Analyzing a Petition about Slavery

This activity is appropriate in a unit related to the early Republic following the Constitutional Convention or in a civics course focusing on the Constitutional protections, including the right to petition. For grades 7-12. Approximate time needed is 25-30 minutes.

Before beginning analysis, ask students to define petition and discuss why petitions are made. If no definition is provided, remind students that a petition is a written request, often signed by many people, asking the government to fix a problem. Remind students that the right to petition the government for a redress of grievances is enshrined in the First Amendment as part of the Bill of Rights.

Next, direct students to examine “The petition of the People of Colour, Freemen, within the City and Suburbs of Philadelphia.” This can be done individually, in pairs, or as a full class. They should proceed to answer the questions that follow, which will guide them through the process of written document analysis:

• Meet the document.
• Observe its parts.
• Try to make sense of it.
• Use it as historical evidence.

If necessary, check in with your students at each step in the process and model analysis if required. Remind students to read both pages of the petition’s main argument and skim the page that lists the signatories.

After completing and discussing the analysis questions, direct students to “When You’re Done.” They will be directed to go back to the document and click “View Primary Source Details,” then explore the note on the final page to answer the following:

• What does this tell you about the petition’s reception in Congress?
• What does this tell you about the effectiveness of the petition?

Provide additional contextual information if required.

On December 30, 1799, the Reverend Absalom Jones and other free blacks of Philadelphia sent a petition to Congress. Although they recognized the “blessing” of their freedom, they were concerned about their fellow men: “We cannot be insensible of the condition of our afflicted Brethren, suffering under various circumstances in different parts of these States; but deeply sympathizing with them, We are incited by a sense of Social duty and humbly conceive ourselves authorized to address and petition you in their behalf.”

 

Jones and the petitioners noted that the Constitution “is violated by a trade carried on in a clandestine manner to the Coast of Guinea.” They also mentioned that the Southerners’ practice of kidnapping free African Americans and transporting them to Southern states in order to sell them also violated the “solemn Compact” of the Constitution.

 

The petition ends with this appeal: In the Constitution, and the Fugitive bill, no mention is made of Black people or Slaves—therefore if the Bill of Rights, or the declaration of Congress are of any validity, we beseech that as we are men, we may be admitted to partake of the Liberties and unalienable Rights therein held forth—firmly believing that the extending of Justice and equity to all Classes, would be a means of drawing down, the blessings of Heaven upon this Land, for the Peace and Prosperity of which, and the real happiness of every member of the Community, we fervently pray.”

 

The note written on the back records that the petition was considered by a committee, since it involved laws regarding the Slave Trade. However, an amendment was added under that first note: “And that such parts of the said petition, which invite Congress to legislate upon subjects from which the general government is precluded by the Constitution have a tendency[?] to create disquiet and jealousy, and ought therefore to receive no encouragement or countenance from this House.”

This activity was adapted from “Founding Perspectives on Slavery” in the New York City Department of Education’s Passport to Social Studies, Grade 7, Unit 3, Lesson 3 (pg. 71-86).