Students are introduced to folk dancing and explore what it is and what it reflects in a culture. They research various folk dance traditions around the world, then focus specifically on Eastern Europe. Next, students work in small groups to research the cultural elements of one of the Eastern European countries. Finally, students describe why someone might want to visit one of these countries.
Students are introduced to the idea that Eastern Europe contains many cultural traditions. They watch Bulgarian Folk Dance to observe an example of traditional dance, then post to a class wall describing what they noticed in the video.
Teacher MovesPreview the experience and objective, highlighting that students will explore cultural traditions across Eastern Europe. After the video, lead a discussion using students’ wall responses, drawing attention to traditional costumes and synchronized movements. Prompt students to connect this example to their own cultural practices (such as dance, sports, food, or religious holidays) that help maintain culture.
Students view images of folk dancing and read Folk Dance - History and Types of Folk Dance to learn about different folk dance traditions. Using a graphic organizer, they take notes on three folk dances, recording the country, dance name, and a brief description. They then research types of folk dancing in Eastern Europe online, select one example to describe, and post a description and photo to a class wall. Finally, they read a short explanation about how folk dances express cultural values and connect dancers to their heritage.
Teacher MovesGuide students in using the reading and organizer to identify key features of folk dances and their cultural significance. Support students as they research Eastern European folk dances, ensuring they choose appropriate sources and accurately describe and illustrate one example. Facilitate a brief discussion that connects students’ findings to the idea that folk dance—both traditional and contemporary forms in their own communities—reflects cultural identity and values. Organize students into small groups and assign each group one Eastern European country for the next scene.
Working in assigned small groups, students research the culture of their Eastern European country using online sources. They focus on several cultural aspects such as food, holidays and celebrations, art, music, film, dance, ethnic groups, religion, and sports. Groups create a presentation (posted directly to a discussion wall or via a linked digital tool such as Prezi, a timeline tool, or an online slide presentation) that explains the culture of their country. They then present their findings to the class and explain what they learned about their country’s culture.
Teacher MovesSupport groups in locating and evaluating online information about their assigned country and in organizing it into a clear presentation. Provide guidance on selecting relevant cultural elements and citing sources appropriately. Allocate time for each group to present and moderate a class discussion in which students ask and answer questions, comparing and contrasting the seven countries. Conclude by highlighting cultural commonalities and differences across the countries to build a broader understanding of Eastern European cultures.
Working individually, students write a paragraph explaining why someone should visit the Eastern European country they researched and presented on, drawing on what they learned about its culture. They post their paragraph to a class wall, then read classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesEncourage students to use specific cultural details from their research and presentations to support their reasons for visiting the country. Monitor the discussion wall, prompting students to write thoughtful, respectful comments and questions that deepen understanding of each country’s culture and reinforce how culture influences people’s perceptions of places.
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