MadRiverTheaterWorkspresentsFreedomRidersStudyGuide

ForTeacherClassroomUsePerformance:March2,2018at10amand12:15pm,

ThisprogramismadepossiblethroughthesupportofAdvocateMedicalGroup,

theFogliaFamilyFoundation,NICORandComEd

ThisprograminconjunctionwiththisstudyguidesupportsthefollowingCommonCoreStandards:RL.3-5.2,RL.3-5.3,RL.3-5.5,RL.3-5.6,RL.3-5.7,RL.3-5.9

RI.3-5.2RH.6-8.7,RH.6-8.9W.3-5.3,W.3-5.7SL.3-5.2,SL.305.4

ThispresentationissupportedbytheArtsMidwestTouringFund,aprogramofArtsMidwestthatisfundedbytheNationalEndowmentfortheArts,withadditionalcontributionsfromIllinoisArtsCouncil,theCraneGroupandGeneralMillsFoundation.

A501(c)3non-profit,charitableorganizationdedicatedtoenrichingthelivesofallthroughthearts.Locatedinhistoric,downtownCrystalLake,Illinois.26.N.WilliamsStreet|BoxOffice815-356-9212

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AbouttheCompany

MadRiverTheaterWorksisanacclaimedtouringensemblethatcreatesvibrantandevocativeplayswithmusicforfamiliesandyoungaudiencesbasedonAmericanhistoryandfolklore.Foundedin1978,MadRiverpresentsoriginalproductionsthatexploretraditionalstoriesandthemesinaunique,innovativestyle.Withovertwenty-fiveyearsoftouringexperience,thecompanyhasearnedaninternationalreputationforauthenticpresentationsthatbringlittleknowncharactersandaspectsofAmericanculturetothestage.TheartistsofMadRiverseekoutsubjectsthatreflecttherichdiversityofourcommonheritageandmakeshowsthatcombinetherhythmsandfolkwaysofeverydaylifewithtalesaboutextraordinaryindividuals.Theresultingbodyofworkisavividtapestrythatweavestogetherlivemusic,storytelling,anddrama,exploringthegritandhumanityofcharactersfromthepast.MadRiverhastouredextensivelythroughouttheUnitedStatesandCanada,performingattheatersandmuseumssuchastheSmithsonianInstitutioninWashington,D.C.,theCaliforniaCenterfortheArts,andtheRaymondKravisCenterforthePerformingArts.MadRiverhasalsopresentedmultipleperformancesattheJohnF.KennedyCenterforthePerformingArts,aswellasappearinginmajorcitiesincludingBoston,Philadelphia,LosAngelesandSanFrancisco,andatinternationaleventssuchastheVancouverChildren’sFestival.TheMadRivercompanymembersareamulti-talentedgroupofwriters,performers,andtheatereducatorswithexperiencesthatspantheworldsoftheaterandmusic,fromregionaltheaterstotheLondonFringe,fromfolkfestivalstoNashville.ProducingDirectorandComposerBobLucasisanaccomplishedsongwriterandperformerwhohasachievedmajorsuccessforhisrecordingsaswellastheaterwork.TwoofhissongsareincludedontheGrammy-winningalbumbyAlisonKrauss,NewFavorite.Workingasanensemble,MadRiverhascreatedauniquetheatricalstylethatappealstoaudiencesofallages.

TheShow

FreedomRidersisthenewestplayfromMadRiverTheaterWorks.Itexploresvaliantandcourageouspersonalitiesbehindoneofthemostcriticalchaptersinthehistoryofthecivilrightsmovement.Theplaydemonstratestheimportanceofworkingtogethertoaffectchangeandspecificallyhownon-violentprotestwasusedtocombatthecrueltiesofsegregation.Setin1961,fifteenyearsaftertheUnitedStatesSupremeCourthadoutlawedsegregation;buslinesandcitiesthroughoutthesouthstillenforcedarigidsystemofseparatingblackandwhitecitizens.FreedomRiders,bothblackandwhiteandmostlyyoung,decidedtotraveltogetheronbusesthatcrossedstatelinespurposefullydisregardingthehatefulsegregationpracticesthatwerestillcommonplaceinsomanypartsoftheUnitedStates.TheunforgettableheroesandthefactsbehindtheeventsportrayedinFreedomRidersareessentialtoafullunderstandingofthecivilrightseraandAmericanhistory. ImagefromBlackpast.org

