George Street Playhouse Presents
And Then They Came For Me:
Remembering the World
of Anne Frank
by James Still
A Holocaust Education/Theatre Arts Residency for Students in Grades 5—12, Their Teachers and Parents
First they came
for the Jews
and I did not speak out—
because I was not a Jew.
Then they came
for the communists
and I did not speak out—
because I was not
a communist.
Then they came
for the trade unionists
and I did not speak out—
because I was not
a trade unionist.
Then they came for me—
and there was no one left
to speak out for me.
Pastor Niemoeller,
Nazi victim
GEORGE STREET PLAYHOUSE
1
STUDY GUIDE
Holocaust Education/Theatre Arts Residency
Grades 5—High School
AND THEN THEY CAME FOR ME:
REMEMBERING THE WORLD OF ANNE FRANK
Anne Frank
Table of Contents
Introduction
Pre-performance
Activities
Lesson 1:
Who Am I? Individual
and Group Identity
Lesson 2:
Historical Background
Post-performance
Activities
Lesson 3:
Contemporary Context
Lesson Four:
Art becomes Life: The
Story of Terezin
Bibliography,
Resources, and
Student Hand-outs
© AFF/AFS Amsterdam
A
powerful play by the award-winning playwright
James Still about the hidden children of the
Holocaust. Two surviving friends of Anne Frank’s
“participate” on video while live actors re-enact their
experiences as teenagers in hiding and in concentration
camps during WWII. In follow-up workshops, students
actively explore the legacy of the Holocaust, including
choices they themselves confront each day.
INTRODUCTION
By the end of the decade, the children
who attend middle school in New
Jersey will be young adults. They
will have spent their childhoods in
the most ethnically diverse state in
the nation. Between now and then,
they will commit the majority of
the bias crimes that occur here.
The degree to which these children
can understand, care about and relate
to their neighbors is going to be
determined today, by responsible
adults. If we act now, we can reach
these children during their early
adolescence, when issues of self
and other, conformity, and group
socialization are of paramount
personal importance.
Not until 1994, when New Jersey
passed the statutory mandate for
Holocaust Education, was a systemic
and systematic way of discussing these
issues made a mandatory part of the
curriculum in our schools. The law
has created an enormous opportunity
to talk openly with students about
prejudice and human behavior while
teaching about the Holocaust as an
historic event. More, it presents an
opportunity to influence the course
of unreasoned adolescent opinion
and behaviors.
Seizing the opportunity presented by
this law, the structure of And Then
They Came For Me has been chosen
for its ability to place middle school
students at the center of the learning
process. It provides them a structured
opportunity to explore actively the
choices they must confront each day:
Whom do they include or exclude
from their lives and why? In whom do
they invest authority and why? How
can they try to eliminate prejudice in
their own communities?
Thus the production of And Then They
Came For Me includes:
1. The theatrical presentation.
2. A post-performance student
workshop.
3. The following study guide.
And Then They Came For Me: Remembering the World of Anne Frank
The Study Guide
This study guide provides teachers
with four suggested lesson plans, two
of which can be used before the
performance of And Then They Came
for Me and two which can be used
after the performance. Likewise the
study guide includes further suggested
pre- and post-performance activities.
The pre-performance lessons are
intended to place the production in
personal and historical context:
Lesson 1: Who Am I? Individual
and Group Identity, enables students
to explore the initial process of
stereotyping, scapegoating and eventual
dehumanization that leads to the
bigotry, prejudice, racism and
discrimination that existed in Nazi
Germany and still exists today.
Lesson 2: Historical Background
enables students to recognize how the
national ideologies and political events
surrounding the rise of Nazism affected
the lives of individuals including,
especially, the lives of Anne Frank,
Eva Schloss, and Ed Silverberg.
Consistent with our special role as arts
educators, the post-performance lessons
call upon students to look specifically
at how art forms can be used to express
the horrors of devastating human
experience.
Lesson 3: Contemporary Context
enables students to look at genocide in
its continuing incarnations, and look at
their role as citizens of an international
community.
Lesson 4: Art Becomes Life: The
Story of Terezin familiarizes students
with the Terezin Concentration Camp as
an example of ways the arts play a
humanizing role in society—especially
in the face of the most inhuman of
circumstances.
