A map like this gives you all kinds of openings for outside information. Think about prior Constitutional crises prior to 1850 (like the Missouri Compromise situation) and how this legislation changed that. The notion of popular sovereignty, of course, is a great one for thinking about Constitutional principles related to people having a “voice” in their government. Document B: Words from an anonymous Georgian to the “north” This guy is voicing the classic Southern position on the relationship between the States and the Union (which he, of course, envisions as a Confederation where states have the greater authority).
The fact that slavery has been allowed to exist (as a state decision) seems to further validate his view, as does the enactment of Fugitive Slave Laws by the Federal Government with the recognition of the “right” of people to practice slavery and to have their “property” protected. Document C: A Handbill from Boston warning Blacks concerning slave-catchers Note the date on the Handbill (1851).
Again, this gives you a great opportunity to bring in outside information about the Compromise of 1850. Remember that one of the provisions strengthened the Fugitive Slave Law. This handbill is typical of what one might have seen throughout the North during this period — certainly true in Wisconsin which had some Underground RR connections.
Document D: Emerson talking about the Fugitive Slave Law This is really a great document for illustrating the moral position on the Fugitive Slave Act. And just think who and what you can connect Emerson to here? Think Walden Pond and a particular religious revival as well! ). Also, note his reference to the stoppage of the Slave Trade in 1807 (remember that provision that was decided at the Constitutional Convention regarding the slave trade! ). Document E: Garrison talking about the US Constitution Garrison, of course, represents a more radical view. His condemnation of the Constitution itself was routinely part of his attack when he spoke. Like document D, this one gives you the “moral” position.
Document F: Political Cartoon regarding Kansas Boy, there is a lot in this cartoon! I’ll let you play around with that one and see what you can come up with! Be conscious of the names as you do it. Document G: Buchanan’s 4th Annual Message to Congress This is an excellent document to use because it is the “voice of the President” who was dealing with the secession issue and the South. Not surprisingly, Buchanan takes a weak position on the issue and was a “waffling” politician if ever there was one.
The 1850s: Prelude to Civil War (1987 DBQ) Document H: Jefferson Davis addressing the Confederate Congress Again, Davis voices the Southern view of the Constitution. Great opportunity for you to bring in the Nullification Theory (remember Jefferson and Madison) and to connect to Document B as well. The last section of the document is really the key to understanding it, I believe. Document I: Lincoln’s message to Congress (same year)
Lincoln was elected in November of 1860 (remember — as a completely sectional candidate) and this statement from him is from July of 1861. He would have been in office for about 5 months at this point and had watched the South secede and seen the outbreak of fighting. An important part of this document is to realize that he sees the 10th Amendment as important (he doesn’t say that, but he makes reference to the “reserved powers. ” I challenge you to look that up for some deeper understanding.
Cite this Slavery in the United States and Fugitive Slave
Slavery in the United States and Fugitive Slave. (2016, Sep 13). Retrieved from https://graduateway.com/slavery-in-the-united-states-and-fugitive-slave/