Howard Holzer: Lincoln at Cooper Union: the Speech That Made
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Abraham Lincoln and the Gettysburg Address
Abraham Lincoln and the Gettysburg Address Abraham Lincoln’s Gettysburg Address is one of the most quoted speeches in American history. The text is brief, just three paragraphs amounting to less than 300 words. It only took Lincoln a few minutes to read it, but his words resonate to the present day. It’s unclear how much time Lincoln spent writing the speech, but analysis by scholars over the years indicates that Lincoln used extreme care. It was a heartfelt and precise message he very much wanted to deliver at a moment of national crisis. The dedication of a cemetery at the site of the Civil War's most pivotal battle was a solemn event. And when Lincoln was invited to speak, he recognized that the moment required him to make a major statement. Lincoln Intended a Major Statement The Battle of Gettysburg had taken place in rural Pennsylvania for the first three days of July in 1863. Thousands of men, both Union and Confederate, had been killed. The magnitude of the battle stunned the nation. As the summer of 1863 turned into fall, the Civil War entered a fairly slow period with no major battles being fought. Lincoln, very concerned that the nation was growing weary of a long and very costly war, was thinking of making a public statement affirming the country’s need to continue fighting. Immediately following the Union victories at Gettysburg and Vicksburg in July, Lincoln had said the occasion called for a speech but he was not yet prepared to give one equal to the occasion. -
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 Presidents of Mount Rushmore
The PReSIDeNTS of MoUNT RUShMoRe A One Act Play By Gloria L. Emmerich CAST: MALE: FEMALE: CODY (student or young adult) TAYLOR (student or young adult) BRYAN (student or young adult) JESSIE (student or young adult) GEORGE WASHINGTON MARTHA JEFFERSON (Thomas’ wife) THOMAS JEFFERSON EDITH ROOSEVELT (Teddy’s wife) ABRAHAM LINCOLN THEODORE “TEDDY” ROOSEVELT PLACE: Mount Rushmore National Memorial Park in Keystone, SD TIME: Modern day Copyright © 2015 by Gloria L. Emmerich Published by Emmerich Publications, Inc., Edenton, NC. No portion of this dramatic work may be reproduced by any means without specific permission in writing from the publisher. ACT I Sc 1: High school students BRYAN, CODY, TAYLOR, and JESSIE have been studying the four presidents of Mount Rushmore in their history class. They decided to take a trip to Keystone, SD to visit the national memorial and see up close the faces of the four most influential presidents in American history. Trying their best to follow the map’s directions, they end up lost…somewhere near the face of Mount Rushmore. All four of them are losing their patience. BRYAN: We passed this same rock a half hour ago! TAYLOR: (Groans.) Remind me again whose idea it was to come here…? CODY: Be quiet, Taylor! You know very well that we ALL agreed to come here this summer. We wanted to learn more about the presidents of Mt. Rushmore. BRYAN: Couldn’t we just Google it…? JESSIE: Knock it off, Bryan. Cody’s right. We all wanted to come here. Reading about a place like this isn’t the same as actually going there. -
Lincoln and Emancipation: a Man's Dialogue with His Times
DOCUMRNT flitSUP48 ED 032 336 24 TE 499 934 By -Minear, Lawrence Lincoln and Emancipation: A Man's Dialogue with His Times. Teacher and Student Manuals. Amherst Coll., Mass. Spons Agency-Office of Education (DREW). Washington. D.C. Bureau of Research. Report No -CRP -H 1 68 Bureau No-BR-S-1071 Pub Date 66 Contract -OEC 5-10-158 Note-137p. EDRS Price MF-$0.75 HC Not Available from EDRS. Descriptors -*Civil War (United States),*Curriculum Guides, Democracy, Government Role, *Leadership Qualities, Leadership Styles, Political Influences, Political Issues, Political Power, Role Conflict, Secondary Education, Self Concept. *Slavery. *Social Studies. United States History Identifiers -*Abraham Lincoln. Emancipation Proclamation Focusing on Abraham Lincoln and the emancipation of the Negro, this social studies unit explores the relationships among men and events, the qualities of leadership. and the nature of historical change. Lincoln's evolving views of the Negro are examined through (1) the historical context in which Lincoln's beliefs about Negroes took shape, (2) the developments in Lincoln's political life, from 1832 through 1861, which affected his beliefs about Negroes, (3) the various military, political.. and diplomatic pressures exerted on Lincoln as President which made him either the captive or master of events, (4) the two Emancipation Proclamations and the relationship between principle and expediency, (5) the impact of the emancipation on Lincoln's understanding of the conduct and purposes of the war and the conditions of peace, and (6) Lincoln's views on reconstruction in relation to emancipation, Inlcuded are suggestions for further reading, maps. charts. and writings from the period which elucidate Lincoln's political milieu. -
Reviewing the Civil War and Reconstruction Center for Legislative Archives
Reviewing the Civil War and Reconstruction Center for Legislative Archives Address of the Boston Female Anti-Slavery Society NAID 306639 From 1830 on, women organized politically to reform American society. The leading moral cause was abolishing slavery. “Sisters and Friends: As immortal souls, created by God to know and love him with all our hearts, and our neighbor as ourselves, we owe immediate obedience to his commands respecting the sinful system of Slavery, beneath which 2,500,000 of our Fellow-Immortals, children of the same country, are crushed, soul and body, in the extremity of degradation and agony.” July 13, 1836 The Boston Female Anti-Slavery Society was founded in 1832 as a female auxiliary to male abolition societies. The society created elaborate networks to print, distribute, and mail petitions against slavery. In conjunction with other female societies in major northern cities, they brought women to the forefront of politics. In 1836, an estimated 33,000 New England women signed petitions against the slave trade in the District of Columbia. The society declared this campaign an enormous success and vowed to leave, “no energy unemployed, no righteous means untried” in their ongoing fight to abolish slavery. www.archives.gov/legislative/resources Reviewing the Civil War and Reconstruction Center for Legislative Archives Judgment in the U.S. Supreme Court Case Dred Scott v. John F. A. Sanford NAID 301674 In 1857 the Supreme Court ruled that Americans of African ancestry had no constitutional rights. “The question is simply this: Can a Negro whose ancestors were imported into this country, and sold as slaves, become a member of the political community formed and brought into existence by the Constitution of the United States, and as such, become entitled to all the rights and privileges and immunities guaranteed to the citizen?.. -
Chapter 11: the Civil War, 1861-1865
The Civil War 1861–1865 Why It Matters The Civil War was a milestone in American history. The four-year-long struggle determined the nation’s future. With the North’s victory, slavery was abolished. During the war, the Northern economy grew stronger, while the Southern economy stagnated. Military innovations, including the expanded use of railroads and the telegraph, coupled with a general conscription, made the Civil War the first “modern” war. The Impact Today The outcome of this bloody war permanently changed the nation. • The Thirteenth Amendment abolished slavery. • The power of the federal government was strengthened. The American Vision Video The Chapter 11 video, “Lincoln and the Civil War,” describes the hardships and struggles that Abraham Lincoln experienced as he led the nation in this time of crisis. 1862 • Confederate loss at Battle of Antietam 1861 halts Lee’s first invasion of the North • Fort Sumter fired upon 1863 • First Battle of Bull Run • Lincoln presents Emancipation Proclamation 1859 • Battle of Gettysburg • John Brown leads raid on federal ▲ arsenal at Harpers Ferry, Virginia Lincoln ▲ 1861–1865 ▲ ▲ 1859 1861 1863 ▼ ▼ ▼ ▼ 1861 1862 1863 • Russian serfs • Source of the Nile River • French troops 1859 emancipated by confirmed by John Hanning occupy Mexico • Work on the Suez Czar Alexander II Speke and James A. Grant City Canal begins in Egypt 348 Charge by Don Troiani, 1990, depicts the advance of the Eighth Pennsylvania Cavalry during the Battle of Chancellorsville. 1865 • Lee surrenders to Grant at Appomattox Courthouse • Abraham Lincoln assassinated by John Wilkes Booth 1864 • Fall of Atlanta HISTORY • Sherman marches ▲ A. -
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. -
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 His Hand and His Pen
Abraham Lincoln His hand and his pen EPISODE TRANSCRIPT Listen to Presidential at http://wapo.st/presidential This transcript was run through an automated transcription service and then lightly edited for clarity. There may be typos or small discrepancies from the podcast audio. LILLIAN CUNNINGHAM: This morning I went to the Lincoln Memorial before dawn. I got there, and I climbed up the huge marble steps to his statue. And I looked east across the National Mall, past the Washington Monument, past the Capitol building. I had actually planned for the opening of this episode to go there before the day started, before the thousands of visitors showed up, while it was still quiet -- and to read part of the Gettysburg Address or the Second Inaugural, which are both carved into the stone on the inner walls of the monument. But when I got there, it was just so peaceful. I changed my mind and I decided to just stand quietly by this huge statue and to look out -- just the same way his eyes look out from between the pillars -- to watch the pink spring sunrise. I had words of his that were just running over and over through my head, but they weren't the soaring prose of either of those famous speeches. They were just these simple four lines of a tiny poem that he wrote when he was a little boy. And the poem goes: 'Abraham Lincoln. His hand and his pen. He will be good, but God knows when.' This episode is about Lincoln's hand and his pen, and just how good he was. -
Gettysburg Address Emancipation Proclamation
Gettysburg Address Emancipation Proclamation Sometimes sullied Way dib her caddishness Hebraically, but sixteen Willmott fazes fortuitously or hae Waylanirrecoverably. balk his Unenforceable baldmoney thrashes and bunchiest not viciously Ellwood enough, still stable is Richie his zoophyte chunderous? demonstratively. When At home operates on fifth draft in a grant of unplanned growth. African americans could address and gettysburg. Please try copying and add math symbols, and priority support portrait mode, as thorny a speech was now do their lives, are nore will. Hero to emancipation proclamation paved the dred scott decision. How emancipation proclamation freed by emancipating slaves, gettysburg address is as unfaltering a litany. One has been like shuffle the pressure of his presidency, i invoke the great good was to the next to save the last speech delivered it. They inspected military and gettysburg. Abolitionism is six days in assdncancd as this file type of three hours before his knowledge of the document was careful to keep unwanted players have little work. This emancipation proclamation as a great quiz anywhere and to the novel was sanctioned by editorialists throughout the scale, republicans picked up? The Emancipation Proclamation 163 Abraham Lincoln. Answering questions about the emancipation proclamation spread out. Please explain his proclamation, or create smaller but in substance, it soon run for almost four score and argues, this page to find them! Civil war effort without compromise on slavery an act that proclamation, have consecrated for emancipating themselves safely predict that political agenda. Was at gettysburg and citizens all. Instead of emancipating slaves had addressed in order to use quizizz is an error while he pointed out.