Morehead State University’s The Little Company Presents
This is My Heart for You by Silas House
Study Guide Authors Dramaturgy Research Andrea Cox, Rebecca Earehart, Caleb Lunsford, Dylan Stacy, Cassidy Stearman Format and Design Rebecca Earehart- Graphic Designer Curriculum Research and Lesson Plan Alyssa Francis, Dylan Stacy The Little Company Staff Octavia Biggs - The Little Company Director Corinne Campagna - The Little Company Tour Coordinator
The Little Company Morehead State University 106 Baird Music Hall Morehead KY 40351 606-783-2545 www.moreheadstate.edu/thelittlecompany www.facebook.com/The-Little-Company 2 Table of Contents This is My Heart for You...... 4 About the Author...... 5 Note from the Playwright...... 7 Director’s Note...... 12 Designer Notes...... 15 History of Kudzu...... 18 Religion in Kentucky...... 19 Kentucky Authors...... 20 Social Media and Bullying...... 21 Appalachia...... 22 L.G.B.T. History...... 23 Religion and L.G.B.T...... 24 Science Lesson Plan...... 26 English Lesson Plan...... 34 Drama Lesson Plan...... 41 Visual Arts Lesson Plan...... 58 Math Lesson Plan...... 53 Gardening Lesson Plan...... 61 Dance Lesson Plan...... 66 Music Lesson Plan...... 69 Bibliography...... 74 Glossary...... 75 Student Resources...... 81 3 This is My Heart for You
This is My Heart for You is a story about love, acceptance and finding your own place in
the world. Set against the kudzu covered backdrop of Appalachia the characters and their stories
are familiar ones. This particular story is about one summer that will change the town of
Troublesome, KY forever. After two boys are kicked out of the local swimming pool for
“perceived gay behavior,” a media circus ensues and the town is ripped in two, as everyone picks
a side. Jesse finds himself in the middle of the commotion, can he discover his true self, while
finding where he truly belongs?
“Acceptance and love are the same thing, you can’t have one without the other.”
-Silas House This is My Heart For You 4 About the Author Silas House Silas Dwane House was born on August 7th, 1971, in Laurel County Kentucky. Silas House is married to writer and editor Jason Howard, whom he now has two children. House’s fiction is known for its attention to the natural world, working class characters, and the plight of the rural place and rural people. With a job as a mail carrier, House quickly moved on to writing novels in the genre of Southern literature. House is now a novelist, journalist, environmental activist, and columnist.
House attended Spalding University in Louisville Kentucky, for a Masters of Fine Arts. In 2000 he was chosen as one of the ten emerging talents in the south by the Millennial Gathering. House then published his first novel,Clay’s Quilt, in 2001, after which he appeared in the New York Times briefly on the Best Sellers list. House soon became a word of mouth success. Clay’s Quilt continued on, winning the award for Special Achievement from the Fellowship of Southern Writers, the Chaffin Award for Literature, and the Kentucky Novel of the Year Award. House’s sixth novel Southernmost was published in 2018 and was long-listed for the Carnegie Medal for Excellence in Fiction, and won the Judy Gaines Young Book Award in 2019. He is also a finalist for theWillie Morris Book Award and the winner of the 2019 Weatherford Award for Fiction.
In 2009 he published his series Something’s Rising, addressing mountaintop removal, after becoming a visible face in the fight against it. Many of his novels and plays set in the Appalachian region mention mountain top removal, even if it is not the main theme. He was a speaker in 2011 at Appalachia Rising, a major protest that took place in Washington D.C. that resulted in more than 115 arrests. He isn’t just an activist for mountain top removal though, as he participated in the 2017 Women’s March in Lexington, Kentucky. House wrote an editorial for the New York Times about the fight for gay equality in small towns, 5 About Silas House Cont. which led to the invitation to speak at the Library of Congress in August, 2015.
As a playwright, he wrote The Hurting Part, produced by the University of Kentucky. His second play, written in 2009, titled Long Time Traveling, was produced by the Actors Guild of Lexington, Kentucky. Finally, at Berea College, the Berea College Laboratory Theatre presented his controversial play This is My Heart for You, focusing on a small town divided by a gay rights discrimination case and hate crimes.
Overall Silas House is an active writer, from novels to plays to columns in the New York Times. He is active in his local community, and fights for what he believes is right. He uses his medium to work towards addressing controversial subjects, and isn’t afraid to put his face to his cause. From activism, to journalism, his fight for what’s right never stops.
6 Note from the Playwright In the summer of 2011, just as I was sitting down to write a play about the complexities of coal mining in the region, Appalachia suddenly presented itself as a place teeming with inequality, and even hatred.
In Harlan County, Kentucky, Kevin Pennington, 28, was almost beaten to death by two men and two women who screamed “Kill that faggot!” while beating him. He managed to escape while the four were huddled, planning how to dispose of his body. This went onto become the first federally prosecuted hate crime in the United States under a new hate crime bill introduced by President Obama in 2009. All four of the assailants were acquitted.
In the same county two months later a couple was attacked by a mob of about fifty people who shot fireworks at them and beat them while calling them derogatory terms based on their orientation, in front of one of the women’s children, in a church parking lot. During the trial, the defendant’s attorney asked the couple if they quote “promoted a lesbian lifestyle” and asked why one of the women still had custody of her children quote “even though” she was a lesbian.
A couple of days later, in Berea, Kentucky, a town known not only for its history of educating Appalachian youth but also for being the first integrated school in the South and having a history of involvement in the fight for equal rights, the vehicles of an interracial couple living in the town were vandalized with racial slurs. In response, the town unified with town meetings and a show of support for the couple. 7 Note from the Playwright Cont.
The whole long summer saw the town of Berea discussing whether or not it should pass a Fairness Ordinance. Opponents to the ordinance—most of whom identified with particular religious groups— decried the move as a plea for special rights, even though religious groups have a special clause on the Kentucky law books that protect them from similar treatment. Some of those opposed to the ordinance held signs written on notebook paper that read “Against Fairness”. People are often shocked when I tell them that we have now been fighting for a fairness ordinance in Berea for more than two years even though Berea is thought of as a progressive place. Meanwhile, the people keep working for change.
A church in Pike County, Kentucky voted to ban an interracial couple from singing in its pulpit. The church’s board of directors later solidified their decision by voting on a new bylaw that stated interracial couples would not be able to participate in any ceremonies there except funerals and would not be welcomed as new members of the congregation. This led to outcry from local community members and became a widely shared story on social media.
And throughout the entire year a West Virginia lawsuit continued between Massey Energy and a gay coal miner named Sam Hall who was horribly harassed at his workplace with the full knowledge of his superiors. His coworkers accused him of being a child molester because of his orientation, shook their penises at him, spray-painted “Quit Fag” on his car, and removed the wheel weights from his tires. Supervisors laughed at the abuse.
Perhaps most famously that summer, a man kicked two young men out of the Hazard, Kentucky swimming pool, for “acting gay.” This led to protests and international media attention. In this particular
case the two men who were ejected were mentally disabled and with a larger group who visit the pool from the group home where they live. Here is what the group’s director, who witnessed the incident, said about the employee who ran the two men off: My staff told this man (this)…was discrimination. The man stated that what he was doing was in the Bible and he could do it. My staff continued to argue with this man, but was ultimately forced to leave. My clients, whom already feel ridiculed and different, left the city 8 Note from the Playwright Cont. owned facility crying and embarrassed for trying to participate in “normal” activities that everyday “normal” people do.
These are just a few of the many incidents that occurred in the region which proved that being different could lead to being beaten or having your property destroyed. These incidents do not even begin to illustrate the daily discrimination felt by those who are perceived as different in America today, whether it be a dirty look, being called an insulting name, or being ostracized by family. This does not detail all the times in a day when a gay man walks into a Walmart in Appalachia and notices times in a day when a gay man walks into a Wal-mart in Appalachia and notices people snickering together while they point at him, or my students from throughout the region who have reported to me that they often get things thrown at them and get called “queers” or “fags” while walking down the street. This doesn’t report on my lesbian friend who was striped with a belt by her mother in an attempt to beat the gay out of her. This doesn’t even begin to tell about all the young people who are homeless because their parents have turned them away because they are transgender. Or the countless hate crimes that are never reported because of fear or shame.
Thus, this play.
I was so overwhelmed by all the news stories of discrimination that seemed to be happening simultaneously that I did not think I could possibly turn this issue into a play. But when I told Adanma Onyedike Barton, who had agreed to direct the play that Berea College had commissioned me to write, she insisted that this was exactly the play that we needed at this moment. I had seen earlier productions directed by Barton and I knew that she could deliver a show rich with amazing stage pictures and add an extra layer of drama because of the careful way she is able to read and translate a play. So, with her encouragement and my knowledge of her expertise as an amazing new talent as a director, I sat down and tried to write. She believed I could do it even if I couldn’t. And I believed that she could stage a beautiful show if I could just find the words. I began to write and the more scenes I showed her the more xcitede she became about the possibilities of what we could do on-stage resulting in a wonderful collaboration of which I am very proud.
Working together on a world premiere is an intense and incredible process wherein the playwright is learning and workshopping the play as it is being staged. Barton and the cast were patient with me to change lines at the last minute, reshape and add in new scenes, and expand the characters as we went along. The greatest challenge of the world premiere is also the most rewarding part because the playwright, director, and cast are all part of something happening together.
Since I primarily identify as a novelist I do not often get to experience collaboration while working on a long project such as this, and this one was particularly inspirational because as the play evolved through table -reads and rehearsals I continued to be encouraged by Barton and also very moved by the students who were appearing in the play, some of whom had been through some of the same kind of experiences as the characters they were portraying. In fact, things that happened in our own community were incorporated into the play mere days before we went into rehearsal. The play was so contemporary that it was actually happening as we mounted the show.
Most disturbingly the play clearly became art imitating real life once news of its content started to 9 Note from the Playwright Cont. get out. I received hate mail and death threats about my “gay play.” At least one actor within the cast was told by his parents that they would not attend the show because of its subject matter. And during the production people were heard to gasp and sometimes stormed out of the theater.
Yet the production also played to multiple sold out crowds and received rousing standing ovations that found audience members wiping away tears and singing along to our closing song of “All You Need Is Love.” The talk-backs after the show—which we had every night during the original production—became wonderful town meetings. Audience members shared that the play had changed their perceptions and made them rethink their relationships with family members. One man tearfully spoke up to say he was going to treat his grandson differently now that he had seen the play.
One thing that was very important to both myself and the director was that the play not be a judgment on anyone who disagreed with the play’s notions of fairness and equality. Belief, faith, and religion play a major part in the play, but there is no intent to vilify or ridicule fundamentalists here. Instead, we hoped to look into the complexities of all opinions and beliefs on this issue. This play is meant to reveal all concerned as full-fledged human beings.
I put the most work into the character of Michelle, who could have easily become the villain of the show, because I know many people like her who truly feel so torn on the issue that they cannot rectify it with their own belief systems. Other characters in the play do represent closedminded meanness (Mason, for example), but Michelle is representing the many good people who cannot come to terms with their children being gay and end up severing relationships because of that inability. Likewise, Barton worked especially close with the actress portraying Michelle, who ended up delivering the role so beautifully that she added a graceful nuance, vulnerability, and strength to the character that I wasn’t able to conjure up on the page. I believe that because of her complexity Michelle is a great character for any actor to get ahold of, a role that will challenge and allow the performer the opportunity to completely get inside the skin of someone with whom they most likely will not agree. I knew that the subject matter of the play was something that would speak to many people in the audience, simply because it was a topic that had not been looked at in such an in-depth way in Appalachian literature before. But I was not prepared for how hungry people were to talk about this issue in a complex way. Since the original production the play has been produced throughout the region and even at the American Contemporary Theatre Festival. The original cast was invited to perform it internationally. Currently a theatre troupe is prepping a travelling show of the play that will tour Appalachia.
I am so thankful to Barton for pushing me to write this play even though I didn’t think I could do it. And I have to admit that I was afraid of the subject matter, too. I knew that I would receive hate mail for it. I knew that people would get mad at me for writing it. Most of all, however, I had to come to terms with presenting a very dark side of the place I adore. As someone who travels extensively in my work, I constantly encounter people who have terribly wrong misconceptions about my homeland and its people. Since this play was going to reveal some of the worst aspects of contemporary Appalachian issues, I was afraid of furthering those stereotypes, something I never want to do. All my adult life I’ve been defending Appalachia from people who think that everyone here is racist, misogynistic, and homophobic. And now I was writing a play that put many of those things on display. I was freed up from this worry, however, when I realized this: 10 Note from the Playwright Cont. Appalachia has always been a microcosm for America, and incidents of homophobia, racism, misogyny, elitism, and other unfortunate acts of humanity are not limited to rural areas. Hatred, inequality, and unfairness exist everywhere. But as a writer who has been profoundly shaped and moved by Appalachia, I want to look at my place and my people and think about the ways they react to these situations. I don’t believe that incidents like this occur any more often in my homeland than they do in other parts of the country. But when they do happen here, they hurt me more because they affect me and the people—and the place—that I love.
In This Is My Heart For You, I took many of these incidents and combined them to come up with a totally fictionalized look at one town in the heart of Appalachia—and America— that must xaminee its own heart after similar incidents occur there. There are elements of all those news stories I’ve mentioned above but in this play they’ve all been combined and heavily fictionalized so that none of the characters are based on the real people involved. It’s a play that is based on real events, not real people. Yet we all know the people who populate this play. We know the mother who cannot accept her son’s orientation, the grandmother who takes everyone in, the loyal best friend who will be there no matter what, the young man struggling to find his own identity, the hateful people who take advantage of the anonymity of the internet to spread their meanness.
In this conceptual play I have combined elements of real life experience, journalism, oral history, drama, poetry, music, and even dance. This Is My Heart for You is a play, but it is also a prayer for things to get better, for all of us to have more understanding and compassion. —Silas House Berea, Kentucky
11 Director’s Notes Octavia Biggs “There is no greater agony than bearing an untold story inside you.”
~Mayo Angelo
Recently, I attended an arts conference and attended the keynote session titled, “Dismantling Barriers that Exclude.” The speaker, Wanda Knight, asked us, as I am asking you now, to: “Cross and fold your arms in front of your chest. Then, uncross, and do it again, only this time, do it the opposite direction.” She asked if it felt odd or uncomfortable, which it did (and still does). Ms. Knight OCTAVIA noted the same awkward, uneasy feeling often occurs when we BIGGS address issues of diversity, equity, and inclusion. Doing what is right often thrusts us out of our comfort zone, though occupying that new place is necessary as we “work to create empowering spaces and dismantle barriers.” This discomfort is why working against injustice requires bravery.
Two years ago I was approached about directing This is My Heart for You for The Little Company. I turned down the opportunity almost immediately. I considered the idea of sending my college students into communities that may not be receptive to the themes and subject manner of this play, and what that might look like. Truthfully, I was afraid. For the past 17 years, maybe my whole life, I have worked to remain neutral when any conversation surfaced dealing with “hot button” topics. I didn’t want to be judged by my choices and have those choices affect my work in the community with children and their families.
During the past year my decision to NOT produce the show began to weigh heavily on my heart. It had raised awareness within myself. I became more attentive to the plethora of stories emerging from middle school aged children and older—stories filled with confusion, fear, sadness, and hatred. My heart broke.
I began to ask myself: What can I do? How can I help? Why is this happening? HOW could this be happening? So, I picked the script back up, and this time when I read the story, I realized I HAD to bring this story to life! By doing so, I found my voice and we, the cast and crew, potentially offer voices to those who have not found theirs, or who have been stifled. I hope to provide new perspectives and create an empowering, liberated space where we can learn with each other how to break down and dismantle barriers. I choose to begin by offering a vocabulary needed to navigate the difficult conversations about acceptance. I want to arm people with an arsenal of weapons filled with love and the understanding that actions lead to change. Human beings all have beliefs, faiths, and religious ideals. However, rather than vilify or ridicule each other, we must look at the complexities of all beliefs.
During this production process, I encouraged everyone involved to work from a place of love. I asked them to reveal the conflict inherent in the play while withholding judgment 12 Director’s Notes Cont. towards those whose deep religious views place them on the opposite side of the issue. I challenged everyone, and Silas reminded me, “to portray the region in its full complexity, with all of its positives and negatives”. In the preface to this play, Silas House writes about his desire for a “prayer for all things to get better.” I want this play to be that prayer. WE ALL NEED UNDERSTANDING AND COMPASSION!
Onstage I have played with time, space, and energy during my process. Mr. House has written a play that, much like his novels, is filled with a language that is so fluid it dances upon the stage as a brush to canvas. Some of the moments are difficult to watch, but as you experience the story, I hope you are encouraged to remember what is important: love, friendship, family, home, and loyalty.
I ask you, as Wanda Knight challenged me, to keep your hands “outstretched, unfolded, unclenched, everything but uncertain,” And when you cross your arms across your chest, do it in the opposite direction, so that you can remind yourself how important love and acceptance are in the world with ALL of the human race regardless of gender, race, sexual preference or identity, religion, or political views.
Octavia Biggs
“When you know better, you do better.” ~ Maya Angelo
13 Director’s Notes Cont. Assistant Director: Rebecca Earehart
Throughout my Theatre career I had a hand in transporting audiences all around the world, but I’ve never had the pleasure of taking them to my own backyard. The theatrical process isn’t so different when your charged with representing the area you are from. You don’t have to learn from a page, you live the life everyday. You know the style, the language, the people, the landscape, you see it everyday. As a Theatre artist you want to be truthful. Coupled with being members of this region we wanted to make sure we told the story while staying true to the people and the region.
This is My Heart for You is written in an elegant, lyrical language painting pictures of the beautiful landscape and down to earth life of Appalachia. As directors, we have tried to do justice to the language while complimenting it with movement. We wanted to keep the moments of realism grounded in reality allowing the audience to connect with the characters and get a full scope of emotion. When delving into the fantastical moments we wanted to represent the ideas expressed while creating interesting movement pieces to accent them. This show goes to some emotional lows but also has some exhilarating triumphs, we wanted to capture them all, the jubilation, the anger, the love and even the gut-wrenching heartbreak.
14 Designer Notes Scenic and Props Design: Tyler Abrams My set design is heavily influenced by dreams and memories and selective realism, while keeping in the world of the play. Therefore, my set takes on a fragmented aesthetic to both keep you in the world of the play and to reinforce these influences. I also wanted to include kudzu, a vine that grows and covers up everything. I think, it symbolizes the growth of the characters and overreaching religious aspects and how the main character feels in the play like he has to conform and in doing so he gets hidden and loses a part of himself under the outreaching vine. The three locations the director wanted to represent TYLER ABRAMS due to their importance to the plot were porches, the pool, and a hill/mountain. My challenge as a designer was to create physical places without undermining my aesthetic. So I decided to have 3 platforms representing different porches, but I made them fragmented and at different levels. For the hill, I took inspiration from Appalachian culture and decided to make a quilt that has a hillside pattern and I tied it into one of the porches by making the corner support beam tree-like so when the quilt is layered on the platform it suggests to the audience that it has been laid upon the hillside. For the pool, I wanted something that was hidden and then revealed. So, I decided to have a rolling platform with a pool paint treatment come from beneath one of the porches. The pool is such an integral part to the play that I wanted it to be in the center of the stage to help give the pool the attention it deserves. I utilized many different leading lines so when that platform rolls out you are drawn to it. Musician: Elizabeth Bowman The most important part of writing the music for a show, for me at least, is accepting that the music is one of the characters, and then trying to meet that character. For This Is My Heart For You, the music needed to reflect the traditional values of the older characters while evolving to demonstrate the younger characters with modern values. I specialize in traditional music, which people have a tendency to view as very bluegrass, old style music. However, much like the characters in this play, traditional music is changing. At the start of the play, I knew I wanted the music to be old time and traditional and as the play went on, become more New Grass/Indie Folk in nature. The music couldn’t be first generation bluegrass. If it was, it would have totally gone against the theme that illustrates the diversity in our region. The soundtrack is equal parts traditional and New Grass with a healthy mix of original tunes written specifically for the show.
15 Lighting Designer: Shannon Murphy Because this play relies heavily on LGBTQ topics I wanted to bring in a mixture of stylized colors influenced by the LGBTQ flag, in addition to realistic lighting. I wanted to show the different emotions of the characters from scene to scene by having heavy blocks of color fill the cyclorama. The warmer colors of the flag are used for those scenes where the emotions are associated with reds, oranges and yellows. Such as ones that have to do with passion, fear and anger. Here I had to be careful. I did not want the colors used in scenes where religion is brought up to appear as if I was demonizing the religion. But more so the fear the other characters felt because of the religion in the area and the passion of the believers. The cooler colors are used for SHANNON MURPHY the scenes where characters calm one another, but also where there is a heavy sadness between characters of the two groups. To bring more realism into the space the fill light is a wash of light warms, cools, or naturals depending on what was currently being used on the cyclorama, or time of day. The director wanted to do a lot of work with shadows and stylized movement. For those pieces, we chose mostly side lighting with just the naked lights to give the actors ghostly appearances or to suggest a silhouette. Sound Designer: Andrew Mast One of the oldest forms of communication is music, specifically a song. It’s lyrics and the accompanying music is not only entertainment but storytelling as well. This form of storytelling has been passed down from generation to generation and is as old as the Appalachian Mountains. We find this form of storytelling within This is My Heart for You. To keep with the traditions of eastern folk music, I listened to the traditional songs that are played on the Dulcimer, an acoustic instrument commonly used in this genre of music of eastern Kentucky. Those acoustic tones of the Dulcimer have a recognizable and distinctive sound. Since the play is set in present-day I wanted to combine the contemporary music currently played on the radio along with traditional folk music. The story of This is My Heart for You, has a careful way of showing that while new ideas and perspectives are key to learning and growing. There is great value in learning the lessons of our elders with respect. We find that even older generations are capable of change through patience, love, and understanding. This continuing theme is reflected in the song choices and the underscores as they are interchanged throughout the show. The old traditional folk music blending with the new modern music are like the leaves and flowers on a Kudzu vine, intertwined in unity and roots, that are as deep as the generations of past. 16 Costume Design: Colleen Byron When I first readThis Is My Heart For You, I was struck by how relatable the characters were and how their struggles connected with so many individuals in Eastern Kentucky. If you look around, the stories being told are those of our friends, family, and neighbors. Being in an environment that is very traditional and belief oriented often makes breaking the mold difficult. In the script we follow Jesse, a young man who was outed as a member of the LGBTQ community, and is facing the challenges of coming out in a location where, often times, it is seen as controversial. It is important that both sides of this particular struggle were shown, as a way to humanize the characters, to teach tolerance, and COLLEEN acceptance of all human beings. BYRON As the costume designer, I worked hard to have the actors appear real and relatable. Having the internal beliefs of the characters reflect xternallye without promoting stereotypes is absolutely vital to exploring the truth of the story. In order to create a look that is consistent with the location, I began to look a little closer at my surroundings. By simply observing the community surrounding me, I noticed that you could tell a lot about an individuals “walk of life” through their clothing choices. After looking into what people in Eastern KY wear, I looked into why people wear what they wear. Many turn to their faith to determine their clothing choices- pulling verses from the bible to inspire them. Others, look at popular trends and allow determination to steer their choices. For this show, I combined the two to create a cohesive look that represents Appalachian attire. During the show, many of the characters go on a journey with color. Characters who carry more traditional points of view wear neutral, toned down colors while the more permissive characters wear patterns. There are also several characters who have a mix of the two aesthetics. No two people execute their beliefs in the same manor, however, despite the differences, many of the characters in the show represent the importance of a sense of community, one displayed through costumes. Stage Manager: Haleigh Maines Part of being a stage manager is being able to help the show grow and be available for the needs of different people throughout the process. The job of a stage manager is not necessarily an easy one, but it is one of the most rewarding, seeing a show grow from nothing to a full stage production. During the rehearsal process the stage manager attends every rehearsal and meeting. They are responsible for making sure rehearsals run smoothly and stay on track with the rehearsal schedule. During the rehearsal process, I oversee writing down blocking, taking any notes that the director may have, and answering questions from the cast and crew. Once we move from rehearsals to the show process, the stage manager oversees all HALEIGH MAINES aspect of the show. I call the cues, set call times for the actors, run warm-ups and make sure that everything is in the places that it needs to be before the show starts. 17 History of Kudzu Kudzu, also called Japanese arrowroot, is a group of plants in the pea family Fabaceae, subfamily Faboideae. They are climbing, coiling, and trailing perennial vines native to much of Eastern Asia, Southeast Asia, and some Pacific Islands. Introduced from Asia in the late 19th century as a garden novelty, but not widely planted until the 1930s, Kudzu is now America’s most infamous weed. So how in a few decades, did a conspicuously Japanese name come to sound like something straight from the “Mouth of the South”, a natural complement to inscrutable words like Yazoo, gumbo and bayou?
