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National Park ServiceU.S. Department of the Interior
Lincoln Boyhood National Memorial
Lincoln Boyhood
Teachers Packet
Table of Contents
• Welcome
• Introduction
• SignificanceofLincolnBoyhoodNationalMemorial
• SummaryofResourcesatLincolnBoyhoodNationalMemorial
• TourOptions
• SynopsisoftheLincolnsinIndiana
• TheIndianaFrontier
• PioneerLifeandtheLincolnLivingHistoricalFarm
• PioneerTools
• PioneerClothing
• SourcesandAdditionalInformation
• Activities
• EvaluationForm
Welcome
TheNationalParkService,establishedAugust25,1916,ischargedbyCongressoftheUnitedStateswithpreservingtheareasunderitscare,andwithprovidingfortheenjoymentofthepublic.ThatmissiongovernsNationalParkServicepolicyandactionsinthenatural,cultural,recre-ational,aswellas,historicalareassuchasLincolnBoyhoodNationalMemorial.
Becauseofitsmission,theNationalParkServicehasaspecialinterestinchildren,whoarethefutureguardiansoftheparks.ItwillbetheirresponsibilitytoprotectandpreservethenaturalandculturalheritageofourNationalParks.
WehopethatyouwillfindtheenclosedmaterialshelpfulinteachingyourstudentsaboutAbrahamLincolnandhislegacyandthatwiththisknowledgetheywillcometounderstandtheimportanceofpreservingourheritageforthisandfuturegenerations.
Introduction
Thisguidehasbeendesignedtoeitherprepareyourclassforasitevisit,oras
asupplementtoyourclassroomteach-ing.Itcontainsinformationaboutvisitingthepark,historicalinformationforuseinpreparinglessons,andavarietyofactivi-tiesthatcanbeutilizedtohelpreinforcethelessons.Howyouusethesematerialsisentirelyuptoyou,butwehopethattheywillprovetobehelpful.
Theguidecontainsseveralsections.First,thereisastatementofsignificancethatsummarizestheimportanceofthisplaceinAbrahamLincoln’slifeanditsrolenowasaunitoftheNationalParksystem.Thesec-ondsectionscontainspracticalinformation,suchasadescriptionofthepark’sresourcesandtheprogramswhichareavailableforthosegroupswhoplantovisitthesite.Athirdsectionconsistsofhistoricalback-groundmaterialaboutLincoln’sboyhoodandpioneerlifeinIndianaandanumberofaccompanyingactivities.ThelastsectionoftheguidecontainsinformationaboutotherresourcesthatareavailabletohelpteachyourstudentsaboutAbrahamLincoln.
Wehavealsoincludedanevaluationformatthebackoftheguide.Inordertoassurethatitisservingyourneeds;pleasetakeafewmomentstocompletethereturnthisevaluationtothepark.Yourfeedbackisgreatlyappreciatedandwillhelpustorefineandimprovefutureeditionsoftheguide.Again,thankyouforyourinterestinLincolnBoyhoodNationalMemorial!
Significance of Lincoln Boy-hood National Memorial
LincolnBoyhoodNationalMemorialpreservesthesitewhereAbrahamLincolnspent14formativeyearsofhislife,fromtheagesof7to21.HeandhisfamilymovedfromKentuckytoIndianain1816andstayeduntil1830whentheymovedtoIllinois.Duringthisperiod,Lincolngrewphysicalandintellectuallyintoaman.Thepeopleheknewhereandhisexperi-enceshadaprofoundinfluenceonhislife.Hissenseofhonesty,hisbeliefintheimportanceofeducationandlearning,hisrespectforhardwork,hiscompassionforhisfellowman,andhismoralconvictionsaboutrightandwrongwereallbornofthisplaceandthistime.Thetimehespentherehelpedshapethemanthatwentontoleadthecountry.Thissiteisourmostdirecttiewiththattimeofhislife.Theparkpre-servestheplacewherehelearnedtolaughwithhisfather,criedoverthedeathsofthismotherandsister,readthebooksthatopenedhismindandtriumphedovertheadversitiesoflifeonthefrontier.
LincolnBoyhoodNationalMemorialisalsosignificantbecauseitrepresentsthatperiodwithinthehistoryofthepreser-vationmovementwhenthecreationofmemorialedificesandlandscapeswasanimportantexpressionofthespearheadedbythestateofIndiana;itwasdoneonbe-halfofallAmericancitizens.Lincolnwas,andis,asignificantfigureinourcountry’shistory,andthisparkpreservesthatforma-tiveperiodofhislife.Suchsignificancewarrantedaworthymemorial.Accord-ingly,agrandbuildingwasconstructedwhichconsistedoftwoformalmemorialhallsconnectedbyagracefulcloister.ItwastobeaplacewhereAbrahamLincoln’searlylifecouldbeproperlycontemplatedandappreciated.Surroundingitwastobeacarefullydesignedformallandscapethat
furtherreflectedrespectforthePresident’sboyhoodhomeandthelandthatcontainedhismother’sremains.Itwasconsideredsuchanimportantplacethattheservicesoftheeminentlandscapearchitect,FrederickLawOlmsted,Jr.,weresoughttodoitjus-tice.Olmstedhimselfwassoimpressedthatheagreedtopersonallydrawupthepre-liminarydesigns.Hisgoalwastocommuni-cate,throughthelandscape,admirationandappreciationforLincolnandhismother.
Foroverthirtyyears,theStateofIndianaadministeredandoperatedthememorialtoAbrahamLincolnandhismother,butin1962,inrecognitionofitsnationalsignifi-cance,CongressauthorizedthecreationofLincolnBoyhoodNationalMemorial.Thatactwastheclimaxofnearlyacenturyofincreasinginterestinappropriatelyhonor-ingandpreservingthehomeandgravesite.TheNationalParkServiceassumedrespon-sibilityformaintainingandoperatingthepark.Sincethattimetheparkhasevolvedfromaprimarilycommemorativesitetoaplacewherepeoplecancometohonorthememoryofthemanandlearnsomethingofhislifeaswell.AmuseumwasaddedtothememorialbuildingtohelptellthestoryofLincoln’syouthandafilmwasspeciallyproducedtoteachvisitorsabouthislifeinIndiana.In1968,a1820serafarmwasrecreatedonthelandwhereThomasandAbrahamLincolnhadworked.Parkrang-ersinperiodclothingworkthefarmwithhistoricimplementsinthehistoricmannertodemonstratefrontierlifesothatvisitorsmaybetterunderstandwhatLincoln’earlyyearswerelike.Otherrangerspresentin-terpretiveprogramsatthevisitorcenterandtheNancyHanksLincolngravesite.LincolnBoyhoodNationalMemorialistheprimarysitewherestudentscanlearnofAbrahamLincoln’syouthandhasbecomeamajoreducationalattractionforareaschools.
The time he spent here helped shape the man that went on to lead the country. __________________
Summary of Resources atLincoln Boyhood National Memorial
ThereareanumberofresourcesavailableattheparktohelpthestudentslearnmoreaboutAbrahamLincolnandhislifeonthefrontier.IntheMemorialVisitorCentertherearetwomemorialhalls,theAbrahamLincolnHallandtheNancyHanksHall;amuseumwithexhibitsabouttheLincolnsandpioneerlife;andanorientationfilm.Parkrangersprovidetoursofthebuild-ingandtalkaboutLincoln’syouthandhisfamilyonrequest.
TheNancyHanksLincolngravesiteislocatedjustnorthoftheMemorialVisitorCenterandcanbereachedbyashortwalkthroughthelandscapedportionoftheparkgrounds.Thegraveissituatedinasmallwoodedcemeterysurroundedbyanironfenceandismarkedbyamarblemarkerthatwasplacedtherein1879.
TheLincolnBoyhoodTrailbeginsatthecemeteryandcontinuesnorthtotheCabinSiteMemorial,whichmarksthelocationofoneoftheLincolns’cabins,andtheLincolnLivingHistoricalFarm.
TheLincolnLivingHistoricalFarmisare-creationofapioneerfarm.Fullyfurnishedstructures,includingthe22’x16’cabin,smokehouse,corncrib,carpentershop,chickencoop,andbarnprovideahistoricbackdropforrangersin1820speriodcloth-ingperformingavarietyofpioneertasksincludingchoppingfirewood,cookingoveranopenfire,spinningwool,workinginthegarden,splittingrails,makingshingles,mak-ingsops,anddyeingyarn.Nearbyfieldsarecultivatedusinghistoricvarietiesofcropsandmethodsoffarming.
TheTrailofTwelveStonesbeginsatthefarmandendsnearthecemetery.Atvari-ouspointsalongtrailtherearestonesfrombuildingsthatwereassociatedwithLin-coln’slife.Smallplaquesexplaintheoriginandsignificanceofeachstone.Thecom-binedlengthoftheBoyhoodTrailandtheTrailofTwelveStonesisapproximatelyonemile.Pickupatrailbrochureatthevisitorcenterformoredetails.
Northofthefarmanothertrail,theLincolnBoyhoodNatureTrail,makesaonemilecircularloopthroughaforestedareasimilartowhatexistedherein1816atthetimeoftheLincolns’arrivalinIndiana.
Tour Options
1. Memorial Visitor Center OnlyRanger-ledtoursoftheMemorialVisi-torCenterincludesthemuseum,thetwoMemorialHalls,andthe15-minuteorien-tationfilm,ForgingGreatness–LincolninIndiana.Visitorsmayincludeaself-guidedsidetriptoNancyHanksLincoln’sgravesite.Restroomsandbooksalesitemsareavailable.Length:45min.-1hour.
2. Lincoln Living Historical Farm OnlyTourconsistsofdemonstrationsofpioneerskillsbyrangersinperiodclothing.Re-stroomsareavailableattheparkingarea.BooksalesitemsavailableattheMemorialVisitorCenter.(OptionalsidetriptotheCabinSiteMemorial.)Length:minimum1hour.
