created works that challenged conventionally accepted ideas about the arts and about the role of the arts in society, as artists today continue to do. The web on the following page provides a concept map displaying these ideas about the 1920s. The following suggested activities will provide a guide for the framing of activities and experiences should a class choose to explore a different era or any other common idea or theme through the four strands.	Reference materials on the 1920s
Suggested Activities	Possible Resources
A Look at the Times Design a project in which students work individually, in pairs or in small groups to research what was happening in the world during the 1920s. Ask the students to accumulate as much information as they can about a range of topics: economic, social and political situations; cultural images; the arts and popular entertainments; crazes; advertising; souvenirs; sports; famous people; the daily lives of "ordinary" people around the world; etc. Have them create charts displaying their findings. Have the whole class create a webbing, connecting the ideas found on the charts. Discuss what the students have learned and what they can deduce about the effect of world events on each of the topics they listed. Compare these findings to the realities of today. Ask the students to suggest ideas or topics inspired by their research that they would like to explore further through each of the four strands.	Reference materials on the 1920s such as The Confident Years: Canada in the 1920s
Suggested Activities	Possible Resources
Drama Gangsters, flappers, speak-easies and illegal liquor are among the strong images that the 1920s bring to mind. Structure a drama that begins with the meeting of the Moose Jaw Chapter of "The Christian Women's Temperance Union". The meeting is attended by members of the organization and others from the community who are sympathetic to their cause. As well a few meeting "crashers" who hold opposing views could be in attendance. The meeting focuses on the deplorable situation created by those whiskey smugglers, rum runners, and operators and frequenters of speak-easies in the city who so flagrantly violate the prohibition laws. As the drama unfolds, opportunities will be created for the students to explore this topic through other roles as contemporary television producers, print journalists, photo journalists, investigators, flappers, gangsters or whatever else the teacher and students might suggest.
Suggested Activities	Possible Resources
Music The 1920s is known as "The Jazz Age". Chicago became one of the hubs of the jazz world during the 1920s. Many famous African- American jazz musicians moved from New Orleans to Chicago to play in the noisy speak-easies. Jazz was now the popular dance music. Listen to some of the popular jazz artists of the 1920s. How did jazz music reflect the life style of the times? Do today's popular artists reflect the life style of our times? Discuss possible reasons for the rapid changes in what is deemed "popular". What was popular last year, or even last month, is not necessarily popular today. What technological advances have made these rapid changes possible? Jazz grew from the blues and much of the early jazz used the blues form as a structure or skeleton around which to build the music. The most common blues form is the "12 bar" blues. This is a three- line structure, with four bars or measures to a line. Often the lyrics of the first and second lines are the same and the third line uses different lyrics. The harmonic changes, or chord changes, are also very structured and predictable. Repeated listening should enable the students to identify when the chords change and that there are only three chords used.	Reference materials, such as Jazz, Music: Sound and Sense
Find as many listening examples as possible of early blues and jazz. Can you hear the similarities among these styles? What is different in each style? Compare the early jazz to the jazz of later decades and today. See Music, Appendix B for a list of some artists. Invite students or community members to play a bass line using the 12 bar blues form. Repeat the pattern several times and record it. Use this as the foundation for the students' blues compositions. Students should write appropriate lyrics and create a singable melody that follows the chord progressions. This project will become easier as the students listen to a variety of blues music. They may perform these compositions for the class. Listen for the blues influence in rock music. Rock also has its roots in the blues. Some of the earlier rock artists were heavily influenced by the blues (for example, Elvis Presley, the Rolling Stones, the Beatles, Janis Joplin, Chuck Berry, Jerry Lee Lewis). Ask students to bring examples of recording artists and groups who have been influenced by the blues.	Recordings by such artists as Bessie Smith, Louis Armstrong, Fats Waller, King Oliver, Art Tatum, Duke Ellington, Bix Beiderbeck, Jelly Roll Morton Composing in the Classroom, Opus 2 Canada: Its Music
Teacher Note In listening to original blues music, teachers should beware that many lyrics are considered sexist today. In addition, the content of some blues lyrics may be inappropriate for young students. Choose your material carefully and remind students that the music should be examined in the context in which it was created.