Although we have developed these
four lesson plans around a specific unit
focusing on the performance and related
issues, teachers should feel free to adapt
them to their needs. For example: Each
lesson can stand alone or become part
of a self-contained one-week unit or
a longer Language Arts, Social Studies,
Fine Arts or other unit of study.
Above all, each of these lessons has
been developed in accordance with the
Holocaust Curriculum Proficiencies as
established by the New Jersey Holocaust
Commission. Thus we recommend that
the activities suggested here form only
part of an overall study of the Holocaust
as outlined in the Commission’s Guide.
The Holocaust and Genocide
Curriculum Guides (K–8 and 7–12)
can be obtained by written request to:
Department of Education, Commission
on Holocaust Education, CN 500,
Trenton, New Jersey, 08625-0500
We welcome your comments,
suggestions and creative ideas for
expanding this guide.
Heinz, Mutti and Eva before
the war
2
And Then They Came For Me: Remembering the World of Anne Frank
PRE-PERFORMANCE ACTIVITIES
VOCABULARY WORDS
Have students define the following terms and discuss their
relevance to Nazi Germany as well as to their own lives:
anti-semitism
racism
Holocaust
ethnocentrism
bigotry
scapegoating
prejudice
genocide
discrimination
stereotyping
LESSON 1
Who Am I? Individual and
Group Identity
or mural paper. Paint the bodies in solid colors but have
students add their individual’s mask design to each face.
3. Have students use the categories that were included in all
the class identity charts to create a positive class symbol.
Compare this symbol to the Nazi Swastika and symbols
on a variety of national flags. Have the class decide
whether they would actually want to adopt such a
symbol: when might a symbol of unity among
individuals becomes an investment in authority
and possible domination?
4. Have students view the video The Wave as an example
of how one class of students allowed their individual
identities to be subsumed by group identity in a way that
mirrored the dehumanization process of Nazi Germany.
(Video available from Social Studies School Services.
See the Other Resources section of this guide.)
5. And Then They Came For Me is both a live action and
multimedia/video presentation of the lives of Eva Schloss
and Ed Silverberg. Have students plan a video or shoot
an actual video of their lives. What visuals would they
include? What could they incorporate to identify who
they are, e.g. music, artifacts, sports, clothing?
Goal
To enable students to explore and affirm the importance of
their identities as individuals versus as part of a group.
Objectives
Students should be able to:
Personalizing Your Performance
1. Use words or phrases to describe their self image.
One of the best ways to have students understand
the impact of the rise of Nazism on the lives of
individuals is to have students actually meet a
survivor of the Holocaust. As such we recommend
that each school presenting And Then They Came
For Me:
2. Use words or phrases to describe the way they think
they may be “labeled.”
3. Discuss differences between their self and public image.
4. Identify similarities and differences between their
individual and group identity.
5. Discuss the implications of mislabeling and ways of
challenging such labels.
Materials
Who am I? Individual and Group Identity
(You’ll find this material in the students’ guide.)
Lesson 1 Featured Activity
Have the students read the material and answer the
questions at the end of the activity.
3
1. Dedicate that performance to a Holocaust survivor
in their community.
2. Invite that survivor to attend the performance.
3. Invite that survivor to visit your school before the
performance to discuss their experience and answer
student questions about life under the Nazi regime.
Further Activities
1. Use the identity chart format to have students design a
mask that would reflect the way they really want to be
seen by others, beyond labels and stereotypes.
If a Holocaust survivor is able to visit your school,
have students prepare for the visit by asking them to
list questions they have about the historical, political
and personal impact of the rise of Nazism. Such
questions can also be used to further focus and
prepare students for the performance of And Then
They Came For Me and Lesson Plans 3–4.
2. Create a class shadow mural that expresses group identity
as well as individual identities. Use the light from a
projector to trace the outline of students against a wall
Holocaust survivors living in or near your community
can be contacted via your local Holocaust Center.
See list of centers under Other Resources section.
And Then They Came For Me: Remembering the World of Anne Frank
LESSON 2
Historical Background
Goal
To enable students to place the experience of Anne Frank
and the two main characters of And Then They Came For
Me (Eva Schloss and Ed Silverberg) against the historical
backdrop of the rise of the Nazi Regime.
