Rationale
This activity is designed for high school students (grades 9-12) who are studying American history. Its goal is to help students begin to practice the skills historians use and to help students learn that history is not simply a recitation of facts--but rather a weaving of events that create a narrative about the past. Students will engage in the study of primary and secondary sources to learn the historical context of the era, evaluate their significance, and synthesize multiple sources of evidence to construct their own historical arguments.
Too often, students believe that the study of history is simply a memorization of significant dates, people, and events. They are often unable to identify and explain the work in which historians actually engage -- to craft an argument about why these things happened and what meaning we can take from them today. Focusing tightly on a single topic can show students the nuances and complexity of historians' work and help them identify the choices historians make when crafting a historical argument or narrative.
The central question: does Abraham Lincoln deserve the name "Honest Abe"? introduces students to these challenges. The question engages with a version of Abraham Lincoln students were likely taught as children, while asking them to determine his honesty provides them a chance to craft an argument without deep historical knowledge of the era. Students often hesitate to make historical arguments because they feel they don't know enough about the era, but all students can create their own definition of honesty and then determine the extent to which Lincoln fulfills it. Students can therefore craft an interpretation of the past without fear that they're missing vital information.
This activity focuses exclusively on the period before Lincoln became president -- from the 1830s to 1860 -- in order to give students more confidence in crafting their own arguments. The decisions of a president in the midst of Civil War can often feel too remote for students to relate to, while young Lincoln's struggles (dating, putting his foot in his mouth, maintaining dignity when he's lost a political battle) are much more approachable for students. Students are also less likely to have knowledge of this period of Lincoln's life, which frees them up to make their own arguments instead of feeling the need to conform to what their textbook tells them.
Finally, this activity deliberately presents an overwhelming amount of information to students to simulate the task professional historians face. Students will have to make decisions about what is useful to them, what isn't, and then justify those decisions. This will encourage students to realize that not every piece of evidence fits neatly into a historical narrative and that historians have to make judgment calls -- and that different people will make those decisions differently. This will help students identify and discuss the ways the study of history is truly about analysis and interpretation (while remaining grounded in the evidence).
Too often, students believe that the study of history is simply a memorization of significant dates, people, and events. They are often unable to identify and explain the work in which historians actually engage -- to craft an argument about why these things happened and what meaning we can take from them today. Focusing tightly on a single topic can show students the nuances and complexity of historians' work and help them identify the choices historians make when crafting a historical argument or narrative.
The central question: does Abraham Lincoln deserve the name "Honest Abe"? introduces students to these challenges. The question engages with a version of Abraham Lincoln students were likely taught as children, while asking them to determine his honesty provides them a chance to craft an argument without deep historical knowledge of the era. Students often hesitate to make historical arguments because they feel they don't know enough about the era, but all students can create their own definition of honesty and then determine the extent to which Lincoln fulfills it. Students can therefore craft an interpretation of the past without fear that they're missing vital information.
This activity focuses exclusively on the period before Lincoln became president -- from the 1830s to 1860 -- in order to give students more confidence in crafting their own arguments. The decisions of a president in the midst of Civil War can often feel too remote for students to relate to, while young Lincoln's struggles (dating, putting his foot in his mouth, maintaining dignity when he's lost a political battle) are much more approachable for students. Students are also less likely to have knowledge of this period of Lincoln's life, which frees them up to make their own arguments instead of feeling the need to conform to what their textbook tells them.
Finally, this activity deliberately presents an overwhelming amount of information to students to simulate the task professional historians face. Students will have to make decisions about what is useful to them, what isn't, and then justify those decisions. This will encourage students to realize that not every piece of evidence fits neatly into a historical narrative and that historians have to make judgment calls -- and that different people will make those decisions differently. This will help students identify and discuss the ways the study of history is truly about analysis and interpretation (while remaining grounded in the evidence).
Suggested Directions
Timing: This activity will work best if students already have some working prior knowledge about 1830s-1840s American politics. Students should already be able to explain the differences between political parties (like the Whigs, Democrats, and Know-Nothings) and about national political issues in the 1820s-1830s (especially Jackson's veto of the National Bank and the ensuing economic crisis.) Most of Lincoln's political interests before the 1850s focused on economic issues, so students should already have knowledge on these issues. Political crises in the 1850s (such as the Kansas-Nebraska Act) are more carefully explained in this activity, so this activity can run concurrently or just after a unit on antebellum sectionalism.
Pacing: 1-2 weeks, depending on how much of the assignment students complete outside of class.
