Celebrate the Constitution - Assembly (elementary)Last changed: 05/29/2019 11:29am
|K , 1 , 2 , 3 , 4 , 5|
|Grade Level Program||Access|
|The show should be 50 minutes long, but there are so many students from the audience who are in the show, and so much audience participation that it can go up to an hour at times.|
|In-School Performance||In-School Performance (intended for the entire grade level to experience together)|
|Available January - June|
|no||Email , Phone|
|Performance set, props, performance songs are available for participating classroom teachers, if they are interested.|
|Pre and Post Survey Paper: Carol will provide the simple surveys of a few questions. Classes can discuss these as a group or answer them on scrap paper. If teachers want these on individual pieces of paper, the copies would need to be provided by the school. A camera if you want. There are many great photo opportunities with students in the performance.||Performance space, 10' x 15', plus room to seat the audience of several classes. The whole grade level watches the performance at once. This space does not need to be an auditorium. Cafeterias, gymnasiums or large open rooms are fine.|
I can understand the significance of the Constitution to our country.
I can understand how this applies to my town, my state and my country.
I can learn by doing and being a part of the presentation.
I can understand the three branches of government.
I can understand the importance of participating in elections.
I can see that my voice is important in the way our country runs.
In 2020 only , (Upon request) Election Version of this show is available. Understand Elections! with the Elections Extravaganza portion of the Constitution Assembly. Students will sing, participate, and learn how elections work and the importance of voting.
Celebrate the Constitution by celebrating the"law of the land". Understand what the Constitution is, why it was created, the three branches of government and what it means to us today. Originally created to celebrate Constitution Day, September 17th, since schools that receive federal funding are mandated to provide lessons on the Constitution, Carol now "Celebrates the Constitution" all year long. Carefully breaking down complicated issues, for any age to understand. She sings a timeline song documenting our separation from England right through the Declaration of Independence, the American Revolution and forming a new country, she explains the need for rules, shares stories and songs about cooperating and establishing one new government, with new laws, and a balance of power. She patriotically shares the dreams of our founding fathers and extends them to future generations. Jammed with audience participation, large props and patriotic costumes for Carol and students, this show is entertaining and educational for grades K-5
|Please note this is an assembly for the entire grade level at one time. Minimum number of students would be two classes, or an approximate total of at least forty students.|
|My shows have multiple audience members who join me on stage to participate in each performance. This show has 30 audience member spots on stage. Often these include holding items, wearing costume pieces, and being characters. Seated audience members also join in singing songs etc.|
|Kindergarten: History Change, Continuity and Context HIST K.1 Compare life in the past to life today.|
|Kindergarten: History Causation and Argumentation HIST K.8 Generate possible reasons for an event or development in the past.|
|Kindergarten: Theatre: Responding: Anchor Standard 1: Generate and conceptualize artistic ideas and work. A. With prompting and support, express an emotional response to characters in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).|
|Grade 1: History: Processes, Rules, and Laws CIV 1.6 Explain the need for and purposes of rules in various settings inside and outside of school|
|Grade 1: History: Causation and Argumentation HIST 1.8 Generate possible reasons for an event or development in the past..|
|Grade 1: Theatre: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. Recall choices made in a guided drama experience (e.g., process drama, story drama, creative drama).|
|Grade 2: HIstory Change, Continuity and Context HIST 2.1 Create a chronological sequence of multiple events.|
|Grade 2: Civics: Participation and Deliberation CIV 2.3 Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules.|
|Grade 2: Theatre: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. Recognize when artistic choices are made in a guided drama experience (e.g., process drama, story drama, creative drama).|
|Grade 3: Civics and Political Institutions CIV 3.2 Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate.|
|Grade 3: History. Perspectives HIST 3.4 Explain connections among historical contexts and people’s perspectives at the time.|
|Grade 3: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. A.Consider multiple personal experiences when participating in or observing a drama/theatre work.|
|Grade 4: History, Causation and Argumentation HIST 4.2 Explain probable causes and effects of events and developments.|
|Grade 4: Civics Processes, Rules, and Laws CIV 4.1 Illustrate historical and contemporary means of changing society.|
|Grade 4: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. A. Compare and contrast multiple personal experiences when participating in or observing a drama/theatre work.|
|Grade 4: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. B. Compare and contrast the qualities of characters in a drama/theatre work through physical characteristics and prop or costume design choices that reflect cultural perspectives.|
|Grade 5:Civic and Political Institutions CIV 5.1 Explain how groups of people make rules to create responsibilities and protect freedoms.|
|Grade 5: History Causation and Argumentation HIST 5.9 Explain probable causes and effects of events and developments|
|Grade 5: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. A. Justify responses based on personal experiences when participating in or observing a drama/theatre work.|
|Grade 5: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. B. Explain responses to characters based on cultural perspectives when participating in or observing drama/theatre work.|