DOCSLIB.ORG

Volunteer's Guide

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Volunteer's Guide Tips for a Successful Event Volunteer’s Guide What is my role as a volunteer for Table of Contents Jump Rope For Heart or Hoops For Heart? What are Jump and Hoops? .......................3 Confirm Your Materials ..............................4 • Encourage, motivate and inspire your school to get involved. Four-Week Timeline ...................................5 • Explain how students can be rewarded for their efforts. Parent Letter ......................................... 6-7 • Bring the program to life! Use the tools and educational materials Reminder Letter .........................................8 to create an event where students have fun while learning about Parent Communication ...............................9 heart health and raising lifesaving funds. Online Fundraising ...................................10 • A GIFT OF $5 teaches more than 100 adults how to save a Managing Instant Characters ...................11 life by recognizing the signs of heart attack or stroke and how Heart Facts for to administer CPR or use an AED. This gift provides a wallet Morning Announcements ...................12-13 card they can keep in their back pockets for reference. Coach’s Challenge ...................................14 • A GIFT OF $10 makes it easier for people to fi nd AEDs in Classroom Challenge ...............................15 public places. This donation covers the costs of placing Art and Music .....................................16-17 nine identification stickers in public places, directing people to Library and Front Office ......................18-19 these devices that can save someone’s life. Coloring Sheet .........................................20 • A GIFT OF $15 reaches 100 African-American or Hispanic Ideas for Your Event Day .........................21 individuals with heart disease and stroke prevention Event Wrap Up .................................. 22-23 information, and encourages them to participate in Search Jump and Hoops Awards .......... Back Cover Your Heart, our cultural health program. • Educate students about how to participate in this community service learning program. HEART HEROES: Vera dela Vega, Age 7 My name is Vera and I’m 7 years old. When I used to run, jump or play sports, my heart would beat very fast and my chest would hurt. I told my Mom, Dad and doctor and they learned that one of my blood tunnels was growing from the wrong side of my heart. Two nice surgeons xed the tunnel, so now I can run, jump and play sports without pain. I am very happy that my heart and the tunnel are xed. I am making sure my heart stays healthy by eating healthy foods, drinking lots of water and exercising. I’m excited to raise money for the American Heart Association so they can make new medicines and learn new ways to x more kids’ hearts that don’t work exactly right. Thank you, American Heart Association! 2 What are Jump Rope For Heart and Hoops For Heart? Jump Rope For Heart and Hoops For Heart are community service learning programs of the American Heart Association. They teach kids: • the importance of developing heart-healthy habits; • that being physically active can be fun; • that raising funds to support cardiovascular research and education helps save lives in their community and across the country. Millions of students have learned jump rope and basketball skills while learning how nutrition and physical activity can help them live longer, healthier lives. Jump Rope For Heart and Hoops For Heart also promote community service by teaching kids how to help others. Why is partnering with the American Heart Association so important? • Heart disease is the nation’s No. 1 killer. • Stroke is the fifth-leading cause of death in the United States. • Our children are developing significant health issues that can shorten their life expectancy: – Almost a third of U.S. children and adolescents ages 2-19 are overweight or obese. – Children who are obese are more than twice as likely to die before age 55. – Sixty-one percent of children ages 9-13 aren’t physically active outside of school. – On average, American children and adolescents spend nearly four hours watching television every day. What does the American Heart Association do for kids’ health? • Last year, we funded nearly $17.7 million in new research awards broadly related to children’s heart disease. This was part of the $149 million we funded in all aspects of cardiovascular diseases and stroke. Much of the funds go to basic biomedical research, and the outcomes of these studies can ultimately be applied to many types of congenital and acquired heart and blood vessel diseases. • We advocate for federal and state governments to improve physical education and nutrition wellness