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Wedding License

Elementary Wedding License Student Activities:

• What is a “license”? Why should people need a license to get married? List other things that require a license. Discuss state vs. federal.

• Compare/contrast the license signed by the Lincolns to a wedding license of today. What basic information does each one require? Discuss.

• What is a “witness”? Why must the signing of a wedding license be witnessed? How many witnesses signed the Lincolns license? Who were they and what was their relationship to the Lincolns? How many witnesses are required today? Who can be a witness?

• Mary Todd and Abraham Lincoln were two very different people; they came from very different backgrounds. What are some reasons why their marriage was a lasting one?

• Are all weddings the same? How many students have attended a wedding? Discuss some implications of a wedding in one’s life? How many students have been a part of the “wedding party”? Discuss their experiences.            

 

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Middle School  Wedding License  Writing: Have students consider ways that might offer a proposal of marriage to someone they love. Have them write about their idea of the perfect proposal. Discussion: Lincoln is usually thought of as a methodical and rational leader, yet his marriage to Mary Todd was on the spur of the moment. Have students discuss this act and talk about the insight to Lincoln as a person and his relationship to Mary Todd that this reveals. Research: It is often said that “opposites attract” in relationships. Have students compare and contrast the early life of Abraham Lincoln to that of Mary Todd. Discussion: Lincoln broke off his engagement to Mary Todd in January of 1841. During the separation Mary developed a relationship with Stephen A. Douglas. Have students discuss the rivalry that would eventually develop between Lincoln and Douglas. Discussion: What is a “witness”? Why must the signing of a wedding license be witnessed? How many witnesses signed the Lincolns license? Who were they and what was their relationship to the Lincolns? How many witnesses are required today? Who can be a witness? History/Research of Cultures: Discuss and research the definition of marriage. Use the following questions to guide a discussion and lead into further research.

• How is marriage similar and different among cultures? • Does the purpose or act of marriage change over time? • Has marriage lost its significance and if so, how? • What are some traditions of marriage (announcement, ceremonies) based on cultures? • What are some characteristics of a “good” marriage?

Students may use information from the questions above to continue an exploration of marriage by transposing their research into an essay or presentation. Interviewing/writing: As a class, brainstorm a list of appropriate questions for interviewing students’ parents/grandparents about their significant other. Include questions about courting or dating, their engagement, the wedding day, and how they have continued working on their marriage. Students will then interview a parent/grandparent and write a summary of their history. Once all information is gathered, student can then create (on the computer) a mock marriage license to go along with the summary. Compare and contrast: Provide students with a current marriage license and compare the format, wording, and details of the content to the Lincolns’ license. Also discuss the cost and process of getting a marriage license today. Locations: Provide students with background knowledge on the following locations to better understand the relationship, marriage, and life of the Lincolns.

• Sangamon County: http://www.co.sangamon.il.us/ • Edwards Mansion: http://showcase.netins.net/web/creative/lincoln/sites/edwards.htm

 

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Research: Reverend Charles Dresser was the minister who conducted the Lincolns marriage ceremony. Research his background and report on how the ceremony may have been conducted based on religion and location. http://www.findagrave.com/cgi-bin/fg.cgi?page=gr&GRid=19956

 

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High School Wedding License  Research: Have students research both the current requirements for a marriage license in their area and those of Illinois in 1842 and compare the information they found. Discuss differences in the past and present laws for attaining a marriage license. Writing: Have students consider ways they might offer a proposal of marriage to someone they love. Have them write about their idea of the perfect proposal. Discussion: Lincoln is usually thought of as a methodical and rational leader, yet his marriage to Mary Todd was on the spur of the moment. Have students discuss this act and talk about the insight to Lincoln as a person and his relationship to Mary Todd. Research: While Lincoln was a struggling lawyer at the time of his marriage to Mary Todd, he eventually became a successful politician and President of the United States. Have students research the background of Mary Todd, her political connections and her push of Lincoln into politics. Research: It is often said that “opposites attract” in relationships. Have students compare and contrast the early life of Abraham Lincoln to that of Mary Todd. Discussion: Lincoln broke off his engagement to Mary Todd in January of 1841. During the separation Mary developed a relationship with Stephen A. Douglas. Have students discuss the rivalry that would eventually develop between Lincoln and Douglas. History/Research of Cultures: Discuss and research the definition of marriage. Use the following questions to guide a discussion and lead into further research.

• How is marriage similar and different among cultures? • Does the purpose or act of marriage change over time? • Has marriage lost its importance? • What are the traditions of marriage (announcement, ceremonies) based on cultures? • What is needed for a “good” marriage?

Students may use information from the questions above to continue an exploration of marriage by transposing their research into an essay or presentation. Interviewing/writing: As a class, brainstorm a list of appropriate questions to ask the students’ parents/grandparents about their significant other. Include questions about courting or dating, their engagement, the wedding day, and how they have continued working on their marriage. Students will then have the opportunity to interview a parent/grandparent and write an announcement summarizing their history. Once all information is gathered, student can then create (on the computer) a mock marriage license to go along with the announcement. Locations: Provide students with background knowledge on the following locations to better understand the relationship, marriage, and life of the Lincolns.

• Sangamon County: http://www.co.sangamon.il.us/ • Edwards Mansion: http://showcase.netins.net/web/creative/lincoln/sites/edwards.htm

 

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Research: Reverend Charles Dresser was the minister who conducted the Lincolns marriage ceremony. Research his background and report on how the ceremony may have been conducted based on religion and location. http://www.findagrave.com/cgi-bin/fg.cgi?page=gr&GRid=19956 Interviewing/writing: As a class, brainstorm a list of appropriate questions to ask the students’ parents/grandparents about their significant other. Include questions about courting or dating, their engagement, the wedding day, and how they have continued working on their marriage. Students will then have the opportunity to interview a parent/grandparent and write an announcement summarizing their history. Once all information is gathered, student can then create (on the computer) a mock marriage license to go along with the announcement.