 So having thought about these two, having articulated this theory and then the resulting policy that he's proposing, I want you to take a look at these different Americans, almost all of them are Americans, one is not American, that you have in front of you on these POV cards. And take a moment to think both about how they would have responded to the speech and then as a follow-up how they would have responded to the assassination. Abraham Lincoln's family was from Kentucky originally and they, his parents left this battle straight because it was pro-slavery and they were not. So just to, there are some, you know, these are, and even if you can't make a clear decision, if you start to think of what the questions are, you know, in his very last speech before he was assassinated, Lincoln proposed that what he described as very intelligent, he grows and though so important, the union should be eligible for the vote. So that would give hope, but this is after the assassination. And what happened in South Carolina afterwards actually was that it became the state with the most lack of interest during the reconstruction, right? So, not even. All right, good questions you guys are bringing up though. I'm not going to ask you to tell, to go around and say what your person would have thought, but instead, just if you want to reflect on some of the questions that you were struggling with or came up or some of the issues that you had to ask. How would if we know what the person would have thought? If you know, if you feel certain, then I think you should say what were some of the things that made you know. Okay? All right, go ahead. Whoever wants to start, raise your hand or just shout out. Anybody? We got into Johnson. So we already know that he was a little angry, a lot of revenge, but was politically minded enough to go with Lincoln until his time came. But then because I'm now though, she gave me another one. And this one was a white merchant in San Francisco formerly of Delaware. Apparently Delaware was a very small slave holding state. But border state. San Francisco, obviously probably during Gold Rush. So our idea was, I really don't think this guy cares. He's there. He's in San Francisco. He's trading. He's involved with all sorts of ethnic groups and nationalities. And he's there just to make money. So I really don't think his political opinions are going to be very strong since he moved from a very small state to a state with more people where there'd be more opportunity. But California came with strongly in which camp? Right. Okay, excellent. Good thoughts. What else? Who else? What were you thinking about as you were going through this process? For the Georgia word, a white Georgetown DC dock worker. We're wondering why we're unable to fight, but... Maybe you had like a leg that had a... I don't know, you poked your leg when you poked your character. Okay, so our options are really limited. So we're really worried now with the freedom of the slaves because all this cheap black labor is going to be coming out from the south. And if what you're saying is basic in our case, we have very few options economically to turn to. So if we lose this job... Not to mention that the Potomac worker is about to sell up and there isn't going to be a dock in Georgetown in 10 years, but you don't know that. Man. What else? I just thought it was interesting how you had to think about their reaction to the speech and then the assassination and the role that we had was a Massachusetts writer with strong abolitionist ties. And we had very different reactions to the speech and the assassination. They're disillusioned by the speech and this is not enough and you keep soft-pedal down, you take more of a centrist stance, but the assassination still devastates them because this is your review leader who did speak out. And we also struggled as an abolitionist with the idea of having sort of a religious approach to this whole thing, but we have been insulted that, okay, now we're being lumped in with the sinners who perpetrated this horrible situation and how dare you try to make us speak with them and then maybe you become more, you see, once Link was assassinated, now you didn't want to punish them, now they killed the president on top of it, just sitting on the South end, I'm not part of that. You know, an even more stronger regional identity of not wanting to be seen as part of that figure. Yeah, very interesting. And one of our controversies was just because you were an abolitionist, didn't mean you believed in equal rights. So true. That's so true. Absolutely. There were a lot of Northerners who did not, we sort of tend to say, as you were just saying with the South, that the Northerners were, oh, they were against slavery. Not so much. That was unusual. Absolutely. So the last thing I want to ask you all is, if you were to take this into your classrooms, what kinds of things might you want to do to enhance your ability to assess students and or to develop this into something that would actually work for you. I know this is really fast, but let's just quick do some popcorn ideas about this. And the last piece is, if this is, if you were to use this, would you, is there anything that you feel like you would need to do to scaffold it differently? Yeah. Hi, I'm going to teach global. So we were thinking that my idea is possibly doing this with the French Revolution and giving out different characters or C-Zero or any other reasons for that matter and really, you know, coming up with different characters and seeing what the kids feel. Yeah. It does require some research though, because as you notice as I was going, it can be your research of the kids. You can decide sort of, you can use it as an assessment tool or you can give it to them and say, you need to go find out more about these people. We had an Illinois regimental soldier in Taylor and we were trying to think what battles that soldier would have fought in. So, you know, that would be spring forward to do a little bit more research about that regiment. One thing that has occurred to me just while we've been doing this here is that you could potentially do this in part as a Google Maps activity. You could use Google Maps to actually pin where each of the different people were from meant to upload, you know, something so that you're creating a class project as a result that might allow you to, everybody, to make you something. That's a tool. Thank you.