Enrichment Guide. School Dates: NOVEMBER 28 DECEMBER 20, FirstStage.org. For additional materials, visit FirstStage.org!

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1 Enrichment Guide For additional materials, visit FirstStage.org! School Dates: NOVEMBER 28 DECEMBER 20, 2007 Inspired by a true story of one very special teacher. Original Script by James Devita Sponsored by: Media Partner: Media Sponsor: TM FOX Please be sure to share this guide with all teachers who are taking their students to see this production. Photocopy or download additional copies from FirstStage.org

2 Inside the Guide Setting the Stage preparing for the play Synopsis Pre-Show Questions About the Author Suggested Reading For Teachers Curriculum connections before or after the play Arts The Arts are Essential to Education.. 9 Plum Pudding LANGUAGE ARTS A Twist on The Twelve Days Create a Christmas Play Holiday Memories Through the Five Senses Tongue Twisters SOCIAL STUDIES Philanthropy Why? Penny Drive Toys for Tots HISTORY Miss Emily Brown Charles Dickens and Christmas American Homefront During World War I A Note to Teachers and Parents THE QUILTMAKER S GIFT 12 DAYS A MILWAUKEE CHRISTMAS, written by First Stage s award-winning resident playwright, James DeVita, is heartwarming holiday tale seeped in history and tradition. This play is based on true events and spotlights the story of an influential teacher from Milwaukee-Downer College (now Lawrence University): Miss Emily Brown, who is best known for bringing the well-known Christmas carol, The Twelve Days of Christmas, from England to America in 1910 and increasing its popularity. We have adapted this true story to better fit the age of our young audience members and the curricular needs of our teachers. Our production takes place in a middle school in Milwaukee in the year 1917, the year the U.S. entered WWI, and focuses on timely issues such as the effects of war on the home front and the value of arts education. 12 DAYS A MILWAUKEE CHRISTMAS is a beautiful story that presents strong thematic ties in philanthropy, courage, tradition, perseverance and overcoming obstacles. It is sure to make audience members of all ages embrace the true meaning of the holidays throughout this Christmas season and carry these visions of kindness, hope and charity with them through the remainder of the year. Enclosed in this enrichment guide is a range of materials and activities intended to help you discover connections within the play through the curricula. In addition to this, we have also provided resources and suggestions for promoting and advocating acts of philanthropys throughout your community. It is our hope that you will use the experience of attending the theater and seeing 12 DAYS A MILWAUKEE CHRISTMAS with your students as a teaching tool. As educators and parents, you know best the needs and abilities of your students. Use this guide to best serve your children pick and choose, or adapt, any of these suggestions for discussions or activities. We encourage you to take advantage of the enclosed student worksheets please feel free to photocopy the sheets for your students, or the entire guide for the benefit of other teachers. Enjoy the show! GEOGRAPHY Christmas Traditions Around Around the World MATH How Many Gifts Are Given in The Twelve Days of Christmas Christmas Carols What s the Worth of a Dollar Curtain Call Post-Show Discussion Questions Who Said It! Answers Who Said It! What s the Worth of a Dollar? How Many Gifts Are Given in the Twelve Days of Christmas Julia Newby Education Director jnewby@firststage.org First Stage Policies Because of union regulations the use of recording equipment and cameras is strictly forbidden in the theater. Food, drink, candy and gum are not permitted in the theater. Any portable radios brought to the theater by students will be kept by the House Manager during the performance and returned to the group leader at the conclusion of the play. There is no smoking in the theater, by order of the Fire Marshal. Should a student become ill, suffer an injury or have another problem, please escort him or her to the theater lobby and ask an usher to notify the House Manager immediately. In the unlikely event of a general emergency, the theater lights will go on and someone will come on stage to inform the audience of the problem. Remain in your seats, visually locate the nearest exit and wait for First Stage ushers to guide your group from the theater. Seating for people with disabilities: If you have special seating needs for any student(s) and did not indicate your need when you ordered your tickets, please call the Box Office at (414) NOW. Our knowledge of your needs will enable us to serve you better upon your group s arrival at the theater.

3 Setting the Stage: Synopsis It is December in Milwaukee, Wisconsin, 1917, and the first snow of the year is gently falling. The first snowfall is special for Miss Emily Brown s students, for it marks the start of the Christmas season and the beginning of rehearsals for the annual Christmas play. Miss Emily Brown is the eccentric and enthusiastic English teacher who directs the Christmas play each year; this year, inspired by a new song Miss Emily Brown discovered at a music store in England, the students will be performing in their most beloved holiday production, The Fezziwig Swarry a compilation of Dickens characters and Victorian Christmas carols. In a time of turmoil for the U.S., just recently entering into WWI, the Christmas play promotes a time for joy, kindness and hope. As the rehearsals continue, Miss Emily teaches the children how to articulate and project their voices, all while encouraging them to become just, truthful and honorable young people who can make a difference in the world; she urges the children to stand up for their beliefs yet remain open-minded to new ideas and perspectives. Every year the Christmas play has a fresh Christmas tree on the stage. However, this year the school s janitor, Mr. Horace, a kind-hearted Polish immigrant, is unable to provide Miss Emily with the live tree because Mrs. Crudgens, the new school principal, told him the school did not have the budget to buy a real tree for the play this year. In fact, Mrs. Crudgens denied funding for any props, set pieces or costumes this year and the boxes of props and costumes from last year s play have suddenly disappeared. Instead, Mr. Horace borrows a pear tree, American Holly, Mistletoe and other trees from the science building s greenhouse for Miss Emily to use in the play. Along with the pear tree, Mr. Horace finds fake birds such as partridges and finches for Miss Emily to decorate the trees and the stage with. With America newly engaged in WWI, everyone is trying to do their part to conserve money and resources for the troops and our allies overseas. Miss Emily understands the hardships the country has entered into and, having loved ones overseas herself, she also wants to do her part to help the U.S. on the homefront and in Europe. However, she proposed a modest budget to Mrs. Crudgens and cannot comprehend why she is so opposed to funding the school holiday play this year. Mrs. Crudgens explains to Miss Emily that school fundings, especially when regarding the arts, is at an all-time low this year. Although Miss Emily explains 3 and justifies the benefits of both participating in and observing the arts, Mrs. Crudgens will not budge from her original decision of offering no financial assistance, or any other form of support to the holiday play or any other fine arts activities at the school. With the cancellation of the Christmas play, there is a sadness that looms over Miss Emily. Mr. Horace tries to give Miss Emily words of encouragement, sharing how positively her holiday play affected him last year; it s more than a play, it s a piece of art that allows for people to forget about their worries and sadness for a little while and gives them hope for themselves and the world. The children decide they are going to take matters into their own hands and raise the money to produce the play by going around the neighborhood caroling and asking for donations. The children make a map of all the streets they want to make sure to carol on: Capital Drive; Downer Avenue; North Avenue. As the children carol from house to house, they come upon Mrs. Crudgen s house. She is shocked and outraged that the children are opposing her orders to cancel the holiday play and taking matters into their own hands to come up with the funding necessary to put on the play. She denies them any support for their cause, yet as the children walk away from her house they notice three blue stars and a Sons in the Service flag on her door, showing that her husband and two sons fighting are overseas in the war. The children begin to head to another house, however, one child, Rose, can tell Mrs. Crudgens is sad and lonely and so she stays behind. Rose places a bag of Christmas cookies on Mrs. Crudgens doorstep and begins singing a special carol for Mrs. Crudgens to hear. As she sings, the other children slowly recognize what she is doing and join her. Once the children finish the carol, they place the remaining cookies and all of the donations they have received on Mrs. Crudgens doorstep and start walking to the next house. Mrs. Crudgens slowly opens her door, looks at what the children have left, and closes the door again. The next week at school, the children take it upon themselves to continue rehearsals for the Christmas play, without the school s sanction or Miss Emily s direction. The children are upset that Mrs. Crudgens will still not authorize the holiday play, especially after taking their cookies and money. They all begin complaining about Mrs. Crudgens and making fun of her, not realizing Mrs. Crudgens is walking by their rehearsal at that very moment. Mrs. Crudgens is about to step in and reprimand the children for their