SettingtheStagefortheFreedomRiders

InthewakeoftheabolitionofslaveryintheUnitedStates,manysouthernstates,whichhadpreviouslybeenpartoftheconfederacy,startedtomakelawstokeepblackcitizensatadisadvantage.Manyofthoselawslimitedblackcitizen’srighttovoteinelections,andothers,knowncommonlyasJimCrowLaws,mandatedapolicycalledsegregation.Ineducation,segregationensuredthatschoolswouldeitherbeblackorwhite.Thatbathroomsandwaterfountainsandplaygroundswouldbeblackorwhite.Andonpublicbusses,seatsatthefrontwouldbereservedforwhitepatronswhileblackcustomerswereforcedtositintheback.

Debatably,thefirstfreedomridemayhavebeenthe1947JourneyofReconciliationincluded16men-8whiteand8black,fromtheCongressofRacialEquality(C.O.R.E.).ThemenplannedtoridepublictransportationinVirginia,NorthCarolina,Tennessee,andKentucky.Thereweremultiplearrestsinalmosteverystatetheyvisited.

OnDecember1st,1955,CivilRightsicon,RosaParks,famouslyrefusedtogiveupherseattoawhitepersononasegregatedcitybusinMontgomery,Alabama.Shewasjailed.Parkswasnotthefirstpersontofightbackagainstthesesegregations,butheractionsbegantheMontgomeryBusBoycott,acornerstoneofAmericanCivilRightshistory.

Fiveyearslater,inGreensboro,NorthCarolina,thefirstmajorstudentprotestbeganwhenfourblackmenfromalocalcollegestagedasit-inatasegregatedlunchcounter.Overtime,thesit-inwasreportedinnewspapersallacrossthesouthernstates,leadingstudentsandactivistsfromalloverthecountrytostarttheirownprotests,resultingintheclosureofmanysegregatedlunchcounters.

Thenextyear,freedomridesbeganinresponsetotherefusalofsouthernstatestoenforcetwoSupremeCourtrulings(Morganv.VirginiaandBoyntonv.Virginia)whichdemandedthedesegregationofinterstatebustravel.Ultimately,freedomridesbecameoneofthelargeststudentprotestsinAmericanhistory.Itallstartedwithonebusandonegroupofprotesters.

WhoWeretheFreedomRidersWithmuchoftheUnitedStatesstilldealingwithrampantracismandinequality,thefirstfreedomrideofthecivilrightseratookplaceonMay4th,1961.InspiredbytheactionsoftheJourneyofReconciliation,13riderssetofftodrawattentiontotheunfairpoliciesofsegregationonpublicandinterstatetransportation.Theridersincluded11fromC.O.R.E.and2fromtheratherneworganization,theStudentNonviolentCoordinatingCommittee(S.N.C.C.).Everywherethatfirstbuswentitencounteredtrouble.Sometimestherewereminorattacksonthebusses.Othertimes,riderswerebeatenand/orjailed.ThingsgotevenworsewhentheridersreachedMontgomery,Alabama,wherepolicecommissioner,BullConnor,organizedviolenceagainsttheridersinconjunctionwiththeKuKluxKlan.Manyriderswerebeatenverybadly,andsomewereturnedawayfromlocalhospitalsbecauseofwhattheyweretryingtoaccomplish.Afterthefirstride,membersoftheNashvilleStudentMovement,aswellasactivistsfromacrossthecountry,organizedtheirownridesintosouthernstates.Intotal,therewereover60rides.Theseprotests,originallyledbytheyouthofAmerica-bothblackandwhite-spreadacrossthecountryandleadtheFederalInterstateCommerceCommissiontoissueanorderofdesegregationonpublictransportation.ThiswasanimportantstepalongtheroadtobanningsegregationinsomanyareasandbringingAmericaclosertoapolicyofequalrightsforall.

