View
224
Download
0
Category
Preview:
Citation preview
7/23/2019 ALLEGIANCE EducatorGuide v1 1
http://slidepdf.com/reader/full/allegiance-educatorguide-v1-1 1/10
E D U C A T O Rr e s o u r c e
G U I D E
p o w e r e d b y
V E RS I ON 1. 1
7/23/2019 ALLEGIANCE EducatorGuide v1 1
http://slidepdf.com/reader/full/allegiance-educatorguide-v1-1 2/10
Dear Allegiance Teachers,
Thank you for bringing Allegiance into your classroom, enriching your students’ experience,and sharing the story of this unique time in American history.
THIS GUIDE CONSISTS OF PRE- AND POST-SHOW ACTIVITIES
AND QUESTIONS TO RAISE ON YOUR WAY TO THE SHOW,
AT INTERMISSION, AND ON THE WAY BACK TO SCHOOL .
Each activity includes step-by-step instructions with highlighted and italicized questions and infor-
mation that you can read directly to your students to support their understanding of the activities.
We hope, with the assistance of this Guide, Allegiancewill be an impactful and inspiring event for
your students. We welcome your feedback: please contact us if you have ideas or would like assis-tance with modifications based on the needs of your students.
With gratitude,
Initially launched with the Broadway musicalMemphis in 2009, Inspire Change is an innovative
arts program that partners with commercial theater
productions to provide schools and communities
across the tri-state area with subsidized tickets and
high-impact educational experiences.
Inspire Change’s programming is developed in
tandem with productions, drawing on and contribut-
ing to their research and artistry, in order to create
the most effective tools to educate communities,
foster dialogue, and inspire change.
Matthew J. Schneider,
Director of Education, AllegianceMatthew@allegiancemusical.com
Matt Freeman,
Director of Education, Inspire ChangeMatt@inspirechangebroadway.org
1
a l e t t e r f o r e d u c a t o r s . . .
I N S P I R E C H A N G E b i o g r a p h y
7/23/2019 ALLEGIANCE EducatorGuide v1 1
http://slidepdf.com/reader/full/allegiance-educatorguide-v1-1 3/10
Sam Kimura receives a mysterious envelope that leads him 60 years into his past to 1941 in the
farming village of Salinas, CA, where he was born and raised along with his sister Kei. Over the
radio, the Kimuras hear President Roosevelt’s announcement of the bombing of Pearl Harbor,
a “date which will live in infamy.”
The Kimuras are forcibly relocated to Heart Mountain Camp in rural Wyoming where Sam and
his sister struggle to agree on a response to this unconstitutional imprisonment. In an attempt
to prove the “loyalty” of his people, Sam enlists in the army and fights for the U.S.A. in Europe;
meanwhile, Kei leads a movement of resistance against the injustice of the incarceration.
ALLEGIANCE FOLLOWS ONE AMERICAN FAMILY’S EXPERIENCE OF
WORLD WAR II; THE ACTIONS THEY TAKE AND THE CONSEQUENCES
THAT FOLLOW WILL HAUNT THEM FOR DECADES.
A L L E G I A N C E S Y N O P S I SB E FOR E
T HE s h
o w
B E FOR E
T HE s h
o w
After the war, they attempt to reconcile their political actions and hurtful words, but their divided loyal-
ties — to their loved ones, politics, legacies, and family — keep them apart for decades to follow. In the
present day, through the contents of the mysterious envelope, Sam has a chance to reconcile his past
and share in the love and compassion of his family.
LEFT TO RIGHT: LEA SALONGA AS KEI KIMURA,TELLY LEUNG AS SAMMY KIMURA,GEORGE TAKEI ASOJII-CHAN AND CHRISTÓPHEREN NOMURAKA ASTATSUO KIMURA. PHOTO CREDIT: MATTHEW MURPHY
2
7/23/2019 ALLEGIANCE EducatorGuide v1 1
http://slidepdf.com/reader/full/allegiance-educatorguide-v1-1 4/10
A PICTURE OF A MOCKUP OF T HE FAT MANNUCLEAR DEVICE DROPPED ON NAGA SAKI, JAPAN.COURTESY OF CREATIVE COMMON S (CC-BY-2.0).
BAGGAGE IS ASSEMBLED AND TAKEN BY TRUCK TOTHE SALINAS DETENTION CE NTER. MARCH 21, 1942.COURTESY OF THE NATIONAL ARCHIVES AND
RECORDS ADMINISTRATION AND DENSHO.
