Chasing Lincoln's Killer

Use this activity to engage all types of learners, while requiring that they refer to and incorporate details from the text over the course of the activity.

Presentation: “Historical Assassination Plots”

In this activity, students will research and present an assassination plot in history.

Booth’s assassination of President Lincoln was one of many plots against controversial political, economic, and social leaders throughout history. Working in small groups, select and research an assassination attempt against a popular leader in history to share with the class. Consider the following questions as you prepare your research:

• Who was the targeted leader? Why was this leader a target (i.e., how/why were they controversial for the time period)?
• Who was behind the assassination plot? What was the assassin’s motivation for the attack?
• What was the plan? Did the sequence of events go according to plan? Why or why not?
• Was there a search for the assassin after the attempt and, if so, were they caught?
• What were the historical/political repercussions of the assassination attempt?

After compiling your research and practicing your presentation with your group, share your findings with the class. Be sure to include as many visuals, videos, and primary source excerpts as your teacher specifies in your presentation. Finally, in a post-presentation, in-class discussion, consider the ways in which Swanson’s themes of American Exceptionalism, Sensationalism, and Celebrity; Culture, Chaos, Confusion, and Moral Ambiguity; and Deeply Divided American Politics, “Objectivity,” and Primary Source Material relate to your classmates’ findings for this Activity.

Teaching Suggestion: This Activity invites students to apply Swanson’s approach of primary source investigation and present the findings of their research. Remind students that while the assassination attempts themselves are of interest, considerable attention should be given to the causes and effects of the assassination plots, as well as the historical contexts. The prompt purposefully does not stipulate a specific number of visuals, videos, or primary sources, and this should be decided based on your class’s specific needs. If they have access to the internet and more time available to research, it might make sense to have more required sources. If students are researching with pre-selected sources or there is less time available in-class, it might make sense to have fewer required sources.

Differentiation Suggestion: For an extended discussion related to the topic of the text, the following question may be added to the post-presentation discussion portion of the Activity: Compare and contrast the motivations of the assassin you researched and Booth. What do President Lincoln and Booth have in common with your chosen leader and assassin? What is different?

Use these essay questions as writing and critical thinking exercises for all levels of writers, and to build their literary analysis skills by requiring textual references throughout the essay.

Differentiation Suggestion: For English learners or struggling writers, strategies that work well include graphic organizers, sentence frames or starters, group work, or oral responses.

Scaffolded Essay Questions

Student Prompt: Write a short (1-3 paragraph) response using one of the bulleted outlines below. Cite details from the text over the course of your response that serve as examples and support.

1. For Swanson, Booth’s assassination plot hinged on his background as an actor.

• Based on Swanson’s presentation of the subject, do you think that Booth’s role as an actor was essential to his success at assassinating President Lincoln? How do you think Booth’s urge for attention and fame motivated him to assassinate President Lincoln? (topic sentence)
• Use 2-3 examples from the text to either support or negate the above question.
• How does Swanson’s presentation of Booth connect to the larger theme of American Exceptionalism, Sensationalism, and Celebrity Culture?

2. Examine Booth’s motivation for assassinating President Lincoln. Consider how Booth may have justified his actions to himself.

• From the perspective of Confederate sympathizers, would his actions be viewed as patriotic? Or would they still be unjustifiable? (topic sentence)
• Using the text, select 2-3 examples to illustrate your point.
• How is Booth’s context an example of the theme Chaos, Confusion, And Moral Ambiguity?

Full Essay Assignments

Student Prompt: Write a structured and well-developed essay. Include a thesis statement, at least three main points supported by text details, and a conclusion.

1. Consider some of the other key players in Swanson’s text who observed the events surrounding the assassination and search. How did some of these people take advantage of the situation? In particular, would you condemn people—such as Laura Keene or Everton Conger—who were focused on personal glory and fame over supporting the victim? Can their actions be understood as acceptable under the circumstances? Why or why not?