in schools. • We provide lifesaving CPR courses for middle school and high school students so they can properly react during emergency situations. • We’ve created the American Heart Association Teaching Gardens, planted in elementary schools across the country. These gardens become real-life learning laboratories where students can plant seeds, nurture growing plants, harvest produce and ultimately understand the value of good eating habits. • Inactive children are likely to become inactive adults. That’s why the National Football League and the American Heart Association have teamed up to create the NFL PLAY 60 Challenge, a program that inspires kids to get the daily recommended 60 minutes of physical activity in school and at home. What are the goals of Jump Rope For Heart and Hoops For Heart? • Increase students’ knowledge of how their hearts work and the best way to take care of them. • Honor those in our community who have been affected by heart disease and stroke. • Raise funds to support the American Heart Association’s efforts to build healthier lives, free of cardiovascular diseases and stroke. Since 1978, Jump Rope For Heart and Hoops For Heart have raised more than $1.3 billion for research and educational programs. 3 First things rst — Let’s confirm your Jump Rope/Hoops For Heart Materials! 1. In your Event Kit Student Collection Envelopes (VERIFY the amount – 100 come in each pack.) (2) Coordinator event T-shirts (Check the sizes.) Top Fundraiser Medal JRFH - (12) Jump Ropes and (2) Double Dutch Ropes OR HFH – (1) Basketball A supply of Zoo Crew Instant Gifts: Rory McFiercely, Mr. Tusker, Savanna Bolt, lanyards One sample set of ALL of the Zoo Crew characters for you to wear and show! 2. Inside the Volunteer Folder Volunteer’s Guide Promotional DVD Event Resource CD Promotional Posters: Zoo Park and Thank-you Gifts Wrap-Up Materials: Pre-Paid Envelopes and Additional Money Form Update: Don’t forget to download the app by searching “Jump/Hoops” in your app store. 3. Your Go Wild for Heart Health educational materials are delivered by your American Heart Association staff contact. *Lanyards and Zoo characters are packaged in quantities of 25. 4 Online Info: heart.org/jump or heart.org/hoops Kickoff/Assembly Date: Username: Goal: Password: Event Date: Before the Kick-off PARENT COMMUNICATION (online HeadQuarters and Resource CD) – Save the Date Email/Flyer Date: ____________ Send “Get a Jump Start” e-mail to last year’s online participants (comes from P.E. teacher’s e-mail). Hang gift posters all over the school, including front office. Hang and promote ZOO CREW POSTER, it’s a big hit! PARENT COMMUNICATION (p. 9) – JRFH/HFH IS COMING (Newsletter, Website, Teachers Weekly Update, Facebook, Marquee, Twitter, Text, Phone, Email, etc.) Date: _____________________ Week 1: _______________________________ KICKOFF Stickers! Date: _____________________ PARENT LETTER (p. 6-7)/Collection Envelopes go home Date: _____________________ Manage your Lifesaving Zoo Crew characters (p. 11) in class. Hand out animals/zoo park stickers. Check online daily and give to students who have donations online. Announce HEART FACTS (p. 12-13) during morning announcements. Week 2: _______________________________ Send home the REMINDER LETTER. (p. 8) Date: _____________________ Show the JRFH/HFH video. (about 8 mins) Week 3: _______________________________ PARENT COMMUNICATION (p. 9) – JRFH/HFH IS HERE (Newsletter, Website, Teachers Weekly Update, Facebook, Marquee, Twitter, Text, Phone, Email, etc.) Date: _____________________ Week 4:_______________________________ PARENT COMMUNICATION (p. 9) – JRFH/HFH IS WRAPPING UP (Choose at LEAST one: Newsletter, Website, Teachers Weekly Update, Facebook, Marquee, Twitter, Text, Phone, Email, etc.). Event Day! (p. 21) – CELEBRATE! Get Your Kids Excited: COACH’S CHALLENGE (p. 14) _______________________________________ CLASSROOM CHALLENGE (p. 15) _______________________________________ COLORING SHEET (p. 20) Date: _____________________ Wrap Up: _______________________________ WRAP UP YOUR EVENT (p. 22-23) Count donations. Convert cash and change to money order or school check and send your donations using your prepaid envelopes. 5 Dear Parent/Guardian, It’s time for Jump Rope For Heart or Hoops For Heart, American Heart Association programs that teach students in 38,000 schools nationwide valuable lessons that will last a lifetime, such as: YOUR CHILD learns about the importance of taking care of their heart and how it works. Did you know that heart disease is the leading cause of death in America? We can change that — 80 percent of risk factors for heart disease are preventable. Each member of the Zoo Crew teaches healthy habits for life! YOUR CHILD learns the importance of helping others through this service learning project.
Load more

Recommended publications
  • Frequencies Between Serial Killer Typology And
    FREQUENCIES BETWEEN SERIAL KILLER TYPOLOGY AND THEORIZED ETIOLOGICAL FACTORS A dissertation presented to the faculty of ANTIOCH UNIVERSITY SANTA BARBARA in partial fulfillment of the requirements for the degree of DOCTOR OF PSYCHOLOGY in CLINICAL PSYCHOLOGY By Leryn Rose-Doggett Messori March 2016 FREQUENCIES BETWEEN SERIAL KILLER TYPOLOGY AND THEORIZED ETIOLOGICAL FACTORS This dissertation, by Leryn Rose-Doggett Messori, has been approved by the committee members signed below who recommend that it be accepted by the faculty of Antioch University Santa Barbara in partial fulfillment of requirements for the degree of DOCTOR OF PSYCHOLOGY Dissertation Committee: _______________________________ Ron Pilato, Psy.D. Chairperson _______________________________ Brett Kia-Keating, Ed.D. Second Faculty _______________________________ Maxann Shwartz, Ph.D. External Expert ii © Copyright by Leryn Rose-Doggett Messori, 2016 All Rights Reserved iii ABSTRACT FREQUENCIES BETWEEN SERIAL KILLER TYPOLOGY AND THEORIZED ETIOLOGICAL FACTORS LERYN ROSE-DOGGETT MESSORI Antioch University Santa Barbara Santa Barbara, CA This study examined the association between serial killer typologies and previously proposed etiological factors within serial killer case histories. Stratified sampling based on race and gender was used to identify thirty-six serial killers for this study. The percentage of serial killers within each race and gender category included in the study was taken from current serial killer demographic statistics between 1950 and 2010. Detailed data
    [Show full text]
  • Understanding Youth Gangs in Yakima County
    Is My Child At Risk For Gang Involvement? Parents play a crucial role in keeping their children out of gangs. Unfortunately many parents lack important information Understanding about what to look for. Youth between 12-14 years of age are most likely to consider joining a gang; however children as young as first grade can be recruited. You should know that kids who have school difficulties, a lack of parental supervision, use alcohol or other drugs, are often Youth Gangs truant from school or very prone to “following the pack” are most at risk of gang involvement. in Yakima County Why Do Kids Join Gangs? Adolescence is a time in life when children begin to define their own identity. Many seek out new peer groups as a means Yakima County Resources of gaining acceptance. Gangs can meet this need. Gangs can provide things children may not get at home or elsewhere — not just acceptance, but structure, money, food, activities, companionship, and even love. Kids don’t run toward gangs, they are running away from something else and find gangs. You can help prevent gang involvement by ensuring all your 211 is a local resource help line that can refer you children’s needs are met in some other way. to parenting programs, counselors, mental health therapists, and substance abuse providers. Southeast Community Center/OIC/Building the Bridges gang outreach workers can be reached at 509-575-6114 Behaviors Associated With Gang Involvement Randy Town, ESD 105 Yakima County Gang Youth who are involved in gangs may exhibit changes in behavior.
    [Show full text]
  • Statement of the Department of Justice on the Closing of the Antitrust Division’S Review of the ASCAP and BMI Consent Decrees
    DEPARTMENT OF JUSTICE Statement of the Department of Justice on the Closing of the Antitrust Division’s Review of the ASCAP and BMI Consent Decrees Washington, D.C. August 4, 2016 The American Society of Composers, Authors and Publishers (ASCAP) and Broadcast Music, Inc. (BMI) are “performing rights organizations” (PROs). PROs provide licenses to users such as bar owners, television and radio stations, and internet music distributors that allow them to publicly perform the musical works of the PROs’ thousands of songwriter and music publisher members. These “blanket licenses” enable music users to immediately obtain access to millions of songs without resorting to individualized licensing determinations or negotiations. But because a blanket license provides at a single price the rights to play many separately owned and competing songs – a practice that risks lessening competition – ASCAP and BMI have long raised antitrust concerns. ASCAP and BMI are subject to consent decrees that resolved antitrust lawsuits brought by the United States in 1941 alleging that each organization had unlawfully exercised market power acquired through the aggregation of public performance rights in violation of Section 1 of the Sherman Act, 15 U.S.C. § 1. The consent decrees seek to prevent the anticompetitive exercise of market power while preserving the transformative benefits of blanket licensing. In the decades since the ASCAP and BMI consent decrees were entered, industry participants have benefited from the “unplanned, rapid and indemnified access” to the vast repertories of songs that each PRO’s blanket licenses make available. Broadcast Music, Inc. v. CBS, Inc., 441 U.S. 1, 20 (1979).
    [Show full text]
  • Religious-Verses-And-Poems
    A CLUSTER OF PRECIOUS MEMORIES A bud the Gardener gave us, A cluster of precious memories A pure and lovely child. Sprayed with a million tears He gave it to our keeping Wishing God had spared you If only for a few more years. To cherish undefiled; You left a special memory And just as it was opening And a sorrow too great to hold, To the glory of the day, To us who loved and lost you Down came the Heavenly Father Your memory will never grow old. Thanks for the years we had, And took our bud away. Thanks for the memories we shared. We only prayed that when you left us That you knew how much we cared. 1 2 AFTERGLOW A Heart of Gold I’d like the memory of me A heart of gold stopped beating to be a happy one. I’d like to leave an afterglow Working hands at rest of smiles when life is done. God broke our hearts to prove to us I’d like to leave an echo He only takes the best whispering softly down the ways, Leaves and flowers may wither Of happy times and laughing times The golden sun may set and bright and sunny days. I’d like the tears of those who grieve But the hearts that loved you dearly to dry before too long, Are the ones that won’t forget. And cherish those very special memories to which I belong. 4 3 ALL IS WELL A LIFE – WELL LIVED Death is nothing at all, I have only slipped away into the next room.
    [Show full text]
  • Internship Notice #38
    Alumni Office Room 1W9 Isaac B. Honor - Internship Coordinator [email protected] INTERNSHIP NOTICE #38 We have released the GO Getter Summer Internship application for GO Summer 2017! The GO Project is an education nonprofit based in Lower Manhattan, and we are currently looking for high school students to apply to our GO Getter Summer Internship program. As we do each year, we would love to share this competitive and exciting opportunity with your students! GO Getter Summer Internship During our 5 week summer program, the GO Getter High School Summer Internship is an opportunity for high school students to learn and develop leadership skills, social consciousness, and the ability to realize their potential to impact change within the larger community. The GO Getter Summer Internship consists of three main components: 1) Reflective direct service as volunteer teaching assistants in a K - 5th grade classroom (providing support in Math, Literacy, Art, Music, Theater, Sports, Etc.) 2) Daily professional development sessions that utilize an intensive social justice curriculum to discuss diversity and educational equity 3) A culminating service project that interns independently develop throughout the summer in order to become catalysts of change The internship curriculum is rigorous and provides interns with an understanding of the barriers to educational equity and the ways in which they, and others, can shift these barriers. The GO Getters Summer Internship allows high school students to engage in meaningful professional development
    [Show full text]
  • After John's Arrest, Jesus Appeared in Galilee Proclaiming the Good News
    Discipleship by the Sea: “Call” July 5, 2020 ~ Pentecost 5A Rev. Beckie Sweet Mark 1:14-20 (ILB) After John’s arrest, Jesus appeared in Galilee proclaiming the Good News of God: “This is the time of fulfillment. The reign of God is at hand! Change your hearts and minds, and believe this Good News!” While walking by the Sea of Galilee, Jesus saw the brothers Simon and Andrew casting their nets into the sea, since they fished by trade. Jesus said to them, “Follow me; I will make you fishers of humankind.” They immediately abandoned their nets and followed Jesus. Proceeding a little further along, Jesus saw the brothers of James and John Bar-Zebedee. They too were in their boat, putting their nets in order. Immediately Jesus called them, and they left their father Zebedee standing in the boat with the hired help, and went off in the company of Jesus. This is the Word of God for the people of God! Thanks be to God! Discipleship by the Sea: “Call” Simon and Andrew were casting a new into the sea, for they were fishers, they made their living by fishing. Day after day, it was the same thing; the same sea, the same net, the same boat. Day after day it was wind, water, fish, sore muscles, tired bodies. They probably grew up watching their dad and granddad fishing, watching their future life, watching how they too would spend their time. Cast the net, pull it in. Cast the net, pull it in. If you are not casting the net, then you sit in the boat mending the net.
