LIBRARY OF CONGRESS

PATHWAYS ADVENTURES:

Using Historical Documents to Develop Early Literacy

Jen Dise, Ashli Fanning, Francis Lapointe, and Caitlin Morgan

University of Northern Iowa

Book Backdrop Title:

The Shrine of Democracy

Table of Contents

Introduction

2

Lesson

Module

Lesson 1: George the Fearless Leader

5

Lesson 2: Jefferson: Tall Tom, What are You Proud of? 8

Lesson 3: Lincoln: That Tall, Tall Man in That Tall Black Hat 14

Lesson 4: “Walk Softly and Carry a Big Stick”-Theodore “Teddy”

Roosevelt

21

Appendix I: Library of Congress Resources

25

Appendix II: Bibliography and Webliography

42

Appendix III: Words of the Declaration of Independence

45

INTRODUCTION

Book Backdrop Title:

The Shrine of Democracy

Focus Book: Mount Rushmore

Curlee, L. (1999). Rushmore. New York:Scholastic Press.

Primary Focus Book Summary: A description of the making of the Mount Rushmore National Monument from conception to

completion with details of delays and setbacks along the way. The book, Rushmore, gives the

reader a sense of the times in which this monument was created, coloring the history of this

grand tribute. The artist, Gutzon Borglum is a central piece of this historical picture book. The

illustrations, also by Curlee, are realistic, similar to the art of the time of the making of Mount

Rushmore.

Book Setting: This book is set historically in the early 20th century. The book follows the national

monument’s history from its first conception during the Roarin’ 20s, to the dynamiting and

drilling during the Great Depression, to the completion weeks before the bombing of Pearl

Harbor in 1941.

Secondary-Focus Book: George Washington

Giblin, J.C. (1992) George Washington: A Picture Book Biography. New York: Scholastic INC.

Book Summary: Most people know George Washington as the “Father of His Country” and first President of the

United States of America but this historical picture book shows that there was so much more to

him. This book takes readers through the whole life of George Washington and explains what he

was thinking and feeling during monumental times of his life.

Book Setting: This book takes place during George Washington’s life from February 11, 1732 to December 14,

1799. It goes through his life in Virginia, the wars he fought in, and his time as President of the

United States of America.

Secondary-Focus Book: Thomas Jefferson

Giblin, J. C. (1994). Thomas Jefferson: A Picture Book Biography. New York:Scholastic INC.

Book Summary: This historical picture book outlines the life of the third president of the United States, Thomas

Jefferson, from childhood to his death on July 4th, 1826. The book focuses on Jefferson’s

personality that brought him troubles (like being taunted for being shy) and attributes that

enabled him to be an accomplished founder of America. Giblin outlines Jefferson’s major

accomplishments and political arc that led him through the writing of the Declaration of

Independence to positions of Ambassador to France and secretary of state to the offices of vice

president with John Adams, and finally to the presidency. Jefferson’s historic Louisiana

Purchase was mentioned, but his life in Monticello, a house of his own design, and his periods of

grief over the losses of five children and his wife figure more prominently. Finally, Jefferson’s

proud accomplishment of the design and building of the University of Virginia is

mentioned. The book also brings up the subject of slavery, which Jefferson disagreed with

intellectually, but which he used to keep his home at Monticello running. Jefferson was a

complex man, and this 45 page picture book touches on many of the key points in his life,

describing the man behind the rock face of Mount Rushmore.

Book Setting: This book is set in the historical period of Jefferson’s life, from the 1740s to 1826.

Secondary-Focus Book: Lincoln

Krull, K., Brewer, P., & Innerst, S. (2010). Lincoln tells a joke: how laughter saved the

president ______(and the country). Boston [Mass.: Harcourt Children's Books/Houghton

Mifflin Harcourt.

Book Summary: Poor Abraham Lincoln! His life was hardly fun at all. A country torn in two by war, citizens who

didn’t like him as president, a homely appearance—what could there possibly be to laugh about?

And yet he did laugh. Lincoln wasn’t just one of our greatest presidents. He was a comic

storyteller and a person who could lighten a grim situation with a clever quip. This unusual

biography of Lincoln highlights his life and presidency, focusing on what made his sense of

humor so distinctive—and so necessary to surviving his tough life and times. (Barnes and Noble,

2013)

Book Setting: This book takes place over the entire time period of Abraham Lincoln’s life, 1809 - 1865,

spanning from Kentucky, Illinois, and Washington DC.

Secondary-Focus Book: Theodore Roosevelt

Marrin, A. (2007). Theodore Roosevelt the Great Adventure and Rise of Modern America. (1st

ed.). New York: Duttons Children's books.

Book Summary: This biography gives an in depth look at the life of Theodore “Teddy” Roosevelt. From the

sickly young boy growing up in a prominent family in New York to the white house. This book

details the trial and tribulations of one of the greatest presidents to hold office.

Book Setting: The book takes place around the turn of the century in the United States. It spans from the time

of Roosevelt's childhood in the 1860’s to the time of his death in 1919.

NCSS Notable Tradebook Theme: History, Life and culture in the Americas

Historical Period: something accurate (George Washington lived from 1732-1799)

Grade Range: 4-6

LESSON MODULE

Four Lesson Primary Source-Based Book Backdrop Lesson Plans

Lesson 1

Title: George the Fearless Leader

Learning Goals

Knowledge

Students will learn that George Washington was the first president of the United States of

America

Students will learn how George Washington led the American people when they fought

to be free of England

Students will learn how that one person can have an impact on society

Skills

Students will participate in a small group reenactment of one of the four following events

in George Washington’s life:

o Losing his father and growing up with his half brother Lawrence

o Defending his country in battle and leading his troops to victory

o Becoming the first President of the United States of America and leaving office at

the end of his term

o Why George Washington is on Mount Rushmore and if there is anything

significant about the placement

Students will write a one to two page journal about their life as George Washington.

Dispositions

Students will put themselves in the shoes of George Washington and compare what he

did to what they would do

Students will recreate George Washington’s life for fellow peers

Links to National Standards: http://www.socialstudies.org/standards/strands

Time, Continuity, and Change: Social studies programs should include experiences that

provide for the study of the past and its legacy

Individual Development and Identity: Social studies programs should include experiences

that provide for the study of individual development and identity.

General Instructional Materials: Copies of Big George by Anne Rockwell and Matt Phelan, George Washington: A

Picture Book Biography by James Cross Giblin and Michael Dooling

Library of Congress Primary Source Material:

Appendix I: #1 - Wooden Mouth

Appendix I: #2 - Commander In Chief

Appendix I: #3 - Washington Appointed

Appendix I: #4 - George Washington

Appendix I: #5- The Face on Mount Rushmore

Lesson Procedures:

Introduction: 1. Start the lesson by handing every student a picture of George Washington and have

them brainstorm and write for five minutes everything they know, want to know, or

have questions about relating to George Washington around the edge of the picture.

Development: 1. To make sure each student has some background on Mount Rushmore, read

Presidents’ Day by Anne Rockwell Pictures by Lizzy Rockwell.

2. Split students up into groups and have copies of George Washington: A Picture Book

Biography by James Cross Giblin for students to reference for information about

George Washington.

3. Also, let students look at Big George: How a Shy Boy Became President Washington

by Anne Rockwell

4. With students still divided up into four groups, give each group one of the four topics

about George Washington’s life to re-enact in front of the class.

o Losing his father and growing up with his half brother Lawrence

o Defending his country in battle and leading his troops to victory

o Becoming the first President of the United States of America and leaving office at

the end of his term

o Why George Washington is on Mount Rushmore, and if there is anything

significant about the placement

Culmination: 1. After learning all about George Washington and Mount Rushmore, students will be

given some modeling clay and instructed to sculpt George Washington to best of their

ability to look like he is sculpted on Mount Rushmore.

Assessment Strategies Linked to Lesson Goals: 1. Ticket out the door (one question per student): Questions about George Washington’s

life events

o When George was 11, someone important to him died. Who was it?

o Who taught George how to hunt and shoot? (His half brother, Lawrence)

o How many times did George get shot during the war? (0)

o George got married to a woman, Martha, who had how many children? (2)

o What were Martha’s children and Georges stepchildren’s names? (John, aka

Jackie and Martha, a.k.a. Patsy)

o Who was the first Commander in Chief who led America gain their freedom from

Great Britain. (George Washington)

o How much was George Washington paid for being Commander in Chief? (He

wouldn’t accept any pay, only his expenses)

o Who did George write to for more food and supplies while he was in the army?

(Congress)

o Where did George win his biggest battle? (Yorktown, Virginia)

o After winning the war, people wanted George to be the King. He would not be the

king, instead he went home and was a _______. (Farmer)

o Did George run for Presidency? (No, he was unanimously elected)

o What did George wear when he took the oath of office? (A plain brown suit made

in America)

2. The clay model of George Washington on Mount Rushmore will be observed.

Criteria includes: recreating Mount Rushmore with accuracy and creativity.

Lesson 2

Title: Jefferson: Tall Tom, What are You Proud of?

Learning Goals

Knowledge

Students will learn that the third U.S. President was Thomas Jefferson.

Students will learn some personality characteristics held by Thomas Jefferson.

Students will learn some (recall two or more) of the major political positions held by

Thomas Jefferson:

o President, Vice President, Secretary of State, ambassador to France, Governor of

Virginia, and member of the Continental Congress

Students will learn some (recall both) of the major political changes Jefferson helped

accomplish:

o Wrote the Declaration of Independence, made the Louisiana Purchase

Students will learn some (recall two or more) major dates:

o 1769, Jefferson builds Monticello

o July 4, 1776, the Declaration of Independence is signed

o 1801-1808, Jefferson serves as third president of the United States

o May 2, 1803, the Louisiana Purchase is made

o March 7, 1825, The University of Virginia opens

o July 4, 1826, Thomas Jefferson dies at Monticello

Skills

Students will participate in small- and large-group discussions about:

o The writing process of the Declaration of Independence

o The pros and cons of the Louisiana Purchase and the subsequent Louis and Clark

Expedition.

Students will examine several primary sources that shed light onto the accomplishments

of Jefferson, including the Declaration of Independence, Monticello and designs for the

University of Virginia, the Louisiana Purchase, and images of Mount Rushmore and the

Jefferson Memorial.

Dispositions

Students will appreciate how even great people like Borglum and Jefferson had

achievements and setbacks.

Students will compare their own experiences of public speaking to Jefferson’s

descriptions of how he felt when speaking publicly.

Students will write their opinions of what they think Jefferson’s three greatest

accomplishments were and compare them to Jefferson’s opinions.

Students will write about their school from the perspective of Thomas Jefferson,

identifying strengths and weaknesses of their education compared to the education

Jefferson received.

Links to National Standards:

http://www.socialstudies.org/standards/strands

Time, Continuity and Change: Social studies programs should include experiences that provide

for the study of the past and its legacy.

People, Places, and Environments: Social studies programs should include experiences that

provide for the study of people, places, and environments.

Individual Development and Identity: Social studies programs should include experiences

that provide for the study of individual development and identity.

Power, Authority, and Governance: Social studies programs should include experiences that

provide for the study of how people create, interact with, and change structures of power,

authority, and governance.

Civic Ideals and Practices: Social studies programs should include experiences that provide for

the study of the ideals, principles, and practices of citizenship in a democratic republic.

General Instructional Materials: Copies of Rushmore, and Thomas Jefferson: A Picture Book Biography

Clay for sculpting a portion of Mount Rushmore

Daily Journal

Poster paper

Writing utensils

Library of Congress Primary Source Material: Appendix I: #6 - Declaration of Independence - document

Appendix I: #7 - Declaration of Independence - signing

Appendix I: #8 - Monticello

Appendix I: #9 - Designs for the University of Virginia

Appendix I: #10 - The Louisiana Purchase

Appendix I: #11 - Mount Rushmore

Appendix I: #12 - Jefferson Memorial

Lesson Procedures:

Introduction: 1. Show the LOC image of Mount Rushmore (Appendix I #11)

o Engage in an imaginary scenario: ask students, “imagine living in the Great

Depression and taking the crazy job of jackhammering the granite away from the

faces of your country’s founding fathers. The job was intermittent at first because

the funding would come and go, and you didn’t work if the money dried up. So

you did not really think much of the work at first - it was just a job. But as time

went on, and the faces began to be visible on the monument, you and the rest of

the crew began to take pride in the work you were doing.”

o Connecting the description in Rushmore to the students lives, say “in your

journal, write about your changed feelings about this “crazy job.” and imagine

what you might be thinking about regarding the history of the country or these

presidents in particular.”

2. Introduce today’s President: Thomas Jefferson.

o Begin discussion of the president by saying, “the third president of the united

states is etched into the granite of Mount Rushmore. Can anyone think of who

that is? Whisper the name to your partner. I hear some whispers that are

accurate. Does anyone want to tell the whole class? (take st.

volunteer) Right. Thomas Jefferson was the third president of the United states,

and as we learned in the book, Rushmore, Borglum wanted to carve Jefferson’s

face on Washington’s right hand side, but had to put him on the left hand side

instead. Thomas Jefferson had a lot of setbacks in his own life.”

3. Introduce the book, Thomas Jefferson: a Picture Book Biography, and prepare

students to hear about Thomas Jefferson as more than a figure on Mount Rushmore.

o “This book, Thomas Jefferson: a Picture Book Biography, written by James Cross

Giblin, will help us get a better picture in our minds of the man behind the

monument.”

