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HomeMy WebLinkAbout2013-034 EDC-Arts - McDougle Middle School PTA $1,000 C a o , ORANGE COUNTY ARTS COMMISSION Z RA r+ r n u H r Y , �t T 5 FALL,2012 GRANT AGREEMENT c � \ C1111l ISSION 0 0 n C THIS AGREEMENT, entered into this 17th day of December, 2012, by and between Orange County ("County"), by and through the Orange County Arts Commission ("Arts Commission") and McDougle Middle School PTA("Grant Recipient"). WHEREAS, the Arts Commission is a countywide arts agency that ensures the growth of local arts experiences by providing funding and support for diverse high quality programs and projects. WHEREAS, the Arts Commission administers the Spring and Fall Arts Grants Program to provide economic opportunities to Orange County artists and non-profit organizations coordinating arts projects benefiting the citizens of Orange County. WHEREAS, the Spring Arts Grants Program is supported by Arts Commission with funds from the Grassroots Program of the North Carolina Arts Council, an agency of the Department of Cultural Resources and the National Endowment for the Arts. WHEREAS, the Grant Recipient was selected by the Arts Commission to receive the Spring Arts Grant through the procedures duly adopted by the Arts Commission; and WHEREAS, both parties wish to promote and maintain the integrity and clarity of the Grant Recipient's ideas and statements and delineate the Grant Recipient's obligations to the County; NOW, THEREFORE, the County and the Grant Recipient, for the consideration and under the conditions hereinafter set forth, agree as follows: I. Approved Grant Project. Grant funds are provided under this Agreement for the project ("Project") described in the Grant Recipient's Grant Application, attached hereto and incorporated herein as Exhibit A. 2. Grant Award. Grant funds in an amount not to exceed one thousand dollars ($1,000) have been awarded by the Arts Commission to the Grant Recipient for the approved Project. These funds must be matched at least dollar-for-dollar with cash from the Grant Recipient's funds not derived from either Orange County appropriations or the North Carolina Arts Council. 3. Contingency. This grant is contingent on North Carolina Arts Council Grassroots Program funding to the Arts Commission. Final decisions on Grassroots Program funds to the North Carolina Arts Council are subject to approval by the North Carolina General Assembly. 4. Responsibilities of the Grant Recipient 1 Revised May 2012 A. Implementation. The Project implementation shall take place between January 1, 2013 and December 31, 2013. The Project shall be implemented in the manner described in Exhibit A. Time is of the essence in the implementation of the Project. B. Modifications to project. Grant Recipient shall present major changes to the original proposal, including but not limited to changes in design, implementation schedule and increase in Project budget by more than 10%, in writing to the Arts Commission for approval. Arts Commission shall approve or disapprove Grant Recipient's request for modifications within seven (7) days of receipt thereof. Consent to project modifications shall not be unreasonably withheld. Arts Commission's decisions shall be in writing. In the event the Arts Commission fails to approve or disapprove the requested modifications within the time stated herein,the modifications shall be deemed approved. C. Non—assignment. The grant cannot be assigned or transferred to a different project or artist without prior written approval of the Arts Commission. D. Records. Grant Recipient must maintain records and other evidence pertaining to costs incurred and revenues acquired during the Project implementation. Grant Recipient shall maintain financial records pertaining to the Project for three (3) years from the date of this Agreement, in case of audit. E. Use of Funds. Grant Recipient shall not use the grant funds to repay outstanding taxes or other debts of any nature. The grants shall be utilized solely for the purpose of implementing the Project and Project related expenses. F. Final Report. Grant Recipient shall submit to the Arts Commission a Final Report on January 14, 2014 . The Final Report shall be in the format required by the North Carolina Arts Council. Failure to submit the Final Report or late submission of the Final Report, for any reason, shall be grounds for denial and/or cancellation of grant funds for the Project and future grant proposals. 5. Responsibilities of the Arts Commission A. Payment. The Arts Commission shall release the grant funds in the amount of $1,000 to the Grant Recipient. 6. Publicity A. Acknowledgement. Credit must be given to the Orange County Arts Commission using the Arts Commission logo and if State funds are received to the North Carolina Grassroots Program in brochures, news releases, programs, and all other printed and online publications. Copies of such printed materials must accompany the evaluation report. When no printed information is used, verbal credit shall be given. In addition, all print and promotional material must include the following credit line (check all that apply): 2 Revised May 2012 i. at taw ROW 'dram is supported AY4 ii. North Carolina Arts Council Funding. "This program is supported by the Orange County Arts Commission with funds from the Grassroots Program of the North Carolina Arts Council, a state agency. " B. The Grant Recipient must enter all events, exhibits and performances open to the public and related to this grant award on the ExploreChapelHHURTS.com website and display ExploreChapelHiIIARTS.com publicity materials (postcards, brochures, etc.) prominently and consistently at their venue or performance space. In addition, the Grant Recipient must add a link to the ExploreChapelHillARTS.com (ExploreChapelHiIIARTS.com logo preferred) to their main webpage. The Grant Recipient shall contact the Orange County Arts Commission for replacement ExploreChapelHiBARTS.com publicity materials. 7. Indemnity. The Grant Recipient agrees to indemnify and hold harmless the County, the Arts Commission and the North Carolina Arts Council and their officers and employees from any and all claims or actual injury, damage or loss to a person, or real or personal property that results from or is in any way connected to the use of the grant funds. 8. Independent Contractor. The Grant Recipient is an independent contractor and not an employee, agent or other representative of the County and/or the Arts Commission. Nothing contained in this Agreement shall be construed to create the relationship of principal and agent, or employer and employee, between Grant Recipient and Arts Commission or Orange County Government. Grant Recipient understands and agrees that he/she is not authorized to incur any expenses or any liability whatsoever on behalf of the County or the Arts Commission and has no authority, expressed or implied, to obligate or make representations on behalf of the County or the Arts Commission. In addition, Grant Recipient agrees to maintain his or her own worker's compensation insurance for himself/herself and his or her employees for the duration of the art work's installation. 9. Termination A. In the event of any of the circumstances set forth below(hereinafter referred to as "default"),the Arts Commission may immediately terminate this Agreement: (i) Any fraudulent representation in any verification required to obtain payment under this Agreement or other dishonesty on a material matter relating to the performance of services under this Agreement. (ii) Nonperformance, incomplete service or performance, or failure to satisfactorily perform any part of the Project or to comply with any provision of this Agreement, as determined by the Arts Commission in its sole discretion. 3 Revised May 2012 (iii) Failure to adhere to the terms of applicable county, state or federal laws, regulations, or stated public policy. B. In the event of default by the Grant Recipient, the Arts Commission has the discretion to elect to terminate this Agreement, in whole or in part and/or require the Grant Recipient to repay the grant funds within seven (7) from written notice of default or allow the grant recipient the opportunity to cure the default. This clause shall not be interpreted to limit the County's or the Arts Commission's remedies in law or in equity. 10. Miscellaneous. A. Entire Agreement. This Agreement and the attachments contain the final and entire understanding of the parties with respect to the subject matter of this Agreement. All modifications and amendments to this Agreement shall be in writing. This Agreement shall be binding upon the parties, their heirs, successors and assigns. B. Governing Law. This Agreement shall be interpreted in accordance with the laws of the State of North Carolina and the Orange County. IN WITNESS WHEREOF, the Orange County and the Grant Recipient have signed this Grant Agreement, effective on the last date this Agreement is signed by both parties as indicated by the dates set forth under signatures below. For and on behalf of the Grant Recipient i' G 'z by McDougle Viddle School PTA Date For and on behrilt County Government r , Fr ifton, C Manager Date For and on behalf of Orange County Arts Commission/approved as to technical content 2 Steve Brantley, c-o-no n--U:c'f)eve1&pAent Director Date Appro as t orm and legal sufficiency Ilk,[ Anne M. Moore, St&ff Attorney Date 4 Revised May 2012 This instrument has been pre-audited in the manner required by the Local Government Budget and/Fiscal Control Act (yay4-f-'I A, I S Clarence G. Grier,Administrative and Financial Services Date 5 Revised May 2012 t I, G Arts in Education Grant - Fall ORANGE COUNTY ARTS 2012-13 Application Form COMMISSION Orange County Arts Commission Promoting the artistic and cultural development of Orange County, North Carolina Evaluation Criteria • Artistic merit of program. • Populations served—impact for geographic&traditionally under-served populations. • Feasibility of proposed activity& effectiveness in providing high-impact arts experiences in schools. • Cooperation between schools and artists. • Evidence of feasibility of program, community support, and responsiveness to community needs. • Integration of arts program into grade-level appropriate curriculum. 1 Applicant Information Applicant Name McDougle Middle School PTA Mailing Address 900 Old Fayetteville Road, Chapel Hill, NC 27516 Daytime Phone (919) 933-1556 Fax Number (919) 969-2433 Email Address Web Site Project Director Michele Melet Title MMS PTA Cultural Arts Coordinator DUNS Number 2 Project Director Information Project Director Home Address 109 Standing Rock Road, Chapel Hill, NC 27516 Daytime Phone (919) 302-4368 Evening Phone (919) 967-1687 Email Address michelemelet @yahoo.com 3 Grant Request Summary Arts Program Grant Request $1,000.00 Total Cash Match $1,000.00 Total Organizational Budget 2010-2011 $5,000.00 (PTSA/Cultural Enrichment 2011-2012 $ 2,400.00 Committee/Arts Program) 2012-2013 $ 2,400.00 Summary Statement for Proposed Uses of Arts in Education Grant Funds from this grant will cover fees for The Eckerd Theater Company's presentation of the play "A Thousand Cranes"to 6th and 7th graders at McDougle Middle School. Questions? Call us at(919) 968-2011 • Deliver Application to: 501 West Franklin Street, Chapel Hill, NC 2012-13 Arts in Education Application — Page Two I. Arts Program Application Narrative A. School Profile McDougle Middle School is in the Chapel Hill-Carrboro City Schools district, with 700 students, and serving grades 6 to 8. Its population is ethnically and academically diverse, with students from a wide range of socio-economic backgrounds; an estimated 15-20% benefit from the National School Lunch Program. The demographic composition for the 2012-13 school year is as follows: Male Female African-American 45 44 Asian 17 30 Hispanic 60 60 Multiracial 16 23 Native American 1 3 2 White 225 175 Total 1 366 334 Given the demographic and socio-economic composition of our school, a large percentage of our students would benefit greatly from experiencing a diverse cultural arts program as they may otherwise have few to no opportunities to do so outside the school context. While McDougle Middle PTA has mainly funded the Cultural Arts program in the past, a decline in our ability to raise funds has led us to seek outside funding. This application is in support of the play "A Thousand Cranes" for students in 6th and 7th grade. B. School's Arts Program McDougle Middle remains strongly committed to supporting the arts, despite budgetary constraints. To enhance and complement the core curriculum, the PTA has sponsored or supported performers in coordination with teaching staff. With the generous support of the Orange County Arts Commission, 8th graders were able to benefit from a poetry residency this fall with poet Phillip Shabazz. C. Proposed Uses of Grant Funds. We are seeking matching funds for two performances of"A Thousand Cranes" presented by The Eckerd Theater Company, and which will take place on school premises in March 2013. OCAC grant funds will cover part of the artist fees. (Teacher and Student Study Guides attached.) Integrating Cultural Arts into the Curriculum: The play "A Thousand Cranes" was selected by 6th and 7th grade teachers as it fulfills many of the Common Core standards for Language Arts, emphasizing experiential learning of the range of literary genres, including performance art, and linking this to real world applications. "A Thousand Cranes" also has strong curriculum connections to Social Studies (North Carolina Essential Standards) with the 6th and 7th grade emphasis on World History. The NC Essential Standards require that the five strands covered by Social Studies (history, geography and environmental literacy, economics and financial literacy, civics and governance and culture) be "woven together in an integrated study that helps understand the world in which we live". From the Eckerd Theater Company: There is a legend that says that any person who folds 1000 paper cranes will be granted a wish. A Thousand Cranes is an inspiring play that recounts the poignant story of Sadako Sasaki and the young girl's experience as a victim of the Hiroshima atomic bomb. Through the symbolic and delicate act of foldingpaper cranes, Sadako, her friends, and her classmates are guided by a wish for Sadako to be well and a wish for peace. This play is filled with messages of hope, strength, and courage and continues to encourage young people throughout the world to work for peace. II. Budget Sheet 1 2012-13 Arts in Education Application — Page Three ccei ORANGE COUNTY ARTS COMMISSION Financial Information Please provide a projected budget for your proposed project utilizing the format below. Project Expenses Cash = Grant Amount + Applicant Expenses Requested Cash Match A Personnel Administrative staff Artistic staff Technical/Production staff B Outside Fees and Services Artistic contracts $2000.00 $1000.00 $1000.00 Other contracts: C Space Rental D Travel E Marketing F Remaining Project Expenses G Total Cash Expenses $2000.00 $1000.00 $1000.00 Project Income Cash Income A Admissions B Contracted Services Revenue C Other Revenue(specify) D Private Support Corporate support Foundation support Other private support E Government Support Federal State/regional(not including this request) Local(not including this request) . F Applicant Cash $1000.00 G Grant Amount Requested $1000.00 in this application H Total Cash Income $2000.00 (must equal Total Cash Expenses, Item G above) ORANGE COUNTY ARTS 2012-13 Arts in Education Application — Page Four COIAMISS ION Signatures kN(�� Signature of Project Director Date Michele Melet Project Director `Signature of Authoring Official D to Meredith Bolon 2012-2013 PTA President INCOMPLETE APPLICATIONS WILL NOT BE FUNDED j, MMS PTA BUDGET 2012/2013 2011-2012 2012-2013 2011-2012 2012-2013 INCOME Actual BUDGET EXPENSES Actual BUDGET CARRYOVER INSTRUCTIONAL/STAFF Money Market EOY 3,001 3,003 Classroom Support 5,941 7,000 Checking EOY 3,311 13,010 Technology(General) 5,150 Total Carryover $ 6,312 $ 16,012 Hospitality 655 1,000 Technology(Projector) 500 FUNDRAISING PE-Resistance Bands 300 Book Fair Sales CTE/Freeman 600 Gross 3,051 Media Center/Curriculum 800 Net 938 1,000 Battle of the Books 500 500 CitiPass EBooks for Nooks 200 Gross 12,350 Total Instructional/Staff $ 7,096 $ 16,050 Net 6,175 6,000 Spiritwear 90 - Race to Nowhere 425 - STUDENT WELFARE PTA Dance-Holiday 550 500 AfAm Parents Group 500 500 Total fundraising $ 8,178 $ 7,500 Cultural Arts 2,400 2,400 PBIS-student support 841 600 CONTRIBUTIONS News/Yearbook/Directory 514 500 Giving Campaign 3,103 5,000 8th Grade Events-budget 625 900 Thrift Shop 11,611 2,000 8th Grade Events-contributions 1,897 Harris Teeter 678 600 Misc 1,145 700 Box Taps 622 600 Apples(Guapitos/Caballeros) 500 500 Weaver Street 484 500 AVID Program Support 500 350 Teacher Appreciation Week 150 - Family Specialist 950 1,000 8th Grade Promo/Gift/Dance 1,897 - Literary magazine 350 Total Contributions $ 18,546 $ 8,700 Total Student Welfare 9,872 7,800 MEMBERSHIP COMMUNITY BUILDING Gross-Goal=292 2,336 Landscaping 57 1,000 Dues to NCPTA 1,168 Faculty Follies 75 200 Net Membership $ 1,168 $ 1,200 Gymnasium/Sound System 1,000 - Total Community Building 1,132 1,200 SALES TAX REFUND $ 430 $ 200 PTA EXPENSES TOTAL INCOME $ 34,634 $ 33,612 Tax Prep - - This PTA budget was developed following the Insurance 295 300 recommended NCPTA approach.This reflects initial grants Supplies 142 150 and administrations'priorities for MMS's needs.An PTA Council 75 75 approved budget is required to begin PTA operations,but Finance/Fees 10 25 is a working tool used to manage ongoing PTA finances. Total PTA Expenses 522 550 As the revenue picture unfolds this year, resources emerge or recede,and new proposals for fundraising and CARRYOVER for 2013-2014 16,012 8,012 school support programs are considered,we will move to revise and hopefully increase the budget accordingly.A TOTAL EXPENSES $ 34,634 $ 33,612 financial update will be presented at each PTA meeting. Thank you for your generous contributions of time and funds to kick off the year) Celia Nares,Treasurer cnaresOnc.rr.com 2012-13 Arts in Education Application — Appendices ORANGE COUNTY ARTS COMMISSION A. Resumes of key artists and administrators involved in the grant funded program Eckerd Theater Company (ETC) is the professional theater company of Ruth Eckerd Hall, performing both in residence and on tour throughout the United States and as far north as Canada. A team of professional artists, educators and administrators under the umbrella of the Marcia P. Hoffman Performing Arts Institute, the education center for Ruth Eckerd Hall, ETC seeks to provide the finest in performance and arts education experiences to family audiences of all ages. Since 1988, Eckerd Theater Company has been a proud ambassador of Ruth Eckerd Hall, creating professional productions of original works, adaptations of classic literature and the finest of published scripts for the theater. ETC productions entertain while they explore such themes as diversity, multiculturalism, self-worth, loyalty and tolerance. Eckerd Theater Company has performed for more than a million young people and their families. ETC creates excellent theatrical experiences for its immediate and extended community, which surprise, delight, awe and entertain. ETC introduces new audiences to the unique experience of live theater and creates work that affirms the value of the individual and the beauty of the human spirit. ETC aspires to ignite the creative spark in young people and to inspire audiences of all ages to a greater understanding of the human condition. The Company strives to make a personal and individual impact on every person it encounters, instilling respect for the theatrical profession and an appreciation for the unique communication and relationship between actor and audience. Michele Melet, PTA Cultural Arts, has two children in Chapel Hill-Carrboro City Schools. She is dedicated to bringing unique, memorable and diverse cultural entertainment to the school that will inspire and educate the students. Michele was in charge of business development for a performance group in New York City, and coordinated performance improvement programs for corporations. Meredith Bolon, PTA President, has four children in Chapel Hill-Carrboro City Schools. An avid runner, she brings the same level of energy and enthusiasm to volunteering in the community and leading the PTA. She has covered the gamut of PTA positions in multiple schools, from Treasurer and Room Parent Coordinator to Webmaster& communications guru. She is the Treasurer of the Cardinal Track Club/Le Tour de Carrboro Charity Road Race Series, and has led the Chapel Hill/Carrboro Pacers Youth Running Club since 2007 as Head Coach and Board Chair. She is presently an Independent Consultant, having worked in consulting for PricewaterhouseCoopers from 1993 to 2007. Prior to that she was with IBM. She has a BS and MBA from the University of Virginia. C. Artist contact list Eckerd Theater Company Ruth Eckerd Hall 1111 McMullen Booth Road Clearwater, FL 33759 Phone: (727) 712-2784 Fax: (727) 791-7449 Email: mcravenarutheckerdhall.net D. Board Contact List Position 4ame 7-mail hone President meredith@botons.com Aeredith Bolon eredith@botons.com 19-4565 ice President slancy Fine -nfinel(0eltsouth.net 33-4190 reasurer elia Nares :nares@nc.rr.com 1370-9333 uditor Rhonda Atcox -honda.nc@gmail.com 21-0138 eecretary Maryn Faski 'naryn@ravencreative.com 03-505-8402 Drincipat Rebra Scott Jhscott@chccs.k12.nc.us 933-1556 Vice Principal Robert Bates -bates@chccs.kl2.nc.us 933-1556 Cultural Enrichment ichete Melet -nichetemetet@yahoo.com 302-4368 Fundraising Chair Liz Buchman izragz@gmaii.com 280-4277 LI Nominating Committee Ionia Frischemeier —frischemeier@yahoo.coml942-3784 Eckerd Theater Company r presents Tea he Gu�de [ I A Thousand Cranes by Kathryn Schultz Miller About the Show Sadako Sasaki was two years old, in the arms of her mother,who sang a lullaby while Sadako's grandmother made tea.Suddenly,a flash of light cut across the sky.An atom bomb had been dropped on Hiroshima. In 1955,when Sadako was a happy,athletic, 12-year-old schoolgirl,the radiation sickness came. Legend says any person who folds a Expanding thousand paper cranes will be granted a wish.Sadako began folding cranes as quickly as she could, wishing to be well again,wishing an atom bomb like the one that took her grandmother would never be dropped again. Before her death,Sadako folded 644 the cranes. Her friends and classmates folded 356 more to make one thousand. In Hiroshima Peace Park, a statue was unveiled of Sadako holding a golden crane in her Classroom outstretched arms.The inscription below reads: "This is our cry.This is our prayer. Peace in the world."This play tells the true story of Sadako and how her spirit of hope and strength continues to inspire young people around the world to work for peace. Eckerd Theater Company A Thousand Eckerd Theater Company(ETC)is a touring company of professional artists,educators and administrators under the umbrella of The Marcia P. Hoffman Performing Arts Cranes Institute,the education center for Ruth Eckerd Hall at the Richard B. Baumgardner by Center for the Performing Arts in Clearwater, FL. ETC seeks to provide the finest in performance and arts education experiences to family audiences of all ages.Since its Kathryn Schulz inception in 1988, Eckerd Theater Company has performed for more than one million Miller young people and their families throughout the state of Florida and in venues as far north as Canada and as far west as the Mississippi River. From eight local performances of its first production in 1988 through 125 performances in the 2010-2011 season, ETC has been a proud ambassador of Ruth Eckerd Hall, creating professional productions of original works, adaptations of classic literature, and the finest published scripts for the theater. ETC productions entertain while they ■ explore such themes as diversity, multiculturalism,self-worth, loyalty and tolerance. I'ill� ETC began touring the state of Florida in 1991 and national touring began in 1993. Since 1996,the Company has been on the Florida Arts on Tour roster,a state program providing funds to allow productions to travel to remote and underserved parts of the state. In 1998,Julia Flood took the reins as ETC Artistic Director. In 1999, a State of Florida Challenge Grant provided funds for The Florida Project, a collaborative process bringing national and Florida theater artists and educators together to develop a new theater-for- young-audiences piece about the South. ETC has been featured in showcases at both the Southern Arts Exchange(now Performing Arts Exchange),and at annual IPAY conferences (International Performing Arts for Youth). UTH ECKEKD HALL Since February 2003, Eckerd Theater Company has made its home in the 182-seat VCHARD CRM"T419"wrAPS Murray Studio Theater in The Marcia P. Hoffman Performing Arts Institute. The Marcia P.Hoffman Performing Arts Institute,All Rights Reserved 2011 Background Information WW 11 and the Dawn of the Nuclear Age Effect of the Bomb on Hiroshima During World War 11,the U.S.government funded a The atomic bomb that was detonated by the Manhat- team of international scientists as part of a secret tan Project was more powerful than 20,000 tons of program called the Manhattan Project.Their purpose TNT.The test blast could be seen for more than 200 was to develop the world's first nuclear weapons. miles. In May of 1945,WW 11 in Europe was ending.The U.S. In Hiroshima,the searing flash of heat created when and its Allies turned their full attention to the war in the bomb exploded killed 70,000 people instantly. In the Pacific.The memory of the Japanese bombing of the years since then,the death toll has risen to more Pearl Harbor in December 1941 was still fresh in the than 260,000, including the thousands who died from minds of many Americans and the U.S.was engaged in the effects of radiation exposure from the blast.Chil- bloody fighting against the Japanese at Iwo Jima and dren were especially susceptible to the radiation and Okinawa.Those two conflicts resulted in 75,000 U.S. many, like Sadako Sasaki,developed leukemia and casualties and the loss of countless Japanese lives. other cancers many years after the bomb was dropped. In late July 1945 at Potsdam,Germany,the Allies demanded that Japan surrender unconditionally. In Those who survived the 1945 bombings of Hiroshima that same month,the Manhattan Project completed an and Nagasaki are known as hibakusha,a word that atomic bomb and conducted a successful test means"explosion affected people."There are still hi- explosion in New Mexico. In weighing alternatives, bakusha alive today, many of whom have dedicated including a planned full-scale invasion of the Japanese their lives to working for peace and to sharing their mainland, U.S. President Truman saw the use of this stories with the next generation.To learn more about new weapon as a way to hasten the war's end.After the hibakusha and their stories, visit the Japanese rejected the Potsdam Declaration and www.hibakushastories.org. refused to surrender, President Truman authorized use of the atomic bomb. Japan Today On August 6, 1945,the first atomic bomb, nicknamed Like the hibakusha before them,a new generation of "Little Boy,"was dropped over Honshu Island on the Japanese must worry about the possible impact of ex- Man,"was dropped on Nagasaki.Shortly thereafter, city of Hiroshima.On August 9th,a second bomb, "Fat posure to radiation on their health and that of their Emperor Hirohito announced Japan's capitulation.The children. formal surrender was signed on September 2, 1945. On March 11, 2011, a 9.0-magnitude earthquake Japan is the only country in the world to have struck northeastern Japan and triggered a devastating experienced an atomic bombing.As such, it has tsunami which killed and injured thousands.Whole adopted the"three nonnuclear principles"of not villages were razed and millions were affected.Among possessing, not manufacturing and not introducing the buildings seriously damaged by the quake and the nuclear weapons into Japan. subsequent wave was the Fukushima Daiichi nuclear power plant.The long-term impact of the damage to The use of atomic weapons ushered in the Nuclear Age the facility is still unknown.CNN quoted an 82-year-old and opened debate on the use of atomic power. hibakusha named Keijiro Matsushima as saying"It's Debate continues today. like the third atomic bomb attack on Japan,but this time,we made it ourselves." Information courtesy of www.trumanlibrary.org/teacher/abomb.htm,www.worldwariihistory.info/WWIl/,http*//weNapan.org/kidsweb/explore/history/ q5.html,www.chugoku-np.co.jp/abom/97e/peace/e/06/bakugeki,htm,www.cnn.com/2011/WORLD/aslapcf/03/14/japan.hiroshima/index.html For additional information on the history of World War 11 in the Pacific,why Hiroshima was chosen as a target,and the effects of the bomb,visit www.pearlharbor.org,http.//avalon.law.yale.edu/20th_century/mpO5.asp,...mpO6.asp,...mpO3.asp,...mplO.asp, www.efo.doe.gov/me70/manhattan/hiroshima,htm,www.atomicarchive.com/Effects/effectsl.shtml,...effects2.shtml,...effectsl7.shtml Science:Biology-,Social Studies*History and Biography 2 The Marcia P.Hoffman Performing Arts Institute,All Rights Reserved 2011 Background Information Sadako and the Thousand Paper Cranes Origami Around the World In Japan,cranes are symbols of good fortune and long The art of paper folding originated in China shortly after life.There are many folk tales and legends about cranes 100 A.D.when paper was first made by Ts'ai Lun,who in Japanese culture.According to legend, a crane can served the Chinese emperor.Origami(ori = paper, kami live for a thousand years. It has also been asserted that if =folding)was introduced in Japan during the sixth cen- a person succeeds in folding one thousand paper cranes, tury A.D.Since paper was scarce,at first it was available as Sadako began to do when she became ill,the person only to the rich.Samurai wrapped gifts of dried fish or will be granted a wish. meat in paper.These noshi were considered good luck. Glasses of sake(rice wine)were wrapped in butterfly- The story of Sadako has helped to make the legend of shaped paper for Shinto weddings.As paper became the cranes well-known around the world.Sadako did not more affordable,the less affluent Japanese took up ori- live to complete her thousand cranes, but her classmates gami.The Moors from Africa introduced paper folding took action to finish them for her,and went on to create techniques to Spain in the eighth century when they in- a monument to the hope that no child would ever again vaded that country.The Moors' religion did not allow die from an atomic bomb.Students from more than them to depict animals,so their forms were geometric. 3,000 schools contributed to help build the monument in In 1797,the first book on origami techniques was pub- the center of Hiroshima Peace Park, not far from where lished (How to Fold 1000 Cranes). In 1845, Window on the bomb fell.The Children's Peace Monument was com- Midwinter was released,depicting many different pleted on Children's Day, May 5, 1958,two years after shapes of origami.This art gradually spread along trade Sadako Sasaki's death. On the top of the monument is routes through Europe and to South America,and ar- the figure of Sadako holding a huge paper crane above rived in the U.S.around 1900 A.D.Today, origami is her head. Below is inscribed the hope of her classmates, practiced by thousands,with groups and conferences "This is our cry.This is our prayer. Peace in the world." meeting all over the world. Every year,thousands of children from around the world Obon send paper cranes and write letters to be placed at the Children's Peace Memorial in support of this prayer for Obon, celebrated peace. in July or August, is an important Young People Taking Action Buddhist festival in Japan to honor David Heard was a 10-year-old boy from Easton, PA,who and show grati- had cancer(neuroblastoma).After seeing a performance tude toward one's of A Thousand Cranes, he was inspired to brighten the ancestors. In the lives of other children with cancer by folding cranes for play,Sadako's pediatric cancer centers.Together with students from family lights can- Lafayette College, local school children,and others who dles to honor their forebears who have died, including heard of David's project, his goal was to send 1,000 the grandmother lost in the bombing.Although it is not folded cranes to every pediatric cancer center in the an official Japanese holiday, many people take vacation country(220,000 cranes). Like Sadako, David was not at this time to be with their families. It is believed that able to meet his goal. He died on Feb. 11, 2011. How- the spirits of the ancestors return to their relatives at ever, like Sadako's classmates,others will complete the this time. Lanterns or fires are lit in or in front of houses task for him.To participate in this National Crane Project, to guide the spirits home. Houses are cleaned in prepa- contact Professor Mary Jo Lodge at(610)330-5662 or ration,and offerings of fruits and vegetables are placed lodgem @lafayette.edu. on altars. Families visit the graves of their departed, Information courtesy of http://thepapercraneorigami.com/animal-symbolism, where incense is burned at the cemeteries. Evening folk www.pcf.city.hiroshima.jp/top_e.htmi,www.hiroshima-is.ac.jp/index.php? dancing(bon odori)accompanied by taiko drumming is id=64,http://theater.lafayette.edu/nationalcraneproject/, popular at this festival.At the end of Obon, lighted lan- www.origami-resource-center.com/origami-conventions.html, http://library.thinkquest.org/5402/history.htm], terns are floated down rivers to the sea or on lakes to http://gojapan.aboutcom/cs/japanesefestivals/a/obonfestival.htm, guide the spirits of the ancestors back to their world. www.japan-guide.com/e/e2286.html Character Counts;Foreign Languages:Culture,Connections,Comparisons;Health:Responsible Behavior,Advocate and Appreciate Healthy Living;Science:Biology,Social Studies:History and Biography,Visual Arts:Cultural and Historical Connections The Marcia P.Hoffman Performing Arts Institute,All Rights Reserved 2011 3 Vocabulary Show Related Art Form Related Atomic bomb--a bomb whose potency is derived from Noh Theater and the Use of Masks nuclear fission of atoms of fissionable material with the consequent conversion of part of their mass into Noh theater,perhaps the $ ,,1 1111 energy most important form in the Japanese theater tradition, Buddhism—a religion,originated in India by Buddha dates to the 13th century. k (Guatama)and later spreading to China, Burma, Japan,Tibet,and parts of Southeast Asia,holding that Noh was originally used for religious purposes and early life is full of suffering caused by desire and the way to troupes were associated end this suffering is through enlightenment that with Shinto shrines or enables one to halt the endless sequence of births and Buddhist temples.The http://japanese-art-collection.com/ deaths to which one is otherwise subject Buddhist term"Noh" refers noh_men_images/ to the mental connection onna_mask_33_2jpg Hibakusha—a survivor of either of the atomic bomb between the actors and the attacks on Hiroshima and Nagasaki,Japan in 1945 audience.Masks,which are designed to show the essence {from hi=suffer and Baku=burst open,explode} of a character,are extremely important and depict several Honshu Island—an island in central Japan on which categories:gods and sages,demons,the insane, mythologi- cal creatures,men,women and the elderly.Often they are Hiroshima is located:chief island of the country designed so the actor can"change"the facial expression depending on the angle at which he holds his head. Legend—a nonhistorical or unverifiable story handed Because they are worn for several hours at a time,Noh down tradition from earlier times and popularly masks must be light and are carved from cypress wood.All accepted as historical Noh actors are men,even those who depict women. Leukemia—any of several cancers of the bone marrow "E Although very few props are that prevent the normal manufacture of red and white used,costumes are elabo- blood cells and platelets, resulting in anemia, ",. I "- rate,and