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Questions based off of book Give me liberty by Eric Foner & Voices of Freedom
Typology: Assignments
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the concept of liberty. The Great Awakening fighting during the 1730s and the 1740s stressed the idea of personal salvation rather than obeying the established hierarchies. Revivalists’ preachers encouraged colonial common folk to adopt a free-thinking attitude on issues of faith, which, as Foner points out, had “lasting political effects” (Foner, Give Me Liberty!, Vol.1, 5e, p.127). However, the concept of religious liberty was not fully embraced. Catholics, Jews, and dissenters were restricted from voting and holding office positions, the practice that shows how despite the establishment of new freedom, exclusion was part of American culture (Foner, Voices of Freedom, Vol.1, 4e, p. 85). Finally, Enlightenment philosophy deepened early American understandings of freedom. John Locke’s liberalism argues that individualism possessed natural rights no government could violate (Foner, Give Me Liberty!, Vol.1, 5e, p. 109). While Locke envisioned liberty primarily for the propertiered white men, his theories opened space for others– women, the poor, the enslaved Africans– to later challenge inequality (Foner, Voice of Freedom, Vol.1, 4e, p. 56). His influence showed that liberty was becoming central to American identity, even if its practice remained exclusive. To conclude, the notion of liberty grew politically with its influence and application as initially present within the colonies and other aspects such as religion and philosophy until 1815, but this process in the expansion of liberty was not entirely inclusive. Therefore, it can be evidenced that White men made the most out of it while the other groups such as women, Blacks, and Native Americans were further from the concept of being part of the so-called political nation. There was the idea of liberty, which can be seen as an
Additionally, they excelled at demonstrating that freedom for one party frequently meant freedom for another. Great Britain widened its empire during the Seven Years War, but they gave the Proclamation of 1763 prohibiting colonists from east of the Appalachian Mountains into ‘Indian country’ to minimize conflicts with the Native Americans (Foner, Give Me Liberty!, Vol.1, 5e, p. 158). The events indicated that the British had pretended to uphold the liberty of the colonists at the detriment of the Indigenous people. This notion was finding much sympathy with Zinn, as he claimed that liberty was inextricably intertwined with egregious acts of plunder and the dispossession of the land for another party (Zinn, A People’s History, p. 59).Both accounts reveal the double edged nature of freedom in early America. Nonetheless, when historians privilege single frameworks, they may also compromise their objectivity. Zinn tends to view events almost exclusively through the lens of class struggle, while Foner sometimes restricts discussions to the polarities of liberty and slavery. For instance, while Foner views the Hamilton– Jefferson debates as an elite conflict over liberty in the first order, Zinn sees a class struggle (Foner, Give Me Liberty!, Vol. 1, 5e, p. 197; Zinn, A People’s History, p. 94). According to Tosh, such a reductionist approach may disrupt the balance of plurality intrinsic to historical analysis. In sum, Zinn and Foner do well to recapture the voices of the marginalized and unearth the contradictions of the idea of liberty in early America. However, their reductionism calls for historians to remain cognizant of varying interpretations. Tosh illustrates how a history that strives to be cohesive should fit in complexity.