4. Read the book, Thomas Jefferson: a Picture Book Biography, and pause to stress

points where Jefferson had a setback, and points where he had a major

accomplishment. *NOTE: Do not read the three things Jefferson had inscribed on his

tombstone! This will be a “cliffhanger” to fuel discussion!

o Pg. 8 - teased for shyness, pg. 11 - father dies suddenly, pg. 13 - began practicing

law and named a piece of inherited land “Monticello,” pg.14 - built his “dream”

home on Monticello, pg. 15 - married Martha Wayles, pg. 16 - first child is born,

pg. 16 - elected to Virginia’s House of Burgesses, pg. 19 - wrote the Declaration

of American Independence, pg. 20 - he was still using slaves though he favored

the end of the slave trade, pg. 21 - he was almost captured during the

Revolutionary War but escaped, pg. 22 - wife dies after childbirth, pg. 22 -

became ambassador to France, pg. 24 - middle daughter dies, pg. 27 - falls in love

again, but leaves her sadly, pg. 29 - becomes secretary of state, pg. 29 - becomes

vice president, pg. 29 - becomes president, pg. 32 - makes Louisiana Purchase,

pg. 34 - won re election to presidency, pg. 37 designed the University of Virginia,

pg. 37 - became deep in debt, pg. 39 - people from around the country donated

money to help him, pg. 41 - lived to see the 50th anniversary of the signing of the

Declaration of Independence.

o Do not read the three things Jefferson had inscribed on his tombstone!

5. Ask students to write a reflection in their journals, on a new page titled “Thomas

Jefferson” on their experience with setbacks and accomplishments, maybe even when

they are surprisingly juxtaposed.

Development: 1. Show images of the Declaration of Independence, Monticello, designs of the

University of Virginia, the Louisiana Purchase, and images of Mount Rushmore and

the Jefferson Memorial (Appendix I #6-12)

2. Ask students, “now in your minds, identify, of all of Jefferson’s great achievements,

what he thought were the most important. Write these three things under your last

entry.”

o Identify some achievements others have identified as most important, and discuss

the pros and cons in small groups.

“Some say the Louisiana Purchase is the most important thing Jefferson

ever did. Who can tell me one reason this would be such a great thing?

(take st. volunteer). Alright, now who can tell me why this was not so

great a thing for Jefferson to do? (take st. volunteer). In your small

groups, I want you to divide by odds and evens to discuss the pros and

cons of this: odds take pros first, evens take cons first.” After several

minutes, switch sides and encourage new ideas be made. Briefly identify

more pros and cons in the large group, writing these on the board for

future reference.

“Some say that the writing of the Declaration of Independence would be

his biggest achievement. Who can think of one reason this kind of work is

so great? (take st. volunteer). Thank you. Now who can tell me a reason

it would not be such a big deal? (take st. volunteer). In your same groups,

identify what was impressive or not impressive about Jefferson’s political

career; odds are impressed and evens unimpressed first! Follow the same

routine as the last time, including group-role switching and holding a brief

full-group talk identifying the various ideas and marking them on the

board for future reference.

o Finally! Do Read the three things Jefferson had inscribed on his tombstone!

“These are the three things Jefferson thought were his most important

achievements. Did anything surprise you? Talk with your partner about

what you identified that was the same as Jefferson, and what you

identified that was different.”

“Together, let’s identify pros or impressive parts to the things Jefferson

thought were his best achievements.” Write student ideas on the board as

they discuss together.

3. One of the major themes in Jefferson’s life was learning. He was always curious and

valued education of all people. Ask students to consider what kind of education T. J.

received (small, one-room school house, boarding school, and university), and

compare it to schooling kids get today (primary school, secondary school, middle

school, high school, college, post-graduate work).

Culmination: 1. Have students journal then discuss in a full-group setting, the ways education has

changed since Jefferson’s time. Begin by reading quotes 2, 7, and 9 on pages 44-

45. Then begin the journaling and discussion with the question: why did Thomas

Jefferson begin the education of all children in Virginia?

o Other talking points may include (in comparative style, you may ask the pairs of

questions in reverse order, beginning with today and then connecting to

Jefferson’s time): How many people do you think were literate - could read and

write - in Jefferson’s time... How does that compare to today? What did getting

educated in Jefferson’s time allow you to do... what opportunities does it bring

today? Why did Jefferson study so many languages... what languages are taught

in school today?

o “I want you to now go back to that journal entry and add some sentences that

show how your understanding of this has changed after our conversation. Maybe

you came up with more ways that it is different today or ways that Jefferson

might be surprised if he saw education as it is today.

2. Have students identify what they now think are the three greatest achievements of

Thomas Jefferson, including descriptions, dates for context, and support for their

choice. This will be written onto a poster for display later.

o “Based on your journaling earlier, and what you’ve learned in our discussions and

from this book, I want you to look again at the three things you thought were

Jefferson’s greatest achievements.

o You can revise them or keep them, but think about what makes them great in your

eyes. Now write your new thoughts below your last entry and describe the three

items, writing their dates for our reference, and include three or four sentences

that support your reasoning for the selection.

o Using what you just wrote in your journals about Jefferson’s top three

accomplishments, you will make a poster describing these three items with their

dates and your arguments to support your ideas.

o Display posters in the room or hall.

3. Have the students recreate the face of Jefferson, saying, “now that you have imagined

being a worker on Mount Rushmore, and know more about this influential president,

it is time to form the face of Thomas Jefferson as it appears on Mount Rushmore and

attach it to your face of George Washington. Make sure you put it on Washington’s

left, even though Borglum wanted Jefferson to be on Washington’s right in his initial

plans.”

Assessment Strategies Linked to Lesson Goals: 1. Journal writing to record and organize thinking

2. Poster to display their identification and rationale of three major achievements of

Thomas Jefferson.

3. Clay representation of Jefferson

Lesson 3

Title: Lincoln: That Tall, Tall Man in That Tall Black Hat

Learning Goals

Knowledge

Students will learn that the sixteenth U.S. President was Abraham Lincoln.

Students will learn some personality characteristics held by Abraham Lincoln.

Students will learn some (recall two or more) of the major political positions held by

Abraham Lincoln:

o President, a legislator for the state of Illinois, a laywer,

o Students will recall that Abraham Lincoln was president during the Civil War and

is responsible for the writing of the Emancipation Proclamation

Students will learn some (recall two or more) major dates:

o 1809 - Lincoln was born in Kentucky

o 1816 - moved to Indiana

o 1818 - Lincoln’s mother died

o 1819 - Lincoln’s father remarried

o 1830 - Lincoln moved to Illinois

o 1834 - Lincoln elected into the Illinois State Legislature

o 1842 - Lincoln married Mary Todd

o 1858 - Lincoln runs unsuccessfully for the United States Senate

o 1860 - Lincoln elected president of the United States

o 1861 - Civil War begins

o 1863 - Lincoln signs the Emancipation Proclamation

o 1864 - Lincoln re-elected president of the United States

o 1865 - Civil War ends

o 1865 - Lincoln shot by an assassin and died

Skills

Students will participate in small- and large-group discussions about:

o Abraham Lincoln’s famous quotations, and how they were used by Abraham

Lincoln, and how they might be applicable today.

