Journal articles: 'Gettysburg Address'

1

Peters, John U. "Lincoln's Gettysburg Address." Explicator 60, no. 1 (January 2001): 22–24. http://dx.doi.org/10.1080/00144940109597157.

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Guelzo, A. C. "Writing the Gettysburg Address." Journal of American History 101, no. 3 (December 1, 2014): 938–39. http://dx.doi.org/10.1093/jahist/jau576.

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Roelofs, H. Mark. "Teaching the Gettysburg Address: A Critique." New Political Science 22, no. 3 (September 2000): 403–9. http://dx.doi.org/10.1080/713687946.

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Pratt Mcdermott, Stacy. "The Long Shadow of Lincoln's Gettysburg Address." Annals of Iowa 74, no. 2 (April 2015): 194–96. http://dx.doi.org/10.17077/0003-4827.12197.

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Phillips, Louis. "EJ Extra: Holes in the Gettysburg Address." English Journal 90, no. 1 (September 2000): 17. http://dx.doi.org/10.2307/821722.

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Rahe, Paul A., and Garry Wills. "Dishonest Abe?: Garry Wills on the Gettysburg Address." Reviews in American History 21, no. 2 (June 1993): 218. http://dx.doi.org/10.2307/2703203.

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Schmitz, Neil. "Doing The Gettysburg Address : Jefferson/Calhoun/Lincoln/King." Arizona Quarterly: A Journal of American Literature, Culture, and Theory 62, no. 2 (2006): 145–52. http://dx.doi.org/10.1353/arq.2006.0013.

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Dreisbach, Daniel L. "Biblical Language and Themes in Lincoln's Gettysburg Address." Perspectives on Political Science 44, no. 1 (December 16, 2014): 34–39. http://dx.doi.org/10.1080/10457097.2014.955447.

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9

Schwartz, Barry. "The new Gettysburg Address: fusing history and memory." Poetics 33, no. 1 (February 2005): 63–79. http://dx.doi.org/10.1016/j.poetic.2005.01.003.

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10

Baraniuk, Chris. "Holes punched in DNA to store Gettysburg Address." New Scientist 243, no. 3237 (July 2019): 15. http://dx.doi.org/10.1016/s0262-4079(19)31212-6.

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Latunra, Andi Risang Qinthar. "Interpersonal Meaning in the Gettysburg Address (Systemic Functional Analysis)." ELS Journal on Interdisciplinary Studies in Humanities 5, no. 4 (December 31, 2022): 723–28. http://dx.doi.org/10.34050/elsjish.v5i4.24847.

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This study aims to uncover the types of mood and modality used in the Gettysburg Address and how Abraham Lincoln uses them to give dedication and emphasize the struggle to achieve union and equality. This study employed descriptive qualitative research design in analyzing the data. the data were collected from the text of the Gettysburg Address. After the data were collected, they were categorized into their proper interpersonal meaning elements classification. Then, the writer determined whether the data are in declarative mood, imperative mood, or interrogative mood, and revealed the type, orientation, and value of the modalities. Finally, the writer explained the mood and modality used by the speaker to give dedication and emphasize the struggle to achieve union and equality. The result shows that declarative mood occurs the most compared to the imperative mood. By using declarative mood, the speaker explains that they are struggling to win the war, they are going to give dedication for the fallen soldiers, and they are continuing their unfinished work to achieve union and equality. Meanwhile, the speaker uses imperative mood to command the listener that they must dedicate a portion of the aftermath field for their fallen soldiers who struggled to achieve union and equality. In using modality, the speaker positions their messages in the degree of Probability, Obligation, Inclination, and usuality. Most of them are in a high value and the rest are in median and low value.

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12

STOW, SIMON. "Pericles at Gettysburg and Ground Zero: Tragedy, Patriotism, and Public Mourning." American Political Science Review 101, no. 2 (May 2007): 195–208. http://dx.doi.org/10.1017/s0003055407070189.

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What does the choice of the Gettysburg Address as a eulogy for the September 11 dead reveal about public mourning in the polity that made it? Tracing the genealogy of the Address back to Pericles' Funeral Oration, this essay argues that Thucydides provides two models of public mourning: one based on the Oration alone, the other on the rituals surrounding the Festival of Dionysia. Each generates a particular patriotic perspective: one unquestioning and partial, the other balanced and theoretical. Using Plato'sMenexenusto distinguish the models, the essay employs them as a lens to view two moments of American public mourning linked by the Gettysburg Address. Suggesting that 1863 saw a Dionysian approach; and 2002, one based on the Oration alone, it traces the beneficial impact of the 1863 choice for American politics, and considers the possible consequences of the 2002 reading in light of American and Athenian historical experience.

