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 educationsales@foxcitiespac.com.

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

3

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 educationsales@foxcitiespac.com 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.

4

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.

5

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/

6

7

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/

8

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

9

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.

10

11

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?

12

Before attending the performance write or draw a prediction about what you think will happen:

13

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…

14

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 agosz@foxcitiespac.com 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 54911education@foxcitiespac.com • (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.

15