Einstein's Dreams Is Time, Movement and Illusions

Home , Alan Lightman, Kramgasse, Lieserl, Old City (Bern), Ring (Baxter novel), Space (Baxter novel)

Study Guide

1 Authors Research

Rachel Pelgen—Dramaturge

Format Design

Greg Picklesimer – Graphic Designer

Curriculum Research

Zachary Fryman – Lesson Plans

The Little Company Staff

Octavia Biggs —The Little Company Director

Corinne Campagna —The Little Company Tour Coordinator

The Little Company Morehead State University 106 Baird Music Hall Morehead, KY 40351 606-783-2545 www.moreheadstate.edu/thelittlecompany www.facebook.com/The-Little-Company

2 Table Of Contents Title of Page Page Number

Synopsis/About the Authors Page 4

Alan Lightman Page 5

Director Notes Page 6

Designer Notes Page 7

Biography: Albert Einstein Page 13

Theory of Relativity Page 14

Brownian Motion Page 15

Time Worlds of “Einstein’s Dreams” Page 16

Lesson Plans/Core Standards Page 20

Jeopardy Game Page 36

Vocabulary Page 39

KCAS Standards Page 43

Resources Page 50

3 Synopsis of Einstein’s Dreams Einstein’s Dreams is a performance-art piece filled with intellectual, stimulating, and surprising movement inspired by Alan Lightman’s bestselling novel. In the beginning of the play, we discover young Einstein in 1905. He is working in a Swiss patent office by day and dreaming of time and his theory of relativity at night. In each dream he encounters a different world, with time behaving differently in each. Einstein’s Dreams is sure to tickle your senses and delight your inner child.

About the Authors Ralf Remshardt & David Gardiner David Gardiner, Ralf Remshardt, and a cast of nine students at the University of Florida during a four-week period of workshop rehearsals in May/June 1996. It opened at the Center for the Performing Arts Black Box at the University of Florida in Gainesville on June 3, 1996 and ran for three performances. The cast then traveled to Utrecht and Amsterdam, Holland, where the piece was performed three more times. It was remounted in Gainesville on September 5,6, and 7, 1996 and was subsequently nominated to participate in the American College Theatre Festival regional competition in Murfreesboro, Tennessee in February of 1997. After winning he regional competition, it was selected as an alternate entry for the KCACTF Finals at the Kennedy Center in Washington, D.C. In 2001, a production based on this version and directed by Paul Stancato at the New York Fringe Festival. In 2009, it was staged by the original directors under the aegis of the PKU Institute for World Theater and Film at Peking University, China. In 2010, Kari Goetz directed a production at the Jobsite Theater, Tampa, FL.

Alan Lightman

Alan Lightman was born in Memphis, Tennessee, in 1948 and was educated at Princeton and at the California Institute of Technology. He has written for Granta, Harpers, The New Yor ke r, and New York Review of Books. His previous books include Time Travel and Papa Joe’s Pipe, A Modern Day Yankee in a Connecticut Court, Origins, Ancient Light, Great Ideas in Physics, and Time for the Stars. Einstein’s Dreams is his first work of fiction. He teaches physics and writing at the Massachusetts Institute of Technology.

5 Directors Notes

“Life is a vessel of sadness, but it is noble to live life, and without time there is no life. Others disagree: They would rather have an eternity of contentment, even if that eternity were fixed and frozen, like a butterfly mounted in a case.” –Alan Lightman Alan Lightman’s novel, Einstein’s Dreams, is a work of fiction, but it is a fact that in 1905 Einstein developed four papers. This “miracle year” would forever transform scientific research. However, Lightman writes not of Einstein, his personal life or the process of developing these papers. Instead, Lightman proposes the extraordinary idea that in 1905, while working in a patent office in Bern, Switzerland, and about to submit his “Special Theory of Relativity” at the age of 26, Einstein experienced a series of dreams. The nature of these dreams makes one wonder about the Einstein who was able to look into the future and discover something so inconceivable. “When the Special Theory of Relativity began to germinate in me,” wrote Einstein about these times, “I was visited by all sorts of nervous conflicts…I used to go away for weeks in a state of confusion”. Einstein’s fearless adventure in creativity encouraged me to explore the mysterious connection to art and science. The New York Times perhaps said it best: “If Einstein’s Dreams were a painting it would have been painted by Magritte.” My personal love of Magritte further ignited my excitement about this show. This quote would become the driving force that inspired the design team. The show is filled with images and opportunities for me to portray Einstein’s theories through multiple human conditions, a philosophical subtext of movement, and a challenge to present a performance art piece that is filled with surprises. Despite their sentimentality, each of the scenes within the play are indeed, based on real physics. Do you remember your first kiss? Have you ever found yourself at a crossroads, needing to make a decision, and played potential scenarios out in your imagination? How often do you feel like life is racing past you? Have you ever wanted to freeze a lover or a child in a century long embrace? Or revisited past events in your life, whether good or bad? When I directed, Always, Patsy Cline, I could place myself, or rather my heart, in each of those songs within the show. I have found myself doing the same with Einstein’s Dreams. All of the 18 scenes are individual. They challenged me to share with the cast and the team, a piece of myself, while demanding truthfulness in creativity. This is what I want to share with you, together with one last thought from Einstein: “Learn from yesterday, live for today, hope for tomorrow. Do not stop questioning because your imagination will take you anywhere.” ~Octavia

6 Designer Notes

Scenic Designer: Kate Winegarden

Kate Winegarden is a Junior Theatre Major with a Creative Writing Minor from Louisville, KY. At Morehead State University she has Assistant Stage Managed for Carrie The Musical, Scenic Designed for Crimes of the Heart, and will be Stage Managing for Shakespeare's Twelfth Night in November. She has also been involved in several shows at The Bard's Town Theatre in Louisville, including the Derby City Playwright's festival where she Stage Managed Exposure. This is her first Little Co. show and she is excited for this new style and adventure. Einstein’s mind never stops. He is always developing new ideas and theories. One of the main themes in Einstein's Dreams is time, movement and illusions. I want to combine 1905 with contemporary ideas, almost a Steampunk look. Everything should be 1905 accurate, with some futuristic qualities. Dreams don’t make sense to anyone except for the dreamer.

Sound & Projection Designer: Paul Yeates

Our production of Einstein’s Dreams is a spectacle of beautiful images of our interpretations of these worlds that Albert Einstein has envisioned. The scenic, costume and lighting designs take us to so many places, times, characters and worlds. The projection designs for this production are meant only to be an addition to an already beautiful picture. I have purposefully decided to use minimal projections, because I feel that as audience members we need to use our imaginations at times; and this is the perfect production for us to stretch our imaginations. The images of the galaxies, earth and even the desk of the man behind the theories are there to support the non-realistic approach we have strived to achieve. Though the one moment I think projections really will make a difference will be the slowly rotating earth that we probably won’t even notice has rotated until nearly the end of the scene. As the images appear and disappear my goal is to blend in as easily as possible to the surrounding elements that exist.