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13

Schwartz, Barry. "Jared Peatman. The Long Shadow of Lincoln's Gettysburg Address." American Historical Review 119, no. 4 (October 2014): 1276–77. http://dx.doi.org/10.1093/ahr/119.4.1276.

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Schwartz, Barry. "Rereading the Gettysburg address: Social change and collective memory." Qualitative Sociology 19, no. 3 (September 1996): 395–422. http://dx.doi.org/10.1007/bf02393278.

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15

Smith, Jeff. "Lincoln's miniature Bible : performing sacred history in the Gettysburg Address." Brno studies in English, no. 1 (2019): [171]—189. http://dx.doi.org/10.5817/bse2019-1-11.

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Katula, Richard A. "The Gettysburg Address as the Centerpiece of American Racial Discourse." Journal of Blacks in Higher Education, no. 28 (2000): 110. http://dx.doi.org/10.2307/2678723.

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17

Delbanco, Andrew. "The Long Shadow of Lincoln’s Gettysburg Address by Jared Peatman." Civil War History 62, no. 1 (2016): 101–3. http://dx.doi.org/10.1353/cwh.2016.0006.

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18

Carlyon, David. "From Broadway Tabernacle to the Gettysburg Battlefield: Did Edwin Forrest Influence Abraham Lincoln?" Theatre Survey 56, no. 1 (December 29, 2014): 71–94. http://dx.doi.org/10.1017/s004055741400057x.

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“Threescore years and two have now elapsed since our fathers ventured on the grand experiment of freedom.” So said the renowned actor Edwin Forrest in a Fourth of July address at New York City's Broadway Tabernacle in 1838. The similarity to the start of the Gettysburg Address in 1863 is striking: “Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty.”

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19

Selzer, Linda. "Historicizing Lincoln: Garry wills and the canonization of the “Gettysburg address”;." Rhetoric Review 16, no. 1 (September 1997): 120–37. http://dx.doi.org/10.1080/07350199709389084.

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20

Jordan, Brian Matthew. "The Gettysburg Address: Perspectives on Lincoln’s Greatest Speech ed. by Sean Conant." Gettysburg Magazine 55, no. 1 (2016): 96. http://dx.doi.org/10.1353/get.2016.0013.

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21

Lopez, Jeremy, and Stephen Booth. "Precious Nonsense: The Gettysburg Address, Ben Jonson's Epitaphs on His Children, and Twelfth Night." Shakespeare Quarterly 51, no. 3 (2000): 380. http://dx.doi.org/10.2307/2902165.

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22

Frederick, Jared. "The Ultimate Guide to the Gettysburg Address by David Hirsch and Dan Van Haften." Gettysburg Magazine 58, no. 1 (2018): 100. http://dx.doi.org/10.1353/get.2018.0007.

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23

Pace, Tom. "The Long Shadow of Lincoln's Gettysburg Address JaredPeatman. Carbondale: Southern Illinois University Press, 2013." Journal of American Culture 39, no. 3 (September 2016): 382–83. http://dx.doi.org/10.1111/jacc.12604.

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24

Ewert, Christian, and Marion Repetti. "Democratic Theory as Social Codification." Democratic Theory 6, no. 2 (December 1, 2019): 58–69. http://dx.doi.org/10.3167/dt.2019.060206.

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What is democratic theory? In this article we treat it as a semiotic code – that is to say, a shared assumption – and argue that democratic theory enables people to think and talk about the idea(s) of democracy. Furthermore, the application of this specific code is highly political. For one, it is embedded in concrete contexts and discourses and used in arguments and narratives. In addition, the application of democratic theory has also substantial consequences on the lives of people. We illustrate this argument by reflecting briefly on Abraham Lincoln’s “Gettysburg Address” and its recodification and consequences in different contexts.

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25

Percoco, James A. "Lincoln's Gettysburg Address: Echoes of the Bible and Book of Common Prayer (review)." Register of the Kentucky Historical Society 109, no. 1 (2011): 103–6. http://dx.doi.org/10.1353/khs.2011.0038.

