Rediscovering George Washington

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This site introduces users to the life of George Washington. Reflecting current scholarship, the site contains an Introduction, which is essentially a 4,000 word summary of Washington's life and career. The Timeline is a chronology of the milestones in his life, with a few references to national events. The Multimedia Room includes 11 audio clips of scholars discussing Washington's importance in the second half of the 18th century. Also included are four sound files of Pat Sajak reading memorial letters written by Thomas Jefferson and Winston Churchill, among others, and five video clips of Charlton Heston reading some of Washington's more famous letters and speeches (his Farewell Speech, for example).

The site contains a modest collection of 150 Washington letters, and a transcription of Washington's Book of Etiquette, which Washington himself transcribed when he was 16 years old. The letters are divided into pre-revolutionary, revolutionary, pre-presidential, presidential, and post-presidential collections; and include personal letters from and to Washington and his wife, as well as documents like presidential pardons, indenture documents, and land surveys. Teachers will find useful the 10 Lesson Plans (for grades 9-12), which are very detailed and include bibliographies. Listen to the audio review: .

Presidents of the United States - POTUS

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A reference resource for basic information about the U.S. Presidents. Each president's page includes election results; cabinet members; a list of notable events during term of office; and historical documents, such as inauguration speeches, proclamations, and significant public addresses.

The site provides links to sites about important events and biographies of family and cabinet members. Audio files are available for presidents from Grover Cleveland to George W. Bush. Links to two to 10 internet biographies and one to 13 related sites are provided.

The President John F. Kennedy Assassination Records Collection

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On order of an Act of Congress signed into law in 1992, the National Archives has gathered federally-created material relating to the 1963 assassination of President John F. Kennedy—including declassified material from every relevant presidential commission, congressional investigation, and executive-branch agency—and placed it in a single collection, supplemented with materials donated by local governments, presidential libraries, institutions, and private individuals.

While original records are not available online, this site presents a searchable database and extensive finding aids and includes full texts of the reports issued by the Warren Commission, published in 1964, and the 1979 House Select Committee on Assassinations.

This is a well-designed site that will be of most value to scholars of the assassination who plan to conduct research at the Archives.

What Events Led to Lincoln's Assassination?

Teaser

Elementary students investigate the first presidential assassination and debate whether it was avoidable.

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Description

Students consult primary and secondary sources to identify the events leading to Abraham Lincoln's assassination and consider whether his assassination was avoidable.

Article Body

The best thing about this lesson is the primary account of the crime by an eyewitness observer. This account may prove difficult for most 4th graders to read, however and teachers will need to review the materials carefully before they teach the lesson. Very likely they will need to scaffold the reading of the sources. Despite this challenge, we feel that the eyewitness account is direct, dramatic, and engaging, and worth the effort to read carefully. This primary source is supplemented by a timeline linked to evocative images and an ephemera gallery that teachers can use to support student understanding. Using these primary sources along with textbooks, encyclopedias, and trade books, students are asked to "think like journalists" and determine the facts about Lincoln's assassination. Teachers will want to be thoughtful in selecting supplemental sources as many of the sources on the website reflect responses to the assassination rather than causes of the assassination. Students then write a brief report about the assassination, and discuss whether or not it was avoidable. To conclude, students construct a list of questions about what else they would need to know about Lincoln's assassination to more accurately determine if it was avoidable and where they could look to find the answers. While the lesson does not specifically address the concept of sourcing, it provides a great starting point for teachers to approach issues of sourcing and the reliability of evidence with their students.

Topic
Abraham Lincoln, U.S. Civil War; assassination; John Wilkes Booth
Time Estimate
1-3 class sessions
flexibility_scale
4
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Rubric_Content_Accurate_Scholarship

Yes Information for this lesson is drawn from the Library of Congress and has been prepared by the Gilder Lehrman Institute of American History.

Rubric_Content_Historical_Background

Yes A brief introduction to what happened at the assassination is provided for students. Teachers can link to an extensive collection of materials on Lincoln at the library of Congress. Students are also exposed to the unfamiliar funeral traditions of the 19th century.

Rubric_Content_Read_Write

Yes Students read multiple primary and secondary sources and write a report about the events that led to Lincoln's assassination.

Rubric_Analytical_Construct_Interpretations

Yes Students consult multiple sources to construct interpretations. They also consider what other evidence might be needed to confirm their interpretation.

Rubric_Analytical_Close_Reading_Sourcing

No While students do read multiple sources, they are not asked to read sources of varying perspective, so their reading is more about information gathering than sourcing.

Rubric_Scaffolding_Appropriate

Yes Elementary students will need help with the difficult texts. Reading and vocabulary support are essential, but the simple questions and straightforward activities are appropriate for elementary students. In addition, this lesson would provide older students with valuable practice with close reading of a difficult text.

Rubric_Scaffolding_Supports_Historical_Thinking

No No scaffolds are presented in the lesson. Modification of the text, selection of key passages, guided group reading, or some combination of all three would be particularly helpful scaffolds to make the text accessible.

Rubric_Structure_Assessment

Yes Prompts for assessing historical understanding are provided, however no criteria for evaluating student responses are offered.

Rubric_Structure_Realistic

Yes The lesson provides adequate instructions for implementation.

Rubric_Structure_Learning_Goals

Yes This is one of the best things about this lesson. Objectives, an essential question, and logically organized procedures are all included.

The Debate in the United States over the League of Nations

Teaser

Documents and audio files explain the range of early political viewpoints on the League of Nations.

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Description

Students read and listen to a range of political positions related to the proposed entry of the U.S. into the League of Nations following World War I.

Article Body

This lesson provides a model of how to examine evidence and analyze diverse opinions about a public policy issue. Of particular value is the idea that politicians took a range of positions on the issue of the League, rather than simply being for or against it.

Some nice features of this lesson are that speeches and public testimony are provided both as transcribed texts and as archived audio recordings. In addition, students receive a structured worksheet to record their thinking. These features make the texts more approachable, but many students will still have difficulty with the language and rhetorical style. We, therefore, suggest that classes investigate at least the first few sources as a whole-class activity. Teachers can model how to highlight the key points and focus on revealing passages as the class completes the worksheet.

The recommended assessment activity in which students categorize hypothetical position statements is engaging, but we suggest that students also complete the alternative assessment in which they write about the various political positions they have studied. Writing such an essay encourages students to articulate their own interpretations of the material.

Topic
League of Nations, World War I
Time Estimate
2-3 class sessions
flexibility_scale
4
Rubric_Content_Accurate_Scholarship

Yes Speeches are from the archive of the American Memory project of the Library of Congress.

Rubric_Content_Historical_Background

No Prior knowledge about WWI and the purposes of the League of Nations is required. Numerous links to primary source and background information are provided for teachers and students.

Rubric_Content_Read_Write

Yes

Rubric_Analytical_Construct_Interpretations

Yes The alternative assessment requires students to select and defend a selected position in an essay. Students will need reminders and requirements to use evidence in this essay.

Rubric_Analytical_Close_Reading_Sourcing

Yes Close reading and sourcing constitute the central purpose of this lesson.

Rubric_Scaffolding_Appropriate

Yes Readings and speeches are difficult. Teachers will need to guide student note taking and analysis.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes The worksheet is useful for organizing the data, but not enough space is provided for answers—additional sheets of paper will be needed.

Rubric_Structure_Assessment

Yes The first assessment activity reinforces the concepts of the lesson. The alternative written assignment is better for final assessment. There are no assessment criteria.

Rubric_Structure_Realistic

Yes The directions are clear and comprehensive.

Rubric_Structure_Learning_Goals

No We recommend that the final activity—Discussion of Wilson's Final Campaign—be conducted after the assessment portion of this lesson as it does not clearly fit chronologically or topically with the rest of the lesson.

Abraham Lincoln

Teaser

This lesson leads students to see how Lincoln's life in Springfield influenced important national issues.

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Description

Students analyze Abraham Lincoln's adult life in Springfield, Illinois, and its influence on his political thinking.

Article Body

This lesson provides an opportunity for students to see how Lincoln's home and life in Springfield influenced the way he thought about the important issues of the time. Students answer questions about photographs and maps to develop a context for thinking about documents related to Lincoln and the Civil War. An engaging set of vintage photographs and maps shows Lincoln's world and helps students better understand the spirit of the times. But the real strength of this lesson is in the excellent text resources and accompanying questions provided for students. We especially like the carefully excerpted passages from key speeches by Abraham Lincoln that are provided in the readings section of the resources. We suggest that teachers use this excellent set of materials to design their own final writing assignment. We would love to see something that has students make explicit their understanding of how Lincoln's political ideas were influenced by the place and time in which he lived and died. Students could use evidence from both the visual and print media they have studied to write an essay on this topic. Another approach would be to assign separate essays relating to specific texts such as Lincoln's Farewell Address to Springfield. The suggested activities, listed in the Putting it All Together section of the lesson plan, unfortunately do not focus on helping students do this kind of synthesis.

Topic
Abraham Lincoln, U.S. Civil War
Time Estimate
1-2 class sessions
flexibility_scale
3
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Rubric_Content_Accurate_Scholarship

The supplementary resources for teachers are excellent.

Rubric_Content_Historical_Background

Yes Background readings are provided for students.

