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Can She Trust You?

from Ohio History Connection

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Students utilize social and emotional learning skills and apply inquiry-based learning skills as they interview residents of Ohio Village to help Rowena, a freedom-seeking woman, find the Underground Railroad conductor. Interactions with first-person interpreters enable students to experience the moral and social struggles associated with the anti-slavery movement.

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About This Program


Point to Point: $200.00
Point to Point Premium: $175.00
By Request: $200.00
By Request Premium: $175.00

Invoices will be sent out after the program has been delivered.

Bulk program discounts are available. Contact our studio for more details.

Please allow up to 5 business days to have your program request processed.


45 min

Target Audience

Education: Grade(s) 4, 5, 6, 7, 8, 9, 10, 11, 12, Adult LearnersPublic Library: Library Patrons

Minimum participants:


Maximum participants:

We prefer groups of 35 or fewer students but can make exceptions.

Primary Disciplines

Social Studies/History, Problem Solving

Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)

Booking Information

We ask that program reservations be made at least 2 weeks in advance. Be sure to list an alternate date in your program request in the event that your requested date isn't available. Please allow up to 5 business days to have your request processed.

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

We will not charge for programs canceled due to inclement weather. The full presentation fee will be charged to sites, which cancel with less than 24 hours notice.

About This Provider

Content Provider logo


Ohio History Connection

Columbus, OH
United States

Ohio History Connection offers engaging, blended learning that brings history to life for students, educators, and lifelong learners of all ages. Our award-winning, live and interactive programs use the tools of history to understand ourselves, each other, and the world around us,

The Ohio History Connection is a statewide history organization with the mission to spark discovery of Ohio’s stories. As a 501(c)(3) nonprofit organization chartered in 1885, the Ohio History Connection carries out history services for Ohio and its citizens focused on preserving and sharing the state’s history. This includes housing the state historic preservation office, the official state archives, local history office, k-12 education and managing more than 50 sites and museums across Ohio. For more information on programs and events, visit

For more information on our Virtual Learning Experiences and other educational offerings, contact us at

School and Teacher Support

Program Details


1. The program begins with an introductory video.
2. A facilitator helps set the stage for the program and explains what the students will be doing.
3. The students meet several residents of Ohio Village, as played by first person interpreters, who they interview and question in an effort to determine which of the interpreter the Underground Railroad conductor.
4. The facilitator leads a quick review of each resident and then takes the students vote on who they believe the conductor is.
5. The conductor is revealed and explains why they chose to help with the Underground Railroad.
6. The facilitator reveals what ultimately happened to Rowena.
7. Wrap Up
8. Program ends


1. Students will discover the role Ohio played with the anti-slavery movement and the Underground Railroad.
2. Students will compare and contrast the differing perceptions, solutions, and conflicts the individuals of 1860s era Ohio had in regards to slavery
3. Students will recognize the role of ordinary men and women, including young people, in influencing history.

Standards Alignment

National Standards

Portions of the following content standards will be covered over the course of this program:

National Standards
NCTE – ELA K-12.4 Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
NCTE – ELA K-12.12 Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

NCSS - SS.2 Time, Continuity, and Change
NCSS - SS.5 Individuals, Groups, and Institutions
NCSS - SS.6 Power, Authority, and Governance
NCSS - SS.8 Science, Technology, and Society

Common Core Standards
ELA CCSS: SL.4.1, SL. 4.2, SL.4.3
ELA CCSS: SL.5.1, SL.5.2, SL.5.3
ELA CCSS: SL.6.1, SL.6.2, SL.6.3
ELA CCSS: SL.7.1, SL, 7.2, SL.7.3
ELA CCSS: SL.8.1, SL.8.2, SL.8.3

State Standards

Portions of the following content standards will be covered over the course of this program:

Ohio Revised Standards – Social Studies
Grade Four
Theme: Ohio in the United States
Topic: Heritage
Content Statement 7: Following the War of 1812, Ohio continued to play a key role in national conflicts including the anti-slavery movement and the Underground Railroad.
Topic: Places and Regions
Content Statement 11: The regions of the United States known as the North, South and West developed in the early 1800s largely based on their physical environments and economies.
Topic: Human Systems
Content Statement 13: The population of the United States has changed over time, becoming more diverse (e.g., racial, ethnic, linguistic, religious). Ohio’s population has become increasingly reflective of the cultural.
Production and Consumption
Content Statement 21: Entrepreneurs in Ohio and the United States organize productive resources and take risks to make a profit and compete with other producers.

