An Essay Question Is Given Below This Question Constitutes A

An Essay Question Is Given Below This Question Constitutes A Controve

An essay question is given below. This question constitutes a controversial issue in the Civil War period. Your job is to be the historian, take a stance on the issue, and use historical evidence from your notes, the textbook, and the primary source book This Fiery Trial to substantiate your argument. You will not be graded on your point of view; but rather, you will be graded on how well you employ historical evidence in order to prove your thesis statement and your supporting arguments. Also, I have included a prompt on the rules for good historical essays and a breakdown of a sample historian’s argument regarding Indians.

Your essay should be structured in a similar way. You have a whole week in order to prepare for this essay question, so it is advisable for you to go back and peruse your class notes and your text, and write out a rough draft for the question before you submit your final draft. Do not allow the final question to catch you unawares. Remember where there is a will, there is an A! The total points for the final is 150 pts.

That is 1/3 of your grade! You will be graded on the quality of your explanation and on the breadth and suitability of the historical examples given. Your essay should be relevant to the question, and the information presented in a clear, logical and coherent fashion. There is no page limit on this essay. What matters for this paper is quality over quantity; namely, if you can beautifully articulate your point in two pages, then that is fine.

If it takes you ten pages, then that is okay too. However, the more relevant evidence you adduce, the more convincing your arguments, and, thus, the better your grade. You must cite your sources! You may use Chicago style or MLA format—just so long as you professionally give credit where it is due. Plagiarism is a heinous crime in academia, so those who plagiarize or cheat on this test will be drawn and quartered; namely, you run the risk of exam disqualification and a course F.

Be warned! As regards to your research, the question requires content that can be derived partly from my lectures (Module 7: The American Civil War) and partly from the Norton text (chapters 11, 12, and 13). Also, it is highly advisable that you peruse your This Fiery Trial book in order to cull primary source evidence on Lincoln's position regarding American slavery. Also, feel free to pursue wider research, beyond the course materials, if you are so motivated. It will pay dividends in the quality of your answer.

Just make sure that you consult credible academic sources and be wary of sources like Wikipedia! Lastly, some advice for my students. It has been my goal in this class to not only teach you all history, but also, I have sought to teach you the tools of the historian: how to identify historical significance, how to analyze historical primary sources, and how to construct a historical argument. It is my hope that by the end of this class, you will not only have learned American history, but you will also have become a historian in the process. And one rule historians live by is to always contextualize their subject!

That means that when you judge Lincoln in your essay, you may not judge him against 21st-century standards. To hold a historical subject against one’s own modern standards makes for very bad history. Therefore, when you examine Lincoln or cast your judgment on him, compare him to his peers and judge him against the standards of the 19th century. This will make you sound like a professional and objective historian. Please professionally respond to the following question: Does Abraham Lincoln deserve the accolade "The Great Emancipator?" Say why/why not. Your essay must be submitted in one of the following allowed formats: .doc or .pdf

Paper For Above instruction

The question of whether Abraham Lincoln deserves the title "The Great Emancipator" remains a central debate in American history. To assess Lincoln’s legitimacy for this accolade, it is essential to examine his actions and policies concerning slavery within the broader socio-political context of 19th-century America. While Lincoln’s conduct during the Civil War and his shifting stance on emancipation have led many to honor him, critics argue that his motivations and the timing of his actions complicate this recognition. This essay explores both perspectives, supported by primary and secondary sources, to evaluate Lincoln’s contributions to emancipation and whether they elevate him to the status of "Great Emancipator."

Lincoln’s rise to the presidency coincided with a deeply divided nation, where slavery was a contentious issue threatening the Union’s stability. Initially, Lincoln sought to prevent the spread of slavery into new territories rather than abolish it outright. His primary goal was to preserve the Union, which he often articulated in speeches such as the First Inaugural Address (Lincoln, 1861). However, as the war progressed, Lincoln’s stance evolved, culminating in the issuance of the Emancipation Proclamation in 1863. This executive order declared slaves in Confederate-held territories to be free, a strategic move that also aimed to undermine the Confederacy’s economy and morale (Foner, 2014). The Proclamation, while limited in scope—since it did not abolish slavery in Union border states—was a pivotal step toward emancipation and redefined the Civil War as a fight against slavery as well as a conflict for Union preservation.

One of the most compelling arguments in favor of Lincoln’s status as "The Great Emancipator" is the symbolic and practical significance of the Emancipation Proclamation. It shifted the Union’s war aim from mere reunification to liberation, which galvanized abolitionist support and paved the way for the eventual abolition of slavery nationwide. Lincoln also played a critical role in advocating for the passage of the Thirteenth Amendment, which ultimately abolished slavery throughout the United States (Gienapp, 2002). This legislative act was a conclusive legal end to slavery, fulfilling the promise that Lincoln had symbolically made through his earlier actions. These measures demonstrate Lincoln’s commitment to ending slavery, positioning him as a key figure in emancipation.

However, critics argue that Lincoln’s motivations were at least partially pragmatic and political rather than purely moral. His initial resistance to immediate abolition was driven by a desire to keep border states loyal and avoid alienating pro-slavery constituents in the North (McPherson, 1988). Furthermore, Lincoln’s personal views regarding racial equality were complex; he believed in the equality of black and white Americans in terms of shared humanity but did not advocate for full social or political integration (Donald, 1995). Some argue that Lincoln’s emancipation efforts were designed as a strategic war measure rather than an outright moral crusade. The limited scope of the Emancipation Proclamation—it did not free all slaves and depended on the Union victory—supports this view (Foner, 2014). Additionally, Lincoln’s policies often conformed to political expediency, aimed at maintaining political support and union stability rather than driven solely by a moral imperative.

Nevertheless, Lincoln’s leadership during this tumultuous period exhibited considerable moral courage and a pragmatic commitment to ending the scourge of slavery. His decision to issue the Emancipation Proclamation, despite opposition, reflects a willingness to use presidential power for moral and humanitarian reasons. Moreover, his advocacy for the Thirteenth Amendment codified the abolition of slavery into constitutional law, leaving a permanent legacy that transcended electoral politics. These actions—though possibly motivated by strategic considerations—had the profound effect of transforming American society and fulfilling a moral obligation that many contemporaries believed was overdue.

In conclusion, whether Lincoln deserves the title "The Great Emancipator" depends on how one weighs his strategic and moral motivations. From a moral and legal perspective, Lincoln’s leadership was instrumental in ending slavery through decisive actions like the Emancipation Proclamation and the passage of the Thirteenth Amendment, which fundamentally reshaped American history. While his motives may have included political pragmatism, his impact was undeniably profound and enduring. Therefore, it is fair to credit Lincoln with the legacy of emancipation, supporting the claim that he warrants the title "The Great Emancipator." Nonetheless, recognizing the complexity of his motives provides a nuanced understanding of his historical significance, aligning with the principles of objective and contextual historical analysis.

References

• Donald, David Herbert. (1995). Lincoln. Simon & Schuster.
• Foner, Eric. (2014). The Fiery Trial: Abraham Lincoln and American Slavery. W. W. Norton & Company.
• Gienapp, William E. (2002). Abraham Lincoln and Civil War America: A Biography. Oxford University Press.
• Lincoln, Abraham. (1861). First Inaugural Address. The Avalon Project, Yale Law School.
• McPherson, James M. (1988). Battle Cry of Freedom: The Civil War Era. Oxford University Press.