their colors are increased susceptibility to infection,and impaired used to help define charac- blood clotting ter types(white for nobility, x brown for servants and peas- Origami—the traditional Japanese art or technique of ants,red for young girls, folding paper into a variety of decorative or m darker colors for older representational forms,as of animals or flowers "` women,light blue for short- www.figureconeord.com/ublog,/ tempered characters,dark Radiation—the process in which energy is emitted as archives/cat_only_in;apan.html? blue for extroverts, light page-s particles or waves green for menial people). Some Noh plays are set in the real Ritual—an established or prescribed procedure for a world, but many involve supernatural religious or other rite;any practice or pattern of beings.Props are either symbolic in behavior regularly performed in a set manner nature(e.g.,a bamboo twig to indicate insanity)or reveal merely an outline or i Samurai— suggestion member of hereditary warrior class in of the actual object. feudal Japan Although derived from rustic acrobatics Shinto—the native religion of Japan,primarily a system and folk dance rituals, Noh became of nature and ancestor worship entertainment for the nobility. Later, kabuki and bunraku(puppet theater), Tsunami--a large,often destructive,sea wave produced also performed by men, were devel- by a submarine earthquake,subsidence,or volcanic oped for the masses. www_masksoftheworld. eruption.(from Japanese tsu=harbor and nami=wave) com/Orient/lapan% 20Hannya%2OMask.htm Definitions courtesy of The Random House Dictionary of the English Information courtesy of:www.prm.ox.ac.uk/nohmasks.html, Language,http://dictionary.reference.com www.bookmice.net/darkchilde/japan/jnoh.html Foreign Languages:Culture,Connections,Comparisons;Language Arts:Reading,Science:Biology,Physics;Social Studies:History and Biography, 4 Geography;Theatre:Cultural and Historical Connections Expanding the Classroom through Discussion Pre-Performance Discussion Questions 1. What legends do you know?Are legends important?Why or why not?What purpose do legends serve? 2. Have you ever lost someone important to you?How did that change the way you see the world? 3. The characters in A Thousand Cranes are from Japan. Do you know anyone from another country? Have you ever compared their interests,traditions,rituals and culture to your own?If so, how are your two cultures differ- ent? How are they the same? 4. Have you ever done origami? Have you made a paper airplane?A paper flower? Post-Performance Discussion Questions 1. How did Kenji help Sadako, before she was sick and after she became ill?When he gave her the origami crane, what else did he give her? 2. How was Sadako's grandmother(Oba chan)able to help her? 3. What role do older people play in your life?Grandparents?Aunts and uncles?Friends?How is interaction be- tween generations important? 4. Do you think the presence of nuclear weapons makes peace in the world more likely or less likely?Why? 5. Hiroshima was destroyed by an atomic bomb on August 6, 1945. In hopes that such weapons will never be used again,August 6 is now Peace Day in Japan. Do you think the United States should have a peace day? Which day of the year would you choose for an American Peace Day if we decided to have one?Why? 6. Many Japanese people celebrate Obon,a Buddhist festival to remember and honor one's ancestors. Can you name holidays from countries other than Japan that remember or honor the dead? How and when are these holidays celebrated? Do you know why? Foreign Languages:Culture,Comparisons,Experiences;Health Education:Responsible Behavior;Language Arts:Literature and Literary Analysis,Communication;Social Studies:History and Biography,Civics and Government The Marcia P.Hoffman Performing Arts Institute,All Rights Reserved 2011 C C Teacher Guided Activities Give Peace a Chance Working for peace can happen on many levels.Sometimes it's important to think big,sometimes small. Sadako's schoolmates started a movement(Hiroshima Student and Children's Associa- tion for the Creation of Peace)to erect a peace memorial to the child victims of Hiroshima in the hope that no child would ever die because of an atomic bomb again. How can you create a more peaceful environment in your family,your school,your community, your country? z ` What can you do to foster peace? Photo:Robert Atendido Children's Peace Monument Here are a few Ideas: Hiroshima Peace Memorial Museum Eckerd Theater Company makes its home in Clearwater, Florida.Clearwater has a Sister City in Japan:Nagano. Does your city or town have a Sister City in Japan or another country?If so,think of ways you can communicate with the peo- ple of your Sister City to promote peace.If you are interested in finding a Sister City for your town,go to www.sister- cities.org. www.1000cranes4japan.org is a website created by a global digital marketing firm to allow people all over the world to post messages of hope to the people of Japan in the aftermath of the March 11,2011 earthquake and tsunami.The site also offers direct links to relief organizations like the Red Cross that provide direct support to the victims. Referencing the legend of the thousand cranes,the site posts colorful chains of cranes,each with an individual message of hope. Seeds of Peace brings together people from opposing groups(e.g.,Israelis and Palestinians)for a camp experience in the woods of Maine. Founded in 1993 by journalist John Wallach,Seeds of Peace empowers young people from regions of conflict with the leadership skills required to advance reconciliation and coexistence. Participants learn to understand each other,trust each other,and empathize with each other.They carry their mission of peace home with them and work through local programs.Visit www.seedsofpeace.org to find out how you can help. AFS: In 1914,A. Piatt Andrew organized the American Field Service,an ambulance corps to transport French wounded in World War I.Adjutant Stephen Galatti believed an important way to promote peace was to give people an opportunity to get to know each other. He helped organize an exchange program offering French and American university students an opportunity to study abroad.After WW 11, Mr.Galatti and other ambulance drivers organized AFS International Scholar- ships.AFS now administers student exchanges in 52 countries. Does your school have an AFS student?Go to afs.org for information on how your local high school can bring a student to your town. Perhaps you would like to be an exchange student to another country.Out of war,a means to promote peace evolved. Find a pen pal from Japan or a country of your choice.Visit www.pen-pal.com or another pen pal site to get connected with students interested in finding English-speaking pen pals.On a map, locate the home country of your pen pal.What questions would you like to ask?Letters from foreign students can be read to the class when received. Plant a Peace Pole in your town.Contact the Peace Prayer Society Peace Pole Project at 1-800-PEACELINE or fax 212- 935-1389.The Peace Prayer Society has planted 100,000 Peace Poles in the U.S.The message of the Peace Poles is: "May peace prevail on earth." What other ideas do you have to promote peace? Abraham Lincoln said, "The best way to destroy an enemy is