Amelia Earhart By: Kathyrn Shultz Miller Produced by a Special Arrangement with the DRAMATIC PUBLISHING COMPANY Woodstock, Illinois

Morehead State University’s The Little Company Theatrical Tour Teacher Study Guide

Amelia Earhart By: Kathyrn Shultz Miller Produced by a special arrangement with THE DRAMATIC PUBLISHING COMPANY Woodstock, Illinois

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

Prepared by: Scout Odom, Gregory Picklesimer & Octavia Biggs, Director of The Little Theatre Company

1 Table Of Contents

Synopsis Page 3

Director’s Notes Page 4

About the Playwright Page 5

About Amelia Earhart Page 6

What happened to Amelia? Page 8

Points of Interest Page 9

Geography Page 14

Celestial Navigation Page 15

Glossary Page 18

Food for Thought Page 21

Kentucky Core Standards Page 22

Dramatic Workshop Page 30

Resources Page 38

2 Synopsis

Your heart takes flight as Kathryn Schultz Miller tells the thrilling life story of one of America's most fascinating heroines. A curious reporter begins to uncover the story of Amelia's mysterious disappearance, asks the compelling question; "What happened,

Amelia?" The script presents the story in a very theatrical way through headlines of newspaper stories, remembrances, flashbacks and introspective monologues by Amelia as she flies across the At- lantic. American history serves as an educational backdrop, present- ing the music, styles and politics of the 1930s and '40s. The actual events leading up to her disappearance are presented in an accurate and engaging way for audiences of all ages.

3 Director’s Notes

Octavia Biggs Fleck

Riding a bicycle for the first time as a child, without training wheels and with no hands, was an in- credible, breathtaking, and exhilarating experience. Scared to death I would wreck, but exhilarated and free. As adults it is not often we get to experience the adrenaline rush or to experience that childlike feeling of being in the moment. However a few years ago, a dear friend of mine took me flying in his small two seated plane. As we flew over Eastern Kentucky the experience allowed me to have a glimpse back to my childhood days of riding my bicycle and into Amelia’s world of aviation. Once I settled into the moment, I didn’t want it to end. I certainly understand what Amelia felt when she was up amongst the clouds experiencing the world from such a different perspective.

The movement within Kathryn Schultz Miller’s script offers such creativity. It is the type of creativity that I enjoy as an artist and enjoy sharing with an audience as well as the challenges it offers to the actors and the production team. I want you to experience being amongst the clouds and seemingly so close to the stars. The courage of the actors-as they move with the rotation of the stage, manipulate the silks and dance between the lights and sounds wearing the beautifully designed costumes- hopefully will allow you to experience the spirit of Amelia circulating through you.

I would be remiss if I did not speak of the daunting task of finding a great theatrical event to share with students across the Commonwealth. We want to challenge them educationally, encourage them to look at MSU for their higher education, and introduce those creative young people interested in theatre, what MSU’s department of Theatre has to offer. The message that excites and stays with me is that Amelia Ear- hart taught our country about reaching for goals previously undreamed of. What a powerful message to share with young people, especially young women, while we are touring this show. Amelia has been an inspiration for women everywhere. Regardless of Amelia’s fate, what is more important is the legacy she left behind. She was a woman filled with courage, tenacity, confidence, poise, and grace and was always eager for the next great adventure. Over the years, it is evident that women around the globe have taken these qualities and continued to pave the way for future generations

So I encourage you to be daring, courageous, and always seek that next adventure. Enjoy your flight with The Little Company; we hope we advised you, encouraged you, and inspired you. I leave you with these parting words:

“Some of us have great runways already built for us. If you have one, take off. But if you don't have one, realize it is your responsibility to grab a shovel and build one for yourself and for those who will follow after you.” ― Amelia Earhart

4 About The Playwright

Kathryn Schultz Miller

Kathryn has written plays for young audiences since 1976. She served for 20 years as co-founder and artistic director of Art Reach Touring Theatre, a professional touring theatre based in Cincinnati. Miller is the recipient of three playwriting fellowships and one fiction fellowship from the Ohio Arts Council as well as a playwriting fellowship from the National En- dowment for the Arts. Fourteen of her scripts have been produced nation- wide. Her published plays include Island Son, Amelia Earhart, The Leg- end of Sleepy Hollow, A Thousand Cranes, Haunted Houses, You Don't See Me and Blue Horses (Dramatic Publishing); Red Badge of Courage and The Shining Moment (Anchorage Press); Poe, Poe! (IE Clark Pub- lishing); and Choosing Sides for Basketball (Baker's Plays). A Thousand Cranes is included in Twenty Great Plays for Children, an anthology edit- ed by Coleman A. Jennings, with foreword by Maurice Sendak, published by St. Martin's Press. Miller is the winner of the 1985 Post-Corbett Award "for literary excellence in playwriting."

"Flying may not be all plain sailing, but the fun of it is worth

the price." -Amelia Earhart

5 About Amelia Earhart

“Decide whether or not the goal is worth the risks involved. If it is, stop worrying.” -Amelia Earhart

Biography: Born on July 24th, 1897, Amelia Mary Earhart (affectionately referred to as “A.E.” by friends and family) lived to be 39 before she famously disappeared over the Pacific. She was eventually declared dead in absentia two years later in 1939. She became the first woman to fly across the Atlantic (as a passenger) on June 17th, 1928. She took Amy Guest’s place in the cabin after Guest decided the trip was too dangerous for herself. Earhart later stated about her voyage; “I was just baggage, like a sack of potatoes”. Upon landing in Wales after her flight, she began her campaign as what the United Press dubbed as “The Queen of the Sky”. Although she was incredibly strong-willed and determined, she faced prejudice and financial obstacles. However, she went on to set countless aviation records, including breaking the women’s altitude record (14,000 feet), setting the women’s speed record at 181.18mph, and on January 11th, 1935 she was the first person to fly the 2,408-mile distance solo across the Pacific between Honolulu and Oakland, California. Earhart married her publicist George P. Putnam on February 7th, 1931. She was adamant in keeping her independence as well as her last name, and she often referred to their marriage as a “partnership with dual control”. She began an acquaintanceship with president Hoover after her haz- ardous flight as the first woman to fly solo across the Atlantic. She took off on May 20th, 1932; exact- ly 5 years after Charles Lindbergh’s (Lucky Lindy’s) trip as the first person to make the same flight. (Her physical likeness to Lindbergh is how she affectionately became known as “Lady Lindy”.) She was forced to land in a farmer’s cow pasture due to poor weather conditions, and received enormous attention from the media after Hoover presented her with the gold medal from the National Geograph- ic Society. Congress also awarded her the Distinguished Flying Cross, making her the first woman recipient.

“Women must pay for everything. They do get more glory than men for comparable feats, but, they also get more notoriety when they crash.”

-Amelia Earhart

6 In 1937, Amelia Earhart began planning a historic final expedition. With the help of her many connections, she put together an unprecedented scheme to be the first woman to fly around the world. She took off with her navigator Fred Noonan on June 1st from Miami, and by July 29th they had landed in Lae, New Guinea with just 7,000 miles left of a 29,000 mile journey. On July 2nd they departed, and on the path between New Guinea and Howland Island they were lost. Many theories have been made about their remains, or what really happened to the two explorers, but officially nothing was ever recov- ered. Directly following the crash was the most extensive air and sea search in naval history. Earhart was one of the most courageous and adventurous women in history, and she will always be revered for her spirit and tenacity.

“The more one does and sees and feels, the more one is able to do, and the more genuine may be one's appreciation of fundamental things like home, and love, and understanding companionship.” -Amelia Earhart

7 “The most difficult thing is the decision to act, the rest is merely tenacity. The fears are paper ti- gers. You can do anything you decide to do. You can act to change and control your life; and the procedure, the process is its own reward.”

-Amelia Earhart

What Happened??

Many intriguing and often entertaining conspiracy theories and speculations were made about Amelia Earhart’s famous disappearance. Not only were the factors regarding the actual cause of the failed flight in question, but also the reason why her remains were never found. People have guessed at everything from her creating the whole expedition as a ruse to escape her marriage to Putnam, to the idea that she and Noonan crashed on a remote island in the Pacific Ocean and enormous coconut crabs hid her remains in their dwell- ings. For this activity, write your own conclusion about what really happened when she disappeared with her navigator Fred Noonan on their iconic voyage around the world.

Where Is Amelia? Amelia Earhart’s life could be described as one long and tireless journey. For this activity, design a destina- tion for Amelia Earhart. Feel free to interpret this as creatively as you wish; is she in Ireland amongst the cows, or perhaps on a lonely island with the coconut crabs? Keep in mind the adventures Ear- hart encountered in her lifetime as well as the important people she met along the way.

George Palmer Putnam

Putnam was a very accomplished man long before he met Amelia Earhart. He had a “Man’s Man” personality, he was an ambitious explorer, and he became an accomplished promoter for Earhart’s career as a pilot. He was born in Rye, New York on September 7th 1887. Later he studied at Harvard University and the University of California before becoming the founder of G.P. Putnam’s Sons publishing house. During World War I he was part of the United States Army in the field artillery. He led an expedition to the Arctic in 1926, and then later led another journey up to Baffin Island (Northern Canada). He was married four times; once a widower and twice a divorcee before he made a widow of his last wife, Margaret Havilland. He had two sons, both with his first wife Dorothy Binney. Amelia was not the first woman he married that had financial success; Binney was the heiress to Binney & Smith Inc., the company responsible for Crayola. He lived in the Bend, Oregon for a period of time, and he was the mayor from 1912-1913. His political interests continued after he left to become the private secretary to Oregon governor James Withycombe in 1915. He entered his family’s publishing firm a short period after that and went on to be responsible for the publication of Charles Lindbergh’s autobiography “We”. This is how his path crossed with Amelia’s, when he was contacted by Amy Guest to find a woman to accompany Bill Stultz and Slim Gordon in a transantlan- tic flight in her place after she decided it was too dangerous for her. Putnam discovered the then unknown Amelia Earhart, and later they fell in love and were married in 1931. Putnam dedicated his time being Ear- hart’s manager and promoter, and he arranged her endorsement contracts with a clothing line and luggage manufacturer. He went on to publish two books about her flying adventures. After Earhart disappeared in 1937, Putnam organized an extensive two–year search for her (or her remains), eventually having her declared dead in 1939. He went on to marry Jean-Marie Cosigny James about 5 months later. He wrote many books as well, including Earhart’s biography, titled “Soaring Wings” in 1939. When America entered into World War II in 1941, Putnam rejoined the active military, serving as an intelligence officer, enlisting as a captain and rising to the rank of major by 1942. Jean-Marie divorced him in 1945, and he remarried shortly after to Margaret Havilland at the age of 58. He died four years later of kidney failure when he was 62 years old.

Ours is a reasonable and contented partnership; my husband with his solo jobs, and I with mine; but the system of dual control works satisfactorily and our work and our play is a great deal together." -Amelia Earhart

Impact

Feminism- “W omen must try to do things as men have tried. W hen they fail, their failure must be but a challenge to others.” - A.E. Earhart made many advancements in the feminist movement, not only with her achievements but also with her statements regarding the issue. Amelia strongly believed in the idea of female independence, and believed that women needed to be present in any workplace that a man could occupy. In her time, A.E. repeatedly voiced her opinions about women’s rights, and she is quoted as saying, “The woman that can create her own job is the woman that will win fame and fortune”.

Aviation- “It is far easier to start something than it is to finish it.” - A.E.

Amelia Earhart was known not only for her bravery and zeal, but also her dedication to success in aviation. Her drive to complete her goals is what pushed her to the forefront of the world of aeronautics. She set countless records in the air, and despite numerous situations where her life was put at risk in plane crashes she continued to push her limits. She reached new heights in a contraption called the autogiro, an invention that combined elements from a helicopter and an airplane. She propelled the world of aviation forward by bringing large amounts of media attention to it and by raising awareness for advancements by showcasing inventions such as the autogiro.

10 Sensationalism

In the play, the author uses the Great Depression and the suffering of the American people to convey a theme of desperation. She then displays how the media honed in on Amelia’s activities to distract citizens from the issues the country was facing. In today’s society we have similar scenarios of media distractions. Name as many instances as you can in which a great tragedy or period of suffering has been dulled by the media with a flush of su- perficial news-worthy events in pop culture. As a few examples, marriages between popular celebrities, issues within foreign countries, political events, controversies, and anything in the media that catches the attention of the public audience.

11 Symbolism

 Star/ Sun / “Brillliant Light”

 Could signify the success and fame that Earhart craves throughout the play. These terms are used often when she is describing the rush that comes with flying, and she is seemingly chasing the light. One might relate the Sun to the literal stardom she is searching for by attempting to go down in history through her achievements. Another interpretation of the “brilliant light” could be simply the success in her craft she is continuously working towards.

