Download They Built America: The Workers of the Erie Canal

FOR MORE INFORMATION, PLEASE CONTACT: MARGARET E. HALL Assistant to the Artistic Director [email protected] 518.462.4531 x410 STEPHENS KATHERINE Education Program Manager [email protected] 518.382.3884 x168 1 Table of Contents Capital Repertory Theatre’s 36th Season -­‐ 2016-­‐2017 3 A Letter from our Education Department 4 About Us 5 Attending a Performance 6 The Script 6 The Characters 7 History of the Canal 9 Historical Context 10 Geographical/Scientific Information 12 Vocabulary 13 The Documents 21 Who’s Who: In The Production 22 Ideas for Curriculum Integration 26 Resources Consulted 27 Teacher Evaluation 20 theREP’s Mission In Action *This study guide is a replica of theREP’s study guide from the 2014 Tour. OUTSIDE MULLINGAR By John Patrick Shanley Sept. 23-­‐OCT 16, 2016 NEXT ACT! NEW PLAY SUMMIT 5 OCT 21-­‐24, 2016 CAMELOT Book and Lyrics by Alan Jay Lerner/Music by Frederick Loewe Based on The Once and Future King by T. H. White NOV 25-­‐DEC 24, 2016 World Premiere ASSISTED LOVING (Dating with my Dad) Based on the memoir Assisted Loving by Bob Morris JAN 27-­‐FEB 19, 2017 AN ILIAD Adapted by Lisa Peterson and Denis O’Hare Based on Homer’s Iliad, translated by Robert Fagles MAR 10-­‐APR 2, 2017 theREP’s ON-­‐THE-­‐GO! IN-­‐SCHOOL TOURS We come to YOU! Pure Poe Adapted By Maggie Mancinelli-­‐Cahill; Touring: OCT 17-­‐NOV 11, 2016 Petticoats of Steel by Carolyn Anderson & Jill Rafferty-­‐Weinisch; Touring JAN 3 0-­‐FEB 17 & FEB 27-­‐MAR 3, 2017 They Built America: Workers of the Erie Canal by Maggie Mancinelli-­‐Cahill; Touring MAR 20-­‐APR 13, 2017 2 SPRING 2017 Dear Educator: Welcome to Capital Repertory Theatre! We are thrilled that you have scheduled a performance of They Built America: The Workers of the Erie Canal, one of this season’s On-­‐the-­‐Go! In-­‐School touring productions. We hope you will find this guide to be a useful tool. You have permission to reproduce materials within this guide for use in your classroom. It is designed to introduce the cultural and historical context of the play as well as provide resources and ideas for integrating the theatre experience with your curriculum. Productions by theREP are likely to generate questions and opinions among your students. Our hope is that you will join us for a talkback with the cast following the performance where you and your students can share your questions and reactions with the performers. The arts provide young imaginations with stimulation, points of reference, and intellectual resources for the mind and spirit. Our goal is to make live theatre attendance possible for all students in the Capital Region. Over 13,000 Capital Region students attended student matinees and theREP’s On-­‐the-­‐Go! in-­‐school tour performances last season. We hope to continue to grow and serve the needs of the Capital Region education community. Let us know how you are using theatre in the classroom! Your success stories help us to keep the program funded. We love to receive copies of lesson plans, student work related to our performances and your letters. These are important testimonials to the value of the arts in education. And finally, please fill Out the Teacher Evaluation at the back of this study guide. Completing the evaluation form will help us to continue to provide programs that serve the needs of Capital Region students. We look forward to hearing from you! With deepest gratitude, Margaret E. Hall Assistant to the Artistic Director 518.462.4531 x410 [email protected] Katherine Stephens Education Program Manager 518.382.3884 x168 [email protected] 3 ABOUT US
Capital Repertory Theatre (theREP) is a non-­‐profit professional producing theatre. In its 35-­‐year history, theREP has produced more than 5,000 performances for the people of the Capital Region. A member of LORT (League of Resident Theatres), theREP strives to bring quality work that explores the essence of the human condition through the stories of people, events, and phenomena that shape our contemporary lives. Theatre, at its best, entertains, cajoles and inspires by engaging the heart and mind through its m ost powerful ally – the imagination. There are two b asic types of theatre companies: producing and presenting. theREP is a producing theatre. The theatre hires a director and designers for the set, costumes, lights, and sound. The Theatre’s Artistic Director and the director select appropriate actors for all the roles in the play. Then they all come to Albany, where the play is built and rehearsed. In addition to the theatre space, theREP has a scene shop where sets are built, a costume shop where costumes are constructed and cared for, offices where the administrative staff works, a rehearsal hall where the shows are rehearsed, and housing facilities for actors. The resident staff of the theatre works with visiting artists to put the production together. In contrast, presenting theatres host shows that have been designed, built, and rehearsed elsewhere. A theatre company at many different theatres frequently presents shows of this kind regionally, nationally or even internationally over an extended period of time. What you will see at theREP or with our On-­‐The-­‐Go! tours is unique to theREP where it was built. No one from anywhere else will see this production just as you see it! 4 ATTENDING A PERFORMANCE
Being a member of an audience is an important job. Live theatre couldn’t exist without you! That job carries with it some responsibilities. Follow these suggestions in order to have the best theatre experience possible! BRING WITH YOU u ideas, imagination, an open mind, observation skills and a sense of wonder. LEAVE BEHIND u cell phones, pagers, pen lights, food and drink and anything else that might distract you, the performers or other members of the audience. THINGS TO DO BEFORE A PERFORMANCE u learn about the show you are going to see, arrive on time, find your seat, visit the restroom. DURING A PERFORMANCE PLEASE DO u applaud, laugh, pay attention and notice little details, think about questions you would like to have answered by the actors after the show, stay in your seat until intermission and the end of the show. PLEASE DON’T u talk, sleep, eat or drink, distract others, exit the theatre during the performance. 2016-­‐2017 EDUCATION SEASON SEPT 23–OCT 16, 2016 NOV 25–DEC 24, 2016 SM Date OCT 13 SM Dates DEC 1, 9, 13 MAR 10–APR 2, 2 017 SM Dates MAR 8, 9, 16, 29 & 31 STUDENT MATINEES PRICE $12 a student CHAPERONES For every 15 students, one complimentary adult ticket is provided. LOCATION 111 North Pearl Street, Albany, NY 12207 RESERVATIONS Call Group Sales at 518-­‐382-­‐3884 x139 SCHOLARSHIPS Visit www.capitalrep.org for information and applications.
