The Road to War: The Election of 1860 Objectives:

• Students will gain knowledge of the candidates who took part in the Election of 1860 • Students will gain knowledge of each candidate’s beliefs about slavery • The student will be able to identify and discuss the differences between the four

presidential candidates of the 1860 election. • Students will be able to campaign, using the poster they create, for the presidential

candidate they were assigned. • Students will study the Republican national platform and examine how it dealt with the

issue of slavery. • The students will be able to evaluate the purpose of political cartoons from the period of

time leading up to the election of 1860. • The students will be able to create their own political cartoons that articulate a position

for or against the election of Lincoln • Students will interpret a map of the United States and the Election results of 1860. • Students will gain a spatial understanding of the outcome of the Election of 1860.

Conceptual Lens: Power and influence Enduring Understanding: Conflict is generated by the differing ideological philosophies of separate groups and their failure to compromise. Background Information: The election of 1860 was a pivotal time in American History. The country was in turmoil. Unable to reach consensus, the Democratic Party splintered along geographic lines, and the Republican Party emerged in the wake of the Whigs. Southern leaders emerged ready to defend their right to secede. The nation was deeply divided on the issues of slavery, state rights and self-determination. The winner of the election had a daunting task ahead. He would lead the country either to a peaceful resolution or to a bitter civil war. This unit is designed to give students a better understanding of how the country chose its next leader. Schedule:

Day One: “Meet the Candidates” Activity

Day Two: 2nd part of “Meet the Candidates” plus Republican National Platform document and questions

Day Three: Political Cartoons Analysis and Creation of a Political Cartoon

Day Four: Election Results Map Activity

Lesson Plan Day 1

Meet the Candidates A+: Based on your prior knowledge, predict the role that the slavery issue played in the election of 1860. Identify specific events, legislation, etc. to justify your position. Objective: The student will be able to identify and discuss the differences between the four presidential candidates of the 1860 election. Procedure:

1. Students will read a brief a biography of one of the four presidential candidates in the 1860 election

2. Using the information from the biography, students will create a campaign poster promoting the candidate and their attributes

Summary: Students will present their posters to classmates and discuss the qualities of the various candidates (day 2)

Meet the Candidates Republican National Convention held in Chicago, Illinois, May 16-18, 1860

 

Presidential: Abraham Lincoln, former Representative from Illinois Vice-Presidential: Hannibal Hamlin, Former governor and current Senator from Maine.

Biography: Lincoln was a former Whig, a member of the House of Representatives from 1847 – 1849 where he opposed the Mexican War. He held a law practice in Springfield, Illinois after leaving office. He ran for United States Senate on the Republican ticket in 1858, against incumbent Stephen Douglas, taking part in the now famous “Lincoln-Douglas Debates.” He lost the election, but gained national recognition.

Slavery: Opposed the spread of slavery in any form to the new territories.

Democrat (Northern) National Convention held in Charleston, South Carolina on April 23, 1860, then again in Baltimore,

Maryland on June 18, 1860

Presidential: Stephen Douglas, Senator from Illinois Vice-Presidential: Herschel Vespasian Johnson, (after Benjamin Fitzpatrick, Senator from Alabama, declined) Former Governor of Georgia

Biography: Douglas held United States Senate seat since 1847, supporting both the expansion of the United States to include the entire continent and the Mexican War. In 1858, he was opposed by Lincoln. The two held seven nationally-covered debates across the state of Illinois. Douglas retained the seat.

Slavery: Wanted the people of the territories to be able to decide for themselves whether or not they wanted slavery.

Constitutional Union National Convention held in Baltimore on May 9, 1860

Presidential: John Bell, former Senator from Tennessee Vice-Presidential: Edward Everett, former Senator and Gov of Massachesettes, former Secretary of State.

Biography: Bell began his career first a democrat and then a Whig, was a member of the House of Representatives, Secretary of State, and Senator from Tennessee. Voted against the Kansas-Nebraska Act.

Slavery: As per party line, would not state whether for or against the spread of slavery – only wanted to keep the Union intact.

Democrat (Southern) Convention held in Baltimore on June 18, 1860 after split with main Democrat Party

Presidential: John Breckinridge, Vice President of the US, from Kentucky Vice-Presidential: Joseph Lane, Senator from Oregon

Biography: Democratic member of the House of Representatives, became President Buchanan’s Vice-President, the youngest to hold the office, at age 35. He was nominated for president by the Southern Democrats, having split from the main Democrat Party. Endorsed by President Buchanan.

