Halloween Haunted Ball - Council Rock School District
[pic] HAUNTED HALLOWEEN BALL [pic]
Purpose
• To gain an understanding of key figures during the Revolutionary Era
• To experience various cultural and social aspects of the mid to late 1700’s
• To apply gathered information towards a more realistic setting
• To explore the several parts of the Flower of a Nation
Aspects
• Roles
a. Each person will portray a character associated with the Revolutionary Era
b. Each person will research his/her chosen role and develop a character summary
c. Each person will familiarize themselves with revolutionary slang and word usage (examine primary documents as well as the short list of provided phrases)
d. Each person will create a wardrobe representative of the character (there is no need to purchase clothing or costumes, although you may if you wish. Another option, however, is to symbolically represent your character by using things you already have at home or by making items from construction paper etc.)
e. Because this is a “Ghost/Zombie Reunion”, you may also want to reflect that theme (ghost makeup, tombstone [create a rendition of the original], zombie attire etc.)
f. Each person must maintain a list of the sources used to research your historical character and properly organize those sources onto a Works Cited page using NoodleTools. A minimum of three sources must be used (one book, one database, one website). Although encyclopedia sources such as Wikipedia are suitable as a jumping off point, they may not count as a viable, citable source [Refer to REF9, REF10, and REF11].
• Ball Activities
a. Time allotted for the ball is estimated to encompass one class period (along with several preparation days and a reflection day)
b. Each person is encouraged (not required) to prepare a portion of food to be served and tasted at the ball. Preparation of period themed food will BONUS. All food must be pre-approved and be peanut/nut free.
c. Time will be devoted to the character social
d. Time will be devoted to a dance relevant to the era
e. Time will be devoted to tasting period themed food
Projected Schedule
Days One
1. Project Overview
2. Historical Character Selection
Days Two
1. Finish Historical Character Selection
2. Food Selection
Day Two
1. Chromebook/Library/Lab research on historical character
2. Search for biographical pieces as well as mannerisms, quotes etc.
3. Create Character Summary
Day Three
1. Chromebook/Library/Lab
2. Fashions, language, slang, food, artifacts
Day Four
1. Chromebook/Library/Lab
2. Memorize specific lines, familiarize yourself with the character
3. Create items for use
4. Finalize Works Cited
Day Five
1. 5 minutes for Haunted Halloween Ball preparation
2. 15 minutes for ghost/zombie social
3. 25 minutes for period dance and food
Day Six
1. Mini Self Review
2. Class Peer Review
3. Full Self Reflection
SPECIFIC ITEMS DUE ON THE FRIDAY FOLLOWING THE BALL
(THESE ARE THE ONLY ITEMS YOU TURN IN)
Stapled in the order below:
1. Reflection (based upon peer and self-review)
2. Works Cited
3. Notes
Historical Character List
George Washington
Benjamin Franklin
Thomas Jefferson
John Adams
Sam Adams
Crispus Attucks
Benedict Arnold
Alexander Hamilton
Patrick Henry
John Hancock
Marquis de Lafayette
Comte de Rochambeau
Bernardo de Gálvez
Casimir Pulaski
Baron Friedrich von Steuben
John Paul Jones
John Barry
Thomas Paine
Molly Pitcher (Mary Ludwig Hays McCauley/ Margaret Corbin)
Paul Revere
Betsy Ross
William (Billy) Lee
Joseph Warren
Nathanael Greene
Austin Dabney
Abigail Adams
Ethan Allen
Charles Cornwallis
John Dickinson
James Armistead
Joseph Plumb Martin
Henry Knox
Benjamin Rush
Mercy Otis Warren
Nathan Hale
John Jay
Richard Henry Lee
William Howe
Sybil Ludington
Deborah Sampson
Henry Clinton
Peter Salem
John Andre
John Burgoyne
Thomas Gage
Francis Marion
Daniel Morgan
James Forten
Martha Washington
James Otis
Peter Francisco
Lambert Latham
Esther de Berdt Reed
Kate Barry
Nancy Hart
Nancy Ward
Phillis Wheatley
Elizabeth Zane
Penelope Barker
Emily Geiger
Elizabeth Burgin
Elizabeth Martin
Anna Strong
Assessment Spectrum
The overall assessment procedure will include a peer review, self-evaluation and reflection as well as a performance-based analysis to be included in the Engagement Grade.
Poor Appropriate Excellent N/A
Presented the character clearly
_______________________________________________________
Maintained eye contact with listener
_______________________________________________________
Represented character through dress or visual symbolism
_______________________________________________________
Spoke fluently and confidently
_______________________________________________________
Used appropriate gestures and body language
_______________________________________________________
Appeared comfortable and at ease
_______________________________________________________
Historical language was reasonably accurate
_______________________________________________________
Answered questions appropriately
_______________________________________________________
Maintained historical role
_______________________________________________________
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