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Transcription

1 OIUJ Stage... Wiffifu A roencan lh + tc ~ - eau.er Prese~ ;J ~tudy Guide: WE THE PEOPLE Another fine teaching tool from: «nwuam g fluawt fju6enl6 0 Amencao Thcnter Prescnr.., Inc., 2002

2 rable of Contents: Letter from the Producer Synopsis Scenic Breakdown Before you Go Theater Etiquette After The Show WhatDoYouT hink Think Theatrically Acrostic Fan Letter Thea ter Vocabulary W rite a Review Careers in the Arts Draw a Picture Suggeste d Reading List... 2

3 Dear Educator: This guide contains suggested We The People performance-related activities for various grade levels. It is intended to help you meet national, state, and district standards in education and augment the theater-going experience for your students. Please select those ideas that best relate to your curriculum and classroom needs. We would appreciate knowing which suggestions you actually incorporated into your lesson plans and how they worked for you. Share your fun and ideas with us. We will be pleased to receive any projects that grow from this experience... letters, cassettes, original drawings, photos, etc. You may send them to: American Theater Presents, Inc Walnut Street 4th Floor Philadelphia, P A Theater is, indeed, a superb learning tool that you and your students will share, cherish and remember. We look forward to welcoming you and your classes to the theater. Cordially, Laurie Wagman Founder/Chairman 3

4 WE THE PEOPLE is a tapestry of music, dance, and drama that addresses the issues, events and people that moved this country forward from pre-colonial times to the present. Prior to the show's opening scene, the performers enter and engage the audience in dialogue about their backgrounds (Step Right Up). Episode I begins in 1620 with the Pilgrims leaving Europe in hopes of finding a better life free of religious persecution in the New World. Others who arrive represent many different cultures and have many different reasons to build their lives in a new land (North American Way). In Episode II, England has established colonies along the eastern seaboard ofthe continent, but the colonists are becorrring increasingly resistant to the government of King George. When harsh stamp and tea taxes are imposed by England, many colonists are outraged and begin to speak of freedom from England (Toss The Tea In The Harbor). Leaders including Benjarrrin Franklin, Thomas Jefferson, George Washington and many others, decide to draft the Declaration of Independence (Freedom). When England refuses to let the colonies obtain their independence, the American Revolutionary War begins (American Revolution). Episode III opens with reporters interviewing Abraham Lincoln prior to the Lincoln-Douglas debates (Mister Lincoln). One reporter asks Lincoln how he has managed to grow from a farm boy into a respected and successful leader. It is the young Lincoln who tells everyone about the dreams, hopes, and studies of childhood that led to the achievements ofthe man (I Want To Know). It is the 4

5 adult Lincoln who must face and guide the young nation through its greatest crisis: the American Civil War (Battle Hymn of the Republic). Episode IV is set after the Civil War. That is when America begins to look westward and a new kind of national hero emerges (Cowboy). Many men and women adopt the life of settlers and homesteaders in the Great American West. At the same time, millions of people in search of freedoms that will allow them to be all that they can be are making the journey across the ocean to come to this nation (America). Episode V introduces the twentieth century which brings vast changes and advances for our country. The second World War unites the country with a new spirit and appreciation for the unique freedoms here. American citizens work together in a war effort that supports our service personnel and leaders to a renewed sense of national strength and purpose (Red, White, and Blue). In Episode VI, the same spirit of freedom continues to spark a younger generation who are determined to see all Americans receive equal freedoms. Out of this period, the Civil Rights Movement is born (We Shall Overcome). Today, America looks to the future and the vision of new generations. In the years ahead, the citizens of this country pledge to continue to lead; to continue to be a symbol of hope and heroes that defme the full essence of achievement and liberty for all (Next Hundred Years). 5

6 Book, Lyrics & Music: Don Kersey Scenic Breakdown: SCENIC BREAKDOWN/MUSICAL NUMBERS Introduction "STEP RIGHT UP" The Company Crossing the Ocean to the New World ''NORTH AMERICAN WAY"... The Company The American Revolution "TOSS THE TEA IN THE HARBOR"... The Company "FREEDOM''... The Company "AMERICAN REVOLUTION"... The Company Abraham Lincoln and the Civil War "MISTER LINCOLN"... The Company "I WANT TO KNOW"..... Abe Lincoln The American West "COWBOY"... The Company Coming to America "AMERICA"... The Company The World Wars "RED, WHITE, AND BLUE"... The Company The Civil Rights Movement "WE SHALL OVERCOME"... The Company Finale ''NEXT HUNDRED YEARS"... The Company 6