5 THE SCRIPT They Built America: The Workers of the Erie Canal is an original work created by Capital Repertory Theatre specifically for the theatre’s On-­‐The-­‐Go in-­‐School Touring Program. Researched by Rena Kosersky and written by Maggie Mancinelli-­‐Cahill, They Built America tells the story of a young Irish immigrant named Kelly McPherson, a girl who, disguised as a boy, worked on the Erie Canal so that she could find her brother Michael, who had gone on ahead of her. As Kelly’s story unfolds a variety of historical figures come to life, such as: DeWitt Clinton, Canvass White and a variety of immigrant workers, among others. Sourced from more than 35 historical records, students will meet the real men, women, and children, politicians, farmers, merchants and laborers – who came north to build the Erie Canal! This miraculous waterway, now nearing its bicentennial, transformed America from a burgeoning country into a great nation, and theREP is thrilled to bring this professional production into Capital Region schools, and beyond. THE CHARACTERS Note 1: Despite the large number of characters in They Built America, the piece only employs four actors, two female and two male actors. Three of the four will utilize an acting technique called doubling, while the fourth actor will maintain one character throughout the production. “Doubling” is when one actor plays more than one role in a play. This common technique allows actors to quickly change in and out of multiple characters. The actors do this with the help of costume pieces and props to indicate the different characters. Note 2: Many of the characters in They Built America are composite characters, characters that have been created based on two or more individuals; these individuals may be fictional and or historical. SOME EXAMPLES: COMPOSITE CHARACTERS: Kelly & Michael McPherson à brother and sister, immigrants from Ireland; based on the many Irish immigrants who came to America and then worked on the canal A Variety of Immigrant Canal Workers: Sal à a cook from London; a lot of cooks along the canal route came from Britain Anthony à a m ason worker from Italy Emily Fairfax à a young lady; Emily was created from documents such as Clarissa Burroughs’ diary, and the diary of a young unidentified Quaker girl titled “A Diary of a Young Girl” Captain Johnson à though ‘his’ company – The Western Inland Lock Navigation Company – is real, Captain Johnson is a composite character Recruiter à though ‘his’ company – The Eri Lasher Company – is real, Captain Johnson is a composite character Congressmen à based on any number of congressmen of the time HISTORICAL FIGURES: DeWitt Clinton: see below for information on DeWitt Clinton Canvass White: see below for information on Canvass White 6 History of the Canal Construction of the Erie Canal – considered to be the engineering marvel of the 19th Century – began in 1817, with its official opening occurring in 1825. The State of New York carved out the 363-­‐miles of canal (40 feet wide, 4 feet deep) after the federal government declared it to be ‘too ambitious an undertaking.’ In fact, President Thomas Jefferson described the proposal as “a little short of madness.” NY was not to be deterred, and the canal was dug out with nothing more than the muscle power of men and horses. The now iconic waterway experienced ‘overnight’ success. It established settlement patterns for most of the US during the 19th century, made New York the financial capital of the world, provided a critical supply line that helped the North win the Civil War, precipitated a series of social and economic changes throughout the young Nation, and opened up the Northwest Territories – that were rich in timber, minerals and fertile farmland – to the rest of the nation. It is interesting to note that several individuals thought of creating a canal long before it came to fruition. One such individual, Jesse Hawley, envisioned a canal that would flow roughly 400 miles, from Buffalo’s Eastern shore of Lake Erie to Albany on the upper Hudson River. It was Hawley’s series of essays -­‐ published in the Genesee Messenger beginning in 1807 -­‐ describing the route, costs, and benefits of what would become the Erie Canal, that spurred it into existence. His essays caught the eye of Assemblyman Joshua Forman, who submitted the first state legislation related to the Erie Canal in 1808. Forman called for a series of surveys to be conducted that would examine the practicality of such a water route. In 1810, Thomas Eddy, treasurer of the Western Inland Lock Navigation Company and state senator Jonas Platt, hoping to get plans for the canal moving forward, approached Senator DeWitt Clinton to enlist his support. On March 13th of that year, a measure was introduced in the state Senate naming a Canal Commission that would survey a route for the canal, the measure was passed and the era of the Erie Canal began. It is clear that Governor Clinton understood the impact the canal would have once it opened: “The city will, in the course of time, become the granary of the world, the emporium of commerce, the seat of manufactures, the focus of great moneyed operations,” said Clinton. “And before the revolution of a century, the whole island of Manhattan, covered with inhabitants and replenished with a dense population, will constitute one vast city.” Governor DeWitt Clinton (1769-­‐1828) – “The Father of the Erie Canal” as DeWitt Clinton is often called, served in the New York State Legislature, in the U.S. Senate, and was Mayor of New York City and Governor of New York State. Clinton strongly advocated the b uilding of a canal through upstate New York that would connect the eastern portion of the United States with the Midwest. He became such a strong supporter of the plan that his opponents called it “Clinton’s Ditch,” – eventually Clinton’s Ditch was renamed The Erie Canal. Clinton’s Ditch was also known as the Grand W estern Canal, Clinton’s Folly, The Big Ditch and Old Erie.
