{"id":25611,"date":"2026-10-05T16:06:00","date_gmt":"2026-10-05T16:06:00","guid":{"rendered":"https:\/\/dcc.newberry.org\/?p=25611"},"modified":"2026-10-05T21:54:02","modified_gmt":"2026-10-05T21:54:02","slug":"john-hossacks-speech-on-the-fugitive-slave-law","status":"publish","type":"post","link":"https:\/\/dcc.newberry.org\/?p=25611","title":{"rendered":"John Hossack&#8217;s Speech on the Fugitive Slave Law"},"content":{"rendered":"\n<div class=\"wp-block-getwid-tabs\" data-active-tab=\"0\"><ul class=\"wp-block-getwid-tabs__nav-links\"><\/ul>\n<div class=\"wp-block-getwid-tabs__nav-link\"><span class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">Intro<\/span><\/a><\/span><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-995f960e wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<p class=\"has-text-align-left wp-block-paragraph\"><strong>Themes<\/strong><br>Black History<br>Illinois History<br>Resistance to Slavery<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<p class=\"has-text-align-left wp-block-paragraph\"><strong>Periods &amp; Events<\/strong><br>19th Century<br>Antebellum Period<br>Fugitive Slave Law (1850)<br><\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<p class=\"has-text-align-left wp-block-paragraph\"><strong>Skills &amp; Document Types<\/strong><br>Textual Analysis<br>Broadsides<br>Speeches<br><\/p>\n<\/div>\n<\/div>\n\n\n\n<h4 class=\"wp-block-heading\">Overview &amp; Instructional Use<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">In this activity for&nbsp;<strong>middle school<\/strong>, students will read an excerpt from a speech given by John Hossack, a Scottish immigrant and abolitionist, after he was convicted of violating the Fugitive Slave Law by aiding Jim Gray, a man escaping slavery.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">It can be used:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>To practice textual analysis in a history curriculum.<\/li>\n\n\n\n<li>As an introduction to the effects of the Fugitive Slave Law in the North.<\/li>\n\n\n\n<li>As part of a discussion on abolitionism, principled resistance to laws, and loyalty to the Constitution.<\/li>\n<\/ul>\n\n\n\n<h5 class=\"wp-block-heading\">Materials<\/h5>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Optional: Computer and projector for displaying documents<\/li>\n\n\n\n<li>John Hossack&#8217;s Speech on the Fugitive Slave Law teacher guide (<a href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2026\/10\/Paulsen_Hossack_TeacherGuide.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">PDF<\/a> and <a href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2026\/10\/Paulsen_Hossack_TeacherGuide.docx\" target=\"_blank\" rel=\"noreferrer noopener\">Word<\/a>)<\/li>\n\n\n\n<li>Copies of the primary source\n<ul class=\"wp-block-list\">\n<li>Print-friendly transcript (<a href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2026\/10\/Paulsen_Hossack_Source.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">PDF<\/a> and <a href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2026\/10\/Paulsen_Hossack_Source.docx\" target=\"_blank\" rel=\"noreferrer noopener\">Word<\/a>)<\/li>\n\n\n\n<li><a href=\"https:\/\/collections.newberry.org\/asset-management\/2KXJ8ZS8TIFP6?WS=SearchResults\" target=\"_blank\" rel=\"noreferrer noopener\">High-resolution image of the original broadside with the full speech<\/a><\/li>\n<\/ul>\n<\/li>\n\n\n\n<li>Student worksheet (<a href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2026\/10\/Paulsen_Hossack_StudentWorksheet.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">PDF<\/a> and <a href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2026\/10\/Paulsen_Hossack_StudentWorksheet.docx\" target=\"_blank\" rel=\"noreferrer noopener\">Word<\/a>) or other space for students to answer questions<\/li>\n<\/ul>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-getwid-tabs__nav-link\"><span class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">Activity<\/span><\/a><\/span><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<h4 class=\"wp-block-heading\">Procedure<\/h4>\n\n\n\n<figure class=\"wp-block-image alignright size-large is-resized\"><a href=\"https:\/\/collections.newberry.org\/asset-management\/2KXJ8ZS8TIFP6?WS=SearchResults\" target=\"_blank\" rel=\" noreferrer noopener\"><img fetchpriority=\"high\" decoding=\"async\" width=\"750\" height=\"1024\" src=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Hossack_Fugitive-Slave-Law-750x1024.jpg\" alt=\"Speech given by John Hossack at his sentencing for violating the Fugitive Slave Law.\" class=\"wp-image-13590\" style=\"aspect-ratio:0.7324209455356996;width:251px;height:auto\" srcset=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Hossack_Fugitive-Slave-Law-750x1024.jpg 750w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Hossack_Fugitive-Slave-Law-scaled-300x410.jpg 300w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Hossack_Fugitive-Slave-Law-scaled-600x819.jpg 600w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Hossack_Fugitive-Slave-Law-220x300.jpg 220w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Hossack_Fugitive-Slave-Law-768x1049.jpg 768w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Hossack_Fugitive-Slave-Law-1125x1536.jpg 1125w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Hossack_Fugitive-Slave-Law-1500x2048.jpg 1500w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Hossack_Fugitive-Slave-Law-scaled.jpg 1875w\" sizes=\"(max-width: 750px) 100vw, 750px\" \/><\/a><figcaption class=\"wp-element-caption\"><a href=\"https:\/\/collections.newberry.org\/asset-management\/2KXJ8ZS8TIFP6?WS=SearchResults\" target=\"_blank\" rel=\"noreferrer noopener\">Speech of John Hossack (1860)<\/a><\/figcaption><\/figure>\n\n\n\n<ol class=\"wp-block-list\">\n<li><strong>Read: <\/strong>Display or distribute the excerpt of John Hossack&#8217;s speech. Have students read the excerpt, discussing unfamiliar words and phrases. Introduce the <a href=\"#words-to-know\"><strong>words to know<\/strong> <\/a>below as needed.<\/li>\n\n\n\n<li><strong>Analyze:<\/strong> Use the questions below to help students pull out information about Hossack&#8217;s beliefs about Christianity, loyalty to the Constitution, and the nature of just government. <\/li>\n\n\n\n<li>Bring in the <strong><a href=\"#background\">background information<\/a><\/strong> below when it is most relevant to students.<\/li>\n<\/ol>\n\n\n\n<h5 class=\"wp-block-heading\">Process<\/h5>\n\n\n\n<h5 class=\"wp-block-heading\">Step 1: Read<\/h5>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Display or distribute the <a href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2026\/10\/Paulsen_Hossack_Source.pdf\">excerpt<\/a>.<\/li>\n\n\n\n<li>Explain to students that Hossack had been found guilty of violating the Fugitive Slave Law by helping Jim Gray, a formerly enslaved man, escape from slavecatchers. Reference the <strong><a href=\"#background\" data-type=\"internal\" data-id=\"#background\">background information below<\/a> <\/strong>as needed.<\/li>\n\n\n\n<li>Have students read the excerpt and discuss unfamiliar words and phrases, using the <strong><a href=\"#words-to-know\">words to know<\/a><\/strong> as desired.<\/li>\n<\/ol>\n\n\n\n<h6 id=\"words-to-know\" class=\"wp-block-heading\">Words to Know<\/h6>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Abolitionist |<\/strong> one who wants to abolish or end slavery<\/li>\n\n\n\n<li><strong>Aristocracy |<\/strong> nobility; the rich and privileged class in a society<\/li>\n\n\n\n<li><strong>Deliverance |<\/strong> the act of being rescued or set free<\/li>\n\n\n\n<li><strong>Endowed |<\/strong> to be given a quality, ability, or asset<\/li>\n\n\n\n<li><strong>Hallowed |<\/strong> honored as holy or sacred<\/li>\n\n\n\n<li><strong>Inalienable |<\/strong> nonnegotiable; unable to be taken away<\/li>\n\n\n\n<li><strong>Redeemer | <\/strong>another name for Jesus&nbsp;<\/li>\n\n\n\n<li><strong>Variance |<\/strong> the quality of being different or inconsistent<\/li>\n<\/ul>\n\n\n\n<h5 class=\"wp-block-heading\">Step 2: Analyze<\/h5>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Distribute the <strong><a href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2026\/10\/Paulsen_Hossack_StudentWorksheet.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">student worksheet<\/a><\/strong> or other place for students to record observations.