7 Stage Manager: Hannah Maggard

Hannah Maggard is a Secondary English Ed. Major with a Minor in Theatre. She has spent her years at Morehead performing in multiple shows, on different crews, and positions within the theatre department. She spent the past summer at The Prizery in South Boston WV as Assistant Stage Manager and Sound Engineer. She is so excited to be the Stage Manager for the Little Company this year and would like to thank her family and friends for their full support.

Properties Designer: Gregory Picklesimer The story of “Einstein's Dreams” is about a young Albert Einstein a patent clerk in 1905 who happens to be on the verge of making a discovery with his Theory of Relativity. Einstein dreamed of multiple worlds where time acts in ways unlike our own. Time can go in a continuous circle, time goes in reverse, time goes at a slow pace or time does not move at all. The concept for “Einstein’s Dreams” is an abstract dream state of Albert’s mind by having simple items such as umbrellas that will have different purposes in the dream world becoming the gears of a clock, or one of Einstein’s time vortexes, representing different worlds of time dreamed by Albert himself as we the audience follow along learning how these worlds function. At the same time balancing the realism and historical accuracy of 1905. In closing “Einstein’s Dreams” was quite a challenging learning experience and I will take what I learned and incorporate that into my design processes for future shows.

8 Costume Designer: Kasee Arnett Though I had previously served as an Assistant Costume Designer, “Einstein’s Dreams” was my first opportunity to serve as the head Costume Designer. This experience was completely different from my assistant costume design for “Moby Dick: Rehearsed” because “Einstein’s Dreams” is so abstract. For example, there are nine actors and they change characters for every scene. Some actors may not even have a “character.” Instead, they perform a movement piece and the costume must relate to that. Because everything was abstract, I struggled in the beginning of the design process period. I could only imagine costumes that were literal and realistic according to the script and the time period, which was the early twentieth century. However, during the design processing and more research, I discovered inspiration from Bauhaus Theatre, a German company from the early twentieth century that specialized in abstract theatre, and I studied photographs of their costumes. I realized that the costumes could be abstract as I wanted in this type of play and the actors’ work will communicate who their characters are and what is occurring in each scene. When I began designing the abstract costumes, I imagined the actors in full body, gymnast-type suits as their base costume. This concept also worked well with the near constant movement and short scene changes. I had discovered there was no reason to keep the actors in fully built, realistic costumes as I initially imagined. With each scenic or character change, the actors would add pieces of costumes, such as a hat, mask, collar, or skirts over the base when necessary. In addition to the challenges of creating abstract costumes and accommodating fast costume changes, the director’s decision to fly actors on stage presented another challenge. Body harnesses, worn under the bodysuits, could affect the look and fit of the garment. My hope is that the harnesses won’t be overly distracting to the audience because they will be concealed under the bodysuits. Working on this production has been an interesting and wonderful experience. I am honored to have been a part of it, and I have fully enjoyed working with the production team. Visualizing and building the different costume pieces—watching them go from a sketch to real life—is a feeling I cannot express into words. It’s amazing to say the least. Thank you to everyone who saw the show and supports theatre!

9 Light Designer: Aimee Hollins

“Einstein's Dreams” is a fantastical dream sequence consisting of different universes representing Einstein’s Theories on the many ways that time could flow. As the lighting designer for this show I wanted to reveal each of these universes layer-by-layer, allowing the audience to be fully engulfed in each universe before another layer of time is revealed. My goal was also to seamlessly transition from one scene to the next, moving the story forward, while keeping the integrity and uniqueness within each of these single scenes and simultaneously keeping the audience in the one universe that the show as a whole exists in. By using abstract, bright colors and unnatural, harsh angles we immediately throw the audience into our dream universe. Then as we move through each scene those colors and angles will change to represent the single scene’s story and emotions. In the beginning of this process I read through the script a couple of times highlighting and noting words that stood out to me that I could use for imagery or to create smaller concepts for the single scenes. Once I had gathered enough words and phrases I started researching them. Sifting through hours of images, words, and thoughts I then took those images and started sketching beat-by-beat the lighting I saw happening on the stage and took notations on when these changes would take place. The challenge was condensing all of those ideal colors and light fixtures into a single plot that could capture each scene’s individuality, and the universe as a whole. From my initial sketches I went back through, found common factors and condensed those ideas down to what I could physically fit on the light plot. Once I had made those decisions I took the ground plan our scene designer drafted and got to work drafting overtop of it myself. Once the light plot was drafted the electricians started hanging and circuiting (plugging in) the lights. After everything was programmed into the board correctly we started focusing the lights to illuminate the different parts of the stage. After everything was focused came the most fun part, building the light cues! We started technical rehearsals and put together all of the technical aspects to create our final product. Einstein’s Dreams was my first full lighting design, The Little Company is a very unique experience and I am thankful I got to work with all of these wonderful people.

10 Dramaturge: Rachel Pelgen Rachel is a Senior Theatre and English major with a minor in Creative Writing. She has worked on several shows at Morehead State University including Carrie the musical (Stage Manager), Crimes of the Heart (Props Designer), Cleaning Closets (Stage Manager), Oedipus Rex (Messenger), and This Is Not a Pipe Dream (Interlocutor). Most recently she was a teaching artist for Shooting Stars Youtheatre summer program. Currently she is directing a second stage production of MSU I Never Saw Another Butterfly. She has worked with the Little Company in some aspect for 4 years and this is her second year as a dramaturg for the company. The role of the dramaturg is to research the important and relevant material of the play. This helps the actors understand what they are referencing on stage. To start this process, I read the script and mark down all of the important terms and find information that needs to be expanded upon within the script in order for the actors to understand their roles. Then as research is gathered on all these subjects, a presentation is made to the actors. Finally the information culminates into a display at the performances for audiences to learn about the show and is eventually put into a study guide for schools to utilize. Curriculum and Lesson Plans: Zachary Fryman

Zachary Fryman is a senior Theatre Education major. Zack spent his summer working at Lexington Children's Theater as a Summer Teaching Artist. He has performed with The Little Company for the past 3 years and is super excited to provide the lesson plans for “Einstein's Dreams”.

11 Assistant Director: Samuel Perkins

I have had the pleasure of being an actor for the Little Company for 3 tours and I am so excited and honored to now step into the role of assistant director/choreographer. It has been such an incredible learning experience for me and certainly a challenge. I have to tried to utilize this experience to grow and foster my directing skills. I have loved working alongside Octavia and creating this piece of art with her. She challenged me with choreographing certain movement pieces. To prepare I had the actors do exercises where they explore how many different ways they can move their body parts. I wanted them to see the human body for the beautiful creation that is and break free from the mundane movement we do in our everyday lives. We get stuck in this literal thinking mindset and my ultimate goal with my choreography was to bust that box wide open. I have so loved being the assistant director/choreographer and getting to share my passion for theatre and dance with a group of talented individuals who also love it. It has truly been an honor.

