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LIBRARY OF CONGRESS – PATHWAYS
Title: Lincoln Comes to Life
Kristi Gunnarson, Alexandra Krekel, Margaret Nicholson, Jennifer Riley, & Jessica
Stakey
University of Northern Iowa Teacher Education Program
College of Education
Cedar Falls, Iowa
Theme: Abraham Lincoln
Historical Period: Civil War & Reconstruction: 1861-1877
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timelin
e/
Lesson Module Overview: This lesson module digs deep into the life of America’s 16th
president. Starting from his childhood days; covering his early political career, his presidency,
and leading all the way up to his funeral procession. This unit was created to bring Lincoln to life
in the minds of the students through various roll plays, reader’s theaters, songs, children’s
literature, and so much more.
Grade Range: 4th or 5th grade
Table of Contents
Lesson Module Day 1
2
Title: Early Days of Abraham Lincoln
Lesson Module Day 2
5
Title: The Story of a Thriving Man – Abraham Lincoln’s Law Career and Running for Office
Lesson Module Day 3
8
Title: Abraham Lincoln: Life in a Song
Lesson Module Day 4
12
Title: President Lincoln’s Friendship with Frederick Douglass
Lesson Module Day 5
16
Title: Lincoln’s Final Ride
Appendix I: Images and Graphic Material
19
Appendix II: Bibliography and Webliography
31
2
Appendix III: Reader’s Theater
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LESSON MODULE
Day 1
Title: Early Days of Abraham Lincoln
Learning Goals:
Knowledge
--Students will understand key components of Lincoln’s childhood and schooling.
--Students will learn about the things that made up Abraham Lincoln’s early life as a child.
Skills
--Students will explore primary sources: books, documents, images.
--Students will create their own book based off the life of Abraham Lincoln using the
information they found in the primary sources.
--Students will be given the opportunity to share what they have learned and included in their
book with the class in small groups.
--Students will share their ideas about how Lincoln’s early life helped him become the President
we knew.
Dispositions
--Students will develop the ability to think critically as they evaluate Lincoln’s life and how that
has influenced his adult life.
--Students will engage themselves in cooperative learning as they share and learn from each
other.
--Students will be able to take information they have gathered and share it in a way that flows
like a story to move from one point to the next.
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Time, Continuity, and Change: Social studies programs should include experiences that
provide for the study of the past and its legacy. 3
People, Places, and Environments: Social studies programs should include experiences that
provide for the study of people, places, and environments. Individuals, Groups, and Institutions: Social studies programs should include experiences that
provide for the study of interactions among individuals, groups, and institutions.
Materials Needed:

Trunk of resources:
o Abe Lincoln: The Young Years by Keith Brandt (Appendix 2)
o The forest boy: a sketch of the life of Abraham Lincoln: for young people by
Zachariah Atwell Mudge (Appendix 2)
o Young Abe: The Frontier Days: 1809-1837 by Cheryl Harness (Appendix 2)
o Front view of a portion of the Lincoln cabin image (Appendix 1)




Bound big book
Pencil
Color pencils/crayons
Group note taking form
Lesson Procedure:
Introduction:
1. Ask students, “What do you know about Abraham Lincoln?” “Do you know
anything about his early life? Where he grew up?” Write down the ideas the
students share on the board.
2. Explain to the students that today we will be digging into that exact topic. They
will be working in their groups to look through books, gather information, and
create a ‘big book’ to share with their peers.
3. This will give students the opportunity to share what they have learned with their
tablemates and also teach their classmates about the important information they
found.
Development
1. Students will remain in their groups and a group leader will be assigned by the
teacher based on the placement of the students in their desks. This group leader
will be responsible for retrieving sources and information from the trunk so there
is not a cluster at the trunk while everyone is searching for sources.
2. Using the books located in the ‘Lincoln Trunk’ students will look through the
books as a table group.
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3. Students will work through the sources while making notes on their ‘group note
taking form’. This allows the students to make small notes of their sources while
titling them in a way that allows them to remember what source they used.
4. Walk around as the students work to direct their thinking and ensure they are
staying on task throughout this project.
Culmination
1. Once students have gathered their information and have completed the note taking
form, give students the ‘bound big book’. This book will be a place for the
students to document what they learned through creating their own book. Each of
the pages must flow with one another and cannot be written in note format.
2. Allow the students to color and make their book attractive to those who will read
it. They will be sharing their books with the class and then will display these
books around the room throughout this unit.
3. Then give students the opportunity to come to the front of the room and share
with the class.
Assessment
1. The students will be formally assessed as they work with one another. It is
important for them to work cooperatively and work through problems. A rubric
will be available to evaluate their participation, communication and decisionmaking efforts.
2. Students will also be evaluated on the information they share with the class and
how it is presented in the big book.
Day 2
Title: The Story of a Thriving Man – Abraham Lincoln’s Law Career and Running for Office
Learning Goals:
Knowledge
--Students will understand the basics of Lincoln’s law career and why he is known for the
famous black hat.
--Students will understand the different positions Lincoln ran for and which positions he was
elected for.