ProminentFigures Thecharactersinthisplayarefictional.However,theplaywrightdrewheavilyonthestoriesofthreereal-lifefreedomriders:JamesZwerg,DianeNash,andBernardLafayette.

DianeNashwasaco-founderandchiefstrategistoftheStudentNonviolentCoordinatingCommittee(SNCC).ShehelpedorganizemanysuccessfulprotestsintheAmericancivilrightsmovementincludingnotablytheNashvillelunchcountersit-ins.Duringtherides,NashtookitbothasaresponsibilityofSNCCandasapersonalobligationtorecruitasmanyyoungpeopleaspossibletorideintosegregatedstates.JimZewrgwastheonlywhiterideronthesecondbusoffreedomriders.HewasraisedinWisconsin,andincollegehebecameamemberofSNCCinTennessee.HewasbadlybeateninanambushinMontgomeryAlabama.Herecalledlater"TherewasnothingparticularlyheroicinwhatIdid.Ifyouwanttotalkaboutheroism,considertheblackmanwhoprobablysavedmylife.Thismanincoveralls,justoffofwork,happenedtowalkbyasmybeatingwasgoingonandsaid'Stopbeatingthatkid.Ifyouwanttobeatsomeone,beatme.'Andtheydid.HewasstillunconsciouswhenIleftthehospital.Idon'tknowifhelivedordied."BernardLafayettewasastudentattheAmericanBaptistTheologicalSeminaryandamemberoftheNashvillestudentmovement.Hequicklygotinvolvedinthefreedomridesafternewsreachedhimaboutattacksonthefirstwaveofbusses.Onhisfirstride,LafayettewasbeatinMontgomery,Alabama,andarrestedinJackson,MississippiwherehelaterwentontostarttheJacksonNonviolentMovement.

Timeline

TheJourneyofReconciliation:16menfromC.O.R.E.setouttotestthedesegregationofinterstatetravelbytakingabustoVirginia,NorthCarolina,Tennessee,andKentucky.

MontgomeryBusBoycottBegins:RosaParksrefusestogiveupherseatonthebustoawhiteriderandisjailed,beginningtheMontgomeryBusBoycott.

FirstGreensboroLunchCounterSit-In:FourstudentsfromCarolinaAgriculturalandTechnicalStateUniversitystagedthefirstmajorstudent-ledsit-inataWoolworth’slunchcounterinGreensboro,NorthCarolina.

S.N.C.C.Founded:TheStudentNon-violentCoordinatingCommitteeisfoundedinRaleigh,NorthCarolina.

FirstFreedomRidersDepart:Twobusses,oneTrailwaysandoneGreyhound,leftWashingtonD.C.headedforVirginia,Georgia,Alabama,Mississippi,andfinallyLouisianawheretheyplannedtoholdarally.MostoftheriderswerefromC.O.R.E.andsomewerefromS.N.C.C.

FirstBusofFreedomRidersAttacked:WhenthefirstbusreachedAnniston,AlabamatheyweremetbyamobofKlansmen.Themobstoppedthebus’progressoutsideoftownandsetitablaze.Manyriderswerehurtandhospitalized.

MeetingatMontgomeryFirstBaptistChurch:Dr.MartinLutherKing,Jr.andothercivilrightsleadersmeetinMontgomerytodiscussthefreedomrides.Severalridersmadeanappearancedisguisedinchoirrobes.

F.R.C.C.Formed:TheFreedomRidersCoordinatingCommitteeformedtoorganizemorerides.