12 The Biography of Albert Einstein

Albert Einstein was born on March 14, 1879. He grew up with his parents in Munich, Germany as part of a middle-class Jewish family. In 1894 he moved to Switzerland and was admitted to the Swiss Federal Polytechnic Institute in Zurich. Here, Einstein fell in love with another student Mileva Maric. When his parents opposed the couple getting married, Einstein lacked the financial ability to pay for a wedding. The couple had their first child, a daughter named Lieserl, in 1902. When he found a job as a patent clerk in Bern he was able to finally marry Mileva Maric in 1903. The couple had two more children together Hans Albert in 1904 and Eduard in 1910. In 1905 Einstein had what many scholars refer to as his Miracle Year. The year was nicknamed this because he published four papers. The first paper applied Quantum Theory to light, the second used Brownian Motion to prove that atoms existed, the third was his most famous as it introduced the Theory of Relativity, and his final paper explained the relationship between mass and energy resulting in the theory that E=mc2. After teaching at the University of Zurich starting in 1909, Einstein moved to the University of Berlin where he became the director of the Kaiser Wilhelm Institute for Physics in 1913. Two years later, he published what he considered to be his masterwork, the General Theory of Relativity, an expansion on the theory of relativity he published earlier. In 1921 Einstein won the Nobel Prize for his work on the Photoelectric Effect because his Theory of Relativity was considered very controver- sial at the time. Shortly before Adolf Hitler came to power, Einstein decided to move to the United States where he taught at the Institute for Advanced Study in Princeton, New Jersey. He lived out the rest of his life in Princeton until he died at the age of 76 in 1955.

13 Theory of Relativity The Theory of Relativity usually is broken down into two parts:

 The first is the Special Theory of Relativity, which essentially deals with the question of whether rest and motion are relative or absolute, and with the consequences of Einstein’s conjecture that they are relative.

 The second is the General Theory of Relativity, which primarily applies to particles as they accelerate, particularly due to gravitation, and acts as a radical revision of Newton’s theory, predicting important new results for fast-moving and/or very massive bodies. The General The- ory of Relativity correctly reproduces all validated predictions of Newton’s theory, but expands on our understanding of some of the key principles. Newtonian physics had previously hypothesized that gravity operated through empty space, but the theory lacked explanatory power as far as how the distance and mass of a given object could be transmitted through space. General relativity irons out this paradox, for it shows that objects continue to move in a straight line in space-time, but we observe the motion as acceleration because of the curved nature of space-time Einstein’s theories of both Special and General Relativity have been confirmed to be accurate to a very high degree over recent years, and the data has been shown to corroborate many key predictions; the most famous being the solar eclipse of 1919 bearing testimony that the light of stars is indeed deflected by the sun as the light passes near the sun on its way to earth. The total solar eclipse allowed astronomers to -- for the first time -- analyze starlight near the edge of the sun, which had been previously inaccessible to observers due to the intense brightness of the sun. It also predicted the rate at which two neutron stars orbiting one another will move toward each other. When this phenomenon was first documented, general relativity proved itself accurate to better than a trillionth of a percent precision, thus making it one of the best confirmed principles in all of physics. Applying the principle of General Relativity to our cosmos reveals that it is not static. Edwin Hubble (1889-1953) demonstrated in 1928 that the Universe is expanding, showing beyond reasonable doubt that the Universe sprang into being a finite time ago. The most common contemporary interpretation of this expansion is that this began to exist from the moment of the Big Bang some 13.7 billion years ago. However, this is not the only plausible cosmological model which exists in academia, and many creation physicists such as Russell Humphreys and John Hartnett have devised models operating with a biblical framework, which -- to date -- have with- stood the test of criticism from the most vehement of opponents.

Brownian Motion

Brownian motion gets its name from Robert Brown who discovered the phenomenon in 1827. Brown, a botanist was observing pollen in a microscope when he noticed that it was moving randomly in water. He could not explain why this was happening at the time of his discovery, but in 1905 Albert Einstein revisited the phenomenon, he was able to discover that the pollen was being moved by individual water particles. This confirmed that atoms and molecules existed and that when in a fluid larger particles can be moved by smaller fast moving particles that they interact with.

15 Time Worlds in Einstein’s Dreams

Prologue 1905 (Note-Published in late 1905) 29 June 1905 Dreamed many dreams about time

Scene One 14 April 1905 Time is a Circle Every handshake, every kiss, every birth, every word will be repeated precisely

Scene Two 16 April 1905 Time flows like water In this world, time is like a flow of water, occasionally displaced by a bit of debris, a passing breeze

Scene Three: 19 April 1905 Time has three dimensions In time, there are an infinity of worlds

Scene 4 26 April 1905 Time Flows Time flows more slowly the further from the center of the earth

Scene 5 4 May 1905 Passage of Time If time and the passage of events are the same, then time moves barely at all

Scene 6 8 May 1905 Time is Captured Everyone shares the same fate. A world of one month is a world of equality

Scene 7 10 May 1905 Texture of Time In this world the texture of time happens to be sticky

Interlude: The Old One A complete re-conception of time

Scene 8 12 May 1905 Motion gains Time Time passes more slowly for people in motion

Scene 9 14 May 1905 Time stands still It is noble to live life, and without time there is no life

Scene 10 2 June 1905 Time flows backwards Backward flows time world this in

Scene 11 9 June 1905 Endless Time The only way to live is to die

Scene 12 15 June 1905 Time is a visible dimension One may choose his motion along the axis of time

Interlude 2 Don’t rock the boat Albert!

Scene 13 16 June 1905 No time, only images Imagine a world where there is no time Only Images

Scene 14 17 June 1905 Time is not continuous The segments of time fit together almost perfectly, but not quite perfectly

Scene 15 18 June 1905 The Temple of Time Time was measured by changes in heavenly bodies….Here was a human invention

Scene 16 25 June 1905 Music vs. Movement There is an infinite number of melodies and thoughts. And this one hour , is not one hour but many hours

Scene 17 28 June 1905 Birds of Time This flight of nightingales is time. Time flutters and fidgets and hops with these birds

Epilogue He feels empty. He stares without interest at the Alps

19 Social Studies: Active Timeline

Objectives: Students will be able to…

 Create an interactive timeline

 Research an event or year about Albert Einstein

 Present their specific event or year to class Materials:

 Tape

 Achievement/Year cards (Handouts)

 Articles (Handouts)

 Videos (Handouts) Procedure: 1. Optional: Instructor may dress up as Albert Einstein and teach in role. 2. Place the tape on the floor like a timeline. 3. Pick partners or have students pick a partner 4. Place event and year cards in a bowl and have pairs pick one. 5. Inform students to research their event or year. 6. Give students the majority of the class to research facts. 7. Students will get into a timeline by standing on the tape in the room. 8. Each student will explain their event card or year.