4 shameful behavior and for rehearsing the Christmas play without the school s approval. However, one student, Claudia, intervenes before Mrs. Crudgens approaches. She scolds the children for making fun of Mrs. Crudgens, asking the children to imagine how difficult it must be for Mrs. Crudgens to have her entire family overseas at war at Christmastime, and to have compassion for her. Hearing this, and still hidden from the children s view, Mrs. Crudgens retreats back to her office. Soon, Miss Emily approaches and is shocked to see the children rehearsing for the play, knowing that the show has been officially cancelled this year. The children urge Miss Emily to put a bigger effort into saving the Christmas play. Seeing the children s dedication and passion for putting on the Christmas play, Miss Emily decides to try to convince Mrs. Crudgens to allow the play to go on once more. As Miss Emily walks to Mrs. Crudgens office, Mrs. Crudgens approaches her; she is furious that Miss Emily sent her students from house to house, begging for money to put on their play. Miss Emily is stunned and delighted that her students went to this extent to save the holiday play and now feels no reason for the play not to go on, seeing the widespread dedication the children and community have shown in support of the play. Although Mrs. Crudgens still has a sour attitude towards Miss Emily and the play, she decides to allow it to go on, as long as they use their own budget and all the help is volunteered. The children can t control their excitement and they cheer loudly throughout the halls in the school. army to fight for WWI. Mr. Horace explains to Miss Emily that he wants her to have the tree because his son would want that too; it is not only a gift for Miss Emily, it is also a tribute to Mr. Horace s son. Mrs. Crudgens enters the auditorium with a costume that a child apparently left in the hallway and, seeing the tree, stays to watch as the show begins. Mrs. Crudgens begins outwardly enjoying the play, tapping her feet to the music and fighting her impulse to join in the singing and dancing, and feels she must leave quickly. As the play continues, one child realizes they are missing their Christmas Turkey costume, a necessary piece of the Christmas dinner scene. Suddenly, Mrs. Crudgens enters dressed as a Christmas Turkey leg and asks Miss Emily if she can be a part of the play. Miss Emily, ecstatically brings Mrs. Crudgens onto the stage and the entire cast begins singing The Twelve Days of Christmas. d As the show date quickly approaches, the entire community lend their hands to help out; the children rehearse their lines, mothers furiously sew together costumes, and Mr. Horace helps compile an appropriate set for the show and even manages to find a freshly cut tree to decorate the stage with. This tree is special to Mr. Horace because it is the evergreen he planted in Milwaukee when his son was born nineteen years ago; his son went into the Christmas Carnival, Milwaukee Downer College. P re - Show Questions 1. The children in 12 Days A Milwaukee Christmas go around their neighborhood singing Christmas carols. What is your favorite Christmas song? What makes this song your favorite? 2. Every year, the students in 12 Days A Milwaukee Christmas put on a Christmas play that includes scenes, songs and dances. What fine arts activities do you take part in do you sing in a choir, play a musical instrument, take acting or dance classes, or perform in plays or dance recitals? What do you enjoy about participating in these activities? 3. Christmas is Miss Emily Brown s favorite time of year because it is a time for joy, kindness and hope. What is your favorite time of year, and why? 4. Putting on the Christmas play is a tradition for Miss Emily Brown s students and they look forward to being a part of it every year. What holiday tradition does your family or school take part in? 5. Christmas is a time of year when we are reminded of the importance of showing kindness and generosity towards others. In what ways do you perform acts of compassion and charity for others during the Christmas season? 6. Miss Emily Brown is many students favorite teacher because she is energetic and passionate, and she challenges her students to stand by their beliefs yet be open-minded enough to listen to new ideas and points of view. Who is one of your favorite teachers, and why? 4

5 About the Author James DeVita Taken directly from: James DeVita, a native of Long Island, N.Y., is a writer and actor. He is currently the resident playwright at First Stage Children s Theater, Milwaukee, Wis. His plays for young people and their families are widely produced around the country. They include: The Christmas Angel; Excavating Mom (Dinosaur!); The Rose of Treason; Zero Tolerance; The Three Musketeers; Bambi A Life in the Woods; A Little House Christmas; Treasure Island; Looking Glass Land; Swiss Family Robinson; Arthur The Boy Who Would Be King; Wonderland!; Huck Finn; Tom Sawyer; Trials: The Story of Joan of Arc, and Beth; and A Midnight Cry: The Underground Railroad to Freedom. Bambi was awarded the American Alliance for Theater and Education (AATE) Distinguished Play Award, and Looking Glass Land won the Shubert Fendrich Playwriting Contest. His novel, Blue, is published by HarperCollins Children s Books and in 2004 he was awarded an NEA Literature Fellowship for fiction. In 2007, James DeVita was honored with the AATE Charlotte B. Chorpenning Playwright Award. Suggested Reading A Wish to Be a Christmas Tree by Colleen Monroe Forever Christmas by Harry Davis A Christmas Memory by Truman Capote and Beth Peck Christmas in Camelot (Magic Tree House #29) by Mary Pope Osborne and Sal Murdocca A Christmas Carol by Charles Dickens and P.J. Lynch Christmas Around the World: A Pop-Up Book by Chuck Fischer Christmas Around the World by Mary D. Lankford, Karen Dugan, and Irene Norman Christmas in the Trenches by John McCutcheon and Henri Sorensen Letters From Father Christmas by J.R.R. Tolkien Christmas in the Big Woods (Little House) by Laura Ingalls Wilder and Renee Graef The 12 Days of Christmas Anniversary Edition: A Pop-up Celebration by Robert Sabuda The Twelve Days of Christmas in Wisconsin (Twelve Days of Christmas, State By State) by Erin Eitter Kono Real Twelve Days of Christmas by Helen Haidle Twelve Lizards Leaping: A New Twelve Days of Christmas by Jan Romero Stevens and Christine Mau The Twelve Days of Christmas: A Celebration and History by Leigh Grant 5

