“Cincinnati 28” The true story of 28 slaves whose strength, struggles, and sacrifices lead them on a journey through the Ohio

River valley and beyond to freedom.

Teacher Resource Guide

Produced by Cincinnati Museum Center Directed by Dennis Murphy

Written by Lynn and Kristin Elzey 2002

“CINCINNATI 28” SYNOPSIS

“Cincinnati 28” is an interdisciplinary drama experience. The play is based on the true story of a group of twenty­eight fugitive slaves that hired a conductor to lead them on a journey through the Ohio River valley and finally to Canada. Through the dialogue of the professional cast, the audience will learn the dangers awaiting a fugitive slave, the life of a slave, the pain of separation from family and friends, and the courageous roles of the conductors and stationmasters of the Underground Railroad.

The drama promotes personalized learning and reinforces proficiency goals. It was created to enable the audience to connect their own emotions to those enslaved, as well as to investigate the themes of courage and change through learning, dialogue, and reflection.

It is not only important for us to tell the stories of the past, but even more important that the stories make a difference in the lives we touch. The play “Cincinnati 28” emphasizes the importance of a compassionate voice, the touch of a helping hand, and exemplifies the strength and unselfish sacrifices of those who gave their lives so that others can achieve their dreams and the freedom to share their gifts.

CAST MEMBERS

Mother and Baby – A young black woman who was sold as a child on the auction block and taken away from her parents. She now has a baby and finds slavery so oppressive that she is willing to risk her life and the life of her child in order to seek freedom and follow her dreams.

Plantation Cook – An older black woman who has lived as a slave on the plantation since birth. She has survived many hardships, knows the pain and torture of fugitive slaves, and feels a loyalty to her master and his family. Or does she?

Old Joe – An older black man who picked cotton on a plantation for 40 years. He was freed when his master died, but was then kidnapped by a slave catcher and sold back into slavery. His spirit yearns for freedom again, but he is afraid that the journey would be too difficult.

Henry – A spirited, young black man who has been raised on the plantation. He has worked as a house servant since he was 5 years old and is determined to seek freedom for a better life, even if he has to desert others in the group.

John Fairfield – A white man hired by the fugitives as their conductor and guide to Canada. Although raised a southerner, he is against slavery. Some people say that he is lacking in moral principles, but he is a faithful friend to escaping slaves.

Plantation Overseer – A white man, hired by the Plantation Master. It is his job to manage and control the slaves working in the fields. His paycheck and reputation rely on his success at increasing production and profits, no matter what affect it has on the slaves’ well­being. He considers slaves as human machines with no feelings or emotions.

Slave Catcher – A white man who makes it his business to catch and return fugitive slaves. He is ruthless and considers a slave the property of his owner. He is only interested in the monetary rewards of his efforts, whether the slave is sold on the auction block or returned to his owner.

Mr. John Hatfield – A free black man who is a Deacon at the nearby Baptist church. He and his wife risk their lives to assist escaping slaves and organize their friends to provide food and clothing. Together with Levi Coffin, he is dedicated to the efforts of the Underground Railroad.

THE CINCINNATI CONNECTION TO SLAVERY

The play, “Cincinnati 28,” is a true story of a group of twenty­eight fugitive slaves that crossed the Ohio River at Lawrenceburg, Indiana from Kentucky. They hired John Fairfield, a white man, to help them cross the Ohio River. Fairfield was a Virginian by birth, was raised on a plantation that had slaves, but hated slavery. He guided the group to the mouth of the big Miami River, where he knew several rafts were tied to a tree on the bank.

Several of the men had their wives with them, and one woman had a baby with her. Crossing the river, the boats were so overloaded that many of the escaping slaves got wet and some lost their shoes on the muddy riverbank. Cold, hungry and exhausted, the slaves reached the Cincinnati riverbank below the Mill Creek at daybreak. Fairfield hid them in the ravines and went to find John Hatfield to ask for help. Together, John Hatfield, a black man and Deacon at the Baptist church, and Levi Coffin, a white man who assisted fugitives, developed a plan of escape. The twenty­eight fugitive slaves were placed in buggies and disguised as a funeral procession. They traveled on Colerain Pike to College Hill.