Objectives
Students should be able to:
1. Identify major events leading to the rise of Nazism.
4
POST PERFORMANCE ACTIVITIES
LESSON 3:
CONTEMPORARY CONTEXT
Goal
To educate students about genocide occurring right now:
what is happening, what led up to it, and ways they can get
involved to end it.
Objectives
Students should be able to:
2. Identify important events in the lives of Anne, Eva,
and Ed during this period.
1. Understand the definition of genocide.
3. Discuss how national political events can impact the
lives of individual citizens.
2. Acknowledge their place as members of a world community, and how violence occurring on another continent
affects them.
Materials
Historical Background (p. 4 students’ guide) and Time Lines
(p. 6 of this guide).
3. Find ways they can act to prevent, and educate others
about, genocide.
Lesson 2 Featured Activity
Have students review the Historical Background text and
photos, complete the time lines and answer the questions
at the end of the activity.
Further Activities
Have students ask a family member who was alive during
the time of the Nazis to fill out a time line of their life
during this period. Have them ask a friend or relative about
the impact of these political events on their childhood.
Materials
Introduction: Defining Genocide; Genocide in Darfur; and
Take Action
Lesson 3 Featured Activity
1. Have students read the articles (p. [12-16] of the students’
guide).
2. Find out how many were aware of the genocide in Darfur.
How does knowing about this current conflict affect their
understanding of the Holocaust, and of the way the rest of
the world responded to that event?
Further Activities
Preparation for the Performance
Before seeing And Then They Came For Me, students
should be prepared to think critically about the
performance, especially in terms of the issues above.
Toward this end, ask students to be prepared to answer
the following questions after the performance:
1. What would you say the playwright’s main purpose
was in writing this play?
2. What do you think was his biggest challenge?
3. Unlike other conventional productions, this is a
multimedia production—in what way do you think
this presented a special challenge?
4. Was this production truly able to portray the horrors
of the Holocaust?
5. What have you gained after seeing And Then They
Came For Me?
Help the students draft letters, to either local newspapers or
political representatives. Discuss the best ways for them to
get involved.
And Then They Came For Me: Remembering the World of Anne Frank
LESSON 4
Art Becomes Life And Then They Came
For Me and The Story of Terezin
Preparation
In the following lesson plan we emphasize our role as arts
educators and examine And Then They Came For Me as
an artistic production. Thus this lesson plan specifically
shows how the study of the Holocaust can be incorporated
into present study of Art and Art History, as recommended
by the New Jersey Commission on Holocaust Education.
The commission states:
“One of the goals for studying art history is to enable
students to understand the role of art in society. The
Holocaust can be incorporated into a study of art and
art history to illuminate how the Nazis used art for
propagandistic purposes, and how victims used artistic
expression to communicate their protest, despair, and/or
hope. A study of art during the Holocaust helps students:
• Analyze the motivations for, and implications of, the Nazi
censorship activities in the fine and literary arts, theater,
and music (e.g., the banning of books and certain styles
of painting and the May 1933 book burning).
• Examine the values and beliefs of the Nazis and how the
regime perceived the world, by, for example, examining
Nazi symbols of power, Nazi propaganda posters,
paintings, and drawings deemed “acceptable”
rather than “degenerate.”
• Study how people living under Nazi control used art as a
form of resistance (e.g., examining the extent to which the
victims created art, the dangers they faced in doing so, the
various forms of art that were created and the settings in
which they were created, and the diversity of themes and
content in this artistic expression).
• Examine art created by Holocaust victims and survivors
and explore its capacity to document diverse experiences
including life prior to the Holocaust, life inside the
ghettos, the deportations, the myriad of experiences in the
concentration camp system; and examine interpretations
of the Holocaust as expressed in contemporary art, art
exhibitions and memorials.”
Goal
To familiarize students with the Terezin Concentration
Camp as an example of ways the arts can be used by a
society to uplift as well as oppress.
5
Objectives
Students should be able to:
1. Compare the special nature of the Terezin Concentration
Camp to that of other concentration camps.
2. Discuss ways the arts can be used for propaganda purposes
versus humane purposes.
3. Identify other art forms used to depict the horrors of the
Holocaust and other extreme human conditions.
