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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 examines the significance of the democratic vision of former U.S. President Abraham Lincoln. Americans looked up on him as a teacher of democracy due to his ability to balance the tensions between liberty and security. It is expressed that Lincoln's vision continued to influence the Americans even beyond his death. According to the author, Lincoln has addressed then issues of slavery, imperialism and tyranny that made the country a more democratic nation. Lincoln is known for his virtues of prudence and equality.

The article presents a teaching method that examines the attitude of former President Abraham Lincoln on race and slavery in the U.S. from 1856 to 1865. It is inferred that in this lesson students would be able to compare Lincoln's attitudes on race to his contemporaries and demonstrate how they evolved over time. It also has them explore Lincoln's transition from moderate voice to a man who was convinced that the institution of slavery must be permanently destroyed. National standards, time frames, objectives and background procedures of the teaching method are also presented.

The article provides a teaching document which presents the perspective of former President Abraham Lincoln on slavery and race in the U.S. It incorporates Lincoln and Representative Dan Stone protest in Illinois Legislature which disapproved the abolitionism and affirmation that the Constitution made slavery to the slave-holding states on March 3, 1837. It also comprised by Lincoln's eulogy for statesman and orator Henry Clay on July 6, 1852, his fragment on slavery on April 1, 1854 and speech in Peoria, Illinois on October 16, 1854.

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 presents various issues concerning former U.S. President Abraham Lincoln. Lerone Bennett commented that Lincoln's proslavery amendment is similar to the tolerance of Great Britain and France on the hostility of Adolf Hilter. Libertarian economist Thomas DiLorenzo argued that Lincoln has contributed to the Civil War and downfall of the U.S. Researcher C. A. Tripp questioned Lincoln's sexuality and his relationship with Joshua Speed and David Derickson.