ItÕs All a Memory: Remembering Abraham Lincoln
Analyzing History as Memory
Christine Adrian
Lincoln Bicentennial Project, 2008
Abstract:
Why do so many people feel emotionally connected to Abraham Lincoln? Many people, especially in Illinois and the places he once lived and worked feel they still have a personal connection with this famous president. As one looks at historical documents from the time of his young career as a lawyer to the present day, the historical record of these areas are filled with Lincoln stories and artifacts. Those who find Lincoln artifacts feel a special connection to it-at times it appears that artifact owners put these objects and stories on a near relic level. Why? Certainly, there are many men and women who contributed equally to the final emancipation of the slaves. Certainly, some who hold these stories and artifacts as sacred donÕt necessarily embrace all that Lincoln stood for.
This unit explores how emotion and memory affect our historical viewpoints. The whole nation was affected by the sudden and unexpected death of Abraham Lincoln. Many people of the era spent the rest of their lives remembering that day and the great man that the nation lost. Psychologists call this a collective memory; more specifically, a Òflashbulb memoryÓ-something so tragic, it is remembered in almost photographic detail. Even those who are not on the scene of the tragedy remember where they were when they heard of his death. Events like these affect the American consciousness and perhaps history itself.
Essential questions/enduring understandings:
á What is memory?
á Is memory history?
á Is any history objective?
á How does human emotion map the history we study?
á What is a primary source?
á What gives a source investigative value?
á How do we distinguish between clear and muddled memory?
á Does emotion benefit or hinder the value of primary sources?
á Which has more investigative value-primary or secondary sources?
á Can bias help a historical investigation?
á How do traumatic events change the way we see the history that preceded it and the events succeeding it?
á How do we decide what is a collective memory?
á Why do we make some people Òlarger than lifeÓ?
á Are personal emotions relevant to history?
á How is historical memory produced?
á Who decides whose memories are told?
á What purposes do monuments serve?
á Why do people hold onto historic objects?
á What meaning do our historic relics have?
á Who decides what relics have value?
á How much contact must a historic figure have with an object before it has historic value?
á Is it important to preserve historic places?
á Why is the past important in my daily life?
á How is history shaped by the people who tell it?
á How can individuals connect with people they have never met?
á How can I make someone elseÕs history a part of my own?
á How do individuals manage to feel a part of the larger community?
Assessment:
Students will be assessed using classroom discussion as well as the graphic organizers, worksheets and final project of this unit.
Setting the Purpose:
Students will gain an understanding of the importance of Abraham Lincoln as a local figure as well as a national figure. By examining primary sourced documents critically, students will explore the roles of emotion and memory upon our collective history and the subjectivity of that history.
Duration:
All lessons can be done in isolation, or it can be a complete 2 to 3 week unit.
Procedure:
The unit is divided into 6 lesson topics:
Introductory Lesson: Understanding Memory
Lesson 2: Learning to Analyze Lincoln Primary Sources
Lesson 3: Flashbulb Memory-The Lincoln Assassination
Lesson 4: I Knew Lincoln-Personal Connections and History
Lesson 5: Making Memories Real-Lincoln Artifacts and Monuments
Lesson 6: Creating Personal Histories of Lincoln
Analysis of local primary sources:
A number of graphic organizers and document analysis sheets are used throughout the unit. In addition, students will analyze documents through class discussions based on the unit essential questions.
Ties to national primary source or sources:
A number of nationally based primary sourced sites focused on Lincoln can be utilized throughout the unit. Suggested websites are provided within the lesson framework.
Annotated list of materials and resources
Attachments:
á Remembering Lincoln Document Analysis Worksheet
á Learning Lincoln Primary Sources Comparison Chart
á The Things We Keep Worksheet
á LincolnÕs Memory: Artifacts and Monuments Worksheet
á Connecting Lincoln to People I Know
á Which Lincoln Quality Do I Most Admire?
á My Lincoln Comic Memory Scrapbook Directions and Rubric
á Lincoln Comic Book Memory Scrapbook Sample
Ties to Illinois State Learning Standards