20 Social Studies (Continued) Handouts: Article and 4 videos: http://www.history.com/topics/albert-einstein Article: http://www.biography.com/people/albert-einstein-9285408 Article: http://www.famousscientists.org/albert-einstein/ Article: https://www.bibalex.org/Einstein2005/Achievements.htm Article: https://learnodo-newtonic.com/albert-einstein-accomplishments Article: http://famous-mathematicians.org/albert-einstein/ Article: http://www.pbs.org/wgbh/nova/physics/einstein-genius-among-geniuses.html Article: http://einstein.biz/#biography Article: http://www.nobelprize.org/nobel_prizes/physics/laureates/1921/einstein-bio.html Article: http://www.pbs.org/wgbh/aso/databank/entries/bpeins.html

Social Studies (Continued)

Nobel Prize in Physics Photoelectric Effect 1. 1. 2. 2. 3. 3.

The Miracle Year Brownian Motion 1. 1. 2. 2. 3. 3.

General Theory of Relativity Mass/Energy Equivalence 1. 1. 2. 2. 3. 3.

22 Social Studies (Continued)

1907 1915 1. 1. 2. 2. 3. 3.

1910 1939 1. 1. 2. 2. 3. 3.

1911 Special Theory of Relativity 1. 1. 2. 2. 3. 3.

23 Math Math: Circle Theorems with Hula Hoops Objectives: Students will be able to…

 Identify different Circle Theorems

 Create a visual representation of the Circle Theorems Vo c a bu l a r y : Circumference: Enclosing boundary of a curve geometric figure. Radius: A straight line from the center of the circle to the circumference. Chord: A straight line segment whose endpoints both lie on a circle. Perpendicular: At an angle of 90˚ to a given line, plane or surface. Tangent: A straight line or plane that touches a curve or curved surface at a point. Circle Theorem 1: The angle at the center is twice the angle at the circumference. Circle Theorem 2: The angle in the semi-circle is 90˚ Circle Theorem 3: Angles in the same segment are equal. Circle Theorem 4: Opposite angles in a cyclic quadrilateral add up to 180˚. Circle Theorem 5: The length of the two tangents from a point to a circle are equal. Circle Theorem 6: The angle between a tangent and radius in a circle is 90˚. Circle Theorem 7: Alternate segment theorem: The angle between the tangent and the chord at the point of contact is equal to the angle in the alternate segment. Circle Theorem 8: Perpendicular from the center bisects the chord Materials:

 Hula Hoops

 Yar n

 Tape

 Scissors

 Paper

 Theorem Cards (Handouts)

Math (Continued) Procedure: Split students up into 8 groups Give each group: 1. One Theorem Card 2. One hula hoop  Yarn  Tape  Scissors  Paper 1. Instruct students to follow the Theorem cards (Handouts) 2. Hang each theorem from the ceiling 3. Have group come up and explain their theorem

Handouts

Circle Theorem 1: The angle at the center is twice the angle at the circumference. Recreate this image using the materials provided a= 150˚

β= 75˚ (Note that both angles are facing the same piece of arc, CB)

Circle Theorem 2: The angle in the semi-circle is 90˚ Recreate this image using the materials provided a= 90˚

β= 180˚

(This is a special case of theorem 1, with a center angle of 180°.)

Circle Theorem 3: Angles in the same segment are equal. Recreate this image using the materials provided a= 44.7˚

β= 44.7˚

(The two angles are both in the major segment; I've colored the minor segment grey)

25 Math (Continued)

Circle Theorem 4: Opposite angles in a cyclic quadrilateral add up to 180˚

Recreate this image using the materials provided a= 96˚

β= 74˚ y= 84˚ o= 106˚

Circle Theorem 5: The length of the two tangents from a point to a circle are equal. Recreate this image using the materials provided f= 5.6 g= 5.6

CD = CE

(D) is equal to the angle (β) in the alternate segment.

Recreate this image using the materials provided a= 104.Circle Theorem 7: The angle (α) between the tangent and the chord at the point of contact 2˚ β= 104.2˚

Circle Theorem 8: Perpendicular from the center bisects the chord.

Recreate this image using the materials provided

DE = CE

26 Science: Life Cycle of a Star Objectives: Students will be able to… Identify and Explain different stages of a star Create the stages of a star using our bodies Identify real-life examples into different stages Vocabulary: Star: Fusion in the core of a star creates on outward pressure that balances the force of gravity in the outer layers. Star-Forming Nebula: Clumps of gas are pulled together by the force of gravity, forming stars. Example: Orion Nebula Main Sequence Star: Any star that is fusing hydrogen in its core and has a stable balance between outward pressure from core nuclear fusion and gravitational forces pushing inward. Example: Sun and Sirius Red Giant: A dying star, will expand and engulf anything around it. Example: Betelgeuse Planetary Nebula: Shell of diffuse gas and will spread into the vastness of space. Example: Ring Nebula Supernova: The explosion of a star. The largest explosion in space. Example: Kelper Supernova Supernova Remnant: Leftover of a supernova. Example: Cassiopeia A Protostar: Young star gathering mass from molecular cloud. Example: Orion Nebula

27 Science (Continued) Materials: Images of each Stage in the Cycle of a Star (Handouts) Space in the classroom for students to move freely Procedure: Phase 1: Provide images of the Life Cycle of a Star (Handouts) Explain the stage the image is illustrating and the real-life example Phase 2: Make enough space for the students to move freely Use the Life Cycle of a Star table (Handouts) Explain one action at a time Explain the stage and description that correlates to the action the students just did Move to the next action Repeat steps 3 and 4 Finish with Death of a Low-Mass Star Restart Phase 2 activity and end with Death of a High-Mass Star Handouts: Supernova Remnant: Cassiopeia A http://www.space.com/6638-supernova.html

28 Science (Continued) Star-Forming Nebula: Orion Nebula http://www.space.com/10664-orion-nebula-star-formation-eso-image.html

Main Sequence Star: Sirius A http://www.space.com/22437-main-sequence-stars.html

Sun http://www.space.com/58-the-sun-formation-facts-and-characteristics.html

29 Science (Continued) Red Giant: Betelgeuse http://www.space.com/31693-dying-star-betelgeuse-puzzles-astronomers.html

Planetary Nebula: Ring Nebula http://www.space.com/17715-planetary-nebula.html

Supernova: Kelper Supernova http://www.space.com/412-supernova-400-year-explosion-imaged.html

30 Science (Continued) Life Cycle of a Star Stage Descripon Acon Star-Forming Nebula A cloud of gas and dust forms many stars. Students, scattered randomly throughout A single star is created when clumps of this the room, point in the direction where [Gravity rules.] material (mostly hydrogen gas) are pulled “the most other clumps” are, and slowly together by the force of gravity. make their way to that point.

Birth of the Star (Protostar) As a region of the cloud collapses, gravity Students clump together, forming a large pulls the clumps of gas together. The gas in ball. Those on the outside (“envelope”) [Gravity rules. Fusion begins.] the center becomes hot enough and dense continue to move toward the center. When enough to begin fusion. Hydrogen atoms students on the inside (“core”) start inside the clumps smash into each other, bumping into each other, they face combining to create helium and outward. releasing light and heat. The star begins to shine.

