*Lesson 4: Freedom On the Menu- A Reader’s Theatre Guide to the Greensboro Sit-Ins (Creative Arts Activity)
Essential Questions: Why is it important to take a stand for our rights?
Guiding Questions: How did the Reader’s Theatre help us identify multiple potential perspectives?
Objectives: Students will complete the “Reflection Handout” after participating in a Reader’s Theatre of “Freedom on the Menu” and discussing multiple perspectives of the characters as a class.
Standards: NCSCOS/Common Core Standards: 3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
· 3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.
· 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.
Assessment Plan: I will collect the Reflection Handout from students to formally assess their understanding of the book and assess if they were able to come up with further questions and ideas after reading the book. I will also be informally assessing their understanding by asking questions throughout the lesson.
Vocabulary: protest, protesters, Martin Luther King
Resources: I used this website http://www.teacherspayteachers.com/Product/Freedom-on-the-Menu-The-Greensboro-Sit-Ins-Read-Aloud-Reflection-Sheet-604914# for the Freedom on the Menu Worksheet, and I used “Freedom on the Menu” Reader’s Theater Script from http://www.claycarmichael.com/documents/SitInReadersTheater.pdf
· “Today we are going to read “Freedom on the Menu” which provides a fictional account of the Greensboro Sit-Ins. Because it doesn’t provide an account of someone who really experienced the Greensboro Sit-Ins, it isn’t a primary source. However it does document a lot of real events so it will be helpful when we try to understand these character’s potential perspectives during this time.
· We are going to read this book all together as a class in a Reader’s Theatre Performance. There are 14 characters in this story, so everyone who did not receive a role will play our audience. (Audience members can be my shy and nervous students who do not feel comfortable in front of the class). Today, as we read we are going to be working on a component of our acting skills. Today we will focus on our voice. When we use our voice we should be speaking clearly and fluently using different levels of volume, rate, tone and pitch, pause, and stress to express the meaning of the book. This means everyone should be loud or soft depending on how their characters are feeling. Everyone should pay attention to their characters and determine how fast they should be talking. If the little girl, Connie, is excited about something, maybe you could say her part excitedly and rushed, like you would if you were excited and passionate about something. If something seems really important, stress it when speaking. I am going to read this book to you first, so you can have an idea of what the story is about before you are familiar with the story so that you can use voice appropriately. If you didn’t know your character, how would you know if you they were angry, confused, happy, or sad when you were playing their character? After I read, I will give everyone the script with their parts highlighted. I will give you some time to read over your lines and rehearse, or practice, and then we will come together as a class and perform “Freedom on the Menu”
o I will read aloud Freedom on the Menu
o I will pass out students’ scripts
o I will move desks so that there is a wide area for students to move during the Reader’s Theatre
o Students will be asked to move around and find a place they are comfortable
o Throughout the reading, I will invite creative ideas by asking, “What else could you try? What are other ways to have the audience get the message or feeling?”
o I will make sure the narrator understands he or she should be making eye contact with the audience throughout the story.
o I will set expectations for audience etiquette before performances. After the reading, the audience will be asked to discuss what worked, what they learned, what they noticed about the use of voice to establish the characters, what the most important parts were, etc.
*READERS THEATER SCRIPT
for FREEDOM ON THE MENU: THE GREENSBORO SIT-INS
By Carole Boston Weatherford
Based on the children’s book by Carole Boston Weatherford, illustrated by Jerome Lagariggue (Dial Press, 2005)
CHARACTERS ( props to be used if necessary, up to teacher discretion)
· Store Manager
· Old Shopper
· Clean-Up Lady at Lunch Counter
· Man in Straw Hat
· Student at Lunch Counter
· Martin Luther King
· Aunt Gertie
· Old Lady Registering to Vote
Slides will be used throughout the production to capture the mood of the times. Historic photos can be downloaded from digital archives or Google images.
Slides may be projected on the smartboard. Sources for photos follow.
Slide1 1 & 17: Woolworth building http://www.cr.nps.gov/nr/travel/civilrights/nc1.htm
(Look at Picture 1 in the gallery)
Weatherford/Freedom on the Menu/Page 2
Slides 2, 9 & 18: Lunch counter food poster
www.si.edu/i+d/ sitins.arc.html (Woolworth's promo from 1960s & whites at lunch counter)
(Look at Picture 2 & 3 in the gallery)
Slides 3-5: Segregation signs
http://lcweb2.loc.gov/pnp/ppmsc/00200/00218r.jpg (theater) http://lcweb2.loc.gov/pnp/ppmsc/00200/00209r.jpg (colored waiting room sign) http://www.historicaldocuments.com/CivilRightsAct1964.htm (White Trade Only)
(Look at Picture 4 in the gallery)
Slide 6: Colored drinking fountain http://lcweb2.loc.gov/pnp/ppmsc/00200/00216r.jpg (drinking fountain)
(Look at Picture 5 in the gallery)
Slide 7: Martin Luther King http://www.northwestern.edu/observer/issues/2003-01-09/mlkday.html (King preaching)
Slide 8: Voter registration drive (citizens lined up to register) http://www.pbs.org/wnet/historyofus/web15/features/see_it_now/1940.0143.html
Slide 10: Greensboro 4 sitting at lunch counter http://www.cr.nps.gov/nr/travel/civilrights/nc1.htm
(Look at Picture 6 in the gallery)
Slide 11: Newspaper headline about sit-in http://www.si.edu/i+d/sitins.v2.4.html (gif of NCA&T Register)
Slide 12: 1960 style TV set http://www.eldocountry.com/Tv/zenith.html
Slide 13: Pickets in Greensboro http://www.greensboro.com/sitins/timeline-state.htm
Slide 14: Pickets in other cities and/or states
www.umass.edu/pubaffs/ jackie/citizenc4.html (student protestors) http://www.raleighcitymuseum.org/exhibits/EX12/pic42.jpg (Raleigh sit-ins)
Slide 15-16: Student protesters arrested and jailed http://www.sitins.com/timeline.shtml (arrest of Greensboro students) www.crmvet.org/images/imgcoll.htm (3 men in jail; 1 woman behind bars) http://www.raleighcitymuseum.org/exhibits/EX12/pic41.jpg (Raleigh arrests)
Slide 19: Banana split sign www.smithsonianlegacies.si.edu/ popular.cfm
-*Read Reader's Theatre, the script is found in the gallery
· After the Reader’s Theatre performance, have students return to their seats for a class discussion
· Using the “Read-Aloud Reflections” Handout below. (have the questions on the smartboard and provide each student with a handout to follow along) “Was there any new vocabulary we want to add to our chart? (add protest, protestors, and discuss briefly who Martin Luther King was so that students can add that knowledge to their schema before continuing. Discuss what a protest is briefly- that it was a non-violent action to stand up for what the protestors believed. Discuss the essential questions with the class. Scaffold the MLK question since they haven’t learned about his life in these lessons. Then allow students to work on the handout individually to assess their understanding. After the handout is completed, come back together for a wrap up- class discussion. “How did the Reader’s Theatre help us gain multiple potential perspectives?” (have students discuss the meaning of identifying with the different characters, and putting themselves in their shoes. Have some students share out how playing their specific character made them feel and how it helped them understand where their character was coming from.)
(Handout is located in the gallery, named Read-Aloud Reflections.)
Segue to Lesson 5: This lesson allowed students to understand the hardships that this family went through when they weren’t given their rights. It further demonstrates why the four students took a stand for their rights, and why it is important to stand up for our rights. This lesson leads into the next lesson because it introduces protests. The second lesson briefly discussed protests, but this lesson defines them and allows students to further understand the different aspects of a protest.