THE "LOYALTYQUESTIONNAIRE".
1943. COURTESYOF DENSHO AND
THE IKEDA FAMILYCOLLECTION.
B E FOR E
T HE s h
o w
B E FOR E
T HE s h
o w
First Japanese immigrants settle in California.
December 7th: the Empire of Japan attacks Pe
Harbor. All U.S.A residents of Japanese descenincluding citizens, are classified as “enemy alie
December 8th: U.S.A. declares war on Japan,officially entering World War II.
WRA creates the “Loyalty Questionnaire” to
determine whether the imprisoned Japanese
Americans are “loyal” to Japan or the U.S.A.
The U.S. Supreme Court determines the evacuation
from the West Coast was constitutional, but the
incarceration of Japanese Americans was not.
Japanese Americans begin to leave the prison
camps; they are given $25 and a bus or train ticket.
The Civil Liberties Act offers a public apology
and $20,000 in monetary reparations to those
whose Constitutional rights had been violated
a result of the wartime exclusion.
Immigration Act of 1924 (The Johnson-ReedAct) ostensibly stops all immigration from
Japan; Japanese immigrants were "ineligible"
for naturalized citizenship after 1870.
February 19th: Executive Order 9066, creates
military exclusion zones “from which any or all
persons may be excluded” for “protection
against espionage and against sabotage.”
“Military exclusion zones” enforced. The U.S.Army forcibly removes 110,000 Japanese
Americans from California and parts of Washin
ton, Arizona, and Oregon to 10 permanent
camps in 7 states.
September 2nd:Japan formally surrenders;
World War II ends.
August 6th: U.S.A. drops an atomic bomb on
Hiroshima, Japan. August 9th: U.S.A. drops asecond atomic bomb on Nagasaki, Japan.
A federal commission concludes that the incar-
ceration was the result of "race prejudice, war
hysteria, and a failure of political leadership."
1869
1924
1941
D E C E M B E R
1942
F E B R U A R Y
S P R I N G
1943
F E B R U A R Y
D E C E M B E R
1944
J A N U A R Y
1945
A U G U S T
S E P T E M B E R
1983
F E B R U A R Y
1988
A U G U S T
H I S T O R Y o f j a p a n e s e
a m e r i c a n s 1 8 6 9 - 1 9 8 8
7/23/2019 ALLEGIANCE EducatorGuide v1 1
http://slidepdf.com/reader/full/allegiance-educatorguide-v1-1 5/104
H I S T O R I C A L C O N T E X TB E FOR E
T HE s h
o w
B E FOR E
T HE s h
o w
1924:
For Japanese immigrants already living in Ameri
ca, how do you think they felt when their adopt-
ed country stopped allowing other people from
Japan from entering the country?
DECEMBER 1941:
What comes to your mind when I say World War
II? What are some of the circumstances that led
to World War II? What other countries were
involved? What do you think “enemy alien”
means? What images does that term evoke?
CIVILIAN EXCLUSION ORDERS:
(Like the one to the left) named “all persons of
Japanese ancestry” as those affected by 9066’s
“exclusion zones.” Hearing about these govern-
ment-issued orders for “exclusion,” a targeted
separation of people, what does this remind you
of- perhaps from another time in American
history?
MARCH 1942:
What are some reasons people immigrate to America? How might an immigrant to America
respond after hearing they are being “relocated
because they are originally from a different
country? How might these responses differ for
someone who was born in America but is also
being “relocated” because of their ancestry?
THE TIMELINE ON PAGE 3 LOOKS AT THE RELATED HISTORICAL
EXPERIENCE OF JAPANESE AMERICANS FROM THE LATE 19TH CENTURYTO THE LATE 20TH CENTURY.
FOCUS YOUR STUDENTS’ UNDERSTANDING OF THESE EVENTS BY CON-
CENTRATING ON THE FOLLOWING QUESTIONS IN PREPARATION FOR
SEEING ALLEGIANCE AND FOR MANY OF THE ACTIVITIES IN THIS GUIDE.
"INSTRUCTIONS TO ALL PERSONS OFJAPANESE ANCESTRY ", APR. 24, 1942, POSTEDIN SEATTLE, WASHINGTON. COURTESY OFDENSHO, THE YAMADA COLLECTION.
7/23/2019 ALLEGIANCE EducatorGuide v1 1
http://slidepdf.com/reader/full/allegiance-educatorguide-v1-1 6/10
The 442nd Infantry Regiment, almost entirely Japanese
American, was the most decorated unit for its size and
length of service in the history of American warfare.