Life of the Star (Main Fusion in the core generates an outward Core students and envelope students gently Sequence) force to balance the inward push against each other, palm-to-palm, gravitational force from the outer layers. elbows bent, balancing. There should be [Gravity and fusion in one or two envelope students per core balance.] student.

Red Giant As the core nears the end of its fuel supply, Core students fully extend their arms, the outer layers continue to push inward, pushing the envelope students backwards, [Fusion overtakes gravity.] increasing the temperature in the core. This expanding the star. produces a new series of fusion reactions that produce enough outward force to overpower the inward gravitational force and expand the star.

Death of a Low-Mass Star As the core runs out of fuel for fusion, it Core students push the envelope outward (Planetary Nebula with White emits one last push outward, ejecting the then move together into a tight blob at the Dwarf) star’s outer layers, which drift away into center. The envelope students, in a space. The core then contracts under its ring-like shape, drift away from the core. [Fusion ends; gravity wins.] own gravity, forming a white dwarf.

Death of a High-Mass Star The massive core continues to fuse Core students extend their arms, expanding (Supernova, with Neutron Star elements and expands the star so it is even the star. Then, they stop pushing and or Black Hole) larger. Once the core runs out of fuel, it scrunch together at the star’s center. collapses to form a neutron star. The outer Envelope students rush inward, and bounce [Fusion ends; gravity wins.] layers then collapse as well. As material off the packedtogether students in the core, falls toward the star’s center, it bounces off exploding outward dramatically, revealing the core and explodes outward through the the collapsed core. star. This explosion is called a supernova. In the most massive stars, the collapsed core will become a black hole.

31 Science (Continued) Images of Actions

A B

C D

E F

A. Star-Forming Nebula B. Protostar C. Main Sequence Star D. Red Giant E. Planetary Nebula

F. Supernova

32 Theatre: Props as Different Objects Objectives: Students will be able to… Create a story using props as different objects

Vocabulary: Properties: Objects used on stage by actors Materials: Music Space in the classroom for movement Umbrellas Rope Hula Hoops Procedure: War m- ups Body: Literal vs. Abstract movement (Instructions in Handouts) Voice: Form Banana (Lyrics in Handouts) Imagination: Magic Pen (Instructions in Handouts) Discuss importance of properties in theatre Example: Romeo and Juliet The show would completely shut down if Juliet doesn’t have the vial. Break students up into small groups Give each group a prop Umbrella Hula Hoop Rope Challenge the students to create a story using the props as other objects

33 Theatre (Continued) Handouts: Body: Literal vs Abstract Play instrumental music (Examples are at the bottom of the instructions) Students walk around the space in the classroom in different patterns. Call out different body parts that will be used to lead the student’s body while moving. A great way to explain this activity would be: if I attached a string to that body part and pulled the string in how would that change the way the actor/student moves across the floor. Head Fingers Elbows Shoulders Hips Knees Toes Nose After going through different body parts, challenge the students to become an object literal and then abstract. Music Suggestions: Zoe Keating Michael Price Jeff Russo

Voice: Form Banana Repeat after me song Form potato, form, form potato (Form potato by raising arms above head.) Form potato, form, form potato. Peel potato, peel, peel potato. (Lower one arm.) Peel potato, peel, peel potato. (Lower other arm.) Mash potato, mash, mash potato. (Stomp, jump on floor for these verses.) Mash potato, mash, mash potato.

Build the house, build, build the house. (Arms form roof over head.) Build the house, build, build the house. Paint the house, paint, paint the house. ('Paint' your neighbor.) Paint the house, paint, paint the house. Rock the house, rock, rock the house. (Dance) Rock the house, rock, rock the house.

34 Theatre (Continued)

Form some corn, form, form some corn. (Arms above head in corn shape.) Form some corn, form, form some corn. Shuck some corn, shuck, shuck some corn. (Arms lower one at a time.) Shuck some corn, shuck, shuck some corn. Pop some corn, pop, pop some corn. (Jump and clap your hands.) Pop some corn, pop, pop some corn.

Form banana, form form banana. (Arms above head in banana shape.) Form banana, form form banana. Peel banana, peel, peel banana. (One arm down.) Peel banana, peel, peel banana. (Other arm down.) Go bananas! Go, go bananas! (Jump up and go bananas.) Go bananas! Go, go bananas!

Form the cow, form, form the cow. (Kneel down on hands and knees.) Form the cow, form, form the cow. Tip the cow, tip, tip the cow. (Roll over onto your back.) Tip the cow, tip, tip the cow. Have a cow! Have, have a cow! (Shake arms and legs in the air.) Have a cow! Have, have a cow!

Imagination: Magic Pen 1. Students sit or stand in a circle 2. Pantomime the magic pen 3. This magic pen can be anything you want 4. Change the pen into anything 5. The students will guess what your magic pen 6. Once finished pass magic pen around the circle 7. Challenge students to think of different objects

35 Game Board

Albert Einstein I have a Theory Oh the Places Vocabulary Vocabulary… you go yes it’s a lot

200 200 200 200 200

500 500 500 500 500

1,000 1.000 1,000 1,000 1,000

1,500 1,500 1,500 1,500 1,500

36 Game Questions and Answers

Albert Einstien Point Value Question Answer 200 What year was Albert Einstein born? 1879 500 How many papers did he write in 4 papers and it is called the Miracle 1905 and what is that year referred year to as? 1,000 What was the name of Einstein’s Lieserl first child? 1, 500 What year did he win the Nobel 1921 and the photoelectric effect Prize and what did he win it for?

I have a Theory Point Value Question Answer 200 What does E=mc2 stand for? Energy= mass x the speed of light

500 What did Einstein confirm with He confirmed that atoms and mole-

1,000 The faster you are moving the Slower

1, 500 Please briefly explain the main Time is relative to other things in points of the theory of relativity. motion. The speed of light never changes and as one gets closer to the speed of light time seems slower.

Places

Point Value Question Answer 200 In what city did Einstein live in Bern

500 Which Street did Einstein live on Kramgasse While in Switzerland? 1,000 What is the longest river that both Aare rises and ends entirely within Swit- zerland? 1, 500 What are the three mountain peaks Dom, Matterhorn, and Monte Rosa

37 Game Questions and Answers

Vocabulary

Point Value Question Answer

200 What is a tributary? a river or stream flowing into a larger river or lake 500 What is an informal restaurant that Brasserie was especially popular in France? 1,000 Gossamer refers to: very light, thin, and insubstantial or delicate

1, 500 What is another name for a table Serviettes napkin?

More Vocabulary

Point Value Question Answer 200 What means to waste something in a Squander reckless and foolish manner?

500 Inert Gas is another name for what? Nobel Gas

1,000 What is a gymnasium? A school for higher education in the German school system. It is the school that leads to the University.

