Teaching with Primary Sources
Loyola, Chicago, CIEP 475, Fall 2011
Janet Mark
Religious and Political Views Shape
the Slavery Debate
1850-1865
2 Overview: In three lessons the national debate over slavery in the 1850s and
Lincoln’s actions as president regarding slavery are examined. Beginning with the
Compromise of 1850 a national debate over slavery and its moral and political
status emerged. Through these primary source lessons students learn about the
public reaction to the Fugitive Slave Act, the emergence of moral, religious, and
political viewpoints dealing with slavery. The final lesson examines the shift in
Lincoln’s position from taking office in 1861 to emancipation. Lincoln’s
understanding of slavery and the war embodied the nation’s struggle over slavery
the Constitution, morality, and freedom.
Best for: Grades 9-12, Social Studies, AP US History, Honors US History,
Antebellum and Civil War Unit
Goals: Teaching with Primary Sources
Creating Inquiry Activities with Primary Sources
Analyzing Primary Sources in Historical Context
Time Required: Total of 4 days in a unit of 2 to 3 weeks.
Mini-Lessons Topic: Religious and Political Views Shape the Slavery Debate,
1850-1865
Lesson Titles:
1) Escaping from the Peculiar Institution p 2- 21
Power point notes:
Guided reading for sources p. 13-15
Primary Source Handout p. 16-18
Option Organizer p.19-20
2) Christianity and the Debate over Slavery p. 22-30
Edited Primary sources with Questions p. 23-26
Comparison Activity p. 27
3) Lincoln “the Emancipator” p. 28-41
Group Assignment: p.35
Primary source Packet p. 36-40
Source Analysis Worksheet p. 41
3 Title: Escaping from the Peculiar Institution
Overview: Runaway slaves became a focal point in the battle over slavery by the 1850s. With
the rise of abolition, the Underground Railroad, the Fugitive Slave Act of 1850, and publication
of books such as Frederick Douglass’s autobiography and Uncle Tom’s Cabin the American
public became embroiled in a debate about the runaway slave. This debate would increase
sectional divisions and be listed as a grievance in South Carolina’s Declaration of Secession.
Time Required: 2 - 50 minute class periods
Objectives:
1) Students will examine how differences concerning “Runaways/Fugitive Slaves” increase the
split in public opinion between North and South concerning slavery in the 1850s by analyzing
primary sources.
2) Student will assess the role of antebellum press and popular culture in shaping public opinion
in North and South.
3) Students will use problem solving to identify options and consequences.
Materials/Resources:
Sources used in introductory power point
1)
Title: Runaway slave
Artist: Bryson, Barbara
Date Created/Published: [1935?]
http://www.loc.gov/pictures/item/2004678968
2)
Underground Railroad Map c. 1860
Website Slavery in America
http://www.slaveryinamerica.org/images/ugrr_1860.jpg
3)
Title: Cover of Narrative of the Life of Frederick Douglass, An American Slave, 1845
Published at the Anti-Slavery Office
http://www.americaslibrary.gov/assets/aa/douglass/aa_douglass_escape_1_e.jpg
4)
Alton Trial
Published: New York, J.F. Trow, 1838.
http://memory.loc.gov/rbc/rbcmisc/lst/lst0098/0000/00010000.gif
5)
Title: The resurrection of Henry Box Brown at Philadelphia, who escaped from
Richmond Va. in a bx 3 feet long 2 1/2 ft. deep and 2 ft wide
Date Created/Published: [New York] : Publ. by A. Donnelly, no. 19 1/2 Courtland St.,
N.Y. c1850.
http://lcweb2.loc.gov/service/pnp/cph/3g00000/3g04000/3g04600/3g04659r.jpg
4 6)
Title: Forcing slavery down the throat of a freesoiler, lithograph, 1856
Created/Published: Philadelphia. : Pub. by J.L. Magee, 1856.
http://lcweb2.loc.gov/service/pnp/cph/3b30000/3b38000/3b38300/3b38367r.jpg
Primary Sources in Student Handouts
1)
Fugitive Slave Act of 1850
A defence for fugitive slaves, against the acts of Congress of February 12, 1793, and
September 18, 1850. by Lysander Spooner.
PUBLISHEDBoston, B. Marsh, 1850.
Text of acts of 1793 and 1850 (4 p.) precedes t.-p.
http://memory.loc.gov/ll/llst/045/0000/00020000.gif
Fugitive Slave Act of 1850 word document
Yale Law School, Liillian Goldman Law Library, The Avalon Project, Documents in
Law, History and Diplomacy. http://avalon.law.yale.edu/19th_century/fugitive.asp
2)
Practical illustration of the Fugitive Slave Law
Date Created/Published: [Boston? : s.n.], 1851.
http://www.loc.gov/pictures/item/2008661534/
3)
A dream caused by the perusal of Mrs. H. Beecher Stowe's popular work Uncle Tom's
Cabin Created by Milne, Colin R., lithographer
Published: [Louisville, Ky.] : J.C. Frost & G.W. Hall, publishers, Louisville, KY., c1853.
http://www.loc.gov/pictures/item/2004665375/
4)
Title: Anthony Burns / John Andrews, sc.
Creator(s): Andrews, John, engraver
Date Published: [Boston] : R.M. Edwards, printer, 129 Congress Street, Boston, c1855.
http://www.loc.gov/pictures/item/2003689280/
Preparation:
Access to LCD projector for introductory power point presentation.
Copies of sources, handout, and organizer for students
Day 1 of lesson could be on-line in a computer lab.
Background reading and previous lessons: Antebellum reform movements, rise of radical
abolition trends, growth of slavery, transportation improvements, rise of literacy and the
press, tensions over slavery after the Mexican War, and the Compromise of 1850.
Unit included reading: Uncle Tom’s Cabin by Harriet B. Stowe, Ch. 9. What will
Senator Byrd do when a runaway slave Eliza and her son need help? Will he enforce the
Fugitive Slave Act or break the law?
Optional reading: Narrative of the Life of Frederick Douglass, 1845.
5 Procedure:
Day 1 1) Essential Question- Why did fugitive slaves become a key issue in the struggle over
slavery? Why will the Compromise of 1850 fail to end the debate over slavery?
2) Introduction to Fugitive Slave Act Power Point- Notes follow:
Facts: Few slaves escaped. Estimates are between 1500 to 2000 a year. The slave
population grew from 3,200,000 in 1850 to 3,800,000 in 1860.
Rise of Abolitionist Press and Murder of Elijah Lovejoy
Frederick Douglass’s Autobiography published in 1845 by Anti-Slavery Society
Engraving of Henry Box Brown with Frederick Douglass and William L.
Garrison
The Fugitive Slave Act of 1850 and its Impact-Engraving of Illustrated Fugitive
Slave Act
Engravings of Uncle Tom’s Cabin Eliza and her son, bestseller and hit play
Return of Anthony Burns a runaway slave brings 50,000 people out in Boston in
show of defiance to the Fugitive Slave Act
End with questions 1) Why did the Fugitive Slave Act of 1850 fail to achieve a
compromise between North and South? 2) What role did the free press play in the
debate over slavery? You can take a few initial answers to these questions:
North and South move farther apart as slavery has grown. Major areas of
disagreement include: spread of slavery westward, religious views and morality of
slavery, natural rights vs. property right..
