Waynesburg University TPS Unit Outline
Title of Learning Unit: Abraham Lincoln: A Man of Many Talents
Subject(s): History, English, Civics and Art
Grade Level/Range: 4th or 5th
Overarching Goal/Concept/Skill: In this unit, the students will learn about three important
occurrences in Abraham Lincoln’s life. The students will see how his work in the 1800s still affects their
lives today. Moreover, they will understand that one person’s small steps to follow their dreams has
forever changed the nation and be inspired to do the same.
Overview: The lessons in this unit are in order of their chronological occurrence in Abraham Lincoln’s
life. The first lesson addresses the Emancipation Proclamation and the Thirteenth Amendment. In this
lesson, students will learn about the two and make connections on how this historical event still affects
their lives today. In the second lesson, the students will learn about Abraham Lincoln’s role in the Civil
War with great emphasis placed in the Gettysburg Address and speeches. Lastly, the third lesson
focuses on Abraham Lincoln’s election for a second term. The students will create three reasons why he
should or should not be elected and hold a mock election.
Written By: Elysia Orison, Matt Shreve, Sarah Baldwin
Date: September 28, 2010
Waynesburg University TPS Unit Outline
Pre-instruction Assessment
Lesson #1
Title of Lesson:
Amendment XIII and Emancipation Proclamation
Overview of Lesson:
The students will learn about the 13th Amendment and the Emancipation Proclamation through the use of
primary sources and background knowledge. The students will be able to reflect on these historic federal
decrees and see how they have impacted their lives today. The students will complete a reflection at the
end of the lesson.
PRE-INSTRUCTIONAL PLANNING
PA Standards:
8.3.5.B- Illustrate concepts and knowledge of historical documents, artifacts and places critical to U.S.
history.
Investigative Question/Overall Goal:
The goal is for students to have an overall understanding of the abolishment of slavery, Lincoln's
involvement, and how it has impacted their lives.
Objective(s):
1. When given a primary source, the students are able demonstrate an understanding of its
importance to the United States.
2. When shown primary sources and given background knowledge, the students will be able to
develop questions and reflect on one's new knowledge.
3. After the lesson, the students will be able to make connections to their own lives and reflect on the
impact this has had on their lives.
Materials:
Print Sources:
Primary Source Analysis Tool (loc.gov/teachers)
The Abraham Lincoln Papers at the Library of Congress 13th Amendment http://memory.loc.gov/cgibin/ampage?collId=mal&fileName=mal3/436/4361100/malpage.db&recNum=0
Online Collections/Exhibits/Websites:
http://topics.law.cornell.edu/constitution/amendmentxiii
Exhibit- Abraham Lincoln: with Malice Toward None
http://myloc.gov/Exhibitions/lincoln/Pages/Default.aspx
Emancipation Proclamation Draft, Final, and Information for lecture:
o http://myloc.gov/Exhibitions/lincoln/presidency/CommanderInChief/EmancipationProc
lamation/ExhibitObjects/BookletofProclamation.aspx
o http://myloc.gov/Exhibitions/lincoln/presidency/CommanderInChief/EmancipationProc
lamation/Pages/default.aspx
o http://myloc.gov/Exhibitions/lincoln/presidency/CommanderInChief/EmancipationProc
lamation/ExhibitObjects/EmancipationProclamation.aspx
Waynesburg University TPS Unit Outline
DURING INSTRUCTION
A. Motivator/Anticipatory Set:
Talk with the students in a grand conversation about amendments, what are they? How they
came about? Then prompt the students by asking such as what is the 13th amendment? Does
anyone know what president proposed the 13th Amendment?
B. Student Learning Activities:
Description of Procedure or Activity
1. After students have shared background
knowledge, show the students on a
projector The Abraham Lincoln Papers at
the Library of Congress (about the 13th
Amendment) http://memory.loc.gov/cgibin/ampage?collId=mal&fileName=mal3/436
/4361100/malpage.db&recNum=0
Key Instructional Discussion
Questions:
To prompt students on
worksheet ask:
-What do you notice about the
writing?
-Is it different from one written
today?
Inquiry Cycle
Action
Connect
Have the students complete the primary
source analysis tool worksheet. (Use
teacher's guide analysis sheet to find more
questions about the source.)
2. After completing the worksheet have the
students share their analysis
(voluntarily). Ask the students what a
primary source is and how it is different
from a secondary source? How can
primary sources teach people many
different things? This will help the
students to see that it is very important
for students to know why we use
primary sources and how they can help
them to learn. After talking to the
students about primary and secondary
sources, show the students the
annotated version of the amendment.
(Found on URL
http://topics.law.cornell.edu/constitution/
amendmentxiii)
- What makes a source
primary?
- Who do you the primary
source was written for?
- How do you think Americans
felt about Lincoln's beliefs and
actions that he took?
Wonder
Investigate
- Do you think this united
Americans or do you think it put
an even larger wedge between
us?
(This is considered a secondary source.
Make sure that the students realize
this.)
3. Introduce the Emancipation
Proclamation to the students. (Lecture
should include: What is the
Emancipation Proclamation? Why was
this written? Who put this into action?
How did Americans at the time feel
about this? When did it happen? (and
any other questions that could be
important to the understanding of the
Emancipation Proclamation) Also talk
Connect
Investigate
Construct
Waynesburg University TPS Unit Outline
about Lincoln's involvement in the
Emancipation Proclamation. Have
students think, pair share, and answer
the question of How does the 13th
Amendment and the Emancipation
Proclamation relate to each other?
(Pairs can be just who the students sit
by) Have the students voluntarily share
their answers.
4. Have the students write a reflection on
what they think about the proclamation
and what may have occurred when it
was first introduced. Once the students
have written this have volunteers share
their thoughts.
5. After volunteers have shared, show the
students the draft of the proclamation.
Have the students complete another
source analysis sheet on this primary
source. (Use same questions from
above to activate students thinking.)
Show connections between
Amendment XIII and the Emancipation
Proclamation.
Reflect
Express
Construct
- After reading this, was what
you thought about what may
have happened what really
happened at this time?
6. Have the students think about what it
would have been like today if Lincoln
would not have been president and this
wouldn't have occurred? (Provide think
time for the students so that they can
come up with the answer they really
believe in) Volunteers may share some
thoughts.
7. Have the students use this prompt along
with how it would have been like to live
in the time period when this all was
occurring and write a reflection piece.
Investigate
Wonder
Reflect
Express
Construct
Closure:
The students will share their reflections in a grand conversation. The students will lead it and talk
about how this has affected their lives. When doing the grand conversation, have the students
talk with the use of different prompting questions if need be. This should be informal, so that the
students are more apt to talk about their reflections and how they thought. (prompting questionsHow would this have made you feel if you lived in this time period? What would you have done if
this occurred? How would it be today if this amendment wouldn't have been pasted?)
Inclusion Techniques for Students with Special Needs:
Enrichment:
- Have students take the leadership role of the grand conversation
- Have them share their thoughts when asking for volunteers
Modifications/Accommodations:
- Allow students to look at individual copies of sources
- Prompt students when working independently
- Make sure students understand the abstract concepts through one on one instruction
Waynesburg University TPS Unit Outline
Assessment of Student Learning
Formal Assessment:
- Worksheet on source analysis
- Essay on the 13th amendment and Emancipation Proclamation (Reflection)
Informal Assessment:
- Classroom Participation
- Observations
Rubric for Reflection Piece
3
1
3 or more
0 Spelling
1-2 Spelling
Spelling
Errors
Errors
Errors
0
1-2
3 or more
Grammatical Grammatical Grammatical
Errors
Errors
Errors
3 or more
0 Run-ons or 1-2 Run-ons
Run-ons or
Fragments or Fragments
Fragments
Spelling
Grammar
Sentence
Structure
Content
Related
On topic
Length
Requirement
10 Sentences
2
0
Somewhat on
Not on Topic
Topic
9-7
Sentences
6 or less
sentences
nothing
turned in
Rubric for Source Analysis Worksheet - Lesson #1
Completion of
Columns
Number of
Points in
Columns
3
2
1
0
All Columns
Completed
2 Columns
Completed
1 Column
Completed
0 Columns
Completed
3 Points in
Column
2 Points in
Column
1 Point in
Column
0 points in
Column
Complete the Number of Points in Column Section for all three columns then add the
points together to equal the total number of points for that section of the rubric.
Waynesburg University TPS Unit Outline
Lesson #2
Title of Lesson: Lincoln and the Civil War
Overview of Lesson:
Students will learn about Lincoln’s accomplishments during the Civil War, primarily about the Gettysburg
Address. They will learn what Abraham Lincoln meant when giving the speech and what the main
components of the speech are.
PRE-INSTRUCTIONAL PLANNING
PA Standards:
8.3.5.B Illustrate concepts and knowledge of historical documents, artifacts, and places critical to
United States
8.3.5.D Examine patterns of conflict and cooperation among groups and organizations that
impacted the history and development of the United States.
Investigative Question/Overall Goal:
The overall goal of the lesson is for students to understand the meaning of the Gettysburg
Address, and how it may affect the students on a personal level. They will be able to discover the
meaning of the address individually or as a classroom.
Objective(s):
Students will reflect on images of Abraham Lincoln, to do a quick-write describing the facts they
already know about Lincoln.
When reading about Lincoln’s accomplishments during the Civil War, the students will be able to
discuss what those accomplishments were and why they think they are important.
When reading about the Gettysburg Address, the student will be able to discuss what it means to
them.
Materials:
Online Collections/Exhibits/Websites:
http://www.americaslibrary.gov/jb/civil/jb_civil_gettysbg_1.html
http://www.virsona.com/ecchat.aspx?cvid=212
DURING INSTRUCTION
Motivator/Anticipatory Set:
The teacher will hold up two pictures of Abraham Lincoln from the America Treasure box. The
students will be asked who the men are in the pictures and what they know about them. Students
will fill out K-W-L charts in order for the teacher to find out what they know about Abraham
Lincoln. Following the K-W-L charts, the students will discuss what they do know about Lincoln
and write down information that they want to know more about Lincoln.
Waynesburg University TPS Unit Outline
Student Learning Activities:
Description of Procedure or Activity
1. After discussing the two photos the students
will fill in their primary source analysis tool
worksheet. Once the worksheets are
completed, the class will have a discussion
about their knowledge of Lincoln. Following
this discussion, the teacher will ask the
students if they have ever given a speech
before. If the student says yes, I will ask them
how they felt during that speech.
2. The teacher will discuss with the students the
important events that Lincoln accomplished
during the Civil War (Gettysburg Address,
Emancipation Proclamation)
3. The teacher will show the students a
photograph of Lincoln at McClellan’s tent and
tell them that during the War, Lincoln gave the
Gettysburg Address.
4. Students will then read the Gettysburg
Address aloud with the teacher
5. While the teacher is reading aloud students
will write down the words they are unfamiliar
with or parts that they do not understand.
6. After deciphering what the Gettysburg
Address means, the students will write their
own speech that contains one main idea from
the Gettysburg Address.
7. Once the students complete their own
speeches, they will present them in front of
the class. They will explain why they put
information in their speech with accordance to
the Civil War
Key Instructional Discussion
Questions:
Inquiry Cycle
Action
What are some feelings you felt
when giving a speech?
Connect
Were you nervous?
What are some things Lincoln did?
What did Lincoln do during the
Investigate
Civil war?
Do you know of any speeches that
Lincoln gave during his life?
Ask students to write down
confusing parts of the speech.
Why was it confusing to you?
Wonder,
Connect
Do you understand it better now or
need further explanation?
Which part of the Gettysburg
Address do you feel is important to
you and should be put into your
speech?
Why is that information important
to you? What does it have to do
with the Civil War?
Express
Connect
Connect
Express
Closure:
Tthe class will review what Lincoln wanted people to get from the Gettysburg Address The
teacher will end the class with a question about whether or not they feel that the speech affected
the outcome of the war or not.
Inclusion Techniques for Students with Special Needs:
Enrichment: The students can write more than one concept from the Gettysburg Address into
their own speeches.
Modifications/Accommodations:
The students can have someone else write down their speech for them.
The students can have teacher read their speech to class.
A easy concept of the Gettysburg Address can be given to the students so that they can
relate it to themselves.
Assessment of Student Learning
Formal Assessment: Student’s speech with information related to the Gettysburg Address.
Informal Assessment: Observations of students. (staying on task, participating in discussions)
Waynesburg University TPS Unit Outline
Lesson #3
Title of Lesson: The Election of 1864: Lincoln vs. McClellan
Overview of Lesson: In this lesson, the students will exam a piece of the Abraham Lincoln papers
written by J.W. Alden to George Thompson entitled: “Ten Reasons why Abraham Lincoln should not be
elected President of the United States a second term.” The students will read through the reasons and
talk about them in small groups. The students will conduct research on both candidates and decide
which candidate they would support. Based on that decision, the students will be asked to come up with
three reasons supporting their beliefs and share them with the class. Last, the students will have a mock
election to decide whether or not our class would have elected Lincoln.
PRE-INSTRUCTIONAL PLANNING
PA Standards:
R5.A.1.3.1: Make inferences and/or draw conclusions based on information from text.
