from Apr. 16, 1865

Draft of resolutions adopted by the Union League of Hartford

  • Full Title

    Draft of resolutions adopted by the Union League of Hartford

  • Description

    Draft of resolutions adopted in April, 1865 by the Union League of Hartford regarding the assassination of Abraham Lincoln. Resolutions condemn the assassination and the individual who carried it out, along with avowing to support the republic and its endeavors.

  • Source

    Union League of Hartford

  • Rights

    Use of this item for research, teaching and private study is permitted with proper citation and attribution to the Connecticut Historical Society. Reproduction of this item for publication, broadcast or commercial use requires permission. For permission, please contact the Connecticut Historical Society at chs.org/research/digital-reproductions.

  • Tags

  • Cite this Item

    Union League of Hartford. "Draft of resolutions adopted by the Union League of Hartford". Remembering Lincoln. Web. Accessed May 4, 2025. https://rememberinglincoln.fords.org/node/862

from Sep. 14, 2015

Julius to Oliver Dunks

  • Full Title

    Dunks Family Correspondence

  • Description

    Near the end of the second page, Julius Dunks begins to briefly describe the funeral for Abraham Lincoln in Union City, a village in Southern Michigan that served as an important juncture in the Underground Railroad. He notes that the townspeople intended to hold a procession, but a hard rain forced them to cancel.

  • Transcription

    JSDunks

    Apr 23 / 65

    Union City April 23, 1865

    Brother Oliver.

    Your kind & wel
    comed letter was rec - last
    Friday. was kind a glad to
    hear from thee. We have been
    pretty busy the past week
    monday & Tues forenoon I plowed
    Thursday forenoon have about
    another days work to do yet
    it has rained conciderable,
    this week and been very cold
    Wensday morn. Father & I
    went up to Mr Coats and
    Bought a tree for stakes and
    gave him 1.00 then he gave
    us six other cuts so we
    have about six hundred
    stakes in all they are all
    split but one. yesterday fore
    noon I sharpened Stakes and

    in the after noon I drew them
    home & spread them arround
    we have got about half of them
    home. Father is going to sharpen
    the rest of them & split that
    out tomorrow. Coats also gave
    us annother tree that was dead
    for rails it is alittle rotten on
    the out side but guess that
    it is sound at the heart It
    is a large Black Ash, we are
    going to use it for rails we
    have also bought the timber for
    one thousand rails for 5.00 we
    are to cut & Split ourselfs.
    Mary has got over the measles.
    and is pretty well. Mat has also
    got well Ed [Burten?] was taken
    but has not been very sick
    Lucy Leigh is pretty sick with
    them now. they had quite a time
    here last wensday they held Mr
    Lincoln Funeral that day the

    church was crouded as full as
    it could be. the church was
    all draped in mourning.
    just about they same as they did
    there. they were intending to
    have a procession but it rained
    very hard. William received
    that package last night. they look
    very well I have not tried any
    of them. I am going to take a lode
    of Read Wheat out out to
    Coldwater to morrow & Wm
    is going with me. We heard to
    day that uncle Georges Baby was
    Just alive. [illegible in original] [music?] looks pretty
    well. We sold 26 Bushels of corn
    last week pert of it - 1.00 1.25- ,80
    we have about ten Bush. left
    the Sheep all look well we have
    not got any lambs yet but guess
    that they will be gin to come
    the last of this week.

    Who did Lib Dunks merey

    has She had those photograph
    yet I think that her foot mus be
    well by this time. where is she
    going to live, I have had quite
    a time with my arm it worked
    first rate I only Stopped work
    one day It Swelled up pretty
    big how does yours get allong
    mother wants you to send
    the scab home in a letter
    so that she can vaxinate
    Mary & Wm what is there
    about [illegible in original] Bills that
    you do not under stand then
    would be a tiptop place.

    Pleas write Soon

    Yours J S Dunks

    ___________________________________
    April 25 dear Brother I will try & fill the
    sheat I am going to [start?] on my expedition
    tomorrow morn ing Think I shall be gone
    about 2 weeks the first time I am very
    much pleased with the Pens. Who did [herb?]
    Dunks marry that is what is his name
    & what is his Business you did not
    tell what those ties cost apiece

    You Brother W C Dunks

  • Source

    c.00123 - Dunks Family Correspondence

  • Rights

    Educational use only, no other permissions given. Copyright to this resource is held by Michigan State University and is provided here for educational purposes only. It may not be reproduced or distributed in any format without written permission of the University Archives & Historical Collections, Michigan State University.

  • Tags

  • Cite this Item

    Julius S. Dunks. "Dunks Family Correspondence". Michigan State University Archives & Historical Collections. Remembering Lincoln. Web. Accessed May 4, 2025. https://rememberinglincoln.fords.org/node/861

from Sep. 9, 2015

Oliver to Tom Dunks

  • Full Title

    Dunks Family Correspondence

  • Description

    Oliver Dunks tells his brother, Tom, that he just attended the eulogy of President Lincoln at the Congregational Church in Detroit (most likely the church located at the corner of Fort St. and Wayne St.). He briefly describes the visual displays of mourning in the church and the city and concludes by observing that the country seems to be just as, if not more sorrowful for the death of Lincoln than they were for that of President George Washington.

  • Transcription

    Detroit Apl 19 / 65

    Dear Brother Tom

    Your welcome
    letter of the 17th just recd glad
    to hear from you The loss
    that you refer to that our
    Nation has suffered is irreparable
    shocking to think of but it
    showes how he posesed the affections
    of the hearts of the people I have
    just been over to his funeral
    at or eulogy at the Congrega
    -tional Church the regular
    funeral is to be next Tuesday
    th City is draped in mourn
    ing and has been from
    the the time of hearing the
    inteligence our Church was
    draped clear around also and
    all the front of the pulpet
    I think that our country
    mourned no more for
    Washington than they have &
    will for Father Abraham
    I sent those pens this morn
    and will enclose Bill
    cost $66. you can sell them
    in any shape that you can
    holders or pens Chas had no
    medium. Pens with Silver Holders
    but will soon Sib is to be
    married tomorrow morning
    at Nine oClock I am invited
    there is to be only the family
    Henry has got back I have
    just noticed that you say
    that you will not go to
    Coldwater until Monday
    well all right I believe that
    I would try awhile in
    Coldwater I have not found
    a Situation yet Please write soon

    Your Brother

    Oliver. S. Dunks

  • Source

    c.00123 - Dunks Family Correspondence

  • Rights

    Educational use only, no other permissions given. Copyright to this resource is held by Michigan State University and is provided here for educational purposes only. It may not be reproduced or distributed in any format without written permission of the University Archives & Historical Collections, Michigan State University.

  • Tags

  • Cite this Item

    Oliver S. Dunks. "Dunks Family Correspondence ". Michigan State University Archives & Historical Collections. Remembering Lincoln. Web. Accessed May 4, 2025. https://rememberinglincoln.fords.org/node/860

from Sep. 9, 2015

"Great Sorrow" & "Ford's Theater"

  • Full Title

    Grand Rapids Herald Articles

  • Description

    In a retrospective, the Grand Rapids Herald sought the perspectives of local residents who remembered the day Lincoln was assassinated. Harvey J. Hollister recalled the intense grief felt by many in Grand Rapids and the ways in which they practiced collective, public mourning. Next, the article quoted extensively from two editorials by the Grand Rapids Eagle, one on the day the war ended on April 8, 1865, and one immediately after the assassination on the 15th. These were included to be representative of the broader shift in Northern public opinion from optimism to disillusionment in this short span of time. In the subsequent article, Big Rapids, Michigan, resident J. P. Huling described his memories of being an audience member at Ford’s Theater the night of the assassination. Furthermore, he remembered details of Lincoln’s funeral as well as the two times he saw Lincoln before the president’s death.

  • Transcription

    [penciled in at top of page] [1899] The Grand Rapids H[cut off]



    Was a Day of Great Sorrow


    ----------


    The Assassination of
    President Lincoln
    Thirty-Four Years
    Ago Still Fresh in
    the Mind of the
    People—How the
    News of the Trag-
    edy Was Received
    in Grand Rapids,
    April 15, 1865.



    It was just 34 years ago yesterday that
    the sad news swept over the country that
    “Honest Old Abe,” the martyr president,
    had died by the assassin’s knife. Doubly
    sad was it because of the frame of mind
    in which it found the people. The tidings
    of the surrender of Lee’s entire army and
    the probably downfall of the confederacy
    had but the week before thrown the cou-
    try into an ecstacy of joy, and the cele-
    brations of that glad news were still go-
    ing on and on the faces of all the smile of
    great joy reflected the feeling of every
    heart. Then like the bolt from the clear
    sky fell the news that Lincoln had after
    years of toil in behalf of his loved coun-
    try at last made the supreme sacrifice
    and had crossed the river to enter into
    the welcome that surely awaited him on
    the other side.


    To those who were living at that time
    the recollection of that dark 15th of April
    is still as fresh as if the happening had
    been but yesterday.


    Harvey J. Hollister was at the time liv-
    ing in the city and recalls most vividly
    the scenes of what he terms the saddest
    and strangest day he ever spent.


    Said Mr. Hollister in describing how
    the news was received here: “My wife
    and I were walking down to the bank to-
    gether about 9 o’clock in the morning
    and the first thing which attracted our
    attention was the strange actions of the
    people on the street. On the face of
    every one we met we notice a look of
    the most abject sorrow. So remarkable
    was it that we became most anxious to
    know the reason. It was but a week be-
    fore that we had helped to celebrate
    when the news of Lee’s surrender reach-
    ed us, and we thought that the war was
    over and now the people looked more
    somber than after the greatest defeats

    [illustration of Ford’s Theater]

    [Caption] [FORD’S THEATER, WASHINGTON]

    which we had suffered. Men would stop
    and look into each other’s faces and then
    as they shook hands, tears would begin
    to roll down their cheeks and they would
    separate without a word.


    “At last we reached the telegraph of-
    fice and found it crowded with a lot of
    silent men. Leaving my wife outside, I
    crowded in and soon learned the sad
    news. It is impossible to describe the
    utter feeling of bewilderment which pos-
    sessed us all. I felt as if the very
    ground had been cut from under me. We
    had by that time come to know and ap-
    preciate the magnificent qualities and in-
    finite wisdom of the president and each
    man that morning wept as though he had
    lost a dear friend or some member of his
    own household.


    “The grief at that time was different
    from that which I ever saw before or
    since in its personal character. The com-
    on people had come to have implicit
    confidence and trust in the wisdom of
    the president and when the news reached
    us that he was gone it was as though
    we had suddenly been told that our last
    and only hope had failed.


    ---------


    “Business was stopped at once and all
    places were closed and the mayor issued
    a proclamation that all flags be hung at
    half mast and that all business cease for
    the day. The people crowded into the
    streets and meetings were held which
    were all pervaded by the same spirit of
    absolute grief which was reflected in the
    face of every passerby. Monroe street
    was one mass of black from head to foot
    and the residence portion of the city was
    all draped: everything of a black color
    being utilized to express in this only
    available way the intense sorrow which
    was in every one’s heart. The next day
    which was Sunday, the services in every
    church were of a memorial character
    and Lincoln’s greatness was eulogized by
    men who struggled with their emotions
    and who utterly failed to find the words to
    express the sorrow they felt. At first it
    was thought that the work was that of
    emissaries of the confederacy and the
    wrath of the people found vent in the im-
    precations against a power that would
    avail its unholy purposes.


    “I recall exactly the words which one
    man said when he turned from the office
    after hearing the news. They were:
    ‘Well, the south has lost the best friend
    she ever had,’ and as he spoke the tears
    ran down his cheeks in torrents.”


    ---------


    Two editorials clipped from the Grand
    Rapids Eagle of the issues of April 8 and
    9 show the strong revulsion of feeling


    which passed over the populace at the
    time when the news of the death of the
    president reached here. On April 8 the
    editor wrote of Lee’s surrender thus:


    [written in smaller font] [The end has come. The morning is so far
    advanced that the sun of peace shows his edge
    above the horizon, presaging a cloudless day—
    a day that shall not go down again until time
    shall be no more—a day that shall glow with
    universal freedom and blossom with progress.


    Last night the nation lay down divided, dis-
    tracted, bleeding—a giant in battle-harness
    matched against his brother. This morning we
    wake, still in battle-harness, the greatest.
    grandest, freest, most powerful nation on earth.
    Today our kindly, generous, wise, great-hearted
    president, Abraham Lincoln (whom nations at-
    tempted to sneer down but yesterday), stands
    the central figure of the nineteenth century.
    “Honest Old Abe” stands at least one hundred
    feet taller than any other ruler in Christen-
    dom today.


