Fugitive Slave Law simulation

Students face the critical issue of the Fugitive Slave Bill that gave Southerners the right to regain their runaway slaves and return them to bondage. It is also considered by many to have contributed to growing sectionalism in the U.S. and eventually the Civil War. In order to take on the roles of historical actors, students will examine primary source documents from the Documenting the American South collection and critique arguments in favor and opposed to the Bill.

A lesson plan for grades 11–12 Social Studies

By Meghan Mcglinn

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Related topics

• Learn more about American history, Fugitive Slave Act, United States, history, oral histories, slavery, and social studies.

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Learning outcomes

Students will:

• learn more about the historical context of the Fugitive Slave Bill.
• discover the impact of the Bill and its ramifications.

Teacher planning

Time required for lesson

100 minutes

Technology resources

computers with internet access or copies of primary sources

Activities

1. Divide students in the class into the following roles:
   • Members of the Mediation Panel. Duties include:
   • Preparing background statements about the major issues of the case based on background reading of the Fugitive Slave Law.
   • Preparing 4-5 questions for each character.
   • Nominating one member to serve as the recorder of the proceedings.
   • Characters represented by 1-3 students each. Duties include:
   • Prepare a biography for your character.
   • Prepare a diary entry written from the perspective of your character.
   • Prepare to answer questions of the panel and the reporters.
   • Characters:
   • Ellen Craft
   • William Craft
   • Frederick Douglas
   • Henry Clay
   • William Hughes
   • Newspaper reporters. Duties include:
     • Prepare a list of 8-10 questions for one of the characters based on background reading of their stories.
     • Write a news story covering the events of the panel discussion and including your interview.
     • Note: This is a good role to assign students who were absent during the planning or early stages of the lesson, especially if your class runs only 55 minutes.
2. All students will need to read background on the Fugitive Slave Law from their text or some other secondary source. They should also all read the primary sources attributed to the characters.
• Singular Escape. Appeared in the Liberator newspaper in 1849 and recounted the Crafts’ escape.
• Interesting Meeting. Describes Ellen Craft’s speech and alludes to the Fugitive Slave Law.
• Running a Thousand Miles for Freedom. Written by Henry Craft. Excerpts are suggested since this is a lengthy document: p. 27 beginning with “My wife was torn begins the account of the Craft’s escape”; p. 87 marks the beginning of the discussion of the Fugitive Slave Law including an account of slave traders looking for the Crafts and religious leaders both supporting and opposing the law.
• A Simple Tale of Slavery. A speech delivered by Frederick Douglas.
• Life and Times of Frederick Douglass. Excerpts pp. 346-348.

Assessment

Assess students based on the completion of their role and the corresponding writing assignments.