Biblioteca     Fugitive Slave Act of 1793     Textos relacionados

Textos relacionados > Fugitive Slave Act of 1793

por The United States Congress

1793

Hemos identificado los siguientes textos como textos relacionados porque tienen temas, recursos literarios o ideas similares. Complemente su lección con una o más de estas opciones y desafíe a sus estudiantes a comparar y contrastar las lecturas. Para asignar un texto relacionado, haga clic en el texto para ir a su página y haga clic en "Asignar Texto".

The Emancipation Proclamation

The Emancipation Proclamation

President Abraham Lincoln

President Lincoln issued the Emancipation Proclamation during the height of the Civil War. It was directed at the eleven states still in rebellion and decreed that all slaves in these rebelling states were freed.

Pair “The Emancipation Proclamation” with the “Fugitive Slave Act of 1793” and ask students to compare these historical documents, both of which address the status of slaves.

10° Grado Documento histórico 1970L
What to the Slave is the Fourth of July?

What to the Slave is the Fourth of July?

Frederick Douglass

Frederick Douglass (1818-1895) was an African American social reformer, orator, writer, former slave, and leading abolitionist. In this speech delivered to a crowd of abolitionists in New York, Douglass reminds his audience of the inherent hypocrisy of an "Independence Day" for people enslaved.

Pair the “Fugitive Slave Act of 1793” with “What to the Slave is the Fourth of July?” and ask students to discuss the history of slavery in the United States.

11° Grado Discurso 1140L
To Those Who Keep Slaves, and Approve the Practice

To Those Who Keep Slaves, and Approve the Practice

Richard Allen

In this essay, prominent African-American scholar and minister Richard Allen meditates on the inhumanity of slavery.

Pair “To Those Who Keep Slaves, and Approve the Practice” with “Fugitive Slave Act of 1793” and have students re-consider the speech through the lens of the Fugitive Slave Act. How does reading the Act advance their understanding of the codification of slavery as an American institution? How do students think this contributed to the difficulty faced by abolitionists in convincing people to fight against the existence of slavery? How does Allen deal with and respond to the issues presented in the Fugitive Slave Act?

11° Grado Discurso 1730L
What Slaves Are Taught To Think of The North

What Slaves Are Taught To Think of The North

Harriet Ann Jacobs

Harriet Ann Jacobs (1813-1897), who wrote under the pseudonym Linda Brendt, was an American slave who eventually escaped and became an abolitionist. "What Slaves are Taught to Think of the North" is a chapter from Brent's memoir Incidents in the Life of a Slave Girl, published in 1861. In it, Jacobs provides a true account of her experience as a slave, and writes about the lies slaveholders told their slaves to keep them from running away to the North.

Pair “What Slaves are Taught to Think of the North” with the “Fugitive Slave Act of 1793” and ask students to discuss the measures many Americans and the American government took to prevent slaves from gaining freedom. How did slaveholders and other supporters of slavery justify these restrictions? How did prejudice produce these behaviors?

9° Grado Relato autobiográfico 930L
"Narrative of the Life of Frederick Douglass": Excerpts from Chapters 1 & 7

"Narrative of the Life of Frederick Douglass": Excerpts from Chapters 1 & 7

Frederick Douglass

In these excerpts from Frederick Douglass' autobiography, African American hero and champion for the Freedmen of America tells audiences how he learned to read. 

Pair the Fugitive Slave Act of 1793 with "'Narrative of the Life of Frederick Douglass': Excerpts from Chapters 1 and 7" to open discussion about the long-term effects of slavery. How did slavery threaten American democracy?

9° Grado Autobiografía 930L