6 Miss Emily Brown; And a partridge in Milwaukee History Class Information Taken directly from: By Marguerite Schumann, 44 Post-Crescent, December 13, 1964 No one in the school escaped Miss Brown s all-pervasive influence, it is recorded, for just as the good burghers of Oberammergau are shaped by their participation in their Passion Play, so college students, in the months before Christmas, finding themselves in the atmosphere of an old English manor house, lived the role of Lord or Lady, Butler or Jester, St. George or Christmas Rose. Miss Brown spent the whole fall casting her Yuletide extravaganzas, and it is said that she would rush up to a new freshman face in the hall and announce, Ah-ha, you are Martin Chessiwick (for the Dickens work), or You will make an excellent Bard (for the Elizabethan revels). It is told that the abstracted authoress, searching the undergraduate faces during a season in which the nativity was scheduled, muttered, There isn t a Virgin at Downer this year. She had a high sense of drama offstage as well as on. She delayed announcing her play cast until the first November day that brought a trace of snow. Then she would appear in chapel, a sprig of holly at her shoulder and an enormous book in her hand, from which depended two red ribbons. The standing ovation that greeted her appearance intensified as she announced her cast -- made up of students, alumnae, husbands and children of staff members. Certain roles were greatly coveted as undergraduate honors. Christmas Play Cast, Milwaukee Downer College A charming bit of Christmas has come to Lawrence University with the treasures of tradition and artifacts from Milwaukee-Downer College. According to Downer historians, the popular English Christmas carol The Twelve Days of Christmas was given its American premiere at Downer in 1910 through the good offices of a faculty member, Emily Frances Brown. Over the years, no one has challenged Downer on this Yuletide first. Miss Brown was a specialist in Anglo-Saxon and Middle English literature, but for more than four decades she was the official spirit of Christmas at Downer as well. An indefatigable playwright, she loved to make figures of history and literature come alive for her students by celebrating their anniversaries with play or pageant, with lovely little-known music, and with all the colorful staging for which she had such a flair, it is stated in an official history. She created three Christmas plays repeated on a regular basis but refurbished with new lines and sometimes new situations right up to the opening curtain. Oldest of her plays was an Elizabethan revel; in it, during the Christmas season of 1910, The Twelve Days of Christmas was first sung in this country. Miss Brown discovered the carol, arranged by Frederic Austin, while browsing in an Oxford, England, bookshop the summer before. So popular was the tune that it spread throughout the country, according to the Milwaukee Journal, and it was incorporated in a second Brown play, Fezziwig Swarry, which used characters from Charles Dickens. Only in the third traditional pageant, the story of the nativity itself, titled The Little Sanctuary, was the song not considered appropriate. The Christmas play was no homemade job of writing. Miss Brown used the words of Charles Dickens, or the words of Elizabethan authors, and she considered the enterprise a legitimate extension of classroom work in literature. Miss Brown came naturally to a life of school teaching, for her mother and grandparents were teachers, and her father was a Methodist minister. She was educated at Wellesley, got her master s degree at Columbia, and did further study at Oxford University and Harvard. She joined the faculty of Downer College when it was still located in Fox Lake in 1891; when Downer merged with Milwaukee College and moved into the city, there was a period of five years that Miss Brown was away doing graduate work, but in 1900 she returned, to remain until her retirement in d To find out more information and history on Miss Emily Brown and Milwaukee-Downer College, check out these references: She carried a tune across the sea: Milwaukee professor brought Twelve Days of Christmas from England: com/. story/index.aspx?id= The Milwaukee-Downer Woman: news/pubs/mdwoman/relations.shtml Milwaukee-Downer College: trads/mdc.shtml Dictionary of Wisconsin History: dictionary/index.asp?action=view&term_id=952&letter=m 6

7 A Twist on The Twelve Days! Creative Writing/Language Arts Classroom Activity The Twelve Days of Christmas is a traditional Christmas carol whose origins date back to 1780, England. Many people have all of the lyrics to this carol memorized they know what gifts were given on each day of Christmas, and the amount! However, the presents given in this time-honored carol are a bit outdated for 2007! As a fun activity in creative writing and teamwork, have your students create new and updated lyrics for The Twelve Days of Christmas. 1. Ask students if they have ever heard the Christmas carol, The Twelve Days of Christmas. As a class, listen to a recording of this popular carol, and encourage students to sing along! You may want to pass out the lyrics so students can more easily sing along. a. Have students notice how the relevance of each gift increases as the days of Christmas progress. Ask students why they think drummers drumming, or other gifts given in the higher numbered days of Christmas, are more significant or special than turtle doves, or other gifts given in the lower numbered days of Christmas. 2. After going through the traditional carol, ask students if they have ever received any of the gifts mentioned in the song? Ask them how they would feel if they received any of these presents for Christmas this year. 3. Share with students that The Twelve Days of Christmas is a Christmas carol that was written around the year 1780 over 225 years ago! Ask students how they think this song would change if it were written in the year a. With the entire class, brainstorm a list of modern, appropriate and escalating gifts that could replace the traditional gifts currently in the carol. 4. Place students in small groups of 4 5. Instruct groups that they will replacing the old gift lyrics and creating new and updated ones for The Twelve Days of Christmas, to make this song more current. 5. Have the groups write out their new lyrics on a large piece of construction paper, surrounded by pictures (either drawn or collected from magazines and printed images from the internet) representing the gifts in their new lyrics! 6. If time permits, ask each group to sing their new and updated version of The Twelve Days of Christmas with the class! 7

8 How Many Gifts Are Given in The Twelve Days of Christmas? Math Student Worksheet Below you have the lyrics to the well-known Christmas carol, The Twelve Days of Christmas. Read through these lyrics and use them to help you answer the following questions. On the first day of Christmas, my true love sent to me A partridge in a pear tree. On the second day of Christmas, my true love sent to me Two turtle doves, And a partridge in a pear tree. On the third day of Christmas, my true love sent to me Three French hens, Two turtle doves, And a partridge in a pear tree. On the fourth day of Christmas, my true love sent to me Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree. On the fifth day of Christmas, my true love sent to me Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree. On the sixth day of Christmas, my true love sent to me Six geese a-laying, Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree. On the seventh day of Christmas, my true love sent to me Seven swans a-swimming, Six geese a-laying, Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree. On the eighth day of Christmas, my true love sent to me Eight maids a-milking, Seven swans a-swimming, Six geese a-laying, Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree. On the ninth day of Christmas, my true love sent to me Nine ladies dancing, Eight maids a-milking, Seven swans a-swimming, Six geese a-laying, Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree. On the tenth day of Christmas, my true love sent to me Ten lords a-leaping, Nine ladies dancing, Eight maids a-milking, Seven swans a-swimming, Six geese a-laying, Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree. On the eleventh day of Christmas, my true love sent to me Eleven pipers piping, Ten lords a-leaping, Nine ladies dancing, Eight maids a-milking, Seven swans a-swimming, Six geese a-laying, Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree. On the twelfth day of Christmas, my true love sent to me Twelve drummers drumming, Eleven pipers piping, Ten lords a-leaping, Nine ladies dancing, Eight maids a-milking, Seven swans a-swimming, Six geese a-laying, Five golden rings, Four calling birds, Three French hens, Two turtle doves, And a partridge in a pear tree! 1. How many gifts in total are given on the fifth day of Christmas? 2. How many gifts are given on the third and tenth days of Christmas, combined? 3. How many different types of birds are given on the eighth day of Christmas? How many birds in total does that make? 4. How many lords a-leaping, drummers drumming, and pipers piping in total are given on the twelfth day of Christmas? 5. How many gifts are given on the ninth day of Christmas? If you subtracted the amount of swans a-swimming from the amount of gifts given on the ninth day, what would the new total be? 6. In the lyrics of this song, how many times are turtle doves mentioned? 7. How many musicians are given on the twelfth day of Christmas? 8