 Scarf

 Fluidity; Free-spiritedness. This play uses A.E.’s scarf many times to help set a mood that reflects the American Spirit. In the beginning of the play as well as throughout, the scarf is utilized as a prop to express freedom and Earhart’s adventurous nature.

 Plane Crashes

 The descriptiveness of Earhart’s plane crashes could be interpreted to highlight the physical adversities that she faced with her career. The author included the details of each crash in a way that could be understood to stand for self doubt as well. Amelia never succumbed to the struggles that she was up against, which could lead one to believe that not only were the plane crashes historical, but also symbolic.

 Great Depression

 Emotions were created through the inclusion of the Great Depression in this play. The author set a tone of bleakness and near defeat using this historical event that foiled Amelia’s fiery representation of the Ameri- can Spirit. However, despite the financial and emotional struggles that not only Amelia Earhart but the entire nation faced during the Great Depression, they were able to overcome.

Prevalent Themes

 Loss

 America collectively mourned A.E’s disappearance. Loss was also present with the men- tion of George’s financial issues and the nation’s strife through the Great Depression.

 Overcoming Adversity

 Earhart repeatedly had moments where she had to pick herself up off the ground after a failure. The play also illustrated the odds she had to prevail over in order to become as prosperous as she was.

 Success (The American Dream)

 It feels as though success is a very present theme in this play, because Earhart is attempting to make history with every step she takes. Amelia is not satisfied with merely being a celebrity, she strives to be a respected aviator by both women and men. This causes her to push herself beyond the comfort zone of the community and often her husband in order to achieve her goals.

 Love

 G.P. and A.E. have an equal loving relationship that is obvious throughout the script, and it seems as though the entire country became infatuated with “Miss Earhart”, which is illustrated in the play as well.

“Lindbergh has shown America that we are not rotten at the core but morally sound and sweet and good.” - -A.E. ; Amelia Earhart: the play

13 Geography :

Two of the most well-known flights made by Amelia Earhart are her first, and of course, her last. However, she had many impres- sive expeditions credited to her career as a pilot, as shown in the photo. Her courage was made obvious through countless dangerous and unprecedented flights. After her fame became more prominent, Earhart’s funding increased as well, allowing her to travel longer distances, including her voyage

from Los Angeles to Newark, N.J., which covered a length of 2,447.8 miles in just over 19 hours. Her first solo flight across the Atlantic had such a lasting impact because aviation itself was not what it is today. Her flight from Newfoundland to Ireland was approximately 2,000 miles and it took her about 15 hours to complete. Not only was this flight putting her life at risk, it was also being done for the first time by a woman when they were still considered the weaker sex. Amelia Earhart’s famous final flight around the world, had she completed it, would have totaled a distance of 24,557 miles. As it were, she managed to accomplish 20,819 miles of the trip. This meant spending over 170 hours in the air, when at any moment disaster could strike. Eventually it did on the leg from Lae, New Guinea to Howland Island, and tragically her reign as “Queen of the Sky” ended.

14 Celestial Navigation Fred Noonan was famous in his time for being an excellent navigator and avation partner. This combination made him the perfect choice for any pilot enduring a long journey, especially Earhart, who was not particularly adept at navigation. The method behind celestial navigation that Noonan used is called “advancing a position using dead rackoning”. The following image and spreadsheet give a simplified view of how the equations involved in this navigation work. Dead reckoning position (DR position), is determined by using the previous known position, average speed in knots, time interval in hours, and the pilot’s course.

How to use the spreadsheet: First, you take a sight with a sextant (glossary), make the appropriate corrections to the measured altitude, and retrieve the necessary astronomical data from an almanac spreadsheet. Then you enter the data into the appropriate spreadsheet. The use of this spreadsheet reduces the manual labor involved in doing all the steps needed to plot your line of position on a chart. This is an extremely more efficient way of determining latitude and longitude that may not necessarily make sense without understanding the steps involved. Below is an explanation of each step in it’s most basic form, just to give you a basic idea of how celestial navigation really works. WHAT YOU WILL NEED: a watch, a sextant, a nautical almanac, a sight reduction table (glossary), a compass (drawing tool), and a nautical chart.

Step One: Using a sextant, determine the angle between a known celestial body (A) and the horizon, based on your position (B).

15 Celestial Navigation (Continued)

Step Two: Using a nautical almanac and the time that you observed the celestial body, determine the position in the ocean where the star (A) is 90° from the horizon (C). This will give you a triangle.

Step Three: Using the formula 180-(a+b)=c and the angles you know know, find the measurement of the remaining angle within the triangle.

Step Four: With the angles from the three points of the triangle, determine the distance between positions B and C using the data from a sight reduction table.

16 Celestial Navigation (Continued)

Step Five: Using a compass, place the center point at position C on a nautical chart and the pencil tip the appropriate number of miles (900) away from it. Draw a circle using these two points. This is called your line of position.

Step Six: Repeat this process using another celestial body. Then, locate where the two circles intersect; this is your position.

17 Glossary

Paul Mantz: a noted air racing pilot, movie stunt pilot and consultant from the late 1930s until his death in the mid-1960s. Fred Noonan: [nOO-nuhn] an American flight navigator, sea captain and aviation pioneer who first charted many commercial airline routes across the Pacific Ocean during the 1930s. Bill Stultz: an aviator who made the first non-stop flight between New York City and Havana, Cuba. He died in a crash in 1929. Slim Gordon: The co-pilot/mechanic to the Fokker F7 Fokker F7 (Friendship): the plane Amelia rode in with Bill and Slim to cross the Atlantic Ocean. KHAQQ: Earhart’s call-letters on her last flight. Stands for King How Able Queen Queen. Kilocycles: [kil-uh-sahy-kuh l] a unit equal to 1000 cycles : used especially in radio as 1000 cycles per second for expressing the frequency of electromagnetic waves; kilohertz. The term kilohertz is now preferred in technical use. Telegraphy: [tuh-leg-ruh-fee] the utilization of an apparatus, system, or process for transmitting messages or signals to a distant place. Maxwell House: already an established coffee brand since 1890, they began using the slogan “Good to the Last Drop” in 1917. Keep Cool with Coolidge: The presidential campaign slogan for Calvin Coolidge in 1924. Frigid with Frigidaire: An American brand of consumer and commercial appli- ances. Frigidaire developed the first self-contained refrigerator in 1916. Will Rogers: An American cowboy, vaudeville performer, humorist, social com- mentator and motion picture actor. He was one of the world's best-known celebrities in the 1920s and 1930s.