Time 15 minutes
Work in partners or small groups
Distribute the Primary Source Packets and Guided Questions 1 per student
Work with the Primary Source Packets.
Read the Fugitive Slave Act of 1850
Examine the three engravings from the 1850s and read the descriptions.
Time 15 minutes
Whole Class Discussion of Sources- 15 minutes
Go through the sources and the worksheet.
Close Lesson: Why did fugitive slaves become a key issue in the struggle over slavery?
What role did the press play?
6 Day 2
Why did fugitive slaves become a key issue in the struggle over slavery?
Explanation. During the 1850s runaway slaves and the Fugitive Slave Law were
frequently appearing in newspapers, books, engravings, plays etc. The increased public
attention on slavery and contributed to developing arguments either pro- or anti-slavery
that rejected the political compromises over slavery and widened the sectional crisis.
Materials/Resources:
1) Primary source packet and worksheet from yesterday
2) Options Organizer – one per student
Review the four sources from day 1and their views.
1) The Fugitive Slave Act of 1850 - Pro-South & property rights. This was part
of a wider compromise that ended the slave trade in Washington D.C.
2) Illustrated Fugitive Slave Law - Anti-Sectional split which resulted from law.
3) A Dream - Anti-Abolitionists. Denounces Stowe as influenced by devil and a
lover of black race, Uncle Tom’s Cabin should be burned, satirizes the English
women’s interference in purchasing a slyly grinning Frederick Douglass.
4) Anthony Burns - Anti-Fugitive Slave Act. This visual humanizes Anthony
Burns in comparison to earlier Jim Crow depictions. Burns escaped the work, the
lash, the auction block, to live a freeman’s life only to be hunted, captured, jailed,
denied access to the law as a person, and returned to slavery.
Explain the Problems for South and North regarding runaways and slavery.
The South-The Compromise of 1850 allowed the expansion of slavery into new territory and
included a strict Fugitive Slave Law. Should the South respond to the rising influence of
abolitionists who oppose the new law and openly support for runaway slaves?
The North – By the 1850 census 3.2 million slaves lived in the South. What can the North do
about the growing slave population when it is legal under the Constitution? Will slavery spread
to the new territories under popular sovereignty which was also part of the Compromise of 1850?
When slaves escape to free territory are citizens obliged to return them.
Introduction - Time 10 Minutes
Student work
Distribute the Options Organizer to students.
Divide the class into two sides: South and North
7 Assign each side the task of developing four realistic options/responses to the
problem from their assigned position as North or South. Students should use
their background knowledge from this unit and the primary sources they
analyzed. What attitudes and issues were found in the primary sources?
Students complete the organizer with “the problem” from your viewpoint.
Brainstorm options for each side, North and South, regarding runaways and either
protecting or limiting the growth of slavery. Examine how each option has
consequences affecting fugitives and slavery’s future.
For each option they should also generate one or two likely consequences and use
information from one of the primary sources
Depending on class size students may work in smaller groups or pairs.
Student work time 10 to 15 minutes
Whole Class Discussion of Options: North & South
Allow groups to present their options to the class and discuss. You will have at
least eight options.
Possible Southern Options concerning runaways and slavery:
1) Tighten control of slaves to prevent runaways. Increase punishments and
patrols. Consequences – Could reduce the number of runaways. Would this lead
to greater criticism of slavery and make it harder to defend slavery as moral,
humane, and Christian? Worse conditions might lead to slave rebellion on many
plantations where slaves outnumber whites.
2) Demand your legal rights. Protect your property by insisting that the federal
government enforce the stricter Fugitive Slave Act. Insist that North stop aiding
fugitives and assist in returning them. Insist that the courts protect property under
the Constitution. Consequences – Could increase the return of runaways and
discourage slaves. Dred Scott decision will protect your property rights in
territories. However, enforcement will be in the North and involve the public
according to the law which students read. Abolitionists will use the stories of the
runaways to show the evils of slavery. This increases negative views of the South
and slavery. The South seems more protective about slavery and less likely to
ever reduce it. The North becomes more concerned about the individual runaway
and slavery as a whole. Fugitive Slave Act of 1850 seems to be on your side.
Illustrated Fugitive Slave Act depicts enforcement as chaos.
3) Ignore the abolitionist movement. The number of runaways is still small. Don’t
insist on enforcement of the new law because it arouses anti-slavery feelings.
Focus on the larger issue that slavery is constitutional. Any abolition amendment
would be almost impossible to pass. Most Northerners do not want to risk a large
population of freed slaves moving North. Abolitionists have the most influence
8 on public opinion with the issue of runaways. Work with moderates in the North
against abolition. Consequences - Without the issue of runaways in the press the
North will be less focused on slavery. By not enforcing the law and defending the
property rights of slave owners, runaways in the border states could increase.
Frederick Douglass fled from Maryland. Henry Box Brown escaped from
Virginia. Slavery is declining across the upper South. Once slavery in the border
states is weakened, it could crumble across the South.
4) Secede to protect your property. Consequence- Abolitionists will have less
hope of eliminating slavery and public opinion in the North will not matter .
However, slaves could still run away and would not be returned by the North.
This would require increased defense at the borders with the North. Knowing that
they could not be returned might encourage more slave escapes.
5) Respond to abolitionists with increased defenses of slavery and attacks on
abolitionists in press and by churches. The Bible is on your side. The South needs
to join together to protect slavery. –Consequences- Some Christian churches
object to this view. Bonds of being fellow Christians start to dissolve. Churches
split on the issue of slavery into Northern and Southern Methodists and Baptists.
A Dream discredits Harriet Beecher Stowe and her book.
Possible Northern Options concerning runaways and slavery:
1) Continue to ignore the law, assist runaways, and allow former slaves to live
freely in the North. Do not assist the federal government in anyway. Similar to
deporting immigrants today, returning people is personally very distasteful. You
know they are being returning to a life of SLAVERY. You have been influenced
by the abolitionists, accounts by Frederick Douglass. Consequences - The federal
government must enforce an unpopular law. Federal government must prosecute
Northerners. Risks jail and fines for citizens who break the law. Increases the
focus on slavery. Weakens respect for federal law and government’s role to
enforce it. Focuses on morality versus the law. Uncle Tom’s Cabin appears.
2) Put the nation’s unity and desires of South first. Comply with the law and assist
slave catchers in returning fugitives. Its for the good of the nation to prevent
secession. – Consequences- slavery will continue to grow! Your conscience will
be sparked by stories of the runaways being returned. Illustrated Fugitive Slave
Law.
3) Openly oppose the law and the growth of slavery. Civil disobedience is the
moral choice as Garrison, Stowe, and Thoreau all contend. The South has already
threatened to secede. Garrison says, “No Union with Slaveholders.”
Consequence –This will lead to greater political conflict about slavery and
threatens the breakup of the national government. Secession by the South would
not eliminate slavery. Secession could lead to two separate nations. Enforcing the
union would lead to military action and bloodshed. Anthony Burns handbill
9 4) Focus on stopping the expansion of slavery and weakening slavery in the
border states. Persuade the larger population in the North to oppose slavery
through logical and moral arguments. Consequences - With the incoming western
states and the growing immigrant population the Congress could eventually
abolish slavery. South will see the pressure and either agree to abolition or
secede. Republican Party is formed and rejects popular sovereignty insists on
stopping the expansion of slavery into the territories.