Unfortunately, the fictitious funeral procession became a reality with the death of the baby from the cold, wet conditions. After the burial, the group traveled to Hamilton, West Elkton, Eaton, and Newport, Indiana on their journey to freedom. They traveled from station to station through Indiana and Michigan to Detroit. It was reported that they safely arrived in Canada.

“CINCINNATI 28” CONNECTIONS TO YOUR CLASSROOM

The following questions will help you and your students connect “Cincinnati 28” to your classroom curriculum.

1. After viewing the play, instruct your students to answer these questions in one word or one phrase: A. What did you hear? B. What did you see? C. How did you feel?

2. Would you have the courage to be a fugitive slave? Explain.

3. Which cast member did you relate to the most? Why?

4. What did you learn about slavery from the play, “Cincinnati 28”?

5. Do you think slavery continues today? Where? Why?

“CINCINNATI 28” CURRICULUM CONNECTIONS It is the goal of the play “Cincinnati 28” to interweave different learning styles and engage students in a participatory educational experience. The following curriculum connections have been designed to promote personalized learning and to reinforce classroom curriculum through the multiple intelligences and Bloom’s Taxonomy. The activities can apply to various grade levels and proficiency standards in the subject areas of social studies, science, language arts, reading, math and the arts.

1. Research and create a timeline of the history of slavery in the United States. Select several significant events and describe their affect on slavery. What would have been their affect on the life of a slave. Describe as a journal or diary entry.

2. Use primary and secondary documents, such as diaries and speeches to research, to understand slavery in America. Explain how politics (how a society was governed), sociology (what groups formed the society), economics (how people worked and what they produced), religion and philosophy (what was valued and believed at the time) influenced this time period. Write a monologue, short story, or create a visual presentation relating your research.

3. Research the viewpoints of a plantation owner, overseer, slave catcher, conductor and slave regarding their different feelings towards slavery. Create a newspaper article or interview to record and better understand their reactions to this time period.

4. Research and explain how the African American community not only asserted itself in the freedom of slaves, but has also asserted itself with the civil rights movement and given power to the human rights movement that is important today.

5. Organize two debate teams. Team 1 will represent pro­slavery issues and Team 2 will represent anti­ slavery issues. Each debate team should research and present their viewpoints with a clear focus and show their understanding of the topic. The teams should be able to debate the issue and understand the difference between fact and opinion.

6. Compare and contrast the rights and responsibilities of a slave with the rights and responsibilities of a person living in Ohio in 1847. Create a Venn diagram with your research.

7. Read a story about a slave. Be prepared to summarize and sequence the main ideas and events. Write your own short story, poem or song about being a slave. Include historical information, personal details and your feelings about slavery.

8. Learn about the songs of the slaves and their messages. Investigate how the words of the songs recorded their answers to many questions, gave directions and described their feelings. Use this information to create your own song or poem about slavery.

9. Research the life of a slave and the dangers of escaping from a plantation. Create a monologue or story that answers questions about who you are, where you live, when and how you are going to escape. Include your personal feelings. Use descriptive details and vivid language to develop your character.

10. Choose a topic about slavery. Create your own questions for research and develop a plan for gathering information. Collect information from a variety of resources including books, computers, songs, poems and documents. Present your information to an audience. Make sure you distinguish between fact and opinion, give the ideas and events in sequential order and show an understanding of the topic. Include a concise introduction, body and conclusion in your presentation. Use correct communication skills by speaking clearly and using proper pace and volume.

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Resource Guide 4

“CINCINNATI 28” CURRICULUM CONNECTIONS CONTINUED

11. Use a pictograph, bar graph, line graph or tables to record the number of African Americans living in Cincinnati from 1830­1840. Read and interpret your information. Compare this information with a timeline of slavery in America. What conclusions can you make? Write your research findings in a brief paragraph.

12. Identify and describe the common subjects, ideas and themes that artists have recorded in their artwork about slavery. Create your own visual interpretation of slavery. Explain your artwork.

13. Investigate how fugitive slaves used celestial navigation to locate and travel north. Research the constellations that would have appeared in a winter or spring sky in the Northern Hemisphere. These are the times of year slaves were most likely to escape. Record your findings as you locate the North Star. How does the song “Follow the Drinking Gourd” relate to your research?

14. Explain one of the following important events in American history. What caused the event and how did the event affect slavery in the U.S.? Use your written or oral presentation skills to convey your information.

1. The Fugitive Slave Act of 1793 2. The Fugitive Slave Law of 1850 3. The Dred Scott Decision of 1857 4. The Emancipation Proclamation, 1863 5. Black Codes of Ohio 6. 15 th Amendment 7. U.S. Civil War

15. Write a letter to a person (real or fictional) that you consider a hero of this time period. In your letter, explain why you chose this person and what attributes they possess that you would like to develop in yourself.

1. Conductor 2. Harriet Beecher Stowe 3. President Abraham Lincoln 4. Harriet Tubman 5. Sojourner Truth 6. John Rankin 7. Josiah Henson 8. Levi Coffin 9. Susan B. Anthony

Residential Pattern 1830 African Americans = 1090 1840 African Americans = 2129

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Resource Guide 5

“CINCINNATI 28” CURRICULUM CONNECTIONS CONTINUED

16. Select a quote from those listed below. Research the author of the quote, to whom they were speaking, and the historical significance of the quote. Present your research as if you were a reporter for a local newspaper or as the author giving a speech or monologue.

1. “I had reasoned this out in my mind, there was one of two things I had a right to, liberty or death; if I could not have one, I would have the other, for no man should take me alive…”

­Harriet Tubman

2. “A house divided against itself cannot stand. I believe this government cannot endure permanently half slave and half free…” ­ Abraham Lincoln

3. “If slavery is not wrong, nothing is wrong.” ­ Abraham Lincoln

4. “The first object which saluted my eyes when I arrived on the coast was the sea and a slave ship...These filled me with astonishment which was soon converted into terror.” ­Olaudah Equiano

5. “The only true remedy for the extension of slavery, is the immediate abolition of slavery.” ­ Frederick Douglass

6. “I looked at my hands to see if I was the same person now I was free. There was such a glory over everything…I felt like I was in heaven.” ­ Harriet Tubman

7. “The cause of the slave brought together the friendship, diverse origin, training, habits of life, temperament, disposition and other personal characteristics.” ­ Levi Coffin

8. “I thought upon coming to a free State like Ohio, that I would find every door thrown open to receive me, but from the treatment I received from the people generally, I found it little better than in Virginia.” ­ John Malvin, 1840

9. “It has now become absolutely necessary, that slavery should cease in order that freedom may be preserved in any part of our land.” ­ James Birney

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Resource Guide 6

ACTIVITY 1: FOLLOW THE DRINKING GOURD In many African villages, a song leader or Griot was also a historian, reporter and communicator. People of the village would join in the songs and listen to their message. Many slaves continued this tradition and used music as a means of communication. Fugitive slaves shared the directions given in “Follow the Drinking Gourd” to help others find the Big Dipper, a star constellation shaped like a gourd. The star, Polaris, or North Star, guided slaves towards the North and to freedom in Canada.

Learn about the songs of the slaves and their messages. Investigate how the words of the songs recorded their answers to many questions, gave directions and described their feelings. Use this information to create your own song or poem about slavery.

When the sun comes back And the first quail calls Follow the drinking gourd For the old man is a­waiting for to carry you to freedom If you follow the drinking gourd.

(Repeat Chorus)

The riverbank makes a very good road. The dead trees will show you the way. Left foot, peg foot, traveling on, Follow the drinking gourd.

(Repeat Chorus) The river ends between two hills Follow the drinking gourd. There’s another river on the other side Follow the drinking gourd.