Suggested Activities	Possible Resources
Dance Many of the social dances of the 1920s were originated by African-Americans in the southern United States and the clubs of Harlem. After World War I, there was a dancing craze. Social dances underwent dramatic changes. Many, such as the Charleston, were met with outrage and were expected by some to create social chaos. Design a project in which students work individually, in pairs or in small groups to examine how World War I, the changing of women's roles in society, the fashions and the music effected the social dances of the times. Why were some of the dances considered risqué? Are there any dance fads today which are treated sceptically by some people in society?	Resources on social dances, found in books such as Dance: A Very Social History, Black Dance: From 1618 to Today; videos such as Call of the Jitterbug
Look at films or videos which show some of the dances of the 1920s. Invite a studio dance teacher or a dance student to teach the students one of the dances, such as the Charleston or tap dance steps. Compare the social dances of the 1920s to the students' dances. Have students videotape examples of their own popular dances. Students could video a school dance, for example. In what ways are the dances similar or different? Consider such questions as whether improvisation is included in the students' dances as it is in the dances of the 1920s and whether contact between partners is part of the dances of both time periods.	Resource people from the community
Visual Art Examine how the fashions of the twenties changed from what was previously acceptable. Compare some of the 1920s fashion trends with the sixties fashions. Consider the events of the times which influenced the fashion changes. Discuss how fashion trends are cyclical. Look at works of contemporary Aboriginal fashion designers. Look for elements in the designs which reflect their cultures.	The Confident Years: Canada in the 1920s Books on fashion
Put on a fashion show in the school showing styles from today, yesterday and the future. Design fashions for the future using paper, cloth, found materials, paper maché, wool, etc.
Cosmetology began and grew into what has become a huge business. Women like Helena Rubinstein and Elisabeth Arden started their businesses which catered to the everyday woman. Discuss the beauty industry. Invite specialists into the class to discuss specific aspects of the "beauty trade" or tour post secondary institutions. Discuss beauty advertising in magazines and newspapers. Look for the misleading aspects of the presentation.	Books and catalogues on post secondary schools and careers Magazines that have women as an audience
Have students do a self portrait. Compare the proportions of the face when attempting a likeness. Have students use this likeness or their own face and try to change the image with make-up, face paint, jewellery and hair style to present a different person. Look at examples of portraits artists have made which suggest another person behind the portrait.	Art books with information on proportions Slides, posters, books of portraiture
In 1927, the tomb of Tutankhamen was discovered and opened. Research the discovery, or the art and myths of ancient Egypt.	Reference material on the 1920s
This discovery led to a great interest in the culture and art forms of ancient Egypt. This interest was clearly reflected in the fads and fashions of the day. Many visual artists, dress designers, furniture designers, architects, etc. were influenced by this find. Design any useful object (for example, a can opener, watch, telephone) using the art work of Egypt as an influence.	Reference material on Egyptology and the discovery of the tomb of Tutankhamen
Compare Egyptian hieroglyphics with Aboriginal pictographs and petroglyphs found on hides and rocks. Design a story using visual images only.	Books and pictures which have examples of pictographs and petroglyphs
Suggested Activities	Possible Resources
Drama Structure a drama in which a group of museum curators meets to organize the content, mounting, security and itinerary of a travelling show of Egyptian antiquities. The show itself could consist of actual and student-created artifacts, as well as carefully labelled wax museum-like tableaux for which the students have had to create authentic costumes. As the work progresses, the teacher in role as head curator might introduce an antiquity that must be authenticated or interpreted by the others, or a theft of a valuable piece of the exhibition might occur.

The Optional Inter-related Unit Continues