R5.A.1.6.1: Identify the author’s intended purpose of text.
1.4.5.C: Write persuasive pieces. Include a clearly stated position or opinion. Include supporting
details, citing sources when needed.
1.6.5.A: Listen critically and respond to others in small and large group situations. Respond with
grade level appropriate questions, ideas, information, or opinions.
5.3.5.G: Describe how groups try to influence others.
8.3.5.B: Illustrate concepts and knowledge of historical documents, artifacts, and places critical to
United States history.
Investigative Question/Overall Goal:
The students will understand the election process, be able to come up with persuasive points,
understand why the election of 1864 was important to the nation, and discuss if there has been
an election of such significance since then.
Objective(s):
Using the “Ten Reasons why Abraham Lincoln should not be elected President of the United
States a second term, the students will create three reasons why they believe Lincoln or
McClellan should be elected and be able to support their assertions with historically accurate
facts.
Using the computer and other library sources, the student will research the election of 1864 and
complete a Venn diagram on the candidates.
Using their completed Venn diagram and three reasons, the students will present their three
reasons to their fellow classmates using correct speech, speed, and eye contact.
Materials:
Venn diagram
The Abraham Lincoln Papers at the Library of Congress Series 1. General Correspondence.
1833-1916. J.W. Alden to George Thompson. Thursday, July 14, 1864 (Alden Opposes Lincoln’s
Reelection)
The Abraham Lincoln Papers at the Library of Congress Series 3. General Correspondence.
1837-1897. Inaugurational Ball to Mr. and Mrs. Lazarus Noble, Saturday, March 04, 1865 (Printed
Invitation)
Online Collections/Exhibits/Websites:
http://elections.harpweek.com/1864/Overview-1864-1.htm
Waynesburg University TPS Unit Outline
DURING INSTRUCTION
**The lesson’s suggested length is two to three class periods. If there is not enough time to complete the
entire lesson, the creation of the posters may be deleted. Furthermore, the students could also have the
information about the election given to them if time does not allow them to research for it.
Motivator/Anticipatory Set:
In order to make sure the students understand the importance of this election, the students will
receive a KWL chart. On the chart, they will be asked to focus on what was going on in the
United States with the Civil War at the time of the election. The students will also pay special
attention to what they know about General George McClellan, Lincoln’s running mate, from their
instruction on the War. When the “K” is filled in on the chart, as a class, the students will then
make a semantic web of what they know about elections and the points they bring up will be
emphasized by the teacher to provide additional information.
Student Learning Activities:
Description of Procedure or Activity
1. The students will receive a copy of “Ten Reasons
why Abraham Lincoln should not be elected
President of the United States a second term.”
They will be asked to observe the document and
write down important characteristics of it. They will
write this on their primary source analysis tool
worksheet, the same one they used for the previous
two lessons.
2. When they have made their observations, the
class will go over them and the teacher will answer
as many questions as possible. The teacher will
inform the students that Abraham Lincoln’s son
gave the paper to the Library of Congress and that
it was written on July 14, 1864. The students will
then read through the paper and discuss each point
within their small groups. If the students come
across a word they are unfamiliar with, they will be
encouraged to look it up in the dictionary. When
the small group discussions are complete talk about
the points as a class to make sure the students
have an understanding of them.
Key Instructional
Discussion Questions:
1. What do you notice about
the document, is it typed or
hand written, do you see an
author, and do you have any
questions about it?
2. Looking at the title and time
period of its creation, why do
you think it is significant?
1. Do you have any more
questions about the
background of this document?
2. Are there any words that
you do not understand?
3. What do you think the
author is referring to in a
specific point?
4. Do you think the author
has a good point?
Inquiry Cycle
Action
Wonder/
Investigate
Construct
Waynesburg University TPS Unit Outline
3. After the students are clear on the ten reasons
given on the document, they will break up into small
groups and research the election. They will fill in a
Venn diagram of the background on each
candidate and reasons that candidate should be
elected. When they have completed their Venn
diagram, come together as a group and the
students will individually decide, based on the facts,
who should win the election.
4. Each student individually will write three reasons
why they believe a particular candidate should win
and why the opposing candidate should not, just
like J.W. Alden came up with ten reasons Lincoln
should not. Their reasons should be persuasive
and fact oriented. The students will record their
ideas on a sheet of composition paper.
5. After the students have created their reasons,
they will make posters in support of one candidate.