--Students will know they date in which Lincoln was elected for presidency and the four final
candidates running (including Lincoln).
Skills
--Students will participate in a Reader’s Theater focused on running for Presidency
--Students will explore the different primary resources supplied throughout the lesson as well as
research some of their own primary sources in relation to President Lincoln.
Dispositions
--Students will develop the ability to differentiate between primary and secondary resources in
relation to Abraham Lincoln and being to think about how they can use resources in other social
studies related projects.
--Students will work together to perform a Reader’s Theater activity about Lincoln running for
Presidency. This is good practice of active citizenship and working together.
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Time, Continuity, & Change: Social studies programs should include experiences that
provide for the study of the past and its legacy.
Power, Authority, & Governance: Social studies programs should include experiences
that provide for the study of how people create, interact with, and change structures of
power, authority, and governance.
Civic Ideals & Practices: Social studies programs should include experiences that
provide for the study of the ideals, principles, and practices of citizenship in a democratic
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republic.
Materials Needed:
 Paper
 Writing Utensils
 Poster board for creating timelines in groups
 A copy of the Children’s book: “Abe Lincoln’s Hat”
 Image of Abraham Lincoln (# Appendix I)
 “Notes for Lecture on Law” Primary Source Document (# Appendix I)
 A copy of the Reader’s Theater (Appendix III)
Lesson Procedures:
Introduction
1. Begin the lesson by explaining to the children that we will be discussing Lincoln’s young
adulthood, career as a lawyer, and running for different political positions.
2. Instruct the class to take out a piece of paper and writing utensil and take down short jottings
throughout the book, which we will use at the end of the read aloud.
3. Read the book “Abe Lincoln’s Hat” by Martha Brenner aloud to the class. (The book is
focuses on Abraham Lincoln’s young adulthood as he became a successful lawyer and the
importance of his legendary tall black hat.)
4. Stop throughout the reading to ask the students questions about what is happening in the
story like:
-“People noticed the tall man in the tall hat” Does anyone know how tall Abraham
Lincoln was?
-Why do you think Lincoln wanted to “look his best” at his new job?
-Have any of you ever seen a lawyer today? How is what they wear similar or
different to what Lincoln wore during his days as a lawyer?
5. After reading the book, I want the students to tell me something that they learned or liked
about Lincoln that they didn’t already know and provide a specific example from the book
that they might have included in their jottings.
6. At this time the students will brainstorm some of Lincoln’s philosophies as a lawyer. (Was he
honest? What were his ideas about justice?) The students will keep these for their own
personal reference to see if they were correct after reading the document, “Notes for Lecture
on Law.”
Development
1. Share the primary source entitled, “Notes for Lecture on Law” with the students. I will
show them the actual document written in Lincoln’s handwriting over the overhead
projector and allow them to follow along as I read the transcribed version.
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2. Ask the students a series of meaningful questions in reference to the document. What
group of people was this document intended for? What was Lincoln’s stance and
reputation as far as public speaking? What is the mean focus of the document? What
was his personal opinion on his ability as a lawyer?
3. Point out that the book we read in the introduction may have included some sort of
connections. Ask the students to talk with a partner and come up with at least one
connection between the book and the document.
4. At this time pass out the timeline of Lincoln’s political career. This timeline includes all
the positions that he ran for (the ones he lost and the ones he won) this timeline includes
links to some of his speeches and other documents as well.
5. Show the students the picture of Abraham Lincoln found on the Library of Congress
website. At this time I will explain the difference between primary and secondary
resources and the importance of using them in learning about history.
6. Have the students work in groups of five to begin creating their own timeline based on
the facts provided in this one of all the different positions that he ran for leading up to his
Presidency. Also, allow the students time to explore additional resources on their own
and include any additional information they feel important and that they would like to
share with the class.
7. At this time I will ask for volunteers for the Reader’s Theater. (Appendix III) I will then
provide the volunteers with copies of the script (each with their own part highlighted).
8. After reading the Reader’s Theater, hold a class discussion about the different political
aspects discussed in the script (women’s voting rights, slavery), the Presidential
candidates mentioned in the script, how the story claims Lincoln got the idea to grow his
beard and win the election, and what the students like and dislike about the script as well
as what is historically accurate and inaccurate.
Culmination
1. Have the students revisit the predictions they made about Lincoln’s philosophies as a
lawyer. Allow them to make changes and add notes to their original ideas and write a
short summary about what they learned throughout the entire lesson.
2. Allow the students to finish the creation of their timeline of Lincoln’s early adulthood
including all of the different governmental positions he ran for and was elected. The
students will create this timeline on a poster board.
Assessment
1. The students will present their timeline as a group. Each student will be expected to
speak for close to the same amount of time and each student will be required to share one
interesting resource or fact they found during their individual exploration of primary and
secondary resources.
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2. In closing, encourage the students to continue to explore all of the fun and interesting
resources available to them on the Internet and apply them to their learning.
Day 3
Title: Abraham Lincoln: Life in a Song
Learning Goals:
Knowledge
--Students will learn important events of Abraham Lincoln’s life
--Students will understand Lincoln’s role in the Civil War
--Students will learn the importance of the Emancipation Proclamation, and how Abraham
Lincoln abolished slavery
Skills
--Students will participate in the singing of the Abraham Lincoln Song
--Students will actively engage in group discussion about information presented in the song
--Students will begin exploring various types of primary sources such as images and
documentations
Dispositions
--Students will begin to develop an ability to think critically about the past and gain a deeper
understanding about complex historical issues.
--Students will develop a deeper understanding of Abraham Lincoln’s impact on our country.
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Time, Continuity, & Change: Social studies programs should include experiences that provide
for the study of the past and its legacy.
Power, Authority, & Governance: Social studies programs should include experiences that
provide for the study of how people create, interact with, and change structures of power,
authority, and governance.
Civic Ideals & Practices: Social studies programs should include experiences that provide for
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the study of the ideals, principles, and practices of citizenship in a democratic republic.
Materials Needed:
 Copies of The Abraham Lincoln Song
 Primary Resources
o The Emancipation Proclamation Image
o The Emancipation Proclamation Document
o Images of Lincoln and the Civil War
o Crowd at Gettysburg Address Image
o Election Images
 Biographies of Lincoln’s life
Lesson Procedures:
Introduction
1. Briefly review what has been learned about Lincoln in the previous lessons. Students will have
already learned about Lincoln’s early life and life before presidency.
2. Make a web on the board in the front of the classroom. Write Abraham Lincoln in the middle
and have students raise their hands and tell you something they now know about Lincoln.
3. Explain that after today’s lesson students will be asked to add more ideas to the “Lincoln
Web.”
Development
1. Hand out copies of The Abraham Lincoln Song to each student.
2. Introduce the song by singing the first verse and the chorus. The first verse contains
information about Lincoln’s early life (where and when he was born), so students should already
know this information. Have students look back to the web on the board and see if the
information from the first verse was included in their web.
3. Have students repeat the chorus of the song with you.
4. After singing the chorus together, continue on to the second verse. The second verse of the
song is about the election. After singing this verse, pass around the images of the election to
share with students. Discuss with students how Lincoln beat two Democrats in the election and
also about his stance on slavery.
5. After the group discussion about the election, the class will sing the third verse. The third
verse of the song is about Lincoln and the Civil War. Pass around images of Lincoln and the
Civil War to share with the student. A group discussion should then take place about Lincoln’s
role in the Civil War. At this time, students can talk about causes and effects of the war. Their
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ideas can be recorded on the board.
6. After discussing Lincoln and the Civil War, students will sing verse four. The forth verse of
the song introduces the Emancipation Proclamation. At this time, copies of the Emancipation
Proclamation document should be handed out. Have students go around the room and read
sections of the speech. The class will then go into a more in depth talk about the Emancipation
Proclamation, what it did, and the impact it had on our country.
7. After the discussion about the Emancipation Proclamation, students will sing the final verse of
the song. The final verse is about the assassination of Lincoln. Students will not have a group
discussion about this verse because they will be learning more about Lincoln’s death in another
lesson. During the lesson about his death, this verse (and the entire song) and be re-sung.
Culmination
1. Students will continue to add to the web on the board that was made earlier. Students will
raise their hands and suggest ideas that can be added.
2. After students are done adding ideas to the web, they will be broken up into groups of about 34 students. Each group will be given a biography of Lincoln. Students will use the biography and
what they have learned through class discussion to write a new verse for The Abraham Lincoln
Song.
3. Once each group has their new verse written, they will sing their new verses for their
classmates.
Assessment
1. Students will write a one to two paragraph paper about new information they learned about
Lincoln, why this information is important, and how it has impacted our country.
THE ABRAHAM LINCOLN SONG
(Adapted from the tune, Short'nin' Bread (a plantation song))*
Lyrics by Abe Hanson
1.Abraham Lincolm, 1809
He was born in a cabin of Pine
In Kentucky, on a winter’s day
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Everyone said “Hip, Hip, Hooray”
Chorus:
Abraham Lincoln did great things, great things
Abraham Lincoln did a lot of great things
Abraham Lincoln did great things, great things
Abraham Lincoln did a lot of great things
2. Abraham Lincoln, 1860,
Becomes the 16th president, isn't that nif-ty.
He was a Republican against slav-er-y,
He celebrated the vic-tor-y.
Chorus
3. Abraham Lincoln, 1861,
Civil War begins, hey let’s keep the nation one.
The South wanted to secede but he said, "No!"
We must stay a Union so please don't go.
Chorus
4. Abraham Lincoln, 1863,
Emancipation Proclamation set the slaves free.
They no longer had to work for free,
They now had freedom like you and me!
Chorus
5. Abraham Lincoln, 1865,
Won the Civil War, the Union had survived.
Later that year, it's sad but the truth,
He was assassinated by John Wilkes Booth.
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Chorus
*Beall, P.C., & Nipp, S.H. (1989). Wee Sing: Fun 'N Folk. Los Angeles: Price Stern Sloan, Inc.
(p. 10-11)
Day 4
Title: President Lincoln’s Friendship with Frederick Douglass
Knowledge
--Students will develop an understanding of what it was like for individuals to be discriminated
against through a class role play.
--Students will understand how partnership, perseverance, and wanting change can make a
substantial difference of events.
--Students will understand the key people involved with the abolition of slavery and the fight for
freedom during the Civil War.
Skills
--Students will participate in a role play activity which centers on civil rights during the time of
Lincoln’s presidency.
--Students will work together to come up with ways the Douglass-Lincoln friendship positively
impacted history.
Dispositions
--Students will begin to develop an ability to evaluate multiple perspectives, think
critically about the past, and grapple with the complexity of historical issues.
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Time, Continuity, and Change: Social studies programs should include experiences that
provide for the study of the past and its legacy. Civic Ideals and Practices: Social studies programs should include experiences that provide for
the study of the ideals, principles, and practices of citizenship in a democratic republic.
Individuals, Groups, and Institutions: Social studies programs should include experiences that
provide for the study of interactions among individuals, groups, and institutions.
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Materials Needed






Role Play grab bags
Students’ journals
Writing utensils
4 Copies of Lincoln & Douglass: An American Friendship by Nikki Giovanni
Copies of Frederick Douglass to Abraham Lincoln, Monday, August 29, 1864 (Plan for
helping slaves escape from rebel states) Picture of Frederick Douglass Lesson Procedures Introduction 1. Hook students’ interest by dressing up as Frederick Douglass. A picture of Douglass will
2.
3.
4.
5.
6.
be large on the ELMO/overhead/smart board/etc.
(http://lcweb2.loc.gov/service/pnp/cph/3a10000/3a18000/3a18100/3a18122r.jpg ) Dim lights for dramatic effect and read letter from Douglass to Lincoln regarding a plan
for helping slaves escape from rebel states. (http://memory.loc.gov/cgibin/query/r?ammem/mal:@field(DOCID+@lit(d3565200)) ) When letter is read, tell students the day’s topic will be over the impact of the friendship
between President Abraham Lincoln and freed slave Frederick Douglass. Give students short biography of the life of Frederick Douglass so students have
background information. This is to be done in the first person by the teacher still dressed
as Frederick Douglass so to keep students’ attention. Open a short discussion about Douglass with the following questions: a. Why was it a big deal at this time for Douglass to be so outspoken? b. What hardships do you think Douglass encountered on his journey of fighting for
freedom? c. Are there any people in society today similar to Douglass and stand up for what
they believe in? Tell students they will be splitting into groups assigned by the teacher to complete a role
play depicting an encounter between Douglass and Lincoln. Development 1. Students in 3 groups of 8 will have “grab bags” which depict which role they will play in
their role play. Students will be spread out throughout the room or hallway to get the
most out of their experience of working together.
2. Students will pick out of the bag. Props in bag coordinate with roles. Students will pick a
prop and assume the role it is associated with, props will go back in grab bag. Roles are
as follows:
 American Flag cut-out: Frederick Douglass
 Woman’s hat: Douglass’ escort to Inauguration Ball
 Toy soldiers labeled 1 and 2: First guards Douglass encounters
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 Toy Police badges labeled 1 and 2: Second guards Douglass encounters
 Bag of Pennies: President Lincoln
 “Secret Agent” Sunglasses: Man who approaches Douglass and Lincoln
3. Students will read and memorize the following script to act out in front of the class.
Script
Scene: President Lincoln’s 2nd Inaugural Ball. Lincoln invited Douglass personally to the
ball, and Douglass brought one woman guest.
(Douglass and woman approach “doorway” of inaugural ball when approached by two
guards)
Policeman 1: Hold it right there.
Policeman 2: We’re going to have to take you two outside.
-Douglass and woman push past guards into the White House when approached by two more
guards.
Policeman 3: Where do you think you’re going?
Policeman 4: Your kind isn’t allowed in here.
-Policemen seize Douglass and woman and attempt to take them out of the White House.
Douglass: (with force) Just say to Mr. Lincoln, Fred Douglass is at the door!!
-Confusion breaks out among people in the White House. Then, a security man walks up and
whispers in the ear of the men holding Douglass and his date.
Man: Please escort Mr. Douglass and guest to The East Room.
-Policemen escort Douglass and woman to “East Room” area where Lincoln walks towards
them with open arms.
Lincoln: (with emphasis) Here comes my friend Douglass.
End Scene.
4. After the four groups present to the class, open a discussion with the following critical
thinking questions.
 What do we know about this time period?
 Why would the guards turn him away?
 Why was it such a big deal that Lincoln invited Douglass to the White House?
5. Have students discuss their opinions on this topic and series of events.
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Culmination
1. In same groups as role play activity, students will get copies of Lincoln and Douglass: An
American Friendship by Nikki Giovanni.
2. Students will make bulletin boards displaying information they find in the book. Students
will find the following information in the book to make their bulletin boards depicting
their knowledge of the lesson’s topic.
a. Find an event or thing that happened in the book that helped shape our country to
be what it is today.
b. Find something in the book that was helpful to ending slavery and/or the Civil
War.
c. Find something that is beneficial to society in general. (examples of: working
together, standing up for what you believe in, etc.)
3. Students will then present their bulletin boards to the class and they will be displayed for
their classmates to see. The objective of this is for the different groups to find different
things that made this friendship stand out so much in history.
Assessment
1. Students will write in their journals reflecting over the day’s lesson.
2. Ask students to write one thing they learned that is positive about the friendship of
Lincoln and Douglass. Then ask students to write about how they can incorporate that
characteristic or value into their own life to make society better.
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Day 5
Title: Lincoln’s Final Ride
Learning Goals:
Knowledge
--students will know the different states and cities that Lincoln’s body traveled to.
--students will be familiar with basic mapping skills.
--students will have a good understanding of time and the possibility of going from place to place
in a given amount of time.
--students will know basic writing skills.
Skills
--students will be able to use a map to locate the different places the Lincoln’s body traveled too
on the ride.
--students will be able to clearly write a couple paragraphs on what they have learned.
Dispositions
--students will develop/reinforce an understanding of mapping skills. (how to read a map, how to
use the key, etc.)
--students will understand and communicate the impact that Lincoln’s death had on the country.
National Council for the Social Studies Themes:
http://www.socialstudies.org/standards/strands
Time, Continuity, and Change: Social studies programs should include experiences that
provide for the study of the past and its legacy.
People, Places, and Environments: Social studies programs should include experiences that
provide for the study of the past and its legacy.
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Global Connections: Social studies programs should include experiences that provide for the
study of global connections and interdependence.
Materials Needed:








Paper Velcro train w/ interesting facts written by each stop
Individual Maps for the students to complete
Projectable overhead map
Flags, markers, etc. (something to mark the spots on the large map
Lincoln Comes Home by Robert Burleigh. (Appendix II)
The Lonesome Train by Earl Robinson (song and copy of lyrics) (Appendix II)
Something to play the song out loud.
Pictures and interesting facts hung by the “stops” for the train. (Appendix 1 & II)
Lesson Procedures: Introduction 1: Have a paper train/railroad track posted all around the room place Velcro pieces
periodically on the tracks and on the back of the train. 2: Place pictures and interesting facts about the train by each piece of Velcro. 3: Ask the students what they think is typically transported by trains. Discuss these ideas
for a few minutes. 4: Read the book Abraham Lincoln Comes Home by Robert Burleigh. 5: Ask the students what they thought of the book and discuss any questions it brings up. Development 1: Give all the students a map and have a large map projected on an overhead or
Promethean board. 2: Re-read the book and have the students mark each place that the train stops. (Be sure to
give students ample time to find the location before moving on to the next.) 3: Have one student come up and move the train one more space down the track and read
the interesting fact that is next to that particular stop. 5: Ask the student to mark the stop on the overhead map. 6: Continue this process until the end of the story/the end of the railroad.
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Culmination
1: End the lesson by playing the song The Lonesome Train by Millard Lampell / Music by Earl
Robinson. This song was written about Lincoln’s impact on his people and the funeral train.
After listening to the song have a copy of the lyrics and discuss what everything means. This will
be a great way to wrap up the whole unit on Lincoln.
Assessment
There will be a lot of informal assessment going on throughout the lesson. The teacher will
monitor the class and make sure everyone is filling out their map and following along.
Each student will have completed their own map. On their completed map students will also be
asked to write a short essay of 1-2 paragraphs about what they learned or found interesting about
the Lincoln’s last ride.
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APPENDIX I:
IMAGES AND GRAPHIC MATERIALS
FROM THE LIBRARY OF CONGRESS
Image 1
Front view of a portion of the Lincoln cabin. Lincoln is seen looking through the window.
http://hdl.loc.gov/loc.pnp/pp.print
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Image 2
The San Francisco call. (San Francisco [Calif.]) 1895-1913, November 10, 1895.
http://chroniclingamerica.loc.gov/lccn/sn85066387/1895-11-10/ed-1/seq22/;words=Lincoln+Lincolns+LINCOLN?date1=1860&sort=relevance&sort=relevance&sort=re
levance&sort=relevance&rows=20&searchType=basic&state=&date2=1922&proxtext=Lincoln
&y=0&x=0&dateFilterType=yearRange&page=2&page=3&page=4&page=6&index=18
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Image 3
This is a half-length seated portrait of Lincoln during his middle adulthood.
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/lincoln/pdf/teacher_guide.pd
f
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Image 4:
The exact date of this document is unknown however the Library of Congress dates it
sometime from 1850-1860. These are the actual notes (written in Lincoln’s handwriting) for
a lecture to young lawyers given by Lincoln. The Lincoln Studies Center of Knox College in
Galesburg, Illinois also provides a transcribed and annotated version of this document.
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http://memory.loc.gov/cgibin/ampage?collId=mal&fileName=mal1/004/0045500/malpage.db&recNum=0and
Image 5:
President Lincoln on battlefield of Antietam, October 1862
http://www.loc.gov/pictures/resource /ppmsca.12544/
Image 6
Crowd at Lincoln’s Gettysburg Address
http://www.loc.gov/pictures/item/2006679998/
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Image 7
Collection of Lincolniana: A collection of letters, objects, maps, speeches, and much more all
written by or about Abraham Lincoln.
http://memory.loc.gov/ammem/collections/stern-lincoln/
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Image 8:
The first picture: "Mr. Frederick Douglass. Writer, journalist, freed slave, and abolitionist during
The Civil War.
http://lcweb2.loc.gov/service/pnp/cph/3a10000/3a18000/3a18100/3a18122r.jpg
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Image 09:
Second letter: "Letter to President Abraham Lincoln from Frederick Douglass. Plan for helping
slaves escape from rebel states." (August 29, 1864)
http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d3565200))
Image 10: This is a picture of the actual car on the train that Lincoln was transported in.
http://memory.loc.gov/service/rbc/lprbscsm/scsm0400/001r.jpg
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Image 11: This is a copy of a document that was used as a type of funeral program for the stop
in Chicago. It would allow the children to kind of see what would happen at the different stops.
http://memory.loc.gov/service/rbc/lprbscsm/scsm0254/001r.jpg
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Image 12: This is timecard for all of the stops the train makes in Indiana. It shows how quickly
the train moved from city to city. It also shows the special directions made for the entire railroad
during this time. http://memory.loc.gov/service/rbc/lprbscsm/scsm0375/001r.jpg
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Appendix II
Bibliography of Children’s Literature
Beall, P. C., & Nipp, S. H. (1989). Wee sing fun 'n' folk . Los Angeles, Calif.: Price Stern Sloan.
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Brandt, K. (2002). Abe Lincoln: The Young Years. Troll Communications
Brenner, M. (1994). Abe Lincoln’s Hat. New York: Random House, Inc.
Burleigh, R. (2008). Lincoln Comes Home. New York, N.Y.: Henry Holt and Company.
Freedman, R. (1987). Lincoln: A Photobiography. New York, N.Y.: Clarion Books.
Giovanni, N. (2008). Lincoln and Douglass: An American Friendship. New York, N.Y.: Henry
Holt and Company.
Harness, C. (2008). Young Abe Lincoln: The Frontier Days: 1809-1837. National Geographic
Children's Books.
Mudge, Z. A., & Felter J.D. (2010).The Forest Boy: a sketch of the life of Abraham Lincoln: For
Young People. Nabu Press,
Pascal, J. B., & Brien, J. (2008). Who was Abraham Lincoln? . New York: Grosset & Dunlap.
Rappaport, D., & Nelson, K. (2008). Abe's honest words: the life of Abraham Lincoln. New
York: Hyperion Books for Children.
Stone, T. L. (2005). Abraham Lincoln . New York: DK Pub.
Webliography of Supporting Online Resources for Students:
Abraham Lincoln
A website that shares information of Lincoln’s life from his early childhood to the Civil
War and his death. It shares quotes and more in-depth information of this man and his
very interesting life.
http://sc94.ameslab.gov/TOUR/alincoln.html
Abraham Lincoln Political Career Timeline
This is a timeline that is used by the students when creating their own timelines working
in a group. The timeline starts with Lincoln’s first published political announcement;
continues with information in regards to the different elections he ran for, won, and lost;
and ends with the assassination during his Presidency.
http://showcase.netins.net/web/creative/lincoln/education/polbrief.htm
Abraham Lincoln Research Site
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This website shares a ton of information about Lincoln. There are summaries of his life,
information about his family, and links about his presidency.
http://rogerjnorton.com/Lincoln2.html
Devotions.net
"A site devoted entirely to inspirational quotes, bible verses, and stories to uplift the soul.
This particular devotion is referring to President Lincoln's encounter with the
mistreatment of Douglass at the White House."
http://www.devotions.net/devotions/files/2004/08aug/11.htm
Historic Places: Lincoln Home National Historic Site
This site allows students to take a new look on the Lincoln house and where this man
grew up. It gives many images to look at as well as information and links to give students
other information.
http://showcase.netins.net/web/creative/lincoln/sites/home.htm
The History Place: A. Lincoln
This is a great, in depth time line that shares a lot of information with the students to dig
deeper into Lincoln’s life. This resource can be available for them to place events of his
life on a time line.
http://familycrafts.about.com/gi/dynamic/offsite.htm?site=http://www.historyplace.com/li
ncoln/
Webliography of Supporting Online Resources for Teachers:
Abraham Lincoln
A website that shares information of Lincoln’s life from his early childhood to the Civil
War and his death. It shares quotes and more in-depth information of this man and his
very interesting life.
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http://sc94.ameslab.gov/TOUR/alincoln.html
American Writers: Teacher Resources - Abraham Lincoln.