If an imprisoned individual did not swear allegiance to the
U.S.A. on the “Loyalty Questionnaire”, they were sent to a
high-security prison camp called Tule Lake.
In Japanese, the phrase shikataganai means “It’s beyond
my control, so it cannot be helped”, or “nothing can be done”.
In Allegiance, this is translated into the song
"Do Not Fight the Storm".
A Japanese term of Zen Buddhist origin that means“
endure with patience and dignity”.
A prison camp* in Northwest Wyoming, built in 1942,
that held a total of 13,997 prisoners over three years.
Draft Resistance in the camps was strongest at Heart Moun-
tain; 92 people were sentenced and imprisoned for Selec-
tive Service Act violations.
Japanese American Citizens League (JACL) is the largestand oldest civil rights organization for Japanese Americans.
In July 1942, all residents of Japanese descent (includingcitizens) were categorized as “4-C: enemy aliens.”
The “Loyalty Questionnaire”, distributed by the WRA, attempt-
ed to determine which Japanese Americans were "loyals"
and which were "disloyals," with the hopes that some would
serve in the military.
The Purple Heart is an American military decoration awarded
for wounds received in action, and for meritorious perfor-
mance of duty.
“Wishes on the Wind” celebrates Tanabata, a summer
festival in which the Japanese celebrate a celestial myth by
tying wishes to a tree.
442ND BATTALION,
OR “THE 442”
“DISLOYAL”
DO NOT FIGHT THE STORM
GAMAN
HEART MOUNTAIN CAMP
HEART MOUNTAIN CAMP
RESISTANCE
JACL
“FOUR-C” ENEMY ALIENS
“LOYALTY QUESTIONNAIRE”
PURPLE HEART
“WISHES ON THE WIND”
S E L E C T G L O S S A R Y B E F
OR E
T HE s h
o w
B E FOR E
T HE s h
o w
*WHILE HISTORICALLY REFERRED TO AS “INT ERNMENT CAMPS”, WE HAVE CHOSEN TO USE THERECOMMENDED TERMINOLOGY SUGGESTED BY DENSHO, INSPIRE CHANGE AND ALLEGIANCE .
7/23/2019 ALLEGIANCE EducatorGuide v1 1
http://slidepdf.com/reader/full/allegiance-educatorguide-v1-1 7/10
Ask your students to think about the groups to which they belong. How does it feel to be
part of a group or community? Generate a list on the board of those responses.
Tell your students that for the purposes of this activity the traits on their list will now serve as
the basis of how they feel to be part of a newly formed, class-wide community.
Have your class spread out so each student is located in their own small area of the room.
Keeping their list of community qualities in mind, at your signal the students should move
from their spots and attempt to individually greet each of their classmates.
After giving a couple of minutes for the greetings, pause your class. How did it feel to greet
and be greeted by your classmates? What words on the list could you most connect with
during the activity? Are there any new words you’d like to add?
Before returning to their original place in the room for Round 2, have each student draw the
name of a classmate from a hat or bucket. Tell them to keep their selected name a secret and
to pick again if they draw their own name.
In the second round, give your students these directions:
Something has happened - we don’t yet know what - and the community we built in Round
1 is no more. The student whose name you chose now represents your only ally in the class.
For unknown reasons, all other students have recently become suspicious of you.
Please silently move around the space in an attempt to find your ally, while staying as faraway as possible from your suspicious classmates.
Let the students move around until things become somewhat chaotic and then have every-
one pause. How did the circumstances shift in this round? Who felt successful in finding
their ally? What were some of the challenges? Who could tell which classmates had picked
their name as an ally? What were your feelings towards that person? Did any pair pick each
other as allies? How is that different for “mismatched” pairs? How did the movement of the
room change between Round 1 and Round 2? How did your feelings towards your
classmates change in Round 2? The responses to the last question should become a second
column on the board.
Following your discussion, ask students to return to their seats and watch President Franklin
Delano Roosevelt’s speech declaring war on Japan.
https://www.youtube.com/watch?v=YhtuMrMVJDk
After watching, begin a class discussion: What are the main points of the speech?
FDR is declaring war on Japan, but what do you think that meant for Japanese Americans?
What do you think is the relationship between the speech and the activity we just did?
Which pairings of words on the board do you think reflect how Japanese Americans may
have felt before and after hearing FDR’s speech?
