Students will participate in the following three lessons. Lessons 1 and 2 will serve as preparation for Lesson 3, which is a culminating activity designed to assess students' understanding of the Election of 1864. By the end of these lessons, students will be able to analyze primary and secondary source documents, use a variety of texts to create and support an argument, and deliver the argument verbally utilizing effective speaking and listening skills.
lesson one
Explore the Site:
Examine each page of this website. Be sure to take detailed notes on the candidates, the historical context, and the historiography surrounding the election. You will need this information to be able to complete Lessons 2 and 3.
Examine each page of this website. Be sure to take detailed notes on the candidates, the historical context, and the historiography surrounding the election. You will need this information to be able to complete Lessons 2 and 3.
lesson two
Political Cartoon Analysis:
1. Examine the political cartoons below. Choose ONE of the cartoons to analyze in the blog (click here). In your blog post, you must include the following:
2. Read your classmates' blog posts. Comment on ONE of the posts written on a different cartoon than the one you analyzed. Give an alternative view of your classmates' analysis. Be respectful. The purpose of this is to look at the cartoon from a different angle, not to prove your classmate wrong.
1. Examine the political cartoons below. Choose ONE of the cartoons to analyze in the blog (click here). In your blog post, you must include the following:
- A description of the cartoon in your own words.
- The historical context for the cartoon: Go beyond "The historical context is the election of 1864." That's a given.
- The intended audience: Who was this cartoon created for?
- The point of view of the cartoonist: What does the cartoonist think of the scene depicted in the cartoon?
- The purpose of the cartoon: Why was this cartoon created? What result is the cartoonist hoping to achieve as a result of publishing the cartoon?
2. Read your classmates' blog posts. Comment on ONE of the posts written on a different cartoon than the one you analyzed. Give an alternative view of your classmates' analysis. Be respectful. The purpose of this is to look at the cartoon from a different angle, