Education Companion Guide

EDUCATION COMPANION GUIDE

Sponsored by DEAR EDUCATORS AND PARENTS,

Welcome to THE QUEST FOR SOLOMON’S TREASURE, a brand-new online treasure hunt with First Stage! Over the next seven exciting episodes, you will not only have the opportunity to watch the mystery unfold virtually, but to join along and solve the mystery yourself. This companion guide will help you keep track of your clues, learn about the history of Milwaukee, and provide you with activities and tips to make your treasure hunt fun and successful.

Enclosed in this enrichment guide is a range of materials and activities intended to help you discover connections within the play through the curricula. It is our hope that you will use the experience of attending the theater and seeing THE QUEST FOR SOLOMON’S TREASURE with your students as a teaching tool. Use this guide to best serve your children — pick and choose, or adapt, any of these suggestions for discussions or activities. We encourage you to take advantage of the enclosed student worksheets—please feel free to photocopy the sheets for your students, or the entire guide for the benefit of other teachers.

Enjoy the show!

Julia Magnasco Education Director (414) 267-2971 [email protected] HOW TO BE AN EFFECTIVE DETECTIVE

To help Frannie and her friends solve the mystery and discover Solomon Juneau’s treasure, you will need to do some sleuthing of your own. Here are some quick tips to get the most out of your online searches:

1. SEARCH SPECIFICALLY: Save yourself time by using the most specific words or combination of words possible when you search online. For example, if you type in the word “Milwaukee” in your Google search bar, you will get 300,000,000 results, which means plenty of information, but lots of digging through unrelated pages. However, if you type in “Solomon Juneau Milwaukee Founder”, your search results will be narrowed down greatly, and you will be much more likely to find what you are looking for.

2. GET RID OF UNHELPFUL TERMS: Juneau’s treasure is the prize for solving this mystery, but the city of Juneau is also the capitol of Alaska. If your searches keep bringing up unrelated topics, you can remove those results from your search by using the minus sign on your keyboard. For example, if you search “Juneau – Alaska”, all results that include the word “Alaska” will no longer appear in your results.

3. FIND WHAT YOU NEED FAST: Now that you’ve gotten strong results on your search, it is time to look closer at the information you’ve found- but where to start? If you are having a hard time finding the answers that your search results promised, you can use the Ctrl+F (Windows) or Command+F (Mac) shortcuts on your keyboard to look for the information you need on the web page.

4. SEARCH HIGH AND LOW: Not finding what you need? Try using a different search engine! Not all search engines think alike- and a new perspective may be just the thing you need to crack the case.

5. FACT AND FICTION: Not all searches are successful, and that is okay — but it’s also important that you don’t follow a cold trail too far. Make sure that the information you are reading is accurate and that your sources are reliable. You can do this by using fact-checking websites such as snopes.com, by checking the page for a list of sources, and by reading closely to determine if your page is based on facts or opinions.

3 PRE-SHOW QUESTIONS

1. The Quest for Solomon’s Treasure is a play about a treasure hunt that takes place in Milwaukee, and explores several important events and people of our city’s history. What sort of facts do you know about the city of Milwaukee? What famous people do you know about? Where did you learn this information?

2. The characters in our play each use their own unique abilities try to help discover Solomon Juneau’s treasure. What special skills do you have that might be helpful on a treasure hunt?

3. The play takes place throughout the entire city, and visits a large number of Milwaukee’s neighborhoods. What neighborhood or town do you live in? What are things that you enjoy about the area that you live in? What are some things that you might like to change about it?

4 EPISODE 1

To put to rest my family’s shame I invite you now to play a game In the heart of Cream City to be sure Where the pugilist adds their weapon to her The fight for equality is indeed laborious But take a tour of the work that is royally Victorias The boy who could not walk became the man who would not fall. In his footsteps a tiger would come to call On your way to view work with a name Like that tiger who fell to the Pharoah’s shame.

5 A BRIEF HISTORY OF MILWAUKEE

Adapted from: https://www.wisconsinhistory.org/Records/Article/CS1607

Wisconsin’s largest city lies on Lake Michigan, where the Milwaukee, Menomonee and Kinnickinnic Rivers come together. People had lived there for more than 13,000 years before the first Europeans arrived. At that time Milwaukee was neutral ground shared by several American Indian tribes.