In the decades that followed Kudzu’s formal introduction at the 1876 World’s Fair Centennial Exhibition in Philadelphia, farmers found little use for a vine that could take years to establish, was nearly impossible to harvest, and couldn’t tolerate sustained grazing by horses or cattle. But in 1935, as dust storms damaged the prairies, Congress declared war on soil erosion and enlisted Kudzu as a primary weapon. More than 70 million Kudzu seedlings were grown in nurseries by the newly created Soil Conservation Service. To overcome the lingering suspicions of farmers, the service offered as much as $8 per acre to anyone willing to plant the vine. The hype didn’t come out of
nowhere. Kudzu has appeared larger than life because it’s most aggressive when planted along road cuts and railroad embankments—habitats that became front and center in the age of the automobile. As trees grew in the cleared lands near roadsides, Kudzu rose with them. It appeared not to stop because there were no grazers to eat it back. But, in fact, it rarely penetrates deeply into a forest; it climbs well only in sunny areas on the forest edge and suffers in shade. In news media and scientific accounts and on some government websites, Kudzu is typically said to cover seven million to nine million acres across the United States. But scientists reassessing Kudzu’s spread have found that it’s nothing like that. In the latest careful sampling, the U.S. Forest Service reports that Kudzu occupies, to some degree, about 227,000 acres of forestland, an area about the size of a small county and about one-sixth the size of Atlanta. That’s about one-tenth of 1 percent of the South’s 200 million acres of forest.
Confronted by these bleak images, some Southerners began to wear their Kudzu proudly, evidence of their invincible spirit. Some discovered a kind of perverse pleasure in its rank growth, as it promised to engulf the abandoned farms, houses and junkyards people couldn’t bear to look at anymore. Now there’s a cottage industry of Kudzu-branded literary reviews and literary festivals, memoirs, cartoon strips and events. Kudzu: A Southern Musical toured the country. An endless procession of “Kudzu” cafés, coffeehouses, bakeries, bars and even seafood and sake houses distributed across the South. 18 Religion and Kentucky Religion is a term familiar worldwide. Within the worldwide population a vast amount of religions are found, alongside are people who have no religious beliefs or preferences, and the same can be said for Kentucky. While according to Pew Research Center of Religion and Public life 76% of the adult population in Kentucky follow the Christian faith, the other 24% contain a variety of religious practices or non-religious beliefs.
Faith is defined as the belief in a supernatural being or power, such as the belief in one or several gods. While Christianity is the most prominent faith in Kentucky, it has several denominations that are practiced throughout the state. Christianity is simply defined by a religious belief centered on Jesus of Nazareth and his teachings or beliefs. According to World Atlas around 34% of the population in Kentucky are Evangelical Protestants. Evangelical Protestantism is the belief that salvation in grace can only be achieved through the worship of Jesus’ atonement for our sins. Of the remaining percentage of people practicing the Christian faith there are Mainline Protestants (11%), Catholic (10%), Historically Black Protestants (5%), Mormon (1), Orthodox Christian (1%), Jehovah’s Witnesses (1%), and Other Christians (1%). Mainline Protestants itself can be broken into several different branches, such as Pentecostal, which is the Christian church followed by the characters in the show.
It is documented 2% of citizens in Kentucky practice non-Christian faiths. Of these faiths is Judaism. Judaism is defined by a belief in one transcendent God who revealed himself to Abraham, Moses, and the Hebrew prophets and by areligious life in accordance with Scriptures and rabbinic traditions. There is also the Islamic Faith, where followers believe Islam is the complete and universal version of a primordial faith that was revealed many times before through prophets including Adam, Abraham, Moses and Jesus, and the Quran in its Arabic to be the unaltered and final revelation of God. The remaining faiths found are Buddhism, Hinduism, and more. Only 2% of Kentucky’s population follow unaffiliated religious faiths, or in other words do not practice “faith” within their belief systems. Of this two percent, 22% of people simply claim no religious beliefs, 4% are atheist, and another 4% are agnostic. Atheism is a claimed disbelief or lack of belief of any Gods or God. While being agnostic would be described as someone who believes nothing is known or can be known about the existence or nature of God, or someone who simply doesn’t believe or not believe.
As shown with the play, Christianity is the dominating religion consisting of several variations or denominations. Although Christianity is the most prominent faith practiced in Kentucky, as we discussed previously it is clear that within the non-Christian population there is a large variation of beliefs within the small percentage. 19 Kentucky Authors Kentucky is a land of storytellers, from family jokes to local tall tales there is at least one in everyone’s family who can gather everyone around and entertain them for the evening. So it makes sense so many authors call this place home. We have already discussed Silas House in detail but here are a look at some of the other Kentucky authors.
Jesse Stuart, arguably Kentucky’s most well-known writer was born in 1906. Man with a Bull-Tongue Plow, his first collection of poems, was said to have been the best collection of poetry since Walt Whitman’s Leaves of Grass. A writer, school teacher and administrator, he was known for his poems and short stories, as well as his fiction and non-fiction novels. Education was always a big theme throughout his work.Taps for Private Tussie, sold more than a million copies in a year, an astonishing feat for 1943. He would publish over 460 short stories in his career. He was named poet laureate of Kentucky in 1954.
Wendell Berry was born in 1934 in Henry County, Kentucky. He is a writer, poet, essayist, activist, and farmer. He graduated from the University of Kentucky with a Master’s degree in 1957. He has written such books as: Nathan Coulter, A Place on Earth, The Memory of Old Jack, and Remembering. He is a member of the Fellowship of Southern Writers, a recipient of The National Humanities Medal, and the Jefferson Lecturer for 2012. His themes usually include people having to find a natural rhythm in which to live with nature or they will perish. He was the first living writer to be inducted into the entuckyK Writer’s Hall of Fame.
Bobbie Ann Mason is another artist hailing from Kentucky. She is a novelist, essayist, and short story writer. She was born outside Mayfield, Kentucky. She spent time in Cuba, Kentucky and pinpoints this as the time in her life when she developed some of her adult fictional characters. It wasn’t until her late 30’s that her first story was published in the New Yorker. She would continue to write such stories asShiloh and other Stories in 1982, In Country in 1989, and The Girl Sleuth, a feminist assessment of Nancy Drew. Her stories are credited with creating a renaissance of regional fiction in America.
James Lane Allen, who was born in 1849 in Lexington, wrote the novel, A Kentucky Cardinal. Allen liked to capture the local language, dialects, and colloquialisms. He belongs to the late 19th century movements called the local color movement where authors tried to capture the dialogue true to the region. His childhood memories growing up in antebellum Kentucky fueled his writing for most of his career. He is remembered as Kentucky’s first great author.
Frank X Walker is an African-American poet from Danville, Kentucky. From 2013-2015 he was the poet laureate of Kentucky, and is currently an English professor at the University of Kentucky. Walker himself coined the term, “Affrilachia,” for his work, a blending of the terms African-American and Appalachian. This was to provide a much needed representation for an ever-growing portion of the community.
This is just a few from the large community of Kentucky authors. Kentucky is a community full of more diversity than you might expect, with authors from various backgrounds representing so many different communities within itself.
20 Social Media and Bullying Social Media and Bullying go hand in hand, this is referred to commonly as Cyberbullying. With the launch of Myspace in 2003, followed by Facebook in 2004, moving us from previous messaging platforms like MSN (1999) and Windows Messenger (2001), social media took off, and with all the good came all the bad as well. Social Media platforms would continue to grow and thrive, adding more platforms as time continued. These platforms include things like Reddit (2005), Tumblr (2007), Pinterest (2010), Instagram (2010), Snapchat (2011), and many more. Although social media grew over time, cyberbullying existed from the beginning.
Cyberbullying is described by StopBullying.gov (an anti-bullying website managed by the federal government) as
Bullying that takes place over digital devices like cell phones, computers, and tablets. Cyberbullying can occur through SMS, Text, and apps, or online in social media, forums, or gaming where people can view, participate in, or share content. Cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean content about someone else. It can include sharing personal or private information about someone else causing embarrassment or humiliation. Some cyberbullying crosses the line into unlawful or criminal behavior.
This is a description that is sure to sound familiar to us all. As stated cyberbullying can happen in several ways over various social media platforms. However, many don’t realize the impact it can have. Not only is cyberbullying bullying, but it opens a public record to be viewed by anyone with access to the user, or if the user’s information is public, it may be open to anyone. This permanent record increases the severity of the effect it has on its victims. Some concerns to be aware of are that it can be permanent, persistent, and hard to notice. Digital devices may offer a bully a platform to persistently and continuously bully someone. Due to its contained digital nature, it may be hard for parents, or others who may offer help to notice; and due to its platform, it may also create a permanent record of social media abuse.
With such a serious and ongoing subject, you would imagine laws and regulations would have been created quickly, however many states and schools do not. Although many states and schools have laws and regulations against bullying, but most of them exclude or do not mention cyberbullying. In 2017 a little over 15% of students who had stated they were bullied, stated they were bullied online, through social media, or via text message or instant message. This is up to us as a community to stop. Some tips include, reporting rather than ignoring, blocking bullies online to prevent further abuse, talking to someone who can assist or comfort you, supporting and portraying positive and respectful personalities online, offering support and kindness to others, and recording all abuse you see or experience; but the most important thing is that you remember that you deserve kindness and continue to embrace who you are.
Social Media is a beast that will continue to grow. It offers us some very effective, useful, and positive aspects. It is useful and beneficial in so many ways and allows us to stay connected to one another constantly and constantly. Although these benefits come with flaws, it does not mean it must stay that way. In the future, we can create a safe social media environment and stray away from hate within social media platforms, but it is up to us as a community, and us as individuals. Remember to spread love, and if you see or experience hate on social media always talk to someone about it. 21 Appalachia Appalachia is a cultural region in the Eastern United States that stretches from the Southern Tier of New York State to Northern Alabama and Georgia. While the Appalachian Mountains stretch from Belle Isle in Canada to Cheaha Mountain in Alabama, the cultural region of Appalachia typically refers only to the central and southern portions of the range, from the Blue Ridge Mountains of Virginia, southwesterly to the Great Smoky Mountains. As of the 2010 United States Census, the region was home to approximately 25 million people.
While endowed with abundant natural resources, Appalachia has long struggled and been associated with poverty. In the early 20th century, large-scale logging and coal mining firms brought wage-paying jobs and modern amenities to Appalachia, but by the 1960s the region had failed to capitalize on any long-term benefits from these two industries.
Appalachia has come a long way in the past five decades: its poverty rate, 31 percent in 1960, was 16.3 percent over the 2013-2017 period. The number of high-poverty counties in the Region declined from 295 in 1960 to 98 over the 2013-2017 period. The Appalachian Region’s economy, once highly dependent on mining, forestry, agriculture, chemical industries, and heavy industry, has become more diversified in recent times, and now includes manufacturing and professional service industries.
These gains have transformed the Region from one of widespread poverty to one of economic contrasts: some communities have successfully diversified their economies, while others still require basic infrastructure such as roads and water and sewer systems. The contrasts are not surprising in light of the Region’s size and diversity. The Region includes 420 counties in 13 states.
Appalachian people are considered a separate culture, made up of many unique backgrounds—Native Americans, Irish, English and Scotch, and then a third descendants of German and Polish immigrants—all blended together across the region. The mountains also figure into the uniqueness of Appalachia. The mountains kept Appalachia isolated from the rest of the country and from the influence of other people’s involvement in their lives. They developed a distinctive culture.
Today, Appalachian people are more diverse than ever, both rural and urban. Nevertheless, they share a common pride, common values and a common heritage. The people in this region have suffered from industries such as oil, coal mining, timber and others. Having extracted the resources from this region and enjoyed many years of prosperity, many of these industries have left, leaving the landscape scarred yet beautiful, exploited yet underdeveloped. Even after all this, you will still find a people who are proud of strong family values and self-reliance. 22 L.G.B.T. History Many believe the L.G.B.T. community is a recent development but there have been members since almost the beginning of recorded time. The first documented same sex couple, Nyankh-Khnum and Khnum-hotep appeared in Egypt. They were buried together with their noses touching, a gesture which in Ancient Egypt represented kissing. In Greece, while you couldn’t marry, men could have life-long male relationships with one another. Sappho, who was a Greek poet, set many of her poems in a place she coined the name for herself, Lesbos, which is where the term lesbian is derived from. She was known for incorporating lesbian themes, although it eventually led to her exile.
