This program will be offered as multipoint through videoconference. Our preferred platform is Zoom (if you prefer to use a different platform, please contact us at firstname.lastname@example.org).
This is a modified version of our award-winning "Can She Trust You?" program. Due to the pandemic, our team cannot congregate in our professional studio. Therefore, first-person interpreters will be joining Zoom from their respective homes in addition to one facilitator and one host that will be in charge of assisting attendees with technical difficulties.
This is the outline:
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 talk to and question in an effort to determine which of the interpreter is the conductor of the Underground Railroad.
4. The facilitator leads a quick review of each resident, provides the students will time to process their experiences and share what they learned.
5. The facilitator then takes the students vote on who they believe the conductor is.
6. The conductor is revealed and explains why they chose to help with the Underground Railroad.
7. Wrap Up, including a discussion focusing on the objectives specific for their grade level.
7. Program ends
• Students will discover the role Ohio played with the anti-slavery movement and the Underground Railroad.
• Discover the ways Americans struggled to realize the ideals of liberty and equality
• Students will evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric to decide which “resident” is the conductor.
• Students will compare and contrast the differing perceptions, solutions, and conflicts the individuals of 1860s era Ohio had in regards to slavery
• Students will recognize how ordinary men and women, including young people, have influenced the course of history.
Portions of the following content standards will be covered over the course of this program:
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
Ohio Revised Standards
· C.S. 4.7: Following the War of 1812, Ohio continued to play a key role in national conflicts including the anti-slavery movement and the Underground Railroad.
· C.S. 5.9: Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Western Hemisphere and results in diversity.
· C.S. 5.14: The choices made by individuals and governments have both present and future consequences.
· C.S. 6.3, Geographic tools can be used to gather, process and report information about people, places, and environments. Cartographers decide which information to include and how it’s displayed.
· C.S. 6.9 Different perspectives on a topic can be obtained from a variety of historic and contemporary sources and used to effectively communicate and defend a claim based on evidence.
· C.S. 7.13. Geographic factors promote or impede the movement of people, products and ideas.
· C.S. 8.4, The practice of race-based slavery led to the forced migration of Africans to the American colonies and contributed to colonial economic development.
· C.S. 8.24 Choices made by individuals, business and governments have both present and future consequences.
English Language Arts
· Grades 4-8: RI.4.6, RI.5.6, RI.6.6, RI.7.6, RI.8.6: Compare and contrast a firsthand and secondhand account of the same event or topic. Describe the differences and similarities in perspective and the information provided. Determine an author’s perspective or purpose in a text and explain how it is conveyed in the text, and how the author acknowledges and responds to conflicting evidence or viewpoints.
Social and Emotional
· C1: Recognize, identify and empathize with the feelings and perspectives of others.
· C3: Demonstrate an awareness and respect for human dignity, including the similarities and differences of all people, groups and cultures
· D1: Apply positive verbal and non-verbal communication and social skills to interact effectively with others and in groups.
· E1: Develop, implement and model effective decision and critical thinking skills.
· E2: Identify potential outcomes to help make constructive decisions.
· E3: Consider the ethical and civic impact of decisions
· E4: Explore and approach new situations with an open mind and curiosity while recognizing that some outcomes are not certain or comfortable.