(Repeat Chorus) When the great big river meets the little river Follow the drinking gourd. For the old man is a­waiting for to carry you to freedom If you follow the drinking gourd.

ACTIVITY 1: FOLLOW THE DRINKING GOURD CONTINUED

“Follow the Drinking Gourd” is a coded song that gives the route for an escape from Alabama and Mississippi. Of all the routes out of the Deep South, this is the only one for which the details survived. The route instructions were given to slaves by an old man named PEG LEG JOE. Working as an itinerant carpenter, he spent winters in the South, moving from plantation to plantation, teaching slaves this escape route. Unfortunately, we know nothing more about PEG LEG JOE.

The song and its translations are as follows:

When the sun comes back And the first quail calls Follow the drinking gourd For the old man is a­waiting for to carry you to freedom If you follow the drinking gourd.

“When the sun comes back” means winter and spring when the angle of the sun above the horizon at noon is getting higher each day. Quail are migratory birds, which winter in the South. The Drinking Gourd is the Big Dipper. The old man is PEG LEG JOE. The verse tells slaves to leave in the winter and walk towards the Drinking Gourd. Eventually they will meet a guide who will escort them for the remainder of the trip.

Most escapees had to cross the Ohio River, which is too wide and too swift to swim. The Railroad struggled with the problems of how to get escapees across, and with experience, came to believe the best crossing time was winter. The river was frozen, and escapees could walk across the ice. Since it took most escapees a year to travel from the South to Ohio, the Railroad urged slaves to start their trip in winter in order to be at the Ohio River the next winter.

The riverbank makes a very good road. The dead trees will show you the way. Left foot, peg foot, traveling on, Follow the drinking gourd.

This verse taught slaves to follow the bank of the Tombigbee River north looking for dead trees that were marked with drawings of a left foot and a peg foot. The markings distinguished the Tombigbee from other north­south rivers that flowed into it.

The river ends between two hills Follow the drinking gourd. There’s another river on the other side Follow the drinking gourd.

These words told the slaves that when they reached the headwaters of the Tombigbee, they were to continue north over the hills until they met another river. Then they were to travel north along a new river, which is the Tennessee River. A number of the southern escape routes converged on the Tennessee.

When the great big river meets the little river Follow the drinking gourd. For the old man is a­waiting for to carry you to freedom If you follow the drinking gourd.

This verse told the slaves that the Tennessee River joined another river. They were to cross that river (which is the Ohio River) and on the north bank, meet a guide from the Underground Railroad.

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Resource Guide 8

ACTIVITY 2: UNDERGROUND RAILROAD ROUTES

Activity 2 1. List all of the free states in 1860.

2. List all of the slave states in 1860.

3. What states would a fugitive slave travel through to reach a free state?

4. Which rivers would a fugitive slave travel to escape from Louisiana to get to Pennsylvania?

5. Why were there so many railroad routes running from the Ohio River Valley to the north in 1860?

http://education.ucdavis.edu/NEW/STC/lesson/socstud/railroad/Map.htm

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Resource Guide 9

“CINCINNATI 28” GLOSSARY OF TERMS

Abolitionism

Abolitionist

Black Codes

Conductor

Fugitive

Fugitive Slave Law of 1850

Freedom Train

Heaven

Northwest Ordinance

Northwest Territory

Slave Catcher

Station

A movement in which participants refuse to accept the existence of slavery in the United States and actively worked to end it.

A person who believed in or worked for the end of slavery.

First enacted in Ohio in 1803, these laws made it illegal for African Americans to vote, to hold civil or military office, and to participate in public institutions such as schools and hospitals. The code also charged employers 50 cents a day for hiring a runaway slave and charged each Ohio resident a $500 bond (to be used in support of the person if he/she could not support him/herself).

One of the people working on the Underground Railroad who helped transport people from station to station.

An escaping slave.

A law requiring everyone to help in the recapture of fugitive slaves that was strongly resisted in many northern states.

A term used to describe the Underground Railroad.

A code word for Canada, where escaped slaves could be safe.

