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 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: , former Representative from Illinois Vice-Presidential: , 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 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 , 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 Vice-Presidential: , 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 Vice-Presidential: Joseph Lane, Senator from

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 , 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

5 4 3 2 Category Advanced Proficient Basic Below Basic

Picture Level four and Level three and color Picture is drawn and Picture is drawn but includes a is included. accurately portraits the sloppy, or does not drawing of an candidate; however no accurately represent opponent as a color is included. the candidate. villain.

Slogan Level four and A creative slogan that Slogan is included and Slogan is included; includes, views applies to the applies to the however, it does not of the candidate. candidate is included. candidate, but is very apply to the basic and shows little candidate and his creativity. campaign.

Political N/A The political party is The political party is Political party is not Party included along with included and correct. included or is the candidate’s incorrect. background in the party.

Political Level four, A creative political A political backer is A political backer is Backer includes two or backer is chosen. The chosen and included. chosen, but he or she more backers. reason this person The choice is a very is not an appropriate supports the candidate obvious one and does choice to support the is also included. not show much candidate. thought.

Views Level four and The candidate’s views The candidate’s views The candidate’s refutes other on slavery AND on slavery or secession views on slavery and candidate’s secession are are included. or secession are views. included. 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/Front PorchCampaign/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: 5 4 3 2 Category Advanced Proficient Basic Below Basic 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): 5 4 3 2 Category Advanced Proficient Basic Below Basic Image Imagery is detailed Picture is drawn, Picture is drawn and Image is unclear or and complete, viewer easily can vaguely represents does not accurately demonstrates the make a connection the theme of the represent the theme goal of the poster between the cartoon of the cartoon even without imagery and the words. message Slogan/ Slogan A creative slogan or Slogan/Dialogue Slogan/Dialogue is Dialogue demonstrates an dialogue that demonstrates a vague incomplete or fails to understanding of applies to the idea or point. make a point the issues and candidate/topic is draws connections included. between campaign issues Appeal to The cartoon would The cartoon has a The purpose of the The cartoon does not Audience/ clearly appeal to a clear purpose and cartoon is somewhat clearly demonstrate a Purpose particular audience; aligns with obvious and would stance that would arouses an particular beliefs of appeal to one side or appeal to one side or emotional response one side or the the other the other. other.

Political Cartoon Rubric

Lesson Plan Day 4 Election of 1860 Activity

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/Exhi bitObjects/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