RobertKennedypetitionstheInterstateCommerceCommission:AttorneyGeneral,RobertKennedypetitionstheInterstateCommerceCommissiontocomplywithitsdesegregationpolicy. FinalFreedomRideDeparts

April9,1947

December1,1955February1,1960

April15-16,1960

May4,1961

May14,1961

May21,1961

May26,1961

May29,1961

September13,1961

ImportantTerms&NamesBoytonv.Virginia ProtestBrownv.BoardofEducation SegregationCivilRights Sit-inCongressofRacialEquality StudentNonviolentCoordinatingCommitteeDesegregation SupremeCourtIntegration RacismKuKluxKlan Dr.MartinLutherKingJr.Morganv.Virginia RosaParksPlessyv.Ferguson

FreedomRidersByTerenceGeorgeCraddock

WeareborntofightcausefreedomWerideforthconstantlyincausefreedomWemustspeakfightforallwhocannot

OrwillnotfightCausefreedomForthemselves

Butcausefreedom

IsnotfightingdeceptionoilwarsCausefreedomishumanrights

HumanrightsregardlessOfageracereligiongenderForallcitizensofthisplanet

Poemcanbefoundonpoemhunter.com

CottinPickin’FreedomRidersByEvelynDilworth-Williams

WhenSisterRosasatonthatbus,shedidn'tsitalone,ShehadthevisibleimageoftheMasteronthehighthrone.Therewerepassengersonthatbusthatnoeyecouldsee,Shewasridingwithpeoplewhohadneverbeenfree.

Theirtimehadcometositandrideanywhere,Thedaywasnowwithnotimetospare.Cottinpickin'timehadlastedforhundredsofyears,Sotakingaseatanywherewaswithoutfear

Ridin'didn'tquenchthethirstoftheworkersofthefieldsTheyneededmoreofwhatawaterfountaincouldgiveWiththeirbrow,sohotnonewantedtothink,TheysightedGod'sfountainsandusedbythemtodrink.

Cottinbynowwaswelllearned,Thatgroupwantedrealschoolingfordegreestoearn.TakingadeskattheschoolsoftheirchoiceCausedplentyruckusfromtheestablishedclasses'voice.

Theyalsohadtofindawaytogettothepolls,Directionstogettherewerenotalwaystold.Pickin'atimetogettothepollingplacetovoteWaswitheasewhenunitywasthedesigntopromote.

Poemcanbefoundonaaregistry.org

Thefieldhandsbynowhadsettledsomeclaims,Therewasmuchtodosotheyattractedsomefame.Sawwaterhosesusedonthechildrenofthecottinbeddedsouth,Startedspreadingtheideaofboycottsbywordofmouth.

Peoplefromeverywherecaughtaglimpseoftheirplan,Andtheridin'cottinpickersgotsupportfromallovertheland.Theymarchedwithplacardsuntiltheirfeetwereinpain,Ne'ertostopfortheyknewthatmomentwouldn'tcomeagain.

Marching,walking,andsinginggotthemputinjail,Willinglytheywent,notknowingwhowouldposttheirbail.Evenwhenthenewlyfoundleadersgaveoflife,Theywouldn'trelentjustbecauseofviolentstrife.

Thejobhadtobedoneandthejobwasdone,Turningbackwasleftforthetotalsumofnone.Allthattookplacewasnotjustforyouorme,Butfortheoneswhowerebornanddienotfree.

Pre-ShowDiscussion1. Readpartsofthestudyguidetothestudentsorhavethestudentsreadontheirown.Discussany

questionstheymayhaveaboutthataspectofthetopictheywillsee.Thiswillhelpclearupanyconfusiontheymayhavebeforetheshow.

2. Havethestudentsseenanyshowsthatwerebasedonhistoricalperspectives,booksorstoriesbefore?Whataboutmovies?Howdotheyexpectthisshowtobedifferentfromwhattheyhaveseeninthepast?Howdotheyexpecttheshowtobedifferentfromthebook?

3. ThisstudyguideincludesjustafractionofinformationontheCivilRightsMovementandFreedomRiders.Havethestudentsresearcheithertopicaswellasothermajorfigures(somefoundinthestudyguide)fromthetimeperiodandwriteapaperdescribingwhateachhadtogothrough.HowishisstorysimilarordifferenttootherCivilRightsMovementleaders?

4. Havethestudentsdraworwritepredictionsonwhattheythinktheywillseebasedonwhattheyreadinthestudyguide,pictures,andhistory.Aftertheshow,lookatthepredictionsandseewhowascorrect.

5. FindoutmoreabouttheCivilRightsMovement(orpickeventsfromthetimelineortheimportanttermsandnames).Researchimportantpeople,places,etc.thatsurroundedthoseevents.HowdideacheventeffecttheCivilRightsMovement?

6. Havethestudentsresearchstorytellinginothercountriesorhistory.HowisitdifferentorsimilartoAmericanfolktalesandfables?Thiscanbearesearchpaper,projectorjustahomeworkassignment.Havethempresentwhattheyfoundtotheclass.

7. Sincethemainthemeoftheplayisstandingupforyourbeliefsandbeingbrave,haveaclassdiscussiononthetopic.Havethestudentsthinkofamoraloralessonthattheywouldwanttoteachsomeoneandwritetheirownfable(writingastoryusinganimalsascharacters).Havethemgoastepfurtherandillustratethestory,similartotheexplanationofthepuppetrywithdecidingwhattheywanttheanimalstolooklike.Havethempresenttotheclassexplainingwhytheytoldthestoryinthewaytheydid.(Whatanimalsdidtheyuseandwhydidtheychoosethem?)

8. HavethestudentsreadanotherstoryabouttheCivilRightsorstandingupforyourbeliefsorwatchamoviefeaturingthetopic.Whataresomecommonthemesofthestory?Whatisthemainthemeofthestory?Arethereotherstoriestheycanthinkofthathavethesametheme?Considerusingotherfolktalesandfablestoillustratethispoint:Greekmythology,fables,Americanfolktales,etc.Whataresomeotherfamousstories?Wasthelessonthesameineachstory?

9. Havethestudentsresearchotherstories.HowarethestoriessimilartothestoryoftheFreedomRiders(themes,characters,setting,etc.)?Howaretheydifferent?Eveniftheyhaven’treadthestories,isthereanythingthattheycantellfromthedescriptionorevenpicturesthataresimilartothestoryintheshow?IfyouhavecometopastMadRivershowsattheRauebefore,howdoesthisstorycomparetoJackieRobinson,RosaParksorWingsofCourage?

10. Havethestudentsthinkabouthowitwouldhavebeentogrowupinthe1940s-1960swhilethiswasgoingon.Whatelsewasgoingonaroundthattime(nationalconflicts,socialissues,popularculture)?Howdotheirlivescomparenowwiththen?

11. WhatdothestudentsknowabouttheAmericancivilrightsmovement?Canthestudentsdescribewhatanon-violentprotestmightlooklike?

Post-ShowDiscussion(Someofthesearegoodtodiscusswithyourstudentswhileyouwaitforyourbustoarriveatthetheatreaftertheshow!)

1. Haveeachstudentcomeupwithoneortwooftheirfavoritepartsoftheshow.Whatwastheirleastfavoritepart?

2. Comparetheshowtheyjustsawwithothertheatreshowsormoviesthey’veseen.Howaretheydifferent?Howaretheysimilar?

3. Dothestudentsthinktheycouldwriteaplaybasedontheirlives?Havethestudentswriteastorythatcouldbeturnedintoaplay.Maybeincludetheirfavoriteday,vacationthey’vetaken,schoolorfriendadventures.Toexpandonthisactivity,havethestudentswriteasceneoftheirplay.Gotothelibraryandlookattheformatofaplayincludingstagedirections,dialogueandscenedescription.Havethestudentsperformtheirscenefortheclass.Iftheycan’tcomeupwithsomethingontheirownlives,havethemwritesomethingforanotherstory.

