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The Curious Paternity of Abraham Lincoln
GREAT SMOKY MOUNTAINS Judge for yourself: does that famous jawline reveal Lincoln’s true paternity? Spring 2008 olloquyVolume 9 • Number 1 CT HE U NIVERSI T Y OF T ENNESSEE L IBRARIES The Curious Paternity of Abraham Lincoln Great Smoky Mountains Colloquy WAS HE A SMOKY MOUNTAIN BOY? is a newsletter published by umors have persisted since the late 19th century that Abraham Lincoln The University of Tennessee was not the son of Thomas Lincoln but was actually the illegitimate Libraries. Rson of a Smoky Mountain man, Abram Enloe. The story of Lincoln’s Co-editors: paternity was first related in 1893 article in theCharlotte Observer by a writer Anne Bridges who called himself a “Student of History.” The myth Ken Wise was later perpetuated by several other Western North Carolina writers, most notably James H. Cathey in a Correspondence and book entitled Truth Is Stranger than Fiction: True Genesis change of address: GSM Colloquy of a Wonderful Man published first in 1899. Here is the 152D John C. Hodges Library story as it was told by Cathey and “Student of History.” The University of Tennessee Around 1800, Abram Enloe, a resident of Rutherford Knoxville, TN 37996-1000 County, N. C., brought into his household an orphan, 865/974-2359 Nancy Hanks, to be a family servant. She was about ten 865/974-9242 (fax) or twelve years old at the time. When Nancy was about Email: [email protected] eighteen or twenty, the family moved to Swain County, Web: www.lib.utk.edu/smokies/ settling in Oconoluftee at the edge of the Smokies. -
Social Studies Mini-Unit the Reconstruction Era
Social Studies Mini-Unit The Reconstruction Era Goal: These lessons focus on both national and local personal narratives from the Reconstruction Period. Let these stories help you decide what characteristics a community, a leader or an individual would need during this time period. Materials: Computer with internet, writing materials Instruction: Following the Civil War, the Reconstruction Period began within our country an immense new chapter for social reform with the definition of freedom for debate. People began to rebuild the South and try to unite the states, but newly freed persons were seeking ways to build their own futures in a still hostile environment. Dive into these lessons to learn more about individuals of the time. Lesson 1: Lincoln Originals This online exhibition features digital scans of primary historical documents in Abraham Lincoln’s hand, or signed by him, drawn from the diverse manuscript holdings at Cincinnati Museum Center. 1. Explore the Lincoln Originals Online Exhibit 2. Read the Emancipation Proclamation Fact Sheet [linked here] a. Extension: Review the 13th, 14th and 15th Amendments which are considered the Reconstruction Amendments. 3. Journal Entry: What characteristics defined President Lincoln? a. Write a persuasive argument in the form of a letter addressed to a past president (or the current administration) outlining an important issue and what you believe the correct course of action is and why. Cite evidence to support your case. 4. Extension Option: Research Lincoln’s Ten-Percent Plan, a plan for reconstruction, versus the Wade-Davis Bill, which was a Radical Republican plan for reconstruction. Explore the similarities and differences of these two documents. -
Abraham Lincoln Papers
Abraham Lincoln papers 1 From Britton A. Hill to Abraham Lincoln , October 3, 1864 1 Britton A. Hill practiced law in Washington with Orville Hickman Browning after the latter had been unseated in the Senate in 1863 by a Democratic Illinois General Assembly. Confidential Washington Oct 3d, 1864 Mr President; 2 It gives me great pleasure to state, that Mr Browning has been misrepresented as to his speech 3 4 in Quincy— “He merely said, that if Genl. Fremont or Genl McClellan were elected he would not commit suicide; but would endeavor to support the govt faithfully, as he had done under your 5 administration”. He has spoken always in favor of yr administration & reelection. 2 Orville H. Browning 3 At the end of May 1864 a convention primarily composed of Radical Republicans and German-Americans met at Cleveland and nominated General John C. Fremont for the presidency. Fremont withdrew from the campaign in September. 4 General George B. McClellan was the 1864 presidential nominee of the Democratic Party. 5 Republicans were eager to obtain Browning's endorsement, but his support for Lincoln's reelection was lukewarm at best. In an October 3, 1864 letter to William D. Henderson, Browning stated his desire to see the rebellion crushed, however he refused to endorse either Lincoln or McClellan. While Browning admired McClellan's patriotism, he could not support the platform of the party that had nominated him. This refusal to support the so-called “peace plank” of the Democratic platform was the closest Browning came to an endorsement of Lincoln. Browning's letter to Henderson was published in the newspapers and Republican wags spun it as an endorsement. -