Grade Eight
Theme: U.S. Studies from 1492 to 1877 Exploration Through Reconstruction
Topic: Civil War and Reconstruction
Content Statement 12: Disputes over the nature of federalism, complicated by economic developments in the United States, resulted in sectional issues, including slavery, which led to the American Civil War.
Topic: Civil War and Reconstruction
Content Statement 13: Key events and significant figures in American history influenced the course and outcome of the Civil War.
Topic: Economic Decision Making and Skills
Content Statement 24. Choices made by individuals, businesses and governments have both present and future consequences.

Ohio New Learning Standards: Reading: Literature
Key Ideas and Details
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions)
RL.5.2a Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic.
RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Craft and Structure
RL.4.6 Explain the differences in the point(s) of view in a text and different perspectives of the characters.
RL.5.6 Describe how a narrator's or speaker's point of view and perspective influence how events are described.
RL.8.6 Analyze how differences in the points of view and perspectives of the characters and the audience or reader (e.g., created through the use of dramatic irony) create effects such as suspense or humor.
Integration of Knowledge and Ideas
RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures

Ohio’s K-12 Social and Emotional Learning Standards
Competency A: Self-Awareness
A4: Demonstrate a sense of personal responsibility, confidence and advocacy
Grades 3-5
A4. 1.b
Identify and describe how personal choices and behavior impacts self and others
Middle Grades
A4. 1.c
Describe how personal responsibility is linked to being accountable for one’s choices and behavior
Competency C: Social Awareness
C1: Recognize, identify and empathize with the feelings and perspective of others
Grades 3-5
C1. 1.b
Identify verbal and nonverbal cues representing feelings in others
C1. 2.b
Identify and acknowledge others’ viewpoints, knowing that both sides do not have to agree but can still be respectful
C1. 3.b
Demonstrate empathetic reactions in response to others’ feelings and emotions
Middle Grades
C1. 1.c
Determine if verbal and nonverbal cues correspond to the feelings expressed by others
C1. 2.c
Demonstrate respect across school, community, face-toface and virtual settings, when viewpoints or perceptions differ
C1. 3.c
Demonstrate empathy through understanding of others’ feelings and acknowledgement of their perspective
C3: Demonstrate an awareness and respect for human dignity, including the similarities and differences of all people, groups and
Grades 3-5
C3. 1.b
Discuss positive and negative opinions people may have about other people or groups, even if they aren’t always true
Middle Grades
C3. 1.c
Discuss how positive or negative stereotypes of an individual or group can be unconscious and may lead to discrimination and prejudice
Competency D: Relationship Skills
D1: Apply positive verbal and non-verbal communication and social skills to interact effectively with others and in groups
Grades 3-5
D1. 1.b
Apply active listening and effective communication skills to increase cooperation and relationships
Middle Grades
D1. 1.c
Demonstrate the ability to actively listen and understand multiple perspectives
Competency E: Responsible Decision-Making
E1: Develop, implement and model effective decision and critical thinking skills
Grades 3-5
E1. 1.b
Generate possible solutions or responses to a problem or needed decision recognizing that there may be more than one perspective
E1. 2.b
Implement strategies to solve a problem
Middle Grades
E1. 1.c
Demonstrate critical thinking skills when solving problems or making decisions, recognizing there may be more than one perspective
E1. 2.c
Gather evidence to support and solve academic and social challenges

Ohio’s Learning Standards for Technology
STRAND: Society and Technology
The interconnectedness of technology, self, society and the natural world, specifically addressing the ethical, legal, political and global impact of technology.

Topic 2: Analyze the impact of communication and collaboration in both digital and physical environments.
Grade 3 - 5
Exercise digital etiquette when communicating and collaborating.
Grade 6 - 8
Apply appropriate interactions and digital etiquette in varying contexts, reflecting upon potential impacts in both digital and physical environments.
Grade 9 - 12
Describe and demonstrate professionalism and civility in communications and collaborative environments.
Manage and adjust appropriate interactions and digital etiquette in varying contexts, in digital, physical and cultural environments.