to make him a friend." Information for this activity in part courtesy of the organizations whose websites are listed above. Character Counts;Foreign Languages:Culture,Comparisons;Health Education:Responsible Behavior;Language Arts:Writing; Social Studies:History and Biography,Geography G The Marcia P.Hoffman Performing Arts Institute,All Rights Reserved 2011 V Teacher Guided-Act!vities Haiku Cranes for Peace Haiku is a popular compact form of Japanese poetry using only three unrhymed lines,the first having five syllables, the second seven syllables,and the third five syllables. Poems are often about nature or the seasons. Images are frequently used.Sometimes a Zen-like idea of enlightenment is expressed. Have each student write a haiku about peace. Here is an example: This is our true wish: Now and forever,for all, Peace throughout the world. Notice that the final line expresses the main idea. Ask students to share their poems with the class. Next, have students write their haiku on a square piece of colored paper which will be used to fold an origami crane. Follow the instructions on how to fold a crane at the end of this guide.You may find it helpful to watch the video demonstration posted by Plainfield Library on YouTube(How to Make an Origami Peace Crane,Aug. 30, 2006). Crane image courtesy of: http-//commons.wikimedia.org/ wiki/File:0rigami-crane jpg Every year on the evening of August 6,the anniversary of the Hiroshima bombing, lanterns with peace messages are floated on the Motoyasu River to guide the spirits of the victims of Hiroshima on their way. If you like,try float- ing your crane in water.Otherwise, using the cranes made by all of the students,string them together in a chain to be hung in the classroom or use them to make a large peace mobile for your classroom as a reminder of the impor- tance of preserving peace. If 25 students each made two cranes every school day, how many weeks would it take to make 1,000 cranes? Perhaps students would like to send some of their cranes to the Hiroshima Peace Memorial Museum: 1-2 Nakajima-cho Na ka-ku Hiroshima City 730-0811 Japan In 1995,the 50th anniversary of the atomic bombings, a sister statue was dedicated in Sante Fe, New Mexico, where the bomb that was dropped on Hiroshima was built. Third,fourth and fifth graders from Albuquerque raised the money to create a memorial in the shape of a globe. Donations for this monument were received from 64 coun- tries. Information for this activity in part courtesy of http://volweb.utk.edu/school/bedford/harrisms/haiku.htm,www.answers.com/topic/haiku,http:// en.wikipedia.org/wiki/Hiroshima_Peace_Memorial_Park,www.japanvisitor.com/index.php?clD=357&plD=1303,www.pcf.city.hiroshimajp/virtual/ VirtualMuseum_e/exhibit_e/exh0107_e/exh01075_e.htm I Foreign Languages:Culture;Health Education:Responsible Behavior;Language Arts:Literature and Literary Analysis,Writing, Communication;Mathematics:Numbers;Social Studies:History and Biography;Visual Arts:Skills and Techniques 7 The Marcia P.Hoffman Performing Arts Institute,All Rights Reserved 2011 Additional Resources Dam M- . Eckerd Theater Company Ask your school or local librarian for help The Marcia P. Hoffman Performing Arts Institute in locating these books for you and your W3 1111 McMullen Booth Road, Clearwater, FL 33759-3219 students! Sadako and the www.eckerdtheatercompany.com Thousand Paper Cranes by Eleanor Coerr Celebrate!Connections Among Cultures by Jan Reynolds Writing Connections A Peek at Japan:A Lighthearted Look at Japan's Language and Think about a situation you have experienced in which there was a misunderstanding Culture or a disagreement. How did you react? Did you do anything to try to resolve the issue by Florence E.Metcalf peacefully?If so,what steps did you take to diffuse the situation? If not, what hap- Check out these pened?Did someone else resolve the conflict or did the problem escalate?Write Internet sites for about this incident and what, if anything,you would do differently if the problem additional information! arose again.What did you learn from the incident? http://www.un.org/ Health Education:Responsible Behavior; cyberschoolbus/peace/frame2.htm Language Arts:Writing Paragraph#1-Introduction: In the first http://www.un.org/ Helpful Hints sentence, introduce your topic. In the next three cyberschoolbus/briefing/ sentences,state what your three major points conflicts/index.htm are(one in each sentence). Finally,write a www.cancerkids.org concluding sentence. www.sadako.org Paragraph#2-In the first sentence,tell what your first major point is.Then, in the body of this www.nasponline.org/ paragraph,give lots of good details about your resources/crisis-safety/ Topic first major point. Finally,write a concluding tolerance general.aspx sentence. www.ppu.org.uk/learn/ Paragraph#3-In the first sentence,tell what peaceed/ your second major point is.Then, in the body of pe_constructing-peace. this paragraph,give lots of good details about html your second major point. Finally,write a http:// concluding sentence. theater.lafayette.edu/ Main Main Paragraph#4-In the first sentence,tell what nation alcraneproject/ Point Main Point your third major point is.Then, in the body of Student Guide #1 Point #3 this paragraph, give lots of good details about #2 your third major point. Finally,write a Curriculum Concepts Concluding sentence. Page 1—Language Arts:Writing; Theatre:Aesthetic and Critical Paragraph#5-Conclusion: Restate what you Analysis wrote in your first paragraph. Paget-Foreign Languages: Culture,Comparisons;Health Education:Responsible Behavior; We want to hear from YOU! Write to us at The Marcia P. Hoffman Performing Arts Language Arts:Writing; social Institute at Ruth Eckerd Hall, 1111 McMullen Booth Road, Clearwater, FL 33759 Studies:History and Biography Visual Arts:Skills and Techniques Page 3—Foreign Languages: Support for Ruth Eckerd Hall is provided in part through the State of Florida,Department of State,Division of Cultural Affairs Culture,Comparisons;Language and the Florida Council on Arts and Culture,the National Endowment for the Arts,the City of Clearwater,the Doyle Family Arts:Writing,Communication Foundation and the Leading Ladies of Ruth Eckerd Hall.The Marcia P.Hoffman Performing Arts Institute and the Eckerd Page 4—Language Arts:Writing, Theater Company are supported in part by Bank of America,South Arts,The St.Petersburg Times Fund,Inc.,Publix Super Information,Media and Markets Charities,Inc.,Verizon Foundation,the Pinellas Community Foundation,Eckerd Family Foundation,The Wachovia Technology Literacy;Social Wells Fargo Foundation,The Rays Baseball Foundation,New York Life and The MetLife Foundation. Studies:History and The Marcia P.Hoffman Performing Arts Institute,All Rights Reserved 2011 Biography 8 L t imp �r ��� � ✓ �T-'�� � "�5�y ��.�� k r,� x�i��.s �;� v>,�t �c.ate' * s ,`� .� a a`�<s�fi Mg W,. �'r��v p r.r t `u' +^,.,k t✓`.r q :. vc r ,ri' �'��j��,v -Im � at 5' •,^- �+��' N�4"�'W ST,s� ' �.?�.