4. Critically analyze the extent to which these art forms as
well as And Then They Came For Me can communicate
the Holocaust experience.
Materials
• Artists and the Terezin Concentration Camp.
• Also suggested: A copy of the book
I Never Saw Another Butterfly.
(You’ll find Artists and the Terezin Concentration Camp
and the poem I Never Saw Another Butterfly in the
students’ guide.)
Lesson 4 Featured Activity
Have students read Artists and the Terezin Concentration
Camp and The Butterfly and answer the questions at the end
of the activity.
Further Activities
1. Have the students view the video The Hangman and
further discuss bystander apathy. Have them analyze the
use of animation in the video to communicate a message.
2. Have students create an advertisement glorifying some
place in their locale that in fact is environmentally
degraded. Have them draw a contrasting picture of that
place depicting the reality of the situation. Discuss ways
such propaganda can be used to trick the public.
3. Share with students examples of other poems and/or works
of visual art created by the children of Terezin from the
book I Never Saw Another Butterfly. Ask students if they
ever communicate their protest, despair, and/or hope
through any form of artistic expression—poetry? diaries?
drawings? music?
4. Have students write poems of protest, despair and/or hope
that use the technique of contrasting images as was
employed in I Never Saw Another Butterfly.
5. Have students research and report back on other art forms
that have been used to express the horrors of the Holocaust
including expressions in visual art, drama, prose, music,
dance and even architecture (the United States Holocaust
Memorial Museum, for example).
6
And Then They Came For Me: Remembering the World of Anne Frank
Timeline: Caught in the Grip of Nazism
Anne Frank
Anne Frank
born
1929
Anne arrives
in Amsterdam
1934
June
1942
Anne receives
diary as a 13th
birthday gift
July
1942
Aug/Sept
1944
The Franks go
into hiding
Anne and others
arrested and sent
to Auschwitz
The family
changes
hiding places
Eva and Fritzi
arrested. Eva’s
father and
brother arrested.
Ed’s parents
escape to
Belgium.
Ed escapes
arrest
by Germans.
October
1944
Anne arrives
at Bergen-Belsen
Jan. 27,
1945
Otto Frank
liberated from
Auschwitz
March
1945
Anne dies in
Bergen-Belsen
Eva Geiringer
Eva born
1929
Eva and family
move to
Holland
1940
Eva and family
go into hiding
1942
1943
1944
May
1944
The family arrives
in Auschwitz. Eva
and Fritzi taken
to Birkenbau.
January
1945
Eva and Fritzi
liberated.
June
1945
Eva and Fritzi
return to
Amsterdam and
find that Eva’s
father and brother
have died.
Ed Silberberg
Ed born
1926
Ed’s grandparents move
to Amsterdam.
1933
Germans destroy
the Silverberg
business on
Kristallnacht.
Ed joins his
grandparents.
1938
1939
1942
Ed joins his
family in
Belgium.
1942
August
1942
The family
goes into
hiding.
September
1944
The Silberberg
family is
liberated.
A Timeline for Yourself and a Friend or Family Member
Alive During the Rise of Nazism
Your Name:
Birth date
Your Friend/Family Member:
Birth date
And Then They Came For Me: Remembering the World of Anne Frank
OTHER RESOURCES
The Anne Frank Center/USA
584 Broadway, Suite 408
New York, New York 10012
Anti-Defamation League of B’nai B’rith
823 United Nations Plaza
New York, New York 10017
212-885-7970
Center for Studies on the Holocaust
Anti-Defamation League of B’nai B’rith
823 United Nations Plaza
New York, New York 10017
212-885-7970
The Facing History and Ourselves National Foundation
16 Hurd Road
Brookline, Massachusetts 02146-6919
225 West 34th Street, Suite 1416
New York, New York 10122-1499
Department of Education
Commission on Holocaust Education
CN 500
Trenton, New Jersey 08625-0500
Dr. Paul Winkler, Executive Director
609-292-9274
The U.S. Holocaust Memorial Museum
Washington, D.C. 20024
NOTE: The United States Holocaust Memorial Museum
will take your research questions at the Research Center
for Educators: 202-488-6140 or on-line at:
[email protected]
BIBLIOGRAPHY
7
Hilberg, Raul. Perpetrators, Victims, Bystanders. New
York: Harper Collins, 1992.
Langer, Lawrence. Holocaust Testimonies: The Ruins of
Memory. New Haven: Yale University Press, 1991.
Levi, Primo. Survival in Auschwitz, trans. by Stuart Woolf.
New York: Macmillan, 1993.
Yahil, Leni. The Holocaust: The Fate of European Jewry,
1932–1945. New York: Oxford University Press, 1991.
Further Reading—Background for Middle School
Abells, Chana. Children We Remember. New York:
Greenwillow, 1986.
Bachrach, Susan. Tell Them We Remember: The Story of
the Holocaust. Boston: Little, Brown, 1994.
Chaiken, Miriam. A Nightmare in History: The Holocaust
1933–1945. Boston: Houghton Mifflin, 1987.
Meltzer, Milton. Rescue: The Story of How Gentiles Saved
Jews in the Holocaust. New York: Harper Collins
Children’s Books, 1991.
Rittner, Carol and Sondra Meyers. The Courage to Care:
Rescuers of Jews During the Holocaust. New York: New
York University Press, 1986.
Rogasky, Barbara. Smoke and Ashes: The Story of the
Holocaust. New York: Holiday House, 1988.
Rossell, Seymour. The Holocaust: The Fire that Raged.
New York: Franklin Watts, 1990.
Stadtler, Bea. The Holocaust: A History of Courage and
Resistance. West Orange, New Jersey: Behrman House, 1975.
Volavkova, Hana. I Never Saw Another Butterfly. New
York: McGraw-Hill, 1964.
General Background for Adults and
High School Students
The Life and Times of Anne Frank
Frank, Anne. The Diary of a Young Girl: The Definitive
Edition. New York: Doubleday, 1995.
Berenbaum, Michael. The World Must Know: The Story
of the Holocaust as Told in the United States Holocaust
Memorial Museum. Boston: Little Brown, 1993.
Frank, Anne. Tales From the Secret Annex. New York:
Pocket Books, 1983.
Browning, Christopher. Ordinary Men: Reserve Police
Battalion 101 and the Final Solution in Poland. New York:
Harper Collins, 1992.
Gies, Miep and Alison Leslie Gold. Anne Frank
Remembered: The Story of a Woman Who Hid the Frank
Family. New York: Simon and Schuster, 1988.
Dwork, Deborah. Children With a Star. New Haven: Yale
University Press, 1991.
Hurwitz, Johanna. Anne Frank: Life in Hiding. New York:
Jewish Publication Society, 1988.
Gilbert, Martin. The Holocaust: A History of the Jews in
Europe During the Second World War. New York: Henry
Holt and Company, 1986.
Lindwer, Willy. The Last Seven Months of Anne Frank.
New York: Anchor Books, 1992.
Von der Rol, Rund and Rian Verhoeven. Anne Frank:
Beyond the Diary. New York: Viking, 1993.
And Then They Came For Me: Remembering the World of Anne Frank
Memoirs and Diaries About the Holocaust for
Middle School
Auerbacher, Inge. I am a Star: Child of the Holocaust.
New York: Prentice Hall, 1987.
Isaacman, Clara, and Joan A. Grossman. Clara’s Story.
Philadelphia: Jewish Publication Society, 1984.
Isaacson, Judith. Seed of Sarah. Urbana: University of
Illinois Press, 1992.
Koehn, Ilse. Mischling, Second Degree: My Childhood in
Nazi Germany. New York: Puffin Books, 1990.
Leitner, Isabella. The Big Lie: A True Story. New York:
Scholastic, 1992.
Schloss, Eva. Eva’s Story. Edgware (U.K.): Castle-Kent,
1988.
Tec, Nechama. Dry Tears: The Story of a Lost Childhood.
New York: Oxford University Press, 1984.
Toll, Nelly S. Behind the Secret Window: A Memoir of a
Hidden Childhood. New York: Dial Books, 1993.
Weitz, Sonia. I Promised I Would Tell. Brookline, MA:
Facing History and Ourselves, 1993.
HOLOCAUST CENTERS IN NEW JERSEY
Brookdale Community College
Lincroft 732-224-2769
Camden County College
Blackwood 856-227-7200
Drew University
Madison 973-408-3600
Kean College
Union 908-527-3049
Mercer County Community College
Trenton 609-586-4800
Middlesex County College
Edison 732-906-2503
Ramapo College
Mahwah 201-529-7409
Rutgers University
New Brunswick 732-932-2033
Seton Hall University
South Orange 973-761-9751
Wiesel, Elie. Night. New York: Bantam, 1982.
Richard Stockton College of New Jersey
Pomona 609-652-4699
Videos
William Paterson University
Wayne 973-720-2157
The Wave
Holocaust Resources and Materials
Social Studies School Service
10200 Jefferson Blvd. Room 5311
P.O. Box 802
Culver City, California 90232-0802
Phone: 800-421-4246
Fax: 800-944-5432
Email: [email protected]
www.socialstudies.com
The Hangman
CRM Films
2233 Faraday Blvd., Suite F
Carlsbad, California 92008
Phone: 800-421-0833
www.crmlearning.com
Fairleigh Dickinson University
Teaneck 201-692-2553
Raritan Valley Community College
Somerset 908-526-1200 ext. 8423
Rider University
Lawrenceville 609-896-5345
8
And Then They Came For Me: Remembering the World of Anne Frank
Our Classroom is a Place Where...
We don’t all have to be the same.
We don’t all have to think the same.
We don’t all have to act the same.
We don’t all have to talk the same.
We don’t all have to dress the same.
We don’t all have to believe the same things.
We have the right to be ourselves.
We like it that people are different.
We know that our differences make us interesting
and UNIQUE.
We honor different ways of being, acting, and
believing—even when we don’t agree with them.
We do our best to solve problems peacefully.
9
Available From The
New Jersey State
Bar Foundation
The New Jersey State Bar Foundation has
a number of free resources to enhance tolerance and conflict
resolution curriculum. For more information on any of the
following programs, publications or videos, contact the
New Jersey State Bar Foundation at 1-800 FREE LAW
or visit the Foundation’s website at www.njsbf.org.
The Legal Eagle Diversity Issue
This special edition of the Foundation’s free legal
newspaper for kids, The Legal Eagle, focused exclusively
on issues of tolerance and diversity. The Diversity Issue
features articles on hate crimes, eyewitness identification
and affirmative action. Also included in the special edition
is an opinion poll answered by students from a local middle
school, who give their opinions on how cultural background
could affect a person’s view of the justice system. An essay
written by a young Japanese-American student rounds out
the issue. In the essay, the student recounts her family’s
struggle for identity during World War II when JapaneseAmericans were forced into internment camps.
We speak up if we see others being treated unfairly.
We treat each other the way we’d like to be treated.
We treat each other with respect.
Excerpt from The Bully Free Classroom, by Allan L. Beane, Ph.D.,
©1999. Used with permission from Free Spirit Publishing, Minneapolis,
MN; 1-800-735-7323; www.freespirit.com ALL RIGHTS RESERVED.
This study guide and performance is co-sponsored
by the New Jersey State Bar Foundation and
made possible through funding from the IOLTA
Fund of the Bar of New Jersey. For additional
information about the Foundation’s other law-related activities, please call 1-800-FREE-LAW or visit
our website at www.njsbf.org.
Conflict Resolution and Peer Mediation Program
Established in 1994, the Foundation’s Conflict
Resolution and Peer Mediation Program consists of training
conferences and curriculum guides. The free guides contain
lesson plans and student handouts aimed at issues such as
resolving conflict, developing listening skills, dealing
with peer pressure, managing anger and developing peer
mediation programs. Available in elementary, middle and
high school levels, the lessons demonstrate how students
can take appropriate steps to prevent a potentially harmful
situation. Each guide is accompanied by a colorful poster
depicting the Win/Win guidelines for resolving conflicts.
Conflict Resolution and Peer Mediation Training
conferences provide an opportunity for teachers to learn
how to use conflict resolution lessons and train students to
be peer mediators. To guarantee a hands-on experience,
participation in the free training sessions is limited, and
separate sessions are held for elementary and middle/
high school teachers to address the special needs of each.
Follow-up sessions are held several months after the initial
two-day training programs to deal with issues that may
have arisen during implementation of the program.
Sessions are held monthly at the New Jersey Law Center
in New Brunswick.
And Then They Came For Me: Remembering the World of Anne Frank
10
N ew Jersey State Bar Foundation
Video Loan Librar y
The Foundation maintains an extensive video library to help enhance a teacher’s ability to
expose students to conflict resolution skills. The following videos may be borrowed with a
$100 refundable security deposit. Personal or school checks will be accepted. The
Foundation does not cash checks unless videos are lost or damaged. Checks will be
returned immediately upon receipt of the undamaged video.
Middle and High School Videos
Beyond Hate with Bill Moyers (grades 6-12) - Through the experience of world figures,
gang leaders and young people trying to cope with violence in their lives, this video chronicles the impact of hate on its victims and probes the many dimensions of hate. Moyers listens to those gripped by hatred and those victimized by it and also focuses on individuals
and groups who are working to move beyond hatred to achieve tolerance and acceptance.
(60 minutes)
Conflict at School: Dealing With Adults (grades 5-9) - Using scenarios typical of middle
school life, this video discusses the importance of speaking respectfully and behaving in an
adult manner. An emphasis is placed on finding the right time and place to talk, apologizing
if you are wrong and using "I Messages" to say how you feel. The video demonstrates how
compromise and negotiation can help kids resolve conflicts with adults. (28 minutes)
Conflict Resolution (grades 9-12) - This video teaches strategies for conflict resolution and
helps students turn conflict into a positive experience. The video shows students how to
avoid conflict, resolve problems and build better relationships. (26 minutes)
Accompanying handouts provide practice in developing effective ways of expressing anger
and controlling angry behavior. (30 minutes)
Student Workshop: Conflict Resolution Skills (grades 5-9) - This video can function as
a workshop to teach students the skills of conflict resolution. Through hands-on activities
and practice, students acquire six basic skills of conflict resolution: Getting the Facts, Active
Listening, Body Language, Tone of Voice, "I" Messages and Brainstorming. The accompanying handouts provide practice in each skill. (35 minutes)
Student Workshop Mediation: Getting to Win-Win! (grades 7-12) - Using true-to-life
conflicts, this video demonstrates the techniques and strategies that mediators use to help
disputants work out conflicts and arrive at win-win solutions. Accompanying student handouts and group activities provide opportunities for hands-on practice in the skills of mediation. (24 minutes)
Student Workshop: Mediation Skills (grades 5-9) - In a step-by-step approach, this video
workshop trains students to be peer mediators, equipping them with skills for conducting
successful mediation. Accompanying handouts and individual and group activities provide
hands-on practice in the skills and steps involved. (30 minutes)
Student Workshop: Resolving Conflicts (grades 9-12) - This video takes students stepby-step through the conflict resolution process. Students learn to apply specific, easy-tolearn skills and effective strategies for resolving conflicts peacefully. Accompanying handouts, individualized and group activities provide hands-on practice in the vocabulary, skills
and steps involved. (24 minutes)
Conflict Resolution: (grades 5-12) - This video is designed to help teachers, counselors
and administrators understand the components of a successful conflict resolution program.
Two schools with exemplary programs - a high school and a middle school - provide models for expanding and evaluating existing programs or developing new programs. Lesson
plans and handouts are provided as guidance for using the video at a staff in-service training session. (25 minutes)
Teen-Adult Conflict: Working It Out (grades 7-12) - Using scenarios illustrating typical
adult-teen conflicts, this video teaches conflict resolution techniques specifically aimed at
helping teens get along better with the adults in their lives. The program emphasizes good
communication skills, brainstorming for solutions and negotiating for win-win solutions. (28
minutes)
Face to Face: Conflict Resolution in Schools (grades K-12) - This video features successful conflict resolution programs implemented in Toronto schools. Staff members
explain how their programs work and how they benefit students. Aspects of the programs
are shown in action. (25 minutes)
Violence Prevention: Inside Out (grades 9 - 12) - This video explores the belief that violence is learned and looks at the cycle of violence, showing how and why violence erupts.
The video also shows that, while violence is a learned behavior, prevention of violence and
coping skills can be learned as well. (62 minutes)
Increase the Peace: Conflict Resolution (grades 9 -12) - This video is designed to appeal
to urban youth by exploring familiar scenarios and issues. This program is also intended to
motivate students to learn the skills needed to solve conflicts and gain greater control over
themselves and their lives. (32 minutes)
Me and My Parents: Working It Out (grades 5-9) - This video helps adolescents understand the nature of parent-child conflict and how their own attitudes contribute. It challenges viewers to learn newer, more grown-up ways of communicating with their parents
and provides easy-to-learn practical techniques for resolving conflict. (23 minutes)
Stop the Violence! (grades 9-12) - This video presents an overview of the problem of violence as it impacts adolescents in our communities, and offers realistic techniques for avoiding violence in a variety of true-to-life situations. Intervention programs are demonstrated.
(27 minutes)
Student Workshop: Anger Management Skills (grades 7-12) - This hands-on workshop
teaches the anger management skills that enable teens to get along better with friends, family and authority figures. The video uses an MTV-style format to help students discover the
things that trigger their anger and understand the consequences of angry behavior.
This program is also made possible by funds
from the New Jersey State Council on the
Arts/Department of State, a Partner Agency of
the National Endowment for the Arts and by
funds from the National Endowment for the
Arts.
And Then They Came For Me: Remembering the World of Anne Frank
GEORGE STREET PLAYHOUSE
THE 2007-2008 TOURING
THEATRE REPERTORY/EDUCATION
PROGRAMS
- PEACEMAKER (Grades K-4), by David Holman
A charming parable of our increasingly diverse society, this story of an unexpected
friendship between a Blue and a Red promotes an end to prejudice based on what people look like or where they come from.
- NEW KID (Grades K-8), by Dennis Foon
Students will relate to the issues in NEW KID: moving to a new place,
being the outsider, making and keeping friends. The play is a useful
presentation for new student orientations, back-to-school nights, multicultural celebrations, conflict resolution programs, and school themes such
as peace, respect, and tolerance.
- IN BETWEEN (Grades 6-9), by R.N. Sandberg
This play focuses on the fragile identities and mercurial emotions that make decisionmaking difficult for young people. In a world marked by social pressure and peer disrespect, Tad, Cue and Barrett must find the inner courage to negotiate a peace they all
can live with, without resorting to violence.
Peacemaker 1999–2000 Season
For a brochure and/or booking information, call 732-846-2895
x115 or email [email protected].
- WASTED (Grades 6-8), by Kirsten Childs
A cautionary tale of a young woman who looks back at her wasted life, her wasted
relationships, and her wasted state of being, due to drugs. Through flashbacks, we
follow ambitious, smart, young Ashley as she enters into a devastating relationship
with drugs and with Ty, the boy who introduces her to them.
- Theatre Classes
Unleash your hidden performer in acting classes designed to enhance creative
self-expression, presentation skills and spontaneity. Available for ages 5 to 85.
For a brochure and/or booking information, call 732-846-2895 x115 or email [email protected].
- Mainstage Performances
George Street Playhouse, New Brunswick, New Jersey s first professional theatre, was
established in 1974. Since then, its body of work has been marked by a strong sense of
community and a commitment to new work. Under the leadership of Artistic Director
David Saint, GSP has become a nationally recognized theatre, presenting an acclaimed
mainstage season while providing an artistic home for established and emerging theatre
artists. For more information, call our Box Office at 732-246-7717, or see our website:
www.GSPonline.org
In Between 1999–2000 Season
- AND THEN THEY CAME FOR ME:
REMEMBERING THE WORLD OF ANNE FRANK
(Grades 5 to adult), By James Still
And Then They Came For Me: Remembering the World of Anne Frank is appropriate for grades
5 through adult. This powerful play is about the hidden children of the Holocaust. Two
surviving friends of Anne Frank participate on video, while live actors re-enact their experiences as teenagers hiding in concentration camps during World War II. And Then They
Came For Me places students at the center of the learning process, providing them with a
structured opportunity to explore actively the choices they must confront each day:
Who do they include or exclude from their lives and why? In whom do they invest
authority and why? How can they try to eliminate prejudice in their own communities?
And Then They Came For Me complies with the New Jersey mandate for Holocaust
Education. Theatre companies throughout the world have performed it.
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