Antebellum Through Alaska: Primary Sources Curriculum for the
Seward House Museum
Task: Using the following documents and your knowledge of US history, answer the questions
below for each text group. Your answers to these questions will be used to help answer the
Essential Question in an essay format.
Text Group 1: The Seward Family & The Anti-Slavery Movement
Historical Context: In the United States of the 19th century, slavery was a controversial issue.
Many political, social, and economic movements developed, as reactions by anti-slavery
sympathizers. These movements increased in number after the Fugitive Slave Law was passed in
1850.
Essential Question: By what means did anti-slavery sympathizers in the North express their
beliefs and aid those escaping from slavery?
Part A:
Source: Photography by Jacqueline Conderacci of the Basement Kitchen in the Seward House
Museum, Seward House Museum Guidebook, 2012.
1
This kitchen was the original kitchen for the Seward House, located in the basement of
the home. There were three recorded accounts of escaping slaves being kept here, two primary
accounts and a secondary account.
1) Describe the space in the photograph. What about the area would make it a good hiding space
for fugitive slaves? What needs would the individuals have while traveling the Underground
Railroad and how could this space meet them?
2
Part B:
“One evening as I sat alone at work, in the editorial room, a tall, ragged black man came
softly in, and holding out a dirty scrap of paper said: ‘Be this for you, Mas’r?’ I took it, and
found it penciled simply with the words: ‘Help this poor fellow along. He has his ticket.’ It was
not signed, and was addressed merely to ‘Leonard’, which someone reading it to him had
mistaken for ‘Seward’, and so had directed him to my office. He was very reluctant to tell
anything about his antecedents or his journey, but said ‘he was from Ole’ Virginny,’ where
‘some men’ had put him on a boat in which he came to New York. There ‘some more men’ put
him on another boat, in which he came to Albany. I told him I would show him the railroad
station. ‘No, ‘fore God, Mas’r, don’t take me to no railroad here. Dey said dere might be
marshales watching at the station, and that I was to walk sixteen miles, to some place dey called
Snackaday. Does yo’ know de road to Snackaday, Mas’r?’ I told him I would show him. So we
walked up the hill, stopping to get him a bite on the way, and he started off on the Schenectady
turnpike, which doubtless led to his destination. ‘Stephen,’ I inquired once of the Underground
Railroad manager, ‘where do you get these contributions from? I suppose you go to old Whigs
and Republicans. Any Democrats?’ ‘Why Mr. Frederick,’ he answered, ‘some of the Democrats
is my best contributors. They don’t ask no questions neither, like Republicans does, about what I
does with the money. The Judge says he’s willing to help poor folks, but he don’t want to hear no
details.’ ‘So the Judge contributes, does he? But I suppose you don’t go near the Deputy
Marshall? It is his business to arrest fugitives.’ ‘That is just what he says to me, sir. He gave me
a five dollar bill, and told me to keep out of his sight. Yes sir, I’se a-earning that money.’”
Source: Reminiscences of a War-Time Statesman and Diplomat by Frederick Seward, pub. 1916,
pgs. 110 – 111.
This excerpt comes from Frederick Seward’s biography and details the assistance he provided to
a fugitive slave he encountered in Albany, NY. The fugitive’s dialogue features his accent that
alters words, like “Mas’r” for “Master”, “dere” for “there”. “Snackaday” refers to Schenectady, a
city outside of Albany.
1) Using evidence from the passage, what was one process used to get an escaping slave out of
the south?
2) By using an example from the passage, what was the biggest threat to an escaping slave? How
did they combat this threat?
3
Part C:
Uncle Tom’s Cabin jigsaw puzzle, published by Merrian, Moore & Co., Troy, NY. SHM
Collection.
This jigsaw puzzle was given to Fanny Seward when she received a copy of Uncle Tom’s
Cabin. This book was very controversial when it was first published and sparked widespread
support in the North for the anti-slavery movement due to its negative depiction of the conditions
of slavery.
1) Describe the portrayal of the figures in the jigsaw puzzle. Is it a sympathetic depiction or
a harsh depiction of the individuals presented? What impression would a child playing
with this puzzle receive about people who were enslaved?