Fr. Jacques Marquette left the first written record of it in 1674, and other French explorers referred to it in 1679, 1681 and 1698. The earliest mention of Europeans is a reference by Lt. James Gorrell to an unnamed fur trader at Milwaukee in 1762; at least four others traded there before 1800. In 1763, Milwaukee bands of Potawatomi, Ottawa, Ojibwe and Menominee joined Pontiac’s Rebellion against the British, and 15 years later they supported the colonies during the American Revolution.

The city’s modern history began in 1795 when fur trader Jacques Vieau (1757-1852) built a post along a bluff on the east side, overlooking the Milwaukee and Menomonee rivers. Vieau was a seasonal resident, and in 1818 transferred his Milwaukee assets to his son-in-law, Solomon Juneau (1793-1856). Juneau is generally considered not only the city’s first permanent white resident but also its founder.

In 1822 Solomon Juneau built the first log cabin in Milwaukee and two years later, the first frame building. In 1831 he became an American citizen and began to learn English, and in 1833 he partnered with Morgan Martin (1805-1887) to develop a village on the east side. In 1835 Juneau and Martin laid out streets, platted lots, and began selling them to new settlers. Over the next two decades Juneau served as Milwaukee’s postmaster and mayor, built its first hotel and courthouse, started its first newspaper, and backed almost every public improvement.

Between 1835 and 1850, Milwaukee’s population grew from a handful of fur traders to more than 20,000 settlers. Three separate villages were started: Juneau’s, east of the Milwaukee River and north of the Menomonee; Byron Kilbourn’s across from Juneau’s, on the west bank of the Milwaukee; and Walker’s Point, across the Menomonee from the other two. In 1846 they incorporated into a single city. By then Milwaukee rivaled Chicago in size, wealth and potential, but in 1848 the Illinois city secured railroad and telegraph connections that enabled it to eclipse Milwaukee.

6 A BRIEF HISTORY OF MILWAUKEE cont.

Between 1846 and 1854, a wave of German immigrants arrived, bringing with them expert industrial skills, refined culture, liberal politics, and Catholicism. Milwaukee soon became a center of foundry, machinery, and metal-working industries, as well as a center for brewing and grain trading. During the last third of the 19th century, visitors often commented on Milwaukee’s refined German culture, European elegance, and prosperity (while usually overlooking the laborers who produced its wealth with the toil of their hands). On Oct. 28, 1892, a fire in the Irish third ward wiped out sixteen square blocks, leaving 2,000 immigrant working-class residents homeless.

During the first half of the 20th century, Milwaukee became known for its “sewer socialism.” City leaders sought to clean up neighborhoods and factories with new sanitation systems, municipally- owned water and power systems, community parks, and improved educational opportunities. Victor Berger (1860-1929) became the symbol of Milwaukee socialism by organizing voters into a highly successful political organization based on Milwaukee’s large German population and active labor movement.

During the 1930s the city was hit especially hard by the national depression: the number of people with jobs fell by 75% and 20% of residents needed direct relief from the government. The number of strikes increased sevenfold between 1933 and 1934, and conditions only improved when World War Two demanded huge amounts of factory goods between 1941 and 1945.

During the war, many African-Americans from Mississippi, Arkansas, Tennessee and elsewhere in the South came to work in Milwaukee’s factories, and most stayed to raise their families after the war. By the 1960s Milwaukee was 15 percent African-American, but most black residents were clustered in a near-north neighborhood that suffered from unemployment, poverty, and segregation.

Local statutes, real estate agents, and lending institutions conspired to keep African-American citizens confined to the inner city, and segregated neighborhoods produced segregated schools. Two decades of struggle by black leaders such as Vel Phillips (b.1924) and Lloyd Barbee (1925- 2003), supported by white allies like Fr. James Groppi (1930-1985), were needed to force city officials to obey federal desegregation laws. When local codes and practices began to change in 1968, white residents moved out, leaving Milwaukee one of the most segregated cities in America today.

Since 1970, manufacturing has ceased to dominate Milwaukee’s economy, although traditional industries such as heavy machinery, tools, engines and brewing survive.