<\/li>\n\n\n\n<li>Come together as a class or in small groups to discuss questions like those below.<\/li>\n<\/ol>\n\n\n\n<h6 class=\"wp-block-heading\">Potential Questions<\/h6>\n\n\n\n<ul class=\"wp-block-list\">\n<li>What kind of&nbsp;document is this?&nbsp;<em>(a speech given in court)<\/em>&nbsp;<\/li>\n\n\n\n<li>Is it a primary or secondary source? How do you know?&nbsp;<em>(primary; it is a first-hand account)<\/em>&nbsp;<\/li>\n\n\n\n<li>Where is John Hossack from, and where does he live now?&nbsp;<em>(from Scotland and now lives in the United States, Chicago area)<\/em>&nbsp;<\/li>\n\n\n\n<li>In the first paragraph, how does Hossack describe the Fugitive Slave Law?<em>&nbsp;(\u201cwicked and ungodly\u201d)<\/em>&nbsp;<\/li>\n\n\n\n<li>How does Hossack use his personal experience as an immigrant in support of his cause? <em>(He refers to the &#8220;the crushing aristocracy of my native land&#8221; as something that taught him to love freedom and forces him to oppose the &#8220;worse aristocracy&#8221; of slavery in the US.)<\/em><\/li>\n\n\n\n<li>How does Hossack appeal to Christianity in support of his cause?&nbsp;<em>(He refers to being in the company of the Redeemer who would free the enslaved and&nbsp;states&nbsp;his religion binds him to those in bonds, meaning he and the enslaved are entwined through Christian beliefs, and that freeing them is a religious duty.)<\/em>&nbsp;<\/li>\n\n\n\n<li>How does Hossack appeal to the Founding Fathers and documents in support of his cause?<em>&nbsp;(He refers to the Declaration of Independence saying&nbsp;all men are created equal&nbsp;and the Constitution\u2019s lack of the word \u201cslave&#8221; to support his argument.)<\/em>&nbsp;<\/li>\n\n\n\n<li>What does Hossack think about&nbsp;the supporters of slavery?<em>&nbsp;(They are traitors to the Constitution.)<\/em>&nbsp;<\/li>\n\n\n\n<li>What impact does the writer believe the institution of slavery has on the government?&nbsp;<em>(It creates a government that is unjust and limits the freedom promised by the Founding Fathers.)<\/em>&nbsp;<\/li>\n<\/ul>\n\n\n\n<h4 id=\"background\" class=\"wp-block-heading\">Background<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>The Fugitive Slave Act&nbsp;<\/strong>was passed on September 18, 1850, requiring non-slave states and their citizens to return freedom seekers to their enslavers, thus expanding slavery to the entire nation. Many citizens of non-slave states were angry the law would force them to&nbsp;participate&nbsp;in the institution of slavery against their will. Free people of color feared for their own safety, as well as the safety of their friends and families because they could be forced into slavery by&nbsp;slave-catchers&nbsp;from the South regardless of their papers proving their free status.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Resistance to the institution of slavery&nbsp;<\/strong>was common in Illinois, starting with the formation of multiple abolitionist societies in the 1830s. Despite Illinois being a free state, counter-resistance to abolition was common as well, as in the case of printer Elijah Lovejoy, whose abolitionist views prompted the destruction of his printing press three times and ultimately ended in his death at the hands of a mob in Alton, Illinois in 1838.&nbsp;&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>The Fugitive Slave Law&nbsp;<\/strong>provoked profound organized resistance in Chicago.<strong>&nbsp;<\/strong>Chicago was a city with a large abolitionist presence, and many of her citizens vehemently opposed the law, seeing it as an infringement on personal freedom and a moral abomination.&nbsp;&nbsp;Resistance via the Underground Railroad increased in the Chicago area as residents were compelled to observe and participate in the capture of freedom seekers as required by the new&nbsp;law. The&nbsp;city&#8217;s proximity to both Canada and other free states, made it an essential nexus for both resistance and the safe passage of fugitives seeking freedom.