Rubric_Content_Read_Write

Yes Students read primary and secondary sources and answer questions about them. Teachers can be selective about which questions to feature. We recommend requiring written answers.

Rubric_Analytical_Construct_Interpretations

Yes Guided questions are included to help students analyze the resource materials. We particularly like the questions that ask students to compare different sources to create their answer. However, the lesson lacks a culminating activity that requires students to interpret and synthesize the set of materials. Teachers will need to devise a task that requires this.

Rubric_Analytical_Close_Reading_Sourcing

Yes The lesson uses a variety of sources. However, students may need reminders to pay close attention to the date and location of the source's origin as there are no explicit questions that help them do so.

Rubric_Scaffolding_Appropriate

Yes Students at lower skill levels may require additional guidance from the teacher.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes Significant portions of texts are excerpted or highlighted to make reading easier. In addition a structured photo analysis worksheet is provided to help students learn to interpret visual evidence.

Rubric_Structure_Assessment

No No assessment strategies or criteria are included.

Rubric_Structure_Realistic

Yes Directions are clear and the materials are suitable for all classrooms. Specific instructions on how to use historic sites to teach history are provided.

Rubric_Structure_Learning_Goals

No Several different learning goals are attainable with these materials. We suggest that teachers make use of the strong visual component in this lesson to highlight how non-textual sources of evidence can help us understand how Lincoln developed and expressed his political ideas.

Premonition of Death

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Question

Did President Lincoln actually foretell his death to a reporter the day before he was killed?

Answer

Lincoln's former law partner, Ward Hill Lamon, who accompanied him as a bodyguard on his train ride through Baltimore at the beginning of his presidency and remained as a friend and occasional bodyguard until Lincoln's death, wrote that he was among the "two or three persons present" when the president related a disturbing dream he had "only a few days before his assassination." Lamon's account appeared in a book of anecdotal reminiscences compiled by Lamon's daughter and published in 1895 two years after his death. Some of the writings had appeared previously in newspapers, others came from Lamon's letters and an unpublished manuscript. Lamon presented Lincoln's account of the dream, he wrote, "as nearly in his own words as I can, from notes which I made immediately after its recital."

Lincoln admitted that he did not believe in dreams

In this account, Lincoln began by commenting on the abundance of dreams in the Bible and asserting, "If we believe the Bible, we must accept the fact that in the old days God and His angels came to men in their sleep and made themselves known in dreams." In answer to a question put to him by his wife, Lincoln admitted that he did not believe in dreams, but he went on nevertheless to allude to a recent dream that "has haunted me ever since." Prodded by Mrs. Lincoln to continue, the president related that "about ten days ago" he had gone to bed late after he had stayed up "waiting for important dispatches from the front." As he began to dream, he experienced "a death-like stillness about me." Hearing the sounds of subdued sobs, Lincoln walked downstairs in search of the "mournful sounds of distress," but encountered no living person until he entered the East Room, where he found "a sickening surprise": a covered corpse resting on a catafalque, surrounded by soldiers, with mourners gazing at the body and weeping. "'Who is dead in the White House?' I demanded of one of the soldiers," Lincoln related in Lamon's account, continuing, "'The President,' was his answer; 'he was killed by an assassin!'" Lincoln then stated that he awoke soon after in response to a "loud burst of grief from the crowd," did not sleep again that night due to the dream, and "have been strangely annoyed by it since." Lamon further related that at a later encounter Lincoln insisted to him that he was not the corpse on the catafalque, a claim that has prompted political scientist Dwight G. Anderson to speculate that the dead president in the dream, in fact, was George Washington and that Washington's assassin was Lincoln himself. Washington, in Anderson's view, "provided Lincoln with an imaginary father whom he both emulated and defied," while Lincoln's haunting guilt "provided the psychological basis for Lincoln's refoundation of political authority in the United States."

Lincoln nevertheless alluded to a recent dream that "has haunted me ever since."

Yet historians Don E. Fehrenbacher and Virginia Fehrenbacher have cited internal inconsistencies and external evidence regarding Lamon's account that lead them to question its veracity. Lamon stated that the incident had occurred only a few days prior to the assassination, yet within Lincoln's monologue he related at one point that the dream occurred "the other night" and also "about ten days ago." The Fehrenbachers pointed out that although Lincoln stated in the account that on the night of the dream he "had been up waiting for important dispatches from the front," during the period of March 24 to April 9, he in fact had been at the front, rather than in the White House. In addition, there was no contemporaneous account of the dream following the assassination. No one mentioned it in the voluminous writings of the period, not Mary Lincoln, Lamon, anyone else at the supposed telling of the dream, or anyone to whom those who heard it may have relayed it. Despite these seeming inconsistencies, the Fehrenbachers note that Lamon's account of the dream has been quoted as fact by a number of respected authors.

Bibliography

Ward Hill Lamon, Recollections of Abraham Lincoln, 1847–1865. Edited by Dorothy Lamon Teillard. Lincoln, NE: University of Nebraska Press, 1994.

Don E. Fehrenbacher and Virginia Fehrenbacher, comp. and ed., Recollected Words of Abraham Lincoln. Stanford: Stanford University Press, 1996.

Dwight G. Anderson, "Quest for Immortality: A Theory of Abraham Lincoln's Political Psychology." In The Historian's Lincoln: Pseudohistory, Psychohistory, and History, edited by Gabor S. Boritt and Norman O. Forness. Urbana, IL: University of Illinois Press, 1988.

American Presidents

Teaser

Analyze letters written by America's presidents to learn more about these men.

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Description

Critically analyze letters written by America's presidents to learn more about these men.

Article Body

With a nice set of analytic questions to use with each president’s letter, this lesson is sleek, yet its content coverage is broad. Questions ask students to think about a letter’s audience, purpose and tone and are phrased in student-friendly language. Using several letters across instructional units or in several class periods will provide students with multiple opportunities to develop their ability to critically examine letters as historical documents. The letters for each president vary in both content and difficulty level, some may be more appropriate for your class than others. Students may also need help with considering the President’s words in his own time and contextualizing the letter.

The lesson provides several writing assignments for a closing activity. Assignments 1 and 2 ask students to write about the letter’s purpose and content. These tasks only require students to summarize the information from the earlier part of the lesson so we recommend assignments 3, 4 and 5. Assignment 3 asks students to assess the historical value of the letter and assignment 5 asks students to respond to the letter from the point of view of the letter’s original recipient. Teachers may want to remind students to use quotes and information from the examined letter to support their claims in these writing assignments.

Topic
The American Presidents
Time Estimate
1 class session per letter; 41 letters available.
flexibility_scale
2
Rubric_Content_Accurate_Scholarship
Yes.
Lesson focuses on primary sources.
Rubric_Content_Historical_Background

Yes Limited background information about each president's public and private life is available on the the website.
Some of the writing assignments, #4 in particular, will require teachers to provide additional information.

Rubric_Content_Read_Write

Yes Students read a primary source and write in response to that source.

Rubric_Analytical_Construct_Interpretations

Yes Questions require students to use evidence to support claims.

Rubric_Analytical_Close_Reading_Sourcing

Yes Great set of questions guides students through this analysis.

Rubric_Scaffolding_Appropriate

Yes Several of the letters will be difficult to comprehend for some middle and high school students.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes Questions in the lesson are designed to help students think about the perspective, intent, and audience of the letter.

Rubric_Structure_Assessment

No Students write answers to questions and use those answers to complete a final writing assignment. Options 3, 4, and 5 require that students use their analysis and evidence from the letter to make a case. Assessment criteria absent.

Rubric_Structure_Realistic

Yes Materials are web-based but can be printed for classroom use.

Rubric_Structure_Learning_Goals

No There are clear skill objectives. Teachers will need to establish objectives regarding specific content.

Lyndon Baines Johnson Library and Museum Anonymous (not verified) Mon, 04/14/2008 - 11:31
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The heart of this collection about President Lyndon Baines Johnson is a group of 77 oral history interviews (up to 200 pages each) with members of Johnson's administration, Congressional colleagues, journalists, civil rights leaders, and a historian. The website provides 14 audio files, including telephone conversations, State of the Union addresses, Johnson's speech to Congress following the Kennedy assassination, and an excerpt of his television address announcing his decision not to run for a second term.

Also available are transcripts of 25 speeches; 50 "days of" diary entries; and the 99 National Security Action memoranda issued during Johnson's presidency relaying foreign policy directives and initiating actions. There are 150 photographs and one campaign advertisement. Biographical information is furnished in two chronologies. An exhibit from the Johnson museum provides an essay about events in Johnson's lifetime.

Prosperity and Thrift: Coolidge Era and the Consumer Economy Anonymous (not verified) Mon, 04/14/2008 - 11:31
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This exhibit assembles a wide assortment of materials from the 1920s, items loosely related to the prosperity of the Coolidge years and the rise of a mass consumer economy. The collection includes more than 400 documents, images, and audio and video clips on subjects ranging from automobiles, consumer goods, department stores, families, Motion Picture News, and the National Negro Business League, to politics.

An introductory essay provides valuable background information on the Coolidge administration with additional insight on the social and cultural context of the era. An alphabetized guide to people, organizations, and topics includes definitions and brief descriptions. This sort of material has not been widely available, and this collection is extremely valuable as a resource on the development of mass consumption.