    There is but one fleet in all of the world
    whose flag had been floated and been tried in
    actual battle; and Vice Admiral Farragut
    waits the order of President Lincoln wither to
    direct its thunders.


    There is but one army of veterans in the
    world—privates and generals—and Lieutenant
    General Grant directs that, with Sherman and
    Sheridan, Thomas and Meade as his lieuten-
    ants, and with Robert E. Lee and his host as
    their captives.


    And over this ruin and this triumph, this fall
    and this glory, brothers strike hands again,
    and the states unite in the old but grander fam-
    ily circle as one nation, under one flag, with
    one president. And freedom seals the compact
    for all. The Declaration of Independence be-
    longs now to all the states, and the souls of
    the martyrs of liberty are marching on with
    John Brown’s.


    Let the bells ring, then, and the cannon
    thunder. Let all our citizens join in the dem-
    onstration of joy. Let us hold one grand, uni-
    versal, enthusiastic joy meeting this evening at
    some suitable place, either within or without
    doors, and congratulate each other. Let every
    building in the city blaze with light this even-
    ing.]


    How different sounds the words of the
    same writer in the next issue, on the
    15th:


    [written in smaller font] [“Vale!” “Vale!”

    The wine of life is spilled; the royal cup of
    fine gold is broken. Domestic faction, with
    horrible instruction, has taught the nation the
    utter malignity of secession. Treason has done
    its worst, and on our noblest. The bloody dag-
    ger’s point has reached the nation’s soul, with
    poison in its wound, to carry grief, horror and
    consternation through our veins; and as the
    numbness of the shock wears off, and the heal-
    ing begins, it will wake a fever of fury whose
    end and effect none can foretell.


    The times are dark again. Sudden and dis-
    astrous eclipse has rushed upon the morning
    of peace and returning fraternity, but a mo-
    ment since without a cloud upon its glory, or
    a chill in its breath of balm.


    All is again uncertainty; state policy and
    chance, government and faction, law and an-
    archy, freedom and slavery, battle and truce,
    revenge and mercy, order and chaos, jostle each
    other in the dark, and no man can see whther
    the majestic ship of state (whose cable has
    been cut in the night by the assassin’s knife,)
    is drifting; whether out of this event shall
    come evil or good to the nation and the world;
    whether we shall again moor in the haven of
    peace and union, or have but opened the har-
    bor to be mocked with out last glimpse of na-
    tional brotherhood.


    The president is dead—the greatest, purest,
    kindest soul Heaven and man ever conspired
    to crowd with public honors—the surest, saf-
    est, truest friend, leader and reflex of the peo-
    ple. Great beyond his times, he was at once
    the greatest, grandest hero of history and the
    kindest and commonest of the crowd of men.
    his last act was a benediction. Rather than
    disappoint the populace who expected his pres-
    ence at the theater, he went to his death,
    though both he and his wife were ill; thus fall-
    ing a sacrifice in this little, this homely, this
    common and natural act, which his death has

    [illustration of John Wilkes Booth]

    [Caption] [J. WILKES BOOTH]

    guilded with immortality. He was of the peo-
    ple; he died in a sense for the common peo-
    ple. He was the pattern of the common peo-
    ple and the ripe fruit of American democracy;
    at the same time the unchallenged peer of his-
    tory, and the certain master of living great-
    ness. Heaven’s evident and commissioned in-
    strument he was crowned with success and
    with immortality in the same week.


    Secretary Seward dies with his master and
    his friend. So two great souls—the greatest, in
    all, that the world held in all its bounds—step
    into glory abreast, both crowned with all that
    makes life honorable, and both clothed with
    that raiment that makes death glorious. Such
    a pair, so matched and sustained in all good
    graces, so loved and mourned, have never in
    one hour knocked at the pearly gate nor met
    such glorious welcomed within.]


    Such was the spirit of the people ad-
    mirably reflected in the columns of the
    paper of the day which was heralded abroad
    that the assassin had been run down and
    shot the people only regretted that he
    met with such an easy fate.



    WAS PRESENT AT FORD’S THEATER.


    ---------------------


    Big Rapids Merchant Talks of the National Horror

    Enacted 34 Years Ago at Washington.


    [written in smaller font] [Special to Grand Rapids Herald.]

    Big Rapids, Mich., April 15.—J. P. Hul-
    ing, one of our leading merchants, was
    present at Ford’s theater, in Washington,
    the evening that has since gone into his-
    tory as marking one of the greatest trag-
    edies of modern times. President Lincoln
    was assassinated by J. Wilkes Booth,
    April 14, 1865, 34 years ago today, and
    Mr. Huling, in response to a request, told
    his personal experience substantially as
    follows:


    “I served during the rebellion in Com-
    pany C, Seventeenth United States in-
    fantry, and after receiving my discharge,
    I visited the city of Washington on bus-
    iness, arriving there April 14, and that
    evening, by invitation of James T. Hale,


    the representative in congress from my
    district, the Eighteenth Pennsylvania,
    accompanied him to Ford’s theater, where
    we expected to pass a pleasant hour or
    two. As we strolled down to the theater,
    we little thought that in a short time the
    whole nation would be bowed in grief at
    a tragedy which was to be enacted in
    our presence. We passed to our seats and
    soon the curtain rose and the play pro-
    ceded. After Booth had committed his
    shocking crime and leaped from the booth
    to the stage, my friend and myself, who
    were both familiar with the play, were
    saying that we could not recall anything
    like that when seeing the play at other
    times. Then there was quite a stir
    among the audience, and two or three
    men leaped upon the stage and from
    there into the president’s box, and in a


    short time we knew what had happened.
    The audience was all excitement at once,
    and we didn’t know but what the plot
    was to include part of these who sat in
    the body of the house, for there were lots
    of southern sympathizers in Washington
    at the time.


    [boldface] [Saw Lincoln Only Twice.]


    The retails of that sad affair are fa-
    miliar to everyone, and need not be re-
    peated now. I saw Abraham Lincoln but
    twice in my life; when he was on his
    way to Washington to be inaugurated,
    and once as he was driving down Penn-
    Sylvania avenue. I did not see him at
    Ford’s theater, as the curtains of the
    box where he sat were drawn. A few
    days after he was assassinated, from the
    roof of a building, I watched the process-
    sion as they escorted his remains to the
    capitol. I looked upon his noble face for
    the last time as he lay in state in the
    great rotunda of the capitol. When Pres-
    ident Lincoln was on his way to Wash-
    ing he stopped at the Jones house, which
    is now called the Commonwealth hotel,
    in the city of Harrisburg, and which at
    that time was run by my uncle, Wells
    Coverly, and I was there the day that
    Abraham Lincoln stopped there. I was
    recently reading an article in one of the
    magazines which seems to convey the
    idea that when he left this hotel he went
    out the back door and got into a hack.
    The facts are that in order to avoid the
    great crowd that had gathered in front
    of the hotel to catch a glimpse of him,
    he was taken from the hotel through a
    hall to the private residence of my uncle
    and from there took the hack. I stood on
    the sidewalk when he came out, and saw
    the people down the street watching for
    him at the hotel entrance, and a great
    many of them saw him when he got
    into the hack, but none recognized him
    and he was aboard cars and speeding
    away before the crowd found that he had
    gone.


    Since that April night in Washington I
    have traveled over this country of ours
    a great deal, and although there was a
    large crowd at the theater, I have never
    met, to my knowledge, a single person
    that was there. I had witnessed many
    sad and exciting scenes on the battle-
    fields in the war that was then going on,
    but nothing that I ever experienced gave
    me more of a shock than did that tragedy
    when we realized what had happened.
    That night, and the days immediately fol-
    owing, were the most exciting times I
    ever saw. Little did I think at that time
    that I should live to see our people, who
    were divided and embittered, reunited,
    and the federal and confederate soldier
    fighting side by side under the stars and
    stripes.”


  • Source

    c.00130 - John Edison Papers

  • Rights

    Educational use only, no other permissions given. Copyright to this resource is held by Michigan State University and is provided here for educational purposes only. It may not be reproduced or distributed in any format without written permission of the University Archives & Historical Collections, Michigan State University.

  • Tags

  • Cite this Item

    Grand Rapids Herald. "Grand Rapids Herald Articles". Michigan State University Archives & Historical Collections. Remembering Lincoln. Web. Accessed May 4, 2025. https://rememberinglincoln.fords.org/node/859

from Apr. 17, 1865

8th Illinois Cavalry Letter

  • Full Title

    8th Illinois Cavalry Letter in Reaction to Lincoln's Death - "The general reaction in this heart of the army is that of revenge."

  • Description

    Letter from Dr. Abner Hard, a doctor in the 8th Illinois Cavalry, describing his reaction to the Lincoln assassination.

  • Transcription

    Fairfax C.H. VA.

    April 17th, 1865

    Dear Ann,

    Our joy is turned into sorrow at the awful and barbarous assassination of President Lincoln. The general reaction in this heart of the army is that of revenge.
    He was too good a man to deal with such a set of traitors. They have sown the wind and will reap the whirlwind. I go with this Brigade to attend his funeral. We leave in an hour. I expect to take some of my family along. Love to you all, in health.

    Your Rev. A Hard

  • Source

    Milwaukee County Historical Society, Hard Family Collection.

  • Rights

    This item is in the public domain and may be reproduced and used for any purpose, including research, teaching, private study, publication, broadcast or commercial use, with proper citation and attribution.

  • Tags

  • Cite this Item

    Dr. Abner Hard. "8th Illinois Cavalry Letter in Reaction to Lincoln's Death - "The general reaction in this heart of the army is that of revenge."". Remembering Lincoln. Web. Accessed May 4, 2025. https://rememberinglincoln.fords.org/node/857

Introduction

This lesson is designed to analyze and discuss the country's reaction to the Lincoln Assassination through primary source documents. Or, to promote students’ use of primary source documents at anytime during the academic year. The activities are designed to be flexible enough to conform to any instructor’s time frame and student abilities from elective courses, standard American History, or Advanced Placement classes.

In this 2-3 part lesson students will be challenged to analyze, think critically, work within a small group environment, and express themselves through creative outlets. Students will interpret a small sample of primary source documents that reflect reaction from all over the country, and each student will be required to demonstrate the knowledge gained from this lesson in written form.

Guiding Questions

  • How did the assassination of Abraham Lincoln impact the country?
  • How did people in the North and South react differently to the assassination?

Objectives

  • The students will analyze and process primary source documents.
  • The students will use critical thinking skills in the analysis.
  • The students will use their writing skills to develop a well conceived written assignment.
  • The students will have the opportunity to create a document that demonstrates their gained knowledge of the lesson.
  • The students will be able to gain a better understanding of the impact the Lincoln Assassination had on its country.
  • The students will be able to better understand how the people in the North and South reacted to the assassination.

Standards

Procedure

Lesson Activity One: Introduction to the Lincoln Assassination
- Using both video and text, students are introduced to the assassination.
Lesson Activity Two: Small Group Analysis
- Working in small groups, students analyze eight primary sources related to the Lincoln Assassination.
Lesson Activity Three: Connection to Other National Tragedies
- Instructor leads a discussion on how Americans have reacted to different national tragedies.
Lesson Activity Four: Abraham Lincoln vs. the Joker
- Students analyze a cartoon clip related to the Lincoln Assassination.
Lesson Activity Five: Short Answer Writing Assignment
- Students describe the reaction of Americans to the assassination in 100 words.
Lesson Activity Six: DBQ Written Response
- Using eight documents from Remembering Lincoln, students answer a DBQ. Read More »

Materials

External Resources

  • Grade Level

    9 to 12

  • Timeframe

    2 to 3 classes (45 min/period)

  • Class Subject

    History

  • Skills

    Primary source analysis, Forming conclusions

  • Teacher Information

    James LeGrand

    Altus High School, Altus, Oklahoma

    9th-12th Grade

    AP US History, America in the 1960s, Civil War & Reconstruction

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from Sep. 1, 2015

James L. Lucas Recollection

  • Full Title

    The Burial of John Wilkes Booth and Trial of the Lincoln Conspirators

  • Description

    This manuscript was typed by Paul S. Lucas from James Lucas' narration. In the manuscript, James Lucas describes the American political scene in the 1850's and the coming of the Civil War. He gives an eyewitness account of Washington in the war years, including a description of Lincoln in great detail. Lucas spent three years with the 12th Veteran Reserve Corps, who served as guards for the Old Capitol Prison, where the Lincoln conspirators were held. Lucas also served as a court messenger during the prisoners' trial, and he describes the conspirators as well as the trial itself. In addition, Lucas tells of guarding the body of John Wilkes Booth on the monitor "Montauk" and of the secret burial of the assassin's body in the Old Capitol prison.

  • Source

    c.00086 - James L. Lucas Manuscript

  • Rights

    Educational use only, no other permissions given. Copyright to this resource is held by Michigan State University and is provided here for educational purposes only. It may not be reproduced or distributed in any format without written permission of the University Archives & Historical Collections, Michigan State University.

  • Tags

  • Cite this Item

    As Told by James L. Lucas to Paul S. Lucas. "The Burial of John Wilkes Booth and Trial of the Lincoln Conspirators". Michigan State University Archives & Historical Collections. Remembering Lincoln. Web. Accessed May 4, 2025. https://rememberinglincoln.fords.org/node/855

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Researching the Lincoln Assassination

Introduction

This lesson is designed to be the last of three two- to three-week lessons. The first lesson is an overview of the Civil War. The focus is big picture, using readings and a lecture/discussion format with a standard comprehensive assessment at its conclusion. The second lesson is a group reading of Chasing Lincoln’s Killer and its goal is twofold: first to create a knowledge base on the Lincoln Assassination; second spend a portion of each class period wrestling as a group on artifacts and primary sources connected to the assassination prior to the individual research project.

The research project is a continuation of the research students have been doing all year and is traditional research in its pedagogy. Students will evaluate and cite print and electronic sources looking for content, bias and suitability for research. Students will use a note card system for recording information based on their selected topic and subtopics. Finally, students will submit their findings in writing as well a present to their peers as part of a Crime Scene Investigation unit formed after the “tragic assassination of the 16th President.”

Objectives

  • Students will research a topic using acceptable research techniques and strategies
  • Students will convert note cards to outlines, and a draft of both a research paper and script
  • Students will formally present their findings on their topic in both writing as well as orally
  • Students will be able to evaluate the events surrounding the Lincoln assassination, and John Wilkes Booth’s escape, manhunt, and death
  • Students will be able to analyze artifacts and primary source documents in a manner similar to professional historians
  • Students will be able to display and discuss the impact of Lincoln’s death on the country

Standards

Procedure

Lesson Activity One: Research, Writing, and Editing
  • Students begin to plan and prepare research for their Lincoln’s Assassination paper by using various primary source databases and previous research

Lesson Activity Two: Continue to Research, Write, and Edit
  • Students apply and analyze their research to form a coherent 3-4 Page essay

Lesson Activity Three: Presentation
  • Students, present abstracts of their papers to their class, defend their paper, and answer questions
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Materials

External Resources

  • Grade Level

    6 to 8

  • Timeframe

    6+ classes (45 min/period)

  • Class Subject

    History

  • Skills

    Research, Writing, Oratory, Primary sources

  • Teacher Information

    Dave McIntire

    The Independent School, Wichita, KS

    7th – 8th Grade

    American History, World History, Civics, and Oratory

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Chasing Lincoln’s Killer – A Close Read

Introduction

This lesson is designed to be sandwiched between two other two-to-three-week lessons. The first lesson is an overview of the Civil War. The focus is big picture using readings and a lecture/discussion format with a standard comprehensive assessment at its conclusion. The final lesson is an in-depth research project on the assassination with a paper and presentation at its conclusion. The goal of the Chasing Lincoln’s Killer (CLK) lesson is twofold: first to create a baseline of knowledge on the Lincoln Assassination; second spend a portion of each class period wrestling as a group with artifacts and primary sources connected to the assassination prior to the individual research project.

The CLK lesson itself will begin with a short exploration of an artifact or document connected to the Lincoln assassination. Students will view the object and discuss its connection to the assassination and its importance historically. The remainder of the class would be devoted to listening to, and discussing the book. This lesson is designed to be interdisciplinary with the English class, using the skills they are developing as they read fiction in English, to analyze a secondary source.

Guiding Questions

  • How do certain artifacts play a role in historical events?
  • How can we use texts to learn more?

Objectives

  • Understand the events surrounding the Lincoln assassination
  • Understand the events surrounding John Wilkes Booth’s escape, manhunt and death
  • Understand how to analyze artifacts and primary source documents
  • Understand and discuss the impact of Lincoln’s death on the country
  • Read and discuss a non-fiction text on a historically significant event
  • Analyze different and sometimes competing sources to determine accuracy, bias and how they connect to a historically significant event

Standards

Procedure

Lesson Activity One: Analyze Artifacts
  • Students analyze and connect online artifacts to Lincoln’s Assassination

Lesson Activity Two: Close Reading
  • Have students close read along with an audio book of Chasing Lincoln’s Killer

Lesson Activity Three: "Big Picture"
  • Visually create a question board so students can post questions regarding reading
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Materials

External Resources

  • Grade Level

    6 to 8

  • Timeframe

    6+ classes (45 min/period)

  • Class Subject

    History

  • Skills

    Critical reading, Exploring artifacts, Critical thinking, Analyzing narratives, Close reading, Using primary sources, Evaluating and making connections

  • Teacher Information

    Dave McIntire

    The Independent School, Wichita, KS

    7th-8th Grade

    American and World History, Civics, Oratory

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Lincoln’s Legacy: Then and Now

Introduction

The Lincoln’s Legacy teaching module will take place over the course of thirteen sessions, taught in eight 60-minute and five 90-minute lessons. Through this module, students will explore Lincoln and his assassination, participate in a small-group nonfiction book study, analyze primary sources related to the aftermath of Lincoln’s assassination, and use their findings to produce a coherent 5-paragraph essay determining Lincoln’s legacy both in his time and in the present. The module is designed to teach kids to use appropriate reference sources to interpret meaning and then construct a research paper supporting their assessment of Lincoln’s legacy. Throughout this teaching module, there are many suggestions about ways to differentiate this unit to make it accessible yet challenging for each student regardless of their ability level. Additionally, students will have the opportunity to participate in discussions with their peers and practice both speaking and listening skills.

Since this is an extensive unit, it has been designed to address a variety of standards from multiple subject areas so as to make it more useful and relevant in a fifth-grade classroom. For settings where students change classes, the timing can still be adjusted to make it work in a social studies, reading, or writing class; teachers from different subjects can also collaborate and teach the unit across classes.

Guiding Questions

  • What impact did President Lincoln and his assassination have on the United States?
  • How can primary sources be used for research?
  • How can research be presented in an essay/ oral presentation?

Objectives

  • Students will collect information about Lincoln’s life and legacy through a small-group book study.
  • Students will analyze and interpret primary sources to draw conclusions about people’s assessment of Lincoln’s character.
  • Students will create a five-paragraph research paper, including an introduction, conclusion, and analysis of three reference sources.
  • Students will communicate Lincoln’s legacy through firsthand accounts of reactions to his assassination.
  • Students will discuss Abraham Lincoln’s achievements and contributions to society both then and now.
  • Students will understand and express Lincoln’s legacy and the impact he has had in the aftermath of his assassination.
  • Students will see the importance of having access to primary sources of information.
  • Students will develop an understanding of the components of a research paper.

Standards

Procedure

Lesson Activity One: Exploring Lincoln/ Unit Activating Strategy:0
  • Students learn more about Lincoln’s Assassination and how to navigate web sources

Lesson Activity Two: Book Study
  • Students close read Pascal’s book, Who Was Abraham Lincoln?

Lesson Activity Three: Analysis of Primary Sources
  • Students begin to learn about primary resources and how to effectively use and identify them

Lesson Activity Four: Research Paper
  • Students create and write a draft of their research paper about Lincoln’s life

Lesson Activity Five: Presentation
  • Students present their research to the class and receive constructive criticism and suggestions

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Materials

External Resources

  • Grade Level

    4 to 5

  • Timeframe

    6+ classes (45 min/period)

  • Class Subject

    History

  • Skills

    Critical analysis, Inference, Discerning reliable information, Note-taking, Writing, Presenting information

  • Teacher Information

    Mallory Sample

    Lake View Elementary, McCalla, AL

    5th Grade

    Reading, Math, Language, Writing, Science, Social Studies

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