While the first documented same sex relationship appeared as early as 2400 B.C.E. Only recently has L.G.B.T. culture become part of “mainstream” history. In the US specifically, the itegration of the L.G.B.T. community began in the 1800s. Poets and authors like Walt Whitman and Theodore Winthrop began writing stories cultivating an idea around a male bond “deemed more precious than the love of women,’’ according to Winthrop. This was the start of a societal controversy that would start a burning fire for years to come. With the city of New York expanding faster than ever, it found itself the center of a quickly growing gay subculture. In 1908, Intersexes: A History of Similisexualism as a Problem in Social Life, was published, the first US written defense of same sex relationships. This 600 page defense used modern and classical examples, and even quoted authors writing about the homosexual subculture, such as Krafft-Ebbing. In 1912 alone more than 50 Oregon men were arrested for “homosexual activity”, this sparked a major controversy, and finally the issue was brought into our homes. The subject was finally brought to light, talked about, and often argued over.
The 1920s were an open era for the community, showcasing more acceptance of same sex love, with the opening of gay clubs and gatherings. In 1924, the Society for Human Rights is founded by Henry Gerber in Chicago. It was the first documented gay rights organization. This was a step in the right direction, but a step that would be halted by the early 1930s. Through the 30s and 40’s homosexuality was shunned harshly, however lesbianism would gradually gain more acceptance. During WWII, lesbianism, and masculinity in women became more accepted due to the necessary societal changes implemented due to the war. After the war women choose to continue this charge against gender norms, shifting the idea of the nuclear family slowly, and surfacing the idea and discussion of the transgender community through the 50’s and 60’s, although they met challenges. Reform systems and psychiatric conversion treatments where prominent. These were a dark, dark times for the L.G.B.T. community. In 1969 the Stonewall Riots began. The police began closing gay bars in the nation, including Stonewall, and other L.G.B.T. bars in New York, when patrons began rioting. This is considered the first act of L.G.B.T. liberation. In 1969 the first U.S. state decriminalized homosexuality. It would not be decriminalized nationwide until 2003, and in the Armed Forces until 2011. However, this doesn’t mean sex same relations have received worldwide acceptance.
One of the most recent and most important battle fought for the L.G.B.T. community, was gay marriage. A well fought battle with a major payoff. In 2013 the supreme court ruled in favor of equality, legalizing gay marriage, in the case of Obergefell v. Hodges. Society still has a long journey to make if we want to achieve true equality but if we continue to fight for what’s right, we can make that journey together. 23 Religion and L.G.B.T. All religions have their own beliefs when it comes to certain world-views, especially when the L.G.B.T.+ community is involved. Even though certain people in those different religions have their own views about the community, the religion as a whole seems to always be the problem. In recent years, things have changed a little, but in some cases, they are still the same.
Hinduism seems to be more accepting than the other religions. According to the Hindu American Foundation, Hinduism doesn’t provide a spiritual reason to reject LGBT people and, “Given their inherent spiritual equality, Hindus should not socially ostracize LGBT individuals, but should accept them as fellow sojourners on the path to moksha.” The Vedas are also known as the “third sex,” meaning people who don’t have sex for procreation and are sometimes recognized for having divine powers or insights. The Kama Sutra states that same-sex experiences are “to be engaged in and enjoyed for its own sake as one of the arts.” Even though the religion seems more inclusive, some Hindu communities are unwelcoming of LGBTQ people; reflecting the views of country that held power over Hindu dominated countries. The Gay & Lesbian Vaishnava Association (GALVA) highlights that “everything in this world is a reflection of the original subtle and spiritual reality.” The epic Mahabharata has a transgender character Sikhandin, and shows the warrior Arjuna cross-dressing to become Brihannala, teacher of fine arts. They believe people who identify as transgender should live open and according to their gender identity.
With Buddhism, sexual orientation was not elaborated upon by Siddhartha Gautama or Pali Canon, the scriptural texts of Buddha’s original teachings. They are pretty much on the fence about where they stand with the L.G.B.T. community. Zen Buddhism holds the expectation of not to harm, exploit, or manipulate others because it violates the third precept. The Dalai Lama’s perspectives have gone back and forth throughout the years. He publicly condemned violence against L.G.B.T. people and has even said, “If the two people have taken no vows [of chastity] and neither is harmed why should it not be acceptable. But during a press conference he commented that “from a Buddhist point of view [lesbian and gay sex] is generally considered sexual misconduct.” However, the Dalai Lama was at another press conference where he showed interest in how scientific research might bring a new understanding of the Buddhist texts.
The Islamic cultural norms and traditional readings push towards heteronormative beliefs when it comes to gender and sexuality. However, Public Religion Research Center conducted a survey where 52% of American Muslims agreed that “society should approve of homosexuality.” Some Islamic scholars have started re-examining teachings on homosexuality and wondering if there was a misinterpretation in their texts. Different groups like Muslims for Progressive Values (MPV), the Muslim Alliance for Sexual and Gender Diversity, and MECCA Institute have helped Muslims in their communities by starting Unity Mosques, hosting retreats for L.G.B.T. Muslims, and establishing on-line schools to study inclusive theology.
However, They way they are treated in Middle Eastern countries show the complete opposite of they way they are treated in the U.S. When our country legalized gay marriage, authorities in Saudi Arabia were terrified. The Talaee Al-Noor school in Riyadh painted their rooftop parapet with rainbow stripes and were fined $26,650 for displaying “the emblem of the homosexuals.” One of the school’s administrators was also jailed for offending the parapet which was painted over to look like a blue sky. In some countries, people are executed for participating in sodomy. While Islamic 24 Religion and L.G.B.T. Cont. scholars have deemed transgender surgical operations acceptable, transgender Muslims are rejected socially and culturally. This causes trans Muslims to flee to other regions or face ridicule for the rest of their lives.
Confucianism is the main religion for people in China. While gay marriage is not legal in China, they decriminalized homosexuality in 1997 and took it off the mental illness list in 2001. Homosexuality in China has been treated with an approach informally known as “the three nots”: not approved, not disapproved, not promoted. Confucius believed in continuing the family lines, so any sex that’s not procreation based is frowned upon. This causes fake marriages in China so children can appease their parents. There’s a divide between whether or not gay marriage should be legalized, but social media figures are working on getting it out there.
Christianity has different views when it comes to homosexuality. Christians state the bible being anti-gay with verses like Lev. 18:22 “[Men] shall not lie with a male as one lies with a female; it is an abomination.” or Romans 1:26-27 “For this reason God gave them over to degrading passions; for their women exchanged the natural function for that which is unnatural, and in the same way also the men abandoned the natural function of the woman and burned in their desire toward one another, men with men committing indecent acts and receiving in their own persons the due penalty of their error.” But they forget about verses like 1 Corinthians 6:9-11 that states “Do you not know that wrongdoers will not inherit the kingdom of God? Do not be deceived! Fornicators, idolaters, adulterers, male prostitutes, sodomites, thieves, the greedy, drunkards, revilers, robbers — none of these will inherit the kingdom of God. And this is what some of you used to be. But you were washed, you were sanctified, you were justified in the name of the Lord Jesus Christ and in the Spirit of our God.” People will use this verse against LGBT people to let them know they’re going to hell, but this is not so. Fornicators, adulterers, male prostitutes, and sodomites do not target the L.G.B.T. community, but all wrong ways of having sex, no matter the genders. Even though gay marriage was legalized in 2015, homosexuals still face discrimination today. Many people are trying to undo the legalization and make it a crime because it’s not right in the Lord’s eyes. People are still getting beaten and made fun of for love. Gay Christians are told that it’s not wrong to be gay, you just can’t act upon it. This causes fake marriages or people being romantically alone for their God.
Judaism has almost the same views are Christians since the Torah is the same as Christian’s Old Testament. The Conservative, Reconstructionist, and Reform movements endorsed civil equality for gays and lesbians. The CCAR, the Reform movement‘s rabbinical council, fought for gay rights in 1977. They drafted a call to stop making homosexuals criminals and to appreciate people no matter their sexual orientation. More liberal Jews are weary about what the Torah says, but side with the claim to “hate the act, not the person” so they are not against homosexuals, but the act of homosexuality. The term “ahnoos” refers to someone who does not have a choice in the matter. In Judaism, people are responsible for religious obligations that they freely choose to fulfill. Thus some Jewish authorities have argued that since people do not choose to be gay, it can’t be forbidden. Daniel Siegel is the Rabbinic Director of Alliance for Jewish Renewal. He endorsed same-sex marriage because he believes that holiness should not be limited only to certain people and relationships. 25 Science Lesson Plan Invasive Species 2 Hours, 30 Minutes CORE CONTENT:
06-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
WHST.6-8.7 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
WHST.6-8.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.
OBJECTIVES:
•To understand the positive and negative impacts of invasive species on the environment.
•To differentiate invasive species and other plant and animal types.
•To research scientific materials discussing the different species.
•To discuss the discovered research within the class.
•To compare different types of invasive species.
USEFUL WEBSITES:
•https://www.invasive.org/alien/pubs/midatlantic/hehe.htm
•https://www.invasivespeciesinfo.gov
•https:www.brittanica.com 26 Science Lesson Plan Invasive Species MATERIALS:
• Research Materials (Books, computers, etc.)
• PowerPoint Presentation
• Email/USBs/Laptops/Projector
• Powerpoint Program
• Research Materials (Local library, computers, etc.)
• Invasive Species Cards H.O. #1
• Invasive Species Answered H.O. #2 (teacher resource)
• Presentation Rubric H.O. #3 (teacher use)
VOCABULARY:
Ecosystem - A biological network of organisms that depend on one another for survival.
Environment - The conditions where organisms interact and operate.
Habitat - The environment where plants, animals, or other organisms naturally live and develop.
Invasive Species - An animal or plant that may thrive outside of its natural habitat, infesting and growing into other environments.
Species - A group of organisms that are able to reproduce with one another.
27 Science Lesson Plan Invasive Species
PROCEDURES:
Day 1: Species Card
1. Discuss the scientific vocabulary with the students. What are invasive species? How do they often affect the environment and ecosystem?
2. Teacher will have the Types of Invasive Species H.O. #1 cut up into sections, each species being separate.
3. The students will be paired off.
4. Each pair will select one card from the invasive species H.O. #1.
5. They will research and build a power point presentation that describes the species they selected: What’s their natural habitat? What is the history of the species? Where have they infested? Plant or Animal? How do they infect the environment? How do they affect the ecosystem? How are they controlled? Are they dangerous?
Day 2: Presentation
1. The students will email their PowerPoint to the teacher before class begins.
2. The pair will present their power point presentation to the rest of the class together.
28 Invasive Species Card
Japaese Ambrosia Honeysuckle English Ivy Kudzu Knotwood Beetles
Brown European Zebra Asian Carp Marmorated Green Cogon Grass Mussels Stink Bug Crabs
Red Imported Garlic The Tree of Water Coltsfoot Fire Ants Mustard Heaven Hyacinth
European Small Indian Sea Walnut Killer Algae Cane Toad Starling Mongoose
Invasive Species Invasive Species Card H.O. #1 Invasive Species (Answered)
INSTRUCTIONS:
1. Cut out the /Invasive Species Cards H.O. #1.
2. Each pair of students should get one card.
3. Their power point presentation should have these questions answered.
HONEYSUCKLE:
• Plant or Animal: Plant • Origin: Canada KUDZU: • History: 1776-1806 • Infected Area: North America / • Plant or Animal: Plant Australia • Origin: Japan • Effect of Infestation: Some Poisonous • History: used as medicine in Asia, • Introduced to America in 1700s. JAPANESE KNOTWEED: • Infected Area: Eastern US, Canada • Effect of Infestation: Spreads over • Plant or Animal: Plant plant life causing death • Origin: Asia • History: Used by beekeepers ASIAN CARP: • Infected Area: Multiple Asian countries • Plant or Animal: Animal • Effect of Infestation: Underground • Origin: China rooting • History: imported from China to America ENGLISH IVY: • Infected Area: North America • Effect of Infestation: blocks drainage • Plant or Animal: Plant valves, feeds on endangered mussels. • Origin: Europe and Asia • History: English Colonists, decorative BROWN MARMORATED STINK BUG: • Infected Area: United States • Effect of Infestation: Fast Growth •Plant or Animal: Animal •Origin: China/Japan/Taiwan AMBROSIA BEETLE: •History: Accidentally introduced •Infected Area: Eastern US • Plant or Animal: Animal •Effect of Infestation: Annoying, • Origin: Multiple damages crops and fruit. • History: Multiple species • Infected Area: Southern US • Effect of Infestation: Attacks Trees
Invasive Species Invasive Species Answered 1 of 2 H.O. #2 Invasive Species (Answered)
EUROPEAN GREEN CRABS: GARLIC MUSTARD:
• Plant or Animal: Animal • Plant or Animal: Plant • Origin: Europe • Origin: Europe • History: Intentional Release , water • History: Imported as a food plant immigration • Infected Area: United States • Infected Area: North Atlantic Coast US • Effect of Infestation: Toxic to other • Effect of Infestation: Preys on clams plants and scallops TREE OF HEAVEN: COGONGRASS: • Plant or Animal: Plant • Plant or Animal: Plant • Origin: China • Origin: Japan • History: Mistakenly introduced as • History: Entered in 1911 another plant • Infected Area: Southeast US • Infected Area: France, England, and • Effect of Infestation: destroys habitats US • Effect of Infestation: Widespread ZEBRA MUSSELS: COLTSFOOT: • Plant or Animal: Animal • Origin: Eurasia • Plant or Animal: Plant • History: Discharge from ships • Origin: Europe • Infected Area: Great Lakes, Western • History: Used in traditional medicine US Coasts • Infected Area: North and South • Effect of Infestation: Disrupts food America cycle • Effect of Infestation: Toxic
RED IMPORTED FIRE ANTS: WATER HYACINTH:
• Plant or Animal: Animal • Plant or Animal: Plant • Origin: South America • Origin: Amazon • History: confined to southern US, • History: Ranged habitats. Asian countries • Infected Area: North America, • Infected Area: Southern US Europe, Asia, and other continents • Effect of Infestation: Stings humans, • Effect of Infestation: Covers lakes and wide spread ponds
Invasive Species Invasive Species Answered 2 of 2 H.O. #3 Invasive Species (Answered)
SEA WALNUT:
• Plant or Animal: Animal • Origin: Black Sea SMALL INDIAN MONGOOSE • History: Spread by ballast water • Infected Area: Caspian sea • Plant or Animal: Animal • Effect of Infestation: Kills off • Origin: India commercial fish by feeding on • History: Imported to control plankton rats • Infected Area: Caribbean KILLER ALGAE: Islands • Effect of Infestation: Drives • Plant or Animal: Plant species to extinction • Origin: Mediterranean Sea • History: Captively bred CANE TOAD • Infected Area: Leaked during transport • Plant or Animal: Animal • Effect of Infestation: Covers • Origin: Southern US, Central everything, toxic. America • History: Released in Australia EUROPEAN STARLING: 1935 • Infected Area: Australia • Plant or Animal: Animal • Effect of Infestation: Wide • Origin: Europe spread • History: Imported • Infected Area: North America • Effect of Infestation: Destroyed Crops, disrupts ecosystem
Invasive Species Invasive Species Answered H.O. #4 Invasive Species Presentation Rubric
Science Rubric
Name:______Date:______Criteria 0 1 2 3 TOTAL
Content is Content is Content is Content is mostly accurate but inaccurate completely inaccurate and misses some and does not accurate and Content does not fully details about describe the clearly describe the the species of the described species species project. in the project. covered. covered.
Presentation is Student Pair Presentation is easy to follow, does not Presentation is easy to follow, but some Presentation present to the inconsistent or loud, and information rest of the hard to hear. thoroughly isn’t class. explained. heard.
Some images Multiple Images don’t are research accurately No images of used that are images are Images represent the the species. appropriate for used species the to fortify the described. presentation. prensentation.
Sources are Sources are There are cited accurately sources cited at the end of cited There are no within the the at the end, sources cited Citations project, but project, with a with within the not couple being all being project. cited or quoted referenced in referenced in in the slides the the slides. slides.
Total Points:______(12 Points Possible)
Invasive Species Rubric H.O. #5 English Lesson Plan Write Your Own Folktale 3 Hours, 30 Minutes CORE CONTENT:
L.6.1 a. Recognize vague pronouns and correct pronoun errors, including but not limited to subjective, objective, possessive and intensive pronouns.
C.9-10.1 a. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
C.11-12.1 a. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
OBJECTIVES:
• To write a folktale that can be passed down to future generations.
• To educate students on the points of the plotline.
• To demonstrate an understanding of the folktale genre by responding to peer feedback.
MATERIALS:
• Plot H.O. #1
• Characteristics of a Folk Tale H.O. #2
• English Rubric H.O. #3
• Research Materials (Computers, library access, etc.)
34 English Lesson Plan Write Your Own Folktale
VOCABULARY:
Antagonist - A person who is opposed to, struggles against, or competes with another; opponent, adversary.
Character - A person represented in a drama, story, etc.
Climax - A decisive moment that is of maximum intensity or is a major turning point of a plot.
Exposition - The introduction to a story that provides background information to the story such as setting and characters.
Fable - A story that provides a lesson, sometimes with animals or objects with human characteristics like speech.
Falling Action - The part of a literary plot that occurs after the climax has been reached and the conflict resolved.
Folktale - A popular story originating in a particular culture, passed on by earlier generations.
Inciting Incident - A fight, battle, or struggle, especially a prolonged struggle.
Setting - The time and location a plot unfolds.
Plot - Also called storyline. The plan, scheme, or main story of a literary or dramatic work, as a play, novel, or short story.
Protagonist - The leading character, hero, or heroine of a drama or other literary work.
Resolution - The point where the conflict of the plot is resolved.
Rising Action - A related series of incidents in a literary plot that builds towards the climax.
Tall Tale - A story with unbelievable or exaggerated characteristics. Giants, gnomes, etc.
Theme - A subject of discourse, discussion, meditation, or composition; topic.
35 English Lesson Plan Write Your Own Folktale PROCEDURES:
Day 1: Plot line- 1 Hour, Thirty Minutes
1. Explain the definition of a folk tale, plot, rising action, conflict, climax, and falling action.
2. Hand out the plot (H.O. #1) Have the students research one folk tale and write the elements of the story.
3. Hand out characteristics of a folk tale (H.O. #2) and another copy of the Plot (H.O. #1.)
4. Allow the students to begin writing a folk tale of their own, while finishing their Plot (H.O. #1.)
Day 2: 1 Hour
1. Teacher will pass out their handouts from the previous days.
2. Students will finish writing their folk tales.
Day 3: 1 Hour
1. Students should bring their handouts from the previous days and their finished folk tale.
2. Students will present their folktale to the class through storytelling.
3. Peer feedback and then turn in the folktale.
36 English Lesson Plan Write Your Own Folktale MATERIALS:
· Quilt Square – H.O. #1
· Straight Edge
· Scissors
· Yarn
· Hole Punch
· Markers, Colored Pencils, Crayons
PROCEDURE:
1. Go over vocabulary as a class.
2. Explain to class that they are going to decorate a quilt square using their own pattern and shapes. And once all are done, they will put them together to make a quilt.
3. Pass out coloring mediums, H.O. # 1, scissors.
4. Once students are done, lay out all squares to desired placement.
5. Hole punch three holes on any side adjacent to another square.
6. Then lace string through holes to connect two squares.
7. Continue until you have completed the quilt; tied together all the squares.
37
Characteristics of Folktales
Folktales Fables
• No specific time. Often started with ‘Once •Often uses animals as main characters. Upon a Time.’ •Provides a moral point for the story. •Good and bad characters. •Example: The Fox and the Crow and other •Common people are usually the main popular characters. Aesop’s Fables
•Could involve magic, wishes, or so on.
•Repeated Phrases.
•Example: Jack and the Beanstalk Fairytales Tall Tales
•Set in a distant past. •Protagonist accomplished amazing feats of strength or skills •Often begins with “Once Upon a Time.” •Assisted by a powerful animal or object. •Fantasy Elements. •Hero starts as a child. •Usually has enchanted or magical features such as castles or forests. •Example: John Henry or Davy Crockett
•Good and bad characters.
•Example: Snow White and the 7 Dwarves
Characteristics of Folk Tales Write Your Own Folktale H.O. #2 Write Your Own Folktale Rubric
English Rubric
Name:______Date:______
Criteria 0 1 2 3 Total Voice Words are Words are not Words are Voice is clear spoken clearly, spoken clearly, and loud and can only be with it being during story heard slightly. hard to hear at presentation. some points.
Grammar and Folk tale is full The tale has The tale has The tale has no Punctuation of grammatical grammatical minimal grammatical errors. errors. grammatical errors. errors.
Moral/Lesson The story has The story The story has a The story has no moral or has a lesson lesson that fits a clear lesson lesson to be but is hard to into the story. to be learned learned. understand. that defines the story.
Setting The story has Setting Setting fits the Setting no moral or somewhat fits story and is is clearly lesson to be the story but is well described. described and learned. not clearly fits well into Setting is not described. the story. described or has no relation to the story.
Total Points:______(18 Points Possible)
Characteristics of Folk Tales Write Your Own Folktale Rubric H.O. #3 Drama Lesson Plan You - Monologue 3 Hours CORE CONTENT:
6th Grade TH:Pr4.1.6. a. Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work.
6th Grade :Pr4.1.6. b. Experiment with various physical choices to communicate character in a drama/theatre work.
7th Grade TH:Pr4.1.7. a. Consider various staging choices to enhance the story in a drama/theatre work.
HS Accomplished TH:Pr4.1.II. a. Discover how unique choices shape believable and sustainable drama/ theatre work.
HS Accomplished TH:Pr5.1.II. a. Refine a range of acting skills to build a believable and sustainable drama/theatre performance.
OBJECTIVES:
•To write a monologue that reflects the student’s life, called a “you” monologue.
•To perform in front of the class.
•To understand the performance “Elements of Drama.”
MATERIALS:
Tupperware Container
Action Verb List H.O. #1
Vocabulary Sheet H.O. #2
Examples of Monologues H.O. #3
Performance Rubric H.O. #4 (teacher use)
41 Drama Lesson Plan
PROCEDURES: You - Monologue
Day 1: Action Verbs
1. Discuss with the students the use of actions verbs as an actor.
2. Gather the students in a circle and make tableaus of different action verbs.
3. Students will go into pairs where they will each be given a prompt to act out and an action verb H.O. # 1. They will select an action verb and take 10 minutes to rehearse with their partners.
4. Each pair will perform their scenes without dialogue, then receive feedback from the audience.
5. The pair will then perform the scene with dialogue.
Day 2: Introduction to You-Monologues
1. Discuss with the class what a monologue is and its purpose.
2. Hand out Vocabulary Sheet H.O. #1 and discuss the drama terms.
3. Discuss the plot outline – Exposition, climax, and conclusion. This is for them to keep.
4. Explain the concept of a “You-Monologue.”
5. Students will begin writing their “You-Monologues.” Each performance should be two minutes and practice for 30 minutes.
Day 3: Rehearsal
1. Students will bring their written “You-Monologues” and any props or costume pieces necessary for their performance.
2. Students rehearse their You-Monologues for thirty minutes.
3 If they finish their work, they may work on costume and prop selection for their final performance.
Day 4: Performance
1. Students will submit their You-Monologue and any necessary props or costume pieces.
2. Students will perform for the class.
3. Their peers will provide feedback for what actions they saw and what they liked from the performance. 42 Drama Lesson Plan You - Monologue
VOCABULARY:
Auto Drama - An artistic piece that tells the story of a person, usually a monologue or play written by them.
Action Verbs - A word that motivates the character towards their objective.
Blocking - The movement of a character on stage.
Climax - A decisive moment that is of maximum intensity or a major turning point in the plot.
Conclusion - The end of a story that ties it all together, also known as the resolution.
Costume - The clothing used by an actor for a performance.
Dialogue - A conversation between two or more people in a scene.
Exposition - The introduction to a story that provides background information to the story such as setting and characters
Falling Action - The part of a literary plot that occurs after the climax has been reached and the conflict resolution.
Inciting Incident - A fight, battle, or struggle, especially a prolonged struggle.
Introduction - The beginning of a plot or story.
Pantomime - The art or technique of conveying emotions, actions, feelings, etc. by gestures without speech.
Props - An object in a play, movie, or performance that is used by a character.
Monologue - An uninterrupted speech performed by one character.
Rhythm - Speed of the action.
Rising Action - A related series of incidents in a literary plot that builds towards the climax.
Soliloquy - Speaking one’s thoughts out loud to themselves.
Tableau - A frozen picture formed by the body of an actor on stage.