A document created in 1787 which prohibited slavery from existing in the Northwest Territory.

An area of the United States that makes up Ohio, Indiana, Illinois, Michigan and Wisconsin (called this before they became states).

A person who made a living by tracking down fugitive slaves.

A stop on the Underground Railroad, frequently the house of one of the Conductors.

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Resource Guide 10

TIMELINE OF SLAVERY 1565 African slaves arrive in North America at Spanish colony of St. Augustine

1619 First Africans arrive in Jamestown, Virginia initially identified as Indentured Servants

1755 All 13 colonies legally recognize “chattel” (slavery)

1770s Slave labor becomes vital to Southern economy because of growth of rice, tobacco, sugar and indigo

plantations. Northern economy increases because of the development of small farms and industry

1793 Invention of cotton gin, a machine that separates the fibers of cotton from the seed, increases the

importance of slavery to the Southern economy.

1793 Canada’s only anti­slavery law passed.

1793 First Fugitive Slave Law passed

1803 First Black Codes (Black Laws) enacted

1804 Free blacks must register certificate of freedom and pay 12 ½ cents for each family member

1805 African Slave Trade supposedly forbidden

1808 Cincinnati passes local laws to reinforce Black Codes

1829 Isabella Van Wagener changes her name to Sojourner Truth and begins preaching her abolitionist beliefs in

the North

1829­1830 First petition campaign against Black Codes

1830 Use of the train as a means of transportation increases, and the term “Underground Railroad” is first used to

describe the movement of runaway slaves

1833 British Parliament passes Emancipation Act, which frees all slaves and outlaws slave trade

1835 James G. Birney, future owner of the The Philanthropist, an abolitionist newspaper, arrives in Cincinnati

1836 The Philanthropist becomes the official newspaper of the Ohio Anti­Slavery Society

1836 Angry mobs attack the printing press of The Philanthropist

1838 Blacks banned from public schools

1839 Ohio passes state Fugitive Slave Act

1847­1863 Frederick Douglass, abolitionist and escaped slave, publishes newspaper, The North Star

1849 Black Codes repealed

1849 Harriet Tubman, escaped slave, begins to help over 300 slaves to freedom on the Underground Railroad

1850 Second Fugitive Slave Law passed

1851 Harriet Beecher Stowe publishes Uncle Toms Cabin

1857 Dred Scott case

1858 Slave shipWanderer arrives; she delivers probably last cargo of slaves to America

1861 Civil War begins

1863 Abraham Lincoln issues Emancipation Proclamation

1865 Civil War ends

1865 13 th Amendment to the U.S. Constitution prohibits slavery in America

1866 14 th Amendment gave citizenship to African­Americans (men only)

1870 15 th Amendment gave the right to vote to African­Americans (men only)

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ACADEMIC BENCHMARK STANDARDS 4­8: Social Studies

Grade People in Societies

Citizenship Rights and

Responsibilities

Skills and Methods History Geography Government

4

Describe the cultural practices and products of various groups who have settled in Ohio over time

Explain the reasons people came to Ohio

Obtain information about state issues from a variety of sources

Use primary and secondary sources to answer questions about Ohio history

Identify main ideas and supporting details from factual information

Distinguish between fact and fiction

5

Describe the cultural practices and products of various groups who have settled in Ohio over time

Describe the experiences of African Americans under the institution of slavery

Explain the significance of the rights that are protected by the First Amendment

Obtain information about state issues from a variety of sources

6

Analyze information from primary and secondary sources in order to summarize, make generalizations and draw conclusions

Explain reasons for the creation of governments such as protecting lives, liberty and property

7

Describe historical events and issues from the perspectives of people living at the time in order to avoid evaluating the past in terms of today’s norms and values

Compare multiple viewpoints and frames of reference relating to important events in world history

8

Describe and explain the social, economic and political effect of stereotyping and prejudice, racism and discrimination

Analyze the economic, geographic, religious and political factors that contributed to the enslavement of Africans in North America and resistance to slavery