7 RHYMING COUPLETS LANGUAGE ARTS ACTIVITY

Modern spoken word poets, page poets, and hip-hop artists use the device of rhyme to achieve something very particular for his audience’s ears. The clues in “The Quest for Solomon’s Treasure” contain many examples of what we call rhyming couplets- two lines that rhyme appearing one after the other. For example:

“To put to rest my family’s shame I invite you now to play a game”

Some of the most famous examples of rhyming couplets can be found in the work of William Shakespeare. He used iambic pentameter, a verse pattern of five sets of unstressed syllables followed by stressed syllables, this meter closely imitates the human heartbeat and is in addition very similar to the natural rhythms of English speakers . (It’s actually quite helpful for actors trying to memorize lines!)

Here is an example: “I want to find some treasure with my friends.”

When speaking this line, we naturally stress every other syllable:

i WANT- to FIND- some TREA- sure WITH- my FRIENDS

8 RHYMING COUPLETS LANGUAGE ARTS ACTIVITY

Choose a topic—any school subject, any school event, the play, a favorite movie, etc. and create 5 rhyming couplets based on those topics to make your own 10 sentence clue! See if you can write all 5 couplets in iambic pentameter like Shakespeare for an extra challenge!

5. DETECTIVE NOTES EPISODE 2

O Captain My Captain! Let’s do it again! Not all battles are fought in the field or the ring Some must be brought to the court One man stands alone in leading the charge And his mission the schools failed to thwart His name was not Byron nor Solomon nor George And certainly, it was not Ken But a modern-day hero in the path he would forge Go to his home and westward Ho! Then park yourself west at the site marking the battles that came before The one when our hero fought in the war.

11 A BRIEF HISTORY OF THE PFISTER HOTEL

Adapted from: https://www.historichotels.org/us/hotels-resorts/the-pfister-hotel/history.php

The Pfister Hotel was the vision of businessman Guido Pfister and his son Charles and quickly became the “Grand Hotel of the West”. Before getting into the hospitality business, Guido Pfister, a German immigrant, originally made a fortune when he began his tanning business in Milwaukee, establishing Guido Pfister Tanning Co., later renamed to Pfister and Vogel Leather Co. For a number of years, Pfister’s company was known as one of the largest leather operations in the Midwest. Guido’s son and heir to the tanning industry, Charles, played a prominent role in Milwaukee’s finance world. Quickly becoming esteemed successful entrepreneurs in the Midwest, Guido and Charles Pfister began their endeavor in the hospitality industry with a vision to create a luxury hotel to serve Milwaukee, fellow thriving businessmen, and dignified visitors. Opened in 1893, constructed at a cost of over $1 million, The Pfister Hotel was designed by architect Henry C. Koch in a Romanesque Revival architectural style. The new downtown hotel boasted groundbreaking features at the time such as fireproofing, electricity throughout the hotel, and thermostat controls in every guestroom, instantly establishing a reputation for unrivalled luxury. In addition to modern amenities, The Pfister Hotel afforded a formal dining room, a gentleman’s lounge with a private bar, and two billiard rooms, one each for women and men, quickly becoming a popular stomping ground for the Midwest elite. An avid art collector, Charles Pfister displayed much of his collection throughout The Pfister, which remains as the largest hotel collection of Victorian art. Later, in the 1950s, a part of the lobby was sectioned off to establish The Columns, a Roman- themed lounge. The Columns was later renamed Cafe Ole, and remained until the 1993 when the lobby was restored to its original grandeur to celebrate The Pfister Hotel’s centennial. Today, the Lobby Lounge offers a relaxing and classic social setting reminiscent and acknowledging the historic social scene Charles Pfister conceived. In 1962, The Pfister was purchased by Ben Marcus with extensive plans to restore the structure to highlight its original glory and expand the hotel, including a new 23-story guestroom tower to provide the latest in luxurious accommodations. Today, The Pfister Hotel remains a historic gem in downtown Milwaukee offering fine hospitality rich in heritage, spoken with high regard by dignitaries and celebrated guests.

12 WISCONSIN ATHLETE TRADING CARDS

Though many famous athletes like Tiger Flowers, Giannis Antetokounmpo, and Aaron Rodgers have competed in Wisconsin, many others were actually born and raised in our state! Below is a list of potential subjects to study. Once you have done your research, create your very own trading card of your athlete and share your findings with a friend or family member!