7 The War of 1812 interrupted the progress of the canal, but on April 15th 1817, the NY State Legislature approved construction of the Erie Canal and a $7 million dollar budget for its formation. The construction began on July 4th 1817 in Rome, NY and would take 8-­‐years to complete. Governor Clinton officially opened the Erie Canal on November 4, 1825. He sailed the packet boat Seneca Chief along the Canal from Buffalo to Albany. After traveling from the mouth of the Erie on to NYC, he emptied two casks of water from Lake Erie into the Atlantic Ocean, celebrating the first connection of waters from East to West in the ceremonial Wedding of the Waters. The canal’s effect was immediate and dramatic. An explosion of trade began at rates of $10 per ton by canal, compared with $100 per ton by road. In 9-­‐
years canal tolls more than recouped the cost of construction, and within 15 years New York had become the busiest port in America. Completion of the canal ignited the first great westward movement of American settlers, provided access to the rich land and resources west of the Appalachians and made New York the preeminent commercial city in the United States. It increased trade, commerce, and became an "information superhighway" for new ideas. Social reforms like abolitionism, women's rights, utopianism, and various religious movements thrived along the canal corridor. The success of the Erie Canal also set in motion the creation of several other canals including the Champlain, the Oswego and the Cayuga-­‐Seneca. The canals were enlarged to accommodate heavier traffic flow, twice, between 1835 and the turn of the century and then, between 1905 and 1918, they were enlarged again to accommodate larger barges. Traffic on the canals declined dramatically at the end of the 20th century due to the growing competition from railroads and highways, and the opening of the St. Lawrence Seaway. The lasting impact of the canal, specifically in the State of New York, can be still be seen by looking at a modern map. With the exception of Binghamton and Elmira, every major city in NY falls along the trade route, with nearly 80% of upstate New York’s population living within 25 miles of the canal. The Erie Canal also played an integral role in the transformation of NYC into the nation's leading port, a national identity that continues to be reflected in many songs, legends, and artwork today. 8 Historical Context NOTE: ***The following text (all in brown) has been sourced directly from the book, “Erie Canal, New York’s Gift to the Nation, A Document-­‐Based Teacher Resource.” See resources consulted.*** Building the “Grand Canal” (Pg. 49-­‐50) Before the contractors could begin excavation, engineering parties had to stake out the line. A party consisted of a principal engineer, one or more assistant engineers, targetmen, and axemen. Axemen were the lowest-­‐ranking members of party to work the canal; their job was to cut the stakes used in marking the canal line and to remove brush, small trees, and other similar obstructions. Targetmen occupied the level above axemen in the survey parties; they held targets, rodlike instruments 10 feet long, that were used to help surveyors measure changes in elevation in order to maintain the necessary level; in 1817 targement were paid 3 dollars a week. Engineers were the highest ranking members of the survey parties; they were responsible for making the three-­‐dimensional measurements needed to construct the canal ditch; they received at least one dollar a day plus expenses. Nearly all the excavation was done b y men using picks and shovels and by draft animals (animals that pull heavy loads). Workers used black gunpowder to blast through rock, with powder holes drilled by hand. Very few machines were available to supplement physical labor, but there was one to bring down trees and another to pull stumps. The Erie Canal contained locks, aqueducts, and waste-­‐weirs (structures designed to eliminate excess water), as well as sidewalls in some places. Builders used cut stone to make almost all of these structures, parts of which were always submerged in water. To build these structures, engineers needed hydraulic cement, which would harden under water, to hold the stone in place. However, hydraulic cement would have to have been imported from Europe at a massive cost. Then limestone was discovered near Chittenango, NY. W hen burned, crushed, and mixed with sand, the limestone produced cement that hardened under water. Canvass White, a canal engineer and native New Yorker, is credited with inventing hydraulic cement in America. In 1820 Canvass White obtained a patent for the cement. Canal Structures (Pg. 51-­‐52) Engineers built lift locks, dry dock locks, weigh locks, guard locks, aqueducts, b ridges, waste-­‐weirs, basins, and reservoirs, along with the Great Ditch itself. Manual laborers dug out the required dimensions and piled the excavated material on either side of the ditch to become the towpath and berm banks. Towpaths were relegated to one side of the ditch with the berm on the opposite side. The successful operation of the canal depended on the construction and maintenance of this complex system of specialized structures. Lift Locks – transported boats from one level of the canal to another. Dry Dock Locks – designed so that boats could be repaired on the canal, dry dock locks had walls that enclosed three sides and a wooden gate at one end. Once a boat entered the lock, the gate was closed and the water pumped out so that repairs could be made. Weigh Locks – weigh locks were used to weigh the boats on the canal and determine the amount of toll due for the cargo onboard. They deducted the weight of the w ater and the boat itself. The remaining cargo w eight = toll worthy material, for which there was a chart showing the amount due on each item. Guard Locks – guard locks were built to let canal boats cross through streams and rivers. In these situations, a dam w as constructed a short distance downstream from the crossing. The dam raised the water level to the d epth required for the boat to cross the stream and helped still the motion of the w ater. Boats passed from the canal, through the guard lock, across the stream, and through the opposite lock back into the canal. The guard locks also prevented stream water from entering the canal. 9 Aqueducts – canal aqueducts, which w ere bridges for boats, allowed canals to cross over rivers and streams. Stone arches carried the w eight of the wooden water chamber, or trough, through which boats passed. Bridges – many bridges were built in the cities and villages along the canals. *When a boat passed under a low bridge, passengers on the upper deck h ad to duck down or they would be knocked off. Waste-­‐Weirs – waste-­‐weirs w ere stone structures designed to rid canals of excess water. Basins – Canal basins containing piers served as harbors, providing places to secure boats w hile they w ere being loaded and unloaded. Reservoirs – occasionally reservoirs, or artificial bodies of w ater, w ere constructed to supply canals with water. Towpath – a path alongside the canal used by the teams of horses or mules to pull the boats along the canal. Berm Banks – a berm is a ledge or shoulder along the edge of the road or canal. Follow this link to an easy to understand visual for how locks on the Erie Canal work: http://www.eriecanal.org/locks.html