1
2
3
4
5
6
7
8
9
10
11
MATERIALS
CLASSROOM BOARD, A PRINTED
LIST OF YOUR STUDENTS’ NAMES
CUT INTO SLIPS OF PAPER AND PUT
IN A HAT OR BUCKE T.
PREPARATION
CLEAR DESKS AND CHAIRS
OUT OF THE WAY FOR AN OPEN
SPACE, COMPUTER ACCESS SET-UP
TO PLAY FDR’S “DECLARATION OF
WAR ON JAPAN” (LINKED BELOW).
STANDARDS
NYC DOE BLUEPRINT FOR
TEACHING AND LEARNING IN
THEATER:
THEATER MAKING BENCHMARKS:
ACTING: IMAGINATION, ANALYSIS,
AND PROCESS SKILLS (GRADES 8
AND 12)
MAKING CONNECTIONS THROUGH
THEATER BENCHMARKS (GRADES 8AND 12)
COMMON CORE:
HISTORY/SOCIAL STUDIES:
(6-8.2, 11-12.2)
READING: INFORMATIONAL TEXT:
(8.1, 8.7, 11-12.1, 11-12.7
B E C O M I N G T H E O T H E R
THROUGH A THEATER ACTIVIT Y DRAWN FROM AUGUSTO BOAL’S THEATRE OF THE OPPRESSED,
BECOMING THE OTHER GIVES STUDE NTS A CHANCE TO EMBODY THE IDEA OF WHAT IT’S LIKE TO
GO FROM A CIVILIAN TO A SUSPECT.
B E FOR E
T HE s h
o w
B E FOR E
T HE s h
o w
7/23/2019 ALLEGIANCE EducatorGuide v1 1
http://slidepdf.com/reader/full/allegiance-educatorguide-v1-1 8/10
ON YOUR WAY TO THE SHOW: QUESTIONS FOR THE BUS
• Raise your hand if “Allegiance” will be your first time seeing a musical. Keep them raised if
“Allegiance” will be your first time seeing a Broadway show.
• What do you think of when you hear “Broadway”?
• What do you expect to see on stage based on the history and themes we explored in class?
• What questions are you bringing with you into the theater after completing the pre-show activities?
BEFORE ARRIVING: RE VIEW EXPECTATIONS AND THEATER ETIQUETTE
• Review the process of what will happen when you get to the theater. If chaperones are assigned
to specific students, remind students to be on the lookout for the appropriate adult.• Phones and devices should be turned completely OFF (not muted, not on vibrate).• No photography, eating, drinking, texting, or talking during the show!
• There is a 15 minute break (the “Intermission”) in the middle of the show.At that time you can use the restroom and purchase food, drinks, and merchandise.
• Discuss how dismissal will work when the show ends.
AT IN TE RM IS SI ON : QUE STIO NS AT TH E BR EA K
In the first act of “Allegiance,” the audience is introduced to many characters.
• Which character are you currently most drawn to and why?
• What questions were you left with at the end of Act 1 that you most want to see answered in Act 2?
• Did you come in with any questions from the pre-show activities that were or were not answered?
• What surprised/excited you the most?
CURTAIN CLOSERS: QUESTIONS ON YOUR WAY BACK TO SCHOOL
The show is over, but it’s the ideal time to capture and synthesize the experience. Use these questions tframe a discussion on the bus back to school.
• How was it to see a Broadway show? What did/didn’t you expect? If you’ve seen a Broadway show
before, what was the same and what was different about this experience?
• What’s the first thing that comes to mind when you think about the musical “Allegiance”?
• What themes does the play explore? What examples from the performance can you use to
justify your argument?
• What looked or sounded different from your expectations for ”Allegiance”?
• What questions remain for you? How do you think we can find the answers?
S E E I N G A L L E G I A N C E
USE THESE QUESTIONS TO STRUCTURE CONVERSATIONS ON YOUR WAY TO SEE
ALLEGIANCE , AT INTERMISSION, AND ON THE WAY BACK TO SCHOOL.
STANDARDS
NYC DOE BLUEPRINT FOR
TEACHING AND LEARNING
IN THEATER:
DEVELOPING THEATER
LITERACY BENCHMARKS:
RESPONDING TO THEATER
PERFORMANCE (GRADES 8
AND 12)
LEA SALONGA AS KEI KIMURA.
