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Compromise of 1850 & Fugitive Slave Law
​(1850)

Image Source - Anthony Burns and the Fugitive Slave Act 1854
Standard
HS.H3.2 Analyze how ideologies, religion, and belief systems have influenced economic, political, and social institutions over time.

Learning Target
​I can explain multiple causes and effects the Civil War had on the people of the United States.

​Instructions
  • Read the Background and watch the video of how the strengthening of the Fugitive Slave Act (Law) was included in the Compromise of 1850.
  • Review the questions to be answered and write them in your notes.
  • Read the Primary Source - "No Union with Slave Holders!": Excerpts from The Liberator

Background
The Compromise of 1850 admitted California to the Union as a free state, abolished the slave trade in the District of Columbia, and allowed New Mexico and Utah territories were to decide the issue for themselves upon admission to the Union. As part of the compromise, Congress strengthened the Fugitive Slave Act, in effect since 1793, greatly increasing the risks faced by fugitive slaves and free blacks and compelling whites to assist slave catchers or face legal penalties. The first sections of the law empowered federal commissioners to hear fugitive slave cases, which had formerly been tried in state courts.
Primary Source
Document I-17: “No Union with Slave Holders!”: Excerpts from The Liberator, February 21, 1851

In the succeeding columns, we give an account of the arrest, rescue and flight of a slave in this city, on Saturday last--

​Stated in the briefest form, what are the facts in the case? The Deputy U.S. Marshal with two or three base confederates seizes an inoffensive colored man, guiltless of any crime against the laws of God or the well-being of society, in a manner the most sneaking, treacherous and dastardly,—in a manner which shows how conscious the villains were that they were engaged in the work of the devil,—and yet in a manner in exact accordance with the spirit and object of the accursed Fugitive Slave Law,—on the charge of his being a fugitive from the chains and scourges of the Southerner house of bondage, hurried without a moment’s warning before Commissioner Curtis….

The victim, through his counsel, intercedes for a little delay, in order that he may be enabled to meet his accusers in the best legal manner possible. This is granted, and the case stands adjourned to a subsequent day. At this moment the door of the court room is pressed open by a crowd of sympathizing colored persons, who, without any deliberate concert—without any weapons in their hands—without any wish or intention to do personal violence to anyone—but operated upon by a sudden electric thrill, such as the emergency was well calculated to produce, seize their doomed brother, almost unresistingly, and in the twinkling of an eye hurried him out of the room, and soon placed him beyond the reach of his pursuers.

In the rush, a few of the officers may have been jostled, but no one was injured, no blow appears to have been given by the invading forces, no scar was made, no blood was drawn. It was as peaceful a rescue as was ever made in any case of physical interference. The rescuers were not actuated by a lawless spirit, but by a deep and commendable sympathy with a wronged and outraged man, in imminent danger of being dehumanized for life—by a love of liberty—by a clear appreciation of justice—by the spirit of the revolutionary motto, “Resistance to tyrants is obedience to God.”

They apprehended that Shadrach was one who had fled from the hell of slavery, that, legally, there was no power to save him from being carried back to torture, that, in all probability, unless he was rescued just at that precise moment, his fate was sealed for ever; and as the opportunity to take him without a serious struggle was extremely favorable, they seized upon it with a wise judgment, and with entire success. Thank God, Shadrach is free—and not only free, but safe! Under the banner of England, on the Canadian soil, he is now standing erect, redeemed and disenthralled, bidding a proud defiance to President Fillmore and his cabinet, though backed by the army and navy of the United States! . .

We defy the Fugitive Slave Bill, its framers and upholders, together with the devil and his works. Freedom for all, and forever!











Questions:
  1. What position did The Liberator take regarding the Shadrach Minkins incident?
  2. At what point in the account does their editorial stand become clear?
  3. What have you learned from this article about the incident itself?
  4. What motivated the rescuers?
  5. What have you learned about the range of responses in the press to the rescue of Shadrach Minkins?
  6. What are the specific inequalities that are being encountered by people living in the United States?
Additional Resources
  • ​Teacher Resources - Website - Mass Movements - Lesson D: The Fugitive Slave Act of 1850: A Case Study of Resistance​
  • Video - PBS - Fugitive Slave Act - American Experience
What's the value of the curated resources found here?
Venmo - @dywince
Last Updated March 30th, 2023.
  • Home
    • About Mr. Wince
    • Diversity and Inclusion Statement
    • My Pedagogy Decisions >
      • Smiles and Frowns
      • Project-Based Learning >
        • Questioning >
          • Question Formulation Technique >
            • Develop a Driving Question
            • Produce Questions
            • Know the Four Rules
            • Identify Open and Closed-Ended Questions
            • Set Priority Questions
            • Plan Next Steps
            • Reflect on Learning
            • When Things Get Tough
        • Design
        • Collaboration
        • Research >
          • Goal Development
        • Project Management
        • Craftsmanship
        • Public Product
        • Reflection
      • Student Portfolios
      • How to Learn: Remembering and Forgetting
      • SBG to Ungrading
      • Reflection is Learning
      • Readings on Pedagogy
    • Why I Am A Member of TSEA
    • The Study of History
    • Reading Strategies >
      • A People's History of the United States by Howard Zinn
      • An Indigenous Peoples' History of the United States by Roxanne Dunbar-Ortiz
      • An African American and Latinx History of the United States
    • Course/Project Archives >
      • Latino History of the Southwest
      • Indigenous History of the Southwest
      • World History >
        • Q1 - Every Story >
          • Thinking Like a Historian and Geographer
          • Renaissance, Reformation and Scientific Revolution
          • c.1400s - c.1700s - Exploration and Colonization
        • Q2 - Economics and Labor Systems >
          • c.1600s-c.1800s - Age of Revolutions
          • c.1800s - Industrialization
        • Q3 - Conflicts and Resolutions >
          • 1914-1919 - The Great War
          • 1917-1923 - Russian Revolution
          • 1939-1945 - World War II
        • Q4 - Global Human Rights >
          • 1940s-1980s Cold War and Proxy Wars
          • Independence & Decolonization Movements
          • Modern World Issues
  • ičhimani - journey
  • American History
    • American History Course Information
    • Q4 Our Voices, Our Future. >
      • Q4 American History Weekly Agendas
      • Q4 (US History) Student Portfolios
      • 1940-1950s: Post-WWII America
      • 1960s-1980s - Civil Disobedience
      • 1990s-2010s: Modern America
  • Psychology
    • Psychology Course Information
    • Q4 Joy Is...Social, Mental and Physical >
      • Q4 Psychology Weekly Agendas
      • Q4 (Psych) Student Portfolio Expectations
      • Development and Learning Pillar >
        • Life Span Development
        • Learning
      • Social and Personality Pillar >
        • Personality Development
        • Social Behaviors
        • Social and Personality Careers in Psychology
      • Mental and Physical Health Pillar >
        • Mental Health Essential Lessons
        • Physical Health Essential Lessons
        • Therapies
        • Mental and Physical Health Careers in Psychology
  • U.S. Government
    • Government Course Information
    • Q4 Power! Organizing for Equality and Justice >
      • Q4 Government Weekly Agendas
      • Q4 (Gov) Student Portfolio Expectations
      • Organizing Essential Lessons
      • Fight for Equality Essential Lessons
      • Fight for Justice Essential Lessons
  • Resources Dump