Ford’s Theatre

Use first-person, primary-source documents to understand how differently people around the country responded to the assassination of President Abraham Lincoln. 1. Activate prior knowledge using the timeline. What events might have influenced the events of the assassination? What might have a direct affect versus an indirect effect on Booth's decision to kill Lincoln? 2. Read excerpts from John Wilkes Booth's diary to try to understand his motivations. Use the SOAPSTone chart to help you try to make sense of his words. 3. Explore four first-person accounts from people learning about the assassination of the President. Using the annotation guide, mark up the accounts to analyze them. 4. With the primary sources you just read as inspiration, use the Brainstorming Worksheet to imagine you are a young person living in 1865. Then, write a diary entry or letter describing how you learned about the assassination and your feelings about it.

Mary Henry, the daughter of the Secretary of the Smithsonian, recorded her thoughts about the death of Lincoln and provided an extensive discussion of the funeral in Washington.

Look at the annotation symbol guide. Then, read the document. Use the Paint tool to draw symbols around words or phrases that you want to remember from the document to the right. Finally, download to send to your teacher.

Look at the annotation symbol guide. Then, read the document. Use the Paint tool to draw symbols around words or phrases that you want to remember from the document to the right. Finally, download to send to your teacher.

Look at the annotation symbol guide. Then, read the document. Use the Paint tool to draw symbols around words or phrases that you want to remember from the document to the right. Finally, download to send to your teacher.

Look at the annotation symbol guide. Then, read the document. Use the Paint tool to draw symbols around words or phrases that you want to remember from the document to the right. Finally, download to send to your teacher.

What events led up to Lincoln's assassination? What happened afterward? As you read, ask yourself, "Why is this event important? Does this event look like it’s related to/ result of another event on the timeline?" Click on the arrow at the right to move the timeline forward.

Brainstorm, then write their own diary entries as if you were hearing about the Lincoln assassination in real time (in 1865), explaining your reactions to the news, based on the documents you have read. If you need some inspiration, click on the link with this activity to see some primary sources from the time.

After Booth refused to surrender to U.S. Army soldiers on April 26, 1865, one shot him. The soldiers retrieved many objects on Booth’s body, showing how much planning he had put into his escape. He had a dagger and revolver, along with a map and compass to navigate. He left behind a diary, which gives us insight into his motives. Booth scribbled his thoughts while he hid in southern Maryland. Read below what Booth wrote about the assassination. Use the Highlight tool to highlight Booth's motives. Then, use the S.O.A.P.S.Tone Analysis Guide to help you determine how Booth justified his actions. Type in your thoughts using the Text tool. After you have completed the Analysis Guide, identify and write down 2 to 6 motivations for killing the president you notice Booth mention in the diary. Then, download and send to your teacher.