2) What does possessing this puzzle, tell you about the Seward family’s beliefs with regards
to slavery? How could they teach these beliefs to their children?
4
Essential Question: By what means did anti-slavery sympathizers in the North act on their
beliefs and aid those escaping from slavery?
5
Text Group 2: The Emancipation Proclamation
Historical Context: Although slavery was not the original cause of the Civil War, it would
eventually become the wars main focus. One way that President Lincoln began to eliminate
slavery was the Emancipation Proclamation, which freed the slaves in the rebelling states.
Essential Question: How was the Emancipation Proclamation received by Lincoln’s cabinet
when it was first introduced?
Part A
First reading of the Emancipation Proclamation before the cabinet, painted by F.B. Carpenter,
engraved by A.H. Ritchie, 1864. SHM Collection.
Pictured left to right: Edwin Stanton (Secretary of War), Salmon P. Chase (Secretary of the
Treasury), Abraham Lincoln (President), Gideon Welles (Secretary of the Navy), Caleb B. Smith
who is standing (Secretary of the Interior), William Henry Seward who is sitting (Secretary of
State), Montgomery Blair (Postmaster-General), and Edward Bates (Attorney General).
The Emancipation Proclamation made an effort to end slavery and make sure that the Border
States did not rebel against the Union. To accomplish this, Lincoln only applied the
Emancipation Proclamation to the rebelling states.
1) What do you think the impact was by having the cabinet together for the first reading of the
Emancipation?
6
Part B:
“I conceived of that band of men, upon whom the eyes of the world centered as never
before upon ministers of state, gathered in council, depressed, perhaps disheartened at the vain
efforts of many months to restore the supremacy of the government. I saw, in thought, the head of
the nation, bowed down with the weight of care and responsibility, solemnly announcing, as he
unfolds the prepared draft of the Proclamation, that the time for the inauguration of this policy
had arrived; I endeavored to imagine the conflicting emotions of satisfaction, doubt, and distrust
with which such an announcement would be received by men of the varied characteristics of the
assembled councilors.”
Source: Excerpt of Francis Carpenter’s writings from “The Painter and the President” by Louis
P. Masur, New York Times, http://ow.ly/xbZwk.
1) What is some of the language that Francis Carpenter uses to show the serious nature of
the Emancipation Proclamation?
2) Described Carpenter’s imagined reactions of the cabinet members in response to
President Lincoln introducing the document. Do these reactions he described match their
expressions in the engraving of Carpenter’s work in Part A?
7
Part C:
“At noon, accompanying my father, I carried the broad parchment in a large portfolio under my
arm. We, threading our way through the throng in the vicinity of the White House, went upstairs
to the President's room, where Mr. Lincoln speedily joined us. The broad sheet was spread open
before him on the Cabinet table. Mr. Lincoln dipped his pen in the ink, and then, holding it a
moment above the sheet, seemed to hesitate. Looking around, he said:
"I never in my life felt more certain that I was doing right, than I do in signing this
paper. But I have been receiving calls and shaking hands since nine o'clock this morning, till my
arm is stiff and numb. Now this signature is one that will be closely examined and if they find my
hand trembled they will say 'he had some compunctions.' But anyway, it is going to be done."
So saying, he slowly and carefully wrote his name at the bottom of the proclamation. The
signature proved to be unusually clear, bold, and firm, even for him, and a laugh followed at his
apprehension. My father, after appending his own name, and causing the great seal to be affixed,
had the important document placed among the archives. Copies were at once given to the
press.”
Frederick Seward recounting President Lincoln signing the Emancipation Proclamation.
Reminiscences of a War-Time Statesman and Diplomat by Frederick Seward, pub. 1916, pg.
227.
Frederick Seward served as his father’s undersecretary of State for both the Lincoln and Johnson
Administrations. As such, he was witness to many important actions during the Civil War.
1) Examine President Lincoln’s actions in this passage. What does this indicate about the
significance of the document? Cite specific phrases in the passage to prove this.
8
Essential Question: How was the Emancipation Proclamation received by Lincoln’s cabinet
when it was first introduced?
