Abraham Lincoln's Cooper Union Address
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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. -
'The Gettysburg Address: Perspectives on Lincoln's Greatest Speech'
H-FedHist White on Conant, 'The Gettysburg Address: Perspectives on Lincoln's Greatest Speech' Review published on Monday, September 18, 2017 Sean Conant, ed. The Gettysburg Address: Perspectives on Lincoln's Greatest Speech. Oxford: Oxford University Press, 2015. xvi + 350 pp. $24.95 (paper), ISBN 978-0-19-022745-6; $79.00 (cloth), ISBN 978-0-19-022744-9. Reviewed by Jonathan W. White (Christopher Newport University)Published on H-FedHist (September, 2017) Commissioned by Caryn E. Neumann When Secretary of War Edwin M. Stanton read the Gettysburg Address to a Republican rally in Pennsylvania in 1868, he declared triumphantly, “That is the voice of God speaking through the lips of Abraham Lincoln!”[1] Indeed, the speech has become akin to American scripture. This collection of essays, now available in paperback, was originally put together to accompany a film titledThe Gettysburg Address (2017), which was produced by the editor of this book, Sean Conant. It brings “a new birth of fresh analysis for those who still love those words and still yearn to better understand them,” writes Harold Holzer in the foreword (p. xv). The volume is broken up into two parts: “Influences” and “Impacts,” with chapters from a number of notable Lincoln scholars and Civil War historians. The opening essay, by Nicholas P. Cole, challenges Garry Wills’s interpretation of the address, offering the sensible observation that “rather than setting Lincoln’s words in the context of Athenian funeral oratory, it is perhaps more natural to explain both the form of Lincoln’s words and their popular reception at the time in the context of the Fourth of July orations that would have been immediately familiar to both Lincoln and his audience” (p. -
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 . -
The Lincoln Assassination: Crime and Punishment, Myth and Memory
LincolnThe Assassination CRIME&PUNISHMENT, MYTH& MEMORY edited by HAROLD HOLZER, CRAIG L. SYMONDS & FRANK J. WILLIAMS A LINCOLN FORUM BOOK The Lincoln Assassination ................. 17679$ $$FM 03-25-10 09:09:42 PS PAGE i ................. 17679$ $$FM 03-25-10 09:11:36 PS PAGE ii T he L incoln Forum The Lincoln Assassination Crime and Punishment, Myth and Memory edited by Harold Holzer, Craig L. Symonds, and Frank J. Williams FORDHAM UNIVERSITY PRESS New York • 2010 ................. 17679$ $$FM 03-25-10 09:11:37 PS PAGE iii Frontispiece: A. Bancroft, after a photograph by the Mathew Brady Gallery, To the Memory of Abraham Lincoln, President of the United States . Lithograph, published in Philadelphia, 1865. (Indianapolis Museum of Art, Mary B. Milliken Fund) Copyright ᭧ 2010 Fordham University Press All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means—electronic, mechanical, photocopy, recording, or any other—except for brief quotations in printed reviews, without the prior permission of the publisher. Fordham University Press has no responsibility for the persistence or accuracy of URLs for external or third-party Internet websites referred to in this publication and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Library of Congress Cataloging-in-Publication Data The Lincoln assassination : crime and punishment, myth and memory / edited by Harold Holzer, Craig L. Symonds, and Frank J. Williams.—1st ed. p. cm.— (The North’s Civil War) ‘‘The Lincoln Forum.’’ Includes bibliographical references and index. ISBN 978-0-8232-3226-0 (cloth : alk. -
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. -
Lincoln Studies at the Bicentennial: a Round Table
Lincoln Studies at the Bicentennial: A Round Table Lincoln Theme 2.0 Matthew Pinsker Early during the 1989 spring semester at Harvard University, members of Professor Da- vid Herbert Donald’s graduate seminar on Abraham Lincoln received diskettes that of- fered a glimpse of their future as historians. The 3.5 inch floppy disks with neatly typed labels held about a dozen word-processing files representing the whole of Don E. Feh- renbacher’s Abraham Lincoln: A Documentary Portrait through His Speeches and Writings (1964). Donald had asked his secretary, Laura Nakatsuka, to enter this well-known col- lection of Lincoln writings into a computer and make copies for his students. He also showed off a database containing thousands of digital note cards that he and his research assistants had developed in preparation for his forthcoming biography of Lincoln.1 There were certainly bigger revolutions that year. The Berlin Wall fell. A motley coalition of Afghan tribes, international jihadists, and Central Intelligence Agency (cia) operatives drove the Soviets out of Afghanistan. Virginia voters chose the nation’s first elected black governor, and within a few more months, the Harvard Law Review selected a popular student named Barack Obama as its first African American president. Yet Donald’s ven- ture into digital history marked a notable shift. The nearly seventy-year-old Mississippi native was about to become the first major Lincoln biographer to add full-text searching and database management to his research arsenal. More than fifty years earlier, the revisionist historian James G. Randall had posed a question that helps explain why one of his favorite graduate students would later show such a surprising interest in digital technology as an aging Harvard professor. -