1, 500 What is a plant in the daisy family Asters that has bright rayed flower that are typically pink or purple?

38 Vocabulary

Aare- Tributary in Switzerland. A tributary of the High Rhine and the longest river that both rises and ends in Switzerland. Alps- The highest and most extensive mountain range system that is entirely in Europe and stretches through 8 countries. Only Switzerland and Austria can be considered true Alpine countries. Arcade- A courtyard area. Or an arched covered passageway or avenue (as between shops). Audacity- the willingness to take bold risks. Admonitions- an act or action of admonishing; authoritative counsel or warning. Amthausgasse- One of the oldest streets in the Old City of Berne. Built between 1255 and 1260. Apothecary- mid-evil professional who formulates and dispenses medicine to physicians. Referred to as pharmacists. Arbergergasse- The most important street out of the 5 in Old City Berne. It was one of the streets that ran outside the city walls in mid-evil times. Asters- a plant of the daisy family that has bright rayed flowers, typically of purple or pink. Balustrade- a railing supported by balusters, especially an ornamental parapet on a balcony, bridge, or terrace. Barrister- a lawyer entitled to practice as an advocate. Berne- the capital of Switzerland, referred to by the Swiss as their “Federal City”. Berne is the fourth largest city in Switzerland with a population of 141,107. Brasserie- an informal restaurant, especially one in France and with a large selection of drinks. Brocade- a rich fabric, usually silk, woven with a raised pattern. Brownian Motion- the erratic random movement of microscopic particles in a fluid, as a result of continues bombardment from molecules of the surrounding medium. Cyclamens- a European plant of the primrose family, having pink, red, or white flowers. Careening- move swiftly and in an uncontrolled way in a specified direction. Dimension- a measurable extent of some kind, such as length, breadth, depth, or height. Emanating-to issue or spread out from a source. Fatigued- cause (someone) to feel tired or exhausted.

39 Vocabulary (Continued) Finite- having limits or boundary. Fugue- a musical theme introduced at the beginning than repeated by different pitches. Also, a state of loss of awareness (hysteria or epilepsy). Fribourg- a town in Switzerland and the capital of Canton. Gentian- a plant of temperate and mountainous regions, typically with violet or vivid blue trumpet-shaped flowers. Gerberngasse- Intersection in Berne, Switzerland. Grindelwald- a valley and resort in central Switzerland, in the Bernese Oberland: a mountaineering Centre. Gymnasium– a school in central Europe that prepares pupils for university entrance. Gymansia- Various types of secondary schools with different types of majors and emphasis in subjects. Gossamer- used to refer to something very light, thin, and insubstantial or delicate. Imperceptible- impossible to perceive. Inert gas- (Nobel Gas) any of the gaseous elements helium, neon, argon, krypton, xenon, and radon, occupying Group 0 (18) of the periodic table. They were long believed to be totally unreactive but compounds of xenon, krypton, and radon are now known. Jetty- a naturally made extension of a shoreline. Kramgasses- principle street in Old City Berne, Switzerland. Lake Geneva- located on the north side of the Alps, shared between Switzerland and France. Interestingly, it has been explored by four submarines. It is one of the largest lakes in Western Europe. Larch- a tree that grows in the mountains and has insidious needles. Larder- A room or place where food is kept. Lucerne- a resort on the Western Shore of Lake Lucerne in Central Switzerland. Marktgasse- is a street in Old City Berne dating back to the 13th Century. This street is part of the UNESCO World Heritage site. Matterhorn- a mountain of the Alps, straddling the main watershed and border between Switzerland and Italy.

40 Vocabulary (Continued) Minuscule- extremely small; tiny. Michael Besso- May 25, 1873-March 15, 1955. Swiss Italian engineer. Jewish Italian friend to Einstein while at the Polytechnic Institute in Zurich. Einstein affectionately called him; “the best sounding board in Europe. Monte Rosa- Eastern part of the Alps, between Switzerland and Italy. It is the second highest mountain in Western Europe”. Motional Effect- Measurement of internal magnetic fields in high temperature. Neuchatel- (New Castle) is the capital of the Swiss canton of Neuchatel on Lake Neuchatel. Originally belonged to the Holy Roman Empire and later Prussia, which ruled the area until 1848. Osprey- a large fish-eating bird of prey with long narrow wings and a white underside and crown. Patent Clerk- A patent examiner (or, historically, a patent clerk) is an employee, usually a civil servant with a scientific or engineering background, working at a patent office. Photons- a particle representing a quantum of light or other electromagnetic radiation. A photon carries energy proportional to the radiation frequency but has zero rest mass. Polytechnic- an institution of higher education offering courses in many subjects, especially vocational or technical subjects. Prone- face down. Quantified- express or measure the quantity of. Radially- divergence from a center. Reciprocity- exchanging things with others for mutual benefit.

Rivulet- a very small stream. Seethe- be filled with intense but unexpressed anger. Serviettes- a table napkin. Sir Isaac Newton- 1642; English Physicist and mathematician. Solicitor- a person who tries to obtain business orders, advertising, etc. Speichergasse- a road in Berne, Switzerland. Spinster- an unmarried woman, typically an older woman beyond the usual age for marriage. Spitalgasse- Mid-evil street in Berne, Switzerland (1154AD).

41 Vocabulary (Continued) Squander- waste (something, especially money or time) in a reckless and foolish manner. St Vincent Tower- built in 1421. The most impressive late Gothic building in the city and the largest and most important late medieval church in Switzerland. Undiluted- not moderated or weakened in any way. Tautolog y- a statement that is true by necessity or by virtue of its logical form. Tautolog y- a statement that is true by necessity or by virtue of its logical form. Tentative- not certain or fixed; provisional. The Old One- Expression for God. The Dom-The highest mountain located in the Swiss territory. Thun Lake- German and short for Thunersee, this lake was created by the last glacier period. Trajectories- the path followed by a projectile flying or an object moving under the action of given forces. Tributary- a river or stream flowing into a larger river or lake. Ve r i fi e d - make sure or demonstrate that (something) is true, accurate, or justified. Ve l o c i t y -To figure out velocity, you divide the distance by the time it takes to travel that same distance, then you add your direction to it. Volatility- In chemistry, volatility means the speed with which a substance changes from solid to liquid, liquid to vapor, and so on. Vo l t a i re - 1694 French enlightenment writer, historian, philosopher, famous for his wit and attacks on the Catholic Church. Waning- Decreasing or getting closer to the minimum property. Warbler - small insectivorous songbirds that typically have a warbling song. Waxing- Getting closer to maximum property. Whirlpool Galaxy- also known as Messier, an interacting grand-design spiral and very luminous. Located in the Canes Venatici constellation. Zahringer Fountain- built in 1535 as a memorial to the founder of Bern, Berchtold von Zahringer. The statue is a bear in full armor, with another bear cub at his feet. Zwieback- cracker made by baking a small loaf and then toasting slices until they are dry and crisp.