7/23/2019 ALLEGIANCE EducatorGuide v1 1
http://slidepdf.com/reader/full/allegiance-educatorguide-v1-1 9/10
In the play, different perspectives on “loyalty” are expressed and the multiple interpreta
tions of patriotism are crucial to understanding the primary questions of Allegiance.
CLASS QUESTIONNAIRE
Divide the class into five equal groups, each named after an Allegiance character:
GROUP 1: The Sammys, the decorated soldiers of the 442nd Infantry Regiment.
GROUP 2: The Frankies, the organizers of the draft resistance at Heart Mountain.
GROUP 3: The Keis, the underground revolutionaries who created a newspapercampaign to alert the press to the injustices in the prison camps.
GROUP 4: The Tatsuos, the Japanese immigrants who answered “no, no” on
the “Loyalty Questionnaire”.
GROUP 5: The Mike Masaokas, National Secretaries of the Japanese American
Citizens League.
Ask each group to to review the decisions made by its assigned character throughout
Allegiance. For each decision, ask the group to make a Pro and Con list. Remind
students to draw on the historical information they know, their experience seeing
Allegiance, and to carefully consider the unique background of their character (i.e., a
woman in the 1940s, a Japanese immigrant, American citizens of Japanese descent).
Once the lists are finished, each group should present theirs to the other groups beforeposting the list in a different area of the room.
After all groups present and post their lists, have your students move to the area of the
room now represented by the character whose choices they most closely identify with.
Students are free to stand between two areas to represent their support of more than
one character’s choice.
When your students are settled into their places, ask if anyone wants to share why they
chose to stand in that spot of the room and how it reflects their feelings towards the Allegiance characters.
After your discussion, have your students form a circle. Ask one of your students
to shake hands with the person next to him or her. That handshake should then be
“passed” around the circle, from one person to the next. The handshake is a symbolic
acceptance of the different opinions expressed in the activity, and the many other
opinions expressed by Japanese Americans faced with these challenging
circumstances.
H I S T O R I C A L C O N T E X T
ALLEGIANCE GRAPPLES WITH CHALLENGING QUESTIONS OF PATRIOTISM.
AS DR AMATIZED IN THE PLAY, IN 1943 A QUESTIONNAIRE WAS CREATED TO
EVALUATE THE LOYALTY OF JAPANESE AMERICANS TO THE UNITED STATES.
1
2
3
4
5
6
A F TE R
T H
E s ho w
A F T
E R
T H
E s ho w
PREPARATION
CLEAR DESKS AND CHAIRS
OUT OF THE WAY FOR AN
OPEN SPACE.
STANDARDS
NYC DOE BLUEPRINT FOR
TEACHING AND LEARNING
IN THEATER:
MAKING CONNECTIONS
THROUGH THEATER
BENCHMARKS (GRADES 8
AND 12)
COMMON CORE:
HISTORY/SOCIAL STUDIES:
6-8.7, 11-12.3, 11-12.6, 11-12.7
READING: LITERATURE:
8.3, 11-12.2
TELLY LEUNG AS SAMMY KIMURA,
7/23/2019 ALLEGIANCE EducatorGuide v1 1
http://slidepdf.com/reader/full/allegiance-educatorguide-v1-1 10/10
B E Y O N D A L L E G I A N C E
O T H E R R E S O U R C E S
A F TE R
T H
E s ho w
A F T
E R
T H
E s ho w
A F TE R
T H
E s ho w
A F T
E R
T H
E s ho w
ESSAYS
http://encyclopedia.densho.org/Return_to_West_Coast/
http://depts.washington.edu/civilr/after_internment.htm
VIDEOS
http://www.densho.org/righting-a-wrong/
WEBSITES
Densho
www.densho.org
Heart Mountain Interpretive Center
www.heartmountain.org
National Japanese American Memorial Foundation
www.njamf.com
BOOKS
No-No Boy
a novel by John Okada
Farewell to Manzanar
by Jeanne Houston and James D. Houston
Last Witnesses: Reflections on the Wartime Internment of Japanese Americans
edited by Erica Harth
AT THE START OF THE SHOW, SAM KIMUR A SAYS HE HASN’T SPOKEN TO
HIS SISTER KEI IN OVER 50 YEARS. EXPLORE THESE RESOURCES WITH YOUR
STUDENTS TO FIND OUT WHAT LIFE WAS LIKE FOR JAPANESE AMERICANS
AF TER WORLD WAR II AND AF TER LEAVING THE PRISON CAMPS.
Recommended