9
Text Group 3: The Civil War
Historical Context: The Civil War occurred between the years 1861-1865 and disrupted all
aspects of life. Family life was perhaps the most affected by the war. When individual members
were called into service, families were separated for long durations, with people at home and on
the front lines enduring many hardships
Essential Question: Describe effect did the Civil War have on the lives of military families like
the Sewards?
Part A
Photograph of William Jr. and Janet Seward’s log cabin at Fort. Mansfield. SHM Collection
This is the cabin where William Jr. and his wife Janet stayed when William Jr’s regiment, the 9th
New York Heavy Artillery, was stationed at Fort Mansfield in Washington, DC.
1) How would having to move into this cabin inconvenience William Jr. and Janet Seward?
What features would you imagine this cabin lacked in comparison to the homes of today?
10
Part B
“On the 11th of September, 1862, our first daughter was born. On the 12th very early in the
morning, I was aroused by an unusual sound, and listening, found that it was the steady tramp of
many feet passing the house. No other sound but a few words of command in a lowered voice
that I knew so well. It was our regiment marching to take the train for Washington. It was really
to me the most mournful sound that I ever heard. No drum, no fife, nothing but the quick, firm
steps; and all the stillness was for my sake. My husband was permitted to stay a few days
longer, and then joined his regiment near Washington, where they were in “Camp Nellie
Seward,” named in honor of our little girl.”
Excerpt from Janet Seward’s diary on her husband’s departure with the 9th New York Heavy
Artillery Regiment.
1) Referencing the passage, how do you think Janet Seward felt during the deployment of
her husband’s regiment? Why would she feel this way?
2) What sacrifices were made by the regiment in consideration of Janet? What event caused
those sacrifices to be made?
11
Essential Question: Describe effect did the Civil War have on the lives of military families like
the Sewards?
12
Text Group 4: The Assassination Attempt on William Seward
Historical Context: In 1865, Southern radicals under the direction of John Wilkes Booth sought
to alter the post-Civil War Union government. Steps were taken to bring an end the Union
government and begin a renewed rebellion in the Southern states.
Essential Question: What steps were taken by Southern radicals at the end of the Civil War?
What were some effects of these actions on the Seward family?
Part A
National Police Gazette, April 22nd, 1865. “The Assassin’s Carnival”. SHM Collection.
13
This is the newspaper broadsheet printed after the attack on President Lincoln and
Secretary of State Seward. It depicts the events from the night of April 14, 1865. Left Column
Top to Bottom: Scene at the deathbed of President Lincoln, Fight with Assassin in Secretary
Seward’s Room, The assassination attempt on Secretary of State William Seward. Right Column
Top to Bottom: Assassination of President Lincoln, Frederick Seward’s encounter with the
assassin sent to kill Secretary of State William Seward, John Wilkes Booth the Assassin that
killed President Lincoln.
1) Describe the events as they unfold in the newspaper illustrations. How many
individuals were attacked? What would be the effect on the nation should these
individuals be killed?
14
Part B
“I saw that two men came in, side by side. I was close by the door, & the one nearest me, was
Fred. The side of his face was covered with blood, the rest very pale, his eyes full of intense
expression. I spoke to ask him what was the matter,--he could not answer me. On his right hand
was the assassin. I do not remember how his face looked, his arms were both stretched out, he
seemed rushing toward the bed. In the hand nearest me was a pistol, in the right hand a knife. I
ran beside him to the bed imploring him to stop. I must have said ‘Don’t kill him,’ for father
wakened, he says, hearing me speak the word kill, & seeing first me, speaking to some one whom
did not see—then raised himself& had one glimpse of the assassin’s face bending over, next felt
the blows—and by their force (he being one the edge of the bed, where fear of hurting his broken
arm, had caused him to lie for some time) was thrown to the floor. I cannot remember seeing
him—nor seeing [Powell]—go around the bed…” Diary entry: Good Friday, April 14th, 1865.
Fanny Seward was in her father’s bedroom when he was attacked by Lewis Powell. She will
never recover mentally from witnessing these events.