KCAS Standards

DRAMA/Grades 6-8

AH-M-3.1.41 Create a script that can be used in a dramatic performance. [PE] (2.22)

AH-M-3.1.42 Use the elements of production to create a dramatic work. [PE] (2.22, 2.23)

AH-M-3.1.44 Create a design to communicate setting and mood using music and a variety of sound sources. [PE]

(2.23, 2.24, 2.25, 2.26)

AH-M-3.1.45 Assume roles that communicate aspects of a character and contribute to the action based on experience, imagination, or characters in literature, history, or script.

[EPE] (1.15, 2.22, 2.23, 2.24, 2.25, 2.26)

AH-M-3.1.46 Create characters using the elements of performance. [PE] (2.22)

AH-M-3.1.47 Create and describe characters based upon the observation of interactions, ethical choices, and emotional responses of people. [PE] (2.22, 2.23)

Identify and define the components of drama/theatre:

AH-M-3.1.31 Elements of drama: plot development, rising action, turning point, falling action, suspense, theme, language, empathy, motivation, discovery

AH-M-3.1.32 Elements of production: staging, scenery, props, lighting, sound, costumes, make-up

AH-M-3.1.33 Elements of performance: breath control, diction, body alignment, control of isolated parts of the body AH-M-3.1.34 Compare and contrast the use of the elements of drama in a variety of works using appropriate vocabulary. (2.23, 2.24, 2.25)

AH-M-3.1.35 Identify elements of production for a scripted scene, using appropriate vocabulary. (2.23, 2.24) AH-M-3.1.36 Describe, using appropriate vocabulary, how the elements of production communicate setting and mood. (2.23, 2.24)

AH-M-3.1.37 Describe characters’ use of elements of performance, using appropriate vocabulary. (2.23)

AH-M-3.1.39 Identify the skills necessary for jobs associated with theatre (playwright, director, actor, actress, de-signers - scenery, props, lighting, sounds, costume, make-up)

AH-M-3.1.310 Discuss the collaborative artistic processes of planning, playing, responding, and evaluating a performance. (2.23)

43 KCAS Standards Continued …

VISUAL ART/ Grades 6-8 AH-M-4.1.41 Create art for specific purposes using the elements of art and principles of design to communicate ideas. [PE] (1.13, 2.22) AH-M-4.1.42 Effectively use a variety of art media, processes, and subject matter to communicate ideas, feelings, and experiences. [PE] (1.13, 2.22) AH-M-4.1.31 Describe, analyze, and/or interpret works of art using visual art terminology. (1.13, 2.22, 2.23, 2.24) AH-M-4.1.32 Art Elements: line, shape, color (tints and shades) and color groups (monochromatic), form, texture, space (positive/negative and perspective), and value (light and shadow). AH-M-4.1.33 Principles of Design: repetition, pattern, balance (symmetry/asymmetry), emphasis (focal point), contrast (light and dark), rhythm, proportion, and movement. AH-M-4.1.34 Identify and describe a variety of art media, art processes, and subject matter to communicate ideas, feelings, experiences, and stories. (1.13, 2.22, 2.23)

LITERATURE/Grades 6-8 AH-M-5.1.31 Analyze the characters’ actions, considering their situations and basic motivations. (1.2, 2.24, 2.25) AH-M-5.1.32 Explain how an author uses the elements of literature (plot and structure, characters, setting, point of view, language and style, and theme) to create literary work. (1.2, 2.23) AH-M-5.1.33 Identify characteristics of fiction and nonfiction and literary genres (folk literature, poetry, essays, plays, short stories, novels). (1.2, 2.23) Big Idea: Humanity in the Arts The arts reflect the beliefs, feelings and ideals of those who create them. Experiencing the arts allows one to experience time, place and/or personality. By experiencing the arts of various cultures, students can actually gain insight into the beliefs, feelings and ideas of those cultures. Students also have the opportunity to experience how the arts can influence society through analysis of arts in their own lives and the arts of other cultures and historical periods. Studying the historical and cultural stylistic periods in the arts offers students an opportunity to understand the world past and present and to learn to appreciate their own cultural heritage. Looking at the interrelationships of multiple arts disciplines across cultures and historical periods is the focus of humanities in the arts. Academic Expectations 2.24 Students have knowledge of major works of art, music, and literature and appreciate creativity and the contributions of the arts and humanities.

44 KCAS Standards Continued …

2.25 In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such as languages, literature, and history. 2.26 Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes.

DRAMA/Grades 9-11 AH-H-3.1.41 Select visual and sound elements (e.g., music, sound effects, actor’s voice) to clearly support the set-ting of a scripted drama. [PE] (2.22, 2.23) AH-H-3.1.42 Create a dramatization of a literary work. [PE] (2.22) AH-H-3.1.43 Research and make artistic choices [e.g., scenery, qualities the actors take on (voice, accent, manner-ism), direction, stage management] for dramatic production that reflects culture, history, and symbolism. [EPE] (2.22, 2.23) AH-H-3.1.44 Demonstrate acting skills to develop characterizations that illustrate artistic choices and believable characters. [EPE] (2.23) AH-H-3.1.45 Interpret dramatic works by applying knowledge and skills of the components of drama and theatre (e.g., monologue, dialogue, soliloquy, character, motivation, voice, sensory recall). [PE] (2.23) AH-H-3.1.31 Identify and discuss, using appropriate terminology, the use of dramatic structure [e.g., exposition, development, climax, reversal, denouement (also illustrated in Freytag’s Pyramid), tension]; character (e.g., protagonist, antagonist); literary devices (e.g., symbolism, foreshadowing); and components of drama/theatre (dialogue, monologue, soliloquy, ensemble, body, voice, script, sensory recall). (2.23, 2.24) AH-H-3.1.32 Analyze descriptions, dialogue, and actions within a script or text to discover, articulate, and justify character motivation. (2.22, 2.23, 2.24, 2.25, 2.26) 23 AH-H-3.1.33 Describe how a work of literature is selectively modified through theatre to enhance the expression of ideas and emotions. (2.23, 2.24) AH-H-3.1.34 Identify skills and training necessary for a variety of careers related to drama. (2.23, 2.24) AH-H-3.1.35 Compare and contrast how ideas and emotions are expressed in theatre with how ideas and emotions are expressed in dance, music, and visual arts. (2.23, 2.24) Historical and Cultural Context-Creating, Performing and Responding

45 KCAS Standards Continued …

AH-H-3.2.31 Identify specific dramatic works viewed as belonging to particular styles, cultures, times, and places. (2.25, 2.26) AH-H-3.2.32 Identify cultural, historical, and symbolic clues in dramatic texts which should be researched to assist in making artistic choices for informal (improvised) and formal (rehearsed) productions. (2.25, 2.26) 2.24, 2.25, .26) VISUAL ARTS/Grades 9-11 AH-H-4.1.41 Incorporate the elements of art and principles of design to generate several solutions to a variety of visual art problems. [PE] (1.13, 2.22, 2.23) Use media and processes, subject matter, symbols, ideas, and themes to communicate cultural and aesthetic values. [PE] (2.23) AH-H-4.1.31 Describe works of art using appropriate terminology. (1.13, 2.23) AH-H-4.1.32 Art Elements: color and color theory: primary and secondary hues, values (tints and shades), intensity (brightness and dullness); color relationship: triadic, complementary, analogous. AH-H-4.1.33 Principles of Design: Balance (symmetry/asymmetry), emphasis (focal pattern), pattern, repetition, contrast, variety, movement, rhythm, proportion, transition/gradation, and unity. Big Idea: Safety (Health Education) Accidents are a major cause of injury and death to children and adolescents. Unintentional injuries involving motor vehicle, falls, drowning, fires, firearms and poisons can occur at home, school and work. Safe behavior protects a person from danger and lessens the effects of harmful situations. Academic Expectations 2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being. 2.33 Students demonstrate the skills to evaluate and use services and resources available in their community. 3.2 Students will demonstrate the ability to maintain a healthy lifestyle. 4.3 Students individually demonstrate consistent, responsive and caring behavior. 4.4 Students demonstrate the ability to accept the rights and responsibilities for self and others. 5.1 Students use skills such as analyzing, prioritizing, categorizing, evaluating and comparing to solve a variety of problems in real-life situations. 5.4 Students use a decision-making process to make informed decisions among-options.

46 KCAS Standards Continued …

Big Idea: Structure in the Arts Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists use include elements and principles of each art form, tools, media and subject matter that impact artistic products, and specific styles and genre that provide a context for creating works. It is the artist's choice of these structural components in the creative process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret or critique artworks from other artists, cultures and historical periods. Academic Expectations 1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. 1.13 Students make sense of ideas and communicate ideas with the visual arts. 1.14 Students make sense of ideas and communicate ideas with music. 1.15 Students make sense of and communicate ideas with movement. 2.23 Students analyze their own and others' artistic products and performances using accepted standards. Big Idea: Research, Inquiry/Problem-Solving and Innovation Students understand the role of technology in research and experimentation. Students engage technology in developing solutions for solving problems in the real world. Students will use technology for original creation and innovation. Academic Expectations 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems. 2.3 Students identify and analyze systems and the ways their components work together or affect each other. 5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. 5.2 Students use creative thinking skills to develop or invent novel, constructive ideas or products. 5.4 Students use a decision-making process to make informed decisions among options. 5.5 Students use problem-solving processes to develop solutions to relatively complex problems. 6.1 Students connect knowledge and experiences from different subject areas.

47 KCAS Standards Continued …

Big Idea: Geography Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. Academic Expectations 2.19 Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations. Big Idea: Career Awareness, Exploration, Planning Career awareness, exploration and planning gives students the opportunity to discover the various career areas that exist and introduce them to the realities involved with the workplace. Many factors need to be considered when selecting a career path and preparing for employment. Career awareness, exploration and planning will enable students to recognize the value of education and learn how to plan for careers. The relationship between academics and jobs/careers will enable students to make vital connections that will give meaning to their learning. Academic Expectations 2.36 Students use strategies for choosing and preparing for a career. 2.37 Students demonstrate skills and work habits that lead to success in future schooling and work. 2.38 Students demonstrate skills such as interviewing, writing resumes, and completing applications that are needed to be accepted into college or other postsecondary training or to get a job. 5.4 Students use a decision-making process to make informed decision among options. Big Idea: Communication/Technology Special communication and technology skills are needed for success in schooling and in the workplace. Students will be able to express information and ideas using a variety of technologies in various ways. Academic Expectations 1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas. 2.37 Students demonstrate skills and work habits that lead to success in future schooling and work. 2.38 Students demonstrate skills such as interviewing, writing resumes, and completing applications that are needed to be accepted into college or other postsecondary training or to get a job.

48 KCAS Standards Continued …

Big Idea: Purposes for Creating the Arts The arts have played a major role throughout the history of humans. As the result of the power of the arts to communicate on a basic human level, they continue to serve a variety of purposes in society. The arts are used for artistic expression to portray specific emotions or feelings, to tell stories in a narrative manner, to imitate nature and to persuade others. The arts bring meaning to ceremonies, rituals, celebrations and commemorations. Additionally, they are used for recreation and to support recreational activities. Students experience the arts in a variety of roles through their own creations and performances and through those of others. Through their activities and observations, students learn to create arts and use them for a variety of purposes in society. Academic Expectations 1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. 1.13 Students make sense of ideas and communicate ideas with the visual arts. 1.14 Students make sense of ideas and communicate ideas with music. 1.15 Students make sense of and communicate ideas with movement. 2.22 Students create works of art and make presentations to convey a point of view. 2.26 Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes. Historical Perspective History is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World. Academic Expectations 2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective. Grade 6 Enduring Knowledge – Understandings

Students will understand that interactions among countries and people are complex because of cultural, political, eco- nomic, geographic and historical differences.

49 Resources Devereux, Tim. "Eight Circle Theorems Page." Eight Circle Theorems Page. N.p., 2 Feb. 2015. Web. 10 Sept. 2016.

Source: http://www.allaboutscience.org/theory-of-relativity.htm Britt, Robert Roy. "The Last Supernova: 400-Year-Old Explosion Imaged." Space.com. N.p., 6 Oct. 2006. Web. 05 Sept. 2016.

Choi, Charles Q. "Earth's Sun: Facts About the Sun's Age, Size and History." Space.com. N.p., 20 Nov. 2014. Web. 05 Sept. 2016.

Cofield, Calla. "Dying Star Betelgeuse Keeps Its Cool ... and Astronomers Are Puzzled." Space.com. N.p., 25 Jan. 2016. Web. 05 Sept. 2016.

Redd, Nola Taylor. "Red Giant Stars: Facts, Definition & the Future of the Sun." Space.com. N.p., 21 Aug. 20133. Web. 05 Sept. 2016.

Redd, Nola Taylor. "Planetary Nebula: Gas and Dust, and No Planets Involved." Space.com. N.p., 9 June 2016. Web. 05 Sept. 2016.

Redd, Nola Taylor. "Main Sequence Stars: Definition & Life Cycle." Space.com. N.p., 5 May 2015. Web. 05 Sept. 2016.

Redd, Nola Taylor. "Hot, Young Star 'Missing Link' of Stellar Evolution." Space.com. N.p., 3 Apr. 2015. Web. 05 Sept. 2016.

"Spectacular Orion Nebula Photo Brings Star Birth to Life." Space.com. N.p., 21 Jan. 2011. Web. 05 Sept. 2016

"Supernova Photos: Great Images of Star Explosions." Space.com. N.p., 21 May 2014. Web. 05 Sept. 2016.

Thompson, Andrea. "What Is a Supernova?" Space.com. N.p., 27 Jan. 2014. Web. 05 Sept. 2016.

Imagination is more Important than knowledge. -Albert Einstein