LIST OF WISCONSIN-BORN ATHLETES:

Taken directly from: https://www.tmj4.com/longform/top-25-greatest-living-wisconsin-athletes_

Beezie Madden JJ Watt Caron Butler Joe Pavelski Chellsie Memmel Joe Thomas Chris Witty John Anderson Colin Kaepernick Matt Kenseth Dan Jansen Melvin Gordon Dave Krieg Mike Webster Devin Harris Paul Hamm Eric Heiden Steve Stricker Fred Brown Terry Porter Gary Suter TJ Watt Gwen Jorgensen Tony Romo Jim Otto Travis Frederick 13 CREATE YOUR OWN TRADING CARD

NAME:

AGE:

HOMETOWN:

SPORT:

ACCOMPLISHMENTS: DETECTIVE NOTES EPISODE 3

In the Mill’s first burb

Was an iron will

Til Jerry’s shame

And Seven fell

Marked forever

To keep in mind

And if you’re clever

You’ll look behind.

16 A BRIEF HISTORY OF LLOYD BARBEE

Adapted from: https://uwm.edu/marchonmilwaukee/keyterms/barbee-lloyd-a/

Lloyd Augustus Barbee was an attorney, a state legislator, and one of the most prominent leaders of Wisconsin’s civil rights movement. He was born in Memphis, Tennessee, on August 17, 1925, and he joined the National Association for the Advancement of Colored People (NAACP) when he was just 12 years old. Barbee served in the navy during WWII. In 1949 he graduated from the all-black LeMoyne College with a B.A. in economics. Later that year, Barbee moved to Madison to attend the University of Wisconsin Law School, but dropped out after his first year because of the racism he encountered among his peers and professors. He eventually returned to the university, however, and received his law degree in 1956. Barbee quickly earned a reputation as a man dedicated to human rights. He was elected president of the Madison branch of the NAACP in 1955. In 1958, he completed a study outlining discriminatory housing practices in Madison, and conducted his first civil rights demonstration in support of open housing in 1961 at the Wisconsin State Capitol. That same year, Barbee was elected president of the Wisconsin NAACP. At the urging of national NAACP leaders, Barbee moved to Milwaukee in 1962 to confront the segregation of the city’s public schools. In 1964 Barbee organized and led a group of civil rights activists dedicated to ending segregation in Milwaukee called the Milwaukee United School Integration Committee (MUSIC). After a year of high-profile MUSIC demonstrations with no positive changes in school board policy, Barbee decided that the only way to enact change would be through the legal system. On June 17, 1965, Barbee filed a federal lawsuit,Amos et al. v. Board of School Directors of the City of Milwaukee, charging the Milwaukee School Board with unconstitutionally maintaining racial segregation in its schools. Barbee won the case in 1976, but spent the next several years dealing with appeals, new trials, and work to enact a viable plan to desegregate the school system. In 1964 Barbee was also elected to the Wisconsin State Assembly where he served until 1977. He soon became known among his fellow assemblymen as “the outrageous Mr. Barbee” because of the progressive legislation he advocated. In addition to legislation concerning open housing and fair employment practices, Barbee introduced legislation promoting gay rights, women’s rights, prison reform, the legalization of drugs and prostitution, the disarming of police officers, and the taxation of churches. In later years, Barbee continued to work as a Milwaukee lawyer, and remained dedicated in his commitment to promoting human rights and positive social change. He died on December 29, 2002, at the age of 77. 17 BEING A STRONG LEADER LEADERSHIP QUALITIES

Milwaukee’s history is filled with important figures who helped create change in their communities. Leaders such as Lloyd Barbee fought to improve the lives of school children and families across the city.

Create a list of qualities that define a leader. Think about what makes a leader successful, what makes them unique, and who some of your own role models are. Then, using those qualities, draw and label your very own picture of a strong leader. You can draw a leader in your own life and list their positive traits, or you can take it a step further and create your very own vision of an ideal leader.

______

______DETECTIVE NOTES EPISODE 4

You’re doing so great, really quite swell Now from the sacred place of Organic Rafael Whose art had such beauty that many have cried Head toward the place where some descendants reside Au nom de notre fondateur Near the neighborhood where you weren’t paid in gold una habitación con vistas o vistas con habitaciones escucha a tu abuela y vuelve a la escuela En ni el este ni el norte We shall see if solving is your forte.

20 A BRIEF HISTORY OF THE BAY VIEW MASSACRE

Taken Directly From: https://www.tmj4.com/news/local-news/on-this-day-1886-bay-view-massacre-remembered

On May 5th, 1886, thousands of Milwaukee workers marched toward the Bay View Rolling Mills. Seven of them were marching to their death. Fighting for an 8-hour workday, the tension had been growing for days. According to a 1910 Milwaukee Free Press article, a labor parade was held three days prior, followed by a picnic at the Milwaukee Garden where things were quiet and peaceful. However, the Wisconsin National Guard was already making inquiries to the Sheriff of Milwaukee as to the need for militia for the morning of the parade. The sheriff didn’t find it necessary, but that would change. Former Mayor Emil Wallber spoke with the Free Press, recalling the events that led up to that day. “Delegations of merchants called on Governor Jeremiah Rusk, requesting him to immediately call out all of the available militia in Wisconsin, they (the merchants) anticipating trouble, and looking for the state to protect their property in case of rioting.” However, according to the Free Press, the mayor, along with the sheriff and the police chief, saw no need for troops. “The next morning another meeting was called and I was informed that Gov. Rusk had ordered out several companies of militia,” said Wallber. “During the day reports came in thick and fast that in all parts of the city uprisings were taking place and that large bodies of laboring men were marching toward the manufacturing plants intent on rioting and destruction.” According to the Wisconsin Labor History Society, strikes were going on all over the city. Around 1,500 people, including women and children, had started marching towards the Bay View Rolling Mills, the largest manufacturer in the city. The Wisconsin National Guard was waiting for them, and had a standing order from the governor: do whatever possible to keep the property of the Mill and the lives of the militia men safe. According to The Story of Bay View, by Bernhard C. Korn, (quoted from the Milwaukee Sentinel on May 6th, 1886), Col. George P. Traeumer told his men: “Don’t lose your herd but wait for the order to fire before you pull a trigger. And when you do fire, take an aim, pick out your man and kill him.” Seven unarmed workers were killed, including one 13-year-old boy. Starting in 1986, the Bay View Historical society has held an Anniversary Commemoration at the site of the State Historical Marker near S. Superior St. and E. Russell Ave. 21 PETITIONING FOR CHANGE

Resources include: First Amendment School, adapted from Street Law’s Youth Act! Program, http://www.firstamendmentschools.org/resources/lesson.aspx?id=13070 http://www.buzzle.com/articles/petition-format.html

Our mystery features many important Milwaukee figures who fought tirelessly for change in our city. You too can be a part of the change that you wish to see in your world by becoming an advocate. Join the discussion or begin your own by creating your very own petition for social change. The right to petition is really a part of a larger American right -- the right to advocate. Advocacy, and petitioning for change, involves the art of persuading others. All of us have the ability to make change via advocacy. In fact, most of us advocate every day and are not even aware that we are doing it. Have you ever tried to persuade your parents to extend your bedtime? Have you ever worked to persuade the school principal to change the dress code or uniform policy? If so, then you have advocated. A petition is a written document that is intended to make a change by displaying a large number of signatures of people who are in favor of the change. When there is an overwhelming response to the need for change and a lot of people sign on to the petition, the petition can make authorities and lawmakers quickly pay attention to the issue at hand. Look around your own school or community. Is there a problem you would like to change? Would creating a petition be a successful tool for advocating change? When coming up with an advocacy strategy, always remember these three golden rules for advocacy: CLARITY: Create a single message and stick to it. QUANTITY: Create as large a network as possible to support your cause. The more names on your petition, the more support you can expect. FREQUENCY: Get your message out to as many people as frequently as possible. When you and your supporters are ready to design your petition, use the template below to assist you. Good luck in spreading change!

22 PETITIONING FOR CHANGE

Title of Petition: ______

Petition for: ______

Addressed to: ______

We, the undersigned, would like to bring the problem ______to your attention and suggest recommendations to improve the situation.

______

Agreed Upon by the following Signers:

______

______PETITIONING FOR CHANGE

Imagine that you are in charge of your school and could make any changes that you wish. What sort of things would you do?

What changes to the school would you make?

______

What would a day in school look like if you were in charge?

______

How would you deal with discipline at your school?

______

What rules would you make?

______

What rules would you get rid of?

______

Are there any school subjects you would add?

______

______PETITIONING FOR CHANGE

What steps would you take to make sure your students are happy?

______

What would you do to demonstrate the qualities of leadership that the class listed on the board?

______

How would you handle the responsibilities listed?

______

After you answer the questions at the top, answer the following questions:

Did you come up with your rules because you thought they would be fun or interesting, or because you believe they would truly help out students and the school?

______

Do you think compromises would make your plan stronger or weaker? Why or why not?

______

Is compromise important as a leader? Why or why not?

______

______DETECTIVE NOTES EPISODE 5

Now that you’ve solved the silver clue

The next medal must be found by you.

From Juneautown you must find your way

To a rival’s land where Duke would play.

Then north a mile by foot, car, or bus

To the ‘park’ that made MilTown famous.

In the center you shall see

The answer to your mystery.

27 A PROFILE OF SOUTH SIDE MILWAUKEE

Taken directly from: https://historicmilwaukee.org/shop/milwaukees-old-south-side/

The Old South Side has always welcomed ethnic groups. In the late 1800s, the area was developed by immigrant Poles, who became the dominant population for over 100 years. They celebrated their traditions, building churches, businesses, and service organizations and bringing over distinctive features from their homeland. While other Milwaukee ethnic neighborhoods gradually dissipated in the mid-20th century because of assimilation pressures, freeway building, or urban renewal programs, the Old South Side remained solidly Polish. Perhaps for this reason, the area became the destination of the fair housing marches. By the late 1960s, African Americans began demanding legislation that would allow them to live anywhere in the city, including the Old South Side. While African Americans never migrated to the area in great numbers, other populations did. A survey nearly a half century later revealed that people of 110 national backgrounds now lived on the Old South Side, with the three largest groups being Mexicans, Poles, and American Indians. Today, the neighborhood faith communities, businesses, sports, and celebrations strongly reflect the influence of these three communities.

28 CRAFTING A MURAL

Murals are large paintings done in public spaces that represent a community. You may have seen many murals around the city, many of which can be found in the South Side — some examples can be found below. Think about the neighborhood: who lives there? What do you love about it? What do you not like about it? What is unique about it? What pictures come mind when you think of it?

Using your answers, create your very own mural that you believe represents the place you live.

What will appear in the mural? What colors will you use? What do you hope people feel when they look at it? Why?

29 CREATE YOUR OWN MURAL DETECTIVE NOTES EPISODE 6

Juneau and Vieau were not the first

Nor was Nicolet and the pox that would curse

Before Ho Chunk, Potowamanie

And even the Menomonie

A lone tribute remains (as most were destroyed)

If you found it, well done. But be sure to avoid

The street like the plague. walk the other direction

Look to pay the troll at your destination.

32 A BRIEF HISTORY OF BRONZEVILLE

Taken directly from: https://emke.uwm.edu/entry/bronzeville/

Known variously as the “Inner Core,” “Sixth Ward,” and (pejoratively) “Little Africa,” among other names, Bronzeville was the historic core of African-American Milwaukee on the city’s Near North Side. Racial segregation roughly defined its boundaries along State Street, North Avenue, North 3rd Street (now Dr. Martin Luther King, Jr. Drive), and North 12th Street. Milwaukeeans also use the designation “Bronzeville” to refer more broadly to the African-American occupied areas of the city’s North Side, an echo of how the moniker is used in Chicago. One observer described the neighborhood as “a city within a city full of leadership, a sense of community, and a focus on entrepreneurship.”

Previously part of the Kilbourntown settlement and home to German and Eastern European Jewish immigrants through the nineteenth century, Bronzeville was one of the oldest parts of the city. African-Americans who arrived in Milwaukee in the early-to-mid twentieth century concentrated in Bronzeville.

Although 3rd, 12th, and Winnebago streets were important neighborhood commercial areas, Walnut Street was the heart of Bronzeville. It was lined with a variety of African-American businesses, including hotels, restaurants, markets, funeral parlors, barber shops, pool halls, and taverns, 33 A BRIEF HISTORY OF BRONZEVILLE cont.

as well as the offices of lawyers, physicians, real estate dealers, and organizations. Bronzeville residents enjoyed a vibrant array of social and community engagement opportunities organized by the Booker T. Washington YMCA, the Lapham Park and Fourth Street social centers, the Prince Hall Masons, the Near North Side Businessmen’s Advancement Association, and the National Pan- Hellenic Council of Milwaukee. Informal entertainment included philosophical discussions and speakers at the Lapham Memorial rock and movies and stage shows at the Regal Theater. Fourth Street School (now Golda Meir), Ninth Street School, Roosevelt Junior High, and North Division High School served neighborhood children. Bronzeville produced many notable professionals, including civil rights activist and educator Dr. Howard Fuller, journalist Richard G. Carter, and alderwoman and judge Vel Phillips.