F O R T H E P E O P
FF oo rr TT hh ee PP ee oo pp ll ee A NEWSLETTER OF THE ABRAHAM LINCOLN ASSOCIATION VOLUME 12, NUMBER 1 SPRING 2010 SPRINGFIELD, ILLINOIS NEWLY DISCOVERED PHOTOGRAPHS OF LINCOLN’S SPRINGFIELD This photograph of the north side of the Public Square in Springfield, Illinois, circa 1860, was taken by Springfield photogra- pher Frederick W. Ingmire from the cupola of the State House, now the Old State Capitol. Public Square (shown above), the State Richard E. Hart Recently, a relative of Ingmire in- House draped in mourning (shown on Photographs of Lincoln’s Springfield formed me that he had a number of the back), the Mather residence, and are rare. Newly discovered ones are photographs of Springfield taken by the entrance to Oak Ridge Cemetery in even rarer. Among the most familiar Ingmire in the 1860s. I thought that his May 1865. Two of these newly dis- of the known photographs are those photographs would be duplicates of the covered photographs are published in taken at the time of Lincoln’s funeral known funeral pictures. this issue and others will be published by Springfield photographer Frederick in future issues. I asked Springfield W. Ingmire—the Lincoln home and the When I received copies of the photo- historian Curtis Mann to write about Old State Capitol decorated in mourn- graphs, I was surprised to see new the photograph of the north side of the ing and Lincoln’s horse posed in front views of Lincoln’s Springfield, views I Public Square. His description follows of the Lincoln home. had never seen—the north side of the on the next page. -
Lincoln, Abraham— Miscellaneous Publications Collection
McLean County Museum of History Lincoln, Abraham— Miscellaneous Publications Collection Collection Information VOLUME OF COLLECTION: 2 boxes COLLECTION DATES: 1860-2009 RESTRICTIONS: None REPRODUCTION RIGHTS: Permission to reproduce or publish material in this collection must be obtained in writing from the McLean County Museum of History ALTERNATIVE FORMATS: None OTHER FINDING AIDS: None LOCATION: Archives NOTES: None Box and Folder Inventory Box 1 Folder 1: Lincoln Autobiographies 1.1.1 Appleman, Roy Edgar, ed. Abraham Lincoln From His Own Words and Contemporary Accounts. National Park Service. Source Book Series. Number Two. GPO, Washington, D.C., 1942 (revised 1956).C. & A. Athletes, Balle’s Orchestra, March 14, 1905 1.1.2 Sage, Harold K. Jesse W. Fell and the Lincoln Autobiography. Bloomington: The Original Smith Printing Co, 1971. Folder 2: Lincoln Comic Books 1.2.1 Classics Illustrated. Abraham Lincoln. No.142. New York: Gilberton Company Inc, 1967. 1.2.2 “All Aboard Mr. Lincoln” Washington: Association of American Railroad, 1959. Folder 3: Biographies 1.3.1 Cameron, W.J. Lincoln. Chicago Historical Society, 1911. 1.3.2 Neis, Anna Marie. Lincoln. Boston: George H. Ellis Company, 1915. 1.3.3 Newman, Ralph G. Lincoln. Lincoln: George W. Stewart Publisher Inc, 1958. 1.3.4 Pierson, A.V. Lincoln and Grant. n.p., n.d. 1.3.5 Young, James C. “Lincoln and His Pictures.” The New York Times Book Review and Magazine (New York, NY), February 12, 1922. 1.3.6 The Board of Temperance of the Methodist Church. “Abraham Lincoln” The Voice, February 1949. 1.3.7 “The Wanamaker Primer on Abraham Lincoln” Lincoln Centenary, 1909. -
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. -
Abraham Lincoln a Novel Life
Abraham Lincoln: A Novel Life Discussion Questions 1. Do you think Lincoln was meant to find Joan Matcham? Why? 2. Lincoln realizes he can read about himself in the college library, find out about the rest of his life, the outcome of the war, and his death, but he chooses not to. What would you do? Would you want to know? 3. Why do you think Lincoln tells Joan his real name? What would you do if you met someone who is dead in your daily travels? 4. If you could spend one day in any time, past or future, what time would you pick? Why? What things would you want to do? Who would you hope to meet? 5. What is it about Lincoln that upsets Beth Silverman’s husband Ira? 6. What compelled Lincoln and Joan to be together? Was it loneliness, or something more? 7. Mary Lincoln’s struggle and depression is visible throughout the novel. Her anguish at the loss of a child is understandable, but is Abe at all to blame? What do you think of their relationship? 8. Joan receives the family heirlooms at the end of the story, and upon finding the 1955 penny realizes a family connection to Lincoln. Do you have any family heirlooms? Have they revealed any of your family’s history or secrets? 9. What do you think happens to Joan and her baby? What kind of challenges would they face in 1955? What do you predict will happen? 10. In Wolk’s afterword, he imagines what Lincoln would say to him if he read this book. -
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.