Great Midwestern Theatre Company S Study Guide

Great Midwestern Educational Theatre Company’s Study Guide OF MICE AND MEN by John Steinbeck

FOREWORD Of Mice and Men depicts two migrant farm hands arriving at a new workplace some time in the 1930’s, when Eastern flooding and Western drought had sent more than half a million families from their homes, breaking loose from the land like tumbleweeds. Both men experience the tight melodrama of an already scarce existence, sharing space and dreams with several other ranch hands. The two men come with their own hopes and a shared plan, which unravels in an instant, as fate tests each man’s true level of ability.

CONTENTS  Dear Educator  Program Information  About the Production  Historical Issues  Environmental Issues  Social Relations  Moral Capacity  Authority and Leadership  Creating a Better World  Compassion/Mercy Killing  Greed/Power/Desire for More

GMETC Of Mice and Men – Study Guide © Karen Buechele for GMETC  Crime and Aggression

GMETC Of Mice and Men – Study Guide © Karen Buechele for GMETC DEAR EDUCATOR: Thank you for your interest in Of Mice and Men, a special project of the Great Midwestern Educational Theatre Company (GMETC). We are looking forward to your upcoming visit to our performance.

This Study Guide includes a variety of activities and discussion questions that focus on themes of social concern in the play. The activities and questions are aimed at students from the 8-12th grades. Please look over the activities carefully and select the items that you feel are most appropriate for your students’ developmental levels.

GETTING READY TO SEE THE PLAY 1. Take time before the performance to share a synopsis of the story with your class. Knowing what the show is about helps to avoid confusion.

2. Discuss with your students some of the differences between their roles as a television or film audience (passive) and a theatre audience (active).

3. Let your student know that as a theatre audience member they are responsible for

a. Being quiet – If it’s noisy, the actors can’t do their jobs. b. Showing self-control – If students are squirming in their seats, they are disturbing their neighbors. c. Applauding – This is how a theatre audience lets the actors know they liked the show.

4. Remind your students to remain seated after the play until you tell them it’s time to get up.

5. After the play, you and your class are invited to remain in the theatre to meet the actors. Feel free to ask them any questions you and your students may have.

6. The House Manager will announce the arrival of the busses by school name at the end of the play. Please stay in the auditorium until your school’s bus arrival is announced.

7. The production is approximately one hour and 45 minutes long; please allow at least two hours for the entire theatre experience as you plan your trip.

Thank you!

GMETC Of Mice and Men – Study Guide © Karen Buechele for GMETC PROGRAM INFORMATION

OF MICE AND MEN by John Steinbeck

PRODUCTION STAFF:

DIRECTOR: Amy Ressler TECHNICAL DIRECTOR/SET DESIGN: Marc Muehleip STAGE MANAGER: Jenni Stauffacher ASSISTANT STAGE MANAGER: Linda Ressler HOUSE MANAGER: Troy Sutter LIGHT DESIGN: Dan Klein LIGHT CREW: Dan Klein, Cole Muth, Greg Griffin PROPS: Amanda Valiquette SET: Marc Muehleip, Joe Hurst-Wazeczyk, UWP Stagecrafts, Dick Davies, Mike Schmieder COSTUMES: Emily Pedley STUDY GUIDE: Karen Buechele, Sherri Edwards SOUND: Greg Griffin, Amy Ressler

CAST: George Marc Muehleip Lennie Patrick Harker Candy Greg Griffin Slim Will Cairns Boss Charlie Winterwood Curley Chris Hanegraaf Curley’s Wife Marsha Pauly Crooks Nick Dickerson Whit Pete Zienty Carlson Cole Muth Buddy Dan Jendrezewski

GMETC Of Mice and Men – Study Guide © Karen Buechele for GMETC ABOUT THE PRODUCTION Of Mice and Men is a work that has been consistently requested by teachers in our surveys for literature and social concerns projects. We are happy to be able to present this show as part of our 2005-2006 season.

There are three acts in the play, and four locations in the setting:

1. The riverbank, 2. The bunkhouse, 3. The barn, and 4. Crooks’ room.

The literary work is layered with symbolic meaning, and there is symbolism in the play as presented in time and space as well. For example, each of the four settings is created by moving a hinged wall, much like a page in a book. Although the story is set in a realistic time period and locale, it is a work of fiction. The turning wall “pages” serve to remind us of that. Also, the building walls are incomplete, so there are parts that can be seen through or must be imagined as whole. This is meant to reinforce George’s and Lennie’s search for a place they can call their own – the incomplete walls signify their search for completeness in a home where they can control their own destiny.

Much of the action takes place with a right-to-left movement. Because we read from left to right, the seemingly backwards physical action instills in the audience a feeling of insecurity, or a sense that something bad may happen. Soon after their arrival at the ranch, Lennie begs George to leave, saying, “this ain’t no good place, George.” Even Lennie senses that something bad will happen at the ranch.

There is even a subtle significance to the clothes the men are wearing. George, Lennie, and the other men who can be trusted to be in on their “dream” are seen in colors that reflect the sky. Curley is hot-headed, or “red-blooded,” so his red shirt reflects his personality. Lennie is in an almost white shirt, as he is naïve and innocent.

Some of the technical challenges of producing this play include: providing a place for a river with water to be touched and splashed, finding straw for the barn (not many farmers use straw these days), creating an old dog for Candy to pull or carry around, locating an authentic luger, and staging the two fights to look realistic but not really hurt anybody.

I hope you enjoy the play and spend some time exploring the themes in the Study Guide. Please complete the evaluation form at the end of the Study Guide and share your experiences with us, so we can continue to offer valuable learning experiences through the effectiveness and excitement of theatre.

Sincerely, Amy J. Ressler, M.F.A.

GMETC Of Mice and Men – Study Guide © Karen Buechele for GMETC GMETC Artistic & Managing Director

GMETC Of Mice and Men – Study Guide © Karen Buechele for GMETC HISTORICAL ISSUES Steinbeck places his characters somewhere on a ranch in California in the 1930’s. The poverty of Depression-era America, following the Crash of 1929, influenced economic conditions in America for more than the decade preceding World War II. The “Great Depression” held westerners in a grip of poverty even more desperate than many places elsewhere because of the “Dust Bowl” disaster occurring in the over-farmed Great Plains.

Westerners experienced devastating floods and fires from the drought, erosion, and dust storms, which blew huge amounts of topsoil out of Oklahoma and Texas and uprooted thousands of farm and ranch families, many of whom were already poor migrants traveling from town to town.

HISTORICAL PROJECT #1 – Maps of the Working World Consider the Dust Bowl phenomena, the man-influenced natural disasters of the western United States in the later 20’s, early and middle 30’s, and early 1940’s. Research population and economic changes occurring in people’s lives at that time.

Activity: On a series of four maps of the United States, show the population shifts as people moved from farms to cities, and from the Dust Bowl areas to California and New Mexico. Relate the population shifts to employment opportunities leading up to World War II. Identify elements that affected employment, including the need for military and workers for the war in 1945.

Historical Issues Questions: How much impact or influence do environment and location have on one’s freedom to grow economically? Are we limited mostly by our talents, skills, and inner resources, or does the presence or absence of external opportunity play a large role in our economic status? What kinds of social and educational qualifications influence success or even survival? How different are conditions today regarding work opportunities? What kinds of supports do our communities and our governments provide today that were not provided at the time of the Great Depression?

GMETC Of Mice and Men – Study Guide © Karen Buechele for GMETC ENVIRONMENTAL ISSUES Consider a recent event related to the Dust Bowl migration: The Hurricane Katrina disaster of August, 2005, which killed more than 2,000 people and is displacing thousands more. The impact of devastation could have been reduced had America better planned and invested in the levy system. Weather observers and environmentalists point to man’s refusal to efficiently spend resources for the future.

ENVIRONMENTAL PROJECT #2 – Letters to Help “Close the Barn Door” Research the environmental conditions that faced the New Orleans and Mississippi areas prior to the Hurricane Katrina disaster. Consider solutions that could have reduced the devastating outcomes.

Research environmental conditions in the Great Plains and Oklahoma–Texas ranch areas prior to the Dust Bowl disaster. Consider some preventive solutions that could have lessened the effects of the drought. Today, scientists, engineers, and creative people have developed solutions that could have prevented or lessened the effects of the drought, just as people are talking about what could have prevented the magnitude of Katrina.

Activity: Choose a local environmental concern related to our environment. Write a letter to a legislator about preventing more problems related to our environment.

Environmental Issues Questions: What kinds of supports do our communities and our governments provide today that were not provided at the time of the Great Depression? What solutions could prevent or lessen the major man-and-nature-related devastations that concern us today?

GMETC Of Mice and Men – Study Guide © Karen Buechele for GMETC SOCIAL RELATIONS The hopes and dreams of a better life filled each man’s and woman’s daily thoughts in the Depression-era West, whether they were skinners, buckers, or swampers. Skinners drove draft animals – the mules, oxen, and horses used to farm a ranch. Buckers carried, shoveled, lifted, and loaded the ranch produce. Swampers labored as handymen doing menial tasks around the farm. Often a ranch required special duties like that of Crooks, the black stable buck, who kept the ranch equipment in repair. Always, a ranch required a “boss” or two. These people inhabited the world into which Lennie and George entered. The only female in the story married a man she didn’t love who happened to be the boss’s son. Her hopes for a life of fame and wealth had her visiting among ranch hands even as she tried to keep her “bird in the hand” (worth two in the bush!). We too live in places where we share roles with others and have to learn to get along.

SOCIAL RELATIONS PROJECT #3 – “Getting Along” on Life’s Ranch Activity: Write a poem about a group or “clique” to which you currently or recently attempted to “belong.” Describe other groups in your school or hometown in your poem. Include the story of your experience that made (or make) your membership easy or difficult. Consider the added element of entering that group with another person, partner, or friend. Think about your experience by using two different “voices” in your poem – one that is yours and one that is the voice of others in the group reacting to you. Reflect on cliques and “pecking orders” today, and describe their necessity or uselessness.

SOCIAL RELATIONS PROJECT #4 – Icebreakers Activity: Come up with a list of “ice breaker” activities for two or more people to get to know each other and to remove some of the mistrust that usually occurs between people. Devise a time and a place to practice or “play” these activities, and write a paper on your results.

Social Relations Questions: How does Steinbeck’s use of ranch hands, ranchers, and a country-like setting add to the sense of “each man (or woman) for himself?” How might the social space of a ranch represent other social spaces today? What elements make getting along in a new place more likely? What elements make it difficult? How necessary are social skills to survival? What social skills do we need today in dealing with the natural conflicts in our current social experience.

GMETC Of Mice and Men – Study Guide © Karen Buechele for GMETC MORAL CAPACITY The story, Of Mice and Men, can be considered a tragedy, or simply a tale of how hard life can really be, especially for persons with disabilities. The story may frustrate the reader’s usual search for a hero or even a tragic figure because to commit an act intentionally requires the capacity to intend. For a conflict to be “resolved” in a story, a main character may deal with his or her own inner issues, with certain other characters in the story, with the society of others around him or her, and with nature or fate. But a character has to have the capacity to deal with any and all of those conflicts. Some characters may seem more like victims than heroes depending on their capacity for making decisions.

MORAL CAPACITY PROJECT #5 – Magazine Cut-Out Heroes Activity: List each character. Find magazine pictures of men (and a woman) who remind you of these characters – of what you imagine them to look like. (Of course, it will be difficult to find western-style or 30’s style clothing – but overlook that.) Under each picture, describe the character’s personality traits and things the character dreams of or would like to do with his or her life. Finally, rank-number your characters from highest heroic tendencies to least, and explain which behaviors place him or her in such locations on your list, including which types of conflict your character faced.

Moral Capacity Questions: How did you experience the ending of this story? How do you perceive each character in terms of their hero-like or non-hero behavior? What makes a hero, in your definition? What kinds of heroic behaviors do you see today that resemble the characters you considered heroic in Of Mice and Men? What behaviors would have made them more heroic? Which characters had the most ability/capacity for handling problems? Finally, what conflicts did several of the characters address?

