An allegorical Unionist sheet music cover for a song by Ohio composer J.T. Wamelink with lyrics by C.B. Barr. Beneath an arch "Union," which rests on two bases "Liberty" and "Law," sits a classical female figure. She holds a staff and Phrygian cap in one hand and the scales of justice in the other. To the right are the arms of the state of Pennsylvania, inscribed with the motto of the state, "Virtue, Liberty, and Independence." About the figure are symbols of prosperity--a strongbox, coins, and a cornucopia. A locomotive crosses a bridge at left.Two plants, an oak and a laurel, spring from the earth at left and right. The arch is draped with American flags, and above them are an eagle and a rising sun. |1st Edition, Pittsburgh, Pa. Wamelink & Barr.|Entered . . . 1864 by Wamelink & Barr, Pennsylvania.|Krebs & Bro. Lith. Pittsburgh.|The Library's copy of the music sheet was deposited for copyright on September 12, 1864.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1864-10.

Rival presidential nominees Lincoln and Douglas are matched in a footrace, in which Lincoln's long stride is a clear advantage. Both sprint down a path toward the U.S. Capitol, which appears in the background right. They are separated from it by a rail fence, a reference to Lincoln's popular image as a rail-splitter. Douglas, whose characteristic shortness is here exaggerated to dwarfish dimensions, wonders aloud, "How can I get over this Rail Fence." Over his shoulder he carries a cane on which hangs a jug marked "M.C.," which probably refers to the Missouri Compromise, repealed in 1854 largely through Douglas's efforts. As he runs, playing cards spill from his pockets (suggesting perhaps a penchant for gambling). Lincoln, whose height is equally exaggerated, runs along beside him waving his hat and carrying a rail-splitter's maul over his shoulder. He says confidently, "It [i.e., the rail fence] can't sto\p me for I built it." From the fence on the far right a black youth taunts Douglas, "You can find me in dis yer Fence Massa Duglis." The last is evidently a reference to the slavery question central to the election campaign. The print probably appeared late in the campaign, as the Library's impression was deposited for copyright on September 21, 1860. The footrace image is also used in a similar cartoon discussed by Wilson, entitled "A Political Race" (Wilson, p. 52).|Entered . . . 1860 . . . by J. Sage & Sons.|Published by J. Sage & Sons 209 Main St. Buffalo N.Y.|Title appears as it is written on the item.|Weitenkampf, p. 121-122.|Wilson, p. 20-21.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1860-38.

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

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

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

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

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

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

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

This 12-day unit focuses on the various experiences of immigrants traveling to the United States. Students will identify a variety of reasons people choose to move to the United States by analyzing a range of texts that detail the individual experiences of immigrants from various parts of the world. Texts and conversation will encompass themes common to the immigrant experience: hope, hardship, and adaptation.

In order to give students a real world application and view of the immigrant experience, they will learn the skills of interview questioning in order to conduct their own interview. Students will use the texts explored in the unit to inform the questions they craft for their interview.

Students will listen to a familiar story with repetitive lines that the children can remember. They will make puppets and retell the story in small groups with an adult volunteer or an older child. Main Curriculum Tie: English Language Arts Kindergarten Reading: Literature Standard 2, With prompting and support, retell familiar stories, including key details. All children will participate in retelling a familiar story using puppets. This will help develop oral language and comprehension.

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

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

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

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

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

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

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

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

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