**General Note: This is the original plan I decided upon before I did the workshop. As a result of certain factors such as time, I had to modify the existing plan, but it will give you the overview of where we went.
 
 

Pre-Workshop Exercise:

Have the students do a little research by having them generate a short no longer than a page write-up of someone younger than them. The person should ideally be a child but someone slightly younger than the student will suffice. Have them write down anything and everything that they feel is important about that person. Physical characteristics, sayings, name, tendencies, shared moments together. The premise "someone you would bend over backwards for".
 
 

Activity #1 -- What I Know

The participants should walk around the space reciting what they have researched. Ask them to also see if they can think or recall anything new that comes to mind about that person and remember it.
 
 

Music Note:
Play Track #1 from The American President
 
 

Travel Space #1 -- Welcome to Epcot Center

Teacher takes on role of Host welcoming class to Epcot Center's newest attraction, "Voyage into time" -- An Interactive Odyssey. Instruct them that we will go back in time and through the magic of Disney will see things associated with that time period but also have an opportunity to see things that weren't possible. Inform them to be prepared to interact and "live" as if it was the time period. Walk them through the Time Passage into the first space of time - 1944 United States of America.
 
 

Music Note:
Play March of the British Grenadiers
 
 

Time Passage #1, Activity #2 -- Sharing stories

Inform the class that we have arrived in June 1944, Boston Massachusetts United States of America. America is still at war and on the homefront life is pretty normal. The war seems far away and all your loved ones are overseas fighting against the Axis powers. The Allies are about to launch the greatest invasion in history: D-Day, Operation Overlord. No one on the homefront knows this, but all your loved ones are involved in the operation. It is evening and everyone in the tiny community has gathered at the local veteran's hall to socialize and have a good time, to stop worrying about events overseas. They as individuals swap stories of their loved ones. Tell each other about what you wrote about. Share the environment. Use things in the environment. The piano, cards, dance. Whatever they want to do.

Music Note:
Play CD: The Words and Music of World War II
                Song: Joltin’ Joe Dimaggio
 
 

Suddenly the teacher in role as a member of the community comes in and tells everyone to pipe down as he turns the radio up. A radio report of the invasion comes through.

Music Note:
Play Audio Excerpt of General Dwight D. Eisenhower addressing the D-DAY Landings
 
 

The teacher informs them that he received notice that our loved ones were involved in the invasion and were the first wave ashore.

Music Note:
Play Audio Excerpt of President Franklin d. Roosevelt addressing the nation on the D-DAY Landings
 
 

As the teacher leaves to get more information, music plays and as it plays the participants should walk around thinking about that person. Suddenly the music stops. Three gunshots are heard from afar. Then the sound of machine guns, and explosions are heard.

The teacher enters again in role as a letter carrier and gives each person a letter. They are asked to read it on their own. It is time to leave this place. The tour guide returns and instructs them to come with him. But there are questions to ask: What has really happened? What has happened to each person's loved ones?
 
 

Time Passage #2, Activity #3 -- A Witness to disaster

The journey comes into the smallest of three rooms as the guide informs the class that they have unknowingly joined their loved ones on board a landing craft. Thy are present only as observers and will soon see what happens to their loved ones. Show the clip from Saving Private Ryan. The video will stop and what they are asked to do is there is paper around them. Write down how they feel about what has happened to their loved one. Allow about five minutes and then inform there that there is more video to see. Stop video when it reaches the point where a machine gunner is seen mowing down troops. Inform the class this is the person who has killed their loved one. Under all those words, draw a line and write how you feel about this person. For example: What you want to do to him?

Music Note:
Play Audio Track, End theme to the Video Game Metal Gear Solid
 
 

Inform the group it is time to move on. What you have written on the sheets, these feelings will stay there -- on the sheet. It is time to go to another place around the same time.
 
 

Time passage #3, Activity #4 -- Journey to another World

Music Note:
Play Audio Tracks, Special Germany Selections
 
 

The travel takes us to 1940's Germany. Students will engage in role-play where they will enter the life of the soldier. The guide will begin by reading the Story of the Soldier. Who is faced with a dilemma: should he enlist in the army? Students will be divided into different groups and will be assigned a particular aspect of the soldier's life. One volunteer will be selected to play his wife. All the information each group needs to perform will be given to them. The surrounding environment can be used as background as well. Music and speeches from Germany should be playing from the tape player.

Allow about 10-15 minutes. Teacher will enter the scene in role as the soldier and go from scene to scene.

Upon completion of this activity, the class will find a partner, face into each other to form a corridor. As the soldier walks through, each person has the opportunity to give one final word. After each person says something, they will follow the soldier into the corridor to the next phase of the activity.
 
 

Time Passage #4, Activity #5 -- The Realm of Realization

This journey should bring the class to the realm of realization where they will be instructed to take out their original sheets that they had written down about the loved and read it again. Ask them now to think of the soldier. Look at him as if you were his parent? Are the experiences similar? Are they different? Why are they different? Why are they similar? Teacher can read the excerpted text of letters and personal narratives of soldiers and people back home.
 
 
 
 

Activity # 6 -- Realization through movement

Assemble the class together. Discuss their findings for awhile. Pull back the sheets written about how they felt when their loved one died and to remind them of these feelings. How would the parent of the soldier react if they went through the same experience of being at home and receiving a similar letter?

The class should now focus on these words and how it makes them feel. In war there is essentially two sides on a battlefield. War is a macrocosm for life's problems. Divide the class in half. Instruct them that we will perform tableaux images of these feelings by pretending we are on the battlefield. One group has eight counts to move. Then they freeze and the other group moves for eight into a figure posing with them. Hold for eight. Break up, walk around, second group walks for first eight this time freezes and then the first group can move for and additional eight and then freezes. Both hold for eight then move. Add music. Then take out volunteers. Instead of counts, this time the groups will move. First group will freeze when they hear the gunshot. Second group freezes when they hear the second gunshot. Volunteer reads a given selection. Groups break when the third gunshot is given.

Music Note:
Play Track #6 from the soundtrack The Last of the Mohicans
 
 

Upon completion, discuss feelings, moods, and criticisms. Finally the teacher as guide walks them out of the Realm of Realization and back to present day welcoming them back from their journey.