43 Action Verbs To To To To To To To To admire allure antagonize attack plead berate brag comfort
To To To To To To To To command deceive destroy dismiss educate enchant entertain frighten
To To To To To To To To flatter humiliate hover indulge inspect incite impress idolize
To To To To To To To To observe obsess navigate neglect persevere mislead liberate listen
To To To To To To To To panic prevail pester patronize repulse reprimand study torture
To To To To To To To To charm defy bribe evaluate disgrace embarrass evade elevate
To To To To To To To To humour manipulate oppose reject ridicule suppress plead persecute
To To To To To To To To worship scrutinize torment soothe shame tease mystify motivate
You-Monologue Action Verbs H.O. #1 Vocabulary List
Auto-Drama:
______
Blocking:
______
Climax:
______
Conclusion:
______
Exposition:
______
Pantomime:
______
Props:
______
Monologue:
______
Rhythm:
______
Tableau:
______
You Monologue Vocabulary List H.O. #2 Monologue Examples
MONOLOGUE EXAMPLES
“I haven’t the smallest intention of dining with Aunt Augusta. To begin with, I dined thereon Monday, and once a week is quite enough to dine with one’s own relations. In the second place, whenever I do dine there I am always treated as a member of the family, and sent down with either no woman at all, or two. In the third place, I know perfectly well whom she will place me next to, to-night. She will place me next Mary Farquhar, who always flirts with her own husband across the dinner-table. That is not very pleasant. Indeed, it is not even decent . . . and that sort of thing is enormously on the increase. The amount of women in London who flirt with their own husbands is perfectly scandalous. It looks so bad. It is simply washing one’s clean linen in public.”
-Algernon, The Importance of Being Ernest By Oscar Wilde
“Well, maybe I’m wrong, but whenever I think of the Old Testament I see an old man under a tree—A man who has lived it all through, you know, and found out something real about it; and he sits there calm and strong, something like a tree himself; and every once in a while somebody comes along—a boy, you know, the boy talks to him all about himself, just as we imagine we’d like to with our fathers, if they weren’t so busy, or our teachers, if they didn’t depend so much upon books, or our ministers, if we thought they would really understand, the old man doesn’t say much maybe, but the boy goes away much stronger and happier....What I can’t understand is how nowadays people seem more grown up and competent than those men were, in a way, and we do such wonderful things—skyscrapers and aeroplanes—and yet we aren’t half so wonderful as they were in the Old Testament with their jugs and their wooden plows. I mean, we aren’t near so big as the things we do, while those old fellows were so much bigger. We smile at them, but if some day one of our machines fell over on us what would we do about it?”
-The Boy, The Genius by Horace Holley
You-Monologues Examples of Monologues H.O.#3 You - Monologue Rubric Performance Rubric
Name:______Date:______Criteria 0 1 2 3 TOTAL Class Time No class time Hardly any time Most class time All of class time was used to was spent was spent was spent prepare for working on the working on the effectively rehearsal or the performance. performance. working on the performance. performance
Voice Words were The vocals were Vocals were clear Vocals were loud, uninterpretable not clear most but could not be clear, and could and there was no of the time and understood some be heard the projection. projection was of the time. entire low. performance.
Blocking The actor spent More stage space Stage was mostly Space was most of the could have been used, the actor utilized and each monologue in used, the actor used different movement had one spot. had no use of levels and most purpose. levels and little movements had movement. purpose. Writing The monologue The monologue The monologue The monologue had no details was written with included nice was written with and did not have little detail and details, but exceptional detail an exposition, had no precise sometimes and included a climax, or end. exposition, wondered or clear exposition, climax, or end. left more to the climax, and imagination. conclusion. Memorization The monologue The performance The performance The performance was not at all was not well was well was well memorized, OR memorized and memorized but memorized with the student used had a few had some no slip-ups. it during the slip-ups. slip-ups. performance. Elements of The performance The performance The performance The performance Drama had none of had one of the made use of two includes multiple these elements. elements. elements. elements: Tableau, pantomime, props, costumes. Total Points:______(18 Points Possible) You-Monologues Performance Rubric H.O.#4 Visual Arts Lesson Plan Quiltmaking 1 hour
CORE CONTENT:
1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
1.13 Students make sense of ideas and communicate ideas with the visual arts.
OBJECTIVES:
•To practice using shape, line, and symmetry in artwork.
• To create a cohesive project as a class.
•To express with creativity while respecting guidelines.
VOCABULARY:
Color - The quality of an object or substance with respect to light reflected by the object, usually determined visually by measurement of hue.
Line - A mark or stroke long in proportion to its breadth, made with a pen, pencil, tool, etc., on a surface.
Quilt - A coverlet for a bed, made of two layers of fabric with some soft substance, as wool or down, between them and stitched in patterns.
Pattern - A decorative design, as for wallpaper, china, or textile fabrics, etc.
Sew - To join or attach by stitches.
Shape - The quality of a distinct object or body in having an external surface or outline of specific form or figure.
Symmetric - Characterized by or exhibiting symmetry; well-proportioned, as a body or whole; regular in form or arrangement of corresponding parts.
Texture - The characteristic structure of the interwoven or intertwined threads, strands, or the like, that make up a textile fabric. 48 Visual Arts Lesson Plan Quiltmaking 1 hour
MATERIALS:
•Examples of Quilt Square - H.O. #1
•Quilt Square - H.O. #2
•Quilt Making Rubric - H.O. #3
•Color Mediums: Markers, Colored Pencils, Crayons, Etc.
•Scissors
•Yarn
•Hole Punch
•Straight Edge
PROCEDURE:
1. Show examples provided of quilt squares; each square gives one (or more) example of a vocabulary word.
2. Explain to class that they are going to each be decorating their own quilt square creating their own pattern and shapes. And once all are done, they are going to be putting them together to make a community quilt.
3. Pass out coloring mediums, H.O. # 1, scissors.
4. As students finish their quilt square, begin “sewing” the quilt together; hole punch three holes on any sides adjacent to another square and then lace yarn through holes to connect two squares.
5. Continue until you have completed the quilt; tied together all the squares in a rectangular or square shape.
49 Examples of Quilt Squares with shape, line, and/or symmetry
Dresden Plate Grandma’s Flower Garden Shape Symmetry
Log Cabin Baby Block with an Inner Star Line Line, Shape, and Symmetry
Quilt Making Quilt Examples H.0. #1 Quilt Square
Quiltmaking Quilt Square H.O. #2 Quilt Making Rubric
Visual Arts Rubric
Name:______Date:______
Criteria 0 1 2 3 TOTAL
Student has Student Student showed an unfinished executed a Students showed a vague design well-designed Elements of no sign of line, interpretation containing one patterned that Design shape, or of line, shape. of the aspects contains line, symmetry. Or symmetry. line, shape, or shape, and symmetry. symmetry.
Artwork is complete, and Artwork is student made Quality of No artwork is Artwork is complete, but an effort to Artwork provided. unfinished. work is messy create a focused or unfocused. and clean artwork.
Student Student did not Student completed Student was complete completed artwork, but highly involved artwork nor artwork but did only sewed Participation in making the participate in not participate her or his quilt community sewing quilt in sewing the square onto quilt. together. quilt together. the community quilt.
Total Points:______(12 points possible)
Quilt Making Quilt Making Rubric H.0. #3 Math Lesson Plan How Fast Can Kudzu Grow? 1 hour CORE CONTENT:
6. G 1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
6. G 4. Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
OBJECTIVES:
· To find the growing rate of kudzu.
· To apply geometry in a real word setting.
· To find the area of 2-deminsional and 3-demensional shapes.
VOCABULARY:
Area - Any particular extent of space or surface.
Formula - A rule or principle, frequently expressed in algebraic symbols.
Geometry - The branch of mathematics that deals with the deduction of the properties, measurement, and relationships of points, lines, angles, and figures in space from their defining conditions by means of certain assumed properties of space.
Multiply - To grow in number, quantity, etc.
Prism - A solid having bases or ends that are parallel, congruent polygons and sides that are parallelograms.
Square - A rectangle having all four sides of equal length.
Rectangle - A parallelogram having four right angles.
Triangle - A closed plane figure having three sides and three angles. 53 Math Lesson Plan How Fast Can Kudzu Grow? MATERIALS:
· Formula Sheet – H.O. #1 (copies for # of students)
· Example Sheet – H.O. #2 (copy for teacher)
· Problems Worksheets – H.O. #3 (copies for # of students)
· Answer Key – H.O. #4 (copy for teacher)
PROCEDURE:
1. Hand out formula sheet.
2. Walk through problems provided on the Example Sheet while using and explaining the vocabulary.
3. Hand out and have students solve problem worksheets.
4. Check Answers.
54 Formula Sheet
Area of a Square is Square Base X Base
Base
Are of a Rectangle is Rectangle Height Base X Height
Base
Area of Triangle is (Base X Height) Triangle 2
Base
*To find the area of a 3-demensional shape: Find area of each 2-deminsional shape visible on the 3-D shape and add areas together. Height
Base
How Fast Can Kudzu Grow? Formula Sheet H.O. #1 How Fast Can Kudzu Grow?
Important Information when finding the area covered by the kudzu and how long it takes to grow:
1. Kudzu grows one foot per day so since all the measurements are in feet and your answer would be the number of days it would take kudzu to cover the object.
2. The shapes are object found on the ground that will be covered by the kudzu, so any side touching the ground will NOT be counted in your total area
a. If you were to walk around the object, any side that would not be visible would not be factored into the area Example Sheet
Area of a Square Area of a Triangle 6 x 6 = 36 feet 8 x 4 = 32/2 = 16 feet
6 ft 8 ft
It would take 36 days to cover this shape. It would take 16 days to cover this shape.
Area of a Rectangular Prism Area of a Triangular Prism 3 x 5 = 15 (2 sides) = 30 feet 6 x 5 = 30/2 = 15 (2 sides) = 30 feet 5 x 9 = 45 (I) = 45 feet 9 x 7 = 63 (2 sides) = 126 feet 3 x 9 = 27 (2)= 54 feet 126 + 30 = 156 feet
30 + 45 + 54 = 129 feet 7 ft ft 7
9 ft 3 ft 5 ft 9 ft 6 ft It would take 129 days to cover this shape. It would take 156 days to cover this shape.
How Fast Can Kudzu Grow? Example Sheet H.O. #2 Problems Worksheet If Kudzu grows 1 foot a day, how many days will it take to cover: 1.) A square board. 2.) A rectangular board. 5 ft
3 ft
8 ft
______days ______days
3.) A triangular board. 4.) A cubed box. 6 ft
8 ft 4 ft
______days ______days
How Fast Can Kudzu Grow? Problem Worksheet H.O. #3 Problems Worksheet If Kudzu grows 1 foot a day, how many days will it take to cover: 5.) A rectangular box. 6.) A rectangular box. 3 ft 7 ft
4 ft 6 ft
3 ft 3 ft ______days ______days
7.) A triangular box. 8.) A shed.
4 ft
6 ft 3 ft 4 ft
7 ft 8 ft 9 ft 6 ft 5 ft
______days ______days
How Fast Can Kudzu Grow? Problem Worksheet H.O. #4 Answer Key
Answer Key
1. 9
2. 40
3. 24
4. 20
5. 84
6. 93
7. 120
8. 214
How Fast Can Kudzu Grow? Answer Key H.O. #5 How Fast Can Kudzu Grow? Rubric
Math Rubric
Name:______Date:______
Criteria 0 1 2 3 TOTAL
Student did Student shows Student shows Student not complete no signs of some signs of completely Content any of the understanding understanding understands content. the content. the content. the content.
Student Student Student gets only get Student gets gets half of Correctness all questions one to three no questions questions wrong. questions wrong. wrong. wrong.
Most work is All work is No work is Little work is shown, and Shows work shown step by shown. shown. some steps are step. skipped.
Total Points:______(9 Points Possible)
How Fast Can Kudzu Grow? Rubric H.O. #6 Caring and Nurturing for Plants Gardening 6th-8th Grade 2 Days CORE CONTENT:
LS1.A: Structure and Function Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.
06-LS2-1. Read and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
06-LS2-3. A model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
06-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
07-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
OBJECTIVES:
· To explore the benefits of gardening.
· To nurture the plants until they’ve grown to their full potential.
· To introduce new ways to encourage plant life.
MATERIALS:
· Seeds
· Microsoft Word program
· Internet
· Different types of soil
· Pots/gardening area 61 Caring and Nurturing for Plants Gardening MATERIALS CONT.:
· Nutrition Facts of Foods
· Journals
· The Importance of Soil by ChicagoBotanicGarden: https://www.youtube.com/watch?v=qMFo5fxE8Bs
· Plant Life Cycle H.O. #1
· Taking care of soil H.O. #2
VOCABULARY:
· Abiotic - Nonliving material, devoid of life.