&nbsp;&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Many Scottish immigrants<\/strong>, particularly those with religious beliefs like John Hossack, viewed slavery as morally wrong and actively&nbsp;protested against&nbsp;it. In particular, the&nbsp;Reformed Presbyterian Church, made mostly of&nbsp;Scots-Irish&nbsp;immigrants, opposed slavery and supported the Underground Railroad in the Chicago area. In 1860, Hossack, an abolitionist leader and grain merchant from nearby Ottawa, Illinois, was jailed and fined for his&nbsp;major role&nbsp;in helping freedom seeker Jim Gray escape from United States Marshalls by the Chicago courthouse.&nbsp;Hossack\u2019s home, an essential station on the Underground Railroad, still stands in Ottawa today.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>More background&nbsp;<\/strong>can be found in the following essay:&nbsp;<strong><a href=\"https:\/\/dcc.newberry.org\/?p=14392\" target=\"_blank\" rel=\"noreferrer noopener\">The Anti-Slavery Movement in Chicago and Illinois<\/a>.&nbsp;<\/strong><\/p>\n\n\n\n<h4 class=\"wp-block-heading\">About the Author<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-getwid-tabs__nav-link\"><span class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">Standards<\/span><\/a><\/span><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<h4 class=\"wp-block-heading\">Illinois Social Science Standards<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">This lesson supports the following standards from the&nbsp;<a href=\"https:\/\/www.isbe.net\/Documents\/IL-Social-Science-Standards.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Illinois Learning Standards for Social Science<\/a>:<\/p>\n\n\n\n<h6 class=\"wp-block-heading\">Evaluating Sources and Using Evidence<\/h6>\n\n\n\n<ul class=\"wp-block-list\">\n<li>SS.6-8.IS.2.LC:&nbsp;Determine&nbsp;the value of sources by evaluating their relevance and intended use.<\/li>\n<\/ul>\n\n\n\n<h6 class=\"wp-block-heading\">Civics<\/h6>\n\n\n\n<ul class=\"wp-block-list\">\n<li>SS.6-8.CV.2.LC: Describe the origins and purposes and impact of governing documents and policies (e.g. the US Constitution, Illinois Constitution, laws, treaties, and international agreements) and synthesize their application and impacts on multiple groups of people with how they have changed over time.<\/li>\n\n\n\n<li>SS.6-8.CV.1.MC: Evaluate the powers and responsibilities of individuals, political parties, interest groups, and the media; how these have changed over time; and the impacts on multiple communities<\/li>\n<\/ul>\n\n\n\n<h6 class=\"wp-block-heading\">History<\/h6>\n\n\n\n<ul class=\"wp-block-list\">\n<li>SS.6-8.H.2.MdC: Analyze and compare multiple factors that influenced the perspectives of multiple groups of people during different historical eras relevant to the cultural groups.&nbsp;&nbsp;<\/li>\n\n\n\n<li>SS.6-8.H.3.MdC: Detect&nbsp;possible biases&nbsp;and limitations in the historical record based on evidence collected from&nbsp;different kinds&nbsp;of historical sources by&nbsp;identifying&nbsp;the author, purpose, funding\/source, type of publication, outlet, intended audience, etc.&nbsp;&nbsp;<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">Common Core<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">This lesson supports the following&nbsp;<a href=\"https:\/\/www.thecorestandards.org\/ELA-Literacy\/\" target=\"_blank\" rel=\"noreferrer noopener\">Common Core Literacy in History\/Social Science standards:<\/a><\/p>\n\n\n\n<h6 class=\"wp-block-heading\">English Language Arts: History\/Social Studies<\/h6>\n\n\n\n<ul class=\"wp-block-list\">\n<li>CCSS.ELA-Literacy.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.&nbsp;<\/li>\n\n\n\n<li>CCSS.ELA-Literacy.RH-6-8.2:&nbsp;Determine&nbsp;the central ideas of information of a primary or secondary source; provide&nbsp;an accurate&nbsp;summary of the source distinct from prior knowledge or opinions.&nbsp;&nbsp;<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">The College, Career, and Civic Life (C3) Framework<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">This lesson supports the following <a href=\"https:\/\/www.socialstudies.org\/system\/files\/2022\/c3-framework-for-social-studies-rev0617.2.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">C3 Framework standards<\/a>:<\/p>\n\n\n\n<h6 class=\"wp-block-heading\">Dimension 2, Civics<\/h6>\n\n\n\n<ul class=\"wp-block-list\">\n<li>D2.Civ.13.6-8: Analyze the purposes, implementation, and consequences of public policies in multiple settings.