Lesson 3: Day 3 - The Vigilant Committee

Google Doc of This Lesson

Intro

Watch the Hawkins Family Video to understand the scope of the Underground Railroad into Philadelphia. 

Activity 1: Major Players

Overview: In this small group activity, students explore the lives and contributions of key figures in Philadelphia’s Vigilant Committee to build background knowledge before reading a historical article. By creating brief biographical profiles, students gain insight into how individuals collectively organized to resist slavery and protect freedom seekers in 19th-century Philadelphia.

Time: 20 minutes

Format: Small Groups

Objective: SWBAT identify a few of the major players who participated in the Vigilant Committee of Philadelphia and describe how collective resistance operated during the 1830s–1850s.

• Divide the class into small groups of three to four students each, and assign each group historical figure:

• • Robert Purvis What Resistance looked like in 1838 (Quinones, 2023)

  • Hetty Reckless In 1842 Hetty Reckless built a shelter in Philly for Black Women (Quinones, 2023)

  • Jacob C. White, Sr. Finding Black-Led Creation and Use of Economic Instruments to support Freedom Seekers in 1840

  • Ralph Smith When the Quaker Light Burns out Black Resistance Strategies for Unearthing a More Inclusive Community Story (Jordon, 2024)

  • Dr. James and Eliza Bias James J.G Bias and Eliza Bias: Medical Care and Social Support for Freedom Seekers in 1838 (Quinones, 2023)

• Note: 

• • One historical figure can be assigned to multiple groups. 

  • Remind students that they can search for keywords (e.g. “Ralph”) to find the section(s) of the article that refer to the specific historical figure. 

• Have each group create a digital Profile Card with the person’s name, image (if available), a five to seven sentence biography, and a quote or phrase that reflects their legacy. The Profile Card should answer the following questions:

• • Who was this person?

  • What was their role in the 1838 Black Metropolis?

  • What risks or challenges did they face?

  • What makes their contribution to their community significant?

Activity 2: Read Aloud

Overview: In this whole-group read-aloud, students engage with an excerpt from The Vigilant Committee of Philadelphia (Borome et al., 1968) to explore how free Black Philadelphians organized to resist the enslavement of their counterparts through structured, community-based action. Through collective reading and discussion, students analyze the risks, leadership, and long-term impact of the Committee’s work.

Time: 25 minutes

Format: Whole Group 

Objective: SWBAT investigate how the Vigilant Committee functioned as a form of organized Black resistance by interpreting key excerpts and participating in a guided discussion about leadership, risk, and collective action in 19th-century Philadelphia.

• Project The Vigilant Committee of Philadelphia (Borome et al., 1968)

• • Print or share a digital copy of the reading so students can follow along during the read aloud. 

• Read p. 320 to the first paragraph of p. 328 aloud. 

• • Invite student volunteers to read sections of the article aloud. 

• Summarize the article: 

• • The Vigilant Committee was a coordinated, Black-led organization that helped freedom seekers escape slavery
    – The Committee wasn’t just informal aid—it was systematic and structured, with a treasurer, sub-committees, and assigned roles.

  • William Still played a critical role as both an organizer and record keeper
    – Still documented hundreds of escape stories in detail, showing how everyday people contributed to historic acts of resistance—his notes are now some of the most important records of the Underground Railroad.

  • The Committee used donations from both Black and white allies, but leadership and day-to-day work was rooted in Black Philadelphia
    – This shows the central role of free Black communities in building and sustaining resistance networks.

  • Vigilant Committee members took enormous personal risks
    – Helping fugitives was illegal; members risked fines, violence, and arrest—and did it anyway.

  • This was more than charity—it was political and moral resistance
    – Committee members weren’t just helping individuals; they were part of a larger abolitionist strategy to defy unjust laws and confront the violence of slavery.

• Ask the following discussion questions:

• • Why do you think members of the Vigilant Committee were willing to risk their safety and freedom to help others? What values or beliefs might have motivated them?

  • William Still kept detailed records even though doing so was dangerous. Why might documenting these stories have been just as important as helping people escape?

  • How does the structure of the Vigilant Committee challenge stereotypes about Black communities in the 1800s? What does it reveal about their leadership, organization, and strategy?

  • What connections can you draw between the work of the Vigilant Committee and how communities today resist injustice or protect one another?