In this lesson, students will examine the collection of letters sent to President Abraham Lincoln from citizens contained in the Wayne State University Digital Collection, The Lincoln Letters. The students will read and analyze the letters to gain a deeper understanding of the challenges faced by President Lincoln separate from the ongoing Civil War. Across a series of activities and tasks, the students will develop an argument on the importance of politics and favors in the Lincoln administration and culminate the lesson by creating an essay summarizing their evidence and argument.

Campaign sheet music for the Lincoln candidacy. The cover illustration features an oval bust portrait of Republican nominee Abraham Lincoln, surrounded by vignettes and motifs recalling his early backwoods career. In a vignette above the portrait the candidate is shown splitting fence rails near a small cottage. A second scene, below the portrait, features a flatboat and its crew on a river. The vignettes and central portrait are framed by branches and vines. Cornstalks grow from the upper branches, and berries or olives from the lower ones. On the left are an ax, mallet, and splitting wedges. On the right are paddles, an anchor, a pike, and a rudder--implements of river life.|Signed with initials: H.W. (H. Whatley).|Title appears as it is written on the item.|"The Lincoln Image," p. 35.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1860-8.

The interactive explores the ways that poets choose line breaks in their writing. After viewing the demonstration, students are invited to experiment with line breaks themselves.

Created for Educational Technology for practice in my future classroom using Online Educational Resources. 

This video segment from Between the Lions uses a line of laughing Lions to help build vocabulary and illustrate the meaning of words that typically challenge young children.

This activity deals with the concept of rhyming. This concept is not immediately understood by most students and needs to be explained first with ample examples. The activity consists of groups of 3 words two of which rhyme and one doesn't. Students read the words or listen to the instructor and select the word that doesn't rhyme. They are then directed to pick a specific letter from the "wrong" word and write it in a separate column. After completing the assignment students unscramble the letters trying to form a meaningful expression related to listening which in this case is "I'm all ears".

Lesson objective:Students will determine the theme of a story, drama, or poem from details in the text.The powerpoint and theme video are used to guide instruction and explain the basic concepts of theme. The read aloud video and engage ny reading material guide are used for guided practice in supporting students as they learn to identify the theme of the story. The image is used a resource to help students as they identify themes of stories, dramas, or poems. 

 The attached Remote Learning Plan is designed for preschool students.This literacy lesson uses the story, The Three Billy Goats Gruff as a basis for comprehension and retelling activities. Anticipated lesson length is 30 minutes. The lesson includes both online and offline options. 

In this lesson, students will distinguish the literal and non-literal meanings of verbal and written content in different contexts. The lesson targets adult learners of English who have demonstrated Grades 3- 4 or B-C reading level. Learners will demonstrate an understanding of idioms by using context clues in the sentences to help figure out the meanings of idioms, by drawing out idioms without using words or letters, by giving written tips using idioms, by creating greeting cards, and by using a mobile app to share idioms from other languages

In this lesson, students will distinguish the literal and non-literal meanings of verbal and written content in different contexts. The lesson targets adult learners of English who have demonstrated Grades 3- 4 or B-C reading level. Learners will demonstrate an understanding of idioms by using context clues in the sentences to help figure out the meanings of idioms, by drawing out idioms without using words or letters, by giving written tips using idioms, and by creating greeting cards.

In this resource, students will be asked to use a graphic organizer in order to identify and track the development of theme and character in a literary text. Students will use evidence from the text to construct an evidence based response.

This lesson was designed for English 9 students as an introduction to literary devices at the beginning of a short stories unit. The ultimate goal will be that students can analyze a story, explaining how an author uses these devices to create literature, but this lesson specifically focuses on domain-specific vocabulary.

The PDF is literary criticism in English Literature. Various theories are well explained with appropriate examples of British Literature.

The contest for the presidency in 1864 is depicted as a game of bagatelle (a game similar to pool) between Republican candidate Abraham Lincoln and Democrat George B. McClellan. Lincoln (left) holds a cue "Baltimore" (the site of the Republican national convention) and is about to shoot a ball on "The Union Board." He says to running mate Andrew Johnson (upper right), "I'll do the best I can Andy, I can do no more." Johnson encourages him, "Hurrah for our side, go ahead Old Abe! O aint he bully on the bagatelle? you're only got a few more to make, It's A Sure Thing!!" Johnson points to the scoreboard which reads "Nix" for the "Copper" (i.e., Copperheads or Peace Democrats). The Union side of the board is blank. At left McClellan, dressed as a child, holds a cue "Chicago" (site of the Democratic national convention) and stands on a toppling "Chicago Platform," which appears to have been given a nudge by Lincoln's foot. A "Peace" plank has fallen from it. (McClellan was never entirely committed to the "peace at any price" principle advocated by Copperhead leader Clement L. Vallandigham.) McClellan complains, "This Cue 'is too heavy! and the' Platform's 'shakey!! O! O! I want to go back in the yard!!" His running mate George H. Pendleton (far left) retorts impatiently, "O see here. We cant stand this! Old Abe's getting in all the pots on the board, this game will have to be played over again or there'l be a fight, THAT'S CERTAIN." At the far right Vallandigham sits with crossed legs, saying to McClellan, "There is nothing the matter with the Cue or the Platform, you had the first red and didn't make anything, now he'll win the game." Union general Ulysses S. Grant smokes a pipe and stands near the middle of the table. He advises McClellan, " . . . you travel too near the ground to play on this board, better surrender UNCONDITIONALLY." A grinning black waiter with a tray of drinks watches Pendleton and McClellan. In the foreground are a cat named "Miss Cegenation" (i.e., miscegenation) and a black dog, tied together at the tails by a string attached to a kettle. They chase two rats, "Old Lea" and "Wood," across a paper holding "Caces Sugar Plumbs."|Published by J.L. Magee, South East cor. Third & Dock Sts. Philada.|Signed: J.L.M. (John L. Magee).|Title appears as it is written on the item.|Weitenkampf, p. 145-146.|Wilson, p. 272-273.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1864-16.

During the 1864 presidential campaign a popular analogy was drawn between Democratic presidential candidate George B. McClellan and an acrobat uneasily straddling two horses at once. The artist here portrays the McClellan candidacy as trying to combine two seemingly irreconcilable causes, peace and war. In a circus ring McClellan stretches between horses marked "Letter of Acceptance" and "Chicago Platform." In Chicago on August 29, 1864, McClellan was nominated the Democratic candidate on a peace platform. In his letter of acceptance, however, the candidate expressed his support for the war. At left his running mate George H. Pendleton, wearing a dunce cap "PEACE!," eggs him on, saying, "I "say" Mac! Can't you hold on to "both" 'till the 8th of Nov.? [i.e., election day]" In the background a huge audience watches the spectacle. Among the instruments in the band is a drum inscribed "N.Y. World," one of McClellan's most vocal supporters.|Entered . . . 1864 . . . by N. Bangs Williams, Providence.|Title appears as it is written on the item.|Murrell, p. 225.|Weitenkampf, p. 143.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1864-25.

Martin Van Buren, known as "the Little Magician" for his remarkable political agility, summons spirits to divine the Democratic or "Loco Foco" prospects for election in 1844. He sits in an astrological circle, conjuring up three imps in the smoke of his pipe, and addresses them: Spirits white and Gray appear! appear! / my call attend! my power revere! / Their destiny the Locos ask / Apply ye to the mighty Task! First spirit: Loco-Focos! desperate Chaps. / Make your speech & draw your Caps! / You've had your day--you've had free scope / And hanged yourselves with your own rope! Second spirit: When Arnold rises form the Tomb / To receive a Traitors doom! / When Yankee Children bear his name / And all are proud of Arnolds Fame! / Then Tyler shall his honors share, / And keep the Presidential chair! Third spirit: When the stars fall from above. / When the Globe shall cease to move, / When flowers grow amid the snow / And Lions fear the timid Roe. / When Lawyers shall refuse a feel / And misers pray for poverty /Till then, you'll find that many folk, / Will never vote for Master Polk! / Till then, they'd swing upon the Gallows / Before they'd vote for Master Dallas! Democratic nominees James K. Polk, wearing the striped trousers associated with the Loco Foco or radical wing of the Democratic party, and George M. Dallas stand at right. Visibly awed, Polk says, "By Heavens! these words remind me of the dream I had when I first heard of my nomination!" Dallas, fleeing to the right, asserts, "I'll get out of this scrape as quick as possible Texas wont save us!" On the left Andrew Jackson brandishes his cane and threatens, "By the Eternal! you old Hags! if I get hold of you, I'll hang you all up under the 7th section as I did Arbuthnot and Ambisiserter!" Alexander Arbuthnot and Robert Ambrister (not "Ambister") were two Englishmen hung by Jackson during the Florida campaign in 1818, for aiding the Seminole Indians in their fight against the general's militia. The act was one which Jackson's political foes invoked throughout his career as evidence of his brutality. |Entered . . . 1844 by J. Baillie.|Lith and pubd. by J Baillie 118 Nassau St. N.Y.|Signed: H. Bucholzer.|The Library's impression was deposited for copyright on August 23, 1844.|Title appears as it is written on the item.|Weitenkampf, p. 81.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1844-40.

Another satire on Van Buren's alliance with extremists, here personified by radical abolitionist Abby Folsom. Van Buren's emergence as candidate of the Free Soil party in the 1848 presidential race was viewed as a reversal of his earlier administration stand on the issue. By invoking the specter of Benedict Arnold here the artist may also be criticizing Van Buren's repudiation of the regular Democratic party. On the left the ghost of Revolutionary War turncoat Benedict Arnold has emerged from his grave. He points threateningly toward "Abby Fulsome" (center) and Van Buren (right), and says, "Why hast thou disquieted me, to bring me up? Behold the Government is rent from thee, & is given to thy neighbor, even to [Democratic presidential nominee Lewis] "Cass." The Buffaloes will be delivered into the hand of thine enemies, & thou and thy Son shall be with me." The print must date between Van Buren's nomination at the Free Soil party convention, held in early August 1848 at Buffalo, N.Y., and Zachary Taylor's electoral victory over Cass in November. Van Buren and "Fulsome" recoil in horror at the sight of the spirit. Folsom observes, "An old man cometh up and he is covered with a mantle." Van Buren responds, "Our sufferings "is" intolerable." The quote was a well-known grammatical lapse of Van Buren's, widely exploited by the opposition during his term of office.|Entered . . . 1848 by J. Baillie. |Probably drawn by H. Bucholzer.|Published by James Baillie, 87th St. near 3d Avenue N.Y.|Title appears as it is written on the item.|Weitenkampf, p. 90.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1848-58.

Again the theme of corruption in the Van Buren administration, here centering on the President's "Sub-Treasury" or independent treasury program, passed by Congress in July 1840. A large frigate "United States," rigged with "Sub Treasury Rags" sails, sits at anchor in a cove. From it several men empty barrels of "Treasury grains" into two dinghies. Rowing away in a third dinghy are (left to right) Martin Van Buren, John C. Calhoun, and Thomas Hart Benton. The boat is labeled "M. Von Kinder & Co. Shew Boat Absquabulation." Van Buren, sitting on the stern of the boat, declares, "I have taken Care of my self Let the People take care of themselves Heaven's for us all!" Calhoun sings as he rows:I came in your need, To serve you indeed; My views could scarcely soar higher, You must be aware, That the Plunder I'll share, Or I'll prove a staunch Nullifyer. Benton, also rowing: "I am Bent on Gulling the People to see the "promised" Gold & Silver [cropped] flowing up the Mississippi [cropped]." On the shore at left a group of people wave and hail William Henry Harrison, who leaves the bank in a boat. "Vox Populi, Vox Dei!" they cry, "Hurra Old Tip. / Dont Give up the Ship." In the background left is a log cabin, a fence, and a ploughman in a field. Though unsigned "The Little Magician" is no doubt the work of Philadelphia printmaker/satirist James Akin. In the peculiar handling of the figures and crowded composition it compares closely to his "The Massachusetts Hoar Outwitted" (no. 1845-6) and "Crib of Wolf Meat" (Quimby, no. 58). It also exhibits Akin's distinctive lettering and bordering style. "The Little Magician" is not listed in Quimby's checklist of Akin's work. |Drawn by James Akin, Philadelphia.|Title appears as it is written on the item.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1840-40.

This collection uses primary sources to explore Louisa May Alcott's novel, Little Women. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

'Lived History' documents the making of the Wind River Virtual Museum, a high definition archive of Eastern Shoshone and Northern Arapaho ancestral artifacts. In the accompanying lesson plan (found in the Support Materials) students will learn from the time when Europeans first traveled in North America, they took collectors' interest in the arts, weaponry and attire of Native Americans. Sometimes they purchased artifacts, sometimes they stole them, and sometimes they killed for them. Over the years, pipes, war bonnets, cradle boards and parfleches accumulated in museums. The method of acquisition was often forgotten; exact historical documentation was often difficult. Many of the artifacts have perished or deteriorated over time. Many ancient artifacts remain in the vaults and display cases of museums far from their place of origin or the people who might best explain and appreciate them.

"Lived History" documents the creation of the 'Wind River Virtual Museum'—an archive of high definition images of ancestral artifacts created with guidance from Wind River tribal elders. Items like nineteenth century amulets, bags, drums, ceremonial headdresses and robes, everyday clothing, medicine related objects, hunting apparel, moccasins, and other meaningful objects were brought out of storage and displayed for the elders. Their commentary becomes part of the precarious and precious transmission of oral culture that the people of Wind River strive to honor and preserve, for future generations.

LEARNING OBJECTIVES:

Students will learn about different artifacts of the Shoshone and the Arapaho people and their significance/use.
Students will gain a deeper appreciation for the resiliency of people and the importance of cultural preservation.
Students will explore their own cultural identity and understand that culture is a system of beliefs, values, and assumptions about life that guide behavior and are shared by a group of people.
Students will name three objects identified in the Lived History video and gain an understanding of their uses and cultural significance.
Students will dentify some of the resources used to make traditional items and locate areas in which these resources are found.