Bronzeville supported a diverse faith community. Residents worshipped at St. Mark African Methodist Episcopal Church, St. Matthew Christian Methodist Episcopal Church, St. Benedict the Moor Catholic Church, Greater Galilee and Calvary Baptist churches, Morris Memorial Church of God in Christ, and a host of storefront churches. The Nation of Islam’s Muhammad Mosque Number Three stood on McKinley Boulevard starting in 1935.

Bronzeville was the center of Milwaukee’s jazz scene. Major clubs on Winnebago and Walnut Streets hosted nationally famous artists, including Duke Ellington, Louis Armstrong, and Billie Holiday, and budding local greats, like Bunky Green and Willie Pickens. A flourishing underground economy in bootlegging and gambling also supported neighborhood taverns, clubs, and restaurants.

The construction of the North-South (Interstate 43) and Park East freeways destroyed many Bronzeville homes and businesses, displaced numerous residents, and disrupted community life in the 1960s. Although less violent than disturbances that erupted in other American cities, the civil disorder of 1967 also caused lasting physical and social damage to the Bronzeville community.

In more recent years, as some longtime residents moved out, “Bronzeville” has been reimagined as distinct neighborhoods, including Haymarket, Hillside, Halyard Park, and Triangle North. Organizations like the Walnut Area Improvement Council and Walnut Way Conservation Corp. and the informal monthly Walnut Street Social Gathering Club sustain Bronzeville’s legacies. In 2005, the city introduced plans for a new Bronzeville Cultural and Entertainment District, a public-private endeavor to create a tourist destination centered on North Avenue between North 7th Street and Dr. Martin Luther King, Jr. Drive.

34 ORAL HISTORY

Ask your grandparents or other elders in your community to share stories about their experiences growing up in Milwaukee — make sure you record the details of these stories accurately. Below is a guide to assist your interview:

I am interviewing:______

They were born in the year ______, and grew up in (location) ______.

Choose one of the following questions below to ask your interviewee.

Did you ever participate in a talent show? What was your talent?

What was your favorite song when you were a child? What made special to you?

What was one special tradition your family did together when you were growing up? Once you’ve gathered the stories, do some more research on the time period and place their stories occurred.

What was happening in the world at this time?

What was the political and social climate of this time and place? ORAL HISTORY

Now, go back to the stories and pick two or three details that really interest or excite you — this can be a character, an event, or object mentioned in the story…anything! Create a new character based on the features you’ve highlighted.

My character’s name is ______.

The year is ______and the location is______.

Three unique qualities about my character include:

1. ______

2. ______

3. ______

Two interesting facts about where my character lives are:

1. ______

2. ______

Two interesting facts about the time period my character lives in are:

1. ______

2. ______

36 ORAL HISTORY

Use this information as the basis of your own story. Now, write a journal entry from the perspective of your character—this will serve as the beginning of your story!

______

______DETECTIVE NOTES EPISODE 7

A BRIEF HISTORY OF INDIGENOUS PEOPLE IN WISCONSIN

Adapted from: https://www.dhs.wisconsin.gov/minority-health/population/amind-pophistory.htm

The American Indian population in Wisconsin dates back centuries. Their presence in this state predates Wisconsin statehood and the majority of the population who came during that time. Evidence suggests that the early peoples of Wisconsin arrived about 10,000 years ago. Before European contact, American Indians lived throughout the area where Wisconsin is today. American Indians in Wisconsin have a rich cultural heritage that is been passed down from generation to generation by tribal elders. The presence of European settlers drastically altered their way of life.

The American Indian population in Wisconsin first saw White settlers with the arrival of French and English fur traders. The first were French trader Jean Nicolet and the missionary Jacques Marquette near the Red Banks in 1634. During this time, fur was the main focus and fur traders and missionaries worked with the American Indians to achieve their objectives for over 150 years.

39 A BRIEF HISTORY OF INDIGENOUS PEOPLE IN WISCONSIN cont.

However, this changed when settlers came to Wisconsin. America began to expand west to make room for the incoming settlers, without regard to the lives of American Indians.