· Biodegradable - Organic matter that can decompose over time.
· Biotic - Material derived from living organisms.
· Composting - A process of recycling organic material into soil to grow more plants, allowing the plant to take in the nutrients.
· Fertilizer - A natural or synthetic chemical-based substance used to enhance the growth of a plant while providing nutrients.
· Horticulture - The act of caring for and managing plant life in a garden.
· Organic Matter - Decaying plant or animal life.
· Repotting - Changing the plant’s pot to fit the size and moisture levels needed for the plant to survive.
· Seed - A plant’s means of reproduction that grows into a separate plant.
· Seedling - A plant in early stages of growth.
· Soil - The top layer of Earth’s surface that is made up of minerals and organic matter.
62 Caring and Nurturing for Plants Gardening
PROCEDURES:
Day 1: The Plant Cycle and Soil
1. Discuss with the students the plant life cycle on H.O. #1.
2. Present The Importance of Soil video.
3. Discuss what was learned in the video and The Importance of Soil H.O. #2.
4. Arrange a few pots with different types of soils and textures. Allow the students to touch and feel each type of soil, which they will then describe to the texture of the soil.
5. Discuss composting and how the nutrients of food scraps will affect the growth of plants.
6. Assign each student to a computer where they will gather a list of their favorite foods and the ingredients listed.
Day 2: Planting
1. Assign each student a journal where they’ll record the progress of their plant weekly.
2. Place soil in each student’s pot. If there’s somewhere outside they may plant their seeds, do it there.
3. Burrow a small place in the soil for them to plant their seed.
4. Cover the seed and lightly water the seed.
5. Place them somewhere they can get natural light to grow.
63 The Life Cycle of a Plant
The plant’s life cycle begins with the seed. The seed comes from the flowers a way to reproduce.
The seed sprouts and grows into a seedling, a small plant. It continues to grow until it becomes
fully grown, flowering. The flower releases its seeds to then start the cycle over.
Gardening The Life Cycle of a Plant H.O. #1 Caring and Nurturing for Plants Gardening
The Importance of Soil
1. What is the difference between abiotic and biotic?
Abiotic refers to non-living while biotic refers to living components.
2. What four components make up soil?
a. Air (abiotic)
b. Water (abiotic)
c. Minerals and Organic Material (abiotic)
d. Living Organisms (biotic)
3.Why are these components important?
The variations of air, water, minerals, and living organisms in the soil will differentiate different types of soil such as sand and silt based on its contents. The amount of minerals and moisture will determine the sustainability of plants that grow in this soil.
4.What is weathering, and how does it differ from erosion?
Weathering is the breakdown of soil without movement. Soil erosion happens when minerals in the soil are moved by gravity and water. This will also carry the nutrients to other areas that need it. In contrast, soil erosion may also degrade some habitats and contaminate the water of aquatic wildlife.
5.What is composting?
Composting is the recycling of organic waste into the soil for plants. It relies on micro-organisms to break down the nutrients into simpler substances.
Gardening The Importance of Soil H.O. #2 The Life Cycle of a Plant Rubric
Gardening Rubric
Name:______Date:______
Criteria 0 1 2 3 TOTAL
Student Student Student shows shows plant shows plant plant adequate Student shows exemplary Adequate fair attention, attention, plant no attention, Care giving water giving water attention. giving water and sunlight a and sunlight and sunlight as few days. most days. needed.
Student Student Student Student Research completes no completes completes completes all research. some research. most research. research.
Most journal No journal A couple All journal entries were Journal entries were journal entries entries are made, but they made. are made. made in detail. lack detail.
Total Points:______(9 Points Possible)
How Fast Can Kudzu Grow? Rubric H.O. #6 Dancing in Appalachian Dance Lesson Plan 6th-12th Grade One Hour 30 Minutes CORE CONTENT:
DA:Re.7.1.7 a. Compare, contrast, and discuss patterns of movement and their relationships in dance.
DA:Re8.1.7 Compare the meaning of different dances. Explain how the artistic expression of each dance is achieved through the elements of dance, use of body, dance technique, and context. Use genre specific dance terminology.
HS Accomplished DA:Cr1.1.II b. Apply personal movement preferences and strengths with the movement vocabulary of several dance styles or genres to choreograph an original dance study or dance that communicates an artistic intent. Compare personal choices to those made by well-known choreographers.
HS Accomplished DA:Cr2.1.II a. Work individually and collaboratively to design and implement a variety of choreographic devices and dance structures to develop original dances. Analyze how the structure and final composition informs the artistic intent.
OBJECTIVES:
· To learn about Appalachian dance while dancing in Bluegrass clog style.
· To work as a group while building community.
· To create an interpretive dance.
VOCABULARY:
· Dance - An art of sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony, and color.
· Clogging - An Appalachian dance evolved from Irish, English, Scottish, and Cherokee dance steps, and eventually evolved into tap.
· Folk Dance - A dance that is tradition for a certain group of people. 67 Dancing in Appalachian Dance Lesson Plan 6th-12th Grade
MATERIALS: One Hour 30 Minutes
· Oldmen Clogging - Bluegrass- Appalachian Dancing: https://www.youtube.com/watch?v=f0P5WgD0TKk
· Tap shoes if available
· 4 Metal Washers per Student
· Yarn
· Projector and screen
· Dance Rubric H.O. #1
· The Story Behind the Best Bluegrass Clog Dancing Video: https://www.youtube.com/watch?v=vJB_HGdGfic
PROCEDURES:
1. Following the viewing of the David Hoffman documentary to the class. (Ten Minutes), put students into groups.
2. Each student will get four washers and yarn that they will tie to the bottom of their shoes to make homemade taps.
3. The groups will find a space where they can all move their feet without hitting anyone, all facing in one direction. Go through the dance steps with them.
68 Dancing in Appalachia Rubric
Dance Rubric
Name:______Date:______
Criteria 0 1 2 3
Group member Group Member Group member Group member exceeds does not contributes little contributes in the expectations and Teamwork contribute to the in the rehearsal rehearsal process leads the rehearsal rehearsal and process and and performance. process and performance. performance. performance.
Develops a Develops a Develops a dance Develops a sequence that is sequence that is that is uncreative, sequence that not so creative, is creative, displays Creative Dance unmotivated, and is creative, is mostly complete, lots of personal Sequence is incomplete OR original, and and does not touches, and is does not have a consistent and have a cohesive mostly consistent dance prepared. complete. sequence. and complete.
Performs Performs with Performs with with eccentric Refusal to little enthusiasm, some enthusiasm, Overall enthusiasm, participate in the confidence, confidence, Performance confidence, dance. energy, and makes energy, and few energy, and make many errors. errors. no errors.
The majority Only a few body Some body There was no of whole body movements, movements, body movements, movements, Body Movements gestures, or gestures, or gestures, or gestures, or shapes were used shapes were used shapes were used shapes were used during the dance. during the dance. during the dance.
Total Points:______(12 Points Possible)
Dancing in Appalachia Rubric H.O. #1 Music Lesson Plan Delta Blues: An Appalachian Music Genre 6th-12th Grade One Hour 30 Minutes CORE CONTENT: HS Accomplished MU:Pr4.1.C.II Identify and select specific passages, sections, or movements in musical works that express personal experiences and interests, moods, visual images, concepts, texts, or storylines in simple forms (such as binary, ternary, rondo) or moderately complex forms.
HS Accomplished MU:Pr4.3.C.II Develop interpretations of works based on an understanding of the use of elements of music, style, mood, function, and context, explaining and supporting how the interpretive choices reflect the creators’ intent.
HS Advanced MU:Re7.1.E.III Use research and personally developed criteria to justify choices made when selecting music, citing knowledge of the music, and individual and ensemble purpose and context. Discipline: Music – Traditional and Emerging Ensembles Strand Artistic Process:
OBJECTIVES:
· To understand the influences of musicians from the Appalachian area.
· To interpret the lyrics of songs subjectively.
· To appreciate the different artists from the Delta Blues era.
MATERIALS:
· Research Materials (Youtube, Spotify, etc.)
· Song Examples Robert Johnson - Crossroad Blues https://www.youtube.com/watch?v=bJ_7nYEpkBo
· Information about your Artist H.O. #1
· Music Rubric H.O. #2 (Teacher Use) 70 Music Lesson Plan Delta Blues: An Appalachian Music Genre
SOME ARTISTS TO CHOOSE FROM:
-Charles Patton
-Son House
-Robert Johnson
-John Lee Hooker
-Muddy Waters
VOCABULARY:
Cigar Box Guitar - A handcrafted guitar that used a broom stick and a cigar box as a resonator, usually with few strings. It was a staple of Delta Blues.
Farming Crisis - In the 1920s, farmers’ crop prices dropped at the markets, and could not live off the wages. They tried to produce more crops but ultimately lost their farms.
Delta Blues - The earliest style of Blues. It originated in the Mississippi Delta. Also known as ‘Mississippi Blues’.
Dulcimer - A long necked string instrument with a slim body, similar to a guitar.
Great Depression - An economic collapse that started in 1929 when production skyrocketed and demand sunk, leaving many companies across the world unable to employ citizens. Many people were laid off and lost their jobs, homes, and money.
71 Music Lesson Plan Delta Blues: An Appalachian Music Genre
PROCEDURES:
1. Have the students on a sheet of paper answer the following questions, then discuss them with the class:
a. What do you like about them?
b. How does their content make you feel?
c. What kind of message does their music tell?
2. Discuss with the students the effects of The Great Depression and how it influenced the Delta Blues, as well as the Farming Crisis of the 1920s.
3. Discuss some of the instruments used in this music genre.
4. Have the students select a musician and one of their songs from the Delta Blues era, and answer some of the same questions from H.O. #1.
5. Present their artist to the class, along with their song.
72 Information About Your Artist
1. Who are they?
2. Where are they from?
3. What did they write about?
4. What is the name of the song?
5. What does the title of the song mean?
6. What is your interpretation of the song lyrics? What do they mean to you?
7. How did the song make you feel?
Delta Blues Artist Info H.O. #1 Delta Blues Rubric
Music Rubric
Name:______Date:______
Criteria 0 1 2 3 TOTAL The song The song No song was The song presented to perfectly fits chosen to chosen does not the class is an the Delta Blues Song present to the accurately reflect example of the genre, and is a class. the genre. genre. perfect example.
The presenter The presenter The presentation The presentation has a point has a well Point of the song has has a point from of view that detailed account of no point of the student describes how of their point of View view from the but is poorly they feel about view on the song student. described. the song. and artist’s work.
Presenter is fluid Presenter is Presentation is with information fluid and all No Presentation inconsistent with Organization given, with some information is given information inconsistent flows with each given. points. point.
Total Points:______(9 Points Total)
Delta Blues Delta Blues Rubric H.O. #2 Bibliography “Adults in Kentucky - Religion in America: U.S. Religious Data, Demographics and Statistics.”Pew Research Center’s Religion & Public Life Project, 11 May 2015, https://www.pewforum. org/religious-landscape-study/state/kentucky/.
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Whitaker, Brian. “Everything you need to know about being gay in Muslim countries”. The Guardian, 21 Jun. 2016. 75 Glossary Acquit - Free (someone) from a criminal charge by a verdict of not guilty.
Ahnoos - A halakhic term referring to someone who has no physical control to respond to a command.
American Contemporary Theatre Festival - An American annual professional theatre festival held at Shepherd University, located in Shepherdstown, West Virginia.
Amenities - Desirable or useful features of a building or place.
Antebellum - Occurring or existing before a particular war, especially the American Civil War.
Arjuna - A central character of the ancient Indian epic Mahabharata. He’s the son of the god Indra, is famous for his archery, and for the magical weapons that he wins from the god Shiva.
Arrowroot - Arrowroot is a starch obtained from the rhizomes of several tropical plants, traditionally Maranta arundinacea, but also Florida arrowroot from Zamia integrifolia, and tapioca from cassava, which is often labelled as arrowroot.
Atonement - Reparation for a wrong or injury.
Belle Isle - An uninhabited island just off the coast of Labrador and north of Newfoundland at the Atlantic entrance to the Strait of Belle Isle which takes its name.
Blue Ridge Mountains - A geographic province of the larger portion of the Appalachian Mountains range.
Brihannala - When Arjuna was exiled, he became a transgender and took on this name. He went to the Matsya Kingdom and taught the princess songs and dances. Was known as one of the greatest dancers in Mahabharata history.
Bylaw - A rule made by a company or society to control the actions of its members.
