The Road to War: The Election of 1860
Objectives:
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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 VicePresident, 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
5
4
3
2
Advanced
Proficient
Basic
Below Basic
Category
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-1860list.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:
Category
5
Advanced
4
Proficient
3
Basic
2
Below Basic
3
Basic
2
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):
Category
5
Advanced
4
Proficient
Image
Slogan/
Dialogue
Appeal to
Audience/
Purpose
Imagery is detailed
and complete,
demonstrates the
goal of the poster
even without
words.
Slogan
demonstrates an
understanding of
the issues and
draws connections
between campaign
issues
The cartoon would
clearly appeal to a
particular audience;
arouses an
emotional response
Picture is drawn,
viewer easily can
make a connection
between the
imagery and the
message
A creative slogan or
dialogue that
applies to the
candidate/topic is
included.
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
demonstrates a vague
idea or point.
Slogan/Dialogue is
incomplete or fails to
make a point
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.
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-yourcandidates/
“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