jackie and me study guide

THE GUIDE FOR EDUCATORS

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School Group Sales 612.872.5166 I [email protected]

jackie and me • GUIDE FOR EDUCATORS PAGE 2

CONTENTS

about this Guide

introduction

about Our Season

Before Your Show

at Your Show

after Your Show

Theatre Vocabulary

academic Standards Statement

additional academic Standards

about the Play

meet the Playwright

about the Book

Who Was jackie Robinson?

about the Brooklyn dodgers

Online Resources

Bibliographic Resources

Learning activity (Grades 3-5)

Learning activity (Grade 6)

Survey

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About This Guide

Welcome to the 2012-2013 Student Matinee season at Children’s Theatre Company. We are glad you are joining us (or thinking about it) for a season of mighty deeds and fearless action, small victories and inspiring achievements, fueled by kids and filled with heroes.

Children’s Theatre Company is committed to creating theatre experiences that educate, challenge, and inspire young people. It is our hope that by presenting significant themes that affect young people’s lives in our community, we can help to foster dialogue and active participation in important areas.

A theatrical experience can be a gateway into a greater understanding of life. While your students may walk into a Student Matinee expecting a fun break from their daily routine, it is our hope that they walk away having glimpsed a significant truth about the world and how we live in it.

This study guide is designed to help you and your students get the most out of your theatre experience. We have included all the information you need to select and schedule your show, as well as suggested activities to expand your theater experience beyond the show. Feel free to select the ideas that work best with your classroom and curriculum needs. We would appreciate knowing which activities you used and how they worked for you. Please complete the survey at the end of this guide to help improve future study guides.

To reserve tickets to any of our 2012-2013 Student Matinees please visit our website, childrenstheatre.org. Our Student Matinee section contains all the information you need including order forms, performance calendars, price charts, and subsidy applications.

You can also contact Nina Stultz in School Group Sales at 612-872-5166 or [email protected] for more information and to reserve tickets.


Introduction

This guide is designed to help you and your students get the most out of your theatre experience. We have included all the information you need to select and schedule your show, as well as suggested activities to expand your theater experience beyond the show. Feel free to select the ideas that work best with your classroom and curriculum needs. We would appreciate knowing which activities you used and how they worked for you. Please complete the survey at the end of this guide to help improve future guides.

About the 2012-2013 Season

Welcome to the 2012-2013 season at Children’s Theatre Company – our 47th year of bringing great theatre experiences to the young people of our region. We are so glad to have you with us.

This season, we are proud to feature eight diverse productions, including a world premiere pirate musical, Buccaneers, Dr. Seuss times two with The Cat in the Hat and How the Grinch Stole Christmas, a brand-new Pinocchio by CTC favorite Greg Banks (A Wrinkle in Time, Romeo & Juliet), the time-travel story about Jackie Robinson based on Dan Gutman’s Jackie and Me and a fully reimagined Alice in Wonderland. We are thrilled to continue work for our earliest learners with The Biggest Little House in the Forest and launch summer programming with our popular adaptation of Laura Numeroff’s much-beloved If You Give a Mouse a Cookie.

Our mission is to educate, inspire and challenge our audiences, particularly our young people. Theatre is a powerful tool – it brings voice to people and problems, starts dialogues about important subjects, allows us to examine issues with new perspective, uses storytelling to animate life in new ways, makes us laugh, cry and sing. Theatre is also a process – it involves democracy and collaboration, teamwork and problem-solving, and it is made all the richer by the various people and ideas that come together to create it. We hope you enjoy this season, we hope you share CTC with colleagues and friends, and we hope you bring your own family in to take part in one of our productions.

Before Your Show

Find out what your students know about the subject matter in the story. Have they read any other books, fiction or non-fiction about Jackie Robinson? Other books by Dan Gutman?

Have they seen a film or television program that is similar? Have they seen a production, in performed on stage before?

Create a classroom display about the show you will be seeing. You can include the information from this guide, newspaper reviews, and related books. Invite students to make connection with stories they know and bring in those materials to add to the display.


At Your Show

As audience members, your students have an import role to play in the show. Using basic theater etiquette will help ensure a wonderful performance for everyone.

Students can play their role by:

Making bathroom trips before or after the show, or during intermission

Remaining seated throughout the performance

Giving their full attention to the activities on stage

Responding appropriately to activities on stage by laughing at things that are funny and responding to actors if asked

Showing appreciation for the actors by applauding

Showing respect for the actors and audience by not talking with neighbors or making inappropriate comments

Giving the actors a standing ovation at the end of the performance

After Your Show

Have students reflect on the performance and how all the individual elements came together to create the show.

What did the sets (backdrops, scenery) look like? How did they help establish the different scenes in the play?

What did the costumes (clothing, makeup, wigs) tell you about each character?

What was the funniest part in the play?

What did your students learn from the play?

What questions or conversations did the play bring up for your students?

What role did the audience play in the production?

If you were an actor, what role would you want to play?

There are lots of people who make a play who are not actors. What kinds of things do you think they do?


Theater Vocabulary

Actor: A person who performs a role in the play.

Audience: The group of people that watch and respond to the play.

Backstage: The area of the stage that cannot be seen by the audience.

Blocking: The planned way actors move on stage.

Cast: The group of actors who portray the roles in the play.

Character: The role, or personality, the actor portrays.

Costume: The clothes worn by the actors on stage.

Design: The creative process of developing and implementing how the play will look and feel. Costumes, lighting, sets, and make-up are all designed.

Director: The person who oversees the entire process of bringing the play to life on stage.

Dress Rehearsal: The final practice performances when the play is done in full costume and with all of the technical elements (light, sound, effects) in place.

House: The area where the audience sits.

Performance: The live event shared by the cast and the audience.

Play: A story written for the stage.

Playwright: A person who writes stories for the stage.

Prop: Any item on the stage used (carried, moved, manipulated) by the actors.

Scene: A section of a play, also called an act.

Set: The physical environment that creates the time, place, and mood of the play.

Stage Manager: The person who coordinates all aspects of the play during production and performance.


Academic Standards StatementChildren’s Theatre Company’s school programs provide quality learning experiences for your students. Our Teachers’ Guides provide a variety of lesson plans and educational activities which are grounded in best practices for literacy and arts education and are strategically aligned with the Minnesota K-12 Academic Standards.

The Minnesota K-12 Academic Standards identify the knowledge and skills that are to be mastered by all students by the end of a grade level and guide educators in the design of curricula. Individual Children’s Theatre Company school programs will address standards for children Kindergarten through eighth grade in the following learning areas:Language ArtsReadingMathematicsSocial StudiesVisual and Theater Arts

The following English Language Arts and Arts content standards can be experienced by attending any school matinee and using the Teachers’ Guide. Additional information on how specific lesson plans align with the Minnesota K-12 Academic Standards can be found in many of our Teachers’ Guides.

Language Arts Reading Benchmarks: Literature K-5Key Ideas and Details: 0.1.1.1; 1.1.1.1; 2.1.1.1; 0.1.2.2; 1.1.2.2; 2.1.2.2; 0.1.3.3; 1.1.3.3; 2.1.3.3; 3.1.2.2; 4.1.2.2; 5.1.2.2; 3.1.3.3; 4.1.3.3; 5.1.3.3 Craft and Structure: 0.1.6.6; 1.1.6.6; 2.1.6.6; 3.1.5.5; 4.1.5.5; 5.1.5.5; 3.1.6.6; 4.1.6.6; 5.1.6.6 Integration of Knowledge and Ideas: 0.1.7.7; 1.1.7.7; 2.1.7.7; 0.1.9.9; 1.1.9.9; 2.1.9.9; 3.1.7.7; 4.1.7.7; 5.1.7.7

Reading Benchmarks: Foundational Skills K-5 Phonics and Word Recognition: 0.3.0.3; 1.3.0.3; 2.3.03; 3.3.0.3; 4.3.0.3; 5.3.0.3

Writing Benchmarks K-5 Text Types and Purposes: 0.6.3.3; 1.6.3.3; 2.6.3.3; 3.6.3.3; 4.6.3.3; 5.6.3.3 Production and Distribution of Writing: 0.6.5.5; 1.6.5.5; 2.6.5.5; 3.6.4.4; 4.6.4.4; 5.6.4.4; 3.6.5.5; 4.6.5.5 Research to Build and Present Knowledge: 0.6.7.7; 1.6.7.7; 2.6.7.7; 0.6.8.8; 1.6.8.8; 2.6.8.8; 3.6.7.7; 4.6.7.7; 5.6.7.7; 4.6.9.9; 5.6.9.9

Speaking, Viewing, Listening, and Media Literacy Benchmarks K-5 Comprehension and Collaboration: 0.8.1.1; 1.8.1.1; 2.8.1.1; 0.8.2.2; 1.8.2.2; 2.8.2.2; 0.8.3.3; 1.8.3.3; 2.8.3.3; 3.8.1.1; 4.8.1.1; 5.8.1.1; 3.8.2.2; 4.8.2.2; 5.8.2.2

Presentation of Knowledge and Ideas: 0.8.4.4; 1.8.4.4; 2.8.4.4; 0.8.5.5; 1.8.5.5; 2.8.5.5; 3.8.4.4; 4.8.4.4; 5.8.4.4

...continued on next page


Academic Standards Statement...continued from previous page

ArtsTheater Arts K-3 Artistic Foundations: 0.1.1.4.1 Artistic Process: Create or Make: 0.2.1.4.1; 0.2.1.4.2 Artist Process Perform and Present: 0.3.1.4.2 Artist Process Respond and Critique: 0.4.1.4.1

Visual Arts K-3 Artistic Process: Create or Make: 0.2.1.5.1

Theater Arts 4-5 Artistic Foundations: 4.1.1.4.2; 4.1.2.4.1; 4.1.3.4.2 Artistic Process: Create or Make: 4.2.1.4.1 Artist Process Perform and Present: 4.3.1.4.1 Artist Process Respond and Critique: 4.4.1.4.1;

Visual Arts 4-5 Artistic Process: Create or Make: 4.2.1.5.1

Coding System Each anchor standard has a benchmark identified by a four-digit code. For example, in the code 5.2.8.8— The 5 refers to grade five; The 2 refers to the substrand, Reading Standards for Informational Text K-5; The first 8 refers to the eighth CCR anchor standard, Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence; The second 8 refers to the benchmark for that standard, Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

For additional information http://education.state.mn.us


Additional Academic StandardsGrade 3-6, Library & Technology

Strands Sub-Strands

Standards Benchmarks

I. The Research Process

The student will follow a systematic research process that involves formulating a question, gathering, evaluat-ing, and organizing information, drawing conclusions, present-ing results to an audience, and evaluating both the product and the process.

2. The student will understand the extent of an issue by conduct-ing preliminary research

5. Gather and Evaluate: The stu-dents will identify a wide range of potential sources of information.

6. Gather and Evaluate: The students will understand where information is stored (print, static digital (CD, DVDs), dynamic digital (Internet).

8. Gather and Evaluate: The stu-dents will search for information using digital resources (online catalogs and reference databases using author, title, subject and keyword), and the Internet (using simple and advanced features of search engines and directories).

9. Gather and Evaluate: The stu-dents will understand how to ac-cess and retrieve resources from local, regional, state, and national libraries.

12. Gather and Evaluate: The students will evaluate information sources, considering accuracy, validity, relevance, completeness, bias, intended audience, and purpose.

16. Organize and Draw Conclu-sions: The student will recognize categories, trends, and themes across multiple sources or data sets.


Grade 3-6, Library & Technology continued

Strands Sub-Strands

Standards Benchmarks

III. Reading and Media Literacy

The student will critically evaluate films, recordings, and other multi-media formats.

3. The student will evaluate television, radio, film produc-tions, newspapers, and maga-zines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

IV. Respon-sible Use of Technology and Information

The student will understand ethi-cal and safety issues related to in-formation use including plagiarism and citing sources, copyright, intel-lectual freedom, acceptable use of school technologies, privacy, and evaluation of information.

8. The student will practice critical evaluation of informa-tion.

Additional Academic Standards...continued from previous page

Grades 3, Social Studies

Strands Sub-Strands Standards Benchmarks

I. United States History

B1. Famous People and Events in U.S. History

The student will recog-nize people and events that made significant contributions to U.S. His-tory.

1. Student will know individ-uals and groups associated with key turning points in U.S. History.

IV. Historical Skills

A1. Concepts of Time

The student will dem-onstrate chronological thinking.

1. Students will define and use terms for concepts of historical time.

B1. Historical Re-sources

The student will under-stand that we can learn about the past from dif-ferent sorts of evidence.

1. Students will compare different kinds of historical sources and describe the different sorts of informa-tion the sources provide.

VII. Govern-ment and Citizenship

A1. Civic Values, Skills, Rights and Responsibilities

The student will describe civic values, rights and responsibilities in a re-public.

1. Students will dem-onstrate knowledge of civic values that facilitate thoughtful and effective participation in civic life.


Grade 4, 5& 6, Social Studies

Strand Sub-Strand Standards Benchmarks

IV. Historical Skills

A1. Concept of Time

The student will acquire skills of chronological think-ing.

1. Students will develop a chron-ological sequence of persons, events and concepts in each historical era studied in these grades. Timelines, graphic repre-sentations of historical narratives

VII. Govern-ment and Citizenship

A1. Civic Values, Skills, Rights and Responsibilities

The student will recognize the impor-tance of individual action and character in shaping civic life.

1. Students will identify people who have dealt with challenges and made a positive difference in other people’s lives and explain their contributions.

Additional Academic Standards...continued from previous page


Joe Stoshack may not be the best baseball player on his Little League team but he does have one unparalleled advantage: with the help of the old baseball cards in his prized collection, Joe has the remarkable ability to time travel! When he’s given an assignment to write a school report about a famous African American, Joe travels back in time to meet one of the greatest baseball players ever—Jackie Robinson—and learns what it was like for the man who endured more than his share of prejudice to break baseball’s color barrier. Joe plans to write a prize-winning report but never expects a temporary change in the color of his skin will forever change his view of history and courage.

Jackie and Me: A Brief Description of the Play

Meet Playwright Steven DietzSteven Dietz is an American playwright. In 2010, Dietz was named one of the most produced playwrights in America (excluding Shakespeare), placing eighth on the list of the Top Ten Most Produced Playwrights in America, tied with Tennessee Williams and Edward Albee for number of productions. He has adapted many other works for the stage including Dan Gutman’s Honus and Me and P.D. Eastman’s Go, Dog, Go.

About the Book by Dan GutmanJoe Stoshack has to write a report on an African American who’s made an important contribution to society. Unlike every other kid in his class, Joe has a special talent: with the help of old baseball cards, he can travel through time. So for his report, Joe decides to go back to meet one of the greatest baseball players ever, Jackie Robinson, to find out what it was like to be the man who broke baseball’s color barrier. Joe plans on writing a prize-winning report. But he doesn’t plan for a trip that will for a short time change the color of his skin – and forever change his view of history and his definition of courage.

Dan Gutman is the author of many books, including Honus & Me, The Kid Who Ran for President, Virtually Perfect and The Million Dollar Shot. When he is not writing books, Dan is very often visiting a school. He lives in New Jersey with his wife and their two children.


Who Was Jackie RobinsonJack Roosevelt Robinson was born in Cairo, Georgia in 1919 to a family of sharecroppers. His mother, Mallie Robinson, raised Jackie and her four other children on her own. They were the only black family on their block, and the prejudice they encountered only strength-ened their bond.

Jackie excelled early at all sports and learned to make his own way in life. At UCLA, Jackie became the first athlete to win varsity letters in four sports: baseball, basketball, football and track. In 1941, he was named to the All-American football team. Due to financial dif-ficulties, he was forced to leave college, and eventually decided to enlist in the U.S. Army. After two years in the army, he had progressed to second lieutenant. Jackie’s career in the army was cut short in relation to his objections to racial discrimination. In the end, Jackie left the Army with an honorable discharge.

In 1945, Jackie played one season in the Negro Baseball League, traveling all over the Midwest with the Kansas City Monarchs. In 1947, Brooklyn Dodgers president Branch Rickey approached Jackie about joining the Brooklyn Dodgers. The Major Leagues had not had an African-American player since 1889, when baseball became segregated. When Jackie first donned a Brooklyn Dodger uniform, he pioneered the integration of professional athletics in America.

At the end of Robinson’s rookie season with the Brooklyn Dodgers, he had become Nation-al League Rookie of the Year. In 1949, he was selected as the National League’s Most Valu-able player of the Year. As a result of his great success, Jackie was eventually inducted into the Baseball Hall of Fame in 1962.

Jackie Robinson’s life and legacy will be remembered as one of the most important in American history.

“Biography.” Jackie Robinson: The Official Website. N.p., 2011. Web. 16 May 2012. <http://www.jackierobinson.com/about/index.php>.


About the Brooklyn DodgersThe Brooklyn Dodgers were an American baseball team that was active in the major leagues from 1884 until 1957, after which it moved to Los Angeles, where it continued its history as the Los Angeles Dodgers. The team’s name derived from the reputed skill of Brooklyn residents at evading the city’s trolley street cars. The Dodgers played in two stadiums in South Brooklyn, each named Washington Park, and at Eastern Park in the neighborhood of Brownsville before moving to Ebbets Field in the neighborhood of Flatbush in 1913. The team is most noted for signing Jackie Robinson in 1947 as the first black player in the modern major leagues.

For most of the first half of the 20th century, no Major League Baseball team employed a black player. Jackie Robinson became the first African-American to play Major League baseball in the 20th Century when he played his first major league game on April 15, 1947 as a member of the Dodgers. Robinson’s entry into the league was mainly due to General Manager Branch Rickey’s efforts. Besides selecting Robinson for his exceptional baseball skills, Rickey also considered Robinson’s outstanding personal character in his decision, since he knew that boos, taunts, and criticism would be directed at Robinson and that Robinson would have to be tough enough to withstand this abuse without attempting to retaliate.

This event was the continuation of the integration of professional sports in the United States. The Dodgers’ willingness to host an African American player, when most other teams refused to, was a key factor in their 1947–1956 success.


Online Resourceshttp://www.jackierobinson.com/A great site all about Jackie Robinson. Find historical information, statistics and photos.

http://brooklynhistory.orgLearn all about the history of Brooklyn, NY and what it was like when Jackie Robinson was playing for the Dodgers.

http://www.sportsecyclopedia.com/nl/bdodgers/brooklyn.htmlA site of sports stastics for the Brooklyn Dodgers.

http://www.biography.com/people/jackie-robinson-9460813Some great biographical information about Jackie Robinson.

http://www.jackierobinson.org/This website tells you all about the Jackie Robinson Foundation.

http://baseballhall.org/hof/robinson-jackieJackie’s page on the site for the Baseball Hall of Fame.

http://memory.loc.gov/ammem/collections/robinson/The Library of Congress’ page on Jackie Robinson.

http://www.archives.gov/education/lessons/jackie-robinson/The National Archives document that reflect Jackie’s work on behalf of civil rights.

http://www.dangutman.comRead all about the author of the book Jackie and Me and all of his other Baseball Card Adventures.

Some Bibliographic ResourcesHerman, Gale. Who Was Jackie Robinson?. Grossett and Dublap, 2011.

Krensky, Stephen. Play Ball Jackie!. Millbrook Press, 2011.

Teitelbaum, Michael. Jackie Robinson: Champion for Equality. Sterling Press, 2010.

Robinson, Sharon. Testing the Ice: A True Story About Jackie Robinson. Scholastic Press, 2009


Learning Activities3rd-5th Grade: Jackie Robinson: HERO

Objective: This lesson will introduce the children to a hero whose actions changed the course of history. Students will describe what they learned about being a hero and relate some of the characteristics of heroes to a personal hero. Students will be able to explain how one person can make a significant difference in the lives of many others, while acting for the common good, describe Jackie Robinson’s personal courage in opening the door for other black professional sports players, demonstrate through writing that we all have a responsibility for the common good.

Duration: One 45 minute class period.

Procedure:

The teacher will discuss the story of Jackie and Me. If your class has not yet seen the play, you can read the biographical information provided in this guide, and gauge what the students already might know about Jackie Robinson. Discuss the challenges Robinson faced and how he responded to the challenges. In what ways is Jackie Robinson a hero? How did he affect the future of baseball? Have a discussion that focuses on the ways Jackie acted for the common good. Brainstorm as a class the characteristics of a hero. List these on the board. Prompt students to think not only of Jackie Robinson, but also of their own heroes and heroes in the community. Guide the students to form a working definition of a hero.

The post office has put the images of many great people on postage stamps (including Jackie Robinson) as a tribute to their contributions to society. Ask each student to think of a personal hero who matches some of the listed characteristics. Have each student design a stamp for his or her hero. Below their stamps, students should write about the hero, identifying three characteristics of that person that makes him or her a hero.

Assessment:

Students will participate in a discussion about Jackie Robinson’s life and contributions and develop a working definition of a “hero.” Students will design a postage stamp of a personal hero and write about the attributes of the hero.


3rd-5th Grade: Breaking Barriers

Objective: Through reading and class discussion, students will understand who Jackie Robinson was and what the concept of a barrier means.

Duration: One 40 minute class period.

Procedure:

Assessment: Observe student contributions to the class discussion. Make sure that students have understood the concept of barriers and facing them by listening to their paragraphs read aloud to the class.

1. Discuss Jackie Robinson’s life as depicted in the play Jackie and Me. If your class has not yet seen the production, have volunteers read the bio-graphical information in this guide aloud to the class.

2. Ask students what they think the word barrier means. Guide them to de-fine barrier as a problem or obstacle that stops you from moving forward.

3. Tell students that barriers can be physical or conceptual. Explain that a physical barrier is something you see, such as a fence. A conceptual barrier is something that you can’t see, such as being afraid of something.

4. As a class, ask students to suggest different barriers that people face. Ask students to explain why each barrier prevents people from moving forward or accomplishing something. Create a list of suggested barriers on the board.

5. After barriers have been written on the board, ask students to choose three of the barriers from the list on the board. Instruct them to write a short paragraph for each barrier explaining how they themselves would face and overcome it.

6. Ask students to read their paragraphs aloud. Encourage students to ask one another questions about the barriers they have chosen.


6th Grade: Jackie Robinson: Doing What’s Right, Not What’s Easy

Objective: Students will identify the motivations of Jackie Robinson. They will discuss what could make some people do something difficult even when they are afraid. The student will identify times when doing the right thing is difficult, discuss the motivations of Jackie Robinson to do the difficult thing, identify personal motivations to do courageous acts.

Duration: One 20 minute class period

Procedure:

Ask the students to brainstorm examples of times people might choose not to do the right thing because they are afraid or because it might not be cool (for example, reminding someone to recycle). Display this list for the remainder of the unit.

Assessment: Through sharing the results of their discussions with their partner, as well as contributing to group discussion, you can determine how well your students have understood the virtue of Jackie Robinson’s story. Consider a short free-written response at the close of this unit.

• Remind the students about Jackie Robinson’s courage. He was a proud and com-petitive man who had to do the right thing when all the pressure was for him to back down.

• Ask the students to think about what motivated him to show that level of courage. Then have them pair up to discuss this question with a partner. After a few minutes of partner discussions, ask for volunteers to share with the whole class what drove Jackie Robinson to show incredible courage.

• Ask students to write the key ideas from the discussion on a display board. (Exam-ples: He was acting in the interest of the common good. He thought he could endure the insults for three years because the outcome was worth it. He wanted to play ball because it was his passion and strength. He felt it was the right thing to do.)

• Ask the students to star the key ideas that they think they could do. What motiva-tions of Jackie Robinson’s do they share? What would motivate them to do something difficult even though they are afraid?


6th Grade: Jackie’s 9 Values

Objective: Through reading and class discussion, students will understand what values are and how they are important in facing barriers. Students will learn Jackie Robinson’s 9 Values.

Duration: One 40-minute class period, with additional time for student presentations and/or writing essays about values and barriers.

Procedure:

1. Ask students what they think the word values means. Guide them to define values as: beliefs that are important to you and that help to guide your life.

2. Write Jackie Robinson’s 9 Values on the board, or create a printable.

Courage: Doing what you know is the right thing even when it is hard to do

Determination: Staying focused on a plan even though the path to its end may be difficult

Teamwork: Working with other people toward a common goal

Persistence: Working toward a goal and continuing to move forward even though you face obstacles or barriers

Integrity: Sticking to your values, regardless of what others think you should do

Citizenship: Making a contribution that improves the lives of others

Justice: Treating all people fairly, no matter who they are

Commitment: Making a promise and following through on it

Excellence: Doing the best that you possibly can

3. Ask for volunteers to read Jackie Robinson’s Nine Values aloud to the class. Review the definitions of each value to make sure that students understand them.

4. Have students revisit the life of Jackie Robinson. You may choose to reference the play or elect a student to read the biographical information provided in this guide aloud. Talk about what values Jackie Robinson used in facing which barriers.

5. Explain to students that Jackie Robinson’s nine values can be useful in facing barriers today. 6. Divide students into groups (ideally nine). Assign each group one or more of Jackie Robinson’s Nine Values.

7. Instruct each group to create a class presentation about the importance of the value they’ve been assigned and how it can be used to face a barrier. Encourage them to be creative, e.g., performing a skit, drawing a comic strip, writing a song, etc. Have each group make its presentation to the class.

Assessment: Evaluate participation in class discussion as well as in smaller groups. Evaluate presentation.


Survey

It is useful for us to know what was helpful to you as you read and/or used this guide.

Please fill out and mail or e-mail this quick response sheet to us. We appreciate your ideas. Please note if you have received a Transportation Subsidy from Children’s Theatre Company completion of this form is required to receive reimbursement.

1. Was it easy for you to find and download the Guide?

2. did you spend more time working with the material BeFORe or aFTeR the play?

o Before o After o Equally Before and After

3. did using this Guide add to your theatre experience? o Yes o Some o No

4. What did you use from the Guide?

5. How did the experience of preparing for and then seeing the play impact your students?

6. is there something you would like to see included in the Guide that wasn’t here?

7. How much of the Guide did you read?

o Didn’t have time o Some o All

8. Which of the following best describes you? i teach:

o Preschool o Elementary School o Middle school o High school o Home school

Other comments

Mail to:

Children’s Theatre Company 2400 3rd Avenue South Minneapolis, MN 55404Attention: School Group Sales, Nina Stultz

OR email: [email protected]

Transportation Reimbursement Requests: Account Number Play Title and Date Attended This information is required to accurately process your request.

Peter Brosius, Artistic Director

These Learning Activites are inspired by those presented at www.learningtogive.org, a site dedicated to providing

education resources that inspire giving and civic engagement.

Children’s Theatre Company (CTC) is the first theatre for young people to win the coveted Tony® Award for Outstanding Regional Theater (2003). CTC serves over 300,000 people annually and is one of the 20 largest theatre companies in the nation. The company is noted for defining worldwide standards with an innovative mix of classic tales, celebrated international productions and challenging new work.

jackie and me study guide

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