LINCOLN's OFFICIAL FAMILY-Bffiuography
LINCOLN LORE Bulletin of the Lincoln National Life Foundation -- --- Dr. Louis A. WarreniEditor Published each week by The Lincoln National Life Insurance Company, Fort Wayne, ndlana Number 753 FORT WAYNE, INDIANA September 13, 1943 LINCOLN'S OFFICIAL FAMILY-BffiUOGRAPHY Sometimes the appearance of a new Salmon P. Chase, 1861-1864 Seward, F. W., Stward at Wa8hington book will call to the attention of the 1.18 Senat<w and Secretary of State, public a considerable number of titles Schuckers, J. W., Life and Public Serv· ices of Salm<m Portland Clwse, 1846·1881, 650pp., 1891. with which it may be classified. Gideon Seward, F. W., Seward at Washington \Velles, Lincoln's Navy Department, 669pp., 1874. is such a book. Chase, S. P., AgaimJt tl~ Re,Jealof the as Sent~.t<w and Secretary of State, Missottri Prohibition of Suwery, 1861-187!, 561pp., 1891. Just outside the pale which separates 16pJ>., 1854. Bancroft, F., Life of William H. Sew· Lincolniana from a general library is ard, 2 vols., 1900. an indefinite number of books called Luthin, R. H., Salmon P. Chase'tt P(}o collateral items. A bibliography of this litical Career Bef&re the Civil ll'ar. Seward, 0. R., William H. Seward's (23) pp., 1943. Travel• Arormd the World, 730pp., large number of Lincoln J'cference 1873. items has never been attempted, except Chase, S. P., Diary and Cor-rcttpon· in Civil War compilations, where many tlence of S. P. Cl1.0.11c, 2 vols., 1903. Seward, W. H., Recent SpeecJwg and of them properly belong, yet, most of Writing• of William H. -
Emancipation Proclamation
Abraham Lincoln and the emancipation proclamation with an introduction by Allen C. Guelzo Abraham Lincoln and the emancipation proclamation A Selection of Documents for Teachers with an introduction by Allen C. Guelzo compiled by James G. Basker and Justine Ahlstrom New York 2012 copyright © 2008 19 W. 44th St., Ste. 500, New York, NY 10036 www.gilderlehrman.org isbn 978-1-932821-87-1 cover illustrations: photograph of Abraham Lincoln, by Andrew Gard- ner, printed by Philips and Solomons, 1865 (Gilder Lehrman Collection, GLC05111.01.466); the second page of Abraham Lincoln’s draft of the Preliminary Emancipation Proclamation, September 22, 1862 (New York State Library, see pages 20–23); photograph of a free African American family in Calhoun, Alabama, by Rich- ard Riley, 19th century (GLC05140.02) Many of the documents in this booklet are unique manuscripts from the gilder leh- rman collection identified by the following accession numbers: p8, GLC00590; p10, GLC05302; p12, GLC01264; p14, GLC08588; p27, GLC00742; p28 (bottom), GLC00493.03; p30, GLC05981.09; p32, GLC03790; p34, GLC03229.01; p40, GLC00317.02; p42, GLC08094; p43, GLC00263; p44, GLC06198; p45, GLC06044. Contents Introduction by Allen C. Guelzo ...................................................................... 5 Documents “The monstrous injustice of slavery itself”: Lincoln’s Speech against the Kansas-Nebraska Act in Peoria, Illinois, October 16, 1854. 8 “To contribute an humble mite to that glorious consummation”: Notes by Abraham Lincoln for a Campaign Speech in the Senate Race against Stephen A. Douglas, 1858 ...10 “I have no lawful right to do so”: Lincoln’s First Inaugural Address, March 4, 1861 .........12 “Adopt gradual abolishment of slavery”: Message from President Lincoln to Congress, March 6, 1862 ...........................................................................................14 “Neither slavery nor involuntary servitude . -
150Th Anniversary of the Emancipation Proclamation
Emancipation Proclamation Commemorative Coloring Book President Abraham Lincoln issued the Emancipation Proclamation on January 1, 1863, announcing, "that all persons held as slaves. henceforward shall be free." This book belongs to I celebrated the 150th Anniversary of the Emancipation Proclamation at the National Archives, Washington, D.C. The Emancipation Proclamation The Emancipation Proclamation was an order issued by President Abraham Lincoln that began the process of freeing all the slaves in the United States. It was signed January 1, 1863. The order freed all slaves held by the Confederate States that were not in control of Union forces. The Eman- cipation Proclamation, followed by the 13th Amendment to the Constitution, would eventually free four million enslaved Americans. The order also allowed freed slaves to join the U.S. mili- tary. By the end of the Civil War in 1865, 200,000 African American troops, most of whom were former slaves, served in the Union armed forces. These added troops, as well as the political effect of the Emancipation Proclamation, helped the Union win the Civil War. As a milestone along the road to end slavery, with the post–Civil War struggles, and the modern legacy of civil rights, the Emancipation Proclamation has assumed a place among the great documents of human freedom. The Emancipation Proclamation Story and Legacy (MariaAbraham is writing) Lincoln, the 16th President of the United States, and his Cabinet members read over the Emancipation Proclamation, which proclaimed the freedom of slaves in the 10 states rebelling against the Union in the Civil War. Lincoln first presented the Emancipation Proclamation to his Cabinet on July 22, 1862, and issued the Preliminary Proclamation on September 22, 1862. -
GRANT | Education Guide 1 at the Time of His Death, Ulysses S
GRANT | Education Guide 1 At the time of his death, Ulysses S. Grant was one of the most famous men in the world. He stood alongside leaders like George Washington and Abraham Lincoln in the pantheon of American heroes. But today, many of Grant’s contributions are largely forgotten. With a seamless blend of dramatic scenes, expert commentary and beautifully enhanced archival imagery, Grant is a three-part miniseries that uncovers the true legacy of the unlikely hero who led the nation during its greatest tests: the Civil War and Reconstruction. Executive produced by Pulitzer Prize-winning author and biographer Ron Chernow and Academy Award-winning actor Leonardo DiCaprio, Grant tells his story for a new generation of viewers. CURRICULUM LINKS: Grant would be useful for History, American History, Social Studies, Political Science and Government courses. This mini-series is rated TV-14V. Due to some violent scenes, we recommend that educators view the series before recommending it to students below 10th grade. Educators can use this guide as a resource and to develop their own lesson plans or activities best suited to their students and their specific educational benchmarks. GRANT | Education Guide 2 GENERAL DISCUSSION QUESTIONS: Below are some general questions students can discuss after they watch one or more episodes of Grant. Students may also want to answer these questions in essay format. 1. What do you think were Grant’s most important contributions, during the Civil War and as president? 2. What were the primary issues that led to the American Civil War? 3. If you had to describe Ulysses S. -
Who Was Robert Todd Lincoln?
WHO WAS ROBERT TODD LINCOLN? He was the only child of Abe and Mary Lincoln to survive into adulthood - with his three brothers having died from illness at young ages. Believe it or not, Robert lived until 1926, dying at age 83. But along the way, he sure lived a remarkable life. For starters, he begged his father for a commission to serve in the Civil War, with President Lincoln refusing, saying the loss of two sons (to that point) made risking the loss of a third out of the question. But Robert insisted, saying that if his father didn't help him, he would join on his own and fight with the front line troops; a threat that drove Abe to give in. But you know how clever Abe was. He gave Robert what he wanted, but wired General Grant to assign "Captain Lincoln" to his staff, and to keep him well away from danger. The assignment did, however, result in Robert's being present at Appomattox Court House, during the historic moment of Lee's surrender. Then - the following week, while Robert was at the White House, he was awakened at midnight to be told of his father's shooting, and was present at The Peterson House when his father died. Below are Robert's three brothers; Eddie, Willie, and Tad. Little Eddie died at age 4 in 1850 - probably from thyroid cancer. Willie (in the middle picture) was the most beloved of all the boys. He died in the White House at age 11 in 1862, from what was most likely Typhoid Fever. -
Abraham Lincoln Papers
Abraham Lincoln papers From Thomas Worcester to Abraham Lincoln, May 16, 1864 Dear Sir, It is a constant subject of thankfulness with me, that you are where you are. And it is my belief that the Divine Providence is using your honesty, kindness, patience and intelligence as means of carrying us through our present troubles. 1 I see that you hesitate with regard to retaliation, and I am glad of it. Your feelings of kindness and regard to justice do not allow you to take the severe course, which is most obvious. Now I feel great confidence that you will be led to the best conclusions; but while you are hesitating, I am tempted to offer a suggestion. 1 This is a reference to the Fort Pillow massacre that occurred on April 12 when black soldiers attempted to surrender and were given no quarter. Lincoln carefully considered an appropriate response to this outrage. On May 3, he convened a meeting of the cabinet and requested each member to submit a written opinion that recommended a course of action to take in response to the massacre. At a cabinet meeting on May 6, each member read his opinion on the case and after receiving this advice, Lincoln began to draft a set of instructions for Secretary of War Stanton to implement. Apparently Lincoln became distracted by other matters, such as Grant's campaign against Lee and these instructions were neither completed nor submitted to the War Department. For the written opinions of the cabinet, see Edward Bates to Lincoln, May 4, 1864; William H. -