Geographical/Scientific Information APPALACHIAN MOUNTAINS The Appalachians are a system of mountains in eastern North America. This great highland mountain range is the eastern counterpart of the Rocky Mountains, and extends nearly 2,000 miles. It runs from the Canadian province of Newfoundland and Labrador to central Alabama. The range, formed roughly 480 million years ago, once held elevations close to that of the Alps and the Rockies, however erosion has lessened their height over time. The Appalachians form a natural barrier between the eastern Coastal Plain and the vast Interior Lowlands of North America. As a result, they have played a vital role in the settlement and development of the entire continent. The Appalachian Trail is a 2,185 mile long public footpath that traverses the scenic, wooded, pastoral, wild, and culturally resonant lands of the Appalachian Mountains. Conceived in 1921 and completed in 1937, the footpath was built by private citizens. Today the Appalachian Trail is managed by the National Park Service, the U.S. Forest Service, the Appalachian Trail Conservancy, a number of state agencies and a mass of volunteers. IMPORTANT WATER WAYS There are five lakes that make up The Great Lakes of North America, Lake Superior, Lake Michigan, Lake Huron, Lake Erie and Lake Ontario. Together they form the largest group of freshwater lakes on Earth. This series of interconnected lakes straddle the northeastern U.S.-­‐
Canada border, and connect to the Atlantic Ocean via the Saint Lawrence River. The lakes have many sea-­‐like characteristics such as: rolling waves, sustained winds, strong currents, great depths, and distant horizons. The formation of The Great Lakes began roughly 10,000 years ago, at the end of the last glacial period. As massive sheets of ice began retreating, 10 the ice carved basins into the land, which then filled with melt-­‐water and became the Great Lakes. Since their formation, the lakes have been a major highway for transportation, migration and trade. The Great Lakes The St. Lawrence River The Mohawk & Hudson Rivers Cohoes Falls 11 SWAMP FEVER A generic term for any of a number of infections that are more common in swamps and typically transmitted by mosquitoes, such as malaria. Malaria is disease caused by a parasite called sporozoites, transmitted to humans by the bite of a mosquito. (Malaria can also be transmitted from a mother to her unborn baby, or by a blood transfusion.) Once bitten, the sporozoites travel through the bloodstream to the liver, where they mature and release another form, the merozoites. The merozoites enter the bloodstream infecting and destroying red blood cells. Individuals infected with malaria experience fever, chills, flu-­‐like symptoms and anemia. If left untreated, they may develop severe complications and die. If one contracts malaria they must go to the hospital to obtain anti-­‐malarial medication. Ronald Ross, a British officer in the Indian Medical Service, solved the problem of how malaria was transmitted – by mosquitoes. On August 20th, 1897, Ross was able to demonstrate that malaria parasites could be transmitted from infected patients to mosquitoes. Further studies, specifically with bird malaria, showed that mosquitoes could then transmit the disease to another bird. The same applies to humans. For his discovery, Ross was awarded the Nobel Prize in 1902. Malaria Parasite VOCABULARY Blaster – the person who utilizes dynamite, or another blasting m aterial, to help cut a pathway through mountains or other terrain Bucktails – a combination of the Tammany members from NYC and the upstate adversaries of DeWitt Clinton, led by Attorney General and State Senator Martin Van Buren Immigrant – a person who migrates to another country, usually for permanent residence Navigation – the art or science of plotting, ascertaining, or directing the course of a ship, aircraft, or guided missile Packet b oat – Passenger boats on the canal, usually horse-­‐drawn, featured a multipurpose room (serving as lounge, dining room and sleeping room) and a kitchen Stonecutter – a person who is skilled in cutting and carving stone Surveyor – a person who inspects something officially for the purpose of ascertaining condition, value, etc.; an overseer or supervisor; a person whose occupation is surveying Topography – the detailed mapping or charting of the features of a relatively small area, district, or locality Western Inland Lock Navigation Company -­‐ Beginning in the 1780s, various plans were proposed to improve navigation on the Mohawk River. In 1792 the Western Inland Lock Navigation Company was incorporated by the state of New York and given the rights to improve navigation on rivers and lakes west of Albany. 12 THE DOCUMENTS The following pages contain photographs, advertisements, articles, U.S. documents and songs; some of these documents (among others) were used in the creation of They Built America. Documents printed here are to be used in document-­‐based classroom work. Photo of one of the kegs that carried water from Lake Erie to NY Harbor Image of broadside announcement of a “Packet Boat and Rail-­‐Road Arrangement 13 Certificate signed by Secretary of State Henry Clay, certifying that Canvass White’s patent for his waterproof cement had been granted. 14 Photo of the Delta Dam on the Black River Canal, 1916; providing examples of some of the specialized structures built to aid canal operation; iron change bridge, an aqueduct, two waste-­‐