The serious quotes:

“Abraham Lincoln, His hand and pen, He will be good but, God

knows when” (poem at age 11)

“That man can pack the most words into the least ideas of any man

I know.”

“You may fool all the people some of the time. You can even fool

some of the people all of the time. But you can’t fool all of the

people all of the time.”

“Better to remain silent and be thought a fool than to speak out and

remove all doubt.”

“...a little uncomfortable, but there is nothing like getting used to

things!”

The humorous quotes/quotes that relate to humor:

“My father taught me how to work, but not to love it. I’d rather

read, tell stories, crack jokes, talk, laugh.”

“I survived a good many bloody battles--with mosquitoes”

“Common-looking people are the best in the world; that is the

reason the Lord makes so many of them.”

“It’s a great day for a race….the human race!”

“One d is enough for God, but the Todds need two.”

“Here I am, and here is Mrs. Lincoln. And that’s the long and

short of it.”

“Whenever I hear anyone arguing for slavery, I feel a strong

impulse to see it tried on him personally.”

“This reminds me of a beetle story.” “HEE HEE!”

(referring to smallpox) “Well, I’ve got something now that I can

give to everybody!”

“With the fearful strain that is upon me night and day, if I did not

laugh occasionally I should die, and you need this medicine as

much as I do.”

“Gentlemen, why don’t you laugh?”

o The Emancipation Proclamation and the effect it had on the nation

Students will look at the many pieces of Abraham Lincoln’s life, all that he encountered,

and how that made him the man he was, and create a script. (same as knowledge)

o 1809 - Lincoln was born in Kentucky

o 1816 - moved to Indiana

o 1818 - Lincoln’s mother died

o 1819 - Lincoln’s father remarried

o 1830 - Lincoln moved to Illinois

o 1834 - Lincoln elected into the Illinois State Legislature

o 1842 - Lincoln married Mary Todd

o 1858 - Lincoln runs unsuccessfully for the United States Senate

o 1860 - Lincoln elected president of the United States

o 1861 - Civil War begins

o 1863 - Lincoln signs the Emancipation Proclamation

o 1864 - Lincoln re-elected president of the United States

o 1865 - Civil War ends

o 1865 - Lincoln shot by an assassin and died

Dispositions

Students will examine the importance of laughter and humor on a day-by-day basis.

Students will evaluate Abraham Lincoln’s quotes and discover how they are applicable to

their own lives today.

Links to National Standards: http://www.socialstudies.org/standards/strands

Time, Continuity and Change: Social studies programs should include experiences that provide

for the study of the past and its legacy.

People, Places, and Environments: Social studies programs should include experiences that

provide for the study of people, places, and environments.

Individual Development and Identity: Social studies programs should include experiences that

provide for the study of individual development and identity.

General Instructional Materials: Clay for continued Mount Rushmore creation

Lincoln Tells a Joke: How Laughter Saved the President (and the country)

iPad or computer access

popsicle sticks

paper

glue

writing materials

access to an elmo/whiteboard

Library of Congress Primary Source Material: Appendix I: #13 - Abraham Lincoln as a Congressman

Appendix I: #14 - “Last photograph of Lincoln from life”

Appendix I: #15 - Sculpted face of Abraham Lincoln and construction equipment

Lesson Procedures:

Introduction: 1. As a short review with the students:

Ask students who have they studied so far and why they are studying these

presidents.

Have students guess who they are studying next (either Abraham Lincoln

and Theodore Roosevelt)

2. Explain to students that they will now be studying Abraham Lincoln

Post pictures of Abraham Lincoln that is located in Appendix I, #12 and

13 side by side, either within a powerpoint or on an elmo

Ask students to discuss the differences in Lincoln’s face between the two

pictures.

Students should come to the following conclusions: Abraham Lincoln

appears to look:

old

distressed

weary

exhausted

sad

downcast

Teacher should then ask the students why President Lincoln appears to be

all of those great descriptive words they used. Students might come up

with:

He was president

He was president during the Civil War

He had a stressful life

He was old

Teacher will agree with all of these comments, or should guide students in

that direction.

3. Students are now aware of the broad picture of who Abraham Lincoln was, and why he

was one of the presidents chosen to be part of Mount Rushmore

4. Teacher will transition by telling a joke:

“What US president had long legs, a beard, and an unusual smell?”

…”Abraham Stincoln!”

Teacher and students should laugh at this little joke.

Teacher will ask, “Did any of you know that as stressed as Abraham

Lincoln was, he loved to laugh and tell stories?”

Development: 1. As class begins to discuss laughter and stories, the teacher will read the book, Lincoln

Tells a Joke: How Laughter Saved the President (and the country).

2. After reading the book, the teacher should ask what helped Lincoln to stay sane

during his lifetime? (laughter!)

o Fun fact: It takes less muscles to smile than it does to frown

3. Class will complete a graphic organizer together as a class.

o (Each student should copy down what the teacher writes on the board during this

activity)

o This graphic organizer will have three headings:

Events of Abraham Lincoln’s life

Serious Quotes of Abraham Lincoln

Humorous quotes/quotes that relate to humor by Abraham Lincoln

o As the teacher, reread Lincoln Tells a Joke: How Laughter Saved the President

(and the country).

After reading each page, ask the students if they can add any information

to their graphic organizer on the board.

o When the graphic organizer is completed, review the timeline of events in

Abraham Lincoln’s life.

o The events should include:

1809 - Lincoln was born in Kentucky

1816 - moved to Indiana

1818 - Lincoln’s mother died

1819 - Lincoln’s father remarried

1830 - Lincoln moved to Illinois

1834 - Lincoln elected into the Illinois State Legislature

1842 - Lincoln married Mary Todd

1858 - Lincoln runs unsuccessfully for the United States Senate

1860 - Lincoln elected president of the United States

1861 - Civil War begins

1863 - Lincoln signs the Emancipation Proclamation

1864 - Lincoln re-elected president of the United States

1865 - Civil War ends

1865 - Lincoln shot by an assassin and died

o The serious quotes should include:

“Abraham Lincoln, His hand and pen, He will be good but, God knows

when” (poem at age 11)

“That man can pack the most words into the least ideas of any man I

know.”

“You may fool all the people some of the time. You can even fool some

of the people all of the time. But you can’t fool all of the people all of the

time.”

“Better to remain silent and be thought a fool than to speak out and

remove all doubt.”

“...a little uncomfortable, but there is nothing like getting used to things!”

o The humorous quotes/quotes that relate to humor should include:

“My father taught me how to work, but not to love it. I’d rather read, tell

stories, crack jokes, talk, laugh.”

“I survived a good many bloody battles--with mosquitoes”

“Common-looking people are the best in the world; that is the reason the

Lord makes so many of them.”

“It’s a great day for a race….the human race!”

“One d is enough for God, but the Todds need two.”

“Here I am, and here is Mrs. Lincoln. And that’s the long and short of it.”

“Whenever I hear anyone arguing for slavery, I feel a strong impulse to

see it tried on him personally.”