�f r�£ �k� �k j''T�' .Y � �A C b y'Y } gal Y�3 NOW�`' a 7-1 W—AWN 216N M�;��r �` 3 P -�4 a�, Rgy Wks � .. ;�.j�.fit'•` �� :�� a„ _ ^" '� _ :'. '" ya alp r t Eckerd Theater Company $tuden t Presents sp°to im A Thousand Cranes by Kathryn Schultz Miller Critiquing a Show Young What is a critique? A critique is an article or an essay that gives a critical4 Audience evaluation of a piece of work (such as a play or book). x Activity �a A critic is a person who examines a piece of work and ,n Guide offers his or her opinion (personal thoughts)as to its value. r A What was your opinion of A Thousand Cranes?What did you like or dislike about this production?Would you recommend this production to anyone else? Thousand Why or why not? Cranes What I Thought by Write your own critique of A Thousand Cranes. Kathryn Schulz Miller Student Name: UT� EC .EKD WALL RY'kOU A.9AUMGACON!RffifER F"THr vE4 4 V rAP3 The Marcia P.Hoffman Performing Arts Institute,All Rights Reserved 2011 Learning Can Be Fun! Exploring Symbolism Animals According to Japanese legend,cranes live 1,000 years,and if one folds 1,000 cranes,one will enjoy health and good luck.The crane is a symbol of longevity, happiness,good luck and peace. Many cultures assign symbolic meaning to animals. In Japan,a fish symbolizes happi- ness,well being,freedom,strength,courage and determination. Rabbits are associated with fertility and rebirth.Japanese dragons are symbols of power,wisdom, mastery and success, although they have a less positive reputation in the West. Frogs are symbols of good fortune and help ensure a safe return from journeys.Turtles are symbols of longevity and protection, and they unite Heaven and Earth.Cats represent independence, mystery and balance.Llamas exhibit endurance in difficult situations, responsibility and hard work. Think of some other animals and what they symbolize,for example an eagle, bear, lion, mouse,wolf, raven or owl. Different cultures may attribute somewhat different characteristics to animal symbols. Can you think of an animal body part associated with good luck in the U.S.? Pick a quality that is important to you(e.g.,courage, honor,strength, humility, honesty, kindness, integrity)and pick an animal that could symbolize it. Create this animal by drawing it, making a collage to picture it,or write an essay describing the animal and why you have chosen it to symbolize this quality. Animal symbolism information in part courtesy of http://thepapercraneorigami.com/animal-symbolism Peace Symbols The internationally recognized peace symbol at the right was designed in 1958 by Gerald Hol- tom,a design student and nuclear disarmament activist from England. It combines the sema- phore letters"N"(flags extended down at the sides)and "D"(one flag held over the head and one below the waist in a straight line), representing"nuclear disarmament."The circle repre- sents the world. There are many other possible symbols for peace.Think about other representations of peace you know such as a dove,an olive branch,etc. Think about what peace means to you and how you might achieve it. Next,design your own peace symbol and write a brief description of why you have used the elements you have cho- sen to represent peace. Is there a reason why you chose particular colors? At the foot of the Peace Memorial in honor of Sadako and other children who died as a result of the bombing of Hiroshima,there is a plaque that reads:"This is our cry.This is our prayer. Peace in the world."The memorial was dedicated on Children's Day, May 5, 1958.The statue depicts Sadako holding a golden crane in her outstretched arms. What inscription would you place on a peace memorial?What would you say to people to try to encourage them to preserve peace and live in harmony with others? Peace symbol information in part courtesy of www.planetpals.com/IKC/isongs.htmi 2 The Marcia P.Hoffman Performing Arts Institute,All Rights Reserved 2011 M Expanding Your Mindi Rituals and Traditions There is mention of several rituals in A Thousand Cranes:taking one's shoes off upon entering the home, bowing to one's parents, bowing to show one's respect for one's ancestors, lighting candles to honor and guide one's ances- tors,etc. Many things that are repeated on a regular basis can become rituals,even taking a ,k morning or evening walk or walking the dog at a certain time can become a ritual. Masks can be used for rituals.Some dances have ritual meaning and significance. Rituals associated with holidays and festivals can be important.What holidays or fes- tivals make you feel connected to the people most important to you? ` Make a list of nonreligious rituals that are part of your life:at home,within your family, at school.Which ones are daily rituals and which ones are associated with special occasions? Share your list of rituals with other students and compare your list with theirs.Now many rituals are similar?Which ones are different? Do you think these rituals are different because of family traditions, personal preferences, habit,or cultural influences?Many of our rituals are associated with religion.Why do you think that is the case? MU 1; %L aLs Pei-sov"PIL iz%tua s: school. R%t�.aLs: H-oL�da� R.%tual,s: { 3 The Marcia P.Hoffman Performing Arts Institute,All Rights Reserved 2011 Additional Resources Eckerd Theater Company Ask your school or The Marcia P. Hoffman Performing Arts Institute Incal librarian for help 1111 McMullen Booth Road, Clearwater, FL 33759 in locating these books for you! ®� www.eckerdtheatercompany.com �7 Sadako and the Thousand Paper Cranes by Eleanor Coerr One Thousand Paper Peace Around the World Cranes:The Story of Sadako and the On a map, identify seven to ten countries that have been engaged in armed conflict Children's Peace Statue since Sadako's time, including those at war today.At the library or online, read about by Takayuki Ishii those countries and make a list of what the conflicts are/were about and what Ian- understanding guages are spoken in the countries you have chosen. Look up the words for peace in Radiation these languages. Next,write the words for peace in all of these languages inside the by Bjorn Wahlstr6m peace symbol below.You may color or decorate your peace symbol if you like. ---rt---_ Hiroshima:The Story of the First Atom Bomb by Clive Lawton Check out these Internet sites for additional information! www.pcf.city.hiroshima.jp (c /index_e2.html 1O htt p://web-j a p a n.o rg/ kidsweb www.atomicarchive.com/ sciencemenu.shtml wwwjapan-guide.com/e/ e691.html www.iap-peacetree.org/ opt http:// bestpaperairplanes.com 116, We want to hear from YOU! Write to us at The Marcia P. Hoffman Performing Arts Institute at Ruth Eckerd Hall, 1111 McMullen Booth Road, Clearwater, FL 33759 4Ytf `V,h Support for Ruth Eckerd Hall is provided in part through the Florida Department of State Division of Cultural Affairs,the Florida Council on Arts and Culture,the National Endowment for the Arts,Pinellas County Cultural Affairs Cultural Tourism Grant Program, the City of Clearwater,the Bank of America Foundation,the Doyle Family Foundation and the Leading Ladies of Ruth Eckerd Hall. The Marcia P.Hoffman Performing Arts Institute and the Eckerd Theater Company are supported in part by Bank of America,the k Broward County Student Enrichment in the Arts(SEAS),South Arts,The St.Petersburg Times Fund,Inc.,Publix Super Markets Charities,Inc.,Verizon Foundation,the Pinellas Community Foundation,Eckerd Family Foundation,The Wachovia Wells Fargo Foundation,New England Foundation for the Arts and The MetLife Foundation. The Marcia P.Hoffman Performing Arts Institute,All Rights Reserved 2011 ;