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The article examines the perception of African Americans on the image of former U.S. President Abraham Lincoln. Ordinary black citizens believed in his anti-slavery sentiments, however, they considered them less relevant than civil rights sentiment. Lincoln is recognized for his ability to address the emancipation of the blacks and advocacy for equal rights. Man of the People, Frontier Youth and Self-Made Man are some of the attributes given to him. Both black and white Americans considered him as one of the country's greatest presidents.

The article presents the letter of Frederick Douglass to an unknown recipient on the status of African Americans in the U.S. The author states that Frederick Douglass, who had escaped from slavery had become the nation's most eloquent and forceful exponent of equal rights. In his letter in 1887 he responds to the questions regarding the status of African Americans in the South, wherein African American attorneys were permitted to practice in southern courts, which he believed that a revolution had occurred in public sentiment. His letter suggests that the fundamental problem in the South was not legal but attitudinal, which reflects the unequal laws and unjust customs from the fact that whites never overcame a mentality bred under slavery.

The article provides an overview of a lesson plan that promotes visual literacy skills through an examination of former President Abraham Lincoln's legacy on race in the U.S. It comprised images from the Indiana Historical Society's Jack Smith Collection. It refers to the issues of racial slavery and control, as well as inquires on what one really sees upon viewing an image of Lincoln and African-Americans in a celebratory print about emancipation. Through this lesson plan, students will examine Lincoln's policy of emancipation and their own attitudes about history, race and Lincoln. It also enhances their skills on history education and humanities discipline. National standards, materials objectives and procedures of the lesson plan are also presented.

The article discusses liberty and slavery in the U.S. during the nineteenth century. During the period, some people's liberty depended upon the denial of liberty to others. The liberty that offered prosperity to Southern white men consequently had an oppressive effect on the Native American people, whose vast lands white men have assumed from them, and to African Americans whose labor converted these lands to profitable plantations. The events explain why the South has been excluded in discussions on market revolution. But in reality, the South has figured prominently in the broader history of the capitalist development of the U.S. And slavery was a major component to this economic progress. It is an unfortunate fact that slaves, through slaveholders, made up a market that involved a form of human commodification or the buying and selling of human beings.

The article presents a teaching method that examines the words of former President Abraham Lincoln in order to reconstruct his attitude on African-Americans, and the influence of orator Frederick Douglass on Lincoln's slavery emancipation in the U.S. It highlights Douglass's critical role on Lincoln's decision-making regarding emancipation and how they respected each other's point of view. In interpreting this relationship, students can gain perception into their mutual influences on each man's perspectives of the issues facing African-Americans during war and the early days of reconstruction. National standards, time frames, objectives, backgrounds and procedures of the lesson are also presented.

The article discusses the several meanings of freedom in the United States. Freedom is considered the central idea of an American identity. The meaning of freedom is dependent on how the newly liberated slaves view freedom. For the African Americans, freedom means being free from the hardships of slavery and enjoying equal civil and political rights as white Americans do. Moreover, for the African Americans, freedom is economic independence in which they have the opportunity of owning a land. However, freedom has racial boundaries especially in times of war as immigrants and racial groups experience no court hearings, no right to habeas corpus and no due process of the law.