4. Writeajournalentryabouttheplay.Includefavoriteorleastfavoriteparts.Scenesortimesintheshowthatstudentsrelatedtoinsomeway.Havetheyeverfeltlikeanyofthecharactersdid?Weretherethingstheywoulddodifferentlyiftheywereinhis/hershoes?

5. Havethestudentspretendyouareareporterforanewspaperandwriteareviewoftheplaytheyhavejustseen.

6. HavethestudentsreadthesynopsisandbiographyoftheFreedomRiders.Whatarethecommonthemes?Whatisthemainthemeoftheplay?Aftertheshow,havethestudentsrecallwhattheyreadaboutthestorybeforetheycametotheshow.Doestheirideaofthethemechangeafterseeingtheshow?Howiswhattheysawdifferent/similartowhattheyread?Didtheplayusespecificwordsordescriptionstoaddtothestoryorcreatethemoodofthestory?Usespecificexamples.

7. Havethestudentspickouttheirfavoritepartofthestoryanddescribeitindetailfromtheperspectiveofthemaincharacterinthescene.Havethemrewritethestoryfromanothercharacter’sperspective(i.e.fromoneoftheFreedomRiderstoaPoliceOfficer).Didthatchangethestoryatall?How?Howiseachstorytold—firstpersonorthirdpersonperspective?Havethestudentsrewriteitonemoretimefromtheirownperspectiveasanaudiencemember.

8. Thefreedomriderscouldbeconsideredheroes.Whatmakesthemheroes–whatdidtheydo?Howdidtheiractionsaffectlifeingeneral?Thinkofotherheroesyouknowofinotherstories,plays,TVshows,etc.Howaretheysimilar?Howaretheydifferent?

9. Havethestudentschoosetheirfavoritecharacterintheplay.Howaretheyimportanttothestory?Whataretheylike?

10.Animportantaspectoftheshowisthemusicchosen.Howismusicusedinsettingthemood?Whatkindofmusicisplayedforthehappyparts?Thesadparts?Tellthestudentstolistenformusicthatsetsthemoodthenexttimetheyseeamovieoratelevisionshow.Doyouthinkthesongsareintentionallychosenorjustbecausethedirectorlikedthesongs?

11.Reviewthemoralofthestoryanddiscusswhathappenedtothecharacterstoshowthemoral(whatbadthinghappenedthatmadethemlearnthelesson).Howmightyouapplythislessontoyourlife?

12.Arethereotherwaysthestudentscanthinkoftotellthestories?Play,storyboards,etc.Havethemtrytellingastoryusingthatmedium.

13.ReadtheFreedomRiderspoemsonpage6ofthestudyguide.Howdothestoriestoldinthepoemandmusicaldiffer?Howaretheysimilar?Whatelementsdoestheauthorofthepoemusetotellthestory(rhyme,rhythm,etc.)?Whatelementsoftheatre(costumes,characters,settings,dialogue,music)dotheplayersusetotellthesamestory?

14.Howdidtheplaymakethestudentsfeel?Talkabouthowtheactorsassumedifferentroles(characters)andhowaplayisdifferentfromamovie.Askthestudentswhattheythinkhappenedinthelivesofthecharactersaftertheactionoftheplay.Havethemresearchthelivesofthecharactersthattheshowswerebasedonandseeiftheirpredictionswereright.

15.HowwouldyoudescribetheFreedomRidersasimportantfiguresinhistory?Howdotheiractionssupportyourdescriptionofthem?Bespecific.

16.ResearchandcreateatimelineofsignificanteventsinthelivesoftheFreedomRiders(utilizetheexistingtimelineasastartingpoint).Howmanyarepresentintheplay?Whatismissingthatyouthinkshouldhavebeenincluded?Whydoyouthinkitwasn’tincluded?