3. Memorial Visitor Center/Lincoln Living Historical FarmIncludesallelementsofOptions1&2.MustallowtimefortravelbetweentheVisitorCenterandtheFarm:10minutesbybus,15-20minutesviahikingtrail.Length:minimumof2hours
Tips for a successful visit:
•Pleasearriveontime.Ourschedulingcansometimesbeverytightbecausewearevisitedbyanumberofschoolgroups.Ifyouarelate,servicesmaybelimitedbe-causewewillhavetoaccommodategroupsthatarriveontime.Ifyouarrivetooearly,theremaybeadelaybeforewecanaccom-modateyou.
•Check-inuponarrival.TheleaderofyourgroupmustreporttotheVisitorCenteruponarrivaltoconfirmarrangementsandtocoordinatethegroup’sactivitieswiththeparkranger.Pleasebepreparedtoprovideanaccuratecountofhowmanypeopleyouhaveinyourgroup(bothchildrenandadults)andhowmuchtimeyouhavetospendatthepark.
•Bookstoreetiquette:Dividestudentsintosmallgroupsandplanextratimeforbookstorepurchases.BooksandotheritemsrelatedtoAbrahamLincoln’slifeareforsaleattheVisitorCenter.Ifyourgroupplanstopurchasesalesitems,pleasedosowhiledividedintosmallergroups.Thiswillavoidovercrowdinganddelaysatthecashregister.Also,pleaserememberthata7%salestaxisadded.
•Picniclunchfacilitiesarelimited.ThesefacilitiesatLincolnBoyhoodNationalMe-morialmaynotsufficientlyaccommodatelargeormultiplegroups.PicnickingandotherrecreationalfacilitiesareavailableatnearbyLincolnStatePark.ArrangementswithLincolnStateParkforpicnickingcanbemadebycalling812-937-4710.Thesearrangementsmustbemadedirectlywiththestatepark.
•Leave-No-Traceethics.Pleaseremindyourstudentsthatallnaturalandhistoricfeaturesintheparkareprotectedandarenottobedisturbedordamaged.
•Shareyourpark.Appropriatebehavioronthepartofyourstudentswillbeexpectedsincetherewillbeothervisitorsintheparkaswell.
•Safetyfirst.Beadvisedthatduringthewarmermonths,poisonivyandticksarecommonsafetyhazards.Pleasestayonthetrailsandkeepgroupstogether.
Synopsis of the Lincoln Family 1806-1830
Kentucky, 1806-1816:
ThomasLincolnhadworkedhardathomesteadingsincehemarriedyoungNancyHanksinasmallKentuckycross-roadsnamedBeechForkin1806.TheymadetheirfirsthomeinElizabethtown,athrivingfrontiervillagewhereThomasworkedasacarpenterandownedprop-erty.Sarah,theirfirstchild,wasbornherein1807.ThenayearandahalflatertheLincolnsmovedsouthtosettleonanewlypurchasedfarmalongtheSouthForkofNolinCreeknearHodgen’smill.
Father,mother,anddaughterreachedthefarminmid-wintershortlybeforeasecondchildwasdue.Workingquicklyonahillaboveaclearspring,Thomasbuiltaone-roomlogcabinwithadirtfloor,astick-and-claychimneyandasinglewindow.HereonaSundaymorning,February12,1809,asonwasborntoNancyandThom-asLincoln.TheynamedhimAbrahamafterhisgrandfather.
TheLincolnslivedatthisfarmfortwoyears.Itwasabarren,unyieldingground,andwhenadisputearoseovertitletotheland,Thomasagainmovedhisfamilytoanewfarmof230acresalongthebottomlandsofKnobCreek.Herewasfarmoreinvitingcountry.TheLincolnplacelayjustwithinthehillregion,wherefarmclearingsandlittlecabinsdottedthefertilevalleys.Corngrewhigh,andtheforestgaveabun-dantly.
Indiana, 1816-1830:
Inthefallof1816adark-hairedfrontiers-man,ThomasLincoln,toiledalonganarrowtraceleadingthroughthedenseforestofsouthernIndiana.SixteenmilesfromtheOhioRiver,hecameuponascatteringofdwellingslyingjustsouthofLittlePigeonCreek,inaregionoftoweringhardwoods,plentifulgame,andgoodwa-ter.Choosingaquartersection(160acres)ofgovernment-surveyedlandforahomesite,hemarkedthecornerswithbrush
pilesandnotchedthelargesttrees.ThenhesetoutonthelongtrekbacktohisfarminKentuckytosettlehisaffairsandbringhisfamilytotheirnewwildernesshome.
ForThomas,acarpenterandbackwoodsfarmer,Indianaofferedafreshstart.Here,hecouldowngoodsoil,freeoftitledis-putesandthetaintofslavery.ThreetimeshehadlostlandinKentuckybecauseoftitleflaws,andothershadclaimedthefruitsofhislabor.Moreover,settlerswerecrowdinginandslaverywasbecomingmorecontro-versial.So,heturnedhiseyesacrosstheOhioRiver,tovastnewlandswhichheldthepromiseofabetterlife.
Inthefallof1817Nancy’skinfolkjoinedtheLincolns.DrivenoutofKentuckybyasimilarejectmentsuit,ThomasandEliza-bethSparrow,Nancy’suncleandaunt,withtheir18-year-oldnephewDennisHanks,followedtheLincolnsintoIndianaandmovedintoaroughshelterontheLincolnfarmuntiltheycouldfindlandandsettle.TheircomingcheeredNancyandgaveyoungAbrahamacompanionandThomasanotherworkhand.
Withinayear,bothSparrowsdiedasvictimsofthedreaded“milksickness”(snakerootpoisoning)thatsweptthroughsouthwesternIndianainthelatesummerof1818.Nodoctorslivednearby,andtherewerenoknownremedies.Thomasfash-ionedtwocoffinsandlaidtheSparrowstorestonawoodedknollaquarterofamilesouthofthecabin.AfewweekslaterNancyalsobecameavictimofthe“milksickness”anddiedonOctober5,1818.OncemoreThomaspeggedtogetheracoffin,withAbraham’shelp.OncemorehetrudgedthroughthewoodstotheknollwherewithlittleceremonyheburiedhiswifealongsidetheSparrows.Abrahamwasonly9andSarahonly11.
“Sheknewshewasgoingtodie,‘relatedDennisHanksyearslater,“andcalledupthechildrentoherdyingsideandtoldthemtobegoodandkindtotheirfather–tooneanotherandtotheworld….”
NancyHanksLincolnlivedanddiedac-cordingtothewaysofthefrontier,knownonlytoherfamilyandtheirneighbors.Thosewhoknewherspokelongafter-wardsofhergoodsenseandaffectionateanddeeplyreligiousnature.
YoungSarahnowtookoverthehouseholdchores,whileThomasandtheboyshuntedandtendedtothefarming.Asthemonthsstretchedon,thefoursankintoarough,haphazardexistence.WhenThomascouldnolongerstandtheloneliness,hejour-neyedbacktoKentuckyin1819foran-otherwife,SarahBushJohnston,awidowwiththreechildren:Elizabeth,Matilda,andJohn.
OnDecember2,1819,theyweremarriedinElizabethtown.Afterloadingafour-horsewagonwithhergoods,ThomasdrovethembacktothefarmonLittlePigeonCreek.Thomashadchosenwell.ThecheerfulandorderlySarahprovedtobeakindstepmother,raisingAbrahamandSarahasherown.Underherguidancethetwofamiliesmergedeasily,andThomaswenttoworkwithnewenergy,repairingthecrowdedcabinandclearingmorelandforcrops.
Abraham,adark-complexioned,rawbonedfarmboy,grewrapidly.Fromhiscompan-ionswehaveapictureofahealthy,goodhumored,obligingyouthwithaloveoftalkingandlistening.Hehadhisshareofmischief,butheseemedtohaveabsorbedthebestsideofthefrontierwhilerejectingtheworst.Hebecameanexpertwiththeaxeandworkedalongsidehisfatherinthe
fieldsandthecarpentryshop.Oftenhisfathersenthimtothemilltogrindcornandwheatintomealandflour.Sometimedur-inghis11thyear,atNoahGordon’shorsemill,amilesouthoftheLincolncabin(nowlocatedinthestatepark),hewaskickedintheheadandknockedsenseless,“apparent-lykilledforatime”inhiswords.Occasion-ally,hewashiredouttoworkforothers.Yet,henevercaredmuchformanuallabor.
Whathedidcareforwaswords,ideas,andbooks.InIndiana,asinKentucky,hisschoolingcame“bylittles.”Duringthewinterof1819-1820heattendedAndrewCrawford’ssubscriptionschoolheldinanunhewnlogcabinamilesouthoftheLincolncabin.Sternbutcapable,Crawfordtaughtnotonlytheelementsofreading,writing,andarithmetic,butalsoetiquette,or“manners”astheycalledit.TwoyearslaterJamesSwaneyopenedaschoolonafarm4milesdistant,butAbrahamwentforonlyafewweeks.
Theninhis15thyear,AbrahamattendedAzelDorsey’sschool.Dorseywaswell-trained,andunderhimAbrahamprobablyreceivedhisbestinstruction.YearslaterDorseycouldstillremembertheboyas“markedforthediligenceandeagernesswithwhichhepursuedhisstudies,(he)cametothelogcabinschoolhousearrayedinbuckskinclothes,araccoon-skincap,andprovidedwithanoldarithmetic.”Afewscrapsofhisschoolworksurvive,amongthemseveralpagesoffiguresandafolkcoupletthatreads:“AbrahamLincoln,hishandandpenHewillbegoodbutGodknowswhen.”
Occasionally, he was hired out to work for others. Yet, he never cared much for manual labor. What he did care for was words, ideas, and books.__________________
Parents of Abraham Lincoln Nancy Hanks Lincoln (b. Feb. 5, 1784, d. Oct. 5, 1818) and Thomas Lincoln (b. Jan. 7 1778, d. Jan. 17, 1851).
