Congress and Human Trafficking in 1812
Summary
In this lesson, students will analyze documents reflecting how Quakers from Baltimore, MD, petitioned Congress for legislation combating human trafficking. Using the skills of historians, students will study letters, petitions, and legislation to learn about the issue and how Congress responded to it. A reflection activity will relate their study to the larger meaning of liberty in 1812.
Note: human trafficking is the forced movement of people for commercial purposes.
Guiding Question
What threats to liberty did African American people and the nation face in the early 19th century, and how did Congress respond to these threats?
Worksheets
Documents
Documents studied in the first part of the lesson:
- Document 1— excerpt from a letter from James McCulloch to Baltimore Quaker community leaders Elisha Tyson and Thomas Ellicott, November 1, 1811; Records of the U.S. House of Representatives, RG 233, National Archives; NAID 324347425.
- Document 2 — excerpt from the Memorial of the Society of Friends, November 20, 1811; Records of the U.S. Senate, RG 46, National Archives; NAID 324347432.
- Document 3 — excerpt from a letter from Elisa Tyson regarding the kidnapping and transportation of free people of color, December 5, 1811; Records of the U.S. House of Representatives, RG 233, National Archives, NAID 324347423.
- Document 4 — excerpt from draft legislation regarding the transportation of enslaved and free persons of color, ca. 1812; Records of the U.S. House of Representatives, RG 233, National Archives; NAID 324347427. And, excerpt from the Report of the Select Committee considering the Memorial of the Society of Friends, January 9, 1812; Records of the U.S. Senate, RG 46, National Archives; NAID 324347433.
Document studied in the reflection activity:
- Excerpt from House Committee on Foreign Relations Report on the Declaration of War of 1812, the "War Manifesto", June 3, 1812; Records of the U.S. House of Representatives, RG 233, National Archives; NAID 7347326.
Recommended Grade Levels
Grades 7-12
Course
U.S. History
Time Required
This lesson can be completed in approximately 60 minutes.
Learning Activities
Activity 1: Analyzing historic documents
- Divide the class into four groups.
- Establish four learning stations: one station for each of the documents numbered 1-4 above.
- Instruct each group to begin work at one station.
- Direct the students to carousel through all four stations, collaboratively analyzing the document at each station.
- Direct the students to record their findings at each station on Worksheet 1 before moving on to the next station.
Activity 2: Summarizing evidence
- When the students have completed Activity 1, instruct each group to collaboratively draw from their findings recorded on Worksheet 1 to complete the questions on Worksheet 2, Part A and Worksheet 2, Part B.
Activity 3: Reflection
- Distribute Worksheet 3.
- Instruct the students to work in their previously assigned small groups to complete Worksheet 3.