    [Show full text]
  • Robert G. Elliott's Financial News I
    Winter Edition 2021 Robert G. Elliott’s Wiley Bros. Aintree Capital, LLC. - Member SIPC Financial News 40 Burton Hills Blvd., Suite 350 .. Nashville, Tennessee 37215 . Phone (615) 255-6431, Toll-Free 800-827-7862 wileybros.com Focus on the Basics It’s easy to become overwhelmed your lifestyle. Don’t have any money left or change investment allocations. when faced with all the decisions that over for investing? Ruthlessly cut your - Understand that risk can’t be need to be made to ensure you select living expenses – dine out less often, stay totally avoided. All investments are appropriate investments to help pursue home rather than going away for vacation, subject to different types of risk, which your long-termWiley Bros. investment Aintree Capital, goals. LLC. - Member How SIPC do rent a movie rather than going to the theater, can affect the investment’s return. Cash is you choose the right combination of cut out morning stops for coffee. Redirect primarily affected by purchasing-power investments to help you work towards a all those reductions to investments. This risk, or the risk that its purchasing-power goal that may be a decade away? The should help significantly with your retire- will decrease due to inflation. Bonds are answer is to focus on the basics. Make ment. First, you’ll be saving much more for subject to interest-rate risk, or the risk that sure you are getting these fundamentals that goal. Second, you’ll be living on less interest rates will rise and cause the right: than you’re earning, so you’ll need less for bond’s value to decrease, and default risk, - Don’t wait – invest now.
    [Show full text]
  • Do-Gooders and Go-Getters: Selection and Performance in Public Service
    DO-GOODERS AND GO-GETTERS: SELECTION AND PERFORMANCE IN PUBLIC SERVICE DELIVERYú Nava Ashraf Oriana Bandiera Scott S. Lee June 12, 2016 Abstract State capacity to provide public services depends on the motivation of the agents recruited to deliver them. We design an experiment to quantify the effect of agent selection on service effectiveness. The experiment, embedded in a nationwide recruitment drive for a new govern- ment health position in Zambia, shows that agents attracted to a civil service career have more skills and ambition than those attracted to “doing good”. Data from a mobile platform, ad- ministrative records, and household surveys show that they deliver more services, change health practices, and produce better health outcomes in the communities they serve. JEL classification: J24, 015, M54, D82. úAshraf: Department of Economics, LSE, [email protected]. Bandiera: Department of Economics and STICERD, LSE, [email protected]. Lee: Harvard Medical School and Harvard Business School, [email protected]. We thank the Ministry of Health of Zambia and especially Mrs. Mutinta Musonda for partnership on this project. We thank the IGC, JPAL Governance Initiative, USAID and HBS DFRD for financial support. We also thank Robert Akerlof, Charles Angelucci, Tim Besley, Robin Burgess, Paul Gertler, Edward Glaeser, Kelsey Jack, Giacomo Ponzetto, Imran Rasul, Jonah Rockoffand seminar participants at several institutions for useful comments. Adam Grant, Amy Wrzesniewski, and Patricia Satterstrom kindly provided guidance on psychometric scales. We thank Kristin Johnson, Conceptor Chilopa, Mardieh Dennis, Madeleen Husselman, Alister Kandyata, Allan Lalisan, Mashekwa Maboshe, Elena Moroz, Shotaro Nakamura, Sara Lowes, and Sandy Tsai, for the excellent research assistance and the Clinton Health Access Initiative in Zambia for their collaboration.
    [Show full text]
  • The Year Walk Ritual in Swedish Folk Tradition
    http://www.diva-portal.org Postprint This is the accepted version of a chapter published in Folk Belief and Traditions of the Supernatural. Citation for the original published chapter: Kuusela, T. (2016) "He Met His Own Funeral Procession": The Year Walk Ritual in Swedish Folk Tradition. In: Tommy Kuusela & Giuseppe Maiello (ed.), Folk Belief and Traditions of the Supernatural (pp. 58-91). København: Beewolf Press N.B. When citing this work, cite the original published chapter. Permanent link to this version: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131842 [58] Folk Belief and Traditions of the Supernatural Chapter 3 “He Met His Own Funeral Procession”: The Year Walk Ritual in Swedish Folk Tradition Tommy Kuusela Stockholm University, Sweden Introduction The belief in prophetic signs bound to specific and important dates can be seen all over Europe as early as Medieval times, with weather and harvest divinations being the most common kinds (Cameron 2013: 65-67). In Sweden, one oracular method was a ritual known as year walk, and those who ventured on this perilous journey were known as year walkers. Success meant that the omen-seeker could acquire knowledge of the following year; it was a ritual that sought answers regarding the unbearable uncertainty of being. Year walk (or annual walk) is known in Swedish as årsgång, with regional and lexical variations: ådergång, julagång, ödegång, adergång, dödsgång, sjukyrkegång, and so on. Although the term årsgång has a southern Swedish pattern of distribution (Götaland), similar practices, as well as the same motifs in different types of folk legends, are common and can be found throughout the Nordic countries.
