GIVE ME LIBERTY OR GIVE ME FREEDOM: Analyzing the History, Culture, and Politics of the Words "Liberty" and "Freedom"

March 24, 2003

GIVE ME LIBERTY OR GIVE ME FREEDOM
Analyzing the History, Culture, and Politics of the Words "Liberty" and "Freedom"

Grades: 6-8, 9-12

Subjects: American History, Civics, Language Arts, Social Studies

Related New York Times Article
"Freedom: More Than Just Another Word for Nothing Left to Lose, By GEOFFREY NUNBERG", March 24, 2003

Overview of Lesson Plan:: In this lesson, students examine the ways in which the terms "liberty" and "freedom" have been used in the United States in various historical, cultural, and political contexts. After researching and analyzing quotations from the past and present, students create an illustrated timeline to display in the classroom.

SUGGESTED TIME ALLOWANCE:
1 hour

OBJECTIVES:
Students will:

Reflect on the ways in which the words "liberty" and "freedom" are used in American English.
Trace the historical, cultural, and political evolution of the words by reading and discussing "Freedom: More Than Just Another Word for Nothing Left to Lose."
Research and explore the origins, authors, primary sources, and historical contexts of famous American quotations or expressions containing "liberty" and "freedom;" create an illustrated timeline analyzing these quotations.
Reflect on and respond to Benjamin Franklin's words: "They that can give up essential liberty to obtain a little temporary safety deserve neither liberty nor safety."

RESOURCES / MATERIALS:

pens/pencils
student journals
paper
poster board (one per student or group)
scissors, glue sticks, markers (one set per student or group)
copies of "Freedom: More Than Just Another Word for Nothing Left to Lose" (one per student)
American history and government resources, including texts, encyclopedias, computers with Internet access

ACTIVITIES / PROCEDURES:

WARM-UP/DO-NOW: Students respond to the following prompt in their journals (written on the board prior to class): "The words 'liberty' and 'freedom' have often been used interchangeably in the English language. Do you think these terms describe the same concept? Why or why not? How are they being used today? Write two sentences using each term." Allow students a few minutes to share their responses. You may wish to have students look up the definitions of "liberty" and "freedom" in a dictionary and discuss their various usages. The Merriam-Webster Online Dictionary (http://www.m-w.com) makes the distinction between the two terms in its "freedom" definition:
"FREEDOM has a broad range of application from total absence of restraint to merely a sense of not being unduly hampered or frustrated . LIBERTY suggests release from former restraint or compulsion "
As a class, read and discuss "Freedom: More Than Just Another Word for Nothing Left to Lose," using the following questions:
1. According the President Bush, for what reason is the United States waging war against Iraq?
2. According to the article, what word used to be used more often than "freedom" when talking about war?
3. To which World War I examples does the author compare the re-naming of "French fries" to "freedom fries"?
4. What are some examples of cases in which "freedom" might be used synonymously with "liberty," according to the article?
5. How are the terms distinct, or used differently?
6. What are some other examples of Anglo-Saxon and Latin words that have similar meanings?
7. According to the article, at what point in American history did "freedom" become more widely used than "liberty"?
8. Which groups used the term "freedom" to argue for more civil and personal liberties?
9. How was "freedom" used during the Cold War?
10. What does "the conservative reclaiming of the word" mean?
11. What did Isaiah Berlin mean by "the negative sense" of freedom, according to the article?
12. How do modern conservatives use the word freedom? How does this compare to the way the word was used by past New Deal Democrats or during the civil rights movement?
13. How does the author describe the Bush Administration's use of the word "freedom"?
14. What are some examples of "homeland security measures"?
15. How does Benjamin Franklin's quotation about liberty and safety apply to the current discussion of freedom?
16. What message does the expression "Iraqi Freedom" convey, according to the author?
After a close reading and discussion of the article, students (individually, in pairs, or in small groups, depending on class size) research the various political and cultural references to "liberty" and "freedom" in American history mentioned in the text to create an illustrated timeline, "'Liberty' to 'Freedom': An Evolution Since the Revolution." Examples from the article include: Operation Iraqi Freedom and Operation Enduring Freedom, "liberty cabbage" and "liberty dogs" in the First World War, the Pledge of Allegiance, Isaiah Berlin's "Two Concepts of Liberty," Eric Foner's "Story of American Freedom," the Grateful Dead's "Liberty" lyrics, Declaration of Independence, Partick Henry's "Give Me Liberty or Give Me Death," Lincoln's Gettysburg Address, Roosevelt's Four Freedoms, civil rights movement and "Freedom Now," feminism and "reproductive freedom," Timothy Leary's "fifth freedom," "free-world allies" in the Cold War, Ronald Reagan's second Inaugural Address, oppone
nts of civil rights, opponents of affirmative action, National Rifle Association's Web site, John Ashcroft and USA Patriot legislation, Tom Ridge and Operation Liberty Shield, and Benjamin Franklin's "liberty and safety" adage from Poor Richard's Almanac.
Each student, pair, or group must find:
- an original document or primary source related to the quotation or expression (in excerpt or entirety)
- the author(s)(or the key person/group associated with the quotation)
- the historic context (i.e., the circumstances under which this expression or quotation developed. Was it in response to an event or philosophy of the time?)
Using their findings, students create posters highlighting a liberty- or freedom-related quotation, excerpt, or expression. Students should include on their posters:
- paragraphs explaining the origins, author(s), and historic context;
- two to three illustrations (pictures, photos, or symbols);
- a summary paragraph analyzing that particular use of the word "liberty" or "freedom."
In a future class, have students complete their posters and display them around the classroom in chronological order.
WRAP-UP/ HOMEWORK: Ask students to respond to the Benjamin Franklin quote, "They that can give up essential liberty to obtain a little temporary safety deserve neither liberty nor safety." How might this apply to our contemporary discussion of liberty and freedom? Do they agree or disagree with Mr. Franklin, and why?