Altogether,hespentlessthanayearinschool.“Therewasabsolutelynothingtoexciteambitionforeducation,“hede-claredlaterofhisschoolinginIndiana.Still,theregraduallyemergedaloveofreadingandapassionforknowledgethatlastedalifetime.Hemasteredthefamil-iarclassicsofhisday:TheBible,Aesop’sFables,ThePilgrim’sProgress,RobinsonCrusoe,BenFranklin’sAutobiography,andascoreofothers.
OnceheborrowedRamsey’sLifeofWash-ingtonfromJosiahCrawford,aneighbor.Whentherainruinedit,hehadtorepayhimbystrippingcornforthreedays.Whenhewas11,hereadParsonWeem’sWashington.Fortyyearslater,stand-ingbeforetheNewJerseylegislatureasPresident-electfotheUnitedStates,here-calledWeem’sheroictales:“Awaybackinmychildhood,theearliestdaysofmybeingabletoread,Igotholdofasmallbook…Weem’sLifeofWashington.Irememberalltheaccountstheregivenofthebattlefieldsandstrugglesforthelibertiesofthecountry,andnonefixedthemselvesuponmyimaginationsodeeplyasthestruggleshereinTrenton,NewJersey.Thecrossingoftheriver;thecontestwiththeHessians;thegreathardshipsenduredatthattime,allfixedthemselvesonmymemorymorethananysinglerevolutionaryevent.”
Therewereotherinfluencesaswell.Theboyhadagoodmemoryandareadywit.Layingasidehiswork,hecouldoftenentertainfriendswithjestandimitationsofpoliticianandpreachers,thebigmeninhiscommunity.AndatGentry’sstore,downtheroadamileandahalf,heandDen-nisHankspassedlonghoursintalkandstorytelling.Thepartthatreligionplayedinhislifeduringtheseyearsislesseasytoplace.In1821,hisfathersupervisedconstructionofanewmeetinghousefortheLittlePigeonBaptistChurch–anoutpostofenthusiasticProtestantism–andAbrahamprobablyworkedwithhim.Twoyearslaterbothparentsjoinedthechurch:Thomasbylet-terandSarah“byexperience.”ThatyearAbrahamservedassextonwhichrequiredhisattendancewheneverthechurchwas
open.Heneverjoined,ashissisterdidjustbeforehermarriage,butonthefrontier,youngunmarriedpersonsrarelyundertookchurchmembership.
Abrahamexperiencedanewworldwhenhewenttoworkattheageof16onthefarmofJamesTayloralongthebanksoftheOhio.For$6amonthheplowed,splitrails,slaughteredhogs,andoperatedTaylor’sfer-ryacrossthemouthoftheAndersonRiver.Thelifeofakeelboatmanhadnoappealtohim.Itwastheroughestworkayoungmancouldbemadetodo,hesaidlaterbutitex-posedhimtothevastspectacleofboatsandpeoplepassingconstantlyalongtheOhio.WhileworkingthereAbrahamearnedthefirstmoneythatbelongedtohimratherthanhisparents.Inhissparetimehebuiltascowtotakepassengersouttothesteam-ersontheOhio.Onedayherowedouttwomenandplacedthemonboard.Tohissurpriseeachthrewhimasilverhalf-dollar.“Icouldscarcelycredit,”hesaid,“thatI,apoorboy,hadearnedadollarinlessthanaday.”HisferryingstintledtoadisputewiththeDillbrothers,whoranaferryontheKentuckysideoftheriver.ChargingthatLincolninfringedferryrightsgrantedthembytheirstate,theybroughthimbeforeSam-uelPate,aKentuckyJusticeofthePeace.PatedismissedthecasewhenAbrahampointedoutthathehadnottakenanyoneacrosstheriverbutonlytothemiddle.Byhis19thyearAbrahamhadreachedhisfullgrowth.Sixfeet,fourinchestallandweighingnearly200pounds,hestoodoutinanygathering.Hecouldwrestlewiththebest,andwitnessesreportedthathecouldhoistmoreweightanddriveanaxedeeperthananymanaround.Hewasreadywhenthechancecametotakehisfirstlongjourney.
JamesGentry,therichestmaninthecom-munityhiredAbrahamtoaccompanyhissonAllentoNewOrleansinaflatboatloadedwithproduce.DowntheOhiotheyfloatedandintotheMississippi,passingthetimeintalk,watchingtherivertraffic,andworkingthepolestoavoidsandbars.TheonlyincidentoccurredalongtheLouisianacoast.Whiletiedupalongshoreonenight,anarmedbandofNegrosbentona
“I could scarcely credit,” he said, “that I, a poor boy, had earned a dollar in less than a day.”__________________
plunderstoleonboardandattackedthesleepingboatman.Inawildfightthetwoyouthsdrovethemoff,cutthecable,anddriftedondownriver.AtNewOrleanstheysoldtheircargoandtheflatboatandrodeasteamerbackhome.LincolncaughthisfirstrealglimpseofslaverywhileinNewOrleans.Forhisthreemonths’workAbrahamearned$24(whichisneartheequivalentof$560in2010standards).
BackinIndiana,Abrahammusthavecon-trastedtherich,bustlingspectacleofNewOrleanswiththeroutineoffarmlife.Hereturnedtohisfamiliarchoresofplowing,cuttingtimber,andhelpingwithcarpentry.HeclerkedforawhileatGentry’sstore,andhereadmorethanever.Whencourtwasheldinnearbytowns,Abrahamwouldattend.ItwasduringthisperiodthatheborrowedfromhisgoodfriendDavidTurnham,theRevisedLawsofIndiana,theonlylawbookheisknowntohavereadbeforeleavingthestate.
Abraham’ssister,Sarah,marriedAaronGrigsbyin1827,butayearlater,shediedduetocomplicationsofchildbirth.ThiswasanotherdevastatingincidentintheyounglifeofAbrahamLincoln.SheandherchildwereburiedneartheLittlePigeonCreekBaptistChurch.(TodayhergravesiteisinLincolnStatePark.)
In1829,theLincolnsdecidedtoleaveIndianaforthefertileprairiesofIllinois.AyearearlierJohnHanks,acousinofNancy,hadmovedtoMaconCountryincentralIllinois.Hisglowingreportsoftheoppor-tunitiesontherich,easilycultivatedprairiethatwasfreeofthemilk-sicknesspersuad-edThomastomove.PreparationsforthemovebeganinSeptember1829.ReturningtoElizabethtown,Kentucky,ThomasandSarahsoldherremainingpropertythere,ahouseandlotinheritedfromherfirsthusband.InDecember,theLittlePigeonChurchgrantedthema“LetterofDismis-sion”,recalledituponreceivingacomplaintfromanothermember,andthenrestoreditafterameetingwhich“settledthediffi-culty,”probablyadoctrinalone.Inmid-February,Thomasservedonacommitteetostraightenoutanotherdisputebetweenmembers,suggestingthatbythenhewasoncemorebackingoodstanding.ItwashislastactasacitizenoftheLittlePigeoncom-munity.Justaweeklater,onFebruary20,1830,hesoldhiswest80acrestoCharlesGrigsbyfor$125.TraditionsaysThomastradedhis20-acretractforahorse–afairpriceinthosedays–andsoldDavidTurn-hamallhisstockandgrain,“about100hogsand4or5hundredbushelofcorn.”Pilingalltheirgoodsintothreewagons,theLincolnfamily,nowgrownto13persons,pulledslowlyawayfromthehomestead,pickeduptheroadtoVincennesabout4milesnorth,andploddedsteadilyto-wardsIllinois.ItwasMarch1,1830.AtoponeofthewagonssatAbrahamLincoln,justturned21.OnMarch6,thecaravancrossedtheWabash,floodedbyspringrains.WithinthemonththeycameatthelasttoJohnHanks’placeonthenorthbankoftheSangamonRiver,8mileswestofDe-catur,Illinois.AbrahamLincoln,productoftheKentuckyhillsandIndianaforests,hadreachedtheprairiecountrythatwouldclaimhisnext30years.
The Indiana Frontier
IntheyearsfollowingtheWarof1812,emigrationtotheOldNorthwest,whichincludedIndiana,increaseddramatically.WiththedefeatandrelocationoftheIndians,intheareas,whohadsidedwiththeBritish,vastnewacreageswereopenedtothesettlement.Largenumbersofpeoplefromotherpartsofthecountry,especiallytheSouth,begantomoveandsetaboutclearingtheforestsandcultivatingthelands.ManyoftheseemigrantscamefromVirginia,NorthCarolina,Tennessee,andKentucky.OnesuchpioneerwasThomasLincoln,whowithhisfamily,settledinpresent-daySpencerCounty.ThomasLincolnwasattractedtoIndianabytherichlandandthesecurityofthesystematicfederallandsurvey,asstipulatedintheLandOrdinanceof1785,andtheabsenceofslavery.
Formostfolks,thetripwestwasonlythebeginningoftheirnewadventure.Oncetheyhadreachedtheirdestinationtheyhadtoestablishanewhomeinthemiddle
oftheunsettledfrontier.Theimmediateprioritywasshelter.Oftentimesatem-porarystructurewasputuptoprotectthefamilyfromtheelementsuntilamoresub-stantialcabincouldbebuilt.ThiswastruefortheLincolnsduringtheirfirstwinterinIndiana.Butatthefirstopportunity,thepioneerswouldbeginconstructingaper-manenthome.Giventheextensiveforestthatcoveredmuchoftheland,thelogcabinwasanaturalchoicefortheirdwellings.Logs,oftenoftulippolarandaboutafootindiameter,werecuttopropersizeandnotchedattheendssothatcornerswouldbelevelandsecure.Doorsandwindowswerecutinthewallsandafireplaceandchimneywerebuiltatoneend.Clayandmudwereusedaschinkingbetweenthelogsandthewholewastoppedbyaroofofwoodenshingles.Mostcabinsbeganwithdirtfloors;woodenfloorswereanadditionthatcouldwaituntillater.
Theinteriorofthecabinwasgenerallysparselyfurnished.Mostfurniturehadtobefashionedfromnaturalmaterial
nearby.Beds,stools,tables,chairs,andcupboards,weremadebythepioneeroutofthesametreesthathecuttoclearhisland.Mostutensilswerealsomadeofwoodorgourds,buttherewereusuallyafewitemsofironcookware,suchasthethree-leggedspiderskilletandakettleforcookingovertheopenfire.
Obtainingfoodtocookoverthefireoccu-piedalargeamountofthepioneers’time.Huntingwastheprimarymeansofobtain-ingmeatfortheearliestsettlers.Indianaintheearly19thcenturywasrichinnaturalresourcesandgamewasabundant.Deerandbearwereplentifulandpigeonswerereportedinflockssolargethattheydark-enedtheskywhentheyflewover.Asthestatebecamemoreheavilysettled,huntingbecamemoreofachallengeandthepio-neercametorelymoreuponagriculturetofeedhisfamily.Inorderforagriculturetobesuccessfulthough,theforestshadtobecleared.Thewoodsman’saxewasatooleverybitasimportantastherifleonthefrontier.Treeswerefelledorgirdledbyremovingthebarkallthewayaround,causingthemtodie.Girdledtreescouldbeburnedlaterorlefttofall.Inthemean-time,withtheleavesdead,sunshinecouldreachthecropsplantedamongstthetrees.Thetimberthatwasclearedwasusedforfences,building,fuel,andotherpurposes.
CornwasthestaplecropforthepioneerbecauseitgreweasilyintheIndianasoilandclimate.Cornwasthebasicingredientinthediet,supplementedwithsomegardenvegetablessuchascabbage,beans,peas,po-tatoes,onions,pumpkins,andlettuce.Live-stockforthetypicalfrontierfarmusuallyconsistedofadairycow,acoupleofhorses,somesheep,chickens,oxenandhogs.
Justastheyhadtoprovidetheirownfoodandshelter,thepioneersalsohadtomaketheirownclothing.Themostcommonma-terialintheearlyyearswasdeerskins,whichtheyfashionedintomoccasins,shirts,andbreeches.Later,theyusedwoolandflax,aplantwithalongfiberthatcouldbespunintothreadandloomedintolinen.Woolyarnandlinenthreadcouldbewovento-gethertoproduceLinsey-woolsey,ahard-wearing,coarseclothfromwhichmostclothesweremade.Combing,carding,andspinningwoolwasacontinuouschoreforthewomenandgirls.
Lifeonthefrontierwashardandsometimesdangerous.Diseasetookitstollonmanyafamily.Therewerefeversofvariouskindsandoccasionalepidemicsofsuchthingsascholeraandthemilksickness,whichkilledAbrahamLincoln’smother.Therewerealsoanynumberofaccidentsthatcouldresultininjurieslikebrokenbones,deepcuts,andburns.Sometimestheseinjuriesprovedfatal.Tocombatmanyofthesemaladiesandtotrytosurvive,thepioneerslookedtotheresourcestheyhadonhandanddiscoveredthemedicinalpropertiesofmanyoftheplantsthatgrewaroundthem.Inthis,asinmostotherareasoftheirlives,theywereforcedtodoforthemselves.
Indiana in the early 19th century was rich in natu-ral resources and game was abun-dant.__________________
Pioneer Life and the Lincoln Living Historical Farm
ThefrontierwhereAbrahamLincolngrewuphelpedtoshapehispersonalityandcharacter.Becausepioneerlifewasdifficult,Lincolnlearned,atanearlyage,thathardwork,ingenuity,anddetermina-tionwerenecessarytosurvive.Thingsthatwereworthhavingwereworthworkingfor–whetheritwasfood,money,oraneducation.
Therewasalsoaprideandsenseofac-complishmentforthosepioneersthatdidsurvive.Theygainedasensethatanythingwaspossible.AbrahamLincolncertainlyprovedthatwastrue.Despiteobstaclesandhardships,hepreservedtoattainthethingsthatwereimportanttohim.
TheLincolnLivingHistoricalFarm,are-createdpioneerhomestead,helpsvisitorsbetterunderstandandappreciatethekind
oflifeLincolnledasaboy.Byseeinghowhelivedandthetypesofthingsthatheandhisfamilydid,hopefullythestudentswilllearnsomethingoftheboywhowentontobecomePresidentoftheUnitedStates.
Inthissectiontherearesomeexamplesoftypicalpioneeractivities.Takesometimetodiscussthemandtheirsignificancetothepioneers’lives.Emphasizehowtheabilitytoimproviseanddevisewaysofaccomplish-ingthings,sometimesinaveryingeniousfashion,helpedtomakethepioneersself-reliant.Itwasthisself-reliance,learnedonthefrontierthatenabledLincolntoachievesomuchinhislife.Helearnedthathardworkanddeterminationwerenecessarytoattainhisgoal,whetheritwastheacquisi-tionofanewbookorthereunificationofthenation.
Alsoincludedisalistoftermsanddefini-tionsthatwillhelpthechildrentobetterunderstandthepioneeractivities.
Pioneer Tools
Fortheearly19thcenturyIndianapioneer,theforestswherehemovedwerebothablessingandacurse.Thedensegrowthoftreesandunderbrushweresometimesalmostimpenetrableandclearingthelandwasaseeminglynever-endingchore.Butitwasalsotheforeststhatprovidedsomuchofwhatwasneeded.Itwasfromthetreesthatheobtainedlogsforhishomeandthewoodfromwhichhefashionedtools,furniture,andotherutensilsnecessaryforfrontierlife.Intheprocess,heacquiredtheabilitytoidentifywhichkindsofwoodwerebestforspecificpurposesandbecameskillfulwithavarietyoftools.Tounderstandhowimportantthesetoolsweretothepioneer,wemustknowsomethingaboutthemandhowtheywereused.Someofthemorecommontoolsaredescribedhere.
DrawknifeItderiveditsnamefromthefactthatthepioneer“drew”ittowardhimself.Itwasusedtotaperthesidesofshingles,torough-sizetheedgesoffloorboardsandrough-trimpaneling,tofashionaxe,rake,andothertoolhandles,andtomakestoollegs,oxyokes,pumphandles,andwheelspokes.Itwasoftenusedwithashavinghorsewhichwasawoodenseatwhichincludedaclampblockandafootlever.Amansittingatthebenchcouldpushonthefootlevertoclampwhathewasworkingonundertheblockandholditstill.
AxeTheaxewasthemostusefulandvaluabletookthepioneerowned.Hecoulduseittocleartheland,cutfuel,buildacabin,andifnecessaryprotecthimself.Butnotallaxeswerealike;theirdesignwasoftendictatedbytheirintendeduse.Thefellingaxe,usedtochoptreesdown,hadalongstraighthan-dleandaknifeedgeonthebitthatwouldcutintothetree’sbark.Thebroadaxehadashortbenthandleprotrudingoutwardfromthesideoftheaxeheadandachiselpointonthebit.Withthesetwotools,thefellingaxeandthebroadaxe,apioneercouldmakearoundlogintoasquarebeam.Todoso,hestoodontopofthelogandcutdeepverticalcutsintoitwiththefellingaxe.Hethenwalkedalongbesidethelogand,usingthebroadaxe,“hewed”itintoasquarebeambychiselingawaytheside.Thebenthandlemadeitpossibletodothiswithoutsmashinghisfingersagainstthelog.
HammersBecauseironwasascarcecommodityontheearlyfrontier,andexpensivewhenitcouldbefound,manypioneersmadetheirhammersfromwood.Heavyhammers,usedindrivingwedgesintologsforsplitting,werecalledbeetlesormauls.Sometimesthesemaulsweremadefromasinglepieceofwoodtakenfromthetrunkofatree,usuallyhick-ory,whichisknownforitshardness.Oneendwouldbeleftasalarge“head,”whiletherestwasshapedintoahandle.Smallerhammers,calledfroe-clubs,wereusedtostriketheknifelikewedgecalledafroethatwasusedtosplitshingles.Theytoo,weremadeentirelyofwood.
AdzeTheadzewasasharptoolwithitsbladeatarightangletothehandle.Itwasusedtosmoothoutroughsurfaces,ortohollowoutwoodenbowls.Adzeshadalongorshorthandledependingupontheirintendeduse.
FroeThefroewasaknife-likewedgeofironwithawoodenhandlesetatarightangle.Itwasusedto“rive”orsplitshingles.Thepioneerstruckitwithawoodenfroeclubtodriveitthroughablockofwoodandsplitoffthin-nerpiecesthatcouldbeusedasshingles.
Pioneer Clothing
Oneofthemajornecessitiesoflifeforthepioneerswasclothing.Ready-made,store-boughtclothingwasscarceonthefrontier.Asaresult,mostofwhattheyworewaswhattheycouldmakethemselves.Moc-casinscouldbemadeoftannedbuckskinandbreechesandshirtsofdressedskinworkedsoftandthenbyhand.Oncecultivated,theflaxplantwasagoodsourceofrawmaterialforclothing.Woolwasalsoveryimportantinthepioneers’effortstoprovidethemselveswithadequateapparel.Thepreparationofthesematerialsandtheproductionofhomemadeclothingwasasignificantpartofthepioneers’lives.
Flaxwassowninthespringandasmallpatchwasamplefortheneedsofthefam-ily.Inlateasummerorearlyautumn,theripenedplantwaspulledandleftonthegroundforamonthormoretorotoutthewoodstalks.Duringthewinter,themenappliedtheflaxbreaktocrimpthestalks,andtheprocessof“scutching,”orscrap-ingawaythebrokenstalks,wascompletedwiththeswinglingknife.Oncetherough-agewasclearedaway,thestrikes,boundinbundles,weresoakedinwatertroughsandpoundedwithpestlesuntilsoftandpliable.Thewomenthendrewthefibersacrossthelongsharpironteethofthehackleorhatchel,andtheshorterfiber,ortow,wereremoved.Manycombing,sometimesoverdifferentsetsofhackles,leftafinelongfiber,whichonthespinningwheelwastwistedintoastrongthread.Withthisthreadaswarpandthetowspinningasfillings,thehandloomturnedoutacoarseclothcalledtowlinenusedfortowels,tick-ing,men’sshirtsandsummerpants,andwomen’sandchildren’severydaydresses.
Shearingfortheirwooltookplaceinthespring.Thefleecewaswashed,scoured,handpickedfordirt,straw,andburrs,thencardedonhandcardstobreakupthepreviousarrangementofthefibers,andmadeintosmallrollsforspinning.Spin-ningwheelswereanecessarypartofeverypioneer’shousehold.Asmallwheel,abouttwentyinchesindiameterandrunbyafootpedalwasusedforflax.Thelarge,wood-spinningwheelswererotatedbyhand.Thehumofthespinningwheelwasanalmostcontinuoussoundinthepioneers’house-holds.
Yarnremovedfromthewellswaswoundinknotsandskeins(fortythreadstoaknot,sevenknotstotheskein).Afterbleachingordyeingintheskein,theyarn,ifintendedforweaving,waswoundbyhandorwheeluponquillsfortheshuttles.Patternsanddesignsweresimpleandtheclothwascoarse.Thelooserhomespunwoolyarnswerewovenwithlinenwhichproducedlinsey-woolsey,adurable,warmclothusedforwomen’sapparel.Wovenwithcotton,itproduces“jean”usedformen’sclothing.
Althoughmanyyarnsandclothsweremadeupinthenaturalcolor,desireforvarietyledtodevelopmentofanumberofhomedyeingpractices.Sometimestherawfiberwascolored,moreoftentheyarnorcloth.Earlydyestuffcamealmostentirelyfromthewoods.Hullsoftheblackwalnutgaveadarkbrown,thoseofthewhitewalnutorbutternutadullyellowortawnyshade;su-macberriesproducedawarmred;hickorybarkorsmartweed,yellow;peachleaves,green;oakandmaple,purple;blackoak,chestnut,andotherbarks,variouscolors.Combinationsofthesecolorswerealsopossible.
Withwoolandflaxyarnsandclothsofvari-ousmixturesprovided,thetaskofmakingclothescouldbeundertaken.
The hum of the spinning wheel was an almost continuous sound in the pioneers’ households.__________________
Sources of Additional Information
Abraham Lincoln’s Boyhood:
Bartelt,WilliamE.“ThereIgrewup”.Indi-anaHistoricalSocietyPress,2008.
Warren,LouisA.,Lincoln’sYouth,IndianaYears1816-1830.NewYork:AppletonCenturyCrofts,Inc.,1959.(BestsinglesourceofinformationaboutLincoln’Indi-anaboyhoodyears.)
Warren,LouisA.,Lincoln’sParentageandChildhood.NewYork:TheCenturyCompany,1926.(HistoryoftheLincolnfamilyinKentucky.GoodinformationaboutthefamilyandtheirlifepriortomovingtoIndiana.)
Frontier Indiana:
Buley,R.Carlyle.TheoldNorthwest:pioneerPeriod,1815-1840.Bloomington:IndianaUniversityPress,1951.(Volume1Chapter4coversthematerialsideofpioneerlife;Chapter5isaboutpioneers’health,Chapter6discussesthesocialandculturallifeofthepioneers.)
Esarey,Logan.TheIndianaHome.Craw-fordsville:R.E.Banta,1947.
Gray,Ralph,ed.TheHoosierState:Read-ingsinIndianaHistory.GrandRapids:WilliamB.EerdmansPublishingCompany,1980.(Chapter4isentitled“lifeontheIn-dianaFrontier”andChapter5is“PioneerCultureandAgriculture.”)Madison,JamesH.TheIndianaWay:AStateHistory.Indianapolis:IndianaHistoricalSociety,1986.(Part2containschaptersabouttheland,thefrontierfamilyhome,food,clothing,andhealth,pioneereconomy,andcommunitylife.)
Pioneer Tools:
Roberts,WarrenE.LogBuildingsofSouthernIndiana.Bloomington:TricksterPress,1984.(Pages149-173discussesvari-oustoolsusedbythepioneers.)
Sloane,Eric.AMuseumofEarlyAmericanTools.NewYork:FunkandWagnalls,1964.(Containsmanyexcellentillustrationsoftoolsandhowtheywereused.)Sloane,Eric.AReverenceforWood.NewYork:BallatineBooks,1973.(Moreillus-trationsoftoolsandhowtheywereused.)
Lincoln DVD’s and VHS’s:
DVD’s and VHS tapes are available for loan to schools, organizations, and other non-profit groups. The videos may be borrowed at any time during the year. All films are sent by certified mail and we ask that you mail them back to us or return them in person.
DVD
• “Here I Grew Up” (28 min)Fromaboyof7yearstoamanof21;Abra-hamLincoln,hislifeontheIndianaFron-tier.NarratedbyFormerIllinoisSenatorEverettMcKinleyDirksen
• “Abraham Lincoln; A Journey To Great-ness” (25 min)JoinLincolnonhisdramaticjourneytogreatnesswhileinSpringfield,Illinois“HomagetoLincoln”and“AtHomeWithMr.Lincoln”(TwofilmsononeDVD20min.total)
• “Homage to Lincoln” (10 min)PresentsacompendiummixofLincoln’sworks,historicimages,oldmoviescenesandNewscasts.
• “At Home With Mr. Lincoln” (10 min.)TakesthevieweronatourthroughAbra-hamandMaryLincoln’sSpringfieldHome.
• “Forging Greatness: Lincoln in Indiana” (15 min.)Lincoln’sjourneytoadulthood,fromaladof7yearstoamanof21yearsonhisFathers’frontierfarminSpencerCountyIndiana.NarratedbyLeonardNimoy.
• “The Face of Lincoln” (22 min. black and white)ThelateAmericansculptorMerrellGage’sworks.
VHS
• “Forging Greatness: Lincoln in Indiana (15min.)Lincoln’sjourneytoadulthood,fromaladof7yearstoamanof21years,onhisFather’sfrontierfarminSpencerCounty,Indiana.NarratedbyLeonardNimoy.
• “The Lincolns of Springfield, Illinois (56:47)TherestoredLincolnhomeinSpringfield,Illinoisprovidesabackdropforanex-aminationoftheearlydomesticlifeoftheLincolns.
• “At Home With Mr. Lincoln“ (10 min)TakesthevieweronatourthroughAbra-hamandMaryLincoln’sSpringfieldhome.
•“Mr.Lincoln’sSpringfield” (19 min)Utilizeshistoricphotographsandthereminiscencesofa1820sphotographertodescribeAbrahamLincoln’srelationshiptohisfamily.
• “The Faces of Lincoln” (22 min black and white)ThelateAmericansculptorMerrellGage’sworks.
• “Here I Grew Up” (28 min.)Fromaboyof7yearstoamanof21;AbrahamLincoln,hislifeontheIndianafrontier.NarratedbyformerIllinoisSena-torEverettMcKinleyDirksen.
• “Lincoln The Kentucky Years” (17’:24”)ScenesfromLincoln’sKentuckybirthplaceonSinkingSpringsFarmtohishomeonKnobCreek.NarratedbyBurgessMer-edith.
• “Black Easter: The Assassination of Abraham Lincoln” (50 min) ThefirstdocumentarytoexplainLincoln’smurderinthecontextoftheCivilWar.
• “Abraham Lincoln” (35 min.)FromhishumbleMidwesternboyhoodtohistoweringachievements.HostedandnarratedbyJamesMcPherson.
• “In Mr. Lincoln’s Footsteps” (19’:47”) ccProducedbytheIllinoisStateBoardofEducationthisvideotakesyouonawalkingtourinLincoln’sfootstepsaroundSpring-field,Illinois.
To request use of a film, please write or call:
Lincoln Boyhood National MemorialP.O. Box 1816Lincoln City, IN 47552
Suggested Websites:
www.nps.gov/libo
http://www.nps.gov/history/nr/twhp/
http://showcase.netins.net/web/creative/lincoln.html
http://rogerjnorton.com/Lincoln2.html
Predator/Prey Adaption
Objectives: •Studentswillbeabletodefinepredatorandprey,anddescribetheimportanceofadaption.
Background: Huntingwastheprimarymeansofobtain-ingmeatfortheearliestsettlers.Indianaintheearly19thcenturywasrichinnaturalresourcesandgamewasabundant.Deerandbearwereplentifulandpigeonswerereportedinflockssolargethattheydark-enedtheskywhentheyflewover.Asthestatebecamemoreheavilysettled,huntingbecamemoreofachallengeandthepio-neercametorelymoreuponagriculturetofeedhisfamily.
ManyofAbe’sfriendsandrelativesspokeabouthisloveofanimals.Duringhislife-time,hehaddogs,cats,goats,andhorses.Itissaidthatasayoungboy,hepreachedsermonstohisfamilydeclaringthathewasagainstcrueltytoanimals.LegendssaythatwhilelivingatKnobCreek,Kentucky,youngAbrahamLincolnfoundadogwithabrokenleg.Hemadeasplintandtookcareofthedog,namingit“Honey.”AccordingtohischildhoodfriendAustinGollaher,Abrahamalsohadapetcrow,raccoon,andagoatnamed“Billy.”Hisstep-sisterrememberedhimsayingthatanant’slifewastoit,assweetasours.Hislong-timefriendinIllinois,JoshuaSpeed,whowasalsofromKentucky,toldaboutatriphetookwithMr.Lincolnandtwooth-ergentlemenin1839backtoSpringfield,Illinois.Whileridingalongacountryroadthroughathicketofwildplumandcrabap-pletrees,thegrouphadstoppedtowatertheirhorses.Aseverestormhadoccurredpreviously.Mr.Lincolndisappearedforawhile.Hecaughttwolittlebirdsinhishandwhichhadbeenblownfromtheirnestandwashuntingforthenest.Hefinallyfoundthenestandplacedthebirdsbackwithinit.Thethreeothertravelerslaughedathim,butheearnestlysaidthathecouldnothavesleptthatnightifhehadnotgiventhetwolittlebirdstotheirmother.
Setting the Stage:Animalsdisplayavarietyofbehaviorsinpredator/preyrelationships.Theseadap-tionshelpthemsurvive.Someanimalsruntogetawayfromapredator.Animalsmayalsosignaltoothersthatdangerisnear.Ifapredatoristooclosetotheanimalanditcannotrunawayorhide,thepreymayfreeze.Sometimesbeingverystillcanhelptheanimalgounnoticedbythepredator.Also,thecoloroftheprey’sbodycanhelpitcamouflageitself.
Method: Studentswillplayamodifiedversionoffreezetag. Instructions:1. Selectpredatorsandhavethemweararedbandanatoidentifythemselvesaspredators(1predatorforevery4-6prey).Usingagymorplayingfield,identifyoneendasthefoodsourceandtheotherendasshelter.Inbetweentheseareasscatterthehulahoopsaroundontheground.Thesewillrepresenttemporaryshelters.Scatterthefoodtokens(piecesofcardboard)onthegroundinthefoodsourcearea.2. Theobjectofthegameisforthepreytocollectthreefoodtokenstosurvive.Theymustdothis,however,withoutbeingcaughtbyapredator.Thepredatormustcatch2preyinordertosurvive.Tobeginallthepreyshouldbeinthepermanentshelter.Thepredatorsshouldbescatteredaboutbetweenthepermanentshelterandthefoodtokens.Whentheteachersaysgo,thepreymovetowardthefoodsource.Thepreycanavoidbeingcapturedbyapreda-torbyhavingatleastonefootinoneofthetemporaryshelters.Apredatorcannottagapreythatisinanyshelter.Thepreycanalsoavoidcapturebyfreezingwhenapreda-toriswithin5feetoftheprey.Apredatorcannottagapreythatisfrozen.Thepreypicksuponefoodtokenandreturnstothepermanentshelter.Theprocessisrepeateduntilthepreyhasthreetokens.Ifapreyistagged,thenthepreymuststandonthesidelines.3.Playseveralroundsandalloweachstu-denttobebothapredatorandaprey.Afterthegamediscusswhichwaysofescapeworkedbest.Whichwereeasiest.Whatdidpredatorsdowhenthepreyfroze.
Indiana Curriculum StandardsK.1.1, K.3.6, 1.1.1, 2.1.1, 3.1.4, 4.3.8
Grade level: K-4
Supplies:red bandanahula hoopsfood tokens (card-board
___________________
Lifestyle comparison – Then and Now
Objectives:•Studentswillcomparethelifestyleofthe1800stotheirownlifestyle.•Studentswillrealizethattheirlivesarephysicallyeasierthanthoseofthechildreninthepast.•StudentswillbeawareofthestyleoflifeofpioneerAmericansinthe1800s.
Background:Homeswerebuiltofhewnlogswitharoofofboardsanddirtorpuncheonfloors(hewnlogs)andwerechinkedwitheitherclayoramixtureofmossandmud.Intheearliestconstruction,woodenpegswereusedinplaceofnails.Alargefireplacewasbuiltatoneendofthecabinandwasoftenusedforcooking.Cabinsoftenconsistedofasingleopenroomforliving,cooking,andsleeping.Theolderchildreninthefam-ilyoftenusedaloftareaassleepingareas.Pinetorcheswereusedforlight,lateroncandlesandlanternswereused.
Earlyfurniture,oftenmadebythemenduringthewintermonths,wascrude.Atypicalcabinwasfurnishedwithahome-madebedortwo,atable,andchairs.Earlybedsweremattressesonthefloor.Lateron,poleswereattachedtothewalltoformabedframe.Asskillsincreased,freestand-ingbedframeswerebuiltandstrungwithropeorplattedhickorywithestosupportthemattress.Thefirstmattresseswereclothsacksfilledwithbroomsagelaterwhenfarmingbecamemorewidespreadwomenpluckedchickens,ducks,andgeeseforfeatherstofillmattressescalledticksandpillows.Thefirstchairsweresimplestools(blocksofwoodwithlegspeggedintothem)lateronasskilllevelsincreasedandmoretoolswereavailablechairsbecamemorerefinedandwerebuiltwithcanebottoms.Spoonsandotherutensilsandbowlswerefashionedfromwood.Basketswereoftenwovenfromnativebark.Gourdsweredriedtouseasdippersorstoragecontainers.Wallswereoftenornamentedwithredpeppersandotherdriedvegetablesandfruits,andwildturkeyfeathers.
Thepioneerwomenmademostofthefamily’sclothesbyhand.Men’severydayclothesweremadefromflaxduetothestrengthofthematerial.Skinsofdeerandotheranimalswereusedtomaketrousersandmoccasins.Yarnwasspunforalloftheotherclothes.Shoesweremadefromtannedhides.Womenmadesoapandcandlesfromanimalfat.Mostwomenwereveryskilledinquiltingwhichwasoftenasocialeventwherewomengatheredandhelpedeachothercompletequilts.Some-timesthesequiltingbeeswereheldwhilethemenhelpedeachotherclearlandordootherchores.These“workings”wereoftenfollowedbyapartywhereneighborscouldcontinuetosocialize.
Theearlysettlers’dietmainlyconsistedofwildgamemeat,fishandbread.Cornbreadandbaconwerealsoastaplefoodsalongwithmilkandbutter.Beans,mo-lasses,cabbage,turnips,onions,greens,berriesandfruitsmadeupthesummerdiet.Fruits,whichgrewinthearea,includedcrabapples,plums,cherries,grapes,huckle-berries,andblackberries.Inwinter,peopleatedriedbeans(calledshuckybeansorleatherbritches),molasses,driedpump-kin,turnips,driedfruitsandsauerkraut.Cornmealwasoftenhandground.Afterthepopulationincreased,enterprisingmenstartedwater-poweredmills.Settlerswouldcarrytheircornandwheattothemilleitheronfootorbyhorsebackandspendadaygettingthemealandflourforthefamily.Sugarwasveryscarceandwasoneofthemainitemsboughtbythefamilyalongwithcoffee.Treeswereoftentappedfortheirsugarwater.Honeywasgatheredandcanewasgrowntobemadeintomolasses,whichwerealsoused,assweeteners.Inhardtimes,thesettlersusedlocalherbssuchaschicoryorparchedbranascoffeesubstitutes.SaltwasobtainedattheforksoftheLittlePigeonCreekandothercreeksandriversinthearea.Earlysettler’stradeddriedfruits,vegetables,andherbs,includ-ingginsengfornecessarygoods.Theearlysettlersdidnotfarmmuchbutreliedonhuntingandfishingtoprovidemostof
Indiana Curriculum StandardsK.1.1, K.3.6, .1.1.1, 1.1.2, 2.1.2, 3.1.2, 4.1.15, 4.3.8, 4.3.9
Grade level: K-4
Supplies:__________________
theirfood.Afterlandwascleared,cornbe-camethestaplecrop,however,wheat,oats,flax,potatoes,cabbageandparsnipswerealsogrown.Livestockusuallyconsistedofacow,ahorseorworkoxen,afewhogsandchickens,andenoughsheeptopro-videwoolforthefamily’sclothes.Fishwasplentifulinthemanyriversandcreeksthatcoveredthearea.Hogswereusuallyturnedouttoeatthemastfromthevastforestsinthearea.
Farmtoolswereveryprimitiveandusuallyconsistedofwhipsaws,poleaxes,broad-axes,hoesandrakesmadeofeitherwoodormetal,spades,mattocks,andplows.Oatsandwheatwerecutwithareaperorscythe.Sometimestherewasacrosscutsawintheneighborhood.
Setting the Stage:1.Pioneersofthe1800slivedaverydiffer-entlifestylethanwedotoday.2.Pioneerlifestylewasdifficultandfullofhardwork.1.Whatarethedifferencesbetweenpio-neerlifeinthe1800sandlifetoday?2.Whatarethesimilaritiesbetweenpio-neerlifeandlifetoday?
Instructions:Activity1:Leadstudentdiscussionorhavethemlistactivitiestheirfamilydoesinthefalltoprepareforwinter.Examples:re-moveandstoreairconditioners,checkthefurnace,winterizecars,buywinterclothes.Activity2:Researchonefarmproductfromplantingtoharvesting.Whatstepsaretakenandwhen?Activity3:Prepareabulletinboardorcol-lagedepictinglifeonamodernfarm.Askstudentstopredicttheitemsthatmaynotbeonan1820sfarm.Activity4:BrainstormaspectsofLincoln'slifeandtheirlife.Discussthefollowingitemsandaddsomeofyourown:games,books,house,chores,clothes,roads,trans-portation,communication,hobbiesandschool.Pairupyourchildrenandassignadifferenttopictoeachteam.Onememberdrawsand/orwritesthemodernversionofthesetopicswhiletheothermemberdrawsand/orwritesthepioneerversion.Askthestudentstoeitheragreeordisagreewiththefollowingstatements,whichwill
helpthemtomakeconnectionsanddevelopaninterestinthetopic:•Childrenofpioneerfamiliesusuallyhadtheirownbedrooms.•Cabinswerebuiltoflogsbecausetheyneededtousetheresourcesavailableintheenvironment.•Pioneersusedelectricitytoheattheirhomesduringwintermonths.•Pioneersdevelopedthetechnologyofindoorplumbing.•Pioneerswouldgetwaterforcooking,takingabath,orcleaningfromawell,spring,orothernaturalwatersource.•Pioneersusedouthousesinsteadofin-doorbathrooms.•Logcabinsareoutofstyleandneverbuiltfordwellingstoday.
VocabularyPioneer–Oneofthefirsttosettleinater-ritoryOuthouse–anoutbuilding(forusingtherestroom)
MathStoryProblems:TheLincolnfamilyhas15chickens.Iftheyeatoneaweekfor5weeksinarow,howmanywilltheyhaveonthesixthweek?_______
TheLincolnfamilyhas10chickens.Ofthe10chickens,5arehens(femalesthatlayeggs).Ifeachofthe5henslay2eggsadayforsevendays,howmanyeggswilltheLincolnfamilyhave?________
Mr.Lincolncanplow1acreoffieldinonehourwiththehorsenamedJack.Hecanplow2acresofthefieldinonehourwiththehorsenamedSophie.HowmanyacrescanMr.LincolnplowwiththehorsenamedSophieifhehas3hourstoplow?_______
Mr.andMrs.Lincolnhave5children.Twoareboys.Howmanyofthechildrenaregirls?________
AdditionalActivities•Createanartprojectbygluingpretzelsticksinsideofalogcabinoutline.•Playgamesthatpioneerchildrenprobablydid,i.e.jumprope,hide-and-seek.
Arrowhead Challenge
Objectives:•StudentswillbeabletoidentifythefiveresourcetypesrepresentedontheNPSsymbol.•Studentswillrealize LincolnBoyhoodNationalMemorialispartoftheNPSmemorializingthesitewhereLincolngrewtomanhood.
Background:Thefirstnationalpark,Yellowstone,wasestablishedin1872.Thiswasthefirstnationalparkintheworld.Todaytherearearound400differentnationalparksintheUnitedStates.Thisidea,thatwasborninAmerica,hassincespreadthroughouttheworld.Nationalparksweredevelopedtoprotectandpreservebothnaturalandcul-turalaspectsforfuturegenerations.Theywereestablishedtoprovideenjoymenttothevisitingpublic.In1916theNationalParkServicewasestablisedasafederalagency.
ThearrowheadistheofficialsymboloftheNationalParkService.Youwillfinditonbuildings,signs,vehicles,andrang-ers’uniforms.Eachpartofthearrowheadrepresentstheimportantresourcesthatournationalparkspreserveandprotect–includingthearrowheadshapeitself!
ThesearespecificsymbolsselectedfortheNPSarrowhead.
Plants and forestsWild animalsScenery Water resources Human history
What does each symbol represent?
Sequoia Tree represents vegetation(Remembernotallparkshavetrees,somehavecactusorprairiegrasses.)
Bison represents wildlife,includingbison,deer,rabbits,sheep,bearsandmuchmore.
Mountains and water represent scenic values(i.e.landforms,vistas,canyons,etc.)andrecreationalvaluesforvisitorenjoyment
The arrowhead represents historical and archeological values(peopleandourgrowthasanation).Whywasthesequoiatreeselectedinsteadofanoak?Whywasthebisonselectedinsteadofawhite-taildeer?NationalinNationalParkService.Thesearesymbolsthatwereimpressiveorsignificanttothenation.BisononceroamedmostofNorthAmerica.Itwasalargeanimalthatsymbol-izedthewildnessoftheAmericanWest,thusitwasselectedtorepresentwilder-nessassociatedwithNationalParks.Thesequoiawasbelievedtobetheoldestlivingthinguntilthemid-1950’s.Onetree,namedtheGeneralShermanTreeisover270feethigh,115feetaroundandover3,000yearsold.Becauseoftheirsizeandagethesetreessymbolizesomethingthatisuniqueandworthprotecting.
Indiana CurriculumStandardsK.2.1, K.3.3, 1.3.4, 2.2.2, 2.4.2, 3.1.6, 4.2.6, 5.2.8
Grade Level: K-5
Supplies: Paper, Arrowhead symbol__________________
Instructions:1.Passoutpaperandencouragethestudentstodrawasymbolthatrepresentsthemandthethingsthatareimportantintheirlives.DoNOTputyournameonthefrontofyouremblem.
Whatisthesymbolormascotselectedforyourschool?Whywasitselectedandhowdoesitrepresentyourschool?
Emblemsareimportanttousbecausetheyrepresentthingsthatwesupportorbelievein.Theyaresymbolsthatwerespecificallyselectedtorepresentus.
2.Ask,"Whenyouthinkofanationalpark,whatthingsdoyouthinkabout?"Thestu-dentsmayrespondwiththingslike:animals,trees,rangers,etc.Encouragethemtothinkaboutthehatrangerswearandthepatch.Showthestudentspicturesoftheranger'shatandpatch.ThesearesymbolsthatstandfortheNationalParkService.
3.Ask,"Whyarenationalparksspecial?"Thestudentsmayanswer,"Totakecareofanimalsandplants."Introducetheconceptthatparkstakecareoftherocksorlandfoundwithintheirboundaries.Rangershelptotakecareofpeoplethatvisitthepark.Rangersalsotalkaboutthepeoplethatareimportanttothatpark,suchasAbrahamLincolnatLincolnBoyhoodNa-tionalMemorial.
4.Reinforcetheideathatparkstakecareofpeople,plants,animalsandrocks.Explainthatthesefourthingsareallpiecesofwhatmakesupournationalparks.
“There I Grew Up…” A. LincolnLittle Pigeon Creek Community
Objectives:•StudentswillhaveanunderstandingofthenearbycommunityofwhichtheLin-colnswereapart.
Background:OneoftheGreatPigeonroosts!SouthernIndianawasafeedingandbreed-inggroundforthepassengerpigeons.Pas-sengerPigeonshavebeensaid,initsday,tohavenumberedintothemillionsandtohavebeenthemostabundantofanybirdinAmerica.ThePassengerPigeons“literallyformedclouds,andfloatedthroughtheairinafrequentsuccessionoftheseasfarastheeyecouldreach,sometimescausingasensiblegustofwind,andaconsiderablemotionofthetreesoverwhichtheyflew.”Audubonobserved,“Multitudesareseen,sometimes,ingroups,attheestimateofahundredandsixty-threeflocksin21min-utes.Thenoondaylightisthendarkenedasbyaneclipse,andtheairfilledwiththedreamybuzzingoftheirwings.”
Wherediditgetitsname?WhentheLincolnssettledinthisarea,itwasn’tcalledLincolnCity.Instead,thesettlementwasnamedtheLittlePigeonCreekCommunity,whichgotitsnameforthemanypassengerpigeonsthatlivedintheSouthernIndianawoods.Thosepigeonsarenowextinct,whichmeanstheynolongerexist.Today,therearelawsagainstkillingbirdsoranimalsinmostNationalParks.Theselawsprotectendan-geredspecies,whichmightbelivingwithinparkboundaries,andhopefully,helptokeepotherspeciesfrombecomingextinctlikethepassengerpigeons.
Instructions:Survival Game1.Beforethestudentsarrive,scatterthepiecesofyarnaroundtheplayingfield.2.Explaintotheclassthattheywillhavetohuntforwormslikethepassengerpigeonsdidtosurvive.Dividethegroupinto2-4equalteams.Describewhatthewormswilllooklike.3.Arrangethegroupsatthestartingline.Tellthemthatwhenyousay“go”(oruseawhistleforstartingandstopping),theymustrunoutontotheplayingfieldandfindaworm.Whentheydo,theymustrunbackandsitwiththeirgroup.Eachgroupgetsapointforeachwormtheyfind.Thefirstgrouptohaveeachbirdfindawormandreturn,winsanextra5points.4.Afteryouhaveplayedoneround,recordontotheposterboardthescore.5.Foreachroundafter,placeahunterontotheplayingfield.Thehunterwill“tag”asmanybirdsashecan.Eachbirdthatgetstaggedmustsitdown.Playuntilallbirdsaretagged.6.Explainthatthepassengerpigeonswerehunteduntiltheybecameextinct,(whichmeanstheynolongerexist).
Indiana CurriculumStandards1.1.1, 2.1.1, 3.1.2, 4.1.6, 4.3.8
Grade Level: 1-4
Supplies: pieces of yarn, whistle, post-er board or dry erase board__________________
Migration of the Lincoln’s
Objectives:•StudentswillhaveanunderstandingofeventsinthelifeandlifestyleofAbrahamLincoln.•StudentswillhaveabetterunderstandingoftheworldinwhichLincolngrewupandwhatpartthatworldplayedinshapinghischaracter.
Background:EachgenerationoftheLincolnfamilymovedsteadilywest.Why?Newoppor-tunities,land,lureofthefrontier,hopetoimproveeconomicconditions,insecurityoflandtitles,slavery–freestatevs.slavestate.
Reasons for leaving KentuckyDuringhis8yearsinKYThomasheld816½acresbutallhesalvagedafterlandtitleissueswas200acres.Hesoldtheseandtookalossunderoriginalpurchasepricebecauseoffaultysurvey.
SlaverycontroversyinKYoverrightsandwrongsofslavery.Theyweremembersofanantislaverysentimentchurch.
What did the Lincoln family bring with them when they moved to Indiana?
ThomasandNancyhadbeenmarriedfor10years.Theyhadaccumulatedtheusualamountofplunderfoundintheone-roomlogcabinsofthatperiod.Noattemptswouldhavebeenmadetomovefurniture:
tables,chairs,cupboardsorevenbedsteads.Thomaswasacarpenterwhocouldmakethesethingsafterarrival.Curedmeats–preparedduringtherecenthog-killingseason.Corn–shelledandground,seedcornforplanting.Acow.Featherbedandbedcoverings,spinningwheel,utensilsforcooking,axandwoodclearingimplements,steelpointforplow,carpentrytools,knives,forks,pewterdishes,woodenbowls,smallpans,largekettle,dutchoven,skillet,spider.
AftercrossingtheOhiotheyhad16milestogo.Thiswasthemostdifficultpartoftheirjourney.OneofLincoln’sneighborsrelatedthatThomas“cameinahorsewagon,cuthiswaytohisfarmwithanaxfellingtreesashewent.”Thisjourneyhadmadeadeepimpressiononthelittle7yr.oldAbrahamwhoinearlyyears“neverpassedthroughaharderexperiencethanhedidingoingfromThompson’sFerrytotheirhomesite.”
Instructions:ShowonamaptheareaswheretheLincolnfamilyoncelived.(KentuckyandIndiana)LookatthemapbelowoftheLittlePigeonCreekCommunityandanswerthefollow-ing:•Howmanyfamilieslivedwithintheareashownonthemap•Listtheirnames•Modeoftransportationinthe1800’s•Howdidtransportationanddistanceimpactsociallifeforsettlers?•Businessandcommunitybuildings?•Whatwasthenameofthecloseststore?Church?School?
Indiana CurriculumStandards1.1.1, 2.1.1, 2.1.2, 3.1.2, 3.1.6, 4.1.6, 4.1.15, 4.3.2, 4.3.8, 4.3.9
Grade Level: 1-4
Supplies: copies poster answers
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1816-1830 Base Map of Little Pigeon Vicinity (Bearss, 1957)Scale: 2 inches = 3 miles
Pioneer Survival: What did the Lincoln family need to survive?
Objective• Studentswillbeableto:1.workproduc-tivelyinsmallgroupstocollectallthecardsneededtomakeahome;2.makeappropri-atedecisionstocollecttheneededcards.
Background:ThomasandElizabethSparrow,Nancy’suncleandaunt,withtheir18-year-oldnephewDennisHanks,followedtheLin-colnsintoIndianaandmovedintoaroughshelterontheLincolnfarmuntiltheycouldfindlandandsettle.TheircomingcheeredNancyandgaveyoungAbrahamacompanionandThomasanotherworkhand.
Withinayear,bothSparrowsdiedasvictimsofthedreaded“milksickness”(whitesnakerootpoisoning)thatsweptthroughsouthwesternIndianainthelatesummerof1818.Nodoctorslivednearby,andtherewerenoknownremedies.AfewweekslaterNancyalsobecameavictimofthe“milksickness”anddiedonOctober5,1818.Abrahamwasonly9andSarahonly11.
Instructions1.ExplaintothestudentsthatwearegoingtoplayagamelikeOldMaid.ThisgameiscalledOhNo!Sickness!ForthisgamethestudentswillneedtocollectthosethingstheLincolnfamilyneededtolive.Askthestudentstonamethesethings.Thestu-dentsshouldrespondwithanimals,home,water,land,food,andtrees.2.Writethetopicsontheboardandthenaskthestudentstonamethingsthatwouldgoundereachoneofthem.3.Explainthatthestudentsaregoingtoplayagameandplacethemintosixsmallgroupsindifferentareasoftheroom.Afterthecardshavebeenshuffled,eachgroupwillbegiven6cards.Towinthegametheywillneedtohaveacompletesetofcards–1animal,1home,1water,1land,1food,1tree.Butthereisacatch,onetreeismiss-ingandhasbeenreplacedwithsomethingbad–sickness,Ifagroupgetsthesickness
cardtheywillwanttogetridofit.JustlikeyouwanttogetridoftheOldMaid,youwillwanttogetridofsickness.(Placeasetofthecardsinviewofthestudentsforreference).4.Thestudentslookattheircardsandasagroupchoosethebestmove.5.Thestudentsdecidehowmanycardstheywillneedtotrade.Aftertheyhavede-cided,theypickonememberoftheirgrouptogotothecenteroftheroomtotradetheircardswithanothergroup.Thestudentthatisselectedtotradecardsrepeatsthenumberofcardstheyaretradinguntiltheyexchangecardswithanothergroup.Theycanonlytradewithagroupthatwantstotradethesamenumberofcards.6.Thegroupscontinuetotradecardsuntilonegrouphasasetofallsixcards.Whenagrouphasacompletesettheyshouldshouttheword“pioneer”.Thegamestops.Anystudentinthemiddlegoesbacktotheirgroupwiththecardstheyhaveintheirhand.7.Thegroupthatshouted“pioneer”readstheircardstomakesuretheyhave1ani-mal,1home,1water,1land,1food,1tree.Iftheyhaveallsixtheyget6points.Theothergroupschecktheircardstomakesuretheydonothaveacompleteset.Ifan-othergrouphasacompletesetofsixcardstheyalsogetsixpoints.Keepscoreontheboard.8.Theothergroupschecktheirhandstoseewhichoneisholdingthesicknesscard.Thisgroupreceives0pointsforthisround.9.Theremaininggroupsgetapointforeachpartofasettheyhave,nopointsaregivenfortheduplicates.10.Collectthecards,shuffleanddealagain.Theclasscanplayasmanyroundsasdesired.
Closure:TodayweplayedOhNo!Sick-ness!AndcollectedthethingstheLincolnfamilyneededtosurvive.Wealsolearnedthatsicknessisabadthing.Pioneerswhogotsickdidn’thavethemedicineswehavetodaytohelpthemgetbetter.
Indiana CurriculumStandardsK.1.1, 1.1.1, 2.1.1, 3.1.2, 3.1.4, 4.1.6, 4.3.8
Grade Level: K-4
Supplies: 36 cards total6 Animals, 6 Home (log cabin)6 Water (ex. spring, well, stream)6 Land, 6 Food,5 Trees 1 Sickness
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Food Animals Home (Log Cabin)
Water Land Trees
Oh No!Sickness!
What would you do?
ObjectivesStudentswillrecognizeopportunitiestopracticeresponsibilityintheirownlives.StudentswillrelatetoAbrahamLincoln’schildhooddilemmas.
BackgroundAsayoungboygrowingupinIndiana,AbrahamLincolnlearnedandpracticedtheactoftakingpersonalresponsibility.AbrahamborrowedabiographyofGeorgeWashingtonfromhisneighbor,JosiahCrawford.Bysomeaccidentthebookwasexposedtoruinedbyarainstorm.YoungAbrahamacknowledgedtoMr.Crawfordhisaccountability.AbrahamagreedtoworkoffthisdebttoMr.Crawfordbypull-ingfodder(cutthetopsfromcorn)fortwodays.
InstructionsTeacher:Shareapersonalexperiencefromyourchildhoodinwhichyouwerefacedwithadilemma(i.e.borrowingsomethingandlosingit,stealing,breakingsomethingthatdidn’tbelongtoyou).Leaveouttheendingofthestory,allowthestudentstopairandshareaboutpossiblewaystoresolvethesituation.Encouragethestu-dentstobrainstormasmanyresolutionsaspossible.Havethemwritetheirendingsonstickynotes.Writethewords“Responsible”and“Ir-responsible”asheadingsontheboard.Discussandcategorizethebrainstormedoutcomesasaclassandplacethestickynotesontheboardundertheappropriateheadingsasdeterminedbytheclass.
Journal:Havethestudentswriteaboutatimetheywerefacedwithadifficultsitua-tionandhadtheopportuinitytopracticeresponsibilityandwhattheoutcomesoftheirchoiceswere.
Worksheet:RefocusonthestoryaboutAbrahamworkingoffadebtbecauseaborrowedbookwasruined.Discusshowhetookresponsibilityandworkedtorepaythecostofthebook.HavethestudentspickoutotherdilemmasinLincoln’slifeandidentifyhowhedemonstratedrespon-
sibilityineachsituation.UseatimelineofLincoln’slifeorbooksthatshareeventsthattookplaceinhischildhoodtoprovidemoresituationsforthestudentstoconsiderifnecessary.(worksheet:YoungAbrahamLincoln-Responsiblity)
Everyday Dilemmas: Ingroups,brainstormdilemmasthatstudentsmayrunintodur-ingtheschoolyearandhowaresponsiblepersonwouldrespond.(createslogans,i.e.“ifyouborrowit,bringitback”)HavestudentscreatepostersdepictingayoungAbrahamLincolnrespondingresponsibly(usingtheslogansinschoolsettings).AlloweachgrouptopresenttheirpostertotherestoftheclassandexplainhowtheythinkayoungAbrahamLincolnwouldhaveresponded.
Indiana CurriculumStandardsK.1.3, K.2.4, 1.1.4, 1.1.9, 2.2.5, 2.2.7, 3.2.5, 4.2.6, 5.2.8
Grade Level: 2-5
Supplies: copies of worksheets provid-ed, posterboard, books on Lincoln's life,
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Name_______________________
Date_______________________
Journal – ChoicesThink of a time in your life when you were faced with a difficult choice to make. Write about the situation and the decision you made. Do you feel like you made the responsible decision? Or did you make an irresponsible one? What did you learn from your experi-ence? Take the next 10-15 minutes to journal about your experience.
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Everyday Dilemmas
We are faced with dilemmas every day where we have a choice to make. Think of 3-4 situations here at school that students are faced with and the responsible choice they can make to solve their dilemma.
Dilemma Responsible Choice
Pick one of the situations above to write a slogan or phase that will encourage students to make the responsible choice.
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On the back of this paper sketch out your idea for a poster where you have young Abe Lincoln sharing this advice with students in your school.
Young Abraham Lincoln – Responsibility
We have been discussing the time Lincoln took responsibility for a book he had borrowed that was ruined by the rain and then he worked to pay off the expense. There are several other events in his childhood where he showed responsibility. Go through a time line or books and pick one event to write about.
Abe’s Dilemma: ____________________________________________________________________________________________
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His Age: ______________________________________
Choice he made: ___________________________________________________________________________________________
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Do you think this was a responsible decision? Why or why not?
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What other choices could he have made? ____________________________________________________________________
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Do dilemmas like this still take place? _______________________________________________________________________
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What advice would you give to a friend who is facing a similar situation?
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Evaluation Form
School:_________________________________________
Grade:_________________________________________
Address:_________________________________________
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DidyourclassvisitLincolnBoyhoodNationalMemorial?(circleone)
YesorNo
Weretheinstructionsandbackgroundinformationjclearandeasytounderstand?(circleone)
YesorNo
Whichactivitiesdidyouuse?
Whichactiviteswerethemostuseful?
Weretheactiviesappropriatetothegradelevel?
Whatpartsofthepacketdidyoufindmostuseful?Leastuseful?
Whatsuggestionswouldyourecommendtoimprovethispacket?
Additionalcomments:
