ICHIGAN OPERA THEATRE - Amazon S3...Mr. Waddles is equally at home in the worlds of classical piano,...

MICHIGAN OPERA THEATRE

MICHIGAN OPERA THEATRE | I TOO SING AMERICA2

TABLE OF CONTENTS

Before amp After the Performance 3 I too amp Langston Hughes 5 Production Team 7 Key Words amp Historical Timeline 9 Musicians amp Athletes 12 Class Activities 17 Study Content 23 Michigan Opera Theatre 29 Contacts amp Resources 31 In the Classroom Appendix

I Too Sing America is a Take Me Out to the Opera event and is supported by

Before the Performance

Have a discussion with your students that will contextualize what they are about to see You might ask

bull What is art What is music How does it fit into our lives

bull Have you attended a live performance before If you have what was it If you havenrsquot what do you think it would be like to attend What do you expect to experience with this opera

bull Compare going to sports events and attending the theater or going to a concert How are these experiences the samedifferent How is a live performance different from going to the movies

bull Imagine being in an opera What story would you like to be made into an opera Which character would you be What would the music be like Where would the story take place

bull Do you know what kinds of jobs are associated with an opera company What is a costumer dancer director singer stage manager set designer orchestra member etc If you could work in the theater which job would you choose

After the Performance

After the performance please conduct follow-up activities with your students Have students think talk and write about the performance theyrsquove just seen Students can write thank-you letters make drawings or even try their hand at being an opera critic and turn in a review These items will be shared with the artists and financial supporters who make these performances possible Encourage students to be creative and write letters andor draw pictures murals dioramas of scenes etc Send these to

Michigan Opera Theatre Department of Education and Community Programs

Attn Andrea Scobie1526 Broadway

Detroit Michigan 48226 E-mail ascobiemotoperaorg


BEFORE amp AFTER THE PERFORMANCE

PRE- AND POST-PERFORMANCE ACTIVITY ALWAYS SOMETIMES RARELY NEVER Assign four corners of the room (or four spaces within the room) to be the location for Always Sometimes Rarely and Never

When a statement is given have students move to the location that matches their answer and discuss with their group members why those chose their answer After several minutes of discussion choose one group member from each area to share with the whole class why the group as a whole answered Always Sometimes Rarely or Never

Pre-and Post-Performance Example Statements

bull I (always sometimes rarely never) think that attending a live performance (a play concert or sporting event) is more enjoyable than watching the same event on television

bull I (always sometimes rarely never) think that attending live performances is an important thing to do

bull Live performances (always sometimes rarely never) hold my interest

bull When I attend live performances I (always sometimes rarely never) feel like the story is relevant to my life

bull I (always sometimes rarely never) want to attend live performances more often than I do

Notes on this activityRemember to encourage your students to talk about WHY they chose their answer Follow questions with more questions- for example if students think that operas and live performances are RARELY relevant to their lives make sure to ask why And how can we change that Who is telling the stories right now How do we position ourselves to make sure our stories and stories that are important to us get told What stories would we like to see represented on stage Also if this activity is conducted both pre- and post-performance make sure to encourage students to note if their answer has changed and why it changed


I Too Langston Hughes 1902 - 1967

I too sing America I am the darker brother

They send me to eat in the kitchen When company comes

But I laugh And eat well

And grow strong

Tomorrow Irsquoll be at the table

When company comes Nobodyrsquoll dare

Say to me ldquoEat in the kitchen

Then

Besides Theyrsquoll see how beautiful I am

And be ashamedmdash

I too am America


JAMES MERCER LANGSTON HUGHES (1902-1967) Hughes ldquodiffered from most of his predecessors among black poets in that he addressed his poetry to the

people specifically to black peoplerdquo -Donald B Gibson

Hughes was born February 1 1902 in Joplin Missouri His parents divorced when he was a young child and his father moved to Mexico He was raised by his grandmother until he was thirteen when he moved to Lincoln Illinois to live with his mother and her husband before the family eventually settled in Cleveland Ohio It was in Lincoln that Hughes began writing poetry After graduating from high school he spent a year in Mexico followed by a year at Columbia University in New York City During this time he held odd jobs such as assistant cook launderer and busboy He also travelled to Africa and Europe working as a seaman In November 1924 he moved to Washington D C Hughesrsquos first book of poetry The Weary Blues (Knopf 1926) was published by Alfred A Knopf in 1926 He finished his college education at Lincoln University in Pennsylvania three years later In 1930 his first novel Not Without Laughter (Knopf 1930) won the Harmon gold medal for literature

Hughes who claimed Paul Lawrence Dunbar Carl Sandburg and Walt Whitman as his primary influences is particularly known for his insightful colorful portrayals of black life in America from the twenties through the sixties He wrote novels short stories and plays as well as poetry and is also known for his engagement with the world of jazz and the influence it had on his writing as in his book-length poem Montage of a Dream Deferred (Holt 1951) His life and work were enormously important in shaping the artistic contributions of the Harlem Renaissance of the 1920s Unlike other notable black poets of the periodmdashClaude McKay Jean Toomer and Countee CullenmdashHughes refused to differentiate between his personal experience and the common experience of black America He wanted to tell the stories of his people in ways that reflected their actual culture including both their suffering and their love of music laughter and language itself

During the twenties when most American poets were turning inward writing obscure and esoteric poetry to an ever decreasing audience of readers Hughes was turning outward using language and themes attitudes and ideas familiar to anyone who had the ability simply to read Until the time of his death he spread his message humorouslymdashthough always seriouslymdashto audiences throughout the country having read his poetry to more people (possibly) than any other American poet

Langston Hughes died of complications from prostate cancer on May 22 1967 in New York City In his memory his residence at 20 East 127th Street in Harlem has been given landmark status by the New York City Preservation Commission and East 127th Street has been renamed ldquoLangston Hughes Placerdquo

Biography from poetsorg httpswwwpoetsorgpoetsorgpoetlangston-hughes


MICHIGAN OPERA THEATRE PRODUCTION TEAM I Too Sing America

DIRECTORPLAYWRIGHT Chris Jakob is an artist born raised and living the dream in Detroit Holding a BA in Theatre from University of Detroit Mercy he is a multi-disciplined performer focusing on the creation of fresh thought-provoking experimental theatrical works that matter Actor singer mover playwright director and teaching artist Chris is proud to be an ensemble member of A Host of People (AHOP) UnTheatre Co and Shakespeare in Detroit He has also performed at Detroit Repertory Theatre The Ringwald Theatre the Jewish Ensemble Theatre and Matrix Theatre (where he is also a teaching artist) Recent work includes the world premieres of Neither There Nor Here and Re-Release Party (The Golden Record) with AHOP the Detroit premiere of Too Much Light Makes the Baby Go Blind with UnTheatre as well as an artist residency at Cleveland Public Theatre and the North American Cultural Lab (New York) Art is long life is short (wwwchrisjakobcom)

Aja Salakastar Dier is a multi-disciplinary performance artist She began her training in her hometown of Detroit MI and went on to earn her Bachelors of Fine Arts in Acting at the State University of New York at Purchase College Upon moving back to Detroit she began exploring experimental performance through theatre film and music She is currently an ensemble member at A Host of People a Detroit-based theatre company where she is a performer and co-collaborator She is also a member of Video7 a Detroit-based music collective (wwwentervideo7com) She is currently a 2018 UMS Artist in Residence Follow her journey on Instagram shestoopstoconquer

Branden CS Hood baritone will be in Michigan Opera Theatrersquos production of The Summer King as Dave Hoskins this spring He has worked with The Lyric Opera Studio of Weimar Germany on scholarship to perform Il Conte in The marriage of Figaro Don Giovanni in Don Giovanni and Falstaff in The Merry Wives of Windsor Mr Hood is currently performing with MOT Community Programs in La Pizza con Funghi and in Rumplestiltskin In 2014 he received The Angel Scholarship from MOT to attend AIMS in Graz Austria He was awarded The Encouragement Award in 2010 during the Metropolitan Opera National Council Audition Michigan District and The Mario Lanza Foundation He has been a young artist at The Pine Music Festival The Martina Arroyo Foundation Dayton Opera and Opera Saratoga He received the Presser Award during his undergrad at The Boston Conservatory and attended The University of Michigan

Olivia Johnson mezzo-soprano recently earned her Masters degree in voice performance at the University of Michigan This season she is a member of Michigan Opera Theatrersquos Touring Ensemble In March of this year she is scheduled to appear as the mezzo-soprano soloist in ldquoVoices of Lightrdquo with the Rackham choir In October 2017 she placed Fifth in the American International Czech and Slovak Competition in Green Bay Wisconsin and this past summer she won first place in the National Vocal Arts Competition for Emerging Artists sponsored by the National Association of Negro Business and Professional Womenrsquos Clubs Inc She also appeared in the role of Merceacutedegraves in Carmen at the Martina Arroyo Foundation Prelude to Performance in the summer of 2017 She graduated from East Carolina University in 2014 earning a BA in Music Performance with a concentration in voice


Alvin Waddles pianist singer composer and director has delighted audiences in over a dozen countries with his dazzling technique fluid versatility and unique musical style A native of Detroit and a graduate of the Interlochen Arts Academy and the University of Michigan School of Music Mr Waddles is equally at home in the worlds of classical piano opera theater jazz and gospel He has performed at the Detroit International Jazz Festival with the Detroit Rochester and Michigan Opera Theater Symphony Orchestras is the featured piano soloist in annual productions of ldquoToo Hot to Handelrdquo in Detroit and Chicago and can frequently be heard performing his own Fats Waller Revue He has performed across the country as musical directorpianist for Cook Dixon and Young (formerly of the Three Morsquo Tenors) and has been blessed to work with some of the worldrsquos finest musicians including

Robert Shaw Margaret Hillis Brazeal Dennard Minister Thomas Whitfield Aretha Franklin Anita Baker Placido Domingo George Shirley Marcus Belgrave Jack Jones Haley Westenra Stephanie Mills and Tramaine Hawkins

jessica Care moore is the CEO of Moore Black Press Executive Producer of Black WOMEN Rock and founder of the literacy-driven Jess Care Moore Foundation An internationally renowned poet playwright performance artist and producer she is a distinguished 2018 Joyce Award Recipient 2016 Kresge Arts Fellow 2017 Knight Arts Foundation winner and the 2013 Alain Locke Award Recipient from the Detroit Institute of Arts moore is the author of The Words Donrsquot Fit in My Mouth The Alphabet Verses The Ghetto God is Not an American Sunlight Through Bullet Holes and her forthcoming collection We Want Our Bodies Back Her poetry has been heard on stages like Carnegie Hall Lincoln Center and the London Institute of Contemporary Arts She has performed all over the world jessica Care moore believes poems belong to everywhere and to everyone moore recently won a $64000 Knight Arts

Grant for her large scale Afrofuturistic ballet Salt City a techno-chorepoem which will premiere in Detroit in 2019 Born in Detroit jessica Care moore first came to national prominence when she won on the legendary ldquoItrsquos Showtime at the Apollordquo competition a record-breaking five times in a row She is a youth advocate and serves as a Dream Director for youth inside Detroit Public Schools In 2018 she will premiere her Black WOMEN Rock Curriculum at Skyline College in San Fransisco She is currently on the Executive Board of the Detroit Chapter of the NAACP jessica Care moore currently lives writes and creates in downtown Detroit where she is proud to be raising her 11--year old award winning poet actor musician and hockey playing son King Thomas Moore-Poole


KEY WORDS


HISTORICAL TIMELINE

RECONSTRUCTION

April 9 1865 - Civil War ends with Appomattox surrender January 31 1865 ndash 13th Amendment Abolishes slavery 1865 - Southern Legislature approves Black Codes to control freed slaves March 2 1867 - Reconstruction Acts laid out the process for readmitting southern states into the Union and outlined how new state constitutions and governments would be established July 9 1868 ndash 14th amendment Grants citizenship to ldquoall persons born or naturalized in the United Statesrdquo (including freed slaves and all African Americans) and allows all citizens equal protection under the law February 26 1869 ndash 15th Amendment Grants African Americans the right to vote April 24 1877 - Federal military intervention ends closing Reconstruction era

JIM CROW LAWS

1883 - US Supreme Court allows segregation in business services 1890 - Legislature approves first Jim Crow law requiring separate railroad cars 1896 - US Supreme Court sanctions separate but equal 1898 - New constitution uses literacy or property ownership requirements to bar black people from voting July 26 1948 ndash Executive Order 9981 President Truman orders racial equality in armed services May 17 1954 ndash Brown V Board of Education US Supreme Court rules segregated schools unconstitutional


CIVIL RIGHTS

1954 - Brown vs Board of Education outlaws school segregation 1955 - Rosa Parks triggers Montgomery Ala bus boycott 1957 - Troops enforce integration at Central High School Little Rock Ark 1960 - Sit-ins and boycotts all over the South 1961 - Freedom Riders register black voters in the South June 24 1963 ndash Martin Luther King leads a march in Detroit down Woodward Avenue culminating in the first ldquoI Have a Dream Speechrdquo which takes place at Cobo Arena 1963 - Martin Luther King leads the March on Washington 1964 - Three civil rights workers murdered near Philadelphia Miss Civil Rights Act passes 1965 - Voting rights act signed 1968 - Civil Rights leader Martin Luther King Jr is assassinated

Compliments of httpwwwnolacompoliticsindexssf199306timeline_slavery_reconstructiohtml


MUSICIANS

Marian Anderson (1897-1993) Singer (Contralto) Born in 1897 Marian Anderson grew up singing in her Philadelphia church where she became known as ldquoBaby Contraltordquo at only 6 years old Andersonrsquos family nurtured her gift to the best of their ability Her father even bought her a piano when she was 8 but her family was unable to afford the music lessons she needed so she taught herself Anderson continued to challenge herself and grow throughout her childhood even after her father died

Her talent and ability was undeniable but she could not afford to formally study music Therefore she sought out musical opportunities with the Baptistsrsquo Young Peoplersquos Union and the Camp Fire Girls It was then that her church and community raised money in order for her to take voice lessons However it wasnrsquot until 1925 at the age of 28 that her career finally took off She entered the

Lewisohn Stadium Competition held by the New York Philharmonic and won

Anderson returned to America after manager Sol Hurok heard her while she was performing in Europe and set up a number of contracts for her in the United States Again she performed throughout the US at Carnegie Hall and at New York Town Hall Anderson traveled to Europe often still throughout the rest of her career and continued to break down barriers everywhere she went In 1939 Anderson was awarded the Springarn Medal in 1941 the Bok award in 1963 President John F Kennedy honored her with the Medal of Freedom and in 1986 President Ronald Reagan presented her with the National Medal of the Arts Two years before she died in 1993 she was again honored with a Grammy Award for Lifetime Achievement

Andersonrsquos impact has spanned beyond her lifetime though She was the first African American to sing at the Metropolitan Opera in New York City As her fame escalated she demanded better She demanded that African Americans be allowed to sit in the orchestra section of the auditorium and she eventually refused to perform at segregated venues She said ldquoWhen I sing I donrsquot want them to see that my face is black I donrsquot want them to see that my face is white ndash I want them to see my soul And that is colorlessrdquo

George Shirley (1934 ndash present) Singer (Tenor) George Shirley was born on April 18 1934 in Indianapolis Indiana He grew up in a musical household Shirleyrsquos father Irving Ewing played guitar piano and violin and his mother Daisy Shirley was a singer At age of five Mr Shirley entered a radio contest singing a popular Bing Crosby song As a prize he was given the first recording of himself When his parents moved to Detroit Shirley continued to sing in church and school and he also played baritone horn in a community band In addition Shirley attended the Ebersol School of Music for six years As a youth Shirley never considered a career in opera rather he was interested in music education Shirley attended Wayne State University earning his BS degree in music education in 1955


He spent a year in Wayne Statersquos graduate program and taught school before joining the army in 1956

Throughout his career Mr Shirley has achieved many firsts He was Detroitrsquos first black high school music teacher the first African-American member of the US Army Chorus the first black tenor to win the Metropolitan Opera Auditions and the first African-American tenor to sing under contract at the Metropolitan Opera Also in many of the theaters in which he has performed Mr Shirley was the first African-American tenor to sing major operatic roles Mr Shirley has appeared in over eighty operas and continues to teach today as a faculty member at the University of Michigan where he holds the title of Joseph Edgar Maddy Distinguished University Emeritus Professor of Voice

Source Encyclopediacom httpwwwencyclopediacompeopleliterature-and-artsmusic-history-composers-and-performers-biographiesgeorge-shirley

Florence Price (1887 ndash 1953) Pianist and Composer Florence Beatrice Smith was born in Little Rock Arkansas on April 9 1887 to Florence Gulliver and James H Smith With her mother being a music teacher the younger Florence learned how to play piano as a child as did her two siblings and Florence gave her first recital at 4 years old She attended the same elementary school as William Grant Still another future classical music great and both studied under educator Charlotte Andrews Stephens By the time Florence graduated from Capitol High School as valedictorian at age 14 she had become a published composer

She then attended the New England Conservatory of Music passing for Mexican for a time at the behest of her mother who was aware of the challenges to be faced by an African-American student Florence was nonetheless able to forge friendships with other black composers and was mentored by the likes of George Whitefield Chadwick and Frederick Converse Upon her graduation from the Conservatory of Music in 1906 she worked as a teacher for a few years and continued composing

She married lawyer Thomas J Price in 1912 moving back to Little Rock but leaving again in 1927 after experiencing severe racial trauma due to a lynching in their community Upon settling in Chicago Illinois Florence immersed herself in opportunity studying at various musical institutions Yet she also faced financial difficulties as her marriage ended and she was forced to make ends meet for herself and her children By the end of the 1920s she made some headway as her songs for piano were being published

Upon breaking her foot Price was able to find the quiet time to complete the composition of the long-form Symphony in E Minor which would win the 1932 Wanamaker Prize A sweeping romantic delight with four movements Symphony in E Minor paved the way for orchestras both nationally and internationally to present work from Price over the next two decades with the pianist being called upon to perform as well Price ultimately created more than 300 compositions and was inducted into the American Society of Composers Authors and Publishers in 1940

Over time as the work of African-American and female composers began to receive proper attention her repertoire received new recognition

Source biographycom httpswwwbiographycompeopleflorence-beatrice-price-21120681


ATHLETES Josh Gibson (1911 ndash 1947) Baseball player Josh Gibson played for the Negro Leagues from 1930-1946 and was inducted into the National Baseball Hall of Fame in 1972 only the second Negro League player to achieve that honor Born in Georgia in 1911 he moved to Pittsburgh in 1923 where he spent much of his baseball career Gibson had plans to become an electrician and didnrsquot even discover his talent and love of baseball until he was 16 years old

Gibson played for several teams but he spent most of his years on Pittsburghrsquos ldquoHomestead Graysrdquo Throughout his 17 year career he hit almost 800 home runs Compare that to the famous Babe Ruth playing during the same time in history with 714 home runs While it is difficult to make a definitive comparison between the Negro Leagues and Major League baseball Gibson was known as being one of the best power hitters of all time During his heyday in the early 1940rsquos some even nicknamed him the ldquoBlack Babe

Ruthrdquo and referred to Ruth as ldquothe white Josh Gibsonrdquo

Due to the ldquoGentlemenrsquos agreementrdquo an unwritten color line continuing racial segregation in professional baseball Gibson never played in the Major Leagues However his talent and hard work paved the way for other athletes most notably Jackie Robinson who broke the color barrier in the Major Leagues when he signed with the Brooklyn Dodgers Gibson died just one year later at the age of 36 of a stroke after being diagnosed with a brain tumor 3 years prior

Larry Doby a famous African American baseball player who first broke the color barrier in the American League said One of the things that was disappointing and disheartening to a lot of the black players at the time was that Jackie was not the best player The best was Josh Gibson I think thats one of the reasons why Josh died so early ndash he was heartbroken

Jesse Owens (1913 ndash 1980) Track Olympian ldquoThe battles that count arent the ones for gold medals The

struggles within yourselfmdashthe invisible inevitable battles inside all of usmdashthats where its atrdquo

mdashJesse Owens

Jesse Owens also known as The Buckeye Bullet was born James Cleveland Owens He became an American track and field athlete who won four gold medals and broke two world records at the 1936 Olympic Games in Berlin

The son of a sharecropper and the grandson of slaves Jesse Owens was a frail child who was often sick from battles with chronic bronchial congestion and pneumonia Still he was expected to work and at the young age of seven he was picking


up to 100 pounds of cotton a day to help his family put food on the table At the age of nine Owens moved with his family to Cleveland Ohio where the young JC discovered a world far different than the slower Southern life hed known School proved to be one of the bigger changes Gone was the one-room schoolhouse hed attended in Alabama replaced by a bigger setting with stricter teachers

Owensrsquo athletic career began in high school when he won three track and field events at the 1933 National Interscholastic Championships Two years later while competing for Ohio State University he equaled one world record and broke three others before qualifying and competing in the 1936 Olympics that took place in Nazi occupied Germany While Owens helped the US triumph at the games his return home was not met with the kind of fanfare one might expect President Franklin D Roosevelt failed to meet with Owens and congratulate him as was typical for champions The athlete wouldnt be properly recognized until 1976 when President Gerald Ford awarded him the Presidential Medal of Freedom The mild-mannered Owens seemed not the least bit surprised by his home countrys hypocrisy When I came back to my native country after all the stories about Hitler I couldnt ride in the front of the bus he said I had to go to the back door I couldnt live where I wanted I wasnt invited to shake hands with Hitler but I wasnt invited to the White House to shake hands with the president eitherrdquo

Following the 1936 Olympic Games Owens retired from amateur athletics and started to earn money for his physical talents He raced against cars and horses and for a time played with the Harlem Globetrotters Owens eventually found his calling in public relations and marketing setting up a business for himself in Chicago Illinois and traveling frequently around the country to speak at conventions and other business gatherings A heavy smoker Jesse Owens died of lung cancer in Tucson Arizona on March 31 1980 Adapted from httpwwwjesseowenscomabout

Florence Joyner (1959 ndash 1998) Track Olympian Olympian Florence Joyner known widely as Flo Jo was born Florence Delorez Griffith on December 21 1959 in Los Angeles California and went on to become one of the fastest competitive runners of the 1980s Joyner began running at the age of 7 and her gift for speed soon became apparent At the age of 14 she won the Jesse Owens National Youth Games After attending California State University at Northridge Joyner transferred to the University of California Los Angeles where she quickly earned a reputation as a track star She became a NCAA champion in 1982 with a victory in the 200-meter event The following year she took the top spot in the 400 meter

Coached by Bob Kersee Joyner made her Olympic debut in 1984 at the Summer Olympic Games in Los Angeles There she won a silver medal for the 200-meter run and became known for her world-record speed form-fitting bodysuits and six-inch fingernails A few years later in 1987 Florence married fellow

athlete Al Joyner the brother of famed athlete Jackie Joyner-Kersee (taking the legal name Florence Delorez Griffith-Joyner she became publicly known as Florence Joyner or Flo Jo at this time)


Before long however she began training again for the 1988 Olympic Games under Bob Kersee the husband of Jackie Joyner-Kersee Joyners hard work paid off at the 1988 Summer Olympics held in Seoul South Korea She took home three gold medals in the 4-by-100 meter relay and the 100- and 200-meter runs as well as a silver medal in the 4-by-400 meter relay Joyners Olympic performance brought her all kinds of other accolades She was named The Associated Press Female Athlete of the Year and Track and Field magazines Athlete of the Year Joyner also won the Sullivan Award for best amateur athlete

After the 1988 Olympics Joyner retired from competition Suspicions soon arose regarding how the so-called worlds fastest woman achieved her victories Joyner and her coach Bob Kersee came under media speculation when another athlete suggested that Joyner had used performance-enhancing drugs In fact according to CNNcom Joyner took and passed 11 drug tests in 1988 alone Looking back at that moment her husband and then coach the Olympic gold medal winning triple jumper Al Joyner laughs when he recalls the reaction to the record At first when she beat the record they said it was wind assisted he exasperated Later when she won the medals they said it was drugs

Nearly six years after the Seoul Olympics in 1995 Joyner was honored with an induction into the Track and Field Hall of Fame Joyner died unexpectedly of an epileptic seizure on September 21 1998 at her home in Mission Viejo California She was only 38 years old at time and was survived by her husband and their daughter Mary Joyner Remarkably more than 30 years later Joyner still holds the world records in the 100- and 200-meter events with times of 1049 seconds and 2134 seconds respectively

Compliments of httpswwwbiographycompeopleflorence-joyner-9542053


GRADES 6-8 CLASS ACTIVITIES Circles of My Multicultural Self

This activity highlights the multiple dimensions of our identities It addresses the importance of individuals self-defining their identities and challenging stereotypes Place your name in the center circle of the structure

below Write an important aspect of your identity in each of the satellite circles -- an identifier or descriptor that you feel is important in defining you This can include anything Asian American female mother athlete

educator Taoist scientist or any descriptor with which you identify

1 Share a story about a time you were especially proud to identify yourself with one of the descriptors you used above

2 Share a story about a time it was especially painful to be identified with one of your identifiers or descriptors

3 Name a stereotype associated with one of the groups with which you identify that is not consistent with who you are

4 Fill in the following sentence I am (aan) _____________________ but I am NOT (aan)_____________________

(So if one of my identifiers was Christian and I thought a stereotype was that all Christians are radical right Republicans my sentence would be I am a Christian but I am NOT a radical right Republican)

Compliments of httpswwwuheducdidiversity_educationresourcesactivitiespdfdiversity20activities-resource-guidepdf


Mirror Activity (20 minutes) Read the following questions to each student and ask them to answer truthfully

Note the header on the document reads

bull Keeping in mind that diversity includes (but is not limited to) race religion ethnicity gender sexual orientation socioeconomic status age physical and mental ability language education occupation nation of origin etc Please answer the following questions and be prepare to share all or parts of your answers with someone you donrsquot know if you are comfortable

1 When I look in the mirror each morning I seehellip

2 Who are my people What do they see in the mirror

3 If I had to describe myself in four words I would say that I am a (4 descriptors)

4 One experience that I have had that helped me to form this description of myself was

5 One thing about being a (answers to question above) that makes me feel good or proud is

bull Once everyone has completed their sheet break into small groups and have them share their answers in groups of 4 or more

bull As a group reflect on the activity What did you learn about yourself Others How did it feel to share What surprised you

ACTIVITY ADAPTED FROM New York University - Department of Residential Education Weinstein Diversity amp Social Justice Experience - Ryan Sylvester Community Development Educator (CDE) for Weinstein httphomepagesnyuedu~rs156Weinsteindiversityfileshtm

My Personality Tree Have each student complete this tree with the following guidelines When students are finished have them share with the class if they would like

bull roots = their life influences and beliefs bull trunk = life structure and particularly aspects that are quite firm and fixed bull branches = relationships and connections directions interests how they spend time bull leaves = information and knowledge - and sources thereof bull buds = their ideas and hopes for the future and their potential bull fruit = their achievements bull flowers = what makes them special their strengths bull thorns = challenges threats and difficulties



GRADES 9-12 CLASS ACTIVITIES First Thoughts

As a class Look at each of the words below and write down the first two or three adjectives which come to mind (your thoughts or traditional ideas) Positive or negative just write down your first thoughts

