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The Fugitive Slave Act

The 1850 Fugitive Slave Act empowered the Federal Government to get involved in the business of recapturing slaves who ran away to Northern states. It represented a last-ditch effort for wealthy and well-connected slave owners to hold onto the bondage of slavery. This module explores the impact of demands made by Southern slave-holding states on Federal legislation and the freedom of African Americans in the North. Students will analyze primary sources from the era, and consider discussion prompts for more dialogue and deeper reflection.


Essential Question:
How did the Fugitive Slave Act of 1850 accelerate the country towards war?

Thinking Questions:

  • How did the federal government become involved in maintaining slavery?
  • What new threat did this law create for all African Americans?
  • How did the Fugitive Slave Act of 1850 impact people living in the northern states?
  • Why did Frederick Douglass feel that the Fugitive Slave Act of 1850 could only be combatted with violence?
  • Do you agree with Frederick Douglass that war is inevitable in the face of these laws?

Analyze the newspaper ad, “$150 reward” Fugitive slave ad.

  • Close read the newspaper ad and make observations about what you notice, wonder, and feel.
  • What is the purpose of this newspaper ad?
  • What is the author’s point of view?
  • What or who does the author describe?
  • Who do you think was the audience for this newspaper ad?

Analyze this sheet music cover, The fugitive's song.

  • Identify the author and date of the source. Is this a primary or secondary source?
  • Look closely at the illustration and make observations about what you notice, wonder, and feel.
  • What is the purpose of this illustrated sheet music cover?
  • What is happening in the illustration?
  • What do you think the caption means by “A Graduate from the Peculiar Institution”?

Analyze this political cartoon, Practical illustration of the Fugitive Slave Law.

  • Look closely at the image and make observations about what you notice, wonder, and feel.
  • What is happening in the illustration?
  • What is the author’s point of view about the Fugitive Slave Act of 1850?
  • Who do you think was the audience for this political cartoon?
  • What do you think is the purpose of this political cartoon?

Standards

  • Students will analyze the impact of antebellum reform movements on American politics and society by:
    • Evaluating the impact of social reform movements on temperance, prison, and educational reform.
    • Tracing the evolution, arguments, and impacts of the antebellum women’s movement.
    • Identifying the methods, arguments, and impacts of the abolitionist movement.

  • D2.Civ.6.6-8. Describe the roles of political, civil, and economic organizations in shaping people’s lives.

  • D2.Civ.10.6-8. Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.

  • D2.Civ.14.6-8. Compare historical and contemporary means of changing societies, and promoting the common good.

  • D2.Geo.4.6-8. Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.

  • D2.His.1.6-8. Analyze connections among events and developments in broader historical contexts.

  • D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.

  • RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

  • RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

  • RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

  • WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.