    [Show full text]
  • Inside This Issue
    3000 W. Congress St. Lafayette, LA 70506 Inside This Issue: •A Review of 2017 pg. 11 •Rally Details pg. 9 •An Update on The Performing Arts pp. 8-9 •Details on A Guest Speaker pg. 8 •A Debate on Homework pp. 16-17 •School News pg. 3 Lafayette High Teacher of the Dr. Rachel Brown joins the Lafayette Year, Mrs. Jennifer Morrow, has High School faculty as one of its •A Memorial to been selected from the entire administrators. Dr. Brown was pre- JP Judice parish as its Teacher of the viously a teacher at Lafayette High. pg. 18 Year. 22 NEWS January 2018 January 2018 NEWS BRIEFS 33 Parlez-Vous Staff A Successful New New Year’s Landry, junior. Editors “Go to chemistry more.” Breanna Gabriel, Quote of the Month Year Resolutions junior. Hannah Primeaux “The new year stands before us, by Hannah Primeaux by Kate Manuel and Gabby Perrin Gabby Perrin Editor-In-Chief Junior Staff Writer and Co-Editor like a chapter in a book, waiting “To read more.” Jordyn Benoit, junior. to be written.” 1.Mrs. Jennifer Morrow has been “To be more adventurous.” Mallory “To stop speeding.” Aubrey Adams, junior. Senior Staff Writer Domingue, senior. Andrew Degeyter -Melody Beattie named Lafayette Parish teacher of the year. “I didn’t make one because I knew I “To not make a New Year’s Resolution.” wouldn’t fulfill it.” Madeline Miller, junior. Sydney Thibodeaux, senior. Junior Staff Writers 2. The Lafayette High Winter Guard Olivia Cart teams recently competed in the season “I’m taking a kickboxing class.” Lauren “Stop cursing, but I already failed Oakes, junior.
    [Show full text]
  • Flexible Spending Accounts Frequently Asked Questions
    Flexible Spending Accounts Frequently Asked Questions Flexible spending accounts (FSAs) allow you to reduce your tax burden and increase your take home payable income, while you set aside money for eligible medical expenses. Read on to learn more about how FSAs can benefit you! If you have questions about your FSA after you enroll, you may call Member Services at 952-883-7000 or toll-free at 866-443-9352. TTY users can call 952-883-5127 or 888-850-4762. Note: This document has general FSA information. For information that is specific to your FSA plan offering, please refer to your employer’s plan document. Q What is an FSA plan? A A flexible spending account is an employer-sponsored benefit that allows you to set aside pre-tax dollars to pay for eligible health care and/or dependent care expenses. Q How does the FSA work? A Here’s how flexible spending account work: • Estimate your eligible expenses for the upcoming year (health care and/or dependent care). • Determine how much you want to have set aside from your pay to go into your FSA to pay for your eligible expenses for the coming year (this amount is called your “election”). • The money you elect for your FSA will be automatically deducted from your paycheck on a pre- tax basis and credited to your FSA over the course of the year through payroll deduction. • When you have an eligible expense, you can submit a claim to be reimbursed from your FSA. (Certain claims are submitted automatically – read further for details).
    [Show full text]
  • The Piano Lesson
    THE PIANO LESSON Synopsis The Piano Lesson is set in Pittsburgh in 1936. Boy Willie has come to his uncle’s house to retrieve a piano that holds significant historical and sentimental value to the family. A battle ensues over the possession of the piano, which carries the legacy and opportunities of the characters and determines the choices they must make. Characters AVERY: Thirty-eight years old, Avery is a preacher who is trying to build up his congregation. He is honest and ambitious, finding himself opportunities in the city that were unavailable to him in rural areas of the South. While fervently religious, he manages to find the time to court Berniece after her husband’s death. BOY WILLIE: Brother to Berniece, Boy Willie is a thirty year old brash, impulsive, and fast-talking man. He has an infectious grin and a boyishness that is apt for his name. His story provides the central conflict for the play in that he plans to sell the family piano in order to buy land that his family worked on as slaves. He feels it’s important he does this in order to avenge his father, who grew up property-less— but not everyone in the family agrees. LYMON: Boy Willie’s long time friend is a twenty-nine year old who speaks little, but when he does with a disarming straight-forwardness. As he flees the law, he makes a plan to begin anew in the North. Eliciting stories from the families past, Lymon proves a vehicle by which we learn about the family.
    [Show full text]