Lincoln Funeral Train

Lesson Activity One: Reactions and Distance

Have students view photographs of Abraham Lincoln’s Funeral Car

Ask students:

• “If you were in charge of transporting Lincoln’s body back to Springfield, Illinois, what route would you take? Why?”

Using map of the United States, allow students to place push pins on top of cities they would go to.

On Chart Paper (or elsewhere), keep tabs of these for future reference

Now have students view the actual route the funeral train did take in 1865

Compare and Contrast these cities with those generated by the class.

• “What similarities exist between these lists? Why do they believe the government and other officials selected the route they did? Why did the government choose to have this kind of “funeral train” at all?” Such a thing had never been done before.

Explain to students that they will now be looking into how the public reacted in each of the cities where Lincoln’s Funeral Train stopped

Handout copies of the Noah Brooks Newspaper Report as well as the “Written Document Analysis Worksheet” from the National Archives

Guide students through an analysis of the document – adding information as needed

Calculate the distance that the train traveled between Washington, D.C. and its first stop, Baltimore, MD (using an online program such as “Distance Between”)

Add document analysis of the Noah Brooks Newspaper Report and distance traveled to the map mounted on the wall

Place students into 12 groups that correspond to the stops along the funeral train route (Baltimore, MD; Harrisburg, PA; Philadelphia, PA; New York City, NY; Albany, NY; Buffalo, NY; Cleveland, OH; Columbus, OH; Indianapolis, IN; Michigan City, IN; Chicago, IL; Springfield, IL)

Explain what the students will be doing tomorrow (if necessary, do this in the next part):

• Locate two newspaper reports on the Lincoln Funeral Train as it stopped in their assigned city
• Complete the “Written Document Analysis Worksheet” on each of the newspaper reports
• Calculate the distance traveled from their assigned city to the next stop. Students will need to reference the Funeral Train Schedule document
• Attempt to locate a photograph of the train stationed in your city
• Once both analyses are complete, the distance is calculated, and a photograph (if possible) has been identified and printed out, student groups should place these items in the appropriate place on the wall map
• This research and primary document analysis will be followed by group presentations and discussion

Pose the questions:

• “How can all of this evidence exist?"
• "How and why has this evidence been preserved?"
• "Can they think of a contemporary connection?"
• "What event from their lifetime might have this much evidence?”

Lesson Activity Two: Small Groups, Distance and Reactions

Reiterate purpose of the day and objectives of the group work

Students work in small groups to:

• Locate two newspaper reports on the Lincoln Funeral Train as it stopped in their assigned city.
• Complete the “Written Document Analysis Worksheet” on each of the newspaper reports
• Calculate the distance traveled from their assigned city to the next stop. Students will need to reference the Funeral Train Schedule document.
• Attempt to locate a photograph of the train stationed in your assigned city.
• Once both analyses are complete, the distance is calculated, and a photograph has been identified and printed out, student groups should place these items in the appropriate place on the wall map.
• Followed by a presentation and discussion
  • (Use these guidelines to construct a rubric for evaluation)

Explain the presentation and discussion for next period:

• After completing the activity, groups will present their findings to the entire class
• After presenting, class will make comparisons between the various newspaper accounts
• Have the students evaluate their group’s progress. What would they have done differently? What are the dynamics of the group? What would they not change?

Lesson Activity Three: Presentations and “The Lonesome Train”

State guidelines for presentations and discussion

Small groups present their research and findings

Discussion (with entire class):

• Compare/contrast between the various newspaper accounts. What items do they have in common? What is different? Are they positive or negative in their demeanor? What is the general mood of the articles or the general public? Can the class come up with a similar event that has happened in their lifetime? Can they collectively decide upon a single moment?

End the lesson by playing the song “The Lonesome Train” by Millard Lampell / Music by Earl Robinson

• Song was written about Lincoln’s impact on his people and about the funeral train’s journey. The song is approx. 20 mins. Long – listen to preferred portions or whole song depending on your time constraints.

Before or after listening to the song, hand out copies of the lyrics

Discuss what connections students can make between their newspaper articles and the song