Show the relationship between participating in civil and political life and the attainment of individual and public goals including the Underground Railroad, the abolitionists movement/abolition of slavery

Evaluate the role of historical figures and political bodies in furthering and restricting the rights of individuals

Compare accuracy and point of view of fiction and nonfiction sources about a particular era or event

Construct a historical narrative using primary and secondary sources

Explain causes of the Civil War with emphasis on slavery, states rights, and different economies of the north and south

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ACADEMIC BENCHMARK STANDARDS 9­12: Social Studies

Grade People in Societies

Citizenship Rights and

Responsibilities

Skills and Methods History Geography Government

9 Analyze the results of political, economic and social oppression and the violation of human rights

Explain how political and economic conditions, resources, geographic locations and cultures have contributed to cooperation and conflict

10

Describe how the perspectives of cultural groups helped to create political action groups such as NAACP

Analyze the perspectives that are evident in African American art, music, literature and media and how these contributions reflect and shape culture in the United States

Analyze historical and contemporary examples of citizen movements to bring about political change

Analyze one or more issues and present a persuasive argument to defend a position

11

Identify causes of prejudice and demonstrate ways in which legal protections (including constitutional amendments and civil rights legislation) prevent and reduce discrimination

Explain how the U.S. has been affected politically, economically and socially by its multicultural diversity

12

Identify the perspectives of diverse cultural groups when analyzing current issues

Analyze ways countries and organizations respond to conflicts between forces of unity, and forces of diversity

Challenge arguments of historical inevitability by giving examples of how different choices could have led to different consequences (choices made during the Civil War)

Analyze primary source material to see if a historical interpretation is supported

Identify and analyze an issue related to domestic policy in the U.S.

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KENTUCKY STUDENT PERFORMANCE STANDARDS 4­12 Goal 1: Communication Skills

• 1.3 Students make sense of the various things they observe. • 1.4 Students make sense of the various messages to which they listen. • 1.14 Students make sense of ideas and communicate ideas with music. • 1.15 Students make sense of and communicate ideas with movement.

Goal 2: Apply Core Concepts and Principles

Social Studies • 2.14 Students understand the democratic principles of justice, equality, responsibility, and

freedom and apply them to real­life. • 2.15 Students can accurately describe various forms of government and analyze issues that relate

to the rights and responsibilities of citizens in a democracy. • 2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions

to better understand people and the relationships among individuals and among groups. • 2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues to

develop historical perspective.

Arts and Humanities • 2.22 Students create works of art and make presentations to convey a point of view. • 2.26 Through the arts and humanities, students recognize that although people are different, they

share some common experiences and attitudes.

Goal 5: Think and Solve Problems • 5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating,

and comparing to solve a variety of problems in real­life situations. • 5.3 Students organize information to develop or change their understanding of a concept. • 5.4 Students use a decision­making process to make informed decisions among options. • 5.5 Students use problem­solving processes to develop solutions to relatively complex problems.

Goal 6: Connect and Integrate Knowledge • 6.1 Students connect knowledge and experiences from different subject areas. • 6.2 Students use what they already know to acquire new knowledge, develop new skills, or

interpret new experiences. • 6.3 Students expand their understanding of existing knowledge by making connections with new

knowledge, skills, and experiences.

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INDIANA ACADEMIC STANDARDS GRADES 4­12 STANDARD 1: HISTORY The Civil War Era: 1850­1880’s 4.1.7 Explain the roles of various individuals, groups, and movements in the social conflicts leading to the Civil

War. Example: Levi and Catherine Coffin, The Underground Railroad, religious groups, the abolition and anti­ slavery groups, the Liberia colonization movement.

4.1.8 Summarize the participation of Indiana citizens in the Civil War.

Growth and Development 1880­1920 4.1.9 Give examples of Indiana’s increasing agricultural, industrial, and business development in the nineteenth

century.

Growth and Development 1920­Present 4.1.11 Identify important events and movements that changed life in Indiana in the twentieth century. Example:

African American migration from the South.