5) Publicize the Underground Railroad. Circulate handbills in the South to
encourage slaves to flee North. Consequences - Helping runaways will convince
the border states to abolish slavery, gradually like the North. This in turn will
increase pressure on the Deep South to move away from King Cotton Slavery.
South could secede to avoid eventual emancipation.
Why did fugitive slaves become a key issue in the struggle over slavery? What role did the
press play? Why did the Compromise of 1850 ultimately fail?
Conclusion: Control of the fugitive slave problem was essential for the long term elimination
or preservation of slavery. Assaults on and defenses of slavery shaped public opinion which then
determined political positions. The intense public debate of the early 1850s centered on runaway
slaves and was captured by a growing press. A spirit of reform that was grounded in Christian
morality and natural rights theory motivated abolitionists and appealed to more sympathetic
northerners. By the 1850s improved transportation and communication contributed to increased
exchanges by both sides and growing polarization on the topic. In the Compromise of 1850
enough Northern politicians support this harsh law as a sign that they accepted Southern
slaveholding interests as legally valid. This was a retreat from the Wilmot Proviso (1848) to ban
slavery in the Mexican Cession. However, the appearance of Uncle Tom’s Cabin in 1852 shifted
public opinion against the Fugitive Slave Act and slavery. By the mid-1850s the Fugitive Slave
Act of 1850 was rarely enforced because of hostile public opinion and popular sovereignty was
not solving the issue of slavery in the territories. The Republican Party is formed with the
position of no expansion of slavery into the territories. The Supreme Court upholds slaves a s
property even in the territories in 1857. Failure to enforce the Fugitive Slave Act and the
appearance of a sectional party were cited by South Carolina as one of its grievances in the
Declaration of Secession in December of 1860. Secession seemed the best option to protect
slavery when a Republican< Abraham Lincoln, was elected in 1860.
Discussion and conclusion about 20 -25 minutes
You may return to power point for the conclusion or just present these final points:
•
•
•
The Fugitive Slave Act was key to the Compromise of 1850 because it protected property
rights.
The northern press was sympathetic to runaway slaves, critical of the new law and
slavery. The role of the press was expanding.
Opinion in the North & South shifted further apart and against future political
compromise
10 Extension/ Informal Assessment
Assess student presentations of options by evaluating their presentations or by collecting the
organizer.
1) For a range of acceptable responses see options listed in discussion as a guide.
2) Students must present rational realistic options based upon either the historical background or
the primary sources. Additional options that are logical and can be supported with evidence are
accepted.
3) Vague and unsupported options are not acceptable.
Teacher Supplemental Resources
On line resource for this topic--The Fugitive Slave Act of 1850: Symbolic Gesture or Rational
Guarantee? Jeffrey Rogers Hummel and Barry R. Weingast, January 2006 http://www.stanford.edu/group/polisci/faculty/documents/weingast-the%20fugitive%20slave%20act.pdf
STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of
Illinois, the United States and other nations.
16.A.5a Analyze historical and contemporary developments using methods of historical inquiry
(Pose questions, collect and analyze data, make and support inferences with evidence, report
findings).
16.D.4a Describe the immediate and long-range social impacts of slavery.
16.D.4b (US) Describe unintended social consequences of political events in United States
history. (Consequences of Compromise of 1850.)
Common Core State Standards: Integration of Knowledge and Ideas
11 12 US History/Antebellum America 13 Why did fugitive slaves become a key issue
in the struggle over slavery?
Document 1 -­‐ The Fugitive Slave Act of 1850 Read the underlined part of Section 5 and answer the following: Which government officials are involved in the enforcement of this stricter law? Explain how will “the public” be involved in enforcing the law? What are the penalties in this law? 1) 2) Read the underlined part of Section 7 and answer the following: Who or What is this section aimed at? List illegal actions: What are the penalties in this law? After reading the Fugitive Slave Act of 1850 explain the effect you believe it would have on public opinion in The South: The North: Document 2 –Practical Illustration of the Fugitive Slave Act of 1850 Read the description provided and study the visuals in this political cartoon. 14 According to this visual what is the effect on the nation of this law? Describe the overall impression that this cartoon conveys: On the Left Side what are the important visuals in this cartoon? Persons and what they are doing: 1) 2) 3) 4) Objects: 1) 2) 3) 4) On the Right Side what are the important visuals in this cartoon? Persons and what they are doing: 1) 2) 3) 4) 5) Objects: 1) 2) 3) 4) What is the focal point in the center in between the two flags: Flag left: “A day, an hour, of virtuous Liberty, is worth an age of Servitude" Flag right: "All men are born free & equal." Who do you think is the intended audience? Historical Background. The probable date is 1851, place is probably Boston. Boston is known for its free black population, Garrison’s, The Liberator, and Henry David Thoreau’s Civil Disobedience . Interpreting the Political Cartoon. Please read the captions in the description. What would be the creator’s point of view in this cartoon? Is it pro-­‐, anti-­‐ or neutral regarding the Fugitive Slave Act? In a brief paragraph explain the point of view using details from this political cartoon as support Document 3 -­‐ A Dream by Colin R Milne, Louisville, Kentucky 1853 What is the overall impression conveyed in this political cartoon? 15 What is the subtitle? Study the cartoon and describe what is in the center as the main focal point: 1) 2) 3) text: Who do you think is the intended audience? Interpreting the Political Cartoon. Please read the description and study the cartoon. The viewpoint of this cartoon regarding Uncle Tom’s Cabin and its author Harriet Beecher Stowe is very negative. Identify four specific points that this cartoon is conveying. 1) 3) 2) 4) Why do you think Uncle Tom’s Cabin caused this reaction by the South? Document 4 – Anthony Burns by John Andrews, Boston, 1855 This handbill was part of the abolitionist press’s efforts to reach the public. It is a visual story of Anthony Burns life. Study the eight scenes that portray his life. What objects appear? Contrast the depiction of blacks in handbill with the famous Jim Crow figure below. How Is Anthony Burns depicted? Lithograph, New York and Philadelphia between 1835-­‐1845 Who is the intended audience of the Anthony Burns Handbill? Historical background between 1845 and 1855. Frederick Douglass’s autobiography was published in 1845. The Kansas Nebraska Act passed in 1854. Interpreting the Political Cartoon. What impact would this handbill have on public opinion Handout Document 1 - Fugitive Slave Act of 1850
Section 5
16 And be it further enacted, That it shall be the duty of all marshals and deputy marshals to obey and
execute all warrants and precepts issued under the provisions of this act, when to them directed; and
should any marshal or deputy marshal refuse to receive such warrant, or other process, when
tendered, or to use all proper means diligently to execute the same, he shall, on conviction thereof,
be fined in the sum of one thousand dollars, to the use of such claimant, on the motion of such
claimant, by the Circuit or District Court for the district of such marshal; and after arrest of such
fugitive, by such marshal or his deputy, or whilst at any time in his custody under the provisions of this
act, should such fugitive escape, whether with or without the assent of such marshal or his deputy,
such marshal shall be liable, on his official bond, to be prosecuted for the benefit of such claimant, for
the full value of the service or labor of said fugitive in the State, Territory, or District whence he
escaped: and the better to enable the said commissioners, when thus appointed, to execute their
duties faithfully and efficiently, in conformity with the requirements of the Constitution of the United
States and of this act, they are hereby authorized and empowered, within their counties respectively,
to appoint, in writing under their hands, any one or more suitable persons, from time to time, to
execute all such warrants and other process as may be issued by them in the lawful performance of
their respective duties; with authority to such commissioners, or the persons to be appointed by them,
to execute process as aforesaid, to summon and call to their aid the bystanders, or posse comitatus
of the proper county, when necessary to ensure a faithful observance of the clause of the Constitution
referred to, in conformity with the provisions of this act; and all good citizens are hereby commanded
to aid and assist in the prompt and efficient execution of this law, whenever their services may be
required, as aforesaid, for that purpose; and said warrants shall run, and be executed by said officers,
any where in the State within which they are issued.