7 before You ao: :/)REVIEW the Declaration of Independence and the Preamble to the Constitution with the students. Post a copy of each in the classroom. DISCUSS some of the major challenges facing the colonies at the time of the Declaration of Independence and the American Revolution. RECALL some of the compromises worked out in framing the Declaration of Independence and the Constitution. AsK students to create a time-line mural that features dates and issues of each period addressed in We The People. Include figures dressed in the clothing of each era from Pilgrims and Colonists to the Victorian and Civil War soldiers; from Cowboys and Homesteaders to World War II service personnel; from Civil Rights leaders to the Police and Fireman heroes of September 11th. REQUEST that students review their families' history prior to arriving in the United States with their parents. Have them informally recount their families' stories including their country of origin; occupations of forefathers; why they came. Discuss the fact that the immigration experience was diverse, but that all, from the Pilgrims to today's arrivals, brought courage, hopes, and dreams to their new land. <S -==-.. CREATE individual pictures or assemble collages to express personal views of early American heroes and heroines, or of the theme ''United We Stand." 7

8 ~efore You GO Continued IIA VE the students recall important events and people in American History. Which is their favorite period? Who are their favorite heroes? Then have the students make a list of all the events and people mentioned and put that information in chronological order. DETERMINE what periods of American history are most recognizable to students. Why are these times more well known than others? Are the students more familiar with certain events because of movies, television programs, or books they have seen or read? SET a part of the classroom aside for a 'We The People Comer'. Ask students to bring in various books, family photos and mementoes, pictures, dolls, puppets, original drawings, etc. that relate to American history for perusing at their leisure.~ EXPLAIN to students that they are about to see a live, on-stage production of WE THE PEOPLE. There will be songs and dances, as well as acting, to tell the story of our country. ~ ENCOURAGE the students to relax, use their imaginations, and get into the spirit of the play once they are in the theater. 8

9 'theater Etiquette: The audience plays a key part in the overall theater experience. Each audience member affects those around him or her as well as the performers. Remind your class that everyone will have an especially wonderful time at the performance by remembering their theater manners. Here is how students can help:! It is important to remain seated throughout the entire performance.! Restroom visits are best made prior to seating.! Photography and recording during the performance are not permitted.! Give your full attention and energy to the performers. In return, the performers give it back to you with a better performance.! Don't talk during the show unless you are asked. Sometimes we think that if we whisper, it is okay. But if everyone in the audience whispers, it can be disruptive to the performers.! Turn watches, pagers and cell phones to silent.! Do not interrupt performers with comments that may disrupt the performance for others.! Show the performers your appreciation for their efforts by applauding. Your cooperation will ensure a well-focused environment for everyone to enjoy, cherish & remember. Thank you. 9

10 P AsK students to recall the production they have just seen by taking turns, around the class, to retell the storyline. WmcH parts of the program did they like best? WHAT were some of the attitudes expressed in the production in regard to famous personalities? Do you agree (or disagree) with these attitudes? DETERMINE if students have acquired some new thoughts about the famous persons presented in We The People. How do these thoughts compare with presentations of persons in books they have read? (Note: Are historical personalities open to varying interpretations?) INTERPRET ''united we stand, divided we fall." How can this philosophy be applied to life today? GIVE examples of what we Americans today are doing to preserve our freedom through unity. 10

11 WHY have Americans always been worried about having a "king" for a leader? WHAT makes a great leader? Discuss the problems of leadership from the leaders point of view. DISCUSS the parallels between the cultural and political developments of our country. WHAT is the value of disagreement in a democracy? WHY does the show stress the importance of''people" consciousness in a democracy? WHAT do the words ''freedom" and "equality" mean to you? How do the political processes of today compare with those of the 1770's and 1780's? GIVE examples ofhow the letter and spirit of the Declaration oflndependence and the Constitution have held up for over 200 years. IIA VE students create a timeline of their families' history. 11

12 What Do You Think: QUESTIONS FOR DISCUSSION Ask the students to express their feelings as they recall the story line of the production. Why did the Pilgrims want to leave their homeland? How did the Indians help the Pilgrims in the New World? Why did the Colonists revolt against England? If you could talk to President Lincoln, what question would you ask him? Why did the United States have a Civil War? What do you think would make cowboy life hard? What would make it fun? Why would a family or individual want to leave their homeland and come to a new and strange place? Why do you think your family came to America? Why did women go to work in factories during World War II? What effect did this have on the role of women in the workplace after the war? What was the Civil Rights Movement? Who were the leaders of the movement? Why did it take so long for African-Americans to receive their full rights as citizens of the United States? What cause would you protest for or against? What are other ways that you can have an effect on a cause? 12

13 ABOUT THE PRODUCTION: How did the actors "change" from one role to another in front of your eyes? l'hink THEATRICALL)': Describe how the postures and walks of the actors help them to define different characters. (Demonstrate if you like.) How did the props add to the production? What kinds of music did you hear? How did the music provide backgrounds for the different "scenes"? TRY IT: Continue the "interviews" begun in the program, with students acting out individual roles. (Note: This exercise may require preliminary study of the historical persons and of interviewing techniques.) Bring the interviews up to date: Students could improvise roan-on-the-street interviews of present-day leaders. (They should feel free to express their opinions.) Encourage each student to assume the identity of a particular historical person and the others to try to guess who it is. If a wide time frame is used, students should state which period of history they are from as part of their initial statements about themselves. Have students each select a favorite American hero or heroine. After research, the students will give a speech to the class expressing that person's view on a designated topic.~ After careful discussion, have students select various individuals who have made significant contributions to American history. (Be sure to include not-so-famous people in this list.) Prepare a presentation to share with the rest of the school. The presentation could possibly take the following forms: a hall-sized mural, a window display of symbols and silhouettes, a "Person ofthe Year" magazine cover display, a large time chart with figures and events. Produce a We The People skit, puppet show, or assembly program of your own. Emphasize the principles expressed in the Declaration of Independence and the Constitution...1ft 13

14 t\crostic: An acrostic is a simple poem based upon a single word. Use the word Freedom and try to find other words or phrases, beginning with those letters, that pertain to our show. F OR FATH RS R. D 0 M 14

15 to your favor te actor In. the show. Write a letter. the show. the character m Fan Letter: Express how you feel about 15

16 ere IS a IS o wor sa ou e ea er oryou o ge 0 ow. Actor A theatrical performer. Applause Back-Stage Approval expressed by the clapping of hands. The area behind and to the side of the part of the stage where the action of the performance takes place. Choreographer Composer Costume Crew Designers Director Lyricist Musical Theater Play Playwright Props Score Script Stage Manager The person who develops and arranges the dance movements for the dancers and actors. A person who writes music. A style of clothes, including garments, accessories and hair style, characteristic of a particular country, period or culture, worn on-stage during a theatrical production. The group of people who run the various technical operations during a performance, including the lighting, curtain, set, scene changes, sound effects and props. Individuals who create the set, costumes, lighting and sound effects for the performance. The person who supervises all the artists during rehearsals and instructs all dramatic aspects ofthe production. The person who writes the words for a song. A play that uses music, song and dance to tell the story. A staged representation of an action or story. The person who writes plays. All the objects used in a theatrical production. The sheet music that the actor memorizes and performs. Pages from which the actors read their lines. The person who assists the director during rehearsal and supervises the physical aspects of a stage production. 16

17 Write a RevieW: C~... ~J!2/~~... Y... ~'!/~ !.!!_~~!l~_!!;,/,1!~!_!!!... ~~/~~!... ~!!21!-!.2.!:!2~_!...!~!2~~~-/17171/l/17171/lat ~ Actors Choreography Makeup Props Singing ~ ~Cast Costumes Music Set Special Effects ~ ~ Characters Lighting Plot Set Designer Theater ~ ~/I/I/I/I/I/I/I/I/I/I/I/I/I/I/I/I/171/I/I/.I/1/I'/I/I/.I'/I/I/I/I/I/I/I/I/I/1/I/I/I/I/I/I/I/I/I/I/I/I/I/I/I/I/I/I/#/I/I/.1/I/I/I/.I/,I/I/I/,I/I/I/,I/I/IY.I/I/I/I/I/j 17

18 ~areers ~ the ArtS: Accomp~ Computer Graphics Illustrator Props Designer Actor/ Actress Composer Instrumentalist Publisher Artist Concert Singer Librettist Scenic Designer Artistic Director Conductor Lighting Designer _i_ Special Effects Art Teacher Costume Designer Makeup Artist Stage Director Band Director Casting Director N Choir Director Choreographer Cinematographer f ~ Critic Dancer Dialect Coach Extra Fashion Designer Music Teacher Musician Orchestrator Painter Producer Stage Hand Stage Manager Theater Director Camera Operator Vocalist 1:: Active Learning What career would you consider interesting? Where do you think you could go to learn more about it? 18

19 ~e Creative: Make a picture of your favorite scene in the performance. Be sure to show costumes, the set and the actors ou like best. 19

20 Colonial Period Grades 2-4 The Thirteen Colonies by Brendan January Colonial Life by Brendan January A Picture Book of Benjamin Franklin by David A Adler African-Americans in the Thirteen Colonies by Deborah Kent Grades 5-8 Your Travel Guide to Colonial America by Nancy Day The Colonies by Rebecca Stefoff Settlers on the Eastern Shore ed. by John Anthony Scott Benjamin Franklin. Printer by David A Adler Strange New Land: African-Americans by Peter H. Wood The American Revolution Grades 2-4 The Boston Tea Party by Steven Kroll The Liberty Tree by Lucille Recht Penner IfYou Lived at the Time ofthe American Revolution by Kay Moore African-Americans and the Revolutionary War by Judith E. Harper American Kids in History: Revolutionary War Days by David C. King Grades 5-8 The American Revolution by Bruce Bliven, Jr. The World Turned Upside Down: George Washington and the Battle ofyorktown by Richard Ferrie We the People: The Way We Were by Suzanne Hilton Revolutionary Citizens: African-Americans by Daniel C. Littlefield 20

21 Abraham Lincoln and the Civil War Era Grades 2-4 Where Lincoln Walked by Raymond Bial Abraham Lincoln by Amy Cohn and Suzy Schmidt Freedom River by Doreen Rappaport The Underground Railroad by R. Conrad Stein IfYou Lived at the Time ofthe Civil War by Kay Moore American Kids in History: Civil War Days by David C. King Grades 5-8 Lincoln: A Photobiography by Russell Freedman Get on Board: The Story of the Underground Railroad by R. Conrad Stein North Star to Freedom by Gena K. Gorrell Let My People Go: African-Americans by Barbara Bair The American Civil War: A House Divided by Edward F. Dolan Behind the Blue and Gray: The Soldier's Life in the Civil War by James R. Grossman Your Travel Guide to Civil War America by Nancy Day Frontier Days and Native-Americans Grades 2-4 Children of the Frontier by Sylvia Whitman Children of the Trail West by Holly Littlefield A.!nerican Kids in History: Pioneer Days by David C. King American Kids in HiStory: Wild West Days by David C. King Yippe-Yay!: A Book about Cowboys and Cowgirls by Gail Gibbons Nckommoh! A Thanksgiving Celebration by Jackie French Koller Dancing Teepees: Poems ofnative-american Youth selected by Virginia Driving Hawk Sneve Grades 5-8 Buffalo Gals: Women of the Old West by Brandon Marie Miller Beyond the Mississippi by Angela M. Herb Amazing Native-American History by Liz Sonneborn We Rode the Wind compiled and edited by Jane B. Katz 21

22 Immigration Grades 2-4 Immigrant Children by Sylvia Whitman Journey to Ellis Island by Carol Bierman Grades 5-8 Gateway to Freedom by Jim Hargrove The Civil Rights Era Grades 2-4 Children of the Civil Rights Era by Catherine A. Welch Civil Rights Marches by Linda and Charles George Grades 5-8 Amazing African-American History: A Book of Answers for Kids by Diane Patrick Into the Fire: African-Americans since 1970 by Robin D.G. Kelley 22