Written by Carla Mello
Date: January 30, 2026
Interpreter in the Ohio History Connection studio during an Underground Railroad Program.
Museums have long been at the forefront of innovative educational practices, and in the past two decades, virtual learning programs have opened new doors for immersive, interactive experiences. One standout approach is first-person interpretation, where historical interpreters portray real or composite characters from the past, engaging learners in direct dialogue and storytelling. This technique allows participants to ask questions, challenge perspectives, and experience history through authentic conversation.
The Ohio History Connection offers a compelling example of first-person interpretation in its Underground Railroad virtual program, designed for students in grades 4–8. Set in 1859, the program invites students to observe and interact with residents of the fictitious Ohio Village. Through highly researched first-person interpreters, students explore the moral and social struggles surrounding the anti-slavery movement and the Underground Railroad.
The experience begins with a facilitator introducing the program, assessing what students know with short questions and setting expectations. An initial video provides basic information about important elements like the Fugitive Slave Law. Students are then introduced to four residents of the village. They need to figure out which one of them is an Underground Railroad conductor. Engaging in information gathering, students interact directly with the residents, asking questions and hearing personal stories. Each character has unique backgrounds and perspectives on slavery.
The creation of characters starts with extensive research involving primary sources from the Ohio History Connection’s archives. The ones created for the program are composite characters which means they are fictional people created by blending traits and stories from two or more real individuals. Based on newspaper articles, letters and diaries from the mid-to-late 1800s, each character gets a background story with family composition, description of their home, office or other place of work, political affiliation if appropriate, religion, etc. The interpreter can then use this background to answer questions from students. Regarding feelings about slavery, characters are assigned to different views and values based in accurate historical data and considering that residents of Ohio at the time had a wide spectrum of positions, from active abolitionists to indifference or support.
During the interaction with interpreters, students are encouraged to take notes, analyze evidence, and ultimately vote on who they believe is the secret conductor helping enslaved people. The conductor is then revealed. Before the program is concluded, the facilitator explains to students how the program is created and leads a discussion, effectively combining first-person and third-person interpretation.
Why the quality of the interpretation and the conclusion of the program are important
First-person interpretations have limitations. Portraying history authentically while avoiding stereotypes or offensive language is a delicate balance. Interpreters must be well-trained and programs must be carefully planned to ensure historical accuracy without causing harm or discomfort. It can also cause confusion, or have students focused on questions that are not pertinent to the program.
To avoid some of these pitfalls, the facilitator is crucial. Topics like slavery require additional sensitivity, and the facilitator can intervene and provide information or support if students are struggling with the interaction with first-person interpreters or are surprised or confused by their answers. The facilitator is never a character, never uses period clothes and speaks with the students using modern day terms and expressions. It’s the bridge between the historical characters and the present.
“Breaking the spell” at the end of the program, and explaining to students how the characters are created, allows the facilitator to reinforce 1800s multiple perspectives about slavery and the role of ordinary people (and their choices) in historical events such as the anti-slavery movement.
When done properly, first-person interpretation transforms passive learning into active engagement. By meeting historical figures and grappling with real dilemmas, students develop empathy, critical thinking, and a deeper understanding of history’s complexities. The Ohio History Connection’s Underground Railroad program demonstrates how museums can leverage virtual platforms to create meaningful, memorable educational experiences that resonate far beyond the screen.
Media Credit: All images courtesy of the Ohio History Connection