Kennedy Center Theater for Young Audiences on Tour’s
ME…JANE: THE DREAMS AND ADVENTURES OF
YOUNG JANE GOODALLThursday, March 21, 2019
9:30 a.m./ 12:30 p.m.
Welcome Home!Join us for the 2018-19 Season as we explore the themes of home, belonging and finding connections to one another through the arts. As we journey through this season of educational programming, take a moment to discover what home means to you.
From lesson ideas and professional development workshops to backstage tours, allow us to partner with you to provide students with exciting educational opportunities!
For questions contact the education sales department (920) 730-3726 or [email protected].
Welcome | 3
Standards | 4
About | 5
Lesson Plans | 6
In the Spotlight | 7
What’s Next | 11
My Journal | 12
Student Showcase | 14
Resource Room | 15
A note from our education series partner—Bemis Company
“The series provides a rich learning experience to thousands of students each
year. We hope that it enriches the growth of our young people and our community
by broadening our perspectives and increasing our passion for the arts.”
-Tim Fliss, SVP and Chief Human Resources Officer, Bemis Company
Community Partners
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When entering the Fox Cities Performing Arts
Center, remember to show respect for others by
waiting your turn and speaking quietly.
Remember that during the performance the live
performers can see and hear you. Even the
smallest sounds can be heard throughout the
theater, so it is best to remain quiet so everyone
can enjoy the performance.
Applause is the best way to express how much
you enjoyed the performance!
Important things to remember:
• Gum, beverages (including water bottles)
and food are not allowed in the theater for
Bemis Company Education Series
performances.
• Cell phones should be turned off and
stowed.
• Note that recording or taking photos in the
theater is strictly prohibited; however, photos
may be taken in the lobby.
• It’s a long way down – please do not drop
items off balconies. This study guide was created for you by the Education Team
as a part of The Boldt Company Beyond the Stage Education
program. To download copies of this study guide or to find
additional resources for this performance or view past study
guides please visit: foxcitiespac.com.
Questions about your show reservation? Contact our
education sales team at [email protected] or
call (920) 730-3726.
ENJOY THE SHOW!
Be prepared to arrive early – You should plan on arriving to the
Center 30 minutes before the show. Allow for travel time,
parking and trips to the restroom.
Security – All bags entering the building are subject to search
and prohibited items will not be allowed. Teachers and
chaperones are discouraged from bringing bags, however,
necessary backpacks, or bags may be searched and tagged
before being allowed in the theater. We ask that students
leave their backpacks at school for Bemis Company Education
Series performances, however if students do bring them, they
are subject to search and will need to be checked at the
registration table in the lobby upon entry.
Know your needs – To best serve the needs of you and your
students, please indicate in advance if you have individuals who
require special services or seating needs upon making your
reservation.
Seating – Seating is based on a number of factors including
when the reservation is made, size of group, students’ ages and
any special seating needs.
To assist you in your planning, the key themes and the Wisconsin Academic Standards that are most
likely to connect with this performance are listed below.
KEY THEMES
• Biography
• Environment
• Imagination
• Women’s studies
WISCONSIN ACADEMIC STANDARDS
ENGLISH LANGUAGE ARTS
• Recount stories from diverse cultures and determine their central message, lesson, or moral.
ENVIRONMENTAL LITERACY AND SUSTAINABILITY
• ELS.EN7.A.i: Describe and analyze ways that youth, acting as individuals or members of a group,
create beneficial change, meet individual needs, and promote the common good.
• ELS.C1.A.i: Explain how one’s understanding of how the world works is developed from experience
and identify personal experiences that have shaped one’s own mental models.
MUSIC
• RESPOND: Students will critically interpret intent and meaning in order to evaluate artistic work.
• CONNECT: Students will relate prior knowledge and personal experience with music to cultural and
historical context.
SOCIAL STUDIES
• SS.BH1.a.2: Understand we are individuals influenced by our relationships and environments.
• SS.BH1.a.4: Describe how a person’s understanding, perceptions, and behaviors are affected by
relationships and environments.
THEATER
• A.4.1 Attend a live theater performance and discuss the experience: explain what happened in the
play; identify and describe the characters; say what they liked and didn’t like; describe the scenery,
light, and/or costumes.
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Since 1992, Kennedy Center Theater for Young Audiences on Tour has been a leader in bringing imaginative
and original works to communities around the nation. In the program’s 19 year history, 43 tours have played in
hundreds of cities in 49 states as well as parts of Canada. More than 2 million children, teachers and parents
have been part of these audiences. Many of the students who see these productions may never have the chance
to visit the nation’s performing arts center, but could still experience the professionalism and talent that has
become the trademark of Kennedy Center Theater for Young Audiences.
The tours begin with a fully mounted production and engagement at the Kennedy Center for Washington, DC
metropolitan area audiences. Prior to the touring season, the shows are re-worked specifically for the road,
complete with performing company and production staff. Many works are specifically commissioned by the
Kennedy Center and affiliates in order to contribute to the development of new plays and musicals for young
audiences. It is their belief that supporting the creation of new works for young audiences is critical to the
ongoing revitalization of the field. When presenters book a KCTYA on Tour production, they also receive access
to a comprehensive education package. Curriculum connections made through Cuesheets, study guides
highlighting different activities and information for students to use before and after the performance, and the
Kennedy Center’s ArtsEdge educational website are featured components of the national touring program.
In this brand new musical adaptation, join young Jane Goodall and her chimpanzee Jubilee as they learn about
the world around them and the importance of protecting all living species. With anecdotes taken directly from
Jane Goodall’s autobiography, this adaptation makes this very true story accessible for the very young—and
young at heart.
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SAVE THE WORLD
OBJECTIVE
Students will be able to demonstrate an understanding to the environmental problems and how they can
help.
MATERIALS
• Student notebooks
• Pieces of cardboard
• Projector/internet
INTRODUCTION
• Ask students who their favorite superheroes are—why do they like them? What makes someone a
superhero?
• Write on the board the different names, as suggested by the students, as well as the characteristics.
Ask them to think about real life superheroes—can they name any?
• Explain to them that by the end of the lesson they will create their own superhero, someone that they
can be like!
ACTIVITY
PART ONE
• Students will watch a video—Save Our World (www.youtube.com/watch?v=bn8R_XqjjI0)
• Students will get into small groups of 3-5 and create a short play. They must act out an environmental
problem (e.g. trash in the rivers, pollution), how it affects the environment/animals and give practical
ways to change this (e.g. recycle, use less plastic, organize river clean ups).
BUBOLZ NATURE PRESERVE
For more than 45 years, Bubolz Nature Preserve has been inspiring generations through great
educational programs, recreational spaces and conservation ethics. Social opportunities
abound with wonderful mental and physical wellness attributes. This non-profit environmental
preserve is a natural example of Wisconsin’s beauty and natural landscapes right in our
backyard. Bubolz is dedicated to developing a sound environmental ethic in persons of all
ages through education, recreation, and conservation, while promoting a strong sense of overall
wellness and appreciation of nature.
For more information on Bubolz Nature Preserve, visit www.bubolzpreserve.org/
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ACTIVITY
PART TWO
• Students will invent an “environmental superhero”: on a piece of cardboard they will draw a picture
of their superhero and write what he or she does specifically to help the environment.
• (These could be placed around the classroom as a reminder to the students what kind of people we
need to save our world.)
CLOSING DISCUSSION
Students will make a list in their notebook of all the characteristics of an “environmental superhero” and
then write a promise (and sign it) to themselves to do their best to be a superhero whenever they can.
Source: www.teacher.org/lesson-plan/save-the-world/
JACK HANNA
Born in 1947 to veterinarians, Jack Hanna was very young when
he developed his interest in working with animals. Hanna studied
to become a zoologist and was the director of the Columbus Zoo
in Ohio for a period of time.
Through his time at the Columbus Zoo, Hanna raised attendance
by offering education programs to the public. The zoo received
national attention when twin gorillas were born there in the
1980s. Hanna, as director, was invited on national television
programs to talk about the animals. This lead to him making
regular visits on shows like Late Night with David Letterman and
Larry King Live.
Hanna launched his own television series including Jack Hanna’s
Animal Adventures, Zoolife with Jack Hanna, and Jack Hanna’s
into the Wild which is still on TV today!
Jack Hanna received the R. Marlin Perkins Award for
Professional Excellence from the Association of Zoos and
Aquariums in 2008.
Source: www.britannica.com/biography/Jack-Hanna
WOMEN WHO MAKE A DIFFERENCE
OBJECTIVE
• Explore and research a woman from history and share her story by describing the efforts of her
actions.
MATERIALS
• Internet/projector
• List of influential women from whom the students may choose (pg. 9: feel free to add and remove
names as you see fit.)
• Books or other resources about the women on the list
• Art supplies
WARM UP
• Prompt a class discussion inviting students to brainstorm what they know about different influential
women.
• Watch PBS LEARNING MEDIA: Women’s History Month (www.youtube.com/watch?v=PVrvMJWrJlk) as
an introduction and Kid President’s History of Awesome Girls Rap
(www.youtube.com/watch?v=RTezIzJW1No) and discuss.
• Who did your students see on either video that they knew? Did they like either video more?
Why?
ACTIVITY:
PART ONE: Have students make different trading cards for the women discussed.
• After watching the videos and looking at the other resources, let students pick a three different
influential women to make trading cards ABOUT.
• Students must print out pictures or coloring pages of the women to be about 2 ½ inches by 3 ½
inches.
• Use art supplies to customize the cards.
• Information on card must include:
• When they were born
• When they died (if applicable)
• Where they lived
• What they did
PART TWO: Presentation
• Have students choose one of the women on their trading cards to research further.
• From here, students may create a PowerPoint, speech, storybook, obituary (if applicable) or
chronological map that shows how her actions made a difference.
• Have students present to the class
CLOSING DISCUSSION
• While students are presenting, have the rest of the class write down one thing they learned and one
question they still have about the woman.
Source: www.brainpop.com/socialstudies/womenshistory/
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LIST OF INFLUENTIAL WOMEN
ACTIVISTS
• Susan B. Anthony
• Ruby Bridges
• Elizabeth Cady Stanton
• Angela Davis
• Helen Keller
• Rosa Parks
• Gloria Steinem
• Harriet Tubman
• Sojourner Truth
• Malala Yousafzai
ENTERTAINMENT
• Tina Fey
• Audrey Hepburn
• Katharine Hepburn
• Billie Holiday
• Bindi Irwin
• Frida Kahlo
• Emma Watson
• Oprah Winfrey
MEDICINE
• Clara Barton
• Elizabeth Blackwell
• Rebecca Lee Crumpler
• Florence Nightingale
• Susan La Flesche Picotte
POLITICS
• Ruth Bader Ginsburg
• Benazir Bhutto
• Hilary Clinton
• Sandra Day O’Connor
• Jacqueline Kennedy Onassis
• Michelle Obama
• Eleanor Roosevelt
• Sonia Sotomayor
• Margaret Thatcher
ROYAL
• Cleopatra
• Elizabeth I
• Princess Diana
• Queen Victoria
SCIENCE
• Rachel Carson
• Marie Curie
• Rosalind Franklin
• Jane Goodall
• Dr. Shirley Jackson
• Dr. Mae Jemison
• Ellen Ochoa
• Dr. Sally Ride
SPORTS
• Babe Didrikson Zaharias-Golf, Track and Field
• Gertrude Ederle-Swimming
• Billie Jean King-Tennis
• Wilma Rudolph-Track and Field
• Serena Williams-Tennis
WRITERS
• Maya Angelou
• Jane Austen
• Harriet Beecher Stowe
• Nellie Bly
• Ruth Muskrat Bronson
• Emily Dickinson
• Anne Frank
• Toni Morison
OTHER
• Coco Chanel-Fashion designer
• Bessie Coleman-Aviator
• Amelia Earhart-Aviator
• Juliette Gordon Low-Girl Scouts Founder
• Joan of Arc-Leader of French Army
• Mother Teresa-Founder of Missionaries of Charity
• Annie Oakley-Sharp Shooter
• Sacagawea-Interpreter
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IMAGINATION BOARD
OBJECTIVE
• Exploring careers and awareness of different careers
MATERIALS
• Piece of paper
• Paper for every student
• Art supplies
WARM UP
Prompt a classroom discussion about different careers. What do their parents or guardians do for a
living? Have you ever thought about what you want to be?
ACTIVITY:
1. Hand out pieces of paper to all of the students
2. With their art supplies, tell them to write down what they want to be when they grow up.
3. Have them draw around the words showing what they would do as this career.
4. When they’re done, hang them up so they can all see what each other said.
CLOSING DISCUSSION
Look at all of the different jobs on the board. Are there repeats? Invite students to answer why they
chose a certain career. Ask them what steps they will have to take in order to achieve this.
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Don’t let this experience end with the drop of the curtain. Keep the conversation going with
your students and reflect on the performance that you just attended. Here are a few questions
to get the conversation started!
• Which animal costume did you like best? What items from your home or classroom could you
use to make your own animal costume?
•What was your favorite part of the performance and why?
•How would you describe Jane? Jubilee? Rusty? Mum?
•How did grownup Jane make a difference? What kind of difference would you like to make?
•What was your favorite song? (Sing it if you remember the words!) What did you learn from
the song “Animals, Animals, Animals!”?
•If you were going to tell a friend about the performance, how would you describe it in one
sentence?
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Before attending the performance write or draw a prediction about what you think will happen:
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After the performance write or draw about the following:
1. I learned…
2. I did not understand…
3. I would like to learn more about…
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What was a light bulb moment that your students had?
What was something new they learned? Was it anyone’s
first time to the Center? We would love for you to share!
After your class attends the show we would appreciate
photos, letters, posters, cards, etc.—be creative! This is to
help us share with our partners what your students are
learning.
The Center’s education programs are not possible without the
support of our Annual Partners and grant funders. They enjoy
learning about the schools and students that participate in
the education programs so we would appreciate your help in
telling the story.
Items may be sent via email to [email protected] or
mailed/dropped off at:
Fox Cities Performing Arts Center
Attn: Amy Gosz
400 W. College Ave.
Appleton, WI 54911
Please note items will not be returned and will be shared
with our partners and/or displayed at the Center.
Thank you for your help in sharing the great work you are
doing in the classroom with our partners!
Fox Cities Performing Arts CenterEducation Department
400 W. College Avenue • Appleton, WI [email protected] • (920) 730-3726
BOOKS
“Me…Jane” by Patrick McDonnell
“Jungle Jack Hanna’s Safari Adventure” by Rick A Prebeg and Jack Hanna
“Jungle Jack Hanna’s What Zoo-Keepers Do” by Rick A. Prebeg and Jack Hanna
WEBSITES
Jane Goodall Website
www.janegoodall.org
PBS LEARNING MEDIA: Women’s History Month Video
https://www.youtube.com/watch?v=PVrvMJWrJlk
The Kennedy Center Arts Edge-arts integration lessons
http://artsedge.kennedy-center.org
LOCAL RESOURCES
Bubolz Nature Preserve
http://www.bubolzpreserve.org/
The NEW Zoo—connecting the community with wildlife and nature through engaging, interactive
experiences
https://newzoo.org/
This educator resource guide is created as part of The Boldt Company Beyond the Stage Education Program.
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