Drama Historical Context Teacher Resources

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In this African-American oral tradition worksheet, students read and learn about the vast and important history of the oral traditions that existed in the African-American culture. Students use this worksheet as a pre-reading text to Zora Neale Hurston's Their Eyes Were Watching God. Students also have several questions to complete at the end of the text.
Learners gain an appreciation for Greek drama. They explore the cultural and historical context of Greek drama. They reconstruct the experience of seeing a Greek drama performed.
Use all of these exercises, assignments, and assessments or pick and choose your favorites for your study of "The Road Not Taken" by Robert Frost. In this resource you will find: an informational text to examine, vocabulary lists and exercises, comprehension and paraphrasing exercises, various graphic organizers, information on setting, a chance to compare literature, an activity centered around meter and rhyme scheme, an extended writing assignment about extended metaphor, a poem-writing assignment, and a quiz. Truly a wealth of resources for "The Road Not Taken."
The work of Langston Hughes opens the door to research into the origin and legacy of the Harlem Renaissance and how the literature of the period can be viewed as a commentary on race relations in America. In addition, groups are assigned one critical approach to use to analyze Hughes’ play, Mulatto: A Play of the Deep South.
Students examine how ancient Greek drama by studying a play by Sophocles. They investigate the cultural and historical implications of Greek drama and share a presentation or performance with the class.
Explore the elements of science fiction. Middle schoolers investigate the literary elements present in science fiction and write their own science fiction stories.
High school readers analyze figures of speech in Shakespeare's  A Midsummer Night's Dream with support from a two-page worksheet. They respond to four multi-step questions regarding the use of metaphors, similes, hyperbole, and irony in the play.
Students analyze Antigone and its universal issues as well as explore ancient Greece. In this Antigone and Ancient Greece lesson, students read and complete activities for Sophocles' Antigone. Students reconstruct the experience of a Greek drama as a presentation, performance, or report.
Students identify various instruments and styles of music from South India-Kerala. In this music lesson, students discover main languages of South India and the Kathakali dance drama. Students discuss the types of singers and dancers in the dance drama. Students listen to a recording and discuss beat and percussion.
Students read The Hairy Ape by Eugene O'Neill and discuss the historical context and the structure of the play. In this The Hairy Ape instructional activity, students draw a line diagram to represent the structural movement of the plot. Students discuss Darwin's theory of evolution and the parallels that can be drawn with the play.
Learners study Civil War photography and write captions for each picture based on context. In this Civil War photography lesson, students match photographs with their original captions. Learners read included short biographies of the photographers. Lastly, students discuss the specific features of the photographs that led to a correct match.
Students immerse themselves in the music and culture of Kerala in South India. In musical dramas, they identify the language, instrumentation, and type of stories being told. After locating Kerala on a map, they discuss its geography, culture, and history.
Students analyze paintings to determine characteristics of women and attitudes toward them in different time periods. They create a portrait of a woman and discuss their views of women through their own artwork.
As part of a study of the settling of the Carolinas, class members read a 1663 report by William Hilton, an English explorer who wrote about the geography and native inhabitants of the Cape Fear River region. To help develop their sense of chronology, individuals read a portion of Hilton's journal, and create a series of diary entries recounting the events of October 24th through October 31st. Other activities ask learners to examine multiple perspectives of events, and encourage them to build historical empathy.
Tenth graders define the term slang, explaining its various social, historical, and racial contexts, so as to articulate when it can be appropriately used as a means of effective communication. They use their own personal slang lexicon, as well as their repertoire of formal language, to re-write texts, so as to creatively apply their learning to written practice.
Students study introductory history and cultural purposes of selected Japanese dance forms. They analyze the philosophical beliefs, social systems, and movement norms that influence the function and role of Japanese dance in the lives of its people.
The New York Times Learning Network provides the resources that permit pupils to examine and then write and perform a fake news broadcast in the vein of “The Daily Show” or “Saturday Night Live” Weekend Update. The generated reports should reflect the class’s knowledge of understanding of both the genre of news satire and people and topics in the news.
Students research the social context of Elizabethan England for Shakespeare's "Hamlet". They identify cultural influences on the play focusing on the theme of revenge and then analyze and compare film interpretations of the play.
Students research the characters depicted, by artists who worked in the Lyme Art Colony in the early 1900s, in the painting, "The Fox Chase" . They develop a script and staging for a scene in which the character might have lived. They perform the tableau vivant and reflect on other group's performances.
An extensive lesson on art analysis, storytelling, critical thinking, and observation awaits your class! They learn to observe and read art the way they would a story; paying attention to details, historical context, and visual cues that describe a place, time, and thought. The lesson is broken into four parts, where learners discuss what they see, review content specific vocabulary, and finally create a work of art that expresses a story. Note: The lesson could be used in either an art or language class.

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