Slavery: Wished to ensure that slaveholders could own slaves in new territories.

http://civilwardailygazette.com/2010/11/05/presidential-election-of-1860-know-your-candidates/

Election of 1860 Campaign Poster Directions:

1. You are going to create a campaign poster for the candidate you chose as you entered the room. Your number 1-4 matches up with the four candidates from the 1860 election.

2. Read the biography of your candidate. 3. Create a campaign poster for your candidate. Be as creative as you

like, and make sure to include color in your poster. 4. Your poster must include:

a. A picture of your candidate (yes you need to draw) b. A slogan for your candidate (something to show your

candidate’s beliefs) c. His views on slavery d. His views on Southern secession e. One political backer (the name of an actual person who

would publicly support your candidate) f. His political party

5. Be prepared to campaign for your candidate at the start of class tomorrow.

Presidential Campaign Poster Rubric

Category 5

Advanced

4

Proficient

3

Basic

2

Below Basic

Picture

Level four and includes a drawing of an opponent as a villain.

Level three and color is included.

Picture is drawn and accurately portraits the candidate; however no color is included.

Picture is drawn but sloppy, or does not accurately represent the candidate.

Slogan

Level four and includes, views of the candidate.

A creative slogan that applies to the candidate is included.

Slogan is included and applies to the candidate, but is very basic and shows little creativity.

Slogan is included; however, it does not apply to the candidate and his campaign.

Political Party

N/A The political party is included along with the candidate’s background in the party.

The political party is included and correct.

Political party is not included or is incorrect.

Political Backer

Level four, includes two or more backers.

A creative political backer is chosen. The reason this person supports the candidate is also included.

A political backer is chosen and included. The choice is a very obvious one and does not show much thought.

A political backer is chosen, but he or she is not an appropriate choice to support the candidate.

Views

Level four and refutes other candidate’s views.

The candidate’s views on slavery AND secession are included.

The candidate’s views on slavery or secession are included.

The candidate’s views on slavery and or secession are given but are not completely correct.

Lesson Plan Day 2 Republican National Platform A+: Name the 4 candidates of the 1860 presidential election Objective: Students will be able to campaign, using the poster they created yesterday, for the presidential candidate they were assigned. Students will study the Republican national platform and examine how it dealt with the issue of slavery. Procedure:

1. Students will get into groups of 4 with each presidential candidate represented and give a short presentation on their candidate to the group. Following the presentations each group will vote for their favorite/most qualified candidate based upon solely the campaign posters.

2. Students will be given the published Republican national platform and will be instructed to read items #7, 8, and 9 which deal with slavery

3. Students will complete worksheet analyzing the Republican stance on slavery. Summary: Exit Ticket- Do you feel the Republicans justified their position on slavery enough to get Northerners to support them? Why or why not?

REPUBLICAN NATIONAL PLATFORM ADOPTED AT CHICAGO, 1860 Resolved, That we, the delegated representatives of the Republican electors of the United States, in Convention assembled, in discharge of the duty we owe to our constituents and our country, unite in the following declarations:

1. That the history of the nation, during the last four years, has fully established the propriety and necessity of the organization and perpetuation of the Republican party, and that the causes which called it into existence are permanent in their nature, and now, more than ever before, demand its peaceful and constitutional triumph.

2. That the maintenance of the principles promulgated in the Declaration of Independence and embodied in the Federal Constitution, "That all men are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness; that to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed," is essential to the preservation of our Republican institutions; and that the Federal Constitution, the Rights of the States, and the Union of the States, must and shall be preserved.

3. That to the Union of the States this nation owes its unprecedented increase in population, its surprising development of material resources, its rapid augmentation of wealth, its happiness at home and its honor abroad; and we hold in abhorrence all schemes for Disunion, come from whatever source they may: And we congratulate the country that no Republican member of Congress has uttered or countenanced the threats of Disunion so often made by Democratic members without rebuke and with applause from their political associates; and we denounce those threats of Disunion, in case of a popular overthrow of their ascendency, as denying the vital principles of a free government, and as an avowal of contemplated treason, which it is the imperative duty of an indignant People sternly to rebuke and forever silence.

4. That the maintenance inviolate of the rights of the States, and especially the right of each State to order and control its own domestic institutions according to its own judgment exclusively, is essential to that balance of powers on which the perfection and endurance of our political fabric depends; and we denounce the lawless invasion by armed force of the soil of any State or Territory, no matter under what pretext, as among the gravest of crimes.

5. That the present Democratic Administration has far exceeded our worst apprehensions, in its measureless subserviency to the exactions of a sectional interest, as especially evinced in its desperate exertions to force the infamous Lecompton Constitution upon the protesting people of Kansas; in construing the personal relation between master and servant to involve an unqualified property in persons; in its attempted enforcement, everywhere, on land and sea, through the intervention of Congress and of the Federal Courts of the extreme pretensions of a purely local interest; and in its general and unvarying abuse of the power intrusted to it by a confiding people.

6. That the people justly view with alarm the reckless extravagance which pervades every department of the Federal Government; that a return to rigid economy and accountability is indispensible to arrest the systematic plunder of the public treasury by favored partisans, while the recent startling developments of frauds and corruptions at the Federal metropolis, show that an entire change of administration is imperatively demanded.

7. That the new dogma, that the Constitution, of its own force, carries Slavery into any or all of the Territories of the United States, is a dangerous political heresy, at variance with the explicit provisions of that instrument itself, with contemporaneous exposition, and with legislative and judicial precedent; is revolutionary in its tendency, and subversive of the peace and harmony of the country.

8. That the normal condition of all the territory of the United States is that of freedom; That as our Republican fathers, when they had abolished Slavery in all our national territory, ordained that "no person should be deprived of life, liberty, or property, without due process of law," it becomes our duty, by legislation, whenever such legislation is necessary, to maintain this provision of the Constitution against all attempts to violate it; and we deny the authority of Congress, of a territorial legislature, or of any individuals, to give legal existence to Slavery in any Territory of the United States.

9. That we brand the recent re-opening of the African slave-trade, under the cover of our national flag, aided by perversions of judicial power, as a crime against humanity and a burning shame to our country and age; and we call upon Congress to take prompt and efficient measures for the total and final suppression of that execrable traffic.

10. That in the recent vetoes, by their Federal Governors, of the acts of the Legislatures of Kansas and Nebraska, prohibiting Slavery in those Territories, we find a practical illustration of the boasted Democratic principle of Non- Intervention and Popular Sovereignty, embodied in the Kansas-Nebraska bill, and a demonstration of the deception and fraud involved therein.

11. That Kansas should, of right, be immediately admitted as a State under the Constitution recently formed and adopted by her people, and accepted by the House of Representatives.

12. That, while providing revenue for the support of the General Government by duties upon imports, sound policy requires such an adjustment of these imposts as to encourage the development of the industrial interest of the whole country; and we commend that policy of national exchanges which secures to the working men liberal wages, to agriculture renumerative prices, to mechanics and manufactures an adequate reward for their skill, labor, and enterprise, and to the nation commercial prosperity and independence.

13. That we protest against any sale or alienation to others of the Public Lands held by actual settlers, and against any view of he Homestead policy which regards the settlers as paupers or suppliants for public bounty; and we demand the passage by Congress of the complete and satisfactory Homestead measure which has already passed the House.

14. That the Republican party is opposed to any change in our Naturalization Laws or any State legislation by which the rights of citizenship hitherto accorded to immigrants from foreign lands shall be abridged or impaired; and in favor of giving a full and efficient protection to the rights of all classes of citizens, whether native or naturalized, both at home and abroad.

15. That appropriations by Congress for River and Harbor improvements of a National character, required for the accommodation and security of an existing commerce, are authorized by the Constitution, and justified by the obligations of Government to protect the lives and property of its citizens.

16. That a Railroad to the Pacific Ocean is imperatively demanded by the interest of the whole country; that the Federal Government ought to render immediate and efficient aid in its construction; and that, as preliminary thereto, a daily Overland Mail should be promply established.

17. Finally, having thus set forth our distinctive principles and views, we invite the coöperation of all citizens, however differing on other questions, who substantially agree with us in their affirmance and support.

Name: _______________________________

Examine items #7, #8, and #9 of the Republican Party Platform of 1860 and answer the following questions. http://history.furman.edu/benson/alpha/www/docs/repplat6.htm

1. Explain the Republican Party’s stance on the movement of slavery into U.S. Territories. Cite language from the document that backs your position.

2. Summarize how the Republicans propose to stop the spread of slavery. Describe how they use ideas from the past to justify their mission.

3. Analyze why Republicans would be against the reopening of the African Slave Trade discussed in item #9.

4. Predict how a Southern plantation owner might react to the ideas and proposals of the Republicans. List the steps they could take to ensure their way of life would continue.

Lesson 3

Political Cartoon Webquest A+: What plank in the Republican Party platform do you believe most upset southern voters? Explain. Objective:

1. The students will be able to evaluate the purpose of political cartoons from the period of time leading up to the election of 1860.

2. The students will be able to create their own political cartoons that articulate a position for or against the election of Lincoln

Procedure:

1. In small groups, students will look at and evaluate three political cartoons of their choosing from various websites provided by the teacher.

2. After evaluating three cartoons, students will create two of their own. One in support of Lincoln or the Republican platform, one against Lincoln or in favor of secession.

Summary: Students will share their cartoon with a partner and the partner will give them a grade using the rubric.

POLITICAL CARTOON WEBQUEST ACTIVITY

In a small group, you will be visiting the following websites containing political cartoons that were published during the 1860 election in American publications. Your job is to evaluate three (3) political cartoons and judge their effectiveness in swaying public opinion.

Cartoons from Harper’s Weekly and Other Leading Journals http://elections.harpweek.com/1860/cartoons-1860-list.asp?Year=1860

Baseball analogy cartoon from Courier and Ives

http://myloc.gov/Exhibitions/lincoln/rise/TheRunforPresident/FrontPorchCampaign/ExhibitObjects/1860ElectionCartoon.aspx

The Road to 1860. Website with a few cartoons from the southern perspective.

http://xroads.virginia.edu/~cap/scartoons/car1860.html

A collection of cartoons from the 1860 presidential election.

http://www.indiana.edu/~liblilly/cartoon/election.html

When you finish evaluating your selected cartoons, you will create two (2) of your own political cartoons for the election of 1860. One of your cartoons will be pro-Republican or pro-Lincoln. The second cartoon will be anti-Lincoln or in support of another candidate or political position. Both cartoons will be completed on a single sheet of copy paper. You will be required to have both a visual image and a written slogan or dialogue.

Cartoon Evaluation CARTOON #1 Name of the Cartoon and Artist:

Where Published: When Published: Target Audience: Purpose/Message: Effectiveness (1-10): CARTOON #2 Name of the Cartoon and Artist: Where Published: When Published: Target Audience: Purpose/Message: Effectiveness (1-10): CARTOON #3 Name of the Cartoon and Artist: Where Published: When Published: Target Audience: Purpose/Message: Effectiveness (1-10):

Category 5 Advanced

4 Proficient

3 Basic

2 Below Basic

Category 5 Advanced

4 Proficient

3 Basic

2 Below Basic

Political Cartoon Rubric

Lesson Plan Day 4 Election of 1860 Activity

Image

Imagery is detailed and complete, demonstrates the goal of the poster even without words.

Picture is drawn, viewer easily can make a connection between the imagery and the message

Picture is drawn and vaguely represents the theme of the cartoon

Image is unclear or does not accurately represent the theme of the cartoon

Slogan/ Dialogue

Slogan demonstrates an understanding of the issues and draws connections between campaign issues

A creative slogan or dialogue that applies to the candidate/topic is included.

Slogan/Dialogue demonstrates a vague idea or point.

Slogan/Dialogue is incomplete or fails to make a point

Appeal to Audience/ Purpose

The cartoon would clearly appeal to a particular audience; arouses an emotional response

The cartoon has a clear purpose and aligns with particular beliefs of one side or the other.

The purpose of the cartoon is somewhat obvious and would appeal to one side or the other

The cartoon does not clearly demonstrate a stance that would appeal to one side or the other.

A+: Describe one of the political cartoons you analyzed yesterday. Objective: Students will analyze the election results of 1860 and predict how it will affect the future of the United States. Procedure:

1. Students will answer pre-mapping questions and make predictions. 2. Students will receive a map of the United States and the Election results of 1860. 3. Students will complete a worksheet and fill in each state with the appropriate color that

represents the candidate who won the state. 4. Students will answer questions for reflection after completing the electoral map.

Summary: Class will think-pair-share on the following topic: Do you think the election of 1860 caused the United States to a Civil War? Justify your position with evidence you gathered over the past four days.

Election of 1860 Pre Map Questions

1. Predict which candidate will win the highest # of states to the one who will win the least. (Lincoln, Douglas, Breckenridge, Bell)

2. Form a hypothesis of the geographic trends you anticipate seeing in the election.

Map Activity- Using the maps and table of election results, color each state for the candidate who received the most votes. Also label each state with the number of electoral votes it has.

Lincoln-Red

Douglas- Blue

Breckenridge- Orange

Bell- Green

Post Map Questions

1. How many electoral votes did each candidate receive?

2. Based on the information you have gathered this week, what characteristics of the election map surprises you? What about the election map meets your expectations?

3. Given the political landscape of the United States in 1860, what options were available for states not voting for Abraham Lincoln?

4.

Election Results of 1860 STATE ELECTORS LINCOLN DOUGLAS BRECKENRIDGE BELL

ALABAMA 9 0 13,618 48,669 27,875

ARKANSAS 4 0 5,357 28,732 20,063

CALIFORNIA 4 38,733 37,999 33,969 9,111

CONNECTICUT 6 43,488 15,431 14,372 1,528

DELAWARE 3 3,822 1,066 7,339 3,888

FLORIDA 3 0 223 8,277 4,801

GEORGIA 10 0 11,581 52,176 42,960

ILLINOIS 11 172,171 160,215 2,331 4,914

INDIANA 13 139,033 115,509 12,295 5,306

IOWA 4 70,302 55,639 1,035 1,763

KENTUCKY 12 1,364 25,651 53,143 66,058

LOUISIANA 6 0 7,625 22,681 20,204

MAINE 8 62,811 29,693 6,368 2,046

MARYLAND 8 2,294 5,966 42,482 41,760

MASSACHUSETTS 13 106,684 34,370 6,163 22,331

MICHIGAN 6 88,481 65,057 805 415

MINNESOTA 4 22,069 11,920 748 50

MISSISSIPPI 7 0 3,282 40,768 25,045

MISSOURI 9 17,028 58,801 31,362 58,372

NEW HAMPSHIRE 5 37,519 25,887 2,125 412

NEW JERSEY 7* 58,346 62,869 0 0

NEW YORK 35 362,646 312,510 0 0

N. CAROLINA 10 0 2,737 48,846 45,129

OHIO 23 231,709 187,421 11,406 12,194

OREGON 3 5,329 4,136 5,075 218

PENNSYLVANIA 27 268,030 16,765 178,871 12,776

RHODE ISLAND 4 12,244 7,707 0 0

S. CAROLINA 8** -- -- -- --

TENNESSEE 12 0 11,281 65,097 69,728

TEXAS 4 0 18 47,454 15,383

VERMONT 5 33,808 8,649 218 1,969

VIRGINIA 15 1,887 16,198 74,325 74,481

WISCONSIN 5 86,110 65,021 887 161

http://www.etymonline.com/cw/1860.htm

Bibliography

“Cartoon about the 1860 Election – Exhibitions- my LOC.gov” Accessed on April 16, 2011. http://myloc.gov/Exhibitions/lincoln/rise/TheRunforPresident/FrontPorchCampaign/ExhibitObjects/1860ElectionCartoon.aspx

“Furman: Republican Party Platform, 1860” Accessed on April 20, 2011.

http://history.furman.edu/benson/alpha/www/docs/repplat6.htm “Harper’s Weekly Elections 1860 Cartoon List” Accessed on April 16, 2011.

http://elections.harpweek.com/1860/cartoons-1860-list.asp?Year=1860

“Outline Map of the US in 1860” Accessed on April 23, 2011. http://faculty.unlv.edu/pwerth/Blankmap-US-1860.jpg

“Political Cartoons of the Lilly Library/The Colonial Years” Accessed on April 20, 2011.

http://www.indiana.edu/~liblilly/cartoon/election.html

“Presidential Election of 1860-Know Your Candidates” Accessed on April 20, 2011. http://civilwardailygazette.com/2010/11/05/presidential-election-of-1860-know-your-

candidates/ “The Road to 1860” Accessed on April 16, 2011.

http://xroads.virginia.edu/~cap/scartoons/car1860.html

“US Map with State Names” Accessed on April 23, 2011. http://www.eduplace.com/ss/maps/pdf/us1860.pdf