Great resources for teachers on Abraham Lincoln. The website includes excerpts from
speeches, lesson ideas, and video clips.
http://www.americanwriters.org/classroom/resources/tr_lincoln.asp
Library of Congress: Abraham Lincoln Takes a National Role
This is a teacher’s guide primary source set of information about Lincoln’s road to
National recognition and growing popularity. This also has several real-life pictures of
Lincoln including the last photograph every taken of Lincoln. A picture of Lincoln was
used in lesson 2 as a primary resource for students.
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/lincoln/pdf/teacher_g
uide.pdf
Library of Congress: Notes for Lecture on Law
The exact date of this document is unknown however the Library of Congress dates it
sometime from 1850-1860. These are the actual notes (written in Lincoln’s handwriting)
for a lecture to young lawyers given by Lincoln. The Lincoln Studies Center of Knox
College in Galesburg, Illinois also provides a transcribed and annotated version of this
document.
http://memory.loc.gov/cgibin/ampage?collId=mal&fileName=mal1/004/0045500/malpag
e.db&recNum=0
Social Studies for Kids: Abraham Lincoln
Shares information about Lincoln himself and his presidency. There are many links that
include fun facts and other resources
http://www.socialstudiesforkids.com/subjects/abrahamlincoln.htm
Teacher.scholastic.com
"A descriptive page of the book by Nikki Giovanni; "Lincoln and Douglass: An
American Friendship". This page describes ways to use this book in the classroom, and
different ideas for incorporating this book into lesson plans."
http://teacher.scholastic.com/products/westonwoods/study_guides/lincolndouglass.pdf
The Funeral Train of Abraham Lincoln
This is a really great source to find interesting facts about the funeral train and the stops
along the way. It has detailed accounts, comments from witnesses, and pictures as well.
http://www.abrahamlincolnsclassroom.org/Library/newsletter.asp?ID=116&CRLI=164
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The History Place: A. Lincoln
This is also a great resource for teachers. By using this time line, the teacher is able to
highlight important parts of Lincoln’s life as well as give students a visual of his life
through a method they are familiar with in social studies.
http://familycrafts.about.com/gi/dynamic/offsite.htm?site=http://www.historyplace.com/li
ncoln/
The Lonesome Train
A Musical Legend text by Millard Lampell / Music by Earl Robinson
This is a copy of the lyrics of the song that was written about Lincoln and his funeral
train.
http://showcase.netins.net/web/creative/lincoln/education/lonesome.htm
Appendix III
Reader’s Theater (Lesson 2)
A Letter to Lincoln
Characters: (in order of appearance)
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House Narrator 1 Mother Jennie Abraham Lincoln
House Narrator 2 Father Post Office Narrator Lincoln Narrator
Grace Levant Mr. Mann
House Narrator 1: A long time ago in the United States of America, life was very different.
People used to own slaves! Women weren’t allowed to vote, and railroad travel was the fastest
way of getting around.
House Narrator 2: Our story takes place in the fall of 1860. A man named Abraham Lincoln
was running for president. Grace Bedell and her brother Levant wait with their mother for their
father to return from a nearby fair. They are at their home in Westfield, New York.
Grace: Mother, mother! When will Father be home from the fair?
Mother: He’ll be home soon, Grace. He is rallying to support Abraham Lincoln! That is
important work.
Grace: I know, but Father said he would bring me a surprise!
Mother: Grace! Can’t you think of anything other than presents? If Lincoln is elected president,
our country might be split in two.
Grace: Why would that happen? I think Lincoln is a good man.
Mother: Lincoln wants to stop slavery. Some people agree with him, but others want to keep
their slaves.
Grace: It can’t be right for one person to own another person.
Mother: No, it isn’t. That’s why your father is voting for Lincoln.
Father: I’m back! Is anyone home?
Grace: Father!
Father: Where is Levant? I’ve brought presents for everyone!
Mother: He’s washing up for dinner. Come sit and we’ll eat!
Father: All right, but first: here, this is for Mother, and for you, Grace, I brought Lincoln’s
campaign poster!
Grace: Oh, Father, thank you! I love it!
House Narrator 1: The family was excited to hear Father’s stories about the fair. They sat down
for dinner and talked about it.
Levant: What did you see at the fair, Father?
Father: There were many politicians giving speeches, and people shouting about who they
wanted to become president.
Grace: How many people are trying to be president?
Mother: There are four candidates: Abraham Lincoln, John Bell, Stephen Douglas, and John
Breckinridge.
Levant: Yes, funny-looking old Abraham Lincoln! He doesn’t look like a president to me.
Grace: I think he’s very handsome! He’s just thin.
Levant: Well, you’re a girl! It’s not like you can actually vote!
Grace: Levant is so mean! Lincoln isn’t funny looking, but his face is so thin! Maybe if he grew
a beard. Wait, that’s it. He should grow a beard! Then he’d be even more handsome! I’ll write a
letter to tell him.
House Narrator 2: Grace walked to school the next morning. She was excited. She wanted to
tell her friend Jennie about the poster and the letter she would write.
Jennie: Hi, Grace! What’s that you have in your hand?
Grace: This is Mr. Lincoln’s campaign poster.
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Jennie: My father says he’s voting for Mr. Lincoln.
Grace: So does mine. I wish I could vote!
Jennie: Mr. Lincoln’s trying to end slavery so everyone will have equal rights. Maybe someday
women will be able to vote!
Grace: I hope so. Jennie, I had an idea last night! My brother was teasing me and saying that
Lincoln was funny looking.
Jennie: Well, he is awfully skinny.
Grace: I know. I think he’d look much better if he had a beard!
Jennie: Hmm… You’re right! His face wouldn’t look so thin.
Grace: I’m going to write to him and tell him!
Jennie: What? You can’t do that! He’s too important. He doesn’t have time to read letters from
children like us.
Grace: I think that he’ll read it! I’m going to write it today after school. I think he might even
write back.
Post Office Narrator: After school, Grace sat down and wrote the letter. Then she and Levant
ran to the post office. Mr. Mann, the postmaster, would mail it for her. She hoped Lincoln would
reply quickly.
Mr. Mann: Well, hello, Miss Grace.
Grace: Hello, Mr. Mann. Will you mail this letter, please?
Mr. Mann: “Mr. Abraham Lincoln?”
Grace: Yes, I’ve written a letter to Mr. Lincoln.
Levant: He’s too busy. He’ll never get it. Don’t bother him with silly things.
Grace: It’s not silly!
Mr. Mann: I suppose I could mail it for you.
Grace: Thank you, Mr. Mann!
Post Office Narrator: The next day, Grace went back to the post office.
Grace: Hello, Mr. Mann. Is there any mail for me?
Mr. Mann: Not yet, Grace.
Post Office Narrator: Grace visited the post office every day to see if Mr. Lincoln had replied
to her letter. Meanwhile, at Lincoln’s house, the mail has just arrived.
Abraham Lincoln: Hmm, what’s this? A letter from a Miss Grace Bedell?
Lincoln Narrator: “Honorable A. B. Lincoln, Dear Sir, My father has just come home from the
fair, and brought home your picture. I am a little girl only eleven years old. If you will let your
whiskers grow, I will try and get everyone to vote for you. I must not write any more. Answer
this letter right off. Good bye, Grace Bedell.”
Lincoln: Why, how kind. I will reply to it right away.
Post Office Narrator: Back in Westfield, Grace returned to the post office every day for a week,
but there was no reply. Until…
Mr. Mann: Grace! He wrote back! Lincoln replied!
Grace: Oh, how wonderful!
Levant: What did he say, Grace? Read it to us!
Grace: I must take it home!
House Narrator 1: Grace took the letter and ran home. It was snowing. Big snowflakes fell on
the paper, but she just brushed them right off. She ran into the house to show her mother the
letter.
Grace: Mother, look! Mr. Lincoln wrote to me!
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Mother: You wrote a letter to Abraham Lincoln?
Grace: Yes, I told him that he should grow a beard and that he would look more handsome and
more people would vote for him! He wrote back! Listen to this: “My dear little Miss. Your very
agreeable letter is received… As to the whiskers, having never worn any, do you not think
people would call it a piece of silly affection if I were to begin it now? You’re very sincere wellwisher, A. Lincoln.”
Mother: It was very kind of him to write back to you.
Grace: Isn’t it amazing?
House Narrator 2: Grace brought the letter to school the next day and showed it to all her
classmates. Everyone was talking about how Grace had received a letter from Mr. Lincoln!
Months went by and the excitement died down. Grace kept the letter on her desk. She waited
eagerly to hear news of the election.
Father: Mr. Lincoln is winning the election!
Grace: Hurray! Lincoln will be our next president!
House Narrator 1: Abraham Lincoln won the presidential election. One month later, he began
his trip to Washington, D.C. The family heard that Lincoln’s train was going to pass through
Westfield. Grace was very excited.
Grace: Mother, please! I want to go to the train station to see Mr. Lincoln!
Mother: Well, you did write to him. I suppose it’s all right.
Lincoln Narrator: At the train station, a huge crowd of people watched the train steam towards
them. They were cheering and waving. Grace stood as tall as she was able, but she still couldn’t
see over all the people.
Grace: I can’t see anything! Is he speaking?
Abraham Lincoln: A few months ago, I received a letter from a lovely young lady by the name
of Grace Bedell. I believe she lives in this town. Is she here today?
Lincoln Narrator: Grace’s father cleared a path to the platform for her.
Abraham Lincoln: Hello, Grace. As you can see, I took your advice about my appearance. How
does my beard look?
Grace: It looks great! I’m so glad you are the president, Mr. Lincoln!
Lincoln Narrator: Lincoln left Westfield later that day. Grace would always remember the day
that she met President Abraham Lincoln.
The End
An Original Readers’ Theater Play
From Weekly Reader
Weekly Reader grants teacher-subscribers permission to reproduce this page for use in their
classrooms only.
Copyright © 2008 by Weekly Reader Corporation. Weekly Reader is a federally registered
trademark of Weekly Reader Corporation.
Edition 2 Supplement, February 2008
Patrick Girouard
Resource – Weekly Reader: http://www.weeklyreader.com/pdfs/WR2LincolnplaySE08.pdf
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