“This reminds me of a beetle story.” “HEE HEE!”

(referring to smallpox) “Well, I’ve got something now that I can give to

everybody!”

“With the fearful strain that is upon me night and day, if I did not laugh

occasionally I should die, and you need this medicine as much as I do.”

“Gentlemen, why don’t you laugh?”

4. Now that the graphic organizer is completed, students need to break up into groups

of 3-4

o Each group of students will be assigned an event or group of events in Abraham’s

life (the years correspond with the graphic organizer events you already created):

Group 1: 1809-1819

Group 2: 1830-1834

Group 3: 1842

Group 4: 1858

Group 5: 1860

Group 6: 1861-1862

Group 7: 1863

Group 8: 1864-1865

Group 9: 1865

o After groups have been assigned, students will then receive their directions:

As a class, the students are going to create a “puppet show” of Abraham

Lincoln’s life.

Using the events in his life along with memorable quotes, each group will

write the script for their piece of Abraham’s life.

Each script should include 2-4 quotes of Abraham Lincoln

o Each group of students should be assigned a role:

One-two student(s): writer

1. This/these students) will write the script for their predetermined

events

One student: gatherer

1. This student will gather more information about Abraham Lincoln,

utilizing other books and resources available to them.

One-two student(s): artist

1. This/these student(s) will create the puppets each student will use

during the show/presentation!

5. After students have been given adequate time to prepare, students will present in the

order of Abraham’s life.

Culmination: 1. Following the presentations, students should:

o Discuss Abraham Lincoln’s life and why he was chosen to be part of Mount

Rushmore

Key reason: he successfully kept the Union together during the Civil War

He also wrote the Emancipation Proclamation

He wrote the Gettysburg Address, which is still commonly referred

to today

o Discuss Abraham Lincoln’s famous quotes (particularly the quotes that were

newly presented in the presentations)

o Have a new appreciation for laughter and why it is needed on a daily occurrence

2. Students will now take their clay Mount Rushmore’s and add President Lincoln’s face to

their mold.

o Students can look at image #14 in Appendix I.

o Students should remember that President Lincoln’s face is located on the far right,

but that they need to leave space for their last president.

Assessment Strategies Linked to Lesson Goals: 1. Timeline of Lincoln’s life through scripts and presentations

2. Overall quality of discussions while completing the graphic organizer as a class

3. Clay representation of Lincoln

Lesson 4

Title: “Walk softly and carry a big stick” - Theodore Roosevelt

Learning Goals

Knowledge

Students will understand that Theodore Roosevelt became the 26th president in history

after the assassination of President Mckinley.

Students will understand some of the personality characteristics possessed by President

Theodore Roosevelt.

Students will understand some of the hardships that Roosevelt had to overcome in his

life.

Students will know the major achievements of Teddy Roosevelt such as

o Breaking up large monopolies or “Trust Busting”

o Creating The National Forest Service in 1905

o Antiquitie Act of 1906 which allowed him and his predecessors to proclaim lands

under government protection as national monuments

o First president to establish national parks

o Meat Inspection Act and the Pure Food and Drug Act of 1906

Skills

Students will participate in small- and large-group discussions about:

o The creation of the National Forest Service and the Antiquitie Act of 1905 and

1906 and the importance or our natural resources

o The establishment of National Parks and millions of acres of federally protected

land and what it has done for our countries future generations

Students will examine several primary sources that shed light onto the accomplishments

of Theodore Roosevelt, including the building of the Panama Canal in 1906, Trust

Busting, Enacting the Pure Food and Drug Act and the Meat Inspection Act and The

Establishment of the National Forest Service and millions of acres of federally protected

land.

Students will participate in an activity designed to simulate a monopoly.

Dispositions

Students will begin to develop an ability to evaluate multiple perspectives, think

critically about the past, and grapple with the complexity of historical issues

Students will understand the importance of our nation's natural resources and historic

monuments.

Links to National Standards: http://www.socialstudies.org/standards/strands

Time, Continuity and Change: Social studies programs should include experiences that

provide for the study of the past and its legacy

People, Places, and Environments: Social studies programs should include experiences that

provide for the study of people, places, and environments.

Individual Development and Identity: Social studies programs should include experiences

that provide for the study of individual development and identity.

Power, Authority, and Governance: Social studies programs should include experiences that

provide for the study of how people create, interact with, and change structures of power,

authority, and governance.

General Instructional Materials: Monopoly money

Candy

Copies of the books, The Great Adventure and the Rise of Modern America, The Jungle

Library of Congress Primary Source Material: Appendix I: #16 - Theodore Roosevelt

Appendix 1: #17 - Journal Entry made by Theodore Roosevelt

Lesson Procedures:

Introduction: 1. Tell the class that we are going to start the class off with a demonstration. Everyone

in the class will be given monopoly money to simulate real money.Tell the class that

they will be buying candy and I will be selling it. Give everyone a chance to come up

and purchase candy. My prices will be more than anyone in the class can afford with

the money given to them. Tell the students that they are allowed to combine their

money with another student to purchase something from the candy store but they only

have 5 minutes to decide.

2. After the five minutes is up divide the candy between 5 students and tell them that

their goal is to see who can raise the most money by selling their candy. The game is

over when all the candy is sold. At the end of the game the seller with the most

money will get a prize. Everyone must take a turn buying candy. The students can

name any price they want to sell their candy. The outcome should be that the students

drop their prices in order to sell more than their competitors.

3. After the demonstration is over talk about what happened in the activity. What

happened when there was only one person selling the candy? That person had whats

called a monopoly on the candy and could sell it for whatever price they

wanted. When competition was introduced it forced the sellers to cut their prices in

order keep up with their competitors. That means that you were allowed to buy more

candy with less money and the sellers still made money too.

4. Tell the students that monopolies are a real thing that president Teddy Roosevelt had

to deal with at the turn of the century. Men like JP Morgan, Andrew Carnegie, and

John D. Rockefeller had very successful monopolies or trusts over their industries. JP

Morgan owned nearly all the rail lines in the northern part of the country by merging

with other corporation to eliminate the competition. Once the competition was gone

JP Morgan raised the prices and his income began to soar. He was the first of the big

business tycoons to feel the wrath of teddy roosevelt after he took office. Teddy

roosevelt was a “Trust Buster” which means he sought to break up these large

monopolies. In 1902 Teddy roosevelt forced JP Morgan's company the Northern

Securities company to break apart claiming that it was an illegal monopoly under the

Sherman Antitrust act of 1890.

Development: 1. Have students read the pages 1-15 in the book The Great Adventure and the Rise of

Modern America about Theodore Roosevelt and hold a class discussion about who

Theodore Roosevelt was.

2. Tell students that Theodore “Teddy” Roosevelt was the youngest president ever to

hold office. At the age of 42 he became president after the assassination of president

Mckinley. He is the only president to receive our nation's highest military honor and

the worlds foremost peace prize.

3. Teddy was an imposing figure although he stood only 5'9” and weighed around 180

lbs. he had a thick bull neck and a broad chest and left an impression on everyone he

met. he boxed, wrestled, was a big game hunter who hunted wild game on three

different continents, a conservationist, and an accomplished writer who graduated

from harvard and published thousands of pages of his writings including Naval War

of 1812, which he wrote at the age of 23.

4. Roosevelt was the first conservationist president and some say his greatest legacy was

protecting our natural resources. He established over 230 million acres of national

parks and federally protected land. He also established the US forest service to protect

these federal lands.

5. Have the students read an excerpt from Upton Sinclair's famous book The Jungle

which exposes the horrid conditions faced by immigrant workers in this country at the

turn of the century and the foul practices in meat packing plants of the time. After

students have read about human and rat flesh ground into sausage and packaged for

human consumption hold a class discussion about it. Talk about the unsanitary

condition that upton sinclair speaks of in his book. Tell the students that this book

was used by president Theodore Roosevelt to pass legislation that would ensure the

purity of the meat that we consume. In 1906 Theodore Roosevelt passed the Meat

Inspection Act which required meat and slaughterhouses to be inspected to make sure

that they meet the sanitary standards set forth.

6. Along with this Roosevelt also passed the Pure Food and Drug Act which required

more truthful labelling to protect the public. At the time of this laws passing

mislabeling and misbranding was very widespread. Medicines that claimed to cure

everything from the common cold to the hiccups contained dangerous drugs such as

alcohol, morphine, opium and cocaine. Parents could even feed their babies heavy

doses of morphine without knowing because products were not required to list

ingredients and could make any claim that they wanted. Under the Pure Food and

Drug Act all of this changed because manufacturers were now required to list all

dangerous ingredients clearly on the label of the product or suffer harsh

consequences.

7. Despite Roosevelt's success in life he overcame a lot in his life and suffered many

setbacks. When Roosevelt was growing he was a frail weak boy who suffered from

debilitating asthma and the doctors said he should live an easy life. Roosevelt,

however, chose to lead a life of struggle. He believed that the only good life is one in

which you struggle for a worthy goal. Another major setback that president Roosevelt

was forced to deal with in his life was when his mother and his beloved wife died on

the same day in the same house.

Culmination: 1. Have students write a paper about what they believe were Theodore Roosevelt’s three

greatest achievements, why they were important, and what America might be like

today if not for their creation. The paper must also state two major setbacks in

Roosevelt's life

2. Tell the students that they will be re-creating a lifelike sculpture of Teddy Roosevelt

out of clay. The sculpture will represent Roosevelts likeness on the great Mount

Rushmore.

Assessment Strategies Linked to Lesson Goals: 1. Written description of student opinion of President Roosevelt’s greatest achievements

with explanation and evidence for the reasoning.

2. Clay recreation of Theodore Roosevelt and the whole Mount Rushmore scene.

APPENDIX I

Library of Congress Resources

1. Wooden Mouth A drawing of the wooden teeth that George Washington had to wear. These are the reason

behind his serious look in many portraits, including the one on the dollar bill, and all of his

headaches.

http://www.loc.gov/pictures/item/ggb2004009491/

2. Commander in Chief George Washington as Commander in Chief leading his army before Yorktown.

http://www.loc.gov/pictures/resource/ds.00123/

3. Washington Appointed A painting of George Washington being appointed as Commander in Chief of the United States

Army due to his bravery.

http://www.loc.gov/pictures/resource/cph.3b51028/

4. George Washington This is a painting of George Washington, the wooden-toothed frontiersman who led our country

to Independence from England. This painting resembles the same pained look on his face as the

one on the dollar bill.

http://www.loc.gov/pictures/resource/thc.5a46302/

5. The Face on Mount Rushmore This is the side view of George Washington’s face on Mount Rushmore. It is clear to see how

big it really is when you compare the features to the size of the carvers.

6. Declaration of Independence - document An image of the original Declaration of Independence in 1942, 166 years after it was written.

http://www.loc.gov/item/mff000069

7. Declaration of Independence - signing The words of the Declaration of Independence

http://www.loc.gov/exhibits/jefferson/jeffdec.html

8. Monticello “The painting portrays an idyllic scene with various Jefferson descendants enjoying themselves,”

(Library of Congress, 2013).

http://www.loc.gov/exhibits/jefferson/jefflife.html

9. Designs for the University of Virginia “University of Virginia, Pavilion IV, East Lawn, University of Virginia campus, Charlottesville,

Charlottesville, VA” (Library of Congress, 2013)

http://www.loc.gov/pictures/item/va1303.sheet.00001a/resource/

10. The Louisiana Purchase “A map exhibiting all the new discoveries in the interior parts of North America / inscribed by

permission to the honorable governor and company of adventurers of England trading into

Hudsons Bay in testimony of their liberal communications to their most obedient and very

humble servant A. Arrowsmith, January 1st 1795,” (Library of Congress, 2013).

http://memory.loc.gov/cgi-

bin/query/h?ammem/gmd:@field%28NUMBER+@band%28g3300+ct000584%29%29

11. Mount Rushmore Mount Rushmore from a bird’s eye view.

http://www.loc.gov/pictures/resource/highsm.04634/

12. Jefferson Memorial “Rudulph Evans's statue of Thomas Jefferson was mounted in the Jefferson Memorial in 1947,

four years after the memorial opened, Washington, D.C.” (Library of Congress, 2013).

http://www.loc.gov/pictures/item/2011633648/

13. Abraham Lincoln as a Congressman “This daguerreotype is the earliest-known photograph of Abraham Lincoln, taken at age 37 when

he was a frontier lawyer in Springfield and Congressman-elect from Illinois.” (Library of

Congress, 2013)

http://www.loc.gov/pictures/resource/cph.3g02439/

14. “Last photograph of Lincoln from life” This picture was the last picture of Abraham Lincoln before he was killed in April of 1865. This

photograph was created in February and is a copy of the original.

http://www.loc.gov/pictures/item/2009630692/

15. Sculpted face of Abraham Lincoln and construction equipment on Mount Rushmore,

South Dakota A great picture that shows Abraham Lincoln being created on Mount Rushmore

http://www.loc.gov/pictures/item/90714813/

16. Title: Theodore Roosevelt Full presidential photograph of Theodore Roosevelt standing beside a large globe.

http://memory.loc.gov/ammem/trhtml/tr3.html

17. Journal Entry made by Theodore Roosevelt Description: A journal entry from Theodore Roosevelt dated February 16th, 1880. The day that

his mother and his beloved wife died on the same day in the same house.

http://memory.loc.gov/ammem/trhtml/feb17.jpg

APPENDIX II

Bibliography

Bibliography of Related Children’s Literature:

Cohn, A. L., Schmidt, S., & Johnson, D. (2002). Abraham Lincoln. New York: Scholastic Press.

Frandin, D. B. (2007). The Declaration of Independence. New York: Marshall Cavendish

Benchmark.

Kraft, B. H. (2003). Theodore Roosevelt: Champion of the American Spirit. New York: Clarion

Books.

Krull, K., Brewer, P., & Innerst, S. (2010). Lincoln Tells a Joke: How Laughter Saved the

President (and the country). Boston [Mass.: Harcourt Children's Books/Houghton Mifflin

Harcourt.

Marrin, A. (2007). Theodore Roosevelt the Great Adventure and Rise of Modern America. (1st

ed.). New York: Duttons Children's books.

Quackenbush, R. M. (1984). Don't You Dare Shoot that Bear!: A Story of Theodore Roosevelt.

Englewood Cliffs, N.J.: Prentice-Hall.

Rappaport, D., & Nelson, K. (2008). Abe's Honest Words: The Life of Abraham Lincoln. New

York: Hyperion Books for Children.

Rockwell, A. (2009). Big George. Boston: Harcourt, INC.

Rockwell, A. (2008). Presidents’ Day. Boston: Harcourt, INC.

Severance, J. B. (1998). Thomas Jefferson: Architect of Democracy. New York: Clarion Books.

Sinclair, U. (19711946). The Jungle. Cambridge, Mass.: R. Bentley.

St. George, J. (1985). The Mount Rushmore Story. New York: G. P. Putnam’s Sons.

Sullivan, G. (2000). Abraham Lincoln. New York: Scholastic Reference.

Richards, N. (1995). Cornerstones of Freedom: Monticello. Chicago: Children’s Press.

Winters, K., & Carpenter, N. (2003). Abe Lincoln: The Boy Who Loved Books. New York:

Simon & Schuster Books for Young Readers.

Webliography of Supporting Online Resources for Students

Dynamite Presidents!

A website game for kids and families that explores how Mount Rushmore was created.

http://www.loc.gov/wiseguide/aug03/presidents.html

Quotes by Abraham Lincoln Numerous quotes of Abraham Lincoln that will be useful for students to look at

http://www.abrahamlincolnonline.org/lincoln/speeches/quotes.htm

Thomas Jefferson Biography Website A section of the Monticello.org site with kid-friendly classroom page telling about the major

parts of Thomas Jefferson’s life.

http://classroom.monticello.org/kids/resources/profile/81/Brief-Biography-of-Thomas-Jefferson/

The White House This website includes bibliographies of all the presidents, including those on Mount Rushmore

http://www.whitehouse.gov/about/presidents/abrahamlincoln

American National Biography Online (Abraham Lincoln) This website goes into great detail about the specific events in Abraham Lincoln’s life.

http://www.anb.org/articles/04/04-00631.html

Miller Center (Abraham Lincoln and his importance) This explains Abraham Lincoln’s importance and the impact he had on society.

http://millercenter.org/president/lincoln/essays/biography/9

Webliography of Supporting Online Resources for Teachers

PBS American Experience: Mount Rushmore - Teachers Guide A resource aimed at helping teachers tie the study of Mount Rushmore to topics like history,

economics, geography and civics. It connects to the PBS American Experience program on

Mount Rushmore.

http://www.pbs.org/wgbh/americanexperience/features/teachers-resources/rushmore-teachers-

resources/

Monticello A series of thematic resources for families and teachers planning a visit or study of Monticello.

http://www.monticello.org/site/families-and-teachers

PBS Liberty! The American Revolution A Teacher’s guide to an analytic look at the Declaration of Independence. Also available on this

site are lessons on “Reluctant Revolutionaries,” “The Continental Army and Washington,”

“Factors that Handicapped the British,” “Revolutionary War Music,” and “Creating a New

Nation.”

http://www.pbs.org/ktca/liberty/tguide_2.html

Lewis and Clark’s Expedition The National Archives’ page for teaching about the Lewis and Clark Expedition with

documents. The page gives teachers background information of this time in history and the

major events surrounding the Expedition. At the bottom of the page are several documents

described and relating to the Expedition.

http://www.archives.gov/education/lessons/lewis-clark/

Scholastic A great source full of books, lesson plans, activities, and strategies, specifically for Abraham

Lincoln

http://www.scholastic.com/teachers/collection/celebrate-lincolns-birthday-born-1809

Mount Rushmore: Lesson Plan and Activities This website provides many great lesson plan and activities to be additional resources for the

teaching of Mount Rushmore.

http://americanhistory.mrdonn.org/mountrushmore.html

Video: Mini biography of the 26th president Theodore Roosevelt This mini biography is short and concise. Delivering details of Roosevelt's childhood on into his

political achievements as the president.

http://www.biography.com/people/theodore-roosevelt-9463424

APPENDIX III

Text of Image X, the Declaration of Independence as appeared in the Continental Congress

papers.

In Congress, July 4, 1776. The unanimous declaration of the thirteen United States of

America.

Go to: Bibliographic Information

{page image}

IN CONGRESS, JULY 4, 1776.

THE UNANIMOUS

DECLARATION

OF THE

THIRTEEN UNITED STATES OF AMERICA.

WHEN, in the Course of human Events, it becomes necessary for one People to dissolve the

Political Bands which have connected them with another, and to assume, among the Powers of

the Earth, the separate and equal Station to which the Laws of Nature and of Nature's GOD

entitle them, a decent Respect to the Opinions of Mankind requires that they should declare the

Causes which impel them to the Separation.

We hold these Truths to be self-evident, that all Men are created equal, that they are endowed, by

their CREATOR, with certain unalienable Rights, that among these are Life, Liberty, and the

Pursuit of Happiness.--That to secure these Rights, Governments are instituted among Men,

deriving their just Powers from the Consent of the Governed, that whenever any Form of

Government becomes destructive of these Ends, it is the Right of the People to alter or to abolish

it, and to institute new Government, laying its Foundation on such Principles, and organizing its

Powers in such Form, as to them shall seem most likely to effect their Safety and Happiness.

Prudence, indeed, will dictate, that Governments long established, should not be changed for

light and transient Causes; and accordingly all Experience hath shewn, that Mankind are more

disposed to suffer, while Evils are sufferable, than to right themselves by abolishing the Forms to

which they are accustomed. But when a long Train of Abuses and Usurpations, pursuing

invariably the same Object, evinces a Design to reduce them under absolute Despotism, it is their

Right, it is their Duty, to throw off such Government, and to provide new Guards for their future

Security. Such has been the patient Sufferance of these Colonies; and such is now the Necessity

which constrains them to alter their former Systems of Government. The History of the present

King of Great-Britain is a History of repeated Injuries and Usurpations, all having in direct

Object the Establishment of an absolute Tyranny over these States. To prove this, let Facts be

submitted to a candid World.

HE has refused his Assent to Laws, the most wholesome and necessary for the public Good.

HE has forbidden his Governors to pass Laws of immediate and pressing Importance, unless

suspended in their Operation till his Assent should be obtained; and when so suspended, he has

utterly neglected to attend to them.

HE has refused to pass other Laws for the Accommodation of large Districts of People, unless

those People would relinquish the Right of Representation in the Legislature, a Right inestimable

to them, and formidable to Tyranny only.

HE has called together Legislative Bodies at Places unusual, uncomfortable, and distant from the

Depository of their public Records, for the sole Purpose of fatiguing them into Compliance with

his Measures.

HE has dissolved Representative Houses repeatedly, for opposing with manly Firmness his

Invasions on the Rights of the People.

HE has refused for a long Time, after such Dissolutions, to cause others to be elected; whereby

the Legislative Powers, incapable of Annihilation, have returned to the People at large for their

exercise; the State remaining, in the mean Time, exposed to all the Dangers of Invasion from

without, and Convulsions within.

HE has endeavoured to prevent the Population of these States; for that Purpose obstructing the

Laws for Naturalization of Foreigners; refusing to pass others to encourage their Migrations

hither, and raising the Conditions of new Appropriations of Lands.

HE has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing

Judiciary Powers.

HE has made Judges dependent on his Will alone, for the Tenure of their Offices, and the

Amount and Payment of their Salaries.

HE has erected a Multitude of new Offices, and sent hither Swarms of Officers to harrass our

People, and eat out their Substance.

HE has kept among us, in Times of Peace, Standing Armies, without the Consent of our

Legislatures.

HE has affected to render the Military independent of and superior to the Civil Power.

HE has combined with others to subject us to a Jurisdiction foreign to our Constitution, and

unacknowledged by our Laws; giving his Assent to their Acts of pretended Legislation:

FOR quartering large Bodies of Armed Troops among us:

FOR protecting them, by a mock Trial, from Punishment for any Murders which they should

commit on the Inhabitants of these States:

FOR cutting off our Trade with all Parts of the World:

FOR imposing Taxes on us without our Consent:

FOR depriving us, in many Cases, of the Benefits of Trial by Jury:

FOR transporting us beyond Seas to be tried for pretended Offences:

FOR abolishing the free System of English Laws in a neighbouring Province, establishing

therein an arbitrary Government, and enlarging its Boundaries, so as to render it at once an

Example and fit Instrument for introducing the same absolute Rule into these Colonies:

FOR taking away our Charters, abolishing our most valuable Laws, and altering fundamentally

the Forms of our Governments:

FOR suspending our own Legislatures, and declaring themselves invested with Power to

legislate for us in all Cases whatsoever.

HE has abdicated Government here, by declaring us out of his Protection, and waging War

against us.

HE has plundered our Seas, ravaged our Coasts, burnt our Towns, and destroyed the Lives of our

People.

HE is, at this Time, transporting large Armies of foreign Mercenaries to complete the Works of

Death, Desolation, and Tyranny, already begun with Circumstances of Cruelty and Perfidy,

scarcely paralleled in the most barbarous Ages, and totally unworthy the Head of a civilized

Nation.

HE has constrained our Fellow-Citizens, taken Captive on the high Seas, to bear Arms against

their Country, to become the Executioners of their Friends and Brethren, or to fall themselves by

their Hands.

HE has excited domestic Insurrections amongst us, and has endeavoured to bring on the

Inhabitants of our Frontiers, the merciless Indian Savages, whose known Rule of Warfare, is an

undistinguished Destruction, of all Ages, Sexes, and Conditions.

IN every Stage of these Oppressions we have Petitioned for Redress in the most humble Terms:

Our repeated Petitions have been answered only by repeated Injury. A Prince, whose Character is

thus marked by every Act which may define a Tyrant, is unfit to be the Ruler of a free People.

NOR have we been wanting in Attentions to our British Brethren. We have warned them, from

Time to Time, of Attempts by their Legislature to extend an unwarrantable Jurisdiction over us.

We have reminded them of the Circumstances of our Emigration and Settlement here. We have

appealed to their native Justice and Magnanimity, and we have conjured them by the Ties of our

common Kindred to disavow these Usurpations, which would inevitably interrupt our

Connexions and Correspondence. They too have been deaf to the Voice of Justice and of

Consanguinity. We must, therefore, acquiesce in the Necessity, which denounces our Separation,

and hold them, as we hold the Rest of Mankind, Enemies in War, in Peace Friends.

WE, therefore, the Representatives of the UNITED STATES OF AMERICA, in GENERAL

CONGRESS Assembled, appealing to the Supreme Judge of the World for the Rectitude of our

Intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly

Publish and Declare, That these United Colonies are, and of Right ought to be, FREE AND

INDEPENDENT STATES; that they are absolved from all Allegiance to the British Crown, and

that all political Connexion between them and the State of Great-Britain, is, and ought to be,

totally dissolved; and that as FREE AND INDEPENDENT STATES, they have full Power to

levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and

Things which INDEPENDENT STATES may of Right do. And for the Support of this

Declaration, with a firm Reliance on the Protection of DIVINE PROVIDENCE, we mutually

pledge to each other our Lives, our Fortunes, and our sacred Honour.

John Hancock. GEORGIA, Button Gwinnett, Lyman Hall, Geo. Walton.

NORTH-CAROLINA, Wm. Hooper, Joseph Hewes, John Penn.

SOUTH-CAROLINA, Edward Rutledge, Thos Heyward, junr. Thomas Lynch, junr. Arthur

Middleton.

MARYLAND, Samuel Chase, Wm. Paca, Thos. Stone, Charles Carroll, of Carrollton.

VIRGINIA, George Wythe, Richard Henry Lee, Ths. Jefferson, Benja. Harrison, Thos. Nelson,

jr. Francis Lightfoot Lee, Carter Braxton.

PENNSYLVANIA, Robt. Morris, Benjamin Rush, Benja. Franklin, John Morton, Geo. Clymer,

Jas. Smith, Geo. Taylor, James Wilson, Geo. Ross.

DELAWARE, Caesar Rodney, Geo. Read.

NEW-YORK, Wm. Floyd, Phil. Livingston, Frank Lewis, Lewis Morris.

NEW-JERSEY, Richd. Stockton, Jno. Witherspoon, Fras. Hopkinson, John Hart, Abra. Clark.

NEW-HAMPSHIRE, Josiah Bartlett, Wm. Whipple, Matthew Thornton.

MASSACHUSETTS-BAY, Saml. Adams, John Adams, Robt. Treat Paine, Elbridge Gerry.

RHODE-ISLAND AND PROVIDENCE, &c. Step. Hopkins, William Ellery.

CONNECTICUT, Roger Sherman, Saml. Huntington, Wm. Williams, Oliver Wolcott.

IN CONGRESS, JANUARY 18, 1777.

ORDERED,

THAT an authenticated Copy of the DECLARATION OF INDEPENDENCY, with the Names

of the MEMBERS of CONGRESS, subscribing the same, be sent to each of the UNITED

STATES, and that they be desired to have the same put on RECORD.

By Order of CONGRESS,

JOHN HANCOCK, President. BALTIMORE, in MARYLAND: Printed by MARY KATHARINE GODDARD.