Before class: Decide the parameters of the assignment for your students. You may want to set a minimum number of primary sources they have to investigate, or potentially a minimum number of "significant" or "not significant" sources. (4-6 sources is a good number for students new to analyzing history; for experienced students you may want to assign more.) You should also decide students' final projects for this activity, as they will collect evidence differently for an essay than they will a class discussion.
Background information is presented on the title page of this website. Also see the "about" section for sources if you wish for more working knowledge on these topics.
Warm-up activity: Ask students to discuss what they already know about Abraham Lincoln, and what words they would use to describe him personally. If necessary, redirect students to focus exclusively on what they know about Lincoln from before he became president.
Optional activity: Have students explore the Pinterest board with collected uses of "Honest Abe" in contemporary culture, and have them discuss (with each other, in writing, or as a whole-class) what the "Honest Abe" image means in American culture today. Potential discussion prompts follow:
Introduction: Using a projector or guiding students in the computer lab, go through the title page of this website with students. It is vital students complete the brainstorming activity before they move on; it will help them set the parameters for their investigation later. Students can do a think-pair-share after brainstorming if you think they will need less guidance through the project, or you can lead a short class discussion if you think they'll need more guidance (you can talk about not only what it means to be 'honest,' but also how that will shape their investigation as they move forward).
Investigating the Evidence: Read through the directions with the students and be sure they know how to navigate the webbing to visit links, pull up notes, distinguish between primary/secondary sources, and so on. Students can work in pairs or alone as they investigate the sources, depending on your classroom. Students can use the provided graphic organizer to keep track of their thoughts; you can collect this for points if you want.
Some primary sources have more resources than others (videos, audio readings, and so on). Primary sources with videos have been labeled with a person icon if you want to modify the assignment for some students (see below). Primary sources with a star icon relate more directly to the central question than others; they are a good resource for students who aren't sure where to begin.
Pacing: 1-2 weeks, depending on how much of the assignment students complete outside of class.
Before class: Decide the parameters of the assignment for your students. You may want to set a minimum number of primary sources they have to investigate, or potentially a minimum number of "significant" or "not significant" sources. (4-6 sources is a good number for students new to analyzing history; for experienced students you may want to assign more.) You should also decide students' final projects for this activity, as they will collect evidence differently for an essay than they will a class discussion.
Background information is presented on the title page of this website. Also see the "about" section for sources if you wish for more working knowledge on these topics.
Warm-up activity: Ask students to discuss what they already know about Abraham Lincoln, and what words they would use to describe him personally. If necessary, redirect students to focus exclusively on what they know about Lincoln from before he became president.
Optional activity: Have students explore the Pinterest board with collected uses of "Honest Abe" in contemporary culture, and have them discuss (with each other, in writing, or as a whole-class) what the "Honest Abe" image means in American culture today. Potential discussion prompts follow:
- What are some common themes in the collection?
- How is the "Honest Abe" idea used differently by different audiences? (Ex: for children, for teenagers, Republicans or Democrats, for customers, and so on)
- Why do so many businesses use the "Honest Abe" image?
- Why are so many Lincoln quotes specifically attributed to "Honest Abe" (and not just "Lincoln" or "Abraham Lincoln") in the pinterest/tumblr text?
- What do these images tell us about what it means to be "Honest Abe"?
Introduction: Using a projector or guiding students in the computer lab, go through the title page of this website with students. It is vital students complete the brainstorming activity before they move on; it will help them set the parameters for their investigation later. Students can do a think-pair-share after brainstorming if you think they will need less guidance through the project, or you can lead a short class discussion if you think they'll need more guidance (you can talk about not only what it means to be 'honest,' but also how that will shape their investigation as they move forward).
Investigating the Evidence: Read through the directions with the students and be sure they know how to navigate the webbing to visit links, pull up notes, distinguish between primary/secondary sources, and so on. Students can work in pairs or alone as they investigate the sources, depending on your classroom. Students can use the provided graphic organizer to keep track of their thoughts; you can collect this for points if you want.
Some primary sources have more resources than others (videos, audio readings, and so on). Primary sources with videos have been labeled with a person icon if you want to modify the assignment for some students (see below). Primary sources with a star icon relate more directly to the central question than others; they are a good resource for students who aren't sure where to begin.
Students will need several days to sift through the sources on the web; you can provide this time in class or assign it as homework.
You will likely need to prompt students throughout the activity to think not only about how the evidence relates to the question, but why they consider it persuasive evidence. If necessary, you can ask students to talk about why they find Lincoln's personal life important to his political reputation (it largely wasn't at the time, but today it is), or why they think his job as a lawyer damages his reputation (or doesn't), or similar questions about the evidence they've picked. If necessary, refer students back to their brainstorming.
Quickwrite: When students finish their investigation, do a quickwrite (either in class or as homework) to help them cement their thinking with a quick, low-pressure writing assignment. Project the central question on the board and ask them to write their thoughts for several minutes.
Discussion: This can be a culminating assignment, or a transition to a written assignment. Lead students in a whole-class discussion about their answer to the central question. Students should largely lead the discussion once it gets going. If discussion lags, consider using the questions attached to most primary sources on the web. (ex: Was Lincoln's anger at losing the senator race in 1855 driven more by his own ambition, or because his opponent hadn't been "honest"?)
Ideally, students have read a variety of sources, so their knowledge doesn't necessarily overlap. Remind students occasionally that they may need to quote or summarize the sources for their fellow students.
Most students will likely come to the conclusion that yes, Lincoln deserved the name "Honest Abe". In this case, focus students on analyzing how they came to this conclusion -- did they use the same sources? Do they all agree on the significant pieces of evidence? Should historians consider Lincoln's personal life, or his duel, or his anonymous letter to Cartwright, or his notes on a law lecture, all equally significant? What should be excluded from the historical narrative?
Optional essay: Students should write a 2-3 page argumentative essay that answers the question, Did Lincoln deserve the name "Honest Abe"? They should include specific evidence from the primary and (and maybe secondary) sources to answer the question. You will likely need to give students a mini-lesson on how to cite sources appropriately.
Optional activity: How does society choose to remember the past, and how do those representations change over time? How specifically has the idea of "Honest Abe" changed over time, and what use does it serve in our culture today? Lead students in an investigation of historical memory using the Pinterest board, or have students students conduct their own investigation (which can be as simple as typing "honest abe" into pinterest, tumblr, imgur, reddit, or a site of their choosing and analyzing the results. Be warned, though -- an unfiltered search on any of these sites will almost certainly return inappropriate results for school). Then lead students in a discussion of historical memory -- they can discuss in small groups, in writing, or a whole-class discussion. Potential discussion questions include:
You will likely need to prompt students throughout the activity to think not only about how the evidence relates to the question, but why they consider it persuasive evidence. If necessary, you can ask students to talk about why they find Lincoln's personal life important to his political reputation (it largely wasn't at the time, but today it is), or why they think his job as a lawyer damages his reputation (or doesn't), or similar questions about the evidence they've picked. If necessary, refer students back to their brainstorming.
Quickwrite: When students finish their investigation, do a quickwrite (either in class or as homework) to help them cement their thinking with a quick, low-pressure writing assignment. Project the central question on the board and ask them to write their thoughts for several minutes.
Discussion: This can be a culminating assignment, or a transition to a written assignment. Lead students in a whole-class discussion about their answer to the central question. Students should largely lead the discussion once it gets going. If discussion lags, consider using the questions attached to most primary sources on the web. (ex: Was Lincoln's anger at losing the senator race in 1855 driven more by his own ambition, or because his opponent hadn't been "honest"?)
Ideally, students have read a variety of sources, so their knowledge doesn't necessarily overlap. Remind students occasionally that they may need to quote or summarize the sources for their fellow students.
Most students will likely come to the conclusion that yes, Lincoln deserved the name "Honest Abe". In this case, focus students on analyzing how they came to this conclusion -- did they use the same sources? Do they all agree on the significant pieces of evidence? Should historians consider Lincoln's personal life, or his duel, or his anonymous letter to Cartwright, or his notes on a law lecture, all equally significant? What should be excluded from the historical narrative?
Optional essay: Students should write a 2-3 page argumentative essay that answers the question, Did Lincoln deserve the name "Honest Abe"? They should include specific evidence from the primary and (and maybe secondary) sources to answer the question. You will likely need to give students a mini-lesson on how to cite sources appropriately.
Optional activity: How does society choose to remember the past, and how do those representations change over time? How specifically has the idea of "Honest Abe" changed over time, and what use does it serve in our culture today? Lead students in an investigation of historical memory using the Pinterest board, or have students students conduct their own investigation (which can be as simple as typing "honest abe" into pinterest, tumblr, imgur, reddit, or a site of their choosing and analyzing the results. Be warned, though -- an unfiltered search on any of these sites will almost certainly return inappropriate results for school). Then lead students in a discussion of historical memory -- they can discuss in small groups, in writing, or a whole-class discussion. Potential discussion questions include:
- What are some common themes in the collection?
- How have these representations of "Honest Abe" changed from the primary sources you investigated earlier?
- How is the "Honest Abe" idea used differently by different audiences? (Ex: for children, for teenagers, Republicans or Democrats, for customers, and so on)
- Why do so many businesses use the "Honest Abe" image?
- Why are so many Lincoln quotes specifically attributed to "Honest Abe" (and not just "Lincoln" or "Abraham Lincoln") in the pinterest/tumblr text?
- What do these images tell us about what it means to be "Honest Abe" today?
Common Core Standards
Grades 9-10
Grades 11-12
AP US History Standards (from Revised Course and Exam Description)
- CCSS.ELA-LITERACY.RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
- CCSS.ELA-LITERACY.RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
- CCSS.ELA-LITERACY.RH.9-10.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
- CCSS.ELA-LITERACY.RH.9-10.9: Compare and contrast treatments of the same topic in several primary and secondary sources.
Grades 11-12
- CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
- CCSS.ELA-LITERACY.RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
- CCSS.ELA-LITERACY.RH.11-12.6: Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
- CCSS.ELA-LITERACY.RH.11-12.8: Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
- CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
AP US History Standards (from Revised Course and Exam Description)
- Historical Thinking Skill 4: Comparison. (Proficient students should be able to... explain and evaluate multiple and differing perspectives on a given historical phenomenon)
- Historical Thinking Skill 5: Contextualization (Proficient students should be able to... explain and evaluate ways in which specific historical phenomena, events, or processes connect to broader regional, national, or global processes occurring at the same time)
- Historical Thinking Skill 6: Historical Argumentation (Proficient students should be able to... construct convincing interpretations through analysis of disparate, relevant historical evidence; evaluate and synthesize conflicting historical evidence to construct persuasive historical arguments)
- Historical Thinking Skill 8: Interpretation (Proficient students should be able to... evaluate how historians' perspectives influence their interpretations and how models of historical interpretation change over time)
- Historical Thinking Skill 9: Synthesis (Proficient students should be able to... combine disparate, sometimes contradictory evidence from primary sources and secondary works in order to create a persuasive understanding of the past)
Multimedia Tools
This website was created using Weebly, a free website design and publishing tool. The drag-and-drop interface makes it easy for teachers and students alike to design professional-quality websites in very little time. Weebly is primarily designed for small businesses, though they have education options and a subsite dedicated to National History Day contestants.
The web was made using Wisemapping.com, a free online mindmapping software. Students can use it to brainstorm on a topic or to create a more formal project like the one used in this activity. It also uses a drag-and-drop interface that takes minutes to learn, and allows for real-time collaboration between participants. Students can publish the final project online, or can export it into PDF or jpg format.
Pinterest is a free image-based bookmarking service where users create a "board" to which they "pin" images/videos/websites. Boards can have multiple authors and be public or secret. There is a deep and rich archive within Pinterest itself of already-pinned items, or users can add their own pins from another website or their own computer. Pinterest is great for educators looking for resources (there is a very strong educator community on the site), or for students tracking a topic in contemporary culture. While not always safe-for-school, searching Pinterest on a subject returns far fewer controversial items than other image-sharing sites.
The House Divided Project is an online research engine, focused on Dickinson College, with numerous primary sources about the Civil War era. Its subsite, Lincoln's Writings, focuses on creating multimedia presentations of influential Lincoln documents.
The web was made using Wisemapping.com, a free online mindmapping software. Students can use it to brainstorm on a topic or to create a more formal project like the one used in this activity. It also uses a drag-and-drop interface that takes minutes to learn, and allows for real-time collaboration between participants. Students can publish the final project online, or can export it into PDF or jpg format.
Pinterest is a free image-based bookmarking service where users create a "board" to which they "pin" images/videos/websites. Boards can have multiple authors and be public or secret. There is a deep and rich archive within Pinterest itself of already-pinned items, or users can add their own pins from another website or their own computer. Pinterest is great for educators looking for resources (there is a very strong educator community on the site), or for students tracking a topic in contemporary culture. While not always safe-for-school, searching Pinterest on a subject returns far fewer controversial items than other image-sharing sites.
The House Divided Project is an online research engine, focused on Dickinson College, with numerous primary sources about the Civil War era. Its subsite, Lincoln's Writings, focuses on creating multimedia presentations of influential Lincoln documents.
Image source: Norman Rockwell, "Mr. Lincoln for the Defense," 2/10/1962. Source.