18 Glossary (Continued)

Lucky Strike: The brand of cigarettes that Amelia Earhart’s face was infamously used to market. Spirit of St. Louis: The custom-built, single engine, single-seat monoplane that was flown solo by Charles Lindbergh on May 20–21, 1927, on the first non-stop flight from New York to Paris. Port: Left; usually used when referring to an area on a vessel such as a ship or an airplane. (Starboard refers to the right side). Amelia’s Famous Acquaintances:

 President Calvin Coolidge

 The Welsh Mayor of Southampton

 Prince of Wales

 Lady Astor and Lord Winston Churchill

 President Hoover and First Lady

 The Queen of England

 The King and Queen of Belgium

 The Highest Society of Paris

 Mussolini

 The Pope

 President Franklin Roosevelt and First Lady Il Duce: [ill doo-chey] The National Fascist Party leader Benito Mussolini was identified by Fascists as Il Duce ("The Leader") of the movement. Autogiro: [aw-tuh-jahy-roh] a type of rotorcraft which uses an unpowered rotor in autorotation to develop lift, and an engine-powered propeller, similar to that of a fixed-wing aircraft, to provide thrust. Poughkeepsie: [puh-kip-see] a city in SE New York, on the Hudson.

19 Glossary (Continued)

Lockheed Vega: a six-passenger monoplane built by the Lockheed company starting in 1927. It became famous for its use by a number of record -breaking pilots who were attracted to the rugged and very long-range design. Lockheed Model 10 Electra: a twin-engine, all-metal monoplane airliner developed by the Lockheed Aircraft Corporation in the 1930s to compete with the Boeing 247 and Douglas DC-2. The aircraft gained considerable fame as it was flown by Amelia Earhart on her ill-fated around-the-world expedition in 1937.

20 Food For Thought

How would Amelia Earhart’s fame have differed if she hadn’t developed a relationship with George Putnam?

People have alleged many ulterior motives for G.P. and A.E.’s marriage. What do you think their real intentions were?

Do you think that Earhart’s brazen and unbridled personality held her back, or did it propel her forward? Explain your reasoning.

Based on your knowledge of the play, what do you think A.E.’s skill level was as a pilot?

If someone else had been chosen to be “The First Woman To Fly Across The Atlanic”, do you think she would have had the impact that Amelia did? Explain your reasoning.

How do you think Amelia’s disappearance affected her impact on the world?

What role do you think the media played in that time period? (Paparazzi?)

21 KCAS STANDARDS

DRAMA/Grades 6-8 AH-M-3.1.41 Create a script that can be used in a dramatic performance. [PE] (2.22) AH-M-3.1.42 Use the elements of production to create a dramatic work. [PE] (2.22, 2.23) AH-M-3.1.44 Create a design to communicate setting and mood using music and a variety of sound sources. [PE] (2.23, 2.24, 2.25, 2.26) AH-M-3.1.45 Assume roles that communicate aspects of a character and contribute to the action based on experience, imagination, or characters in literature, history, or script. [EPE] (1.15, 2.22, 2.23, 2.24, 2.25, 2.26) AH-M-3.1.46 Create characters using the elements of performance. [PE] (2.22) AH-M-3.1.47 Create and describe characters based upon the observation of interactions, ethical choices, and emo-tional responses of people. [PE] (2.22, 2.23) Identify and define the components of drama/theatre: AH-M-3.1.31 Elements of drama: plot development, rising action, turning point, falling action, suspense, theme, language, empathy, motivation, discovery AH-M-3.1.32 Elements of production: staging, scenery, props, lighting, sound, costumes, make-up AH-M-3.1.33 Elements of performance: breath control, diction, body alignment, control of isolated parts of the body AH-M-3.1.34 Compare and contrast the use of the elements of drama in a variety of works using appropriate vocabulary. (2.23, 2.24, 2.25) AH-M-3.1.35 Identify elements of production for a scripted scene, using appropriate vocabulary. (2.23, 2.24) AH-M-3.1.36 Describe, using appropriate vocabulary, how the elements of production communicate setting and mood. (2.23, 2.24) AH-M-3.1.37 Describe characters’ use of elements of performance, using appropriate vocabulary. (2.23) AH-M-3.1.39 Identify the skills necessary for jobs associated with theatre (playwright, director, actor, actress, de-signers - scenery, props, lighting, sounds, costume, make-up) AH-M-3.1.310 Discuss the collaborative artistic processes of planning, playing, responding, and evaluating a performance. (2.23)

22 VISUAL ART/ Grades 6-8 AH-M-4.1.41 Create art for specific purposes using the elements of art and principles of design to communicate ide-as. [PE] (1.13, 2.22) AH-M-4.1.42 Effectively use a variety of art media, processes, and subject matter to communicate ideas, feelings, and experiences. [PE] (1.13, 2.22) AH-M-4.1.31 Describe, analyze, and/or interpret works of art using visual art terminology. (1.13, 2.22, 2.23, 2.24) AH-M-4.1.32 Art Elements: line, shape, color (tints and shades) and color groups (monochromatic), form, texture, space (positive/negative and perspective), and value (light and shadow). AH-M-4.1.33 Principles of Design: repetition, pattern, balance (symmetry/asymmetry), emphasis (focal point), contrast (light and dark), rhythm, proportion, and movement. AH-M-4.1.34 Identify and describe a variety of art media, art processes, and subject matter to communicate ideas, feelings, experiences, and stories. (1.13, 2.22, 2.23)

LITERATURE/Grades 6-8 AH-M-5.1.31 Analyze the characters’ actions, considering their situations and basic motivations. (1.2, 2.24, 2.25) AH-M-5.1.32 Explain how an author uses the elements of literature (plot and structure, characters, setting, point of view, language and style, and theme) to create literary work. (1.2, 2.23) AH-M-5.1.33 Identify characteristics of fiction and nonfiction and literary genres (folk literature, poetry, essays, plays, short stories, novels). (1.2, 2.23) Big Idea: Humanity in the Arts The arts reflect the beliefs, feelings and ideals of those who create them. Experiencing the arts allows one to experience time, place and/or personality. By experiencing the arts of various cultures, students can actually gain insight into the beliefs, feelings and ideas of those cultures. Students also have the opportunity to experience how the arts can influence society through analysis of arts in their own lives and the arts of other cultures and historical periods. Studying the historical and cultural stylistic periods in the arts offers students an opportunity to understand the world past and present and to learn to appreciate their own cultural heritage. Looking at the interrelationships of multiple arts disciplines across cultures and historical periods is the focus of humanities in the arts. Academic Expectations 2.24 Students have knowledge of major works of art, music, and literature and appreciate creativity and the contributions of the arts and humanities.

23 2.25 In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such as languages, literature, and history. 2.26 Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes.

DRAMA/Grades 9-11 AH-H-3.1.41 Select visual and sound elements (e.g., music, sound effects, actor’s voice) to clearly support the set-ting of a scripted drama. [PE] (2.22, 2.23) AH-H-3.1.42 Create a dramatization of a literary work. [PE] (2.22) AH-H-3.1.43 Research and make artistic choices [e.g., scenery, qualities the actors take on (voice, accent, manner-ism), direction, stage management] for dramatic production that reflects culture,history, and symbolism. [EPE] (2.22, 2.23) AH-H-3.1.44 Demonstrate acting skills to develop characterizations that illustrate artistic choices and be- lievable characters. [EPE] (2.23) AH-H-3.1.45 Interpret dramatic works by applying knowledge and skills of the components of drama and theatre (e.g., monologue, dialogue, soliloquy, character, motivation, voice, sensory recall). [PE] (2.23) AH-H-3.1.31 Identify and discuss, using appropriate terminology, the use of dramatic structure [e.g., exposition, de-velopment, climax, reversal, denouement (also illustrated in Freytag’s Pyramid), tension]; character (e.g., protago-nist, antagonist); literary devices (e.g., symbolism, foreshadowing); and components of drama/theatre (dialogue, monologue, soliloquy, ensemble, body, voice, script, sensory recall). (2.23, 2.24) AH-H-3.1.32 Analyze descriptions, dialogue, and actions within a script or text to discover, articulate, and justify character motivation. (2.22, 2.23, 2.24, 2.25, 2.26) 23 AH-H-3.1.33 Describe how a work of literature is selectively modified through theatre to enhance the expression of ideas and emotions. (2.23, 2.24) AH-H-3.1.34 Identify skills and training necessary for a variety of careers related to drama. (2.23, 2.24) AH-H-3.1.35 Compare and contrast how ideas and emotions are expressed in theatre with how ideas and emotions are expressed in dance, music, and visual arts. (2.23, 2.24) Historical and Cultural Context-Creating, Performing and Responding

24 AH-H-3.2.31 Identify specific dramatic works viewed as belonging to particular styles, cultures, times, and places. (2.25, 2.26) AH-H-3.2.32 Identify cultural, historical, and symbolic clues in dramatic texts which should be researched to assist in making artistic choices for informal (improvised) and formal (rehearsed) productions. (2.25, 2.26) 2.24, 2.25, .26)

VISUAL ARTS/Grades 9-11 AH-H-4.1.41 Incorporate the elements of art and principles of design to generate several solutions to a variety of visual art problems. [PE] (1.13, 2.22, 2.23) Use media and processes, subject matter, symbols, ideas, and themes to communicate cultural and aesthetic values. [PE] (2.23) AH-H-4.1.31 Describe works of art using appropriate terminology. (1.13, 2.23) AH-H-4.1.32 Art Elements: color and color theory: primary and secondary hues, values (tints and shades), intensity (brightness and dullness); color relationship: triadic, complementary, analogous. AH-H-4.1.33 Principles of Design: Balance (symmetry/asymmetry), emphasis (focal pattern), pattern, repetition, contrast, variety, movement, rhythm, proportion, transition/gradation, and unity.

Big Idea: Safety (Health Education) Accidents are a major cause of injury and death to children and adolescents. Unintentional injuries involving motor vehicle, falls, drowning, fires, firearms and poisons can occur at home, school and work. Safe behavior protects a person from danger and lessens the effects of harmful situations. Academic Expectations 2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being. 2.33 Students demonstrate the skills to evaluate and use services and resources available in their community. 3.2 Students will demonstrate the ability to maintain a healthy lifestyle. 4.3 Students individually demonstrate consistent, responsive and caring behavior. 4.4 Students demonstrate the ability to accept the rights and responsibilities for self and others. 5.1 Students use skills such as analyzing, prioritizing, categorizing, evaluating and comparing to solve a variety of problems in real-life situations. 5.4 Students use a decision-making process to make informed decisions among-options.

25 Big Idea: Structure in the Arts Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists use include elements and principles of each art form, tools, media and subject matter that impact artistic products, and specific styles and genre that provide a context for creating works. It is the artist's choice of these structural components in the creative process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret or critique artworks from other artists, cultures and historical periods. Academic Expectations 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. 1.14 Students make sense of ideas and communicate ideas with music. 1.15 Students make sense of and communicate ideas with movement. 2.23 Students analyze their own and others' artistic products and performances using accepted standards.

Big Idea: Research, Inquiry/Problem-Solving and Innovation Students understand the role of technology in research and experimentation. Students engage technology in developing solutions for solving problems in the real world. Students will use technology for original creation and innovation. Academic Expectations 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems. 2.3 Students identify and analyze systems and the ways their components work together or affect each other. 5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. 5.2 Students use creative thinking skills to develop or invent novel, constructive ideas or products. 5.4 Students use a decision-making process to make informed decisions among options. 5.5 Students use problem-solving processes to develop solutions to relatively complex problems. 6.1 Students connect knowledge and experiences from different subject areas.

26 Big Idea: Geography Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. Academic Expectations 2.19 Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations. Big Idea: Career Awareness, Exploration, Planning Career awareness, exploration and planning gives students the opportunity to discover the various career areas that exist and introduce them to the realities involved with the workplace. Many factors need to be considered when selecting a career path and preparing for employment. Career awareness, exploration and planning will enable students to recognize the value of education and learn how to plan for careers. The relationship between academics and jobs/careers will enable students to make vital connections that will give meaning to their learning. Academic Expectations 2.36 Students use strategies for choosing and preparing for a career. 2.37 Students demonstrate skills and work habits that lead to success in future schooling and work. 2.38 Students demonstrate skills such as interviewing, writing resumes, and completing applications that are needed to be accepted into college or other postsecondary training or to get a job. 5.4 Students use a decision-making process to make informed decision among options.

Big Idea: Communication/Technology Special communication and technology skills are needed for success in schooling and in the workplace. Students will be able to express information and ideas using a variety of technologies in various ways. Academic Expectations 1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas. 2.37 Students demonstrate skills and work habits that lead to success in future schooling and work. 2.38 Students demonstrate skills such as interviewing, writing resumes, and completing applications that are needed to be accepted into college or other postsecondary training or to get a job.

27 Big Idea: Purposes for Creating the Arts The arts have played a major role throughout the history of humans. As the result of the power of the arts to communicate on a basic human level, they continue to serve a variety of purposes in society. The arts are used for artistic expression to portray specific emotions or feelings, to tell stories in a narrative manner, to imitate nature and to persuade others. The arts bring meaning to ceremonies, rituals, celebrations and commemorations. Additionally, they are used for recreation and to support recreational activities. Students experience the arts in a variety of roles through their own creations and performances and through those of others. Through their activities and observations, students learn to create arts and use them for a variety of purposes in society. Academic Expectations 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. 1.14 Students make sense of ideas and communicate ideas with music. 1.15 Students make sense of and communicate ideas with movement. 2.22 Students create works of art and make presentations to convey a point of view. 2.26 Through the arts and humanities, students recognize that although people are different, they share some common experiences and attitudes.

Historical Perspective History is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World. Academic Expectations 2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.

Grade 6 Enduring Knowledge – Understandings

Students will understand that interactions among countries and people are complex because of cultural, political, economic, geographic and historical differences.

28 people and groups react and adapt to change over time in a variety of ways based on their needs, goals and experiences.

Grade 6 Skills and Concepts Students will demonstrate an understanding of the interpretative nature of history using a variety of tools and resources (e.g., primary and secondary sources, Internet, timelines, maps):  investigate and chronologically describe (e.g., using timelines, charts, fictional and report writing, role playing) major events in present day regions of the world and draw inferences about their importance.  examine potential causes of recent historical events and show connections among causes and effects; use cause-effect relationships to identify patterns of historical change influenced by government, culture, economics and/or geography.  analyze historical events, conditions and perspectives of different individuals and groups (e.g., by gender, race, region, ethnic group, age, economic status, religion, political group) in present day regions of the world analyze major historical events and people in present day regions of the world using information from print and non-print sources (e.g., biographies, autobiographies, films, maga- zines, Internet).

29 The following lesson plan has been developed to use in the Drama Workshop. The Little Company actors will be using the following outlines to guide their workshop.

Objectives: To develop an understanding of our production. To create group improvisational moments based on the production. To introduce specific communication skills using social media techniques. To promote the incorporation of the arts into the 6-12 grade curriculum. To establish a relationship with 6-12 grade students in our service region. To Encourage, Advise and Inspire. Preparation: Discussions: Share the story “Amelia Earhart” Warm-ups! Body-Voice-Imagination. The Actors Tools! Body- an Actor warms up the body so they can move freely onstage and in order to create the physicali- zation of the character. Students will use games to generate this awareness. Voice-In order to be heard and understood an Actor must develop techniques to aide in enunciation, vol- ume and breathing so they are able to communicate the words of the playwright. Vocal warm-ups will be used to create enthusiasm. Imagination-Your imagination is the most important tool you have as an artist. It belongs to you and only you can see inside with your very own “Mind’s Eye”! Drama Vocabulary: Pantomime-Acting without words using your facial features and body. Improvisation-Acting without a script or rehearsal. Leading centers-the part of the body that leads the Actor forward when playing a character. Character Development-to develop a character based on the research and the decisions you make as the actor. Props- Anything an Actor uses onstage (ratchet, model airplanes, etc.) Set-Items on the stage that are used to tell the audience the location, time frame, environment (brown boxes) What is interesting about our production is that set pieces are used as props. For example: brown boxes are used as the different airplanes flown by Amelia Earhart (“Reminding us of what life is by showing us what it is not”).

30 The following lesson plan has been developed to use in the Drama Workshop. The Little Company actors will be using the following outlines to guide their workshop.

Beginning, middle and end – every story has a beginning, middle, and end. Talk about the arc of the play. How does the plot line work with the production and what happens in the play regarding the individual story lines (use the relationship between Amelia and George Putnam as an example). Also, knowing and understanding how the role of the Reporter plays into the story can be a fun conversation. Director-The individual in charge of production who makes final decisions on everything. This individual chooses the actors, stages the movement, and creates the stage pictures that entertain and educate us. Light Designer-The individual who plans and oversees the placement and focus of stage lights to create a specific mood and atmosphere and assure that the performers can be seen. Scene Designer-The individual who plans, draws and oversees construction of all scenery. Costume Designer-The individual who plans, draws and oversees construction of all costumes. Stage manager– The individual who coordinates all aspects of the production. He or she is the link between the director and everyone else. Playwright– The individual who writes the play. Antagonist- Character who opposes the will of the Protagonist and creates the central conflict in the play. Protagonist- Central character in the play who drives the action of the play. It is their will that is on dis- play and they seek a goal throughout the course of the play’s action. (Example: Amelia Earhart)

Activities: Storytelling Amelia was famous for more than just aviation. She was a leading figure in the woman’s suffrage movement and her aviation experiences brought to the forefront the public desire for news media coverage. Each actor will share their favorite moments from Amelia Earhart and social media techniques used today to communicate to our society. (Examples to include: Instagram, Snap Chat, Twitter, Facebook, Vine, You Tube, Reddit and/or Tumbler) the company member will then demonstrate their moment through the use of the social media examples discussed.

31 The following lesson plan has been developed to use in the Drama Workshop. The Little Company actors will be using the following outlines to guide their workshop.

Plot Line and Story Structure Exposition-tells the people, places and objectives of the characters within the story. Inciting Incident-Introduces the conflict. Rising Action-The events that take place and are leading up to the climax. Climax-The most exciting moment in the story. Falling Action-The events that take us out of the climactic moment and drive the story to the conclusion. Resolution-The moment where loose ends in the story are wrapped up. (secondary stories) Conclusion-The end, the happily ever after.

Dramatic Activities- Activities can be used as a precursor into what the “Sharing” will consist of at the end of the workshop. The Martha Game- With a large group, divide them into teams. Teams stand outside a designated performance space. One person runs into the space, forms her body into a statue and announces what they are, (as in "I'm a tree”). Instantly the next person runs on and forms something else in the same picture. "I'm a bench under the tree." The next person further adds to the picture. "I'm a bum on the bench." "I'm a dog peeing on the tree." "I'm the newspaper the bum is sleeping under." Etc., until the whole group is part of the picture. Start again. Coach this to go very, very fast. There is no time to think--just go! If there are two teams, they alternate. Shapes and Numbers- Explain to the students that you will be calling out a number and the name of a shape. They are to, as a class, form the shape with their bodies in the amount of the number called as the teacher counts to 15 (e.g., the teacher calls out 3 triangles – the class must form three separate triangles). There is to be no talking or pulling people around. Remember this is a safe environment. Start out with an example and then begin the exercise simply. As they get better, count only to ten or make the amount or shapes more difficult. This activity will direct them to concentrate on focus, quick thinking, movement, creativity, and group dynamics. Object Transformation- Transforming objects is a key ingredient in non-naturalistic performances. Ob- jects, whether literal or transformed, can also be used as symbols in drama, adding yet another level. Simple prop/object transformation exercises and activities can get drama students thinking about the possibilities before incorporating them into performance. Object transformation ideas are only limited by the student’s imagination.

32 The following lesson plan has been developed to use in the Drama Workshop. The Little Company actors will be using the following outlines to guide their workshop.

Amelia Terminology Vocabulary

Will Rogers-Born in 1879, and died in 1935 ironically, in an airplane crash. Will Rogers was a comedic actor, a radio personality, a cowboy and was seen regularly in the Vaudeville world. He perhaps may be most famous for his work on Broadway with the Ziegfeld Follies. He also had a political column, writing more than 4,000 newspaper columns all containing a wit for the progressive era. Ziegfried Follies- The Ziegfeld Follies were a series of elaborate theatrical productions on Broadway in New York City from 1907 through 1931. They became a radio program in 1932 and 1936 as The Ziegfeld Follies of the Air. Charles Lindberg-Maybe one of the most well known facts about Charles Lindberg was the murder and kidnapping of his son in 1932. Following this incident, Mr. Lindberg went into seclusion from 1935-1939. HE was the father of 11 children. HE also was the pilot for “The Spirit of St. Louis”. The record making, non -stop flight that happened on May 20, 1927 from NYC to Paris (3,600 miles) was ground breaking for aviation. Rouge-Red powder or cream used to make your cheeks and lips pink. The Charleston-A style of dance named for the city Charleston, South Carolina. Popular in the US in the year 1923-1927, the dance originated from the Broadway musical Runnin Wild, the composer was pianist James P. Johnson. Frederick Guest-A British politician and Secretary of State for Air. He was actually the backer for Amelia’s Trans-Atlantic flight. Amy Phipps Guest-Was married to Frederick Guest. Amy owned the Fokker F VII that Amelia used in her Trans-Atlantic flight. Amy wanted to make the flight but her family would not support her so she found George Putnam and asked him to find the “right sort of girl” for the trip. Amy was also a leader in the women’s suffrage movement of the 20th century. Suffrage - A right to vote in political elections. Dennison House-A Boston settlement house. It was used to provide social services and education to the ur- ban poor by having educated woman and poor people live side by side in the same residence. Amelia worked there for 2 ½ years beginning in 1926. Women’s Suffrage– The right for women to vote or hold office. On June 4, 1920 the US senate ap- proved the 19th amendment, which prohibited sex-based restrictions on voting. Spirit of St. Louis- A single seat plane flown by Charles Lindbergh on May 20-21st, 1927on his non-stop flight from New York to Paris, France. Lucky Strike- The top selling cigarettes in the 1930’s.

33 The following lesson plan has been developed to use in the Drama Workshop. The Little Company actors will be using the following outlines to guide their workshop.

Trespassy, Newfoundland- A small fishing community located on the south eastern corner of the Ava- lon Peninsula in Canada. The plane with Amelia as a passenger, the Friendship, took off in Trespassy Har- bor. Bill Stultz- An aviator that piloted Amelia Earhart’s first trip across the Atlantic in the plane the Friendship. Wilmer “Bill” Stultz died in 1929 while performing stunt flights. Slim Gordon- A co-pilot on the Friendship. Louis E “Slim” Gordon was also a mechanic for the plane. Port Motor- This refers to the motor, or engine, on the left side of the plane. President Coolidge- Calvin Coolidge was the 30th president of the United States in office from 1923-29 and former Governor from Massachusetts. Lady Astor and Lord Winston Churchill- Nancy Astor was an American born political figure who had some brief exchanges with Winston Churchill. Churchill was a political figure who served as Prime Minister of the United Kingdom from 1940-45. Lady Bailey and Lady Heath- Mary Bailey was a British aviator who got her flying license in 1927 and was most known for being the first woman to fly across the Irish Sea. Lady Heath, born Sophie Catherine Theresa Mary Pierce-Evans, was the first woman to hold a commercial flying license in Britain, first woman to parachute out of an airplane, and the first to take a mechanic’s qualification in the USA. She was also known as “Britain’s lady lindy” in the US. Autogiro– An aircraft that was invented by Spanish Engineer Juan de le Cierva. It resembles a helicopter but works from air being pulled through the rotor disk to generate rotation. Also known as the “flying windmill” or a “whirligig looking thing like that”. Altimeter– An instrument for determining the altitude in a plane. Tachometer– An instrument that shows the revolutions per minute (RPM) in a motor. President Hoover- Herbert Hoover was the 31st president of the United States from 1929-33. President during the 1929 stock market crash he is often blamed for the economic spiral of the US during that time. Hoover is often times ranked less than average among the presidents. Mussolini- Benito Mussolini was an Italian politician and leader of the National Fascist Party. Served the country as Prime Minister from 1922-43 (also known as Il Duce, which means “The leader”). Hooverville- Shanty towns built by homeless people during the Great Depression. The towns were named after President Hoover. Hoover Flags- Empty pockets turned inside out. These were called Hoover Flags because of President Hoover. Hoover Blankets– Newspapers that the homeless and poor used to cover up with because they couldn’t afford blankets. Term coined for President Hoover.

34 The following lesson plan has been developed to use in the Drama Workshop. The Little Company actors will be using the following outlines to guide their workshop.

Great Depression- Began in the US in August of 1929 but was not felt until the stock market crash in October. Thousands of banks and business failed and millions of people were without jobs and were eventually homeless. Benny Goodman- Benjamin David “Benny” Goodman was a jazz and swing musician popular in the 1930s. He was a clarinetist and bandleader known as the “king of swing”. Fred Astaire and Ginger Rogers- Born Frederick Austerlitz, he was multitalented. He sang, danced, choreographed, acted, and was a musician. Astaire was in a dance partnership with his sister Adele until she married her husband in 1932. Later he was (reluctantly) paired with Ginger Rogers. Ginger Rogers, born Vir- ginia Katherine McMath, was an American actress and singer who starred in 73 films. Greta Garbo- Born Greta Lovisa Gustafsson was a Swedish film actress. She was an international iconic star during Hollywood’s silent film period. Charlie Chaplin- Charles Spencer “Charlie” Chaplin was an English actor, comedian, and filmmaker in the silent era. Starting from sad beginnings helped him in his rise to fame. With an absent father and a mother put in a mental institution he started performing at an early age in music halls. Shirley Temple– An American actress, singer, and dancer. She started in childhood and was the number one box office star from 1935-38. After acting she got involved in politics and became a diplomat serving the United States Ambassador to Ghana. Franklin Delano Roosevelt– The 32nd president of the United States. He was elected four times and served from 1933 until he died in 1945. The Hunger Marches- A social riot that began in 1931. The citizens of the United States couldn’t afford to feed themselves or their families. People were starving and to get the US government’s attention they pro- tested. Fascism in Spain- A civil war in Spain going on between the republicans and the Nationalists, a rebel group led by General Francisco Franco. The war took place between 1936-39. The Nationalists won and Fran- co ruled until his death. The Il Duce- A nickname for Benito Mussolini. Il Duce means “the leader”.