Chronological Thinking, Comprehension, Analysis & Interpretation 4.1.13 Organize and interpret timelines that show relationships among people, events, and movements in the history of

Indiana.

4.1.14 Distinguish fact from opinion and fact from fiction in historical documents and other information resources.

4.1.15 Using primary source and secondary source materials, generate questions, seek answers, and write brief comments about an event in Indiana history.

5.1.19 Develop and interpret timelines showing major people, events, and developments in the early history of the United States from 1776­1801.

5.1.21 Examine an historical narrative about an issue of the time and distinguish between statements of opinion and those that are factually grounded. Example: Concerns about slavery, the controversy over the presidential election of 1800.

6.1.16 Develop and compare timelines that identify major people, events, and developments in the history of individual civilizations and/or countries that comprise Europe and the Americas.

6.1.18 Recognize historical perspectives in fiction and nonfiction stories by identifying the historical context in which events unfolded and by avoiding evaluation of the past solely in terms of present­day norms.

6.1.19 Analyze cause­and­effect relationships, keeping in mind multiple causation, including the importance of individuals, ideas, human interests, beliefs, and chance in history.

6.1.20 Differentiate between factual and fictional historical accounts; explain the meaning of historical passages by identifying who was involved, what happened, where it happened, what events led to these developments, and what consequences or outcomes followed.

7.1.15 Develop and compare timelines that identify major people, events, and developments in the history of the individual civilizations and/or countries that comprise Africa, Asia, and the Southwest Pacific.

7.1.17 Recognize historical perspective by identifying the historical context in which events occurred, and avoid evaluating the past solely in terms of present­day norms.

7.1.18 Analyze cause­and­effect relationships, bearing in mind multiple causation, including the importance of individuals, ideas, human interests, beliefs, and chance in history.

8.1.26 Develop and interpret United States history timelines from 1750 to 1877 by designating appropriate intervals of time and recording events according to the chronological order in which they occurred.

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Research Capabilities 7.1.20 Form and respond to historical questions and use a variety of information resources to find and evaluate

historical data on the people, places, events, and developments that have played a part in the history of Africa, Asia, and the Southwest Pacific.

8.1.30 Form historical research questions and seek responses by analyzing primary resources — such as autobiographies, diaries, maps, photographs, letters, and government documents — and secondary resources, such as biographies and other nonfiction books and articles on the history of the United States.

National Expansion and Reform 1801­1861 8.1.16 Describe the abolition of slavery in the northern states, conflict and compromises associatedwith westward

expansion of slavery, such as the Missouri Compromise (1820), and the continued resistance to slavery by African Americans.

8.1.18 Analyze different interests and points of view of individuals and groups involved in the abolitionist, feminist, and social reform movements and in sectional conflicts.

8.1.20 Explain the influence of individuals on key events and developments of the early United States.

The Civil War and Reconstruction Period: 1850­1877 8.1.21 Analyze the causes and effects of events leading to the Civil War, including development of sectional conflict

over slavery.

8.1.22 Describe the importance of key events in the Civil War, including the battles of Antietam, Vicksburg, and Gettysburg, and the Emancipation Proclamation and Gettysburg Address (1861–1865).

8.1.23 Explain and evaluate the policies, practices, and consequences of Reconstruction, including the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution.

8.1.25 Identify the influence of individuals on political and social events and movements. Example: Henry Clay, Harriet Tubman, Harriet Beecher Stowe, Roger Taney, Stephen A. Douglas, Abraham Lincoln, Frederick Douglass

Comprehension and Analysis 8.1.27 Recognize historical perspective by identifying the historical context in which events unfolded and by avoiding

evaluation of the past solely in terms of present­day norms.

8.1.28 Identify, evaluate, and distinguish fact from opinion in a variety of information resources; differentiate between historical facts and interpretations, recognizing that the facts the historian reports reflects his or her judgment of what is most significant about the past.

8.1.29 Distinguish in historical narratives between unsupported expressions of opinion and informed hypotheses grounded in historical evidence.

Issues­Analysis, Decision­Making, Planning, and Problem­Solving 7.1.21 Identify and evaluate solutions and alternative courses of action chosen by people to resolve problems

confronting people in Africa, Asia, and the Southwest Pacific. Consider the information available, interests of those affected by the decision, and consequences of each course of action.

8.1.31 Examine the causes of problems in the past and evaluate solutions chosen as well as possible alternative courses of actions. Consider the information available at the time, the interests of those affected by the decision, and the consequences of each course of action.

STANDARD 2: CIVICS AND GOVERNMENT Roles of Citizens 4.2.7 Define and provide examples of civic virtues in a democracy.

4.2.8 Use a variety of information resources to research and write brief comments about a position or course of action on a public issue relating to Indiana’s past or present.

5.2.11 Use a variety of information resources to identify and evaluate contemporary issues that involve civic responsibility, individual rights, and the common good.

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STANDARD 4: ECONOMICS 6.4.1 Give examples of how trade related to key developments in the history of Europe and the Americas.

6.4.2 Analyze how countries of Europe and the Americas have benefited from trade in different historical periods.

6.4.5 Describe how different economic systems (traditional, command, market, mixed) in Europe and the Americas answer the basic economic questions on what to produce, how to produce, and for whom to produce.

6.4.10 Identify situations in which the actions of consumers and producers in Europe or the Americas help or harm other individuals who are not directly involved in the consumption or production of a product.

7.4.4 Describe why and how different economic systems (traditional, command, market, mixed) in countries of Africa, Asia, and the Southwest Pacific answer the basic economic questions: What to produce? How to produce? For whom to produce?

8.4.5 Analyze contributions of entrepreneurs, inventors, and other key individuals in the development of the United States economy.

8.4.6 Relate technological change and inventions to changes in labor productivity in the United States in the eighteenth and nineteenth centuries. Example: The cotton gin increased labor productivity in the early nineteenth century.

STANDARD 5: INDIVIDUALS, SOCIETY & CULTURE 4.5.1 Identify ways that social groups influence individual behavior and responsibilities.

4.5.2 Identify the different types of social groups to which people belong and the functions these groups perform.

4.5.3 Define the term cultural group and give examples of the challenges faced by diverse cultural groups in Indiana history.

4.5.6 Investigate the contributions and challenges experienced by people from various cultural, racial, and religious groups in Indiana during different historical periods by reading biographies, historical accounts, stories, and electronic media, such as CD­ROMs and Web sites.

5.5.1 Describe basic needs that individuals have in order to survive — such as the need for food, water, shelter, and safety — and give examples of how people in early America adapted to meet basic needs.

5.5.3 Read fiction and nonfiction stories about conflicts among and between groups of people at different stages in the formation of the United States and give examples of how these conflicts were resolved.

7.5.1 Compare and contrast how social institutions, including the family, religion, education, government, and the economic system, influence individual behavior in different societies in Africa, Asia, and the Southwest Pacific in the past and present.

7.5.7 Define the term ethnocentrism and give examples of how this attitude can lead to cultural misunderstandings.

8.5.5 Give examples of how immigration affected American culture in the decades before and after the Civil War, including growth of industrial sites in the North; religious differences; tensions between middle­class and working­class people, particularly in the Northeast; and intensification of cultural differences between the North and the South.

WORLD HISTORY AND CIVILIZATION STANDARD 11: HISTORICAL RESEARCH WH.11.1 Locate and analyze primary and secondary sources presenting differing perspectives on events and issues of

the past.

WH.11.2 Locate and use sources found at local and state libraries, archival collections, museums, historic sites, and electronic sites. “Cincinnati 28”

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SOCIOLOGY

STANDARD 3: SOCIAL STATUS S.3.1 Describe how social status affects social order.

S.3.2 Explain how roles and role expectations can lead to role conflict.

S.3.3 Examine and analyze various points of view relating to historical and current events.

S.3.4 Determine a cause­and­effect relationship among historical events, themes, and concepts in United States and world history as they relate to sociology

“Cincinnati 28” Teacher

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