&nbsp;&nbsp;<\/li>\n<\/ul>\n\n\n\n<h6 class=\"wp-block-heading\">Dimension 2, History<\/h6>\n\n\n\n<ul class=\"wp-block-list\">\n<li>D2.His.4.6-8: Analyze multiple factors that influenced the perspectives of people during different historical eras.&nbsp;&nbsp;<\/li>\n\n\n\n<li>D2.His.13.6-8: Evaluate the relevancy and utility of a historical source based on information such as maker, date, place of origin, intended audience, and purpose.&nbsp;&nbsp;<\/li>\n<\/ul>\n\n\n\n<h6 class=\"wp-block-heading\">Dimension 3<\/h6>\n\n\n\n<ul class=\"wp-block-list\">\n<li>D3.2.6-8: Evaluate the credibility of a source by determining its relevance and intended use.<\/li>\n<\/ul>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-getwid-tabs__nav-link\"><span class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">Downloads<\/span><\/a><\/span><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<p class=\"wp-block-paragraph\"><strong>Download the materials for this lesson as PDF and Microsoft Word documents. <\/strong> <\/p>\n\n\n\n<h5 class=\"wp-block-heading\">Teacher Guide<\/h5>\n\n\n\n<div class=\"wp-block-file\"><a id=\"wp-block-file--media-9cadb920-91de-4588-8097-5863acd5a9a7\" href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2026\/10\/Paulsen_Hossack_TeacherGuide.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>John Hossack&#8217;s Speech on the Fugitive Slave Law Teacher Guide (PDF)<\/strong><\/a><\/div>\n\n\n\n<div class=\"wp-block-file\"><a id=\"wp-block-file--media-0d99290c-6d2b-4111-ae64-cecf951a90e6\" href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2026\/10\/Paulsen_Hossack_TeacherGuide.docx\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>John Hossack&#8217;s Speech on the Fugitive Slave Law Teacher Guide (Word)<\/strong><\/a><\/div>\n\n\n\n<h5 class=\"wp-block-heading\">Source<\/h5>\n\n\n\n<div class=\"wp-block-file\"><a id=\"wp-block-file--media-45db10bb-64b8-4abc-a226-8e5128885936\" href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2026\/10\/Paulsen_Hossack_Source.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>John Hossack&#8217;s Speech on the Fugitive Slave Law Excerpt (PDF)<\/strong><\/a><\/div>\n\n\n\n<div class=\"wp-block-file\"><a id=\"wp-block-file--media-7b687bdc-9c99-4285-9349-d48f2136ca3d\" href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2026\/10\/Paulsen_Hossack_Source.docx\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>John Hossack&#8217;s Speech on the Fugitive Slave Law Excerpt (Word)<\/strong><\/a><\/div>\n\n\n\n<h5 class=\"wp-block-heading\">Words to Know<\/h5>\n\n\n\n<div class=\"wp-block-file\"><a id=\"wp-block-file--media-4cbf2d87-b715-479c-a79d-12873cf8a012\" href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2026\/10\/Paulsen_Hossack_WordsToKnow.pdf\"><strong>John Hossack&#8217;s Speech on the Fugitive Slave Law Words to Know (PDF)<\/strong><\/a><\/div>\n\n\n\n<div class=\"wp-block-file\"><a id=\"wp-block-file--media-9bb49edb-9b18-4a25-947c-0dead1133209\" href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2026\/10\/Paulsen_Hossack_WordsToKnow.docx\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>John Hossack&#8217;s Speech on the Fugitive Slave Law Words to Know (Word)<\/strong><\/a><\/div>\n\n\n\n<h5 class=\"wp-block-heading\">  Student Worksheet<\/h5>\n\n\n\n<div class=\"wp-block-file\"><a id=\"wp-block-file--media-01c9def3-4536-4bee-93e7-29324590430f\" href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2026\/10\/Paulsen_Hossack_StudentWorksheet.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>John Hossack&#8217;s Speech on the Fugitive Slave Law Student Worksheet (PDF)<\/strong><\/a><\/div>\n\n\n\n<div class=\"wp-block-file\"><a id=\"wp-block-file--media-7ca8e181-5673-47b9-bc72-f3eeb9f56eea\" href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2026\/10\/Paulsen_Hossack_StudentWorksheet.docx\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>John Hossack&#8217;s Speech on the Fugitive Slave Law Student Worksheet (Word)<\/strong><\/a><\/div>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-getwid-tabs__nav-link\"><span class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">Related Resources<\/span><\/a><\/span><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<h4 class=\"wp-block-heading\">Related Teaching Resources<\/h4>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-995f960e wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-full\"><a href=\"https:\/\/dcc.newberry.org\/?p=14392\" target=\"_blank\" rel=\" noreferrer noopener\"><img decoding=\"async\" width=\"460\" height=\"582\" src=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2025\/09\/Anti-Salvery-Movement_Thumbnail.png\" alt=\"Thumbnail image for the essay &quot;The Anti-Slavery Movement in Chicago and Illinois&quot;\" class=\"wp-image-24793\" srcset=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2025\/09\/Anti-Salvery-Movement_Thumbnail.png 460w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2025\/09\/Anti-Salvery-Movement_Thumbnail-237x300.png 237w\" sizes=\"(max-width: 460px) 100vw, 460px\" \/><\/a><figcaption class=\"wp-element-caption\"><strong><a href=\"https:\/\/dcc.newberry.org\/?p=14392\" target=\"_blank\" rel=\"noreferrer noopener\">Essay: The Anti-Slavery Movement in Chicago and Illinois <\/a><\/strong><br><a href=\"https:\/\/dcc.newberry.org\/?p=14392\" target=\"_blank\" rel=\"noreferrer noopener\">by Cristen Chapman<\/a><\/figcaption><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-full\"><a href=\"https:\/\/dcc.newberry.org\/?p=22300\" target=\"_blank\" rel=\" noreferrer noopener\"><img decoding=\"async\" width=\"515\" height=\"674\" src=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2024\/06\/Capture3-1.png\" alt=\"Thumbnail of a lesson\" class=\"wp-image-22403\" srcset=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2024\/06\/Capture3-1.png 515w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2024\/06\/Capture3-1-229x300.png 229w\" sizes=\"(max-width: 515px) 100vw, 515px\" \/><\/a><figcaption class=\"wp-element-caption\"><a href=\"https:\/\/dcc.newberry.org\/?p=22300\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>Lesson: Resistance in the Colonial Caribbean<\/strong><br>by Christopher Fletcher<\/a><\/figcaption><\/figure>\n<\/div>\n<\/div>\n\n\n\n<h4 class=\"wp-block-heading\">Additional Resources on this Topic<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/presidentlincoln.illinois.gov\/Blog\/Posts\/39\/African-American-History\/2020\/10\/An-elegy-for-Jim-Gray\/blog-post\/\" target=\"_blank\" rel=\"noreferrer noopener\">Christopher Schnell, &#8220;An Elegy for Jim Gray,&#8221; Abrham Lincoln Presidential Library and Museum (October 26, 2020).<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.loc.gov\/item\/ltf96001561\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Report of the Trial of John Hossack, indicted for rescuing a fugitive slave from the U.S. Deputy Marshal, at Ottawa, Oct. 20, 1859.<\/em> Library of Congress (1860).<\/a><\/li>\n\n\n\n<li><\/li>\n<\/ul>\n<\/div><\/div>\n<\/div>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":13590,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_monsterinsights_skip_tracking":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[83,136,139],"tags":[169,174,165],"class_list":["post-25611","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-19th-century","category-activities","category-middle-school","tag-chicago-midwest","tag-politics-government","tag-us-history"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":8}},"acf":[],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2020\/08\/Hossack_Fugitive-Slave-Law-scaled.jpg","_links":{"self":[{"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/posts\/25611","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=25611"}],"version-history":[{"count":13,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/posts\/25611\/revisions"}],"predecessor-version":[{"id":25674,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/posts\/25611\/revisions\/25674"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/media\/13590"}],"wp:attachment":[{"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=25611"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=25611"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=25611"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}