Section 7. And be it further enacted, That any person who shall knowingly and willingly obstruct,
hinder, or prevent such claimant, his agent or attorney, or any person or persons lawfully assisting
him, her, or them, from arresting such a fugitive from service or labor, either with or without process
as aforesaid, or shall rescue, or attempt to rescue, such fugitive from service or labor, from the
custody of such claimant, his or her agent or attorney, or other person or persons lawfully assisting as
aforesaid, when so arrested, pursuant to the authority herein given and declared; or shall aid, abet, or
assist such person so owing service or labor as aforesaid, directly or indirectly, to escape from such
claimant, his agent or attorney, or other person or persons legally authorized as aforesaid; or shall
harbor or conceal such fugitive, so as to prevent the discovery and arrest of such person, after notice
or knowledge of the fact that such person was a fugitive from service or labor as aforesaid, shall, for
either of said offences, be subject to a fine not exceeding one thousand dollars, and imprisonment not
exceeding six months, by indictment and conviction before the District Court of the United States for
the district in which such offence may have been committed, or before the proper court of criminal
jurisdiction, if committed within any one of the organized Territories of the United States; and shall
moreover forfeit and pay, by way of civil damages to the party injured by such illegal conduct, the sum
of one thousand dollars for each fugitive so lost as aforesaid, to be recovered by action of debt, in any
of the District or Territorial Courts aforesaid, within whose jurisdiction the said offence may have been
committed.
Approved, September 18, 1850.
President Millard Filmore
Document 2 -­‐ Practical Illustration of the Fugitive Slave Law
17 Date Created/Published: [Boston? : s.n.], 1851.
Summary: A satire on the antagonism between Northern abolitionists on the one hand, and Secretary of State Daniel
Webster and other supporters of enforcement of the Fugitive Slave Act of 1850. Here abolitionist William Lloyd
Garrison (left) holds a slave woman in one arm and points a pistol toward a burly slave catcher mounted on the back
of Daniel Webster. The slave catcher, wielding a noose and manacles, is expensively dressed, and may represent the
federal marshals or commissioners authorized by the act (and paid) to apprehend and return fugitive slaves to their
owners. Behind Garrison a black man also aims a pistol toward the group on the right, while another seizes a
cowering slaveholder by the hair and is about to whip him saying, "It's my turn now Old Slave Driver." Garrison:
"Don't be alarmed Susanna, you're safe enough." Slave catcher: "Don't back out Webster, if you do we're ruind."
Webster, holding "Constitution": "This, though Constitutional, is "extremely disagreeable." "Man holding volumes
"Law & Gospel": "We will give these fellows a touch of South Carolina."Man with quill and ledger: "I goes in for
Law & Order." A fallen slaveholder: "This is all "your" fault Webster." In the background is a Temple of Liberty
flying two flags, one reading "A day, an hour, of virtuous Liberty, is worth an age of Servitude" and the other, "All
men are born free & equal." The print may (as Weitenkampf suggests) be the work of New York artist Edward
Williams Clay. The signature, the expressive animation of the figures, and especially the political viewpoint are,
however, uncharacteristic of Clay. It is more likely that the print was produced in Boston, a center of bitter
opposition to the Fugitive Slave Act in 1850 and 1851.
18 Document 3 -­‐ A Dream Title: A Dream Caused by the perusal of Harriet Beecher Stowe’s popular work: Uncle Tom’s Cabin
Date Created/Published: [Louisville, Ky.] : J.C. Frost & G.W. Hall, publishers, Louisville, KY., c1853.
Summary: An imaginative and biting satire on Harriet Beecher Stowe and her recently published
antislavery novel "Uncle Tom's Cabin." Printed serially beginning in June 1851, the novel first appeared
in book form in 1852. The artist has concocted a chaotic, nightmarish vision, where armies of demons and
other monsters battle in a barren, desert setting reminiscent of the infernal visions. (the plate borrows its
central motif--an enormous flying demon--from Callot's "Temptation of St. Anthony.") In the center a
leering black man dressed as a Quaker holds a flag "Women of England To The Rescue." To the left, near
the mouth of a cave marked "Underground Railway," Mrs. Stowe is pulled and harassed by demons. She
holds up a book that reads, "Uncle Tom's Cabin, I Love the Blacks." Another woman (or perhaps Mrs.
Stowe again) rides in a parade of demons on the right. In the distance, several monsters feed copies of
"Uncle Tom's Cabin" to a blazing fire.
19 Document 4 -­‐ Anthony Burns Title: Anthony Burns / John Andrews, sc. Creator(s): Andrews, John, engraver
Date Created/Published: [Boston] : R.M. Edwards, printer, 129 Congress Street, Boston, c1855.
Summary: A portrait of the fugitive slave Anthony Burns, whose arrest and trial under the Fugitive Slave Act of
1850 touched off riots and protests by abolitionists and citizens of Boston in the spring of 1854. A bust portrait of
the twenty-four-year-old Burns, "Drawn by Barry from a daguereotype [sic] by Whipple and Black," is surrounded
by scenes from his life. These include (clockwise from lower left): the sale of the youthful Burns at auction, a
whipping post with bales of cotton, his arrest in Boston on May 24, 1854, his escape from Richmond on shipboard,
his departure from Boston escorted by federal marshals and troops, Burns's "address" (to the court?), and finally
Burns in prison. Copyrighting works such as prints and pamphlets under the name of the subject (here Anthony
Burns) was a common abolitionist practice. This was no doubt the case in this instance, since by 1855 Burns had in
fact been returned to his owner in Virginia.
20 Problem: By the 1850
census 3.2 million slaves lived
in the South. What can the
North do about the growing
slave population when it is
legal? Will slavery spread to
the new territories under
popular sovereignty which
was also part of the
Compromise of 1850? When
slaves escape to free territory
are citizens obliged to return
them?
21 Problem: The Compromise
of 1850 allowed the
expansion of slavery into
new territory and passed a
strict Fugitive Slave Law.
Should the South respond
to the rising influence of
abolitionists who oppose
the new law and openly
support for runaway
slaves?
