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#406 Visions of “Freedom”: Stephens vs. Lincoln

11/29/2017

 
Picture
Picture
Left: First photographic portrait of Abraham Lincoln as president, 1861; Right: Alexander Stephens, photo undated. Both from Wikimedia Commons.

Introduction:

​
Review the “Pre-1861” and “1861” sections of the companion timeline for Ken Burns’ Civil War documentary series: http://www.pbs.org/kenburns/civil-war/war/timeline/

Based on this timeline (along with input from our previous class readings and discussion) write 1-2 sentences to summarize the cause of the Civil War using a multicausal statement.

Writing multicausal statements:
  • Monocausal statement: I slept through class because I was exhausted.
  • Basic multicausal statement: I slept through class because I was exhausted, my alarm clock was broken, and my friend forgot to wake me up.
  • More advanced multicausal statement: I slept through class mainly because I was exhausted while my broken alarm clock and my friend forgetting to wake me up also played a role.

Lincoln and Stephens:

This activity is not intended to be structured as a debate. Instead, we will focus on asking good questions and collaboratively analyzing the text.

First, we will break up into two groups, with each group responsible for one of the two readings. You will have several minutes to consider the prepared questions below and think about other possible themes that came up for you in your reading.

Prepared questions for Lincoln’s First Inaugural:
  • In what way did Lincoln clearly indicate that the responsibility for any future bloodshed would fall upon the South?
  • Why might many abolitionists have been disappointed with the theme of Lincoln’s Inaugural?
  • How did Lincoln explain his legal authority and constitutional obligation?

Prepared questions for Stephens’ Cornerstone Address:
  • What “great truth” is the cornerstone of the Confederacy’s new constitution?
  • According to Stephens, could slavery survive under the “old” U.S. Constitution?
  • How is this new “system” based “upon the same broad principles of perfect equality” as the “old” U.S. Constitution?

Next, each group will take turns posing questions—and then listening carefully—to the other group. The group not in the spotlight should begin with the prepared questions (above), though is encouraged to add elaborating questions or any other questions you might like to ask.

Finally, we will debrief together as a class.
  • How do Lincoln and Stephens define the balance between liberty and authority differently?
  • Why is Lincoln arguing that the current tension and any future conflict is not about slavery?
  • Which vision of freedom do you think is more relevant today? Why?

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  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
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