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“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

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“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 “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 ã 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. “Cincinnati 28” Teacher Resource Guide 4 “CINCINNATI 28” CURRICULUM CONNECTIONS CONTINUED 11.
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