(OPTIONAL) Using their posters as an aid, each
student will go to the front of the room and give the
three reasons why their candidate should be
elected or the other one should not.
6. When the presentations are complete, the
students will go into the election booth and based
on what they heard from other classmates and their
own research; they will decide who wins the
election from our class standpoint. The election will
be held using a paper ballot. It will be emphasized
that there is no reward for the students who picked
the correct candidate to defend.
1. Are there indications of
bias or exaggeration in the
list?
2. Are all of his reasons
based on fact?
3. What information would
you need to know to make
sure you voted for the right
man?
1. Why should your candidate
win?
2. Why do you believe the
other candidate should lose?
Express
1. Think about voters, what
do you think you should put
on your poster that they need
to know?
2. What makes a poster
effective? Is it better to make
your candidate look good or
the other candidate look bad?
3. Do some colors or layouts
work better than others?
1. Think about the facts and
what is going on in our
country at this time, who
would you want to be
president?
Express
Express
Reflect
Closure:
After everyone has voted, we will tally the votes and decide who our class chose to be president
for the second term in 1864. Next, the students will look at the invitation that was sent around for
the Inaugural Ball after the election to see what the results of the real election were. We will then
discuss the reasons why we believe the public ended up choosing Abraham Lincoln and if that
was the best decision. We will then talk about important elections that have occurred since
Lincoln, paying special attention to former president George W. Bush’s second term election
because he was in a similar position to Lincoln.
Inclusion Techniques for Students with Special Needs:
Enrichment:
The students may decide to include more than three reasons their candidate should be
elected or the other one should not. The student may make more than one poster for
their candidate or decide to make a poster to support their candidate and one to go
against the other.
Modifications/Accommodations:
The students may receive extra guidance in the completion of the graphic organizers and
research. They student may receive copies of the semantic web already filled in. The
Waynesburg University TPS Unit Outline
semantic web would be given to the students after the anticipatory set so they are able to
focus more on the conversation and less on the actual note taking. The student may be
paired with a student helper who can aid in their completion of the task.
Assessment of Student Learning
Formal Assessment:
The students will be graded on the completion of the research Venn Diagram. They will also be
graded on the three reasons they came up with and the poster as a visual aid.
Informal Assessment:
The teacher will observe the participation in groups. The students will also be observed while
they are working within their group
Lesson Three Rubrics
Venn Diagram
Number of Facts
Accuracy of Facts
Sources Identified
Format
Spelling/Grammar
3
9-11 facts listed total
2
7-9 facts listed total
All listed facts are
accurate
All facts have
identified sources
List is bulleted and
legible
No Spelling/ Grammar
Errors
1-3 facts are
inaccurate
1-2 sources missing
List if not bulleted or
illegible
1-3 Spelling/
Grammar Errors
1
Less than 7 facts
listed
4 of more facts
inaccurate
3 or more sources
missing
List is both illegible
and not bulleted
More than 4 spelling
errors
Three Reasons
Reasons are based
on fact
Reasons are
persuasive
Focused
Spelling/Grammar
Sentence Structure
Number of Reasons
3
All reasons are based
on fact
All reasons are
persuasive
All reasons focused
on one candidate and
one view
No Spelling or
Grammar Errors
2
One Reason not fact
based
One Reason not
persuasive
One reason not
focused on one
candidate or one view
1-3 spelling or
grammar errors
No errors in sentence
structure
Three Reasons
Written
1-2 errors in sentence
structure
Two Reasons Listed
1
Two or more reasons
not fact based
Two or more reasons
not persuasive
Two or more reasons
not focused on one
candidate or one view
More than four
spelling or grammar
errors
Three or more errors
in sentence structure
One Reason Listed
Visual Aid
Fact Based
Effective in Conveying
Material
Creative
Effort
3
Includes four or more
facts
Highly effective
representation
Very Creative
A lot of effort made in
the completion
2
Includes 2-4 facts
Effective
Representation
Creative
Effort made in the
completion
1
Includes less than two
facts
Ineffective
Representation
Not Creative
No effort made in
completion
Waynesburg University TPS Unit Outline
Speech
Eye Contact
Maintained
Appropriate Speed
Use Correct
Vocabulary
Referred to Visual Aid
Flow of Speech
3
Maintained eye
contact with audience
Talked with
appropriate speed
Used correct
vocabulary words
throughout
presentation
Referred to more than
once
Knew content/ did not
stumble
2
Momentarily lost eye
contact with audience
Talked too fast or too
slow
Used vocabulary 1-3
times incorrectly
1
Did no look at the
audience
Talked extremely fast
or extremely slow
Used vocabulary
more than three times
incorrectly
Referred to once
Did not refer to
Was unsure of
content and stumbled
rarely
Did not know content
and stumbled
regularly
Post Instruction Assessment:
At the beginning of this unit, the students will be told that they will be graded on a portfolio they
put together following its completion. They will keep all of their drafts, final copies, K-W-L sheets,
primary source analysis tool worksheets, research tools, and other supplemental tools that may
be given to them in the process of completing this unit. The students will be graded on the overall
organization, completion, and work on the projects. It is also important that while doing this
lesson, the teacher makes note of group participation, as it is an important factor in the unit. This
information will be utilized because it will identify several deficits a student may have, the first
being organization. The teacher can pinpoint the children who have a hard time with organization
and help them build upon their skills. The second is meeting deadlines. The teacher will be able
to see who can stay on task and who needs more direction. Lastly, writing and group work are a
large part of the unit. This unit will allow the teacher to see who is struggling and help them
improve their skills before they move on.
Waynesburg University TPS Unit Outline
Bibliographic Organizer of Library of Congress Sources
Thumbnail Image
Document Title,
Author/Creator, Date
Lesson #1: Amendment XIII and Emancipation Proclamation
Draft of the Emancipation Proclamation
Abraham Lincoln. Initial draft of the
Emancipation Proclamation, July 22,
1862. Holograph manuscript. Robert
Todd Lincoln Papers, Manuscript
Division, Library of Congress
(153.00.00)
Library of Congress URL
http://myloc.gov/Exhibitions
/lincoln/presidency/Comma
nderInChief/EmancipationP
roclamation/ExhibitObjects/
EmancipationProclamation.
aspx
Digital ID # al0153p1
Final Version of the Emancipation
Proclamation
Abraham Lincoln. Emancipation
Proclamation Issued by the President
of the United States, Issued January
1st, 1863. Washington, D.C.: Gideon &
Pearson, 1863. Rare Book and Special
Collections Division, Library of
Congress (155)
http://myloc.gov/Exhibitions
/lincoln/presidency/Comma
nderInChief/EmancipationP
roclamation/ExhibitObjects/
BookletofProclamation.asp
x
Digital ID # al0155
Emancipation Proclamation
Salmon P. Chase. Holograph journal,
open to September 22, 1862. Salmon
Chase Papers, Manuscript Division,
Library of Congress (154)
http://myloc.gov/Exhibitions
/lincoln/presidency/Comma
nderInChief/EmancipationP
roclamation/Pages/default.
aspx
Digital ID # al0154
The Abraham Lincoln Papers at the
Library of Congress
Series 3. General Correspondence.
1837-1897.
Congress, Wednesday,
February 01, 1865 (Joint Resolution
Submitting 13th Amendment to the
States; signed by Abraham Lincoln and
Congress)
Lesson #2: Lincoln and the Civil War
Antietam, Md. President Lincoln and
Gen. George B. McClellan in the
general’s tent; another view
Gardner, Alexander, 1832-1882,
photographer
CREATE/PUBLISHED 1862 October 3
http://memory.loc.gov/cgibin/ampage?collId=mal&fil
eName=mal3/436/4361100
/malpage.db&recNum=0
http://hdl.loc.gov/loc.pnp/c
wpb.04351
Waynesburg University TPS Unit Outline
The Abraham Lincoln Papers at the
Library of Congress Series 3. General
Correspondence. 1837-1897. Abraham
Lincoln. [November 1863] (Gettysburg
Address: Nicolay Copy)
http://memory.loc.gov/cgibin/ampage?collId=mal&fil
eName=mal3/435/4356500
/malpage.db&recNum=0
Lesson #3: The Election of 1864: Lincoln vs. McClellan
The Abraham Lincoln Papers at the
Library of Congress Series 1.
General Correspondence. 18331916.
http://memory.loc.gov/cgibin/ampage?collId=mal&fil
eName=mal1/344/3447500
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J.W. Alden, writer
CREATED/ PUBISHED Thursday,
July 14, 1864 (Alden Opposes
Lincoln’s Reelection)
The Abraham Lincoln Papers at the
Library of Congress Series 3. General
Correspondence. 1837-1897.
Inauguration Ball to Mr. and Mrs.
Lazarus Noble,
CREATED/PUBLISHED Saturday,
March 04, 1865
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