9 The Arts are Essential to Education Arts Advocacy Information Mrs. Crudgens but please understand, the arts offer something much different than the common comforts. Miss Emily Brown What s good about art? Taken directly from: It contributes to making a well-rounded student. It encourages the pursuit of extracurricular hobbies. It is a fantastic stress reliever. It provides a sense of worth. It is a showcase for creative expression. Did You Know? Taken directly from: Young people who participate in the arts for at least three hours on three days each week through at least one full year are: 4 times more likely to be recognized for academic achievement 3 times more likely to be elected to class office within their schools 4 times more likely to participate in a math and science fair 3 times more likely to win an award for school attendance 4 times more likely to win an award for writing an essay or poem Young artists, as compared with their peers, are likely to: Attend music, art, and dance classes nearly three times as frequently Participate in youth groups nearly four times as frequently Read for pleasure nearly twice as often Perform community service more than four times as often Living the Arts through Language + Learning: A Report on Community-based Youth Organizations, Shirley Brice Heath, Stanford University and Carnegie Foundation For the Advancement of Teaching, Americans for the Arts Monograph, November 1998) What can parents and teachers do to support the arts in schools? Taken directly from: Donate time, money, and expertise. Chaperone field trips. Is your child s class going to the ballet or opera? Show her that you think it s important by going along! It s also nice for you to be able to discuss the performance afterward, having seen it firsthand. Help coordinate the talent show. Find out who s in charge of the school s talent show or start one yourself! Offer to man the ticket station or hand out programs. Even if your child isn t participating, he might admire a peer who performed on the piano and that could be the nudge he needs to try an instrument himself. Lend a hand setting up the annual art fair. It s a wonderful occasion to display the paintings, drawings, sculptures, that students worked so hard on all year.. Fundraise! Organize an event to raise funds or supplies. Volunteer to help with the school play. Do you have experience with lighting? Offer to help the stagehands. Are you handy with a sewing machine? Volunteer to make costumes. Extra hands are always needed backstage, from applying stage makeup to carrying pieces of the set offstage.. What happens if my school cuts the arts program? Take initiative! Taken directly from: See what needs to be done to prevent cutting the program. Talk to the administration to brainstorm ideas to save the arts. Investigate grants available for teachers, which can help bring the program back in a smaller scale. Find parent volunteers to share art skills or knowledge. Form partnerships with non-profit art groups. Talk to the teacher about integrating subjects, like art with history. Set up an after-school drama club. Contact philanthropists through the community s theatre or ballet. See if they would be willing to hook the school up with a speaker or even donate performance tickets for a class trip. 9

10 Create a Christmas Play! Language Arts/Drama Classroom Activity This year s Christmas play shall be The Fezziwig Swarry! We shall start the play with a dance, then a banquet, and then, of course, the entrance of Mr. Dickens characters. Miss Emily Brown The Christmas play is a tradition for Miss Emily Brown s students they look forward to the start of rehearsal every year! This year, have your students create their own Christmas play and perform it for younger students at your school! Activity: 1. Ask any of your students if they have ever been in a play before. Explain that writing a play is very similar to writing a story: it must have a setting, characters, conflict and resolution. Many plays are adaptations of books or are inspired by true stories, such as 12 Days A Milwaukee Christmas! 2. Tell students that they will be writing short scripts based on familiar holiday stories. a. Brainstorm a list of well-known Christmas and holiday stories, such as Frosty the Snowman, Rudolph the Red-Nosed Reindeer, The Nativity Story, etc. 3. Split the class into three or four groups and give each group a different story to adapt into a play. 4. Have students start their playwriting process by storyboarding their story. A storyboard is similar to a comic strip; it progressively highlights, through sketches and brief descriptions, the important events in a story. a. Pass out the attached storyboard worksheet for each group to use for their play. b. Once each group has identified the important events in their story, and placed them in correct sequential order, they can begin writing the dialogue for their play. 5. If time permits, allow groups to spend approximately one hour on this project for three or four consecutive days. a. Share these plays by holding staged readings of the scripts with the class or, if possible, allow students to spend additional time rehearsing and editing their scripts and share the plays with the kindergarten or first grade classes at your school! Christmas Play, Downer College. 10

11 Story Board Worksheet Language Arts/Drama Class Worksheet 11

12 Holiday Memories Through the Five Senses Creative Writing/Language Arts Student Worksheet After the pudding, and before the toast, I come to you steaming, I am rare Table Roast! Hitty, playing the role of the Christmas Roast Certain smells, sounds, sights, tastes and textures can sometimes evoke memories of a particular place, person or event we took part in, and the emotions connected to that memory. Take a moment to think about some of your family s favorite holiday-time traditions and memories, and then answer the questions listed below. Use the box of Holiday Trigger Words below to help you recall your holiday memories. Turkey, Christmas Eve, Giving, Dressing, Mashed Potatoes, Gravy, Cranberry Sauce, Table and Tablecloth, Christmas Tree, Ornaments, Family, Santa Claus, Hot Chocolate, Stockings, Christmas Carols, Decorations, Kitchen, Dining Room, Living Room, Grandparents, Nativity, Christmas Service, Desserts, Dishes, Silverware, Glasses, Presents, Christmas Cards, Cookies 1. Describe a certain smell that reminds you of the holiday season; is it the smell of gingerbread, Christmas trees, Christmas dinner, or something different? Do you like this smell, why or why not? What memory or story does this smell make you think of? 2. Describe a certain sound that reminds you of the holiday season; is it the sound of Christmas carols, jingle bells, the oven timer going off, or something different? Do you like this sound, why or why not? What memory or story does this sound make you think of? 3. Describe a certain sight that reminds you of the holiday season; is it the sight of presents under the tree, snow falling, Christmas lights, or something different? Do you like this sight, why or why not? What memory or story does this sight make you think of? 4. Describe a certain taste that reminds you of the holiday season; is it the taste of pumpkin pie, candy canes, Christmas cookies, or something different? Do you like this taste, why or why not? What memory or story does this taste make you think of? 5. Describe a certain texture that reminds you of the holiday season; is it the feeling of cold air on your face, lifting heavy presents, making a snowman, or something different? Do you like this texture, why or why not? What memory or story does this texture make you think of? 12

13 Charles Dickens and Christmas History/Language Arts Class Information Taken directly from: Without imagination there can be no compassion Charles Dickens Dickens is trying to remind us that if we cannot imagine ourselves suffering the hardships of those less fortunate than us, then we will never have the ability to feel compassion towards them! Miss Emily Charles Dickens has probably had more influence on the way that we celebrate Christmas today than any single individual in human history except one. At the beginning of the Victorian period the celebration of Christmas was in decline. The medieval Christmas traditions, which combined the celebration of the birth of Christ with the ancient Roman festival of Saturnalia (a pagan celebration for the Roman god of agriculture), and the Germanic winter festival of Yule, had come under intense scrutiny by the Puritans under Oliver Cromwell. The Industrial Revolution, in full swing in Dickens time, allowed workers little time for the celebration of Christmas. The romantic revival of Christmas traditions that occurred in Victorian times had other contributors: Prince Albert brought the German custom of decorating the Christmas tree to England, the singing of Christmas carols (which had all but disappeared at the turn of the century) began to thrive again, and the first Christmas card appeared in the 1840s. But it was the Christmas stories of Dickens, particularly his 1843 masterpiece A Christmas Carol, that rekindled the joy of Christmas in Britain and America. Today, after more than 160 years, A Christmas Carol continues to be relevant, sending a message that cuts through the marterialistic trappings of the season and gets to the heart and soul of the holidays. Dickens describes the holidays as a good time: a kind, forgiving, charitable, pleasant time: the only time I know of in the long c alendar of the year, when men and women seem by one consent to open their shut-up hearts freely, and to think of other people below them as if they really were fellow-passengers to the grave, and not another race of creatures bound on other journeys. This was what Dickens described for the rest of his life as the Carol Philosophy. Dickens name had become so synonymous with Christmas that on hearing of his death in 1870 a little costermonger s girl in London asked, Mr. Dickens dead? Then will Father Christmas die too? d 13

14 Christmas Carols; the Tradition and the History Taken directly from: and The play s a compilation of Dickens characters and Victorian Christmas carols very charming and we ll be taking the show to the veteran s hospital and the orphanage. Miss Emily Brown The History of Christmas Carols There are many different explanations as to where the term A Christmas Carol derived from. Below are a number of stories describing the origination of the A Christmas Carol as we know it today. The most fantastic explanation of the term, Christmas carol, originates from England. According to this English story, a young girl named Carol got lost in the streets of London on a cold winter night. In an attempt to find her, her friends went from house to house similar to the way we do during Christmas. After this episode, the term Christmas carol became widespread. The more pragmatic explanation is that the word, carol, comes from the Greek dance, Choraulein, which is accompanied by flutes. Later, the Frenchmen replaced the flutes with singing and named it, caroller, which means, to dance around in a circle. The tradition of singing carols can be traced back to the monk, St. Francis of Assisi. He introduced the singing of carols in church ceremonies. Today, each country has its own traditions in connection with Christmas carols. In many places, people walk from house to house and sing at Xmas time; in other places, Christmas carols are sung in church. The meanning of a carol in the present day is much different to the original one. Once a carol was a secular dance, which was performed at any time of the year. People danced around in a circle holding hands and singing songs. The dance reminded onlookers of a coronet so they called it a carol. The name was transferred later on from the dance to the song itself. Did you know that... There is a distinction between a Christmas carol and a Christmas song. A Christmas carol has a fairly rapid, regular beat, which would, therefore, exclude a meandering, crooning song such as White Christmas. The world s most famous Christmas carol is Silent night. Jingle Bells was originally named, One-Horse Open Sleigh, and was written for Thanksgiving, not for Christmas. Charles Dickens story, A Christmas Carol, is the world s most read Christmas story. At one stage the Christmas carols were only sung by the Bishop and clergy in church. But became popular amongst the public and were soon sung in the streets and other public places. The reason why people started singing at Christmas time came from the idea that angels sang when they appeared to the shepherds at Bethlehem to announce Jesus Christ s birth. 14

15 Christmas Traditions Around the World Social Studies/Geography Class Information Taken directly from: It s good to be a child at times, Mrs. Crudgens, and never better than at Christmas! Merry, Merry Christmas, Mrs. Crudgens! And to all of you beautiful people too! A Merry Christmas from all the world! Miss Emily Brown Christmas, as we know it today, is probably the most celebrated holiday in the world and is a product of hundreds of years of both secular and religious traditions from around the globe. Listed below are some unique Christmas traditions from all over the world, and the ways to say Merry Christmas in different languages! Sweden God Jul! Most people in Scandinavian countries honor St. Lucia (also known as St. Lucy) each year on December 13. The celebration of St. Lucia Day began in Sweden, but had spread to Denmark and Finland by the mid- 19th century. In these countries, the holiday is considered the beginning of the Christmas season and, as such, is sometimes referred to as little Yule. Traditionally, the oldest daughter in each family rises early and wakes each of her family members, dressed in a long, white gown with a red sash, and wearing a crown made of twigs with nine lighted candles. For the day, she is called Lussi or Lussibruden (Lucy bride). The family then eats breakfast in a room lighted with candles. Light is a main theme of St. Lucia Day, as her name, which is derived from the Latin word lux, means light. Her feast day is celebrated near the shortest day of the year, when the sun s light again begins to strengthen. Finland Hyvää Joulua! Many Finns visit the sauna on Christmas Eve. Families gather and listen to the national Peace of Christmas radio broadcast. It is customary to visit the gravesites of departed family members. Norway Gledelig Jul! Norway is the birthplace of the Yule log. The ancient Norse used the Yule log in their celebration of the return of the sun at winter solstice. Yule came from the Norse word hweol, meaning wheel. The Norse believed that the sun was a great wheel of fire that rolled towards and then away from the earth. Ever wonder why the family fireplace is such a central part of the typical Christmas scene? This tradition dates back to the Norse Yule log. It is probably also responsible for the popularity of log-shaped cheese, cakes, and desserts during the holidays. Germany Froehliche Weihnachten! Decorating evergreen trees had always been a part of the German winter solstice tradition. The first Christmas trees explicitly decorated and named after the Christian holiday, appeared in Strasbourg, in Alsace in the beginning of the 17th century. After 1750, Christmas trees began showing up in other parts of Germany, and even more so after 1771, when Johann Wolfgang von Goethe visited Strasbourg and promptly included a Christmas tree is his novel, The Suffering of Young Werther. In the 1820s, the first German immigrants decorated Christmas trees in Pennsylvania. After Germany s Prince Albert married Queen Victoria, he introduced the Christmas tree tradition to England. In 1848, the first American newspaper carried a picture of a Christmas tree and the custom spread to nearly every home in just a few years. Mexico Feliz Navidad! In 1828, the American minister to Mexico, Joel R. Poinsett, brought a red-and-green plant from Mexico to America. As its coloring seemed perfect for the new holiday, the plants, which were called poinsettias after Poinsett, began appearing in greenhouses as early as In 1870, New York stores began to sell them at Christmas. By 1900, they were a universal symbol of the holiday. In Mexico, paper mache sculptures called pinatas are filled with candy and coins and hung from the ceiling. Children then take turns hitting the pinata until it breaks, sending a shower of treats to the floor. Children race to gather as much of the loot as they can. England Merry Christmas! An Englishman named John Calcott Horsley helped to popularize the tradition of sending Christmas greeting cards when he began producing small cards featuring festive scenes and a pre-written holiday greeting in the late 1830s. Newly efficient post offices in England and the United States made the cards nearly overnight sensations. Celtic and Teutonic peoples had long considered mistletoe to have magic powers. It was said to have the ability to heal wounds and increase fertility. Celts hung mistletoe in their homes in order to bring themselves good luck and ward off evil spirits. During holidays in the Victorian era, the English would hang sprigs of mistletoe from ceilings and in doorways. If someone was found standing under the mistletoe, they would be kissed by someone else in the room, behavior not usually demonstrated in Victorian society. Plum pudding is an English dish dating back to the Middle Ages. Suet, flour, sugar, raisins, nuts, and spices are tied loosely in cloth and boiled until the ingredients are plum, meaning they have enlarged enough to fill the cloth. It is then unwrapped, sliced like cake, and topped with cream. Caroling also began in England. Wandering musicians would travel from town to town visiting castles and homes of the rich. In return for their performance, the musicians hoped to receive a hot meal or money. 15