35 The following lesson plan has been developed to use in the Drama Workshop. The Little Company actors will be using the following outlines to guide their workshop.

Der Fuhrer- Means “leader” or “guide” and people use it synonymously with Hitler. Hitler granted the name to himself. Japanese aggression- In the 1930’s Japan made a series of aggressive military advances. Starting in 1931 Japan took over Manchuria and created a puppet regime ending in 1941 when the Japanese attacked Pearl Harbor and WWII broke out. Manchuria– A patch of land in the northeastern part of China that was invaded by the Japanese in 1931. $80 Thousand in 1935 =1.3 Million in 2014 Lockheed 10E Electra- A twin-engine monoplane. Amelia Earhart flew this model plane in 1937 for her infamous around the world flight. Vega- A six passenger monoplane. Used by a number of world breaking pilots and was flown for Ame- lia Earhart’s famous trip over the Atlantic. Throttles- A mechanism that controls the flow of fluid and can increase or decrease the engines power. Fred Noonan– A navigator, sea captain, and pilot. He was the navigator for Amelia Earhart on her trip around the world. He went missing with Earhart over the central Pacific Ocean. Howland– A small island approximately 1,926 miles away from Honolulu. This was the stop for Amelia Earhart to refuel her plane that she never made it to. Hindenburg– A German passenger airship that exploded during its attempt to dock. A total of 36 people died during this disaster. Joe Louis- Joseph Louis Barrow was an American heavyweight boxer. Considered the greatest heavyweight champion he won the World Heavyweight from 1937-49. Golden Gate Bridge- A suspension bridge going across the Golden Gate strait between the Pacific Ocean and the San Francisco bay. The bridge is 4,200 feet long and was the longest bridge in the world until 1963. KHAQQ- The call letters for Amelia Earhart’s last flight. It stands for “King How Able Queen Queen”. ITASCA– A coast guard warship under the command of W.K. Thompson. The ship was assigned to help Amelia Earhart refuel her plane during her around the world flight. The refueling failed and Amelia Ear- hart with her navigator Fred Noonan disappeared. The people aboard the ship ITASCA were the last to make contact with Amelia before they vanished.

36 The following lesson plan has been developed to use in the Drama Workshop. The Little Company actors will be using the following outlines to guide their workshop.

Social Media Vocabulary Instagram– A social media site where you can share your life through pictures or short videos. Insta- gram was originally started by Kevin Systrom and Mike Kriegor. The site was opened to the public in Octo- ber of 2010 and bought by Facebook in 2012 for $1 billion. Facebook– Social media site created in 2004 by Mark Zuckerburg. It now has around 1.35 billion users and is worth about $200 billion dollars. Snapchat– A photo messaging application created in 2011 by Evan Spiegel, Bobby Murphy, and Reggie Brown. The company is worth around $10 billion and users send around 700 million photos or “snaps” a day. Facebook once offered the CEO $3 billion but Snapchat turned it down. Twitter– A social media site where users can create and read short, 140 character messages called “tweets”. Twitter was created in 2006 by Jack Dorsey, Evan Williams, Biz Stone, and Noah Glass. The networking site is now worth around $664 million. Vine– A video sharing site/app created in 2012 by Twitter. Users can create short 6 second looping videos called “vines” and post them for other users to view. You Tube– An extremely popular video sharing website created by three former pay-pal employees in 2005. Google bought YouTube in 2006. YouTube is worth around $40 billion. Reddit– A website that contains thousands of pages within the website called “subreddits”. Users can explore subreddits and post things that they like or find on the subreddit their content pertains to. Users can also “upvote” or “downvote” content so that the best posted ones are available. Created in 2006 by University of Virginia roommates Steve Huffman and Alexis Ohanian. Reddit is now worth $240 million. Tumblr– A blog/social networking site created in 2007 by David Karp. Users can post things to their page and create a blog. They can also follow other users and see what they have posted and reblog what they like. Tumblr is now worth $1.1 billion. CNN/TMZ- Cable News Network (CNN) is a basic cable channel founded in 1980 by Ted Turner. They report on the news from its headquarters in Atlanta. Thirty Mile Zone (TMZ) is a celebrity gossip news website that was founded in 2006 by Harvey Levin. Sensationalism– An editorial bias in mass media used to over hype stories and get a story more viewers. Social Media– Websites and applications that allow users to create and share content or to participate in social networking Sharing: Workshop participants will create an Amelia Earhart news story using a social media style of communication. They will share with their story with the larger group. MSU actors will assess the small group dynamics to decide which social media aspect to use with the individual groups.

37 Resources

 "Amelia Earhart Disappears | The Art of Jane Tomlinson." The Art of Jane Tomlinson. N.p., 2 July 2012. Web. 25

Aug. 2014.

 "Amelia Earhart Kids Coloring Pages with Free Coloring Pictures to Print." HubPages. N.p., n.d. Web. 10 Dec. 2014.

 "Amelia Earhart Quote." Brainy Quote. Xplore, n.d. Web. 10 Dec. 2014.

 Charnov, Dr. Bruce H. "Amelia Earhart." Amelia Earhart. Hofstra University, June 2003. Web. 25 Aug. 2014.

 "Interactive Spreadsheets for Celestial Navigation." Navigation-spreadsheets. Nautical Navigation, 14 Nov. 2014.

Web. 11 Dec. 2014.

 "Practice." Celestial Navigation. celestialnavigation.net. VN Productions, May 2009. Web. 11 Dec. 2014.

 "The Official Website of Amelia Earhart." The Official Website of Amelia Earhart. Family Of Amelia Earhart, n.d.

Web. 25 Aug. 2014.

 "Wisdomisms – Amelia Earhart." Goodness Determined. N.p., n.d. Web. 25 Aug. 2014.

 Putnam, George Palmer. Soaring Wings;. New York: Harcourt, Brace, 1939. Print