weirs, three locks, a dam, a reservoir, and the canal itself. Photo of hay being loaded onto a canal boat from a bridge; at Auriesville, circa 1905. 15 Ode for the Canal Celebration…by Mr. Samuel Woodworth, Printer,” was presented to the public on November 4, 1825, during a procession to celebrate the opening of the canal. 16 This map shows New York’s canal system in 1905, including existing canals, barge canals under construction, abandoned canals, and abandoned canals used as feeders for current canals. (NYS Archives) Diary Entry: The following is a sample entry from “Diary of Young Girl, The Erie Canal in 1822 Part I; Diarist unknown”: “July 8th. Part of our company set off for Buffalo 63 miles distant. Sidney and myself, detained by fatigue and indisposition, dined here at Avon and at 1 P.M. entered the stage for Batavia, crossed the Genesee River and at about a mile from the tavern, stopped at an Indian village. The settlement consists of 15 men and 20 women with tribes of children. The chief, who was absent, is called Hotbread. His son Billy Hotbread, we saw a tolerably good looking youth, said to be addicted to drinking. We were shown the place by Henry O’Bail who is called Colonel here, having had the command of a few men in the late war [War of 1812]. He took us to their plantation which contained a field of the finest corn we have yet seen. He observed, “Now you can tell news when you go to P [Philadelphia]. Say that you seen Indian settlements. Got corn very good. Got watermelons. Got chickens too. Got pigs too many, no k now what to do with them. Cattle Plenty.” We passed Caledonia, a small village, and LeRoy a considerable one 14 miles from Avon and arrived at Batavia 25 miles from Avon at 7P.M. Batavia is quite a town. There is said to be more commercial business doing here than in any place west of Albany (exceptions, Rochester, I suppose). It is situated on Tonawanda Creek. The country through which we have passed today looks more like a newly settled country than any we have yet seen. The road for several miles passed at intervals over a causeway formed of rough logs on each side and a narrow strip of land partially cleared where we m ight see log cabins of the wildest construction and simplest forms, generally containing but one room, from the doors and windows of which crowds of white headed urchins peeped forth to gaze at strangers or m ade their best bow or curtsey as we passed. In many places the inhabitants were busily employed in burning the stumps of trees out of their fields or in clearing away the rubbish to prepare them for cultivation while occasionally a rich field of wheat or corn gave proof of the fertility of the soil. In this country you meet with no round unmeaning Dutch faces with heavy staring white eyes. Almost all you see have small, sharp, bright sparkling ones whose quick intelligent glance is turned upon you and withdrawn instantaneously. 17 The Tonawanda village of Indians on the creek of the same name 14 m iles from Batavia is of considerable extent. The Indians are said to be very honest and are trusted by the inhabitants of the country freely. Batavia contains 812 inhabitants. The first house was built in this place only 20 years ago. The country was then a wilderness; not a house from the Genesee River to Buffalo.” An Account of a Family of Fugitive Slaves on the Canal taken from “Erie Canal, New York’s Gift to the Nation, A Document-­‐Based Teacher Resource.” See resources consulted. (Pages 134-­‐
135) “William and Catherine Harris and their child were slaves in South Carolina. They decided to end their ordeal and b egan a harrowing journey to freedom. The most dangerous part of the trip was the journey alone through the southern slave states. Fugitive slaves had to find their own way on the initial part of the journey. Once they reached the northern states, they traveled on the Underground Railroad. Of course, the Underground Railroad was not really a railroad, but a secret transportation system operated by black and white abolitionists to help slaves reach freedom in the northern United States and Canada. Of necessity, fugitives used every mode of transportation – foot, horseback, wagon, train, or boat – to escape and to confuse slave catchers. One fugitive even shipped himself north in a large crate. After a long trip, the Harrises were relieved to arrive in Philadelphia, Pennsylvania. Founded by Quakers, many of whom were abolitionists, the city was a refuge for m any fugitive slaves. Philadelphia had a large free black community into which fugitive slaves might blend comfortably and be less conspicuous to slave catchers. The passage of the Fugitive Slave Law in 1850, however, changed things. This law allowed slave catchers to come into free states and return escaped African Americans to the South and bondage. Like hundreds of other fugitives, William and Catherine Harris had to fear once again for their safety. They decided to move to Canada to ensure their freedom. Leaving P hiladelphia, the frightened family traveled first to New York City and then up the Hudson River to Albany. There they boarded a boat on the Erie Canal. According to later police reports, they traveled in the hold of a canal freight boat from Albany, riding with ‘the oysters and the clams.’ The early part of the trip was uneventful. But when they were outside Utica, the boat’s captain (a man named W ebster), an oyster peddler named Cowells and a passenger named Cluny began to taunt them. They told the Harrises that their master was in pursuit and would catch up with the slow-­‐moving canal boat. The m en hurled racial slurs at the couple and threatened them. Terrified, the Harrises decided to kill themselves rather than be taken back to the South. Drawing a razor, William Harris slit his own throat. Catherine jumped into the Erie Canal with their child in her arms. The reasons that Webster, Cowells, and Cluny decided to torment this family are unclear. The newspapers speculated that they were trying to ‘drive the family from the boat’ or simply decided that this cruelty was ‘a matter of personal amusement.’ Whatever the reason, the price was high. William was horribly wounded and was rushed to a Syracuse physician, who saved his life. Catherine was rescued from the canal, but the child drowned. The canal boat captain and his accomplices continued on their way, b ut they were arrested in Rochester and returned to Syracuse to answer for their crimes. The Harrises were place in the care and protection of Syracuse’s ‘friends of the slave.’ A newspaper article describing the incident appeared in the New York Tribune on October 26, 1850.” 18 Fifteen Miles on the Erie Canal
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* Allen's original song "Low Bridge! Everybody down! or Fifteen years on the Erie Canal" was written
sometime between 1905 and 1912 (sources vary). Widely circulated - as sheet music and on Edison
cylinders - it acquired folk variants and was collected in oral tradition within only a few years. - GW
19 Oh That Low Bridge
VERSE
b
& c œ œj œ œj œ œ
Dm
It's
man-y
miles
& b œj œj ˙
œ
˙.
C
Dm
trav - els
&b ˙
C
slow
Œ
sand,
Oh
j F/A
b
& œ œ. Œ
F
look out!
j
& b œ œ. Œ
Gm
[Look out!
&b ˙
down
œ
b
(Oh
j
j
œ œ œ ˙
C
Dm
to
Buf - fa - lo
˙.
(Oh
that
b
pit - y
B
œ œ ˙
Balk-y
b
Dm
poor
ca - nal - lers
that's
F
B
B
on
F/A
Œ œj œ . Œ
b
[Look out!
œ œ ˙
that low bridge]
C
a - way
Gm
Œ œj œ . Œ
that low bridge] The cap - tain, cook and all
Œ . œJ œ œ œ œ œ œj œ j
œ œ œ
the
C
Gm7
Look out!
in all
the
fleet,
Two
crew,
Oh
˙
land.
œ
And
Œ
that low bridge!
F
œ œ
œ œ
duck your heads way
j
œ œ. œ œ œ ˙
F
the
CHORUS
˙
œ œ
C
Gm7
Œ
F
from
œ œ œ œ œ œ œj
j
œ œj œ œ .
B
The fast - est boat
Gm
œ œ œ œ œ
b
he
the tow-path, there's hor-nets in
F
far
mule
j
œ œ œ œ. œ
Dm
A
˙
œ œ
b
low bridge!)
A7
that low bridge!) There's grav - el
that low bridge,
B
j
j
œ œ œ œ œ
j
œ œ œ Œ œ œ œ œ. œ œ ˙
F
œ . œj œ œ Œ œ
œ
œ
B
P.D. (Ed Harrigan & Dave Braham, 1885)
Dm
C
Ó
œ œ œ
C
C
Sis-ters, come to
F
Œ
town.
There's many locks to shut you in (Oh that low bridge!)
Every worm must learn to swim (Oh that low bridge!)
We're loaded down with barley, and timber from the west,
Now every poor canaller, now do your level best.
Chorus
We're froze up in the winter time (Oh that low bridge!)
Summer, how the sun do shine (Oh that low bridge!)
In rain or stormy weather, the captain's on the poop
All huddled up together, like chickens in a coop.
Chorus
There's groceries in the cabin there (Oh that low bridge!)
Never leaks, she's full of tar (Oh that low bridge!)
There's freckles on the children, there's glanders on the mule
Mosquitoes by the million that keep that golden rule.
Chorus
20 WHO’S WHO: IN THE PRODUCTION Co-­‐Directed by: Margaret E. Hall & Matthew Winning The Actors: Kristyn Youngblood is thrilled to be "on the go" once again! Kristyn is a proud local member of Actor's Equity, and has performed in a number of theRep's "On the Go!" school tours. She was most recently seen in the tours of Petticoats of Steel and A Midsummer Night's Dream. Kristyn has also performed on the Rep's main stage in A Christmas Carol. In addition to performing, Kristyn has been teaching drama to children and teens throughout the Capital Region for the past five years! Tim Liu is a New Jersey native. NYC credits include A Midsummer Night’s Dream with The Pearl Theatre Company; Hedda at HERE Arts Center; Incident at Hidden Temple and Baudelaire: La Mort with Pan Asian Repertory Theatre; productions of Twelfth Night for the Essential Theatre Group and subsequently the 2014 N YC Fringe; The Lower Depths with Double Down Productions; and the reading of a new play Tumbleweed with the National Black Theatre. Regional Credits include The Tempest, The Winter’s Tale, Arabian Nights, A Midsummer Night’s Dream, and Book of Will (HVSF2 reading) with the Hudson Valley Shakespeare Festival; Start Down (Centenary Stage Company) as well as two seasons with the Shakespeare Theatre of New Jersey (Learned Ladies, A Midsummer Night’s Dream with the NJSO). www.tim-­‐liu.com Cat Greenfield is thrilled to make her debut with Capital Repertory Theatre's On The Go Tour! She is a singer, songwriter, actor, multi-­‐instrumentalist, and puppeteer based out of Virginia and NYC. She holds a Bachelor of Music in Vocal Performance from Christopher Newport University. Favorite credits include Blanche in That Golden Girls Show: A Puppet Parody (DR2 Theatre); Trenna in Ring of Fire (Cortland Repertory Theatre, and Oregon Cabaret Theatre); Swing for Jim Henson's Dinosaur Train Live! (North American Tour); and Ariel/The Blue Fairy in Disney Dreams (Disney Cruise Lines). More info at www.catgreenfield.com. Love to Richard!!! Will Boyajian is excited to return to his home town for They Built America. Previous roles include Johnny Cash in Million Dollar Quartet (NCL), Spandex The Musical (Off-­‐Broadway), Rat Pack Undead (Off-­‐
Broadway), Smoke on the Mountain, Our Town (Actors Fund) and Titanic (Westchester Broadway). After graduating from Ithaca College, Will was briefly head of the theatre faculty of the DEC School in Pereiaslav, Ukraine. He recently started the NYC b ased charity group Hopeful Cases; more information can be found at HopefulCases.org. He would like to thank his family and this talented cast for their support. Production Team Stage Manager: Tara Kelly* Set Design – Brian Prather+ Costume Design – Caitlin Cisek+ *Denotes a member of Actors’ Equity Association, The Union of Professional Actors and Stage Managers of the United States + Denotes a member of United Scenic Artists 21 Ideas for Curriculum Integration ENGLISH 1. WRITE! A Review (Middle School Students): Ask students to write a review of theREP’s production of The Erie Canal: The Workers of the Erie Canal. Things to consider when writing the review: • What was the most compelling or intriguing aspect of the production? • How did the set, lights, costumes and props add (or take away) from the production? • What did you think of the music and stage movement? • What did you think of the direction of the piece? • What questions arose for you, about the production, was anything confusing? • Would you recommend this production to others? • Can you make any connections between this play and other plays that you have seen? o Can you make any connections from the play to your own life? 2. My Appalachian Trail Adventure Journal: Students are asked to create a series of journal entries detailing “their” adventure hiking the Appalachian Trail. Students should be encouraged to sketch things they are seeing, along with their written journal entries. For example: types of trees (leaves) they see, flowers and or animals they encounter, etc. 3. Literary Analysis: Distribute copies of the ode (from the documents section of this study guide), it is an original historical document. Ask them to read the poem to form an overall impression of it. Make sure to discuss and define difficult words that students were not sure about or misunderstand. Next, ask students for which occasion the poem was written and then discuss said event. Ask them to identify the style of writing/language/poetry in the piece. Ask students to find allusions to mythology (nymphs, tritons, naiads, Jove, etc.) within the ode. Discuss what they are and what they represent. Ask students to identify literal facts mentioned in the poem. Finally, ask students to imagine themselves as the poet asked to write an ode for the Wedding of the Waters and have them write one. 4. Creative Writing: Ask students to select an event from their own lives about which to write their own celebratory rhyming poem. Encourage them to consider how their poem could then be turned into a song. Events might include a special birthday, their first day of school, attending a wedding or the birth of a younger sibling, etc. THEATRE/PERFROMANCE/VISUAL ARTS 1. Sketches: In the production Michael, Kelly’s older brother, sits by the Hudson River and draws what he sees. He desires to be an artist, but also wants to be able to send his parents – who are still in Ireland – images of where he and his sister now reside. Ask students to imagine living in a time before photographs were so easy to take, and to imagine that they are immigrants attending school while their parents still lived in Ireland. Students should draw a picture that they would “send home” to their parents detailing what their life is like in the New Country. 22 2. Advertisements: Michael winds up hired by the Rochester Newspaper to continue to make drawings that correspond to articles being published. Show students advertisements like the one detailing the Canal/Railroad arrangement (pg. 12). Discuss ads, and drawings like Michael’s, with the understanding that newspapers etc. were the form of information dissemination in the late 1800s. Students are then asked to create an advertisement of their own. ie: a call for workers on the canal; a farmer looking to sell a work horse “perfect for canal labor”; etc. 3. Designing a Show: Congratulations! You’ve been hired as the one of the designers for a non-­‐
touring production of They Built America: The Workers of the Erie Canal. • Set Designer It is your job to create a set that will transform the theatre into the appropriate time period and location. When does this story take place? What scenic elements and props will you use? • Sound Designer It is your job to create a soundscape that supports the time period and location the play takes place in. What sound effects will you use to enhance the action of the play? • Lighting Designer It is your job to light the set and actors. What lighting will help set the mood? • Costume Designer It is your job to costume the actor. What will you do to evoke all of the characters portrayed within the production, without forcing the actor to make full costume changes? Students are tasked with taking on one of the design roles for a production of Pure Poe. They are to create a Power Point presentation with their design choices. Images and drawings should support the time period, location, and specific needs of the production. MUSIC 1. Fifteen Miles on the Erie Canal and Oh That Low Bridge: Discuss what folk music is. Distribute copies of the songs above (in documents section) and discuss the poetic style (rhythm, rhyme) of each song. Ask students to determine the audience for which the song is written. What historical details are included in the song? What advantages of the Erie Canal does the song mention or allude to? Have students sing the song(s). Students might be asked to add rhythms to the song – without using a drum (ie: spoons, washboards, etc., elements similar to those still incorporated into folk/bluegrass music). Folk Music: Music that originates in traditional popular culture or that is written in such a style. Folk music is typically of unknown authorship and is transmitted orally from generation to generation. 2. Music Taken a Step Further: Discuss additional styles of music such as spirituals and lullabies with students. How are these styles similar or different to folk music? Have students sing an example of a spiritual and a lullaby. For slightly older students, have them create a new Lullaby (individually or in groups). Spiritual: a religious song of a kind associated with African-­‐American Christians of the southern US, and thought to derive from the combination of European hymns and African musical elements by black slaves. Discuss what other events in history have had music attached to them. Why do you think that is? Lullaby: a song used to lull a childe to sleep; a cradlesong 23 SOCIAL STUDIES 1. Social Reforms – are movements that seek to change the social and political views of marginalized groups. These movements involve the marginalized group and activists working in an effort to change political policy while bringing public awareness to the issue through protests, amended legislature and the media. Discuss social reforms that were helped because of the Erie Canal, such as abolitionism and women’s rights. How did the Erie Canal help these movements? Share a variety of historical pictures/images from these movements with students. Discuss what they are seeing. a. Ask students to create a poster, political cartoon, advertisement etc., for a particular movement. For example: a protest poster advocating Women’s Right To Vote. b. Middle School students are asked to write an article like those that one might find in the Northern Star and Freeman’s Advocate (the abolitionist newspaper from Albany, NY). c. Begin a classroom discussion of today’s societal “problems,” as well as what people are doing to advocate positive change. Then have students create a poster, political cartoon or write an article that addresses one of the situations discussed. 2. The War of 1812: Students are asked to, in groups, research the War of 1812 – the military conflict between the United States of America and the United Kingdom of Great Britain and Ireland. They are to create a short presentation of their findings for the class. Power point and or posters with supporting material should be a part of their presentations. 3. Fugitive Slave Act of 1850: Under the fugitive slave act, anyone who refused to help a slave owner recapture an escaped slave was subject to fines or even jail time. Nonetheless, many Northern citizens risked their own freedom to aid Freedom seekers. Do you consider it morally acceptable to break a law that you consider to be unjust? What other instance in history can you name in which laws were broken by those who considered them to be unjust? MATH 1. Fugitive Slave Act Fine: Helping a fugitive slave could cost you a fine of $1000 – if you were caught. That was $1000 in the year 1850. Search the Internet for “inflation calculators” and use them to figure out how much a $1000 fine from 1850 would be today. Would you have taken the risk knowing just how expensive was if you got caught? How much more or less money would convince you to help or to stay out of it? 24 SCIENCE 1. What is a glacier? Glaciers are made up of fallen snow that, over many years, compresses into large, thickened ice masses. Have students bring in pictures of glaciers, like the ones below, to share with the class. Discuss what happened to the Earth’s surface as historic glaciers moved across it. Ask students what, aside from revealing things like the Great Lakes, did the melting/movement of glaciers reveal? Students are then asked to make a collage of images showing these things – images may be found online or hand drawn by students. ie: The Iceman, Woolly Mammoth Fossils, Dinosaur Fossils etc… This is a really wonderful website with information about glaciers: (National Snow & Ice Data Center) http://nsidc.org/cryosphere/glaciers/information.html 3. Glaciers: Watch some Youtube videos about glaciers, and glacial melt, and then have a class discussion on the effects of glacial melt today. A few Youtube videos to choose from: (theREP has no affiliation with these sites.) a.) Time Lapse: https://www.youtube.com/watch?v=5jPAcTkX5Ew b.) What is a Glacier? https://www.youtube.com/watch?v=fleXP9ljZ-o c.) National Geographic Live! – Erin Pettit: Glaciers on the Run: https://www.youtube.com/watch?v=1hWp5Qaapi4
d.) “Chasing Ice” captures largest glacier calving ever filmed – official video:
https://www.youtube.com/watch?v=hC3VTgIPoGU
4. Geographic Timeline for Middle School Students: Students are to research the glaciers that, when they melted/receded, created the Great Lakes of the North East. Next, students are to use their research to construct a timeline that utilizes topographical images of the glaciers’ path(s) that formed the Great Lakes. 5. Snowy Science Experiment: If snow is still around, classes could do a science experiment by ‘making a mini glacier.’ What you will need: small cooler, snow and a heat lamp. Over the course of a few days, place a ‘layer’ of snow into a small cooler. Each time a new layer of snow is added, be sure to pack it down. In addition to snow layers, the class can expose the snow to a ‘warmer climate’ by placing a heat lamp over it for an undetermined amount of time – it should be left on long enough to allow some snowmelt. The snow should then be re-­‐frozen (placed in a school 25 freezer if needed…). After a week or more, check to see how solid the snow has become. Then discuss this on the larger scale of glaciers. 6. Geography: Ask students to locate the state of New York on a North American map. Next, provide them with a relief map of New York. Have students retrieve factual information from it. Next, have students determine the most likely location for the Erie Canal based on New York’s geographical features. Then have students compare the route they came up with to the Map of the Canal System on page 17 of this guide. 7. Malaria: Doctors did not know what malaria was when outbreaks of the disease first occurred. Share the symptoms of malaria with students (fever, chills, body aches, upset stomach…). Next, students should compare those symptoms to other diseases of the time. Discuss how easily it was to misdiagnose a patient at that time. Taken a step further, discuss how advances in medical technology, and medicine itself, has made malaria (and other “old world diseases”) preventable/treatable. Finally, discuss with students how there are still areas of the world where malaria outbreaks occur, and why. Additional Resources: *There are many websites dedicated to The Erie Canal Resources Consulted: Websites: http://www.eriecanal.org/UnionCollege/Clinton.html http://xroads.virginia.edu/~MA02/volpe/canal/firstpage.html http://www.britannica.com/EBchecked/topic/30353/Appalachian-­‐Mountains http://en.wikipedia.org/wiki/Appalachian_Mountains http://www.nps.gov/appa/index.htm www.dictionary.com http://medical-­‐dictionary.thefreedictionary.com/swamp+fever http://www.nycanals.com/Erie_Canal http://www.cdc.gov/malaria/ http://www.cdc.gov/malaria/about/history/ http://www.nlm.nih.gov/medlineplus/ency/article/000621.htm http://en.wikipedia.org/wiki/Great_Lakes http://www.canals.ny.gov/history/history.html http://www.nps.gov/erie/historyculture/index.htm http://todayinsci.com/W/White_Canvass/WhiteCanvas-­‐Obituary.htm http://www.britannica.com/EBchecked/topic/1378584/Western-­‐Inland-­‐Lock-­‐Navigation-­‐Company http://www.eriecanal.org/boats.html http://www.ask.com/world-­‐view/definition-­‐social-­‐reform-­‐ef29dbae2858e16d http://www.eriecanal.org/locks.html http://nsidc.org/cryosphere/glaciers/information.html Books: Larkin, Daniel F.; Daniels, Julie C.; and West, Jean. Erie Canal, New York’s Gift to the Nation, A Document-­‐
Based Teacher Resource. Cobblestone Publishing Company. Peterborough, New Hampshire. 2001. Note: This book has much more information on the canal, accompanying documents, and great docu-­‐based activities. 26 TEACHER EVALUATION: They Built America Your feedback is vital to the growth and continued success of theREP’s educational programming.
It helps us to constantly improve and attract additional underwriting. Please take a moment to fill
out this form.
We encourage you to make multiple copies so that all of the teachers in your group may respond.
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____Today’s performance price was affordable for my school.
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funds were available.
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The completed form may be submitted by email to [email protected] or by mail to:
Katherine Stephens, Education Department, 432 State Street, Schenectady, NY 12305.
27 theREP/Capital Repertory Theatre’s Mission In Action! Creating an authentic link to the community we serve… EDUCATION AND OUTREACH are key components of theREP’s mission, “to create an authentic link to the community we serve.” Through a wide range of programs, theREP strives “to provide the Capital Region with theatre programming which inspires a greater understanding of the human condition” and helps “to develop future audiences by instilling the notion that theatre is a vital part of the cultural life of all vibrant cities.” PROGRAMS FOR STUDENTS Student Matinee’s (Classics on Stage) Performances of most of the theatre’s professional productions are scheduled during the school day with dramatically discounted prices for area students to allow for greater accessibility. Each season, at least one play is designated as Classics on Stage, for its direct connections with curriculum. On-­‐the-­‐Go! in-­‐School Tour Specially adapted professional productions designed to play to students on-­‐site in schools. Last season, theREP’s OTG program reached more than 13,000 students. Young Playwright Contest Providing students, ages 13-­‐19, with the opportunity to submit their work to be produced on the Capital Rep stage. In addition, the winning playwrights are given a mentorship – prior to the production of the play – with a professional playwright. Summer Stage Young Acting Company Providing young actors the opportunity to work together, with leading professionals in the field, on a production that will take p lace on the Capital Rep stage. Company Members hone their acting skills while rehearsing and then performing the Young Playwright Contest-­‐winning plays. Acting Intensive provides teens, ages 13-­‐17, the opportunity to hone their acting skills by providing this week-­‐long comprehensive workshop. CAST (Cultivating Arts & Students Together) provides students with the opportunity to volunteer at the theatre and earn community service credits at the same time. Teens get an in-­‐depth learning experience that satisfies their passion while fulfilling their needs. Artist In Residency Programs theREP works in conjunction with school educators to bring highly trained teaching artists to work in extended residency within the classroom. Opportunities to embed the theatrical experience into the curriculum are available for teachers and students for every work in our 2016-­‐17 Education Season. Career Development theREP is dedicated to helping to build the next generation of theatre professionals with programs like the Professional Apprenticeship Program which provides year-­‐long or summer-­‐long paid apprenticeships, and Internship Program provides college students internships in m any disciplines of theatre. These programs are specifically for young people beginning a career in the performing arts and arts education. 2016-2017 EDUCATION SPONSORS & FOUNDATIONS
CSArch Architecture|Engineering|Construction Management Pitney Bowes David and Candace Weir Foundation
Lucille A. Herold Charitable Trust
McCarthy Charities
Price Chopper’s Golub Foundation
Sidney & Beatrice Albert Foundation
The Michael Tuch Foundation
The Review Foundation
28