Lesson 2 Title: Role of Christianity in the Debate over Slavery
Overview: Exposure to use of religion by both pro and anti-slavery Christians using primary
sources. Topics that students already have covered include: the Growth of Slavery & King
Cotton, Era of Religion-Second Great Awakening, Reform and Rise of Radical Abolition,
Political events and concepts regarding slavery during the 1850s: Compromise of 1850, popul
sovereignty, etc.
Best For: Grades 9-12, Social Studies, AP US History & US History
Goal: Creating Inquiry Activities with Primary Sources
Time Required: One 50 minute class period
Objectives:
Students will analyze primary sources.
Students will identify religious arguments in the struggle over slavery.
Students will compare the use of Christian ideas in opposing views.
Materials/Resources:
Handout: Religion and Slavery A Powerful Duo/ Comparing Christian Views
Primary Sources
1) Scriptural and Statistical Views in Favor of Slavery by Thornton Stringfellow
Richmond, Va.: J. W. Randolph, 1856.
http://docsouth.unc.edu/church/string/string.html
2) A NARRATIVE OF THE LIFE AND LABORS OF THE G. W. OFFLEY, A COLORED MAN
Local Preacher and Missionary, Hartford, Conneticut1859
http://memory.loc.gov/cgibin/ammemrr.pl?title=%3ca%20href%3d%22%2fammem%2faward99%2fncuhtml%2fcsbchome.html
2%3eThe%20Church%20in%20the%20Southern%20Black%20Community,%2017801925%3c%2fa%3e&coll=uncall&div=&agg=csbc&default=award&dir=ammem
Secondary Sources - Standard US History textbook
Preparation:
Copies of handout for this lesson “Religion and Slavery a Powerful Duo” This handou
has edited two primary sources with guided questions imbedded.
Procedure:
23 1) Introduction of Essential Question- How were the teachings of Christianity used in the
arguments regarding slavery?
2) Breakdown this question into 2 parts 1) teachings of Christianity and 2) How did blacks and
whites use religion in the debate over slavery?
3) Whole class- 2-3 minutes - What you know about Christianity? Review the main teachings:
4) Exchange whole class and generate examples: belief in soul, heaven and hell, salvation to
believers, sin and redemption, 10 commandments, Old Testament and Word of God-Abraham,
Moses, Israelites and Promised Land. Prophets. New Testament: Jesus’s death for mankind’s
sins, Jesus as a model life, Golden Rule, Good Samaritan, Money Changers, Hypocrisy, Day of
Judgment. Disciples spread the word and teachings of Jesus.
5) Briefly review non-religious positions on slavery prior to King Cotton.
Slavery as necessary evil by the Founding Fathers to form a national government
Elimination of slavery in the North.
Growth of cotton after 1800.
Limit introduction to explaining question, review of Christian principles, and previous
positions on slavery to 10 minutes.
6) Each student is given a worksheet with two primary sources to read and questions to
complete. 1) Students either read silently or 2) read aloud as a whole class and fill out together.
or 3) for slower readers assign pairs to work on a source individually and exchange answers.
15 minutes
7) Working in small groups students design a Venn diagram based on the two sources.
10 minutes
8) Close of Lesson:
Assessment/Reflection:
In your notebook extension ( Or as homework) How were the teachings of Christianity used
in the arguments regarding slavery? 5 minutes
Write a sentence or two about slavery from the following viewpoints.
1) white slaveholder
2) free black or slave
Collect worksheets and or Venn Diagram
Rubric: Identify the common points in both of these sources. Students should have at least 2 for each.
Common Ideas:
24 •
Morality is essential to be a “Good” Christian
•
•
•
•
God protects those who have been called to serve him.
Non-violence is only option for slaves as Christians.
Salvation is open to all persons regardless of color or race, slave or free.
Not all Christians are true Christians
Minister and former slave:
•
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•
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•
God protects devout Christians who are slaves or preachers
Christianity moves masters to free their slaves.
Non-violence is “Christlike,” showing greater faith, courage, and moral
superiority. New Testament is emphasized.
Colored people are not morally inferior. Slave owners are responsible for a
degraded environment and any immorality.
True Christianity elevates the good over the evil.
Audience is free blacks or possibly slaves indirectly.
Provide hope and moral superiority in the battle with slaveowners.
Christian South and Slaveholders:
•
•
•
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•
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•
Bible supports slavery and is still a guide for slaveholders.
Bible supports racial superiority as masters are favored by God.
Abolitionists do not know their Bible and are not true Christians.
Christian slaveholders have a calling from God.
Old Testament is emphasized
Audience is fellow slaveholders, abolitonists, and public opinion in the North.
Justify slavery as Christian and keep all southerners united.
STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of
Illinois, the United States and other nations.
16.B.5a (US) Describe how modern political positions are affected by differences in ideologies
and viewpoints that have developed over time. Political positions are influenced by religious and moral
views today and in the past on slavery.
Bibliography for visuals used in handouts
Title Page A Narrative of Life and Labors of GW Offley, http://docsouth.unc.edu/neh/offley/small.jpg
Bible.ca http://www.bible.ca/bible.gif
Engraving of Slaves in Chains-Praying Corbis http://www.corbisimages.com/images/CorbisBE049220.jpg?size=67&uid=a7ca8576-185d-47df
Antebellum Church 1831 Campti, Louisiana. http://www.campticatholicchurch.com
25 Religion and Slavery a Powerful Duo/ Comparing Christian Views
Edited Primary Source:
SCRIPTURAL VIEW OF SLAVERY by Thornton Stringfellow 1856
What recent events concerning slavery in the US have occurred? (1850-1856)
Read Stringfellow carefully and answer the questions that follow each section.
Circumstances exist among the inhabitants of these United States, which make it proper that the
Scriptures should be carefully examined by Christians in reference to the institution of Slavery, which
exists in several of the states, with the approbation (favor) of those who profess unlimited subjection to
God's revealed will.
The Bible(Scripture) is the word of_______ and slavery is looked upon with__________ by
Christians who follow the Bible.
It (Slavery) is branded by one portion of people (North/ Abolitionists), who take their rule of moral
rectitude from the Scriptures, as a great sin; nay, the greatest of sins that exist in the nation. And they
hold the obligation to exterminate it, to be paramount to all others.
If slavery be thus sinful, it behooves all Christians who are involved in the sin, to repent in dust and
ashes, and wash their hands of it, without consulting with flesh and blood. Sin in the sight of God is
something which God in his Word makes known to be wrong, either by perceptive prohibition, by
principles of moral fitness, or examples of inspired men, contained in the sacred volume. When these
furnish no law to condemn human conduct, there is no transgression (evil act). Christians should produce
a "thus saith the Lord," both for what they condemn as sinful, and for what they approve as lawful, in the
sight of heaven.
It is to be hoped, that on a question of such vital importance as this to the peace and safety of our
common country, as well as to the welfare of the church, we shall be seen cleaving to the Bible, and
taking all our decisions about this matter, from its inspired pages. With men from the North, I have
observed for many years a palpable ignorance of the divine will, in reference to the institution of slavery. I
have seen but a few who made the Bible their study, that had obtained a knowledge of what it did reveal
on this subject. Of late their denunciation of slavery as a sin, is loud and long.
26 The Bible is the guide for all questions of sin, evil, and wrong. Northerners claim that________ is
the greatest _______in the nation. According to Stringfellow what is the problem with
Northerners who are against slavery?