Carnegie Medal for Excellence - An award recognizing the best fiction and nonfiction books for adult readers published in the U.S. in the previous year.
Chaffin Award for Literature - The Thomas and Lillie D. Chaffin Award for Appalachian Writing provides students the opportunity to interact with a published writer who is writing from the region. The award, which includes a cash prize of $1,000, recognizes outstanding Appalachian writers in all genres.
Cheaha Mountains - Cheaha Mountain, often called Mount Cheaha, is the highest natural point in the U.S. state of Alabama. 76 Glossary
Clay’s Quilt - A 2001 novel by Silas House, first published by Algonquin Books of Chapel Hill and reissued by Ballantine/Random House in 2003. The book appeared briefly on the New York Times Bestseller list and became a word-of-mouth sleeper hit, especially in the Southern United States.
Conversion Therapy - The pseudoscientific practice of trying to change an individual’s sexual orientation from homosexual or bisexual to heterosexual using psychological or spiritual interventions.
Denomination - A recognized autonomous branch of the Christian church.
Diversified - Make or become more diverse or varied.
Elitism - The advocacy or existence of an elite as a dominating element in a system or society.
Endowed - To give or receive an income or property.
Evangelical - Of or according to the teachings of the gospel or of the Christian Faith.
Fabaceae - The Fabaceae or Leguminosae, commonly known as the legume, pea, or bean family, are a large and economically important family of flowering plants.
Faboideae - The Faboideae are a subfamily of the flowering plant family Fabaceae or Leguminosae. An acceptable alternative name for the subfamily is Papilionoideae, or Papilionaceae when this group of plants is treated as a family.
Fellowship of Southern Writers - The Fellowship of Southern Writers is a literary organization founded in 1987 in Chattanooga, Tennessee by 21 Southern writers and other literary luminaries.
Gay - A sexual orientation toward people of the same gender.
Great Smoky Mountains - A mountain range rising along the Tennessee–North Carolina border in the southeastern United States.
Hate Crime - A crime, typically one involving violence, that is motivated by prejudice on the basis of race, religion, sexual orientation, or other grounds.
Heavy Industry - The manufacturing of hard heavy materials or materials in bulk.
Heteronormative - Relating to a world view that promotes heterosexuality as the normal or preferred sexual orientation.
Homophobic - Having or showing a dislike of or prejudice against homosexual people. 77 Glossary Homosexual/Homosexuality - An outdated term to describe a sexual orientation in which a person feels physically and emotionally attracted to people of the same gender.
Instagram - An American photo and video-sharing social networking service owned by Facebook, Inc. It was created by Kevin Systrom and Mike Krieger, and launched in October 2010 exclusively on iOS.
Infrastructure - The basic physical and organizational structures and facilities (e.g. buildings, roads, power supplies) needed for the operation of a society or enterprise.
Jefferson Medal - The Thomas Jefferson Foundation Medals are the highest external honors bestowed by the University, which grants no honorary degrees. They recognize achievements of those who embrace endeavors in which Jefferson, author of the Declaration of Independence and third U.S. president, excelled and held in high regard.
L.G.B.T. - Abbreviation for Lesbian, Gay, Bisexual, and Transgender. An umbrella term used to refer to the community as a whole.
Leaves of Grass - Leaves of Grass is a poetry collection by the American poet Walt Whitman (1819–1892). Although the first edition was published in 1855, Whitman spent most of his professional life writing and re-writing Leaves of Grass, revising it multiple times until his death. This resulted in vastly different editions over four decades—the first, a small book of twelve poems and the last, a compilation of over 400.
Lesbian - A woman whose primary sexual orientation is toward people of the same gender.
Mahābhārata - One of the two major Sanskrit epics of ancient India. It narrates the struggle between two groups of cousins in the Kurukshetra War and the fates of the Kaurava and the Pāṇḍava princes and their succession.
Microcosm - A community, place, or situation regarded as encapsulating in miniature the characteristic qualities or features of something much larger.
78 Glossary Misogynistic - Strongly prejudiced against women.
Moksha - Release from the cycle of rebirth impelled by the law of karma.
MSN Messenger - MSN Messenger, later rebranded as Windows Live Messenger, is a discontinued cross-platform instant messaging client developed by Microsoft. It connected to the Microsoft Messenger service while also having compatibility with Yahoo! Messenger and Facebook Messenger.
Myspace - Myspace is an American social networking website offering an interactive, user-submitted network of friends, personal profiles, blogs, groups, photos, music, and videos. Myspace was the largest social networking site in the world from 2005 to 2008. It was headquartered in Beverly Hills, California.
Nazareth - A historic town in northern Israel that is mentioned in the Gospels as the home of Joseph and Mary.
Oberfell v. Hodges - A landmark civil rights case in which the Supreme Court of the United States ruled that the fundamental right to marry is guaranteed to same-sex couples by both the Due Process Clause and the Equal Protection Clause of the Fourteenth Amendment to the United States Constitution.
Ordinance - A piece of legislation enacted by a municipal authority.
Ostracize - Exclude (someone) from a society or group.
Pāli Canon - Standard collection of scriptures in the Theravada Buddhist tradition, as preserved in the Pāli language.
Pansexual/Omnisexual - Terms used to describe people who have romantic, sexual or affectional desire for people of all genders and sexes.
Parapet - A low protective wall along the edge of a roof, bridge, or balcony.
Pinterest - Pinterest, Inc. is an American social media web and mobile application company. It operates a software system designed to enable saving and discovery of information on the World Wide Web using images and, on a smaller scale, GIFs and videos. The site was founded by Ben Silbermann, Paul Sciarra, and Evan Sharp.
Poet-Laureate - A poet laureate (plural: poets laureate) is a poet officially appointed by a government or conferring institution, typically expected to compose poems for special events and occasions.
Primordial - Existing at or from the beginning of time. 79 Glossary Reddit - An American social news aggregation, web content rating, and discussion website. Registered members submit content to the site such as links, text posts, and images, which are then voted up or down by other members.
Sexual Orientation - A person’s sexual identity in relation to the gender to which they are attracted; the fact of being heterosexual, homosexual, or bisexual.
Shikhandi - A character in the Mahabharata. He was born a baby girl, named “Shikhandini,” to Drupada, the king of Panchala. Shikhandi fought in the Kurukshetra war for the Pandavas along with his father Drupada and brother Dhristadyumna.
Siddhartha Gautama - Also known as Buddah, was the leader and founder of a sect of wanderer ascetics.
SMS (short message service) - A text messaging service component of most telephone, Internet, and mobile device systems.
Snapchat - Snapchat is a multimedia messaging app used globally, created by Evan Spiegel, Bobby Murphy, and Reggie Brown, former students at Stanford University, and developed by Snap Inc., originally Snapchat Inc.
Social Media - Websites and applications that enable users to create and share content or to participate in social networking.
Southernmost - A non-fiction novel published on June 5, 2018 written by Silas House, about judgment, courage, heartbreak, and change. House wrestles with the limits of belief and the infinite ways to love.
Stonewall Riot - A series of spontaneous, violent demonstrations by members of the gay (LGBT) community against a police raid that began in the early morning hours of June 28, 1969, at the Stonewall Inn in the Greenwich Village neighborhood of Manhattan, New York City. They are widely considered to constitute the most important event leading to the gay liberation movement and the modern fight for LGBT rights in the United States.
Talaee Al-Noor School - A 1-9 school in Riyadh, Saudi Arabia.
The Gay & Lesbian Vaishnava Association - A nonprofit religious organization offering positive information and support to LGBTI Vaishnavas and Hindus, their friends, and other interested persons. They were founded on May 8th, 2001.
The Judy Gaines Young Book Award - An award given annually by Transylvania University to honor the author of a book of distinction written in the Appalachian region in the previous two or three years.
80 Glossary The Library of Congress - The research library that officially serves the United States Congress and is the de facto national library of the United States.
The National Humanities Medal - An American award that annually recognizes several individuals, groups, or institutions for work that has “deepened the nation’s understanding of the humanities, broadened our citizens’ engagement with the humanities, or helped preserve and expand Americans’ access to important resources in the humanities.
The Vedas - The most ancient Hindu scriptures, written in early Sanskrit and containing hymns, philosophy, and guidance on ritual for the priests of Vedic religion.
Torah - The law of God as revealed to Moses and recorded in the first five books of the Hebrew scriptures in Judaism.
Transgender - Used most often as an umbrella term, some commonly held definitions: 1. Someone whose gender identity or expression does not fit (dominant-group social constructs of) assigned birth sex and gender. 2. A gender outside of the man/woman binary. 3. Having no gender or multiple genders.
Transcendent - Surpassing the ordinary; beyond or above the range of normal.
Tumblr - Tumblr is an American microblogging and social networking website founded by David Karp in 2007 and currently owned by Automattic. The service allows users to post multimedia and other content to a short-form blog. Users can follow other users’ blogs. Bloggers can also make their blogs private.
United States Census - A national survey conducted every ten years to enumerate the population for taxation and political representation.
Walt Whitman - Walt Whitman (May 31, 1819 – March 26, 1892) was an American poet, essayist, and journalist.
Weatherford Award for Fiction - An award given by Berea College and the Appalachian Studies Association annually. Weatherford Awards honor books that “best illuminate the challenges, personalities, and unique qualities of the Appalachian South.”
Willie Morris Book Award - The award is given to a novel set in one of the original eleven Confederate States of America that reflects the spirit of Morris’s work, and stands out for the quality of its prose, its originality, its sense of place and period, and the appeal of its characters.
Windows Messenger - Windows Messenger is a discontinued instant messaging client included in Windows XP. Designed for use by both corporate and home users, it was originally created, in 2001, as a streamlined and integrated version of MSN Messenger. 81 Student Resources National Suicide Prevention Lifeline:
Phone Number: 1-800-273-8255
The National Suicide Prevention Lifeline is a United States-based suicide prevention network of 161 crisis centers that provides a 24/7, toll-free hot-line available to anyone in suicidal crisis or emotional distress. StopBullying.Gov
Website: https://www.stopbullying.gov/
StopBullying.gov provides information from various government agencies on what bullying is, what cyberbullying is, who is at risk, and how you can prevent and respond to bullying. LGBT National Youth Talkline:
Phone Number: 800-246-7743
Free and Confidential peer support for the LGBTQ and questioning community ages 25 and younger. The LGBT National Youth Talkline provides telephone, online private one-to-one chat and email peer-support, as well as factual information and local resources for cities and towns across the United States. LGBT National Hotline:
Phone Number: 888-843-4564
Hours: Monday thru Friday from 4pm to midnight and Saturday from noon to 5pm
Email: [email protected]
The Lesbian, Gay, Bisexual and Transgender (LGBT) National Hotline provides telephone, online private one-to-one chat and email peer-support, as well as factual information and local resources for cities and towns across the United States.
All of their services are free and confidential. The Trevor Project:
Trevor Lifeline:
Phone Number: 1-866-488-7386
Their trained counselors are there to support you 24/7. If you are a young person in crisis, feeling suicidal, or in need of a safe and judgment-free place to talk, call the TrevorLifeline now.
Trevor Chat:
Link: https://www.thetrevorproject.org/get-help-now/ 82 Student Resources TrevorChat is a free, confidential and secure instant messaging service that provides live help to LGBTQ youth.
Trevor Text:
Text: START to 678678
TrevorText is a confidential and secure resource that provides live help for LGBTQ youth with a trained specialist, over text messages.
Trevor Space:
Link: https://www.trevorspace.org/?utm_source=trevor_website&utm medium=web&utm_campaign=homepage_tabs
TrevorSpace is a social networking site for lesbian, gay, bisexual, transgender, queer & questioning (LGBTQ) youth under 25 and their friends and allies. The Evangelical Network:
Link: www.t-e-n.org
An association of Lesbian, Gay, Bisexual, Transgender & Straight affirming Evangelical ministries and individuals. Equally Blessed:
Link: www.equally-blessed.org
An organization of faithful Catholics committed to full equality for LGBTQ people in the church and civil society. Emergence International:
Link: www.emergence-international.org
A community of Christian Scientists, their families and friends providing spiritual and educational support for LGBTQ people. Unity Fellowship of Christ Church:
Link: www.unityfellowshipchurch.org
An African-American LGBTQ spiritual organization. Muslim Alliance for Sexual and Gender Diversity:
Link: www.muslimalliance.org
An organization working to support, empower and connect LGBTQ Muslims. 83 Performance at The Southeastern Theatre Conference - February 28th
Performance at Bath Co. High - February 20th
Performance at Morgan Co. High - February 18th
84 Performance at The App - February 8th