Decision at Fort Sumter
-·-~• .}:}· ~- ·-.:: • r. • • i DECISION AT FORT SUMTER Prologue In 1846 Congressman JeffeLson Davis of Mississippi presented to the House of Representatives a resolution calling for the replace- ment of Federal troops in all coastal forts by state militia. The proposal died in committee and shortly thereafter Davis resigned from Congress to lead the red-shirted First Mississippi Rifles to war and (~~-ll glory in Mexico. Now it was the morning of April 10, 1861, and Davis was President of the newly proclaimed Confederate States of America. As he met with his cabinet in a Montgomery, Alabama hotel room he had good reason to regret the failure of that resolution of fifteen years ago. For had it passed, he would not have had to make the decision he was about to make: Order Brigadier General P. G. T. Beauregard, commander of Confederate forces at Charleston, South Carolina to demand the surrender of the Federal garrison on Fort Sumter in Charleston harbor. But before Davis made this decision, other men had made other decisions -- decisions which formed a trail leading to that Montgomery hotel room on the morning of April 10, 1861. The War Department'~cision In a sense the first of those decisions went back to 1829 when the War Department dumped tons of granite rubble brougi1t from New England on a c.andspit at the mouth of Charleston harbor. On the foundation so formed a fort named after the South Carolina r - 2 - Revolutionary War hero, Thomas Sumter, was built. However it was built very slowly, as Congress appropriated the needed money in driblets. -
Abraham Lincoln: Preserving the Union and the Constitution
ABRAHAM LINCOLN: PRESERVING THE UNION AND THE CONSTITUTION Louis Fisher* I. THE MEXICAN WAR ..................................................................505 A. Polk Charges Treason ...................................................507 B. The Spot Resolutions ....................................................508 C. Scope of Presidential Power .........................................510 II. DRED SCOTT DECISION ...........................................................512 III. THE CIVIL WAR .....................................................................513 A. The Inaugural Address.................................................515 B. Resupplying Fort Sumter .............................................518 C. War Begins ...................................................................520 D. Lincoln’s Message to Congress .....................................521 E. Constitutionality of Lincoln’s Actions .......................... 523 F. Suspending the Writ .....................................................524 G. Statutory Endorsement ................................................527 H. Lincoln’s Blockade .......................................................528 IV. COMPARING POLK AND LINCOLN ...........................................531 * Specialist in constitutional law, Law Library, Library of Congress. This paper was presented at the Albany Government Law Review’s symposium, “Lincoln’s Legacy: Enduring Lessons of Executive Power,” held on September 30 and October 1, 2009. My appreciation to David Gray Adler, Richard -
It Hastened What We All Fought For, the End of the War: General Sherman's Campaigns Through Atlanta, Georgia, and the Carolinas and How They Impacted the Civil War
University Libraries Lance and Elena Calvert Calvert Undergraduate Research Awards Award for Undergraduate Research 2010 It Hastened What We All Fought For, the End of the War: General Sherman's Campaigns through Atlanta, Georgia, and the Carolinas and How They Impacted the Civil War Thomas J. Birmingham University of Nevada, Las Vegas, [email protected] Follow this and additional works at: https://digitalscholarship.unlv.edu/award Part of the United States History Commons Repository Citation Birmingham, T. J. (2010). It Hastened What We All Fought For, the End of the War: General Sherman's Campaigns through Atlanta, Georgia, and the Carolinas and How They Impacted the Civil War. Available at: https://digitalscholarship.unlv.edu/award/2 This Research Paper is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Research Paper in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Research Paper has been accepted for inclusion in Calvert Undergraduate Research Awards by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. The Civil War was in the midst of its fourth year and no end in sight. The Union had failed to put the Confederacy to rest despite major victories in Gettysburg and Vicksburg.