16 Christmas Traditions Around the World Social Studies/Geography Class Information Continued In the United States and England, children hang stockings on their bedpost or near a fireplace on Christmas Eve, hoping that it will be filled with treats while they sleep. In Scandinavia, similar-minded children leave their shoes on the hearth. This tradition can be traced to legends about Saint Nicholas. Poland Boze Narodzenie Taken directly from: Traditionally, Advent is an important season in the Polish year, with special church services, known as Roraty, being held every morning at 6am. The four Sundays of Advent are said to represent the 4,000 years of waiting for Christ. Special tasks carried out during Advent are the baking of the Christmas piernik or honey cake, and the making of Christmas decorations. Pierniki are made in a great variety of shapes, including hearts, animals and St Nicholas figures. Traditional decorations include the pajaki, which are handmade mobiles, stars and decorated egg shells. Pajaki are traditional decorations, rather lots of bomb lets, colorful paper chains and lots of electric lights. During Advent and, in some homes, on Christmas Eve, bees wax or plain wax is poured on water, and fortunes are told from the shapes which emerge. Beautifully lit Christmas trees are placed in all public arenas, outside churches and in homes. Traditionally the trees are decorated with shiny apples, gift walnuts, beautifully wrapped chocolate shapes and many homemade decorations and candles. On the top of the tree is a star or a glittering top piece. In many homes, sparklers are hung on the branches of the trees giving it a magical air. Sometimes the trees are left standing until February 2nd, the feast day of St Mary of the Candle of Lightning. A traditional food found in Poland is Oplatek which is a piece of bread pressed with a holy picture on the surface. People once carried these oplatek from house to house and wish their neighbors a Merry Christmas. Nowadays, the bread is mostly shared with members of the family and immediate neighbors. As each person shares the bread, they would have to do two things: forgive any hurts that have occurred over the past year and to wish the person all the happiness in the coming year. Australia In Australia, the holiday comes in the middle of summer and it s not unusual for some parts of Australia to hit 100 degrees Farenheit on Christmas day. During the warm and sunny Australian Christmas season, beach time and outdoor barbecues are common. Traditional Christmas day celebrations include family gatherings, exchanging gifts and either a hot meal with ham, turkey, pork or seafood or barbeques. Ukraine Srozhdestvom Kristovym! Ukrainians prepare a traditional twelve-course meal. A family s youngest child watches through the window for the evening star to appear, a signal that the feast can begin. Canada Most Canadian Christmas traditions are very similar to those practiced in the United States. In the far north of the country, the Eskimos celebrate a winter festival called sinck tuck, which features parties with dancing and the exchanging of gifts. Greece Kala Christouyenna! In Greece, many people believe in kallikantzeri, goblins that appear to cause mischief during the 12 days of Christmas. Gifts are usually exchanged on January 1, St. Basil s Day. Central America A manger scene is the primary decoration in most southern European, Central American, and South American nations. St. Francis of Assisi created the first living nativity in 1224 to help explain the birth of Jesus to his followers. France Joyeux Noël! In France, Christmas is called Noel. This comes from the French phrase les bonnes nouvelles, which means the good news and refers to the gospel. In southern France, some people burn a log in their homes from Christmas Eve until New Year s Day. This stems from an ancient tradition in which farmers would use part of the log to ensure good luck for the next year s harvest. Italy Buone Natale! Italians call Chrismas Il Natale, meaning the birthday. 16

17 The American Homefront During World War I History Class Information Taken directly from: and, besides my students, I always have the company of my books; from their pages come a host of friends when I have no single friends to keep me company. But naturally enough, my literary interests and loneliness seem quite petty when compared to the crisis of that far-flung battle, where civilization itself seems to be on trial. Would that the prejudices of all men could be set aside and that the ideas of Christmas might replace them. Miss Emily Brown World war was at the time the most devastating war the world had ever seen. It was the war to end all wars. Countless young men s lives were sacrificed in the name of freedom and democracy, and countless more deployed into the war, and experienced the horrors first hand. With nearly all able, working men serving overseas in the war, women undertook the task of managing the war effort at home, and also providing for their families. African- Americans as well worked to manage the war effort, and provide for themselves and families. The home front became a nation of working women and African Americans, who not only worked in factories to produce goods needed for the war, but also cared for the sick and wounded men from the war, recruited men and also supported to war with bonds and boycotts. After America entered into the war in Europe, thousands of men were deployed overseas, and a great portion of that number was killed. With so many casualties and many more men serving abroad, the brunt of the production in factories were left to the women and African-Americans left in the U.S. Women, who had once only contemplated staying home to manage their house and families, were now working in all types of factories. From the production of ammunition and military products to household goods, about one million women worked long hours in factories fulfilling the jobs usually held for men only. Women working in factories not only supported the war effort by providing materials for the military and American citizens, but also allotted for the independence of women. Finally, the majority of women in the U.S. were working and making their own wages in order to support their families. Due to the strength and independence women displayed during the war years, women gained more respect from politicians, and once the war was over women s suffrage was almost immediately granted ( Women s Contribution to the War 1). We have made partners of the women in this war; shall we admit them only to a partnership of suffering and sacrifice and toil and not to a partnerships of privilege and right? (Woodrow Wilson). Not only were women working jobs in factories that had only been reserved for white males, but also African-Americans migrated from the rural south to the urban north, and began to undertake the jobs left by men serving in the armed forces. Many more African-Americans held jobs during the war years than ever before, and they too helped with the war effort by producing goods for both the military and the home front. Not only did women work in factories supporting the military aboard and home front, but also many upper class women, who did not need to work for money to support a home, joined organizations that cared for wounded soldiers, and also the victims of the 1918 influenza pandemic. One of these organizations included the American Red Cross, which was instrumental during America s time of need. Some women worked abroad with the Red Cross while others stayed at home supplying the organization. Many women worked as nurses in the Red Cross performing duties such as rolling bandages, knitting socks, and working in military hospitals taking care of wounded soldiers ( Women s Contribution to the War 1). Women also organized clubs and canteens for soldiers on leave, as well as drove ambulances across battlefields (1). Women also helped with the recruitment of men in America by encouraging other women to outcast any man who had not joined the war. The war had a heavy impact on America s economics and culture. Liberty bonds became one of the most common ways to support the American war effort, and everyone bought liberty bonds to support the war, but also for the economic promise they offered. American women also observed days for boycotting a certain food or material. National wheat less or sweet less days were used as a way to conserve food during the war. The Lever Act also persuaded Americans to conserve food for soldiers abroad ( What was the American home front like during World War 1? 1). Women created war gardens that produced extra fruits and vegetables, which were rare for the lack of labor on farms (1). Prohibition restricted the sale of grain supplies, and the eighteenth amendment also banned consumption of alcohol (1). Women on the home front obliged all of these efforts and restrictions for the sole purpose of supporting American in the war. Truly, World War I was very devastating to all nations in involved, and the home front of the nations had to substitute for all the men serving in the military or killed in action. However, in America the majority of the war effort on the home front was conducted by women forced to provide for their families while their men were at war. Other women joined the effort just to help the Americans in the war. American women and African-Americans fulfilled factory jobs that supplied the armed forces and households in the U.S., and women served as nurses and recruiters for the military. Women back on the home front also bought Liberty bonds, and observed days for conserving food, as well as abiding by numerous laws, which aided the war effort. The support of all the hard working people on the home front during World War I enabled America and the Allied forces to win the Great War, and end the violence, death, and despair, which had scourged the world in the early twentieth century. d 17

18 What s The Worth of a Dollar? Math Student Worksheet Adapted from: and This is an educational facility, not a charity. Celebrate Christmas in your way; the school will celebrate it in mine. What with the economy and the war, we re lucky to have classes at all. We must all do our part! Mrs. Crudgens The value of a U.S. dollar changes every year, generally decreasing as the price of consumer products increase; this concept is called inflation. Inflation is a decrease in the value of purchasing power as the result of demand for more goods than producers can supply. Therefore, if you want to buy something for a dollar today, it will cost you more the following year. Inflation results in higher prices, making goods and services potentially more expensive and less affordable. Use the information below to help you answer the following questions: In 1917 in the U.S., the value of $1.00 is equal to $16.29 in In 1917, a loaf of bread cost approximately 5 cents; it now costs about $1.19. In 1917, a gallon of milk cost approximately 33 cents; it now costs about $2.10. In 1917, a dozen eggs cost approximately 39 cents; it now costs about 89 cents. 1. What is the price difference between the cost of one loaf of bread from 1917 and the cost of one loaf in 2007? 2. How many gallons of milk could you buy for $1.00 in 1917? 3. How much would two loaves of bread, a gallon of milk and four dozen eggs cost in 1917? How much would the same grocery list cost in 2007? 4. How much money would $3.00 in 1917 be worth in 2007? 5. What is the price difference between the cost of one loaf of bread and two gallons of milk in 1917 and the cost of the same grocery list in 2007? 6. How many dozen eggs could you buy for $2.00 in 1917? How much money would $2.00 in 1917 be worth in 2007 and how many dozen eggs could you buy with that amount of money? 18

19 Philanthropy Why? Penny Drive Community and Ethics Class Activity Taken directly from: Lesson Developed and Piloted by: Dennis VanHaitsma, Curriculum Consultant Learning to Give There are times in life when doing our best is not enough. Sometimes we must do what is required. Miss Emily Brown This holiday season, First Stage Children s Theater will be accepting cash donations for Toys for Tots at the Todd Wehr Theater during the run of 12 DAYS A MILWAUKEE CHRISTMAS; a donation box will be placed in the lobby of the theater for contributions to be left. We are encouraging teachers and students to organize Penny Drives in their classrooms during the months of November and December to help gather donations for Toys for Tots. Pennies add up, and every cent counts! Activity: 1. Write the word philanthropy on the board and ask students to share what they know or might recall about the meaning of this word. a. Write their ideas on the board and then share with them the definition of philanthropy: the giving of time, talent, and treasure and taking action for the common good. 2. Inform students that today they will examine various acts to determine if they are philanthropic. 3. Divide the class into two equal groups, and if at all possible, separate these two groups far enough apart so that they will be unable to hear the conversation of the other group. 4. Distribute Philanthropic Acts? I (Attachment One) to students in one of the groups and Philanthropic Acts? II (Attachment Two) to the students in the other group. 5. Have each group read the instructions and, as a group, reach a consensus about whether or not each act listed on the handout is or is not one that could be considered philanthropic. Have each group assign a spokesperson to report their decisions to the class when you come back together. 6. Reconvene the entire class and identify the spokespersons. Tell them that you are going to call out the number of each act listed on the handouts and ask the spokesperson to share only whether their group gave a yes or no for each act. Students should not yet explain why they gave a specific act the answer they did. Record these on the board (for example): Group I Group II #1 Yes Yes #2 Yes No #3 Yes No #4 and so on 7. When each number has been called and a vote registered, begin by discussing those numbered acts where the votes are not the same. Have Group I share why they arrived at the decision they did and then have group II share why they arrived at the decision they did. (This will be the first time, hopefully, that the two groups will realize that although the acts are the same for each group, Group II has some additional information concerning a possible motivation for the act.) 8. Complete all 12 acts in this manner, leaving it as open ended as possible. a. Despite what might result in a lively debate, allow the students only enough time for discussion on each act to get them thinking about the role motivation plays in acts of philanthropy, without requiring them to make a final determination as to whether or not each act is truly philanthropic or not. 9. Once all 12 acts have been shared and discussed, distribute The Story (Attachment Three) and have the students read the story individually. As a class, discuss what they think the story is trying to say. 10. When the story has been read and briefly discussed, have students go back to their original voting sheets. Ask them, if taking into consideration the fact that what the grandfather told his grandson in this story is true, would it change any of their original votes/opinions about any of the 12 acts about whether they act were or were not philanthropic. a. Take a few minutes for those who are willing to share their reflections to do so. 11. Inform students that First Stage has asked for students to donate loose change to the Toys for Tots organization during the holiday season each class can even hold a Penny Drive as means of collecting donations. a. Have the class list as many reasons as they can for why students might be willing to contribute to the Penny Drive. Once this list is exhausted, have them reflect on what they think will be the motivation for them to personally become involved in the drive. 19

20 Philanthropy Why? Penny Drive Community and Ethics Class Worksheet Taken directly from: Handout 1 Directions: Read each act and decide if this act is or is not philanthropic. Circle the appropriate response. 1. Mrs. Herrera died leaving $100,000 to the Humane Society in her will because YES NO that is what her deceased husband wanted her to do. 2. Chester Johnston placed $15.00 in his church s collection last Sunday because YES NO his particular faith requires that he contribute a portion of his income to the church. 3. April shared her cookie with her younger brother in the hopes that he would quit YES NO bothering her. 4. Mr. White s car was not working well so he donated it to the City Mission. YES NO 5. For the school Thanksgiving Day food drive, Ayden brought in two cans of peas because YES NO he didn t like that vegetable. 6. The Applegate s needed an end-of-year tax deduction, so they donated old clothes and YES NO used appliances to a nonprofit organization. 7. Karen felt sorry for her invalid elderly neighbor, who had been so kind to her over the years, YES NO so she raked her leaves. 8. Jerome missed school yesterday due to a cold. His friend Jose called him up and gave YES NO him the assignment that was due tomorrow in math because earlier that year Jose did the same thing for him. 9. Andrea plays in the Middle School Band because she did not want to take the PE class YES NO offered at the same time. 10. Foster noticed that someone had dropped a candy wrapper on the floor in the hallway. YES NO He picked it up and put it in the trash, hoping thathe would be Caught Doing Good by his teacher. 11. The class all signed a card for Samantha, who was in the hospital with pneumonia, YES NO as requested to do by their teacher. 12. Mr. Ortiz s arms were full of textbooks, so Kerry held the door for him hoping to YES NO impress his teacher. 20

21 Philanthropy Why? Penny Drive Community and Ethics Class Worksheet Taken directly from: Handout 2 Directions: Read each act and decide if this act is or is not philanthropic. Circle the appropriate response. 1. Mrs. Herrera died leaving $100,000 to the Humane Society. YES NO 2. Chester Johnston placed $15.00 in his church s collection last Sunday. YES NO 3. April shared her cookie with her younger Brother. YES NO 4. Mr. White donated his car to the City Mission. YES NO 5. For the school Thanksgiving Day food drive, Ayden brought in two cans of peas. YES NO 6. The Applegates donated old clothes and used appliances to a nonprofit organization. YES NO 7. Karen raked her invalid elderly neighbor s leaves. YES NO 8. Jerome missed school yesterday due to a cold. His friend Jose called him up and gave him the YES NO assignment that was due tomorrow in math. 9. Andrea plays in the Middle School Band. YES NO 10. Foster noticed that someone had dropped a candy wrapper on the floor in the hallway. YES NO He picked it up and put it in the trash. 11. The class all signed a card for Samantha, who was in the hospital with pneumonia. YES NO 12. Mr. Ortiz s arms were full of books, so Kerry held the door for him. YES NO 21

22 Philanthropy Why? Penny Drive Community and Ethics Class Worksheet Taken directly from: Handout 3 The Story The story is told of young boy who, while walking with his grandfather through the downtown streets of a major city, observed how people giving of their money to those who begged for it. The boy asked his grandfather this question: Grandpa, who was being the most philanthropic? The people who gave their money in return for the beggar s performing his/her act (i.e. playing a musical instrument, dancing, juggling, etc.)? The people who gave their money, seemingly begrudgingly, as if they felt a need to give but wished they hadn t been bothered? Or, the people who gave their money and moved on expecting nothing in return? The grandfather thought for a moment and then replied, To the beggar, they were all the most philanthropic. U.S. Marine Corps Reserve Toys For Tots Program Taken directly from: The mission of the U.S. Marine Corps Reserve Toys for Tots Program is to collect new, unwrapped toys during October, November and December each year, and distribute those toys as Christmas gifts to needy children in the community in which the campaign is conducted. Toys for Tots began in 1947 when Major Bill Hendricks, USMCR and a group of Marine Reservists in Los Angeles collected and distributed 5,000 toys to needy children. The idea came from Bill s wife, Diane. In the fall of 1947, Diane handcrafted a Raggedy Ann doll and asked Bill to deliver the doll to an organization, which would give it to a needy child at Christmas. When Bill determined that no agency existed, Diane told Bill that he should start one. He did. The 1947 pilot project was so successful that the Marine Corps adopted Toys for Tots in 1948 and expanded it into a nationwide campaign. That year, Marine Corps Reserve units across the nation conducted Toys for Tots campaigns in each community in which a Marine Reserve Center was located. Marines have conducted successful nationwide campaigns at Christmas each year since The initial objective that remains the hallmark of the program today is to bring the joy of Christmas to America s needy children. Over the 59 years of the U.S. Marine Corps Reserve Toys for Tots Program, Marines have distributed more than 370 million toys to more than 173 million needy children. This charitable endeavor has made U.S. Marines the unchallenged leaders in looking after needy children at Christmas. Over its 16 year life span, the Marine Toys for Tots Foundation has supplemented local toy collections with more than 70.2 million toys valued at more than $387 million; plus has provided promotion and support materials valued at over $4.7 million. For gift donations in the Milwaukee area, please contact: Sgt. Kerry Kistner, ext

23 Plum Pudding A Holiday Tradition Humanity and Arts/Student and Family Activity Taken directly from: Here come I, Plum Pudding so brown, the plumpest of persons in all London town. As round as a ball and as brown as a berry! With sauce and with brandy to make you all merry! Ben (playing the part of Plum Pudding) The origins of the Christmas pudding can be traced as far back as pre-christian past. Due to the cold of the northern hemisphere people would worry about the land and how it would provide them with the grain they needed to keep alive in the year to come. They therefore tried to ensure the land s fertility by preparing a magical pudding. This simple pudding was boiled wheat in milk. The Christians adopted this cereal dish but suppressed or forgot about its origins as a magical dish of significance, using the dish as a breakfast meal on Christmas Eve. Though this was slowly fazed out and it became a side dish to the meat course at the Christmas dinner. Gradually it was added to with other ingredients such as eggs, prunes, and even meat. But eventually the meat was left out and plums added to make the delicious pudding of today. Try making Plum Pudding for your family s holiday dinner this year! Recipe from: Ingredients: 1 cup sugar 1 cup butter, room temperature 1 cup milk* 2 eggs, beaten 2/3 cup molasses 1/4 teaspoon salt 1 teaspoon baking soda 3 teaspoons baking powder 3 1/2 cups all-purpose flour plus 2 tablespoons 1 1/2 cups raisins, finely chopped 1 cup dates, chopped 1/2 cup nuts, chopped 3 tablespoons candied orange or lemon citron, finely chopped 1 1/2 cups chopped apples 1 teaspoon ground cinnamon 1/4 teaspoon ground cloves 1/4 teaspoon ground nutmeg Boiling Water Nutmeg Sauce Directions: 1. Grease two 2-pound coffee cans, two 2-quart pudding molds, or two 2-quart oven-proof deep dishes. 2. In a large bowl, combine sugar, butter, milk, eggs, molasses, salt, baking soda, baking powder, and flour; add raisins, dates, nuts, candied orange or lemon citron, apples, cinnamon, cloves, and nutmeg. 3. Fill each greased pan 1/2 full of batter. Cover tops of pans with lids or 2 layers of aluminum foil. In a large pot or roaster, place molds on trivets or a rack and add boiling water 2/3 up the side of the mold; bring rapidly to a boil. Reduce heat to medium-low, cover pot or roaster, and boil gently 4 to 4 1/2 hours (add more boiling water as necessary) or until fork comes out clean when put into center of pudding. 4. Remove from heat and cool. Store in refrigerator, covered, until time to serve. NOTE: These also freeze well. 5. To serve, steam for 1 hour before serving to heat thoroughly. Unmold and serve hot with Nutmeg Sauce. This recipe yields two puddings. Nutmeg Sauce 2/3 cup sugar 1 1/2 teaspoons cornstarch 1/8 teaspoon salt 1 cup boiling water 1 tablespoon butter 1/2 teaspoon nutmeg In a large saucepan over medium-high heat, combine sugar, cornstarch and salt. Add boiling water and cook, stirring constantly, 3 minutes until ingredients are well blended. 23