DISCUSSION QUESTIONS:

Do you think the terms "liberty" and "freedom" can be (or have ever been) misused or overused? If so, how? If not, why not?
How often do you see or hear the word "freedom" in a given day?
What do you think about the symbolic renaming of "French fries" to "freedom fries"?
Do you think the word "liberty" will ever have a revival in the American vocabulary? If so, under what circumstances? If not, why not?

EVALUATION / ASSESSMENT:
Students will be evaluated based on written journal responses, in-class research and creation of poster for timeline, thoughtful written response to Benjamin Franklin quote.

VOCABULARY:
rebaptize, sauerkraut, dachshunds, alliteration, lexicon, motto, interchangeably, evolution, incanted, thesauruses, heftier, amity, paternal, theorist, encumbrances, redefined, conception, arbitrary, augmented, rallying, reproductive, reclaiming, constraints, deregulation, invocation, reflexive, affirmative action, venerate, legalistic, niceties, wrest, homeland, wiretap, provisions, surveillance, indefinite, detention, asylum-seekers, conjoined, emancipation, tyranny, dividends, ample

EXTENSION ACTIVITIES:

How is "freedom" used in marketing? Examine the language used in magazine advertisements. How do sponsors equate consumer choice with notions of liberty and freedom? Make a collage of ads that employ this technique, and include a written analysis.
How do American patriotic symbols convey the concepts of "liberty" or "freedom"? Research the origins of the national flag, bird, flower, and anthem and make a visual timeline similar to the one you made in class.
The article mentions the domestic war on "terrorism," another word that has become more widely used in the American vocabulary in recent times. Examine Reuters' (global news service) policy regarding the use of this term and others it deems "emotive." What responsibilities do you think journalists should have regarding the use of certain terms? Write an editorial on this topic for your school paper.
How did the expressions "left" and "right" come to represent certain political ideologies? Make an illustrated poster tracing the history of these terms.

INTERDISCIPLINARY CONNECTIONS:
Economics-Visit the Web site Investor Words ( http://www.investorwords.com), and search for all economic terms that contain the word "free." How does the concept of "freedom" apply to the market?

Global Studies- Create a display of patriotic symbols, expressions, and anthems from around the world. Choose at least one country per continent for your project.

Journalism- Poll family, friends, and members of the community to ask them what they know about the USA Patriot Act. Publish their responses in an article in your school paper.