An excerpt from Fanny’s diary recounting the assassination attempt on her father. University of
Rochester Rare Books and Special Collections: Lincoln & His Circle
(http://www.lib.rochester.edu/index.cfm?page=1420&Print=436).
1) After reading the passage, which part(s) stand out to you as dramatic? Based on these
portions of the passage, describe the effect that witnessing the attack had on Fanny.
2) Is the newspaper account in Part A faithful to Fanny’s description of the attack? Describe
any similarities and differences you find. Which do you think is more dramatic?
15
Part C
War Department letter dated May 8th, 1865 from Edwin Stanton accepting William Seward Jr.’s
resignation from the Union Army. Will Jr. would resign as a result from the attempt on his
father’s life. SHM Collection.
16
Transcription of War Department Letter from Secretary of War, Edwin Stanton:
War Department
Washington City
May 8th, 1865
General,
Your note of this date, accompanied by your resignation, has been received.
While regretting to lose you from the Army, I am aware that recent and deplorable
circumstances probably require your withdraw from the service. I therefore accept your
resignation, to take effect on the 8th of June and at the same time beg you to accept the thanks of
this Department for the promptness and fidelity with which your duties have been performed.
The resignation of your Aide de Camp, Leut. Watson, is also accepted, to take effect on the same
time.
Your most obedient servant,
Edwin Stanton
Secretary of War
1) What do you believe to be the “recent and deplorable circumstances that caused William Jr. to
resign from the military? Do you think resignations like William Jr.’s were common? Why or
why not?
17
Essential Question: What steps were taken by Southern radicals at the end of the Civil War?
What were some effects of these actions on the Seward family?
18
Text Group 5: The Purchase of Alaska
Historical Context: After the Civil War, William Henry Seward looked towards expanding the
size of the United States. With slavery abolished, Seward did not have to worry about it
spreading into any new territories the United States was acquiring.
Essential Question: How did the United States acquire territory after the close of the Civil War
and what were the motivations for doing so?
Part A
“The Signing of the Alaska Treaty” by Emmanuel Leutze, 1867. SHM Collection
This painting was commissioned after the purchase of Alaska. It contains all of the principle
people who were involved in the purchase. This painting is set in the State Department Building.
Left to right: Robert S. Chew (State Department Clerk), William H. Seward (Secretary of
State), William Hunter (Second Assistant Secretary of State), Alexander de Bodisco ( U.S.
Ambassador to Russia), Baron Eduard de Stoeckl (Russian Ambassador to U.S.), Charles
Sumner (U.S. Senator), Frederick W. Seward (Assistant Secretary of State).
19
1) Examining the arrangement of people in the painting, who is the central figure that takes
on the most importance?
2) What two countries are represented by objects in the room and what objects represent
them?
20
Essential Question: How did the United States acquire territory after the close of the Civil War
and what were the motivations for doing so?
21
Part B:
“…my father, as Secretary of State, had found the government laboring under great
disadvantages for the lack of advanced naval outposts in the West Indies and in the North
Pacific… Russian America was a remote province of the Empire, not easily defensible, and not
likely to be soon developed. Under American control, it would develop more rapidly and be more
easily defended…At this valuation of $7,200,000 the bargain could be deemed satisfactory, even
from the standpoint of an individual fisherman, miner, or woodcutter for the timber, mines, furs,
and fisheries would easily yield the annual interest of that sum…”
Frederick Seward describing William Henry Seward’s reasons for purchasing Alaska. Frederick
Seward, as Assistant Secretary of State, was present for the negotiations. Reminiscences of a
War-Time Statesman and Diplomat by Frederick Seward, pub. 1916, 360 – 362.
1) Citing the passage, list three reasons why Seward’s purchase of Alaska was beneficial to
the United States.
2) Why did Russia want to sell Alaska?
3) What were the natural resources in Alaska that made the territory valuable? What could
these resources be used to create?
22
Text Group 6: Trip to Alaska
Historical Context: William Seward and his son Frederick visited Alaska in 1869, setting sail
via a steamship from California and navigating along the Alaskan panhandle before arriving in
Sitka. Upon his arrival their arrival, they met with the Tlingit and Haida tribes, had the
opportunity to observe native lifestyles and receive gifts of welcome.
Essential Question: Describe the extent to which western culture influenced the lives of Native
Alaskans. Which elements of the lifestyle were impacted by western settlement and which
remained the same?
Part A:
Views of the Pacific Coast, Alaska Ter. – Sitka, Eadweard Muybridge, 1868. SHM Collection.
These photograph was taken by Eadweard Muybridge in 1868, a year before William Seward
traveled to Alaska. They were intended for use in a stereoscope, a viewing device that
transformed two photographs into a single three dimensional image with the aid of specially
magnified lenses.
1) Examine the photo. Are there any signs of Western culture in the town? If so, identify
those examples
2) Based on the terrain photograph, what do you think was a source of income for the town?
23
Views of the Pacific Coast, Alaska Ter. – Fort Wrangle, Eadweard Muybridge, 1868. SHM
Collection.
These photograph was taken by Eadweard Muybridge in 1868, a year before William Seward
traveled to Alaska. They were intended for use in a stereoscope, a viewing device that
transformed two photographs into a single three dimensional image with the aid of specially
magnified lenses.
1) What in this photo conveys any mixing of Alaskan and Western culture? What elements
are western and what elements appear to be Native Alaskan?
24
Part B:
“The little town had been built by the Russians, of square hewn timbers, - it being easier as a
townsman remarked, ‘to square a log than get a board.’ A high stockade separated the town from
the Indian huts and lodges just outside. A medley of population walked the streets: Russians in
their national dress, United States soldiers in their blue uniforms, Indians in blankets and
feathers, traders and travelers in the garb of San Francisco.”
Frederick Seward’s recollection of traveling with his father to Alaska. Reminiscences of a
Wartime Statesman and Diplomat, Frederick Seward, 383
Frederick Seward describes his visit to Sitka, Alaska, one of the areas formerly under the control
of the Russian government that possessed a blend of native and European cultures.
1) Using context clues from the rest of the sentence, what does Frederick Seward mean by
the word “garb”?
2) According to Frederick, a tradesman remarks that it’s easier to, “square a log than get a
board.” What does this indicate about the availability of timber in Alaska?
25
Part C:
“Communication was opened with the Indians, and the next day came messengers from the
Coast Survey party, inviting the “Great Tyee” and his friends to come up and visit their camp.
Arrived at their destination, they were welcomed by Mr. Davidson, the head of the Coast Survey
party, and the Chilkat chief, who had placed of his great lodges at the service of the scientific
party, and the other at that of the “Great Tyee” and General Davis. Each of these royal
residences was a substantial structure of hewn logs, seventy or eighty feet long. Its entrance was
guarded by a score of Indian dogs, yelping and howling in chorus. Within, the house had no
partitions, but formed one vast room, from the earth, which was its floor, to the roof, with an
opening at the centre to let out the smoke. Hanging blankets or skins shut off one end for
sleeping places of depositing of valuables. Here they supped on fresh fish and game, cooked at
the blazing fire at the centre of the lodge, and passed a comfortable night with semi-civilized,
semi-savage surroundings, wrapped in bear skins and army blankets.”
Frederick Seward’s recollection of traveling with his father to Alaska. Reminiscences of a War
Time Statesman and Diplomat by Frederick Seward, pub. 1916, 384 – 385.
The Tlingit or Chilkat tribe that Frederick and his father visited lived in long houses, constructed
of timber, that often served as a living space for multiple families all belonging to one clan. Long
houses are characterized as rectangular structures with peaked roofs, with a hole in the center for
smoke from the fire to escape, and wide open space for communal activity inside.
1) Describe the living conditions of the Chilkat chief. What different functions was his
living space used for? What it intended to be shared with other people? How does it
compare to the western idea of a royal palace?
2) Does Frederick Seward display any western bias in his description of the Alaskan native
housing or culture? Identify the words he uses that demonstrate the bias.
26
Essential Question: Describe the extent to which western culture influenced the lives of Native
Alaskans. Which elements of the lifestyle were impacted by western settlement and which
remained the same?
27