SPRING AWAKENING - Segerstrom Center for the Arts

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History Discussion Discussion Objective Reporting child abuse. From the Script Act 1, Scene 8 Wendla and Melchior discuss Martha’s abusive situation. Wendla Martha Bessell is beaten almost every evening -- the next day, you can see the welts. It’s terrible. Really, it makes you boiling hot to hear her tell it. Lately, I can’t think about anything else. Teaching Tips What we are aiming for in this lesson is to discuss how child abuse laws have evolved since the 1800s, and inform students of their responsibility in reporting such behavior. Exercise Melchior Someone should file a complaint. Since the 1800s child abuse have evolved considerably. Thank goodness. Children in those days and even beyond were considered owned by their parents, and other than social pressure on those who committed such acts, legally, not much was done to protect the child. Students should research the history of child abuse laws in America from 1900 and take careful notes. They should create a timeline to help organize events. As each event is listed, further research its details. These notes will be important in the discussion to follow. The earliest event in the evolution of child abuse laws found by a student will be the starting point of the discussion. The discussion will move forward based on the next talking point based on its date. For instance the first point may have occurred in 1900. The next talking point might have occurred in 1901, and so on to the present. To sum up the discussion, ask students if they understand their responsibility to report child abuse. Be sure to address their concerns about false accusations. 12
History Writing Writing Objective Exploring women’s rights in two cultures. From the Script Act 1, Scene 2 Most of the history you study in junior high and high school will be American history. Not much about German history will be discussed. There are many parallels between the histories of the two nations. Here’s an opportunity to get a glimpse of German culture and the women’s rights movement which may help you understand the significance of our own. Herr Knochenbruch Look at that. Melchior Gabor, a young man of distinct intellectual capability -- Thoroughly distinct. Fraülein Knuppeldick Teaching Tips Most of the history you study in junior high and high school will be American history. Not much about German history will be discussed. There are many parallels between the histories of the two nations. Here’s an opportunity to get a glimpse of German culture and the women’s rights movement which may help you understand the significance of our own. Herr Knochenbruch A young man who could be our finest pupil -- Fraülein Knuppeldick Our finest, Herr Knochenbruch. Act 1, Scene 3 ...the young women, Anna, Thea and Wendla prattle on about marriage and boys Anna I certainly hope your Mama approves the man I marry. Thea And the man I marry! Wendla Well, we all know who Thea longs to marry! Exercise Martha Melchior Gabor! Thea And who doesn’t? Anna He is rather handsome. . . The excerpts above reinforce how differently young men and women were perceived in those days. The young women were raised to marry and have families while the young men were educated for careers. Obviously women, at least in the rural areas of Germany, did not go to school. The late 19th and early twentieth centuries were energetic times for the women’s rights movement. As we see from our Overture, it certainly was in Germany. But there were similar movements going on in America at about the same time. Let’s explore a few of the more important women who fought for women’s rights—and won. Tell students to pick one of the women mentioned in the Overture to History. They may select another German women’s rights activist if they choose. Tell them to research an American women’s activist who fought for women in about the same time period—late 19th/ early 20th centuries. Write an essay comparing the work of the two women titled: “Sisters in Freedom.” 13
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Page 3 and 4: Contents Table of Using the Field G
Page 5 and 6: Story of The It’s Germany, 1891.
Page 7 and 8: Hänschen Schoolboy; a friend of Me
Page 9 and 10: The Guide to Theatergoing Etiquette
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Page 35 and 36: How We Got Here by Tom Hulce A good
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Page 41: Resources Websites: www.springawake

SPRING AWAKENING - Segerstrom Center for the Arts

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