By 1871, most American Indians had been placed on reservations and the government discontinued its use of treaties with them. The government changed its focus to “de-Indianizing” this population, creating schools that attempted to rid them of their cultural traditions and ways of life by breaking tribal ties and molding them into the image of white settlers. Some of these schools included Menominee Boarding School at Keshena, Oneida Boarding School at Oneida, Lac du Flambeau Boarding School at Lac du Flambeau, and Tomah Industrial School at Tomah.

The Menominee, Ojibwe (Chippewa), Potawatomi, and Ho-Chunk (Winnebago) peoples are among the original inhabitants of Wisconsin. These groups have tribal councils, or governments, which provide leadership to the tribe. American Indians continue to maintain a strong presence in Wisconsin, and traditional beliefs and practices remain prominent in American Indian culture. As with all groups, there are differences in social, economic, and geographic conditions in American Indian communities that affect health status and access to care.

For more than a century, Wisconsin tribes have fought to maintain their sovereignty and self- determination in the face of federal policies of assimilation, allotment, and termination.

40 CREATE A TREASURE HUNT BOARD GAME

Adapted from: http://www.crayola.com/lesson-plans/ detail/growing-up—choices--challenges-lesson-plan/

1. Inform students that they will be creating a board game today, based on the premise of their very own treasure hunt.

2. Place students either solo or in small groups, in which they will be working in for this entire activity. First, have students list and compare favorite board games. Brainstorm common factors found in the games such as paths to follow, bonus or challenge cards, obstacles, rewards, consequences, game pieces, random number generators, and other attributes. These brainstormed lists should be documented.

3. Next, ask groups to write a list of places, trends, and events of the present day that students in the future may not know about. Think about 10 to perhaps 20 or 30 years in the future. Also have students create a list of obstacles or challenges that might interfere with reaching those goals- these can include riddles such as the play. Also have them create another list of possible rewards and consequences, such as a treasure hunters being grounded for a week and losing a turn for example.

4. Now, students must decide on the design of their game board. How will players move from start to finish? Encourage students to sketch a number of ideas on scrap paper and try different configurations to make sure everything will fit on the board.

5. Finally, students must determine the basic rules for the game so they know what parts to make. Inspire them to use the lists they created to add another layer of fun to your game. Create reward and consequence cards connected to your challenges and obstacles.

6. Once the games are all finished, have each individual or group explain and demonstrate playing their game to the class. Compare and contrast the features of the games, and allow this dialogue to spark a lengthier and more in-depth conversation about the pros and cons, choices and challenges, and the importance of preserving our own history for future generations.

41 DETECTIVE NOTES POST- SHOW QUESTIONS

1. This is a story that represents the Milwaukee community and the youth who live in it. Do you feel like it represents your community? If you would add or change something from the play what would it be and why?

2. Frannie and her friends learned a lot about their city as they hunted for the treasure. What was the most interesting piece of history you learned in the series?

3. How did you solve the clues in the play? Did you research the internet, read books, work together with friends and family, etc.? What approach worked the best? Why do you think that may be?

43 WHO SAID IT?

1. “I need to go online and post that immediately. You found an old book in an attic. The world needs to know.”

2. “It’s fate! Frannie can’t leave the house. Now there’s a cure! But it’s too expensive. And what do we just happen to be doing? Looking for a huge treasure!”

3. “I never really looked at it. I just assume most statues are Abraham Lincoln.”

4. “The Milwaukee Creams??? That’s a terrible name.”

5. “When I was at the marker, I swear I thought I saw your turd brother, Kendall.”

6. “Were the Ninja turtles around then?”

7. “Is that it? There’s no treasure. It’s just a PSA to go to school?”

8. “I can’t believe your nerds actually stumbled onto something useful. oh...and I already solved that clue and I’m gonna get all the treasure for myself.”

9. “Europeans weren’t first! There were people here. The indigenous people? Native Americans.”

10. “Seems like I’ve been here a long time. New house though. Actually… it’s a really old house, but

it’s new to us. It smells funny.”

5. Selma 6. Olivia 7. Kendall 8. Grayson 9. Jordan 10. Frannie 10. Jordan 9. Grayson 8. Kendall 7. Olivia 6. Selma 5.

WHO SAID IT? ANSWERS ANSWERS IT? SAID WHO

1. Alina 2. Olivia 3. Alina 4. Kendall Kendall 4. Alina 3. Olivia 2. Alina 1. 44