I propose, therefore, to examine the sacred volume briefly, and if I am not greatly mistaken, I shall
be able to make it appear that the institution of slavery has received, in the first place,
1st. The sanction of the Almighty in the Patriarchal age.
2d. That it was incorporated into the only National Constitution which ever emanated from God.
3d. That its legality was recognized, and its relative duties regulated, by Jesus Christ in his kingdom;
and
4th. That it is full of mercy….
The first recorded language which was ever uttered in relation to slavery, is the inspired language of
Noah. In God's stead he says, "Cursed be Canaan;" "a servant of servants shall he be to his brethren."
"Blessed be the Lord God of Shem; and Canaan shall be his servant." "God shall enlarge Japheth, and
he shall dwell in the tents of Shem; and Canaan shall be his servant." Gen. ix: 25, 26, 27. Here, language
is used, showing the favor which God would exercise to the posterity (descendants) of Shem and
Japheth, while they were holding the posterity (descendants) of Ham in a state of abject bondage. …
…He is the same God now, that he was when he gave these views of his moral character to the world;
and unless the posterity of Shem and Japheth, from whom have sprung the Jews, and all the nations of
Europe and America, and a great part of Asia, (the African race that is in them excepted,)--I say, unless
they are all dead, as well as the Canaanites or Africans who descended from Ham, then it is quite
possible that his favor may now be found with one class of men who are holding another class in
bondage. Be this as it may, God decreed slavery--and shows in that decree, tokens of good-will to the
master.
What part of the Bible is the basis of southern views on slavery?
Special favor by God is the cause of ________ differences. God blessed the descendants of
_______and____________. God ________ Canaan and his descendants making them serve the
favored ones. The institution of__________Is found in the Old Testament with masters
and_________. The masters have the_______of God.
…. Our family theology teaches that God is no respecter of persons, but gave his son to die for all, bond
or free, black or white, rich or poor. If we keep his commandments, we will be happy after death. It also
teaches that if God calls and sanctifies a person to do some great work, that person is immortal until his
work is done; that God is able and will protect him from all danger or accident in life if he is faithful to his
calling or charge committed by the Lord. This is a borrowed idea from circumstances too numerous to
mention…
Who did Jesus die for?
Who goes to heaven?
Explain what happens if someone has God’s calling:
What does Christianity offer to slaveholders? Why is Christianity attracting many to the church?
27 2nd Edited Primary Source:
HARTFORD, CONN., 1859.
Engraving of Slaves in Chains-Praying Corbis
What events occurred regarding slavery in the years1856 to 1859?
Read Offley carefully and answer the questions that follow each section.
Story of Praying Jacob.
This man was a slave in the State of Maryland. His master was very cruel to his slaves. Jacob's rule was
to pray three times a day, at just such an hour of the day; no matter what his work was or where he might
be, he would stop and go and pray. His master has been to him and pointed his gun at him, and told him
if he did not cease praying he would blow out his brains. Jacob would finish his prayer and then tell his
master to shoot in welcome--your loss will be my gain--I have two masters, one on earth and one in
heaven --master Jesus in heaven, and master Saunders on earth. I have a soul and a body; the body
belongs to you, master Saunders, and the soul to master Jesus. Jesus says men ought always to pray,
but you will not pray, neither do you want to have me pray. This man said in private conversation that
several times he went home and drank an unusual quantity of brandy to harden his heart that he might kill
him; but he never had power to strike nor shoot him, and he would freely give the world, if he had it in his
possession for what he believed his Jacob to possess. He also thought that Jacob was as sure of Heaven
as the apostle Paul or Peter. Sometimes Mr. S. would be in the field about half drunk, raging like a
madman, whipping the other slaves; and when Jacob's hour would come for prayer, he would stop his
horses and plough and kneel down and pray; but he could not strike the man of God.
Why is Praying Jacob a Good Christian?
What is Master Saunders like?
The first Methodist minister that ever preached. in a certain town in Queen Ann's county, there was a
great revival of religion among the rich and poor, black and white, free and slaves. When many of them
experienced religion they would disobey their ungodly masters and would go to meetings nights and
Sundays. Two rich slaveholders waylaid the minister at night, and taking him off from his horse and beat
him until they thought he was dead. But the Lord saved his life to preach his Word, and many were
converted in the same town through his preaching, and many masters, when converted, set their slaves
free.
28 A popular preacher who was attacked after preaching to free and ______ was beaten
but______ by God. Religious revivals inspired people to see the _______ of slavery.
Converted masters sometimes:
…. Perhaps some person will ask why did I teach the art of wrestling, boxing and fighting, when desirous
to learn to read the Bible? I answer because no one is so contemptible as a coward. With us a coward is
looked upon as the most degraded wretch on earth, and is only worthy to be a slave. My brother's master,
Governor R. Right, of Maryland, taught his children never to take an insult from one of
their equals--that is, from the rich and educated. Their domestic slaves were taught not to take an insult
from another rich man's domestic slave under any consideration. By this, you perceive, I was trying to be
respectable by doing like the rich. Those who read the lives of our great statesmen, know they were
duellists. Then I thought he who could control his antagonist by the art of his physical power was a
greater man. But I thank the Lord, since the 21st of Feb., 1836, I have been enabled to see things in a
different light, and believe the man is greater who can overcome his foes by his Christlike example.
What trait was valued in both white and slave culture?
What trait is despised?
In 1836 Offley had a new insight that changed his life and moved him to a higher moral plane than
the great statesmen of the country. Who would be an example of a famous statesmen-duellist
from the 1830s?
What does “Christlike” example mean? What would his new behavior be? Why is it an
improvement?
A word to my colored friends. It is often said that we are a degraded people in this country as well as
in Africa. Before we consent to the charge, let us look at the word degradation. Walker (black
abolitionist of 1820s) says it means "deprivation of office or dignity, degeneracy, to lessen, to diminish."
I cannot see that his explanation has anything to do with the charge against us in a moral sense of the
term.
According to Offley, black people in America and Africa are considered to be morally________,
but he disagrees with this view. Another word that could be used would be inferior.
When properly taken into consideration, if we(blacks) only number one-sixth part of the population of the
United States. Because we have six men against one to vote us out of office; that is not degrading us, it is
oppressing us.
What is the meaning of oppression?
Explain why oppression is a better description of the black position in America than degraded:
If six colored men should take a white child from its parents, and teach it that its highest obligations
belong to us (blacks), we six men, that we stand in the place of God--this is the kind of education many of
our people have at the south. Now I ask if this child should become a sabbath-breaker, or a liar, a thief, or
a drunkard, or an adulterer, not having the advantage to know better, I ask who is the degraded man?
Who had inserted himself between man and God? Who has taken a child from its rightful
parents?
Answer Offley’s question:
29 Paul says, Romans 4; 15: For where there is no law there is no transgression. Then the moral guilt rests
on the oppressor and not on the oppressed. We must not feel that we are degraded. The true meaning of
the word degrade, is to be low, mean, contemptible, willing to do a mean act that we know is displeasing
in the sight of God and man. Therefore we may be oppressed by man, but never morally degraded, only
as we are made willing subjects to do sinful acts against what we know or have the power to know is
wrong in the sight of God and man.
Offley refers to what part of the Bible to support his views?
Are slaves under the
laws/teachings of Christianity?
Why are slave actions not sinful in the eyes of the Lord?
No difference how poor we are, if we are respectable, honest, and upright, with God, ourselves, and
our fellow man. For St. Peter declares, Acts 10, 34-35, that God is no respecter of persons. But in every
nation, he that feareth him, and worketh righteousness, is accepted with him. And if any man is accepted
with his God, then oppression, nor prejudice, or prisons, or chains, or whips, or anything formed by man,
cannot degrade us. No, we must voluntarily subscribe to some mean act before we can be mean or low in
the sight of our dear Lord and Master, My dear and much beloved, allow me to say to one and all, be sure
to send your children to the day and sabbath schools.
Yours in love,
G. W. OFFLEY.
Beside salvation in the next life what does Christianity offer to free and enslaved blacks
in America? From reading this source explain why Christianity is attracting many blacks.
30 Antebellum Church 1831. Campti, Louisiana. http://campticatholicchurch.com/
Assignment:
Construct a Venn Diagram with differences and similarities between the two primary sources,
Stringfellow and Offley. In addition to circles you might develop a Venn diagram with a visual
that is related to Christianity such as a cross, angel, church, etc.
Who is the intended audience?
What is the purpose of the author?
What Christian teachings are used?
How is the Bible used as support?
What it means to be a “Good” Christian?
What are the author’s main points about slavery?
31 Title: Lincoln “the Emancipator”
Overview: Lincoln’s objective to “preserve the Union” was stated in his First Inaugural Address
along with respect for the rights of the states towards their “domestic institutions.” Before the
war is concluded slaves will be emancipated in rebel territory and the 13th Amendment will be
approved by Congress. Was Lincoln a leader in taking action to free the slaves?
Best for: Grades 9-12 US History
Goal: Understanding primary sources
Analyzing primary sources
Teaching with primary sources
Creating inquiry activities with primary sources
Time Required: One 50 minute class period
Objectives:
Students will:
apply historical knowledge to analyze primary sources.
understand Lincoln’s decision to issue Emancipation Proclamation.
understand Lincoln’s views on slavery.
develop a response to 3 questions that requires synthesis of primary sources and
background knowledge.
Materials/Resources:
Primary Sources used in Handout
1) Title: Abraham Lincoln to William S. Speer, Tuesday, October 23, 1860
Creator: Abraham Lincoln
Date: October 23, 1860
http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d0411500))
2) Title: Lincoln- "I'm sorry to have to drop you, Sambo, but this concern won't carry us both!"
Date Created/Published: 1861 Oct. 12.
Creator: Unknown
http://lcweb2.loc.gov/service/pnp/cph/3c30000/3c33000/3c33000/3c33077_150px.jpg 3) Title: Lincoln's Last Warning [Pres. Lincoln about to cut down tree (slavery) –
warning a man to come down from the tree]
Date Created/Published: 1862. Harper’s Weekly, NY
http://lcweb2.loc.gov/service/pnp/cph/3a40000/3a48000/3a48300/3a48359r.jpg 4) Title: Lincoln’s Resolution sent to Great Britain, April 1863
Date: April 1863
http://memory.loc.gov/mss/mal/mal2/424/4249000/001.gif
32 5) Title: Abraham Lincoln to Albert G. Hodges, Monday, April 04, 1864 (Lincoln's position on slavery
http://memory.loc.gov/mss/mal/mal1/320/3207700/001.jpg
Preparation: This activity occurs at the end of the Civil War unit. Students have knowledge of
key primary sources: First Inaugural Address, Lincoln’s Letter to Horace Greeley, Emancipation
Proclamation, and the Gettysburg Address. Students know the difficulties of the war and the
slow military progress of the North. The primary source packet contains documents by Lincoln
that are not as famous and two political cartoons on his presidency. This activity allows the
students to trace the positions and actions taken by Lincoln during his presidency. It is a
summary, reinforcement, and critical thinking activity with primary sources.
Overview of Lincoln’s Actions:
1861
Pledges to” Preserving the Union” under the Constitution, declares secession is insurrection.
Army calls for volunteers to put down the rebellion.
Military commanders imprison suspected traitors suspending writs of habeas corpus in Maryland.
1862
Letter to Horace Greeley expresses all options are open regarding slavery.
Reaffirms save the Union.
Lincoln proposes emancipation with compensation to the border states but is rejected.
Lincoln issues the preliminary emancipation proclamation after Lee is stopped at Antietam.
1863
January 1st slaves in rebellious territory are “forever freed” by executive order.
African Americans serve in the military and fight for the North.
Draft begins for army, immigrant riots in New York and the army must restore order.
1864
Election year pressures increase on Lincoln. Many Republicans unhappy with the war’s slow
progress. Democrats will compromise with the South by reversing emancipation.
Lincoln insists on no compromise about slavery.
1865
Lincoln supports the 13th Amendment to abolish slavery without compensation.
With Lincoln’s help the 13th Amendment passes Congress and begins ratification by the states.
Resistance and bloodshed continue despite his re-election and the progress of the Union Army.
Lincoln announces “with malice toward none and charity toward all” in his Second Inaugural
Address
Copies of primary source packet and analysis worksheet –one per student
Copies of assignment for groups – one per group
33 Optional LCD with access to internet for Gettysburg Address
Procedure:
1) Assign the primary source packet and handout 1 or 2 days prior to this class.
2) Introduction of Essential Questions:
Was Lincoln fighting for Union or for Freedom?
What were the main influences on Lincoln’s actions during the Civil?
What credit does Lincoln deserve for emancipating the slaves?
3) Read aloud or play clip of:
The Gettysburg Address, Johnny Cash reading on You Tube
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived
and so dedicated, can long endure. We are met on a great battle-field of that war. We have come
to dedicate a portion of that field, as a final resting place for those who here gave their lives that
that nation might live. It is altogether fitting and proper that we should do this.
But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this
ground. The brave men, living and dead, who struggled here, have consecrated it, far above our
poor power to add or detract. The world will little note, nor long remember what we say here, but
it can never forget what they did here. It is for us the living, rather, to be dedicated here to the
unfinished work which they who fought here have thus far so nobly advanced. It is rather for us
to be here dedicated to the great task remaining before us -- that from these honored dead we take
increased devotion to that cause for which they gave the last full measure of devotion -- that we
here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall
have a new birth of freedom -- and that government of the people, by the people, for the people,
shall not perish from the earth.
4) Explain group activity
Students will develop a written response to the three essential questions by developing a
position that can be supported by the primary sources and historical knowledge.
Students will use their homework, the primary sources and document analysis for group
work
Each group will be writing three paragraphs. Students will develop a clear response in a
paragraph for each of these three questions.
All of the documents must be used, but they do not all have to appear in any single
paragraph. Documents may be used in more than one paragraph.
Students must demonstrate in the paragraphs that they have
34 1) correctly interpreted each document.
2) understood the main issues in the war.
3) knowledge of the background to Lincoln’s actions.
Time for introduction– 10 Minutes
5) Student Work - Form groups of 4 and distribute the assignment. Due at the end of class.
Time for student work 40 minutes.
Assessment/Reflection: Student paragraphs will be assessed by the following
1) correctly interpreted each document.
2) understood the main issues in the war.
3) knowledge of the background to Lincoln’s actions.
Illinois State Goal 16: Understand the development of significant political events.
16.B.4 (US) Identify political ideas that have dominated United States historical eras. Civil War
Common Core State Standards: Integration of Knowledge and Ideas
35 Lincoln “the Emancipator”
Was Lincoln fighting for Union or for Freedom?
What were the main influences on Lincoln’s actions during the
Civil War?
What credit does Lincoln deserve for emancipating the slaves?
Students will develop a written response to the three essential questions by developing a position that can
be supported by the primary sources and historical knowledge.
Students will use their homework, the primary sources, and document analysis for this group work.
Each group will be writing three paragraphs. Students will develop a clear response in a paragraph for
each of these three questions.
Each of the 5 documents must be used at least once in answering the three questions. Documents may be
used in more than one paragraph, but they do not all have to appear in any single paragraph.
Students must demonstrate in the paragraphs that they have:
•
•
•
correctly interpreted each document.
understood the main issues in the war.
knowledge of the background to Lincoln’s actions.
36 Handout Document 1
From Abraham Lincoln to William S. Speer1, October 23, 1860
Confidential
Springfield, Ill. Oct 23d 1860.
My dear Sir
Yours of the 13th was duly received. I appreciate your motive when you suggest the
propriety of my writing for the public something disclaiming all intention to interfere
with slaves or slavery in the States; but in my judgment, it would do no good. I have
already done this many -- many, times; and it is in print, and open to all who will read.
Those who will not read, or heed, what I have already publicly said, would not read, or
heed, a repetition of it.
"If they hear not Moses and the prophets, neither will they be persuaded though one rose
from the dead."
Yours Truly
A. Lincoln
Letter by Abraham Lincoln to William S. Speer, Tuesday, October 23, 1860
The Abraham Lincoln Papers at the Library of Congress
http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d0411500))
37 Document 2
•
•
•
Title: Lincoln- "I'm sorry to have to drop you, Sambo, but this concern won't carry us
both!"
Date Created/Published: 1861 Oct. 12.
Summary: Print shows Abraham Lincoln, in a life preserver labeled "Union", on a storm tossed
sea, pushing away an African American man who had been clinging to him; next to them floats a
hat with papers labeled "Fremonts proclamation" and in the background is the mast of a ship
flying a pennant "Proclamation."
The Abraham Lincoln Papers at the Library of Congress http://lcweb2.loc.gov/service/pnp/cph/3c30000/3c33000/3c33000/3c33077_150px.jpg 38 Document 3
•
•
Title: Lincoln's Last Warning [Pres. Lincoln about to cut down tree (slavery) - warning a
man to come down from the tree]
Date Created/Published: 1862. Harper’s Weekly, NY
The Abraham Lincoln Papers at the Library of Congress http://lcweb2.loc.gov/service/pnp/cph/3a40000/3a48000/3a48300/3a48359r.jpg 39 Document 4 Lincoln’s Resolution sent to Great Britain, April 1863
Whereas while heretofore, States and nations
have tolerated slavery, recently, for
the first in the world an attempt
has been made to construct a new
nation, on the basis of, and with
the primary and fundamental object
to maintain, enlarge, and perpetuate human slavery, therefore
Resolved, that no such embryo
state should be recognized by, or
admitted into the family of Christian
and civilized nations; and that all
Christian and civilized nations everywhere
should, by all lawful means resist to
the utmost such recognition or admission.
The Abraham Lincoln Papers at the Library of Congress
http://memory.loc.gov/mss/mal/mal2/424/4249000/001.gif
Document 5
From Abraham Lincoln to Albert G. Hodges [Draft]1, April 4, 1864
Executive Mansion,
Washington, April 4, 1864.
My dear Sir:
You ask me to put in writing the substance of what I verbally said the other day, in yours
presence, to Governor Bramlette and Senator Dixon-- It was about as follows:
"I am naturally anti-slavery. If slavery is not wrong, nothing is wrong. I can not remember when
I did not so think, and feel. And yet I have never understood that the Presidency conferred upon
me an unrestricted right to act officially upon this judgment and feeling. It was in the oath I took
that I would, to the best of my ability, preserve, protect, and defend the Constitution of the
United States. I could not take the office without taking the oath. Nor was it my view that I might
take an oath to get power, and break the oath using the power. I understood, too, that in ordinary
civil administration this oath even forbade me to practically indulge my primary abstract
judgment on the moral question of slavery. I had publicly declared this many times, and in many
ways. And I aver that, to this day, I have done no official act in mere deference to my abstract
40 judgment and feeling on slavery. I did understand hower, however, that my oath to preserve the
Constitution to the best of my ability, imposed upon me the duty of preserving, by every
indispensable means, that government -- that nation -- of which that Constitution was the organic
law. Was it possible to lose the nation, and yet preserve the Constitution? By general law life and
limb must be protected; yet often a limb must be amputated to save a life; but a life is never
wisely given to save a limb. I felt that measures, otherwise unconstitutional, might become
lawful, by becoming indispensable to the preservation of the Constitution, through the
preservation of the nation. …When, in March, and May, and July 1862 I made earnest, and
successive appeals to the border states to favor compensated emancipation, I believed the
indispensable necessity for military emancipation, and arming the blacks would come, unless
averted by that measure, They declined the proposition; and I was, in my best judgment, driven
to the alternative of either surrendering the Union, and with it, the Constitution, or of laying
strong hand upon the colored element. I chose the latter. In choosing it, I hoped for greater gain
than loss; but of this, I was not entirely confident. More than a year of trial now shows no loss by
it in our foreign relations, none in our home popular sentiment, none in our white military force,
-- no loss by it any how, or any2 where. On the contrary, it shows a gain of quite a hundred and
thirty thousand soldiers, seamen, and laborers. There are palpable facts, about which, as facts,
there can be no cavilling-- We have the men; and we could not have had them without the
measure.
And now let any Union man who complains of the measure, test himself by writing down in one
line that he is for subduing the rebellion by force of arms; and in the next, that he is for taking
these hundred and thirty thousand men from the Union side, and placing them where they would
be but for the measures he condemns. If he can not face his case so stated, it is only because he
can not face the truth.
I add a word which was not in the verbal conversation. In telling this tale I attempt no
compliment to my own sagacity. I claim not to have controlled events, but confess plainly that
events have controlled me. Now, at the end of three years struggle the nation's condition is not
what either party, or any man devised, or expected. God alone can claim it. Whither it is tending
seems plain. If God now wills the removal of a great wrong, and wills also that we of the North
as well as you of the South, shall pay fairly for our complicity in that wrong, impartial history
will find therein no new cause to question applaud attest and revere the justice [ or?] and
goodness of God.
Yours truly
A. Lincoln
[ Endorsed on Envelope by Lincoln:]
The Abraham Lincoln Papers at the Library of Congress Abraham Lincoln to Albert G. Hodges, Monday, April 04, 1864 (Lincoln's position on slavery)
http://memory.loc.gov/mss/mal/mal1/320/3207700/001.jpg
41 Primary Source Analysis: Lincoln and Slavery
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