Curricula Developed for RBML
Did Carl Sandburg Think Like a Historian when writing Abraham Lincoln: The War Years?
Authors: Christine Adrian/Amos Lee for AHTC, June 2010
Abstract:Carl Sandburg's Lincoln is one of most beloved writings on Lincoln, and in its time, one of the
most respected sources on Lincoln history. Modern historians now question the legitimacy of the text,
whether it is properly researched, documented, or even based in complete fact. Many now see the full
volume set as more a commentary on the time Sandburg wrote this in (between the two World Wars) than a
reliable history on Lincoln himself. This collection of lessons explores the idea that what is "history" and
who is a "historian" is debatable. Based on the Thinking Like a Historian Framework from the
book Thinking Like a Historian, by Bobbie Malone, PhD and Nikki Mandel, Phd. in conjunction with
The Wisconsin Historical Society and Wisconsin Historical Society Press, teachers and students can learn
about what it means to be a historian, what the historical thinking process looks like and question whether
Carl Sandburg was truly "thinking like a historian".
Essential questions/enduring understandings:
- What does it mean to "think like a historian"?
- How do we decide what is a reliable source?
- How do we determine the author's purpose in a history text?
- Can the time we live affect how the past is remembered?
- Does public opinion count as history?
- Why do textbooks remember certain individuals in history?
- How are value systems transmitted through a society's history?
Assessment: The teacher should utilize The Thinking Like a Historian Rubric with these lessons. The
lessons are designed to be able to stand alone or as a cohesive unit. It has been left up to the teacher
how to address a final project; the authors strongly suggest using the unit title question to drive the final
project and The Thinking Like a Historian Rubric to grade this project.
Setting the Purpose: Students will understand what it means to be a historian and how historians
think by analyzing Carl Sandburg and his work in researching Abraham Lincoln for his collected works in
order to determine whether he was thinking like a historian when writing about Lincoln and interpreting
what the many purposes in writing history (and about history) are.
Grade Levels: 7-12
Procedure: The lessons in this unit can be used in isolation or as a unit to explore
the Thinking Like a Historian Model, using the TLH framework.
You will need passwords to access the resources below. Contact firstname.lastname@example.org for the passwords.
Lesson 3: What Was Happening in the World When Sandburg Was Doing Research for The War Years?
Analysis of local primary sources:
The primary source resources used in this unit come from the Carl Sandburg Collection at The Rare Book
and Manuscript Library at the University of Illinois Urbana/Champaign library. The authors would like to
thank the University of Illinois and the estate of Carl Sandburg for their generosity in offering up these collections for teacher use in the classroom.
Ties to National primary source or sources:
All of the local primary sources utilized in this lesson have both local and national significance as both
Lincoln and Sandburg are national figures.