Disabled

New Yorkers

Californians

Teachers

Elderly

Women

Jews

Whites

American Indians

Gays

African American

Men

Police Officers

Irishmen

Managers

Students

Personal Reflections A prejudice is something that has often times been engrained in a person from a young age The thoughts that come to your mind when you meet someone can be unintentional but itrsquos your actions that you can control Think of a time in your life when you were discriminated against or treated unfairly because of who you are

Describe the situation

What did you feel

How did you cope

What did you learn


Journeys Privilege Exercise ldquoThe American Dreamrdquo (Major Identity Markers - MIM)

Instructions for Teacher

bull Get the group to stand in line in the middle of a large space bull Practice baby steps so that everyone moves the same distance bull Define ldquoMajor Identity Markersrdquo as others perceptions of your race class gender sexual orientation religion and able-bodiness bull Ask members to look around during this exercise and remember how they feel at certain times bull Tell them they are to take one ldquobaby-steprdquo forward or backward at your direction bull Tell the participants they may pass on a given question at anytime by standing still They can stand still the entire time if they want

Statements

1 If your ancestors were forced against their will to come to the USA step back 2 If your primary ethnic identity is American step forward 3 If you were ever called hurtful names because of your MIMrsquos step back 4 If your family employed people in your household as domestic workers step forward 5 If they were people of color step forward 6 If you were often ashamed or embarrassed of your material possessions step back 7 If most of your family members worked in careers requiring a college education step forward 8 If you were raised in an area where there was visible prostitution or drug activity step back 9 If you ever tried to change your appearance behavior or speech to avoid being judged on the basis of your MIMrsquos step back 10 If you studied the cultures of your ancestors in elementary school step forward 11 If you started school speaking a language other than English step back 12 If there were more than 150 books in your home when you grew up step forward 13 If you ever had to skip a meal or go hungry because there was not enough money to buy food when you were growing up step back 14 If your parents took you to art galleries plays or museums when you were growing up step forward 15 If at least one of your parents was ever unemployed not by choice step back 16 If you have ever attended a summer camp step forward 17 If your family ever had to move because they could not afford the rent step back 18 If you ever attended private school step forward 19 If your family ever had to move because they could not afford the rent step back 20 If you were ever discouraged from academic or career paths because of your MIMrsquos step back 21 If you were encouraged to attend college by your parents step forward 22 If you believe that you were paid less for a job because of your MIMrsquos step back 23 If you were raised in a two parent household step forward 24 If you frequently saw characters who shared your MIMrsquos portrayed in likable ways on TV and movies step forward 25 If you have felt that clerks watch you more than other customers in a store step back 26 If you were ever offered a job because of your association with a friend mentor or family member step forward


27 If you are a first generation college student step back 28 If your family ever had to change their last name due to mispronunciation step back 29 If you ever had your name mispronounced step back 30 If you have ever been afraid to walk alone at night step back 31 If you believe that an employer turned you down because of your MIMrsquos step back 32 If you attended an elementary school with good books and facilities step forward 33 If you ever had an allowance during high school step forward 34 If you were ever accused of cheating or lying because of your MIMrsquos step back 35 If you have ever inherited money or property step forward 36 If yoursquove had to rely on public transportation step back 37 If you were ever stopped or questioned by the police because of your MIMrsquos step back 38 If you have ever feared violence directed at you because of your MIMrsquos step back 39 If you have been usually able to avoid places that are reputed as dangerous step forward 40 If you have ever felt uncomfortable about a joke related to your MIMrsquos but not able to confront the situation step back 41 If you were ever the victim of violence related to your MIMrsquos step back 42 If at least one of your parents did not grow up in the USA step back 43 If your parents told you that you could be anything you wanted to be step forward 44 If you have ever been whistled at step back 45 If you have traveled overseas step forward

Note a Remain in position notice the change from before b Pull a $20 bill from your pocket c Say ldquoI have a $20 bill in my hand you may compete for this prize All of you can run and the first person here gets the prizerdquo Who do you think will get it GO d Wait and see how many people react toward the $20 bill

Processing questions Pair up with someone who ended up in a different position than you did Or gather as a small group and discuss these questions

1 How did you feel doing this 2 Were some steps easier or harder to take than others 3 What did it feel like to the people at the front of the line 4 What did it feel like to the people at the back of the line 5 What surprises you about the feelings people are expressing 6 Does achieving the American Dream mean being at the front of the line 7 Does this exercise include everything that is important to your American Dream 8 Would you give up some of your privileges so that others could catch up 9 What did you learn from this exercise


STUDY CONTENT Grades 6-8

English Language Arts 1 Read Walt Whitmanrsquos poem below and Langston Hughesrsquo poem on page 5 How are they

different and how are they the same Write a short paper comparing the 2 poems In the process identify at least 5 descriptive words used and what the authorrsquos intended effect is by using these words

CCSSELA-LiteracyRH6-86Identify aspects of a text that reveal an authors point of view or purpose (eg loaded language inclusion or avoidance of particular facts)

CCSSELA-LiteracyRL75Analyze how a dramas or poems form or structure (eg soliloquy sonnet) contributes to its meaning

CCSSELA-LITERACYRL74Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings analyze the impact of rhymes and other repetitions of sounds (eg alliteration) on a specific verse or stanza of a poem or section of a story or drama

I Hear America Singing (Whitman) I hear America singing the varied carols I hear

Those of mechanics each one singing his as it should be blithe and strong

The carpenter singing his as he measures his plank or beam The mason singing his as he makes ready for work or leaves off

work The boatman singing what belongs to him in his boat the

deckhand singing on the steamboat deck The shoemaker singing as he sits on his bench the hatter singing

as he stands The wood-cutterrsquos song the ploughboyrsquos on his way in the

morning or at noon intermission or at sundown The delicious singing of the mother or of the young wife at

work or of the girl sewing or washing Each singing what belongs to him or her and to none else

The day what belongs to the daymdashat night the party of young fellows robust friendly

Singing with open mouths their strong melodious songs


2 Write your own poem using Appendix 1 as a guide Identify words used in your poem that convey the mood and meaning to the reader


3 Write a biography on a person you think is a barrier breaker This can be someone you know from your personal life or a public figure that you have always looked up to

CCSSELA-LiteracyW83Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details and well-structured event sequences

Social Studies 1 On the United States map provided find locations that are important to George Shirley

Marian Anderson Florence Price Florence Joyner Josh Gibson and Jesse Owens Label these cities and in bullet points below describe the significance of the location

CCSSELA-LITERACYRH6-87Integrate visual information (eg in charts graphs photographs videos or maps) with other information in print and digital texts


2 Based on what you know about Josh Gibsonrsquos life and career write down hardships that he had to overcome How did the color of his skin impact his life and his choices How may his life have been different were he born in the year 2000 Be sure to incorporate at least 3 words from the ldquoKey Wordsrdquo list on page 9

K17 Understand social problems social structures institutions class groups and interaction

Grades 9-12

English Language Arts 1 Imagine that you were one of the barrier breakers represented in I Too Sing America Write a

poem expressing your thoughts and feelings that could be turned into music Make sure to rhyme After yoursquove written your piece try your hand at a duet that reflects how your character (and one of hisher friends or competitors) feels at a later point in the story

CCSSELA-LiteracyRL9-103Analyze how complex characters (eg those with multiple or conflicting motivations) develop over the course of a text interact with other characters and advance the plot or develop the theme

2 Read Walt Whitmanrsquos poem below and Langston Hughesrsquo poem on page 5 Compare and contrast the two poems In the process identify at least 10 descriptive words used and what the authorrsquos intended effect is by using these words


CCSSELA-LITERACYRL9-109Analyze how an author draws on and transforms source material in a specific work (eg how Shakespeare treats

a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare)

CCSSELA-LITERACYRL11-126Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from

what is really meant (eg satire sarcasm irony or understatement)






as he stands


The wood-cutterrsquos song the ploughboyrsquos on his way in the morning or at noon intermission or at sundown

The delicious singing of the mother or of the young wife at work or of the girl sewing or washing

Each singing what belongs to him or her and to none else The day what belongs to the daymdashat night the party of young

fellows robust friendly Singing with open mouths their strong melodious songs

Social Studies 1 A Based on the timeline from the Reconstruction through Civil Rights and the knowledge

that you already have write a one-page paper summarizing what occurred during that time period

B Next write a conclusion about the impact that the artists and athletes included in this production have had on Civil Rights

C As a final step do some of your own research about the Civil Rights movement Dive deeper into cases like lsquoBrown v Boardrsquo and the Montgomery Bus Boycott Round out your paper by adding in more details about these important events Be sure to cite your sources

CCSSELA-LITERACYRH9-103Analyze in detail a series of events described in a text determine whether earlier events caused later ones or simply preceded them

83 Civil Rights in the Post-WWII Era Examine and analyze the Civil Rights Movement using key events people and organizations

831 Civil Rights Movement ndash Analyze the key events ideals documents and organizations in the struggle for civil rights by African Americans including bull the impact of WWII and the Cold War (eg racial and gender integration of the military) bull Supreme Court decisions and governmental actions (eg Brown v Board (1954) Civil Rights Act (1957) Little Rock schools desegregation Civil Rights Act (1964) Voting Rights Act (1965)) bull protest movements organizations and civil actions (eg integration of baseball Montgomery Bus Boycott (1955ndash1956) March on Washington (1963) freedom rides National Association for the Advancement of Colored People (NAACP) Southern Christian Leadership Conference (SCLC) Student Non-violent Coordinating Committee (SNCC) Nation of Islam Black Panthers) bull resistance to Civil Rights (National Geography Standard 6 p 195) (National Geography Standard 10 p 203)

2 Pick one artist and one athlete included in the production and write a short summary about their life based on what you saw as well as the text provided in this packet

CCSSELA-LITERACYRH9-102Determine the central ideas or information of a primary or secondary source provide an accurate summary of how key events or ideas develop over the course of the text



3 835 Tensions and Reactions to Poverty and Civil Rights ndash Analyze the causes and consequences of the civil unrest that occurred in American cities by comparing the civil unrest in Detroit with at least one other American city (eg Los Angeles Cleveland Chicago Atlanta Newark) (National Geography Standard 12 p 208)

German Language

1 The English language uses many German cognates (words derived from another) The map below displays the 1936 Olympics in Germany that Jesse Owens competed in Using the map below and the German words can you make an inference about the meaning of any of the words Which word(s) appear(s) several times What context clues help you guess the meaning Do any words sound or look similar to English words that you know

CCSSELA-LITERACYL11-124AUse context (eg the overall meaning of a sentence paragraph or text a words position or function in a sentence) as a clue to the meaning of a word or phrase

1 You will hear or have now heard ldquoDie forellerdquo by Schubert sung by mezzo-soprano Olivia Johnson as a representation of Marian Andersonrsquos concert years Below is the text and translation Pick 5 German words and using the English poetic translation discover the meaning Present your 5 words to the class and explain why you picked them


CCSSELA-LITERACYL9-104DVerify the preliminary determination of the meaning of a word or phrase (eg by checking the inferred meaning in context or in a dictionary)

In einem Baumlchlein helleDa schoss in froher EilrsquoDie launische ForelleVorueber wie ein PfeilIch stand an dem GestadeUnd sah in suumlsser RuhrsquoDes muntern Fishleins BadeIm klaren Baumlchlein zu

Doch endlich ward dem DiebeDie Zeit zu langEr macht das Baumlchlein tuumlckisch truumlbeUnd ehrsquo ich es gedachtSo zuckte seine RuteDas Fischlein zappelt dranUnd ich mit regem BluteSah die Betrogrsquone an

In a clear little brookThere darted about in happy hasteThe moody troutDashing everywhere like an arrowI stood on the bankAnd watched in sweet peaceThe fishrsquos bathIn the clear little brook

But finally for the thiefTime seemed to pass too slowlyHe made the little brook murkyAnd before I thought it could beSo his line twitchedThere thrashed the fishAnd I with raging bloodGazed on the betrayed one


AN INTRODUCTION Michigan Opera Theatre (MOT) the state of Michiganrsquos premier opera company which through its commitment to producing and presenting the very best professional productions of opera dance musical theater and arts education programming serves as a statewide cultural resource

The vision of Founder and Artistic Director Dr David DiChiera and led by President and Chief Executive Officer Wayne S Brown MOT offers an essential vibrant contribution to the quality of life for Detroit-area residents and to communities throughout the region This dynamic cultural resource exemplifies artistic excellence Since its founding in 1971 MOT has offered southeast Michigan the f inest arts and cultural performances concerts education and entertainment By presenting culturally significant productions relative to the diverse populace of the region such as Porgy and Bess Anoush King Roger Dead Man Walking and the world premiere production of Margaret Garner MOT has brought the magic of live theatre to thousands of people

In April of 1996 on the Companys twenty-fifth anniversary the ribbon was cut for the grand opening of the Detroit Opera House Michigan Opera Theatre joined the ranks of major opera companies worldwide with the multi-million renovation of a 1922 movie palace Michigan Opera Theatre is one of only a few opera companies in the United States to own its own opera house The product of Dr DiChieras dream the Detroit Opera House is comparable to the worlds greatest houses in visual and acoustical beauty

OUR MISSION Michigan Opera Theatre is the premier multi-disciplined producer and presenter for opera musical theatre and dance in the Great Lakes Region Based in the city of Detroit the organization engages artists of national and international stature for stellar main stage and outreach performances and provides compelling cultural enrichment programs for the diverse audiences and communities that it serves making it one of Detroitrsquos pillars of arts and culture



SELECT AWARDS amp HONORS INCLUDEBest Opera Cyrano Wilde Awards 2017 | Best Opera The Passenger Wilde Awards 2016 | Best Opera Elektra Wilde Awards 2015 | Founder and Artistic Director Dr David DiChiera named the 2013 Kresge Eminent Artist | Opera Honors Award to Dr David DiChiera National Endowment for the Arts 2010 | Outstanding Service in the Field of Opera for Youth National Opera Society 2006 | Success in Education Award Opera America 2002

MICHIGAN OPERA THEATRErsquoS DEPARTMENT OF EDUCATION AND COMMUNITY PROGRAMS The Department of Education and Community Programs has brought its varied musical programs to every age group in Michigan for nearly 40 years Artists visit schools community centers and stages throughout Michigan performing shows that range from lively childrenrsquos operas to musical revues Founded by Karen V DiChiera the Department of Education and Community Programs serves the entire state with quality entertainment and education Since its inception the Department of Education and Community Programs has been honored with awards and recognitions including the Governorrsquos Arts Award a Spirit of Detroit Award and multiple Philo T Farnsworth Awards for Excellence in Community Programming among others Touring productions concerts workshops and residencies have reached many thousands of people throughout the state of Michigan and programs have extended as far as Wisconsin Minnesota Illinois and Canada With an ever-growing repertoire of productions an exciting roster of up-and-coming singers and a circle of experienced and passionate teaching artists the Department of Education and Community Programs continues to provide people of all ages with opportunities for access growth and learning through the arts


To learn more about the Department of Education and Community Programs contact

Andrea Scobie

Manager of Education and Community Programs 3132373429 | ascobiemotoperaorg

Mysti Byrnes Program Coordinator

3132373419 | mbyrnesmotoperaorg

Mark Vondrak Associate DirectorTour Manager

3132373429 | mvondrakmotoperaorg

Visit us online

Website wwwmichiganoperaorg

Facebook detroitoperahouse Instagram MichiganOpera Twitter DetOperaHouse


CONTACTS amp RESOURCES

APPENDIX Types of Poetry

Acrostic

An acrostic poem is a type of poetry where the first last or other letters in a line spell out a particular word or phrase The most common and simple form of an acrostic poem is where the first letters of each line spell out the word or phrase

Examples

Limerick

A limerick is a silly poem with five lines They are often funny or nonsensical Limericks were made famous by Edward Lear a famous author who wrote the Book of Nonsense in the 1800s which was an entire book of silly limericks

How to write a limerick

The first second and fifth lines rhyme with each other and have the same number of syllables (typically 8 or 9) The third and fourth lines rhyme with each other and have the same number of syllables (typically 5 or 6)

Limericks often start with the line There once was a or There was a

EXAMPLES

A painter who lived in Great Britain Interrupted two girls with their knittin He said with a sigh That park bench--well I Just painted it right where youre sittin

There once was a fish who could talk He wanted to learn how to walk He got out from the sea Fell right onto me And I nearly died from great shock MICHIGAN OPERA THEATRE APPENDIX | I TOO SING AMERICA

Couplet

A couplet or rhyming couplet is two lines that rhyme and complete one thought There is no limit to the length of the lines and can be used in an AB format or

Examples

ldquoThe artist stirred some blue and green To paint an underwater scenerdquo

ldquoIn the morning the sun shone bright ndash Clearing the thoughts of the dark nightrdquo

Rhyming Couplets are common in Shakespearean sonnets

ldquoO how I faint when I of you do write Knowing a better spirit doth use your name And in the praise thereof spends all his might To make me tongue-tied speaking of your famerdquo

A rhyming quatrain is a set of four lines that follow a rhyme scheme and they usually have a given meter so that they sound like they flow together The rhyme schemes could be

AABB-- The first and second lines rhyme with each other and the third and fourth lines rhyme with each other In other words a pair of rhyming couplets together

ldquoIn winter I get up a night The dark and chill give me a fright But then the cold moon fades away And sunshine brings another dayrdquo

ABAB-- The first and third lines rhyme with each other and the second and fourth lines rhyme with each other

ldquoI lay staring up at the sky Not a cloud in sight Then a kite flew right on by And gave me a frightrdquo

ABBA-- The first and fourth lines rhyme with each other and the second and third rhyme with each other

ldquoHidden in the mountains fed by snow The lake was small We stayed there every year And got to know our neighbors camping near In tents like toadstools growing in a rowrdquo

ABCB--The second and fourth rhyme with each other

ldquoMy aunt thinks shersquos a mallard duck Itrsquos sort of hard to explain But donrsquot go eat at her house lsquoCause all she serves is grainrdquo

MICHIGAN OPERA THEATRE APPENDIX | I TOO SING AMERICA

Free Verse

Free verse poems do not follow any rules Their creation is completely in the hands of the author Rhyming syllable count punctuation number of lines number of stanzas and line formation can be done however the author wants in order to convey the idea There is no right or wrong way to create these poems

Examples

Fog by Carl Sandburg

ldquoThe fog comes on little cat feet

It sits looking over harbor and city on silent haunches and then moves onrdquo

After the Sea-Ship by Walt Whitman

ldquoAfter the Sea-Shipmdashafter the whistling winds After the white-gray sails taut to their spars and ropes Below a myriad myriad waves hastening lifting up their necks Tending in ceaseless flow toward the track of the ship Waves of the ocean bubbling and gurgling blithely prying Waves undulating wavesmdashliquid uneven emulous waves Toward that whirling current laughing and buoyant with curves Where the great Vessel sailing and tacking displaced the surface Larger and smaller waves in the spread of the ocean yearnfully flowing The wake of the Sea-Ship after she passesmdashflashing and frolicsome under the sun A motley procession with many a fleck of foam and many fragments Following the stately and rapid Shipmdashin the wake followingrdquo

Haiku

This is a form of Japanese poetry that follows a specific syllable pattern Its made up of 3 lines consisting of 17 syllables in total

Line 1 5 syllables I am first with fiveLine 2 7 syllables Then seven in the middle --Line 3 5 syllables Five again to end

Examples

1 Whitecaps on the bay 2 Spring is in the air A broken signboard banging Flowers are blooming sky highIn the April wind Children are laughing


Cinquain

A cinquain is a 5 line poem that follows a specific format There are various types of cinquains Some are created with a number of words or syllables in mind Another form is created using various parts of speech

A cinquain with words Line 1- 1 word Line 2- 2 words Line 3- 3 words Line 4- 4 words Line 5- 1 word

ldquoSun Bright large A faraway star Gives us light daily Hotrdquo

A cinquain with syllables Line 1-2 syllables Line 2- 4 syllables Line 3- 6 syllables Line 4- 8 syllables Line 5- 2 syllables

ldquoRestless Waiting for light Darkness covers the earth Until sun crests over the hill Morningrdquo

A cinquain with parts of speech Line 1- noun Line 2- 2 adjectives Line 3- 3 -ing words Line 4- a phrase Line 5- another word for the noun from line 1

ldquoCar Fast yellow Speeding swerving moving Carrying teenagers away Transportationrdquo