2. In what ways is President Lincoln’s assassination an example of failed security? Do you think there should have been more security to protect Lincoln or should his willingness to walk openly among the public be admired? Conversely, do you believe that there should be less presidential security procedures in contemporary society? Why or why not?

Multiple Choice and Long Answer Questions create ideal opportunities for whole-text review, exams, or summative assessments.

Multiple Choice

1. Which of the following phrases best describes the purpose of the Preface?

A) To share the family background of President Lincoln

B) To establish the setting of the text

C) To explain the differences between the major characters of the story

D) To provide the reasoning for the author’s interest in the subject matter

2. Which of the following words best describes how John Wilkes Booth felt the morning of Good Friday?

A) Delighted

B) Relieved

C) Accomplished

D) Depressed

3. Why did Booth choose not to shoot President Lincoln at his desk in the Executive Mansion?

A) Because presidential security was too tight

B) Because he was not popular enough to request an audience

C) Because he did not know how to make an appointment

D) Because it was too difficult to escape unknown

4. Which of the following words did American popular culture use regarding Booth after the assassination?

A) Heroic

B) Satanic

C) Dramatic

D) Exotic

5. Which of the following combination of words best describes the atmosphere of the attack on Seward?

A) Confused and haphazard

B) Triumphant and successful

C) Harrowing and heartwarming

D) Treacherous and methodical

6. Which of the following words best describes the mood of the city of Washington before Lincoln’s assassination?

A) Apprehensive

B) Celebratory

C) Sullen

D) Disheartened

7. In the wake of the initial attacks, how does word spread of the assassinations?

A) By word of mouth

B) By newspaper

C) By radio

D) By television

8. Based on Swanson’s text, which of the following phrases best describes the purpose of the idiom “your name is Mudd,” which is rumored to be connected with Dr. Mudd’s role in the assassination?

A) A commentary of pro-slavery politics

B) A reference to a traitor

C) A complement of heroism

D) A remark of someone’s appearance

9. Which of the following words best describes Booth’s reaction after hearing that President Lincoln had died?

A) Delighted with his fame

B) Frightened that he will be caught

C) Ashamed that he committed such an act

D) Delirious with concern for his accomplices’ well-being

10. In discussing Booth’s initial plan, Swanson notes that Booth “focused on the need for speed, not camping in the forests of Maryland, cowering like a wounded animal, fearful that every noise meant the hunters were about to seize him.” Which of the following literary terms does Swanson use in this quote?

A) Allusion

B) Metaphor

C) Personification

D) Simile

11. Which of the following phrases best describes how Dr. Mudd influences Booth and Herold’s escape?

A) By providing accurate information so the authorities could catch them promptly

B) By denying all knowledge of Booth and Herold, even under extreme scrutiny

C) By acknowledging Booth and Herold’s political stance and publicly identifying as a Confederate as well

D) By weaving a thread of lies to keep the soldiers confused

12. Why do Booth and Herold believe Dr. Stuart is a “disappointment?”

A) Because he does not show the Southern hospitality they expect

B) Because he ran out of food for his guests

C) Because he approved of Booth’s antics

D) Because he feared that Booth would assassinate him too

13. Which of the following descriptions capture the way Booth treats his final moments at Garrett’s barn?

A) As a silent reflection

B) As a chess game

C) As a theatrical performance

D) As an educational lecture

14. Why does Corbett shoot Booth?

A) Because he was ordered to

B) Because he used his best judgement

C) Because he wanted to avenge Herold

D) Because he did not believe that Booth should return to Washington

15. What comment does Swanson make about Corbett after Booth’s death?

A) That he lost his position as a soldier in the cavalry

B) That he enjoyed the brief fame he received

C) That he was remorseful for killing Booth

D) That he was ostracized by his community

Long Answer

Compose a response of 2-3 sentences, incorporating text details to support your response.

1. Create a timeline of the night of Lincoln’s assassination, using all the overlapping moments of each of the attacks.

2. How are primary sources used within the novel? Do the use of these sources indicate that Chasing Lincoln’s Killer is an objective text? Why or why not?