GMETC Of Mice and Men – Study Guide © Karen Buechele for GMETC AUTHORITY AND LEADERSHIP Slim stood as the man with the most real authority, heads above Curley or even Curley’s father, the ranch boss. His years of experience served to earn him the respect of every man on the ranch. Curley would inherit his authority, if he lived long enough.

A. AUTHORITY PROJECT #6 – Guess His Age/Authority: Slim and None Activity: Guess Slim’s age. Then make a timeline of his previous experiences that led to his status as authority on the ranch. Make another timeline of your own experiences and complete it up to and beyond the age you guessed for Slim. Make sure your experiences will lead you to being the authority (author of your life) that Slim’s became.

B. AUTHORITY PROJECT #7 – Identify the Partners on our DreamTeam – Leaders and Helpers Lennie always asked George to re-tell the story of their future home. Eventually we learn that George actually knows of a piece of property he could just about actually afford. He even resists blowing all his money just to save for the purchase, especially when Candy wants to throw in his money to help buy the dream. However, getting people to follow through requires a real capacity on their part to do it. Lennie, for one, lacked “capacity.” If a problem occurred, Lennie depended on George to help solve it, over and over again.

Authority and Leadership Issues Questions: Who is the most persuasive or influential character in the story with the most capacity to make it happen and why? Who had the best capacity for following the suggestions of a persuasive character, and what behaviors show you this is the case? What rules of behavior (can’t hit below the belt or use his feet) operate today in male-female interactions and in person-to-person interactions? How does the ability to manage such interactions with integrity and authority lead to respect?

What qualities make a person influential? What qualities make good team/follower/ supporter qualities? Where do you stand on the list of qualities? How could you increase your influencing qualities and your supportive qualities? Why would Lennie be unable to work on either set of qualities?

GMETC Of Mice and Men – Study Guide © Karen Buechele for GMETC CREATING A BETTER WORLD In their dreams of a better life, George, Candy, and Lennie talked of how wonderful it would be to be able to go to a show anytime. They frequently described their “rabbit farm” to each other, with George thinking it would take three months pay plus the income of a partner or two. Though they didn’t have television or movies to tell them life could be better, they knew they were not happy with things the way they were. As each character described an imagined better life, free of conflict and hunger and insecurity, each added to the vision of the other, until more characters “wanted in.”

A. BETTER WORLD PROJECT # 8 – Activity Describe some of your own imagined settings for a happier future. List the sources for your “better life” such as television, movies, other relatives, friends and role models, your own imagination. Try to be as expansive as were George and Lennie. Compare your vision with theirs, indicating which vision will take longer to achieve and why. Consider how much education is required today to obtain a piece of land, a house, a car, a computer, etc., compared to the costs in the 1930’s. B. BETTER WORLD PROJECT #9 – Create a “Village” Where Lennie Could Live George knew that Lennie had a disability. He often said Lennie wasn’t “bright.” George even insisted that he wouldn’t take Lennie’s pay even if Lennie would be too ignorant to realize he was doing it. George pretended Lennie was his “cousin,” something even Lennie wanted to believe. Other ranch hands wondered why one man would stay with another man when it was more common to travel alone. Activity: Design a place where someone like Lennie could be happy today. Compile a list of the kinds of “handicaps” with which people label others. (Consider how much this list has or has not changed over time/history.) Research and report on the actual compensations and contributions some of these “handicapped” individuals have created in their lives. Pay particular attention to who helped “enable” these “challenged” individuals to overcome such odds. (If this activity relates to someone in your own experience who is overcoming odds, consider the specific arrangements made to support and “enable” your friend.) C. BETTER WORLD PROJECT #10 – Qualities of a “Special Village” Activity: Describe a relationship between you and someone you are taking care of. Compare it to Lennie’s and George’s relationship. Point out qualities that preserve or support the relationship and qualities that challenge it. Expand your description by elaborating on Hillary Clinton’s thesis that “It Takes a Village” to raise a child. Address the question: What kind of a “village” is required to raise a child with a disability? Questions for Creating a Better World: How much better can two people succeed in the world than one person alone? What kind of partner makes for a “better life?” Why would one person want to take care of another person, especially one with severe handicaps? Which handicaps are more likely to lead to a comfortable lifestyle than others, given the supports available to them today? What kind of world (ranch) is required to raise a child with a disability today? What would it take to make you happy and how does it compare to dreams of people living in the 1930’s? With whom do you share your dreams? From where do your

GMETC Of Mice and Men – Study Guide © Karen Buechele for GMETC dreams come? How does sharing your dreams affect their outcome? Who shares in your vision and how does this affect your dreaming?

GMETC Of Mice and Men – Study Guide © Karen Buechele for GMETC COMPASSION/MERCY KILLING At one point Candy’s aging and stinky dog is taken out into the distance and shot. It has become so decrepit and useless that even Candy cannot argue for its life. A long scene of shared silence ensues as Carlson takes care of the job. The men realize the importance of the dog to Candy, but can do nothing to stop the proceedings. Before he ends the dog’s life, Carlson describes how painlessly the dog can be killed. George listens attentively, foreshadowing his own later placement of Luger to his friend’s body. A. PROJECT # 11 – Research Project: “Mercy” Killing Investigate the topic of “mercy killing” or euthanasia. Some people experience such pain and misery from a chronic disease or illness as they approach death that they prefer assistance in ending their lives. Certain states have laws for or against this kind of procedure. Research this topic and report its current legal status. B. PROJECT # 12 – Mental Disability Another related topic of interest might be mental disability in the criminal population. Consider how mentally disabled and mentally ill persons are treated in correctional facilities in your state and federal prisons. Write about the difference between the treatment of persons with disabilities in the 1930’s and how they are treated today in prisons and hospitals. C. PROJECT #13 – Remembering What you SAY, Not What you DO Lennie was a “hands-on” kind of guy. He could lift and move and carry better than several men at once. Others in the story had “hands” issues. They made fists, their fists were broken, or soft, or smashed in a “machine.” They were all hired “hands.” But in the end, when George talked to Lennie about their little place, Lennie remembered how George had wished he didn’t have him to take care of all the time. George wondered how Lennie could remember what he said to him, but couldn’t even remember that they had no ketchup. Activity: Draw the hands of Lennie, George, and Curley in an open-palm position. On each finger write the qualities of each person that makes them memorable. Think of qualities that come to your mind when you consider each person’s character. You also could do a drawing of the hands of Slim, Candy, Curley’s wife, and Carlson, and then list the qualities that make them memorable. Compare the lists. Questions on Compassion/Mercy Killing: What is compassion? How does George really feel toward Lennie? What was it between George and Lennie that made George stay with him? Why does George take the role of executioner and why did Candy not take that role in response to his own dog? What is the difference between feeling compassion for a fellow creature, like a dog or cat, and compassion for a person with a severe handicap, like Lennie? He could not even remember what was said to him a few minutes earlier. What would have happened to Lennie if he were confronted by Curley’s angry mob? What if Lennie had gone to prison? What things did George worry about when it came to Lennie? When Curley sized up his new arrivals, what did he think of Lennie and George? Why did George decide to stop picking on Lennie after Lennie jumped in the river and couldn’t swim? What’s fun about kidding someone who can’t remember who did it to them?

GMETC Of Mice and Men – Study Guide © Karen Buechele for GMETC GREED/POWER/DESIRE FOR MORE When George and Lennie arrive at the ranch, they’ve just eaten beans cooked over an open fire. Little apple crates make up the shelves over each ranch hand’s bed. Crooks, the stable buck, has a few more possessions than the other hired hands because he’s been there the longest. But Crooks also complains the most about being lonely. He has to live by himself in a shed away from the others because he’s black.

A. GREED PROJECT #14 – Wanting More: A Bird in Hand is Worth Two in the Bush Activity: Rewrite the dialog in the bushes scene where Lennie and George cook their beans. This time have George try to tell Lennie that he actually is going to leave him. Include Lennie’s reaction. Build his reaction into your dialog. Let George convince Lennie that he means it. Consider Lennie’s memory in dealing with this announcement.

B. GREED PROJECT #14 – A Minority Conversation Activity: Rewrite another set of dialog – among Crooks, Candy, and Curley’s wife. In your rewrite, have Curley’s wife treat Crooks with curiosity and respect. Create a strength in Crooks that suggests to Curley’s wife something she might find useful. Consider how this will change Crook’s hopes for contributing to George and Lennie’s farm purchase.

Questions for Greed/Power/Desire for More: How much does our thirst for possessions and ownership of things prevent us from leaving a situation and heading for higher ground? What part does our memory of good experiences influence our willingness to change? What prevents a person from moving on when he or she senses the same kind of alienation and hopelessness that Crooks describes? How much does a person’s past inhibit him or her from risking what little security he or she might already have obtained? How quickly does Crooks change his plan once he hears the words of another person (Curley’s wife) equally afraid to risk a change? Why would Curley’s wife and Crooks have these same fears?

GMETC Of Mice and Men – Study Guide © Karen Buechele for GMETC CRIME AND AGGRESSION Steinbeck’s men often spent their “stake” at the local brothel or the saloon where alcohol and the company of “friendly” (paid) females could ease their lonely pain. Violence, however, was the feared and likely outcome of trouble with girls. Curley’s wife had “the eye,” which was always roaming, looking for somebody or something better. Curley himself had his eye on Lennie and George, which meant they were no longer invisible or immune from his aggression.

A. CRIME PROJECT #15 – Write a Song about “Hard Women” – The Eyes Have it Activity: Consider the issues that tend to result in fights today. Think about behaviors that suggest to males or females that one person already “belongs” to another person. Consider the importance of the “looks” people give each other and the idea of the roving “eye.” Write the lyrics to a song about relationships between young men and women today, especially relating to “faithfulness” and cheating. (You might want to use the melody to a cheatin’ song already written.) Include items from the culture that tend to increase aggression in those relationships, such as alcohol or drug use. Perhaps you could write about conflicts you have witnessed or experienced.

B. CRIME PROJECT #16 – “I Done a Bad Thing” – Danger vs. Aggression Lennie loved soft things. He loved to hold them, to keep them in his bunk with him, and to spend all his free time thinking of them and touching them. He was childlike in this pleasure. He followed his interest in soft things to places that got him in trouble. When Lennie’s strength and confusion and Curley’s wife’s screaming came together in one sudden move, Lennie realized he had “done a bad thing.”

Activity: Comment on the following “solutions” to man’s aggression, as to which ones might have worked to “solve Lennie’s unrestrained dangerousness?” (These solutions were described by Konrad Lorenz in “On Aggression.”) A) Remove all stimuli that provoke aggression. B) Limit Lennie’s ability to interact with others. C) Redirect his interest in soft animals to substitute objects. D) Promote his personal acquaintance with other people who would be informed of his special needs and issues. E) Redirect his desire for a place of his own with George to being content with what he already has. F) Teach him to laugh at himself so that others will think of him as comical rather than a threat or danger. G) More ideas? Which solutions are possible? Which might work?

Questions on Crime and Aggression: Was Lennie’s behavior what you would consider aggressive? Who was more aggressive – Curley’s wife or Lennie? In what ways was Lennie dangerous? How much capacity did Lennie have to choose his behavior? Was Lennie’s behavior immoral? Who was more dangerous – Lennie or Curley? How much trouble actually results from the mix of aggression with jealousy, like the jealousy Curley showed in his relationship with his wife? What part did his “boxing” or his aggressiveness play in Curley’s rage over his wife’s whereabouts? What really lay behind his anger? What characteristics made Curley’s wife a dangerous threat to the men? Why was it not likely that Curley would marry a woman with more power than his wife seemed to show? What GMETC Of Mice and Men – Study Guide © Karen Buechele for GMETC happens if you can’t “read” other people? How was Lennie’s handicap sure to lead to trouble as it did in their previous town, Weed?

GMETC Of Mice and Men – Study Guide © Karen Buechele for GMETC TEACHER EVALUATION FORM Your feedback is very important to us as we plan future productions and educational experiences. Please complete this evaluation form – or complete the online form available at www.GreatMidwesternETC.com. Thank you so much!

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Please share any additional comments on the back and send this evaluation to: Amy Ressler, GMETC, P.O. Box 392, Shullsburg, WI 53586 GMETC Of Mice and Men – Study Guide © Karen Buechele for GMETC