SOURCES

httpswwwuheducdidiversity_educationresourcesactivitiespdfdiversity20activities-resource-guidepdf

httpwwwywcamadisonorgatfcf7B2487BD0F-90C7-49BC-858D-CC50637ECE237DRace-to-Equity_Discussion-Guidepdf

httpwwwracialequitytoolsorgresourcefilesRacial_Equity_Resource_Guidepdf

httpfirstalaskansorgalaska-native-policy-centerracial-equity

httpswwwcnncom20120810sportolympics-flo-jo-seoulindexhtml



TABLE OF CONTENTS

Before amp After the Performance 3 I too amp Langston Hughes 5 Production Team 7 Key Words amp Historical Timeline 9 Musicians amp Athletes 12 Class Activities 17 Study Content 23 Michigan Opera Theatre 29 Contacts amp Resources 31 In the Classroom Appendix

I Too Sing America is a Take Me Out to the Opera event and is supported by





























And grow strong




Then


And be ashamedmdash

I too am America





















KEY WORDS


HISTORICAL TIMELINE

RECONSTRUCTION


JIM CROW LAWS



CIVIL RIGHTS




MUSICIANS

























mdashJesse Owens












































Disabled

New Yorkers

Californians

Teachers

Elderly

Women

Jews

Whites

American Indians

Gays

African American

Men

Police Officers

Irishmen

Managers

Students



What did you feel

How did you cope

What did you learn





Statements



































Grades 9-12















as he stands


















German Language





















Andrea Scobie






Visit us online






Acrostic


Examples

Limerick





EXAMPLES



Couplet


Examples















Free Verse


Examples






Haiku



Examples



Cinquain









SOURCES



































And grow strong




Then


And be ashamedmdash

I too am America





















KEY WORDS


HISTORICAL TIMELINE

RECONSTRUCTION


JIM CROW LAWS



CIVIL RIGHTS




MUSICIANS

























mdashJesse Owens












































Disabled

New Yorkers

Californians

Teachers

Elderly

Women

Jews

Whites

American Indians

Gays

African American

Men

Police Officers

Irishmen

Managers

Students



What did you feel

How did you cope

What did you learn





Statements



































Grades 9-12















as he stands


















German Language





















Andrea Scobie






Visit us online






Acrostic


Examples

Limerick





EXAMPLES



Couplet


Examples















Free Verse


Examples






Haiku



Examples



Cinquain









SOURCES


























KEY WORDS


HISTORICAL TIMELINE

RECONSTRUCTION


JIM CROW LAWS



CIVIL RIGHTS




MUSICIANS

























mdashJesse Owens












































Disabled

New Yorkers

Californians

Teachers

Elderly

Women

Jews

Whites

American Indians

Gays

African American

Men

Police Officers

Irishmen

Managers

Students



What did you feel

How did you cope

What did you learn





Statements



































Grades 9-12















as he stands


















German Language





















Andrea Scobie






Visit us online






Acrostic


Examples

Limerick





EXAMPLES



Couplet


Examples















Free Verse


Examples






Haiku



Examples



Cinquain









SOURCES







HISTORICAL TIMELINE

RECONSTRUCTION


JIM CROW LAWS



CIVIL RIGHTS




MUSICIANS

























mdashJesse Owens












































Disabled

New Yorkers

Californians

Teachers

Elderly

Women

Jews

Whites

American Indians

Gays

African American

Men

Police Officers

Irishmen

Managers

Students



What did you feel

How did you cope

What did you learn





Statements



































Grades 9-12















as he stands


















German Language





















Andrea Scobie






Visit us online






Acrostic


Examples

Limerick





EXAMPLES



Couplet


Examples















Free Verse


Examples






Haiku



Examples



Cinquain









SOURCES







CIVIL RIGHTS




MUSICIANS

























mdashJesse Owens












































Disabled

New Yorkers

Californians

Teachers

Elderly

Women

Jews

Whites

American Indians

Gays

African American

Men

Police Officers

Irishmen

Managers

Students



What did you feel

How did you cope

What did you learn





Statements



































Grades 9-12















as he stands


















German Language





















Andrea Scobie






Visit us online






Acrostic


Examples

Limerick





EXAMPLES



Couplet


Examples















Free Verse


Examples






Haiku



Examples



Cinquain









SOURCES







MUSICIANS

























mdashJesse Owens












































Disabled

New Yorkers

Californians

Teachers

Elderly

Women

Jews

Whites

American Indians

Gays

African American

Men

Police Officers

Irishmen

Managers

Students



What did you feel

How did you cope

What did you learn





Statements



































Grades 9-12















as he stands


















German Language





















Andrea Scobie






Visit us online






Acrostic


Examples

Limerick





EXAMPLES



Couplet


Examples















Free Verse


Examples






Haiku



Examples



Cinquain









SOURCES
























mdashJesse Owens












































Disabled

New Yorkers

Californians

Teachers

Elderly

Women

Jews

Whites

American Indians

Gays

African American

Men

Police Officers

Irishmen

Managers

Students



What did you feel

How did you cope

What did you learn





Statements



































Grades 9-12















as he stands


















German Language





















Andrea Scobie






Visit us online






Acrostic


Examples

Limerick





EXAMPLES



Couplet


Examples















Free Verse


Examples






Haiku



Examples



Cinquain









SOURCES















































Disabled

New Yorkers

Californians

Teachers

Elderly

Women

Jews

Whites

American Indians

Gays

African American

Men

Police Officers

Irishmen

Managers

Students



What did you feel

How did you cope

What did you learn





Statements



































Grades 9-12















as he stands


















German Language





















Andrea Scobie






Visit us online






Acrostic


Examples

Limerick





EXAMPLES



Couplet


Examples















Free Verse


Examples






Haiku



Examples



Cinquain









SOURCES










Statements



































Grades 9-12















as he stands


















German Language





















Andrea Scobie






Visit us online






Acrostic


Examples

Limerick





EXAMPLES



Couplet


Examples















Free Verse


Examples






Haiku



Examples



Cinquain









SOURCES







































Grades 9-12















as he stands


















German Language





















Andrea Scobie






Visit us online






Acrostic


Examples

Limerick





EXAMPLES



Couplet


Examples















Free Verse


Examples






Haiku



Examples



Cinquain









SOURCES























German Language





















Andrea Scobie






Visit us online






Acrostic


Examples

Limerick





EXAMPLES



Couplet


Examples















Free Verse


Examples






Haiku



Examples



Cinquain









SOURCES























Andrea Scobie






Visit us online






Acrostic


Examples

Limerick





EXAMPLES



Couplet


Examples















Free Verse


Examples






Haiku



Examples



Cinquain









SOURCES








Acrostic


Examples

Limerick





EXAMPLES



Couplet


Examples















Free Verse


Examples






Haiku



Examples



Cinquain









SOURCES







Couplet


Examples















Free Verse


Examples






Haiku



Examples



Cinquain









SOURCES







Free Verse


Examples






Haiku



Examples



Cinquain









SOURCES







Cinquain









SOURCES







SOURCES







ICHIGAN OPERA THEATRE - Amazon S3...Mr. Waddles is equally at home in the worlds of classical piano,...

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Transcript of ICHIGAN OPERA THEATRE - Amazon S3...Mr. Waddles is equally at home in the worlds of classical piano,...