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26

Owens, Patricia Ann. "Lincoln’s Gettysburg Address: Echoes of the Bible and Book of Common Prayer (review)." Civil War History 57, no. 4 (2011): 414–15. http://dx.doi.org/10.1353/cwh.2011.0065.

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27

Myers, Marshall. "Writing the Gettysburg Address. By Martin P. Johnson. Lawrence: University Press of Kansas, 2013. 322 pp." Presidential Studies Quarterly 44, no. 4 (October 27, 2014): 784–85. http://dx.doi.org/10.1111/psq.12162.

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28

Rodrigue, John C. "The Long Shadow of Lincoln's Gettysburg Address. By JaredPeatman. Carbondale: Southern Illinois University Press, 2013. 244 pp." Presidential Studies Quarterly 45, no. 4 (October 23, 2015): 820–21. http://dx.doi.org/10.1111/psq.12236.

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29

Anderson, Dwight G. "Power, Rhetoric, and the State: A Theory of Presidential Legitimacy." Review of Politics 50, no. 2 (1988): 198–214. http://dx.doi.org/10.1017/s0034670500015643.

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Most studies of presidential power assume that legitimacy is derived from the Constitution. This essay argues that presidents can become authors of their own legitimacy, whether understood in normative or behavioral terms. Specifically, the thesis is that presidential assertions of power, cloaked in an antipower rhetoric which formally honors the dominant values of the culture, have created an American state that has served as an extraconstitutional source of presidential legitimacy. It is widely believed that American constitutionalism undermined the state by destroying sovereignty. Lincoln's interpretation and use of the war power, however, denned a supreme national authority located in the presidency. In addition, his Gettysburg Address provided a paradigmatic metaphor for concealing presidential power rhetorically. Subsequent presidents have taken advantage of both effects by attempting to assert power as revolutionary principle. Linguistically, these concealments are reflected in tropes which constitute legitimizing defenses for exercise of extraordinary power.

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30

Campbell, James. "George Herbert Mead: Philosophy and the Pragmatic Self." Royal Institute of Philosophy Supplement 19 (March 1985): 91–114. http://dx.doi.org/10.1017/s1358246100004549.

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George Herbert Mead was born at the height of America's bloody Civil War in 1863, the year of Lincoln's Emancipation Proclamation and the Gettysburg Address. He was born in New England, in the small town of South Hadley, Massachusetts; but when he was seven years old his family moved to Oberlin, Ohio, so that his father, Hiram Mead, a Protestant minister, could assume a chair in homiletics at the Oberlin Theological Seminary. After his father's death in 1881, Mead's mother, Elizabeth Storrs Billings Mead, briefly taught at Oberlin College. (She later served as the president of Mount Holyoke College from 1890 to 1900.) Mead grew to self-consciousness in this educational atmosphere, amidst the conflict between science and religion over the primacy of efficient or final explanations; and he offers us, in some autobiographical comments, a sense of the difficulties felt by one who saw values on either side: We wished to be free to follow our individual thinking and feeling into an intelligent and sympathetic world without having to bow before incomprehensible dogma or to anticipate the shipwreck of our individual ends and values. We wanted full intellectual freedom and yet the conservation of the values for which had stood Church, State, Science, and Art.

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31

Campbell, James. "George Herbert Mead: Philosophy and the Pragmatic Self." Royal Institute of Philosophy Supplement 19 (March 1985): 91–114. http://dx.doi.org/10.1017/s0957042x00004545.

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George Herbert Mead was born at the height of America's bloody Civil War in 1863, the year of Lincoln's Emancipation Proclamation and the Gettysburg Address. He was born in New England, in the small town of South Hadley, Massachusetts; but when he was seven years old his family moved to Oberlin, Ohio, so that his father, Hiram Mead, a Protestant minister, could assume a chair in homiletics at the Oberlin Theological Seminary. After his father's death in 1881, Mead's mother, Elizabeth Storrs Billings Mead, briefly taught at Oberlin College. (She later served as the president of Mount Holyoke College from 1890 to 1900.) Mead grew to self-consciousness in this educational atmosphere, amidst the conflict between science and religion over the primacy of efficient or final explanations; and he offers us, in some autobiographical comments, a sense of the difficulties felt by one who saw values on either side: We wished to be free to follow our individual thinking and feeling into an intelligent and sympathetic world without having to bow before incomprehensible dogma or to anticipate the shipwreck of our individual ends and values. We wanted full intellectual freedom and yet the conservation of the values for which had stood Church, State, Science, and Art.

