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

Preparation:

• Read:
  • Read first five pages of President Lincoln's First Inaugural Address (Course Reader, 51-57 only).
  • Read Stephens’ Cornerstone Address (Course Reader 59-61).
  • Optional background: Foner 397-400.​
• Consider:
  • How do Lincoln and Stephens each understand “freedom”? How are their visions similar and different?

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) in your journal write 1-2 sentences to summarize the cause of the civil war using the multicausal framework we introduced earlier.

Lincoln and Stephens:

• Setup: We will divide the class into two teams. Unlike last class, this activity is not intended to be structured as a debate. Instead, we will focus on asking good questions and collaboratively analyzing the text.
• Step 1: 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?
• Step 2: 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.
• Step 3: 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?

Homework: #404 (Remember – no homework over the holiday).