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32

Brady, Jennifer. "Stephen Booth. Precious Nonsense: The Gettysburg Address, Ben Jonson's Epitaphs on His Children, and Twelfth Night. Berkeley: University of California Press, 1998. xii + 218 pp. $35. ISBN: 0-520-21288-6." Renaissance Quarterly 53, no. 1 (2000): 289–90. http://dx.doi.org/10.2307/2901565.

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33

Shaw, M. J. "The Early Printings of Abraham Lincoln's Gettysburg Address and what they Reveal about his Spoken Words. By JOHN CARBONELL. * Mr Lincoln's Book: Publishing the Lincoln-Douglas Debates. With a Census of Signed Copies. By DAVID H. LEROY." Library 11, no. 1 (March 1, 2010): 118–19. http://dx.doi.org/10.1093/library/11.1.118.

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34

Cornelius, James M. "Carbonell, John. The Early Printings of Abraham Lincoln’s Gettysburg Address and What They Reveal about His Spoken Words. New Castle, DE: Oak Knoll Press, 2008. 2nd printing, with corrs. 51 pp. Illus. Paper, $19.95 (isbn 978-1-58456-256-6)." Papers of the Bibliographical Society of America 104, no. 3 (September 2010): 377–78. http://dx.doi.org/10.1086/680946.

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35

Appedu, Sarah, Mary Elmquist, Janelle Wertzberger, and Sharon Birch. "Inequitable Impacts of Textbook Costs at a Small, Private College: Results from a Textbook Survey at Gettysburg College." Open Praxis 13, no. 1 (March 30, 2021): 69. http://dx.doi.org/10.5944/openpraxis.13.1.1147.

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Recognizing that higher education settings vary considerably, librarians at Gettysburg College sought to better understand textbook spending behaviors and the effects of costs on our students. We adapted the Florida Virtual Campus 2016 Student Textbook and Course Materials Survey to suit the context of our small, private, liberal arts college. Most students spent $300 in Fall 2019. Financial aid awards did not cover the cost of required books and course materials for most students receiving aid. Negative effects were more pronounced for first-generation students and Pell Grant recipients, who were more likely to not purchase required books, to not register for a course due to cost, and to struggle academically. Some reported negative effects beyond their academic lives, as well. We recommend adoption of Open Educational Resources as an equity-minded practice that addresses this academic success barrier.

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36

Lemelin, R. H., and Kelsey Johansen. "The Canadian National Vimy Memorial: remembrance, dissonance and resonance." International Journal of Culture, Tourism and Hospitality Research 8, no. 2 (June 2, 2014): 203–18. http://dx.doi.org/10.1108/ijcthr-09-2013-0059.

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Purpose – The purpose of this article is to expand the discussion pertaining to Vimy beyond traditional historic and military circles and to illustrate that the site is a significant tourism attraction featuring evolving management and interpretation approaches. This is achieved by describing the commemoration of First World War sites and the evolution and transformation of visitor typologies at these sites. The conversation is framed within a discussion of the role of heritage dissonance in management. Since this article was written at the onset of the centennial of the Great War, an examination of the management of the Canadian National Vimy Memorial, which includes a tourism perspective, is timely. Design/methodology/approach – Consisting of participation observations and a review of literature, documentation, government reports and Web sites describing the Canadian National Vimy Memorial, this analysis is complemented by site visits and discussions with key personnel involved in the management of the site. Findings – Because this article precedes the upcoming centennial of the Great War, an examination of the management of the Canadian National Vimy Memorial, which includes a tourism perspective, is timely. The discussion and conclusion sections provide a suggestion of how dissonant heritage can be addressed, and present an argument for the inclusion of new technologies in the management and interpretation of First World War memorials and the celebrations associated with the centennial of 2014-2019 in order to embrace new visitor types. Research limitations/implications – This is a conceptual paper examining past and current management strategies of the Canadian National Vimy Memorial. No participants or manager was interviewed or surveyed. Practical implications – Strategies to improve future management through the engagement of tourism researchers, new technologies and by addressing dissonant heritage are provided through literature review and on-site visits. Social implications – Currently, the management of the Vimy Memorial caters largely to a certain segment of Canadian population. The findings suggest that by addressing other components of Canadian society and even other combatants, the management and interpretation of the site could be greatly diversified and could eventually become a battlefield like Gettysburg or Gallipoli, where all combatants are recognized and honored. Originality/value – This is the first paper examining the management of the Vimy Memorial from a tourism perspective.

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37

Peatman, Jared. "Writing the Gettysburg Address." Civil War Book Review 16, no. 2 (January 1, 2014). http://dx.doi.org/10.31390/cwbr.16.2.10.

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38

"The long shadow of Lincoln's Gettysburg Address." Choice Reviews Online 51, no. 08 (March 20, 2014): 51–4643. http://dx.doi.org/10.5860/choice.51-4643.

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39

Hudson, Leonne M. "The Long Shadow of Lincoln's Gettysburg Address." Civil War Book Review 16, no. 3 (January 1, 2014). http://dx.doi.org/10.31390/cwbr.16.3.23.

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40

"The Gettysburg Address: perspectives on Lincoln's greatest speech." Choice Reviews Online 53, no. 03 (October 20, 2015): 53–1451. http://dx.doi.org/10.5860/choice.193022.

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41

Gramm, Kent. "Lincoln Comes to Gettysburg: The Creation of the Soldiers� National Cemetery and Lincoln�s Gettysburg Address." Civil War Book Review 24, no. 2 (January 1, 2022). http://dx.doi.org/10.31390/cwbr.24.2.15.

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42

"PUBLIC SPEECH PARAMETRIZATION BY THE EXAMPLE OF THE GETTYSBURG ADDRESS BY A. LINCOLN." PNRPU Linguistics and Pedagogy Bulletin, no. 3 (September 30, 2019). http://dx.doi.org/10.15593/2224-9389/2019.3.2.

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43

"Precious nonsense: the Gettysburg Address, Ben Jonson's epitaphs on his children, and Twelfth night." Choice Reviews Online 36, no. 09 (May 1, 1999): 36–4923. http://dx.doi.org/10.5860/choice.36-4923.

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44

"iPolitics: Talking Government with the American Idol Generation." E-Citizenship 2, no. 1 (2012). http://dx.doi.org/10.21768/ejopa.v2i1.3.

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In 2008, Mark Bauerlein sent a shot across the bow of the Millennial generation, suggesting in The Dumbest Generation that no one in our country under the age of 30 could be trusted. Bauerlein warned that: Millennials “care about what occurred last week in the cafeteria, not what took place during the Great Depression…they heed the words of Facebook, not the Gettysburg Address.” Yet this should not be the case since the constant communication amongst their peer groups has made it so that “equipped with a Blackberry and laptop, sporting a flashy profile page and a blog…teenagers pass words and images back and forth 24/7.” In this article, I conduct a survey of Millennial college students to test their political knowledge and awareness in comparison to their understanding of pop culture. I then see how they respond to the unspoken challenge issued to them by Bauerlein.

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45

Bleaman, Isaac L., and Daniel Duncan. "The Gettysburg Corpus: Testing the Proposition that All Tense /æ/s Are Created Equal." American Speech, June 26, 2020, 1–46. http://dx.doi.org/10.1215/00031283-8620511.

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Corpus studies of regional variation using raw language data from the internet focus predominantly on lexical variables in writing. However, online repositories such as YouTube offer the possibility of investigating regional differences using phonological variables, as well. This paper demonstrates the viability of constructing a naturalistic speech corpus for sociophonetic research by analyzing hundreds of recitations of Abraham Lincoln’s “Gettysburg Address.” We first replicate a known result of phonetic research, namely that English vowels are longer in duration before voiced obstruents than before voiceless ones. We then compare /æ/-tensing in recitations from the Inland North and New York City dialect regions. Results indicate that there are significant regional differences in the formant trajectory of the vowel, even in identical phonetic environments (e.g., before nasal codas). This calls into question the uniformity of “/æ/-tensing” as a cross-dialectal phenomenon in American English. We contend that the analysis of spoken data from social media can and should supplement traditional methods in dialectology and variationist analysis to generate new hypotheses about socially conditioned speech patterns.

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46

Díez Prados, Mercedes, and Ana Belén Cabrejas Eñuelas. "La cohesión en la retórica política americana: Los discursos "Gettysburg Address", "I have a dream" y el de la Investidura de Obama." Estudios Ingleses de la Universidad Complutense 20 (October 19, 2012). http://dx.doi.org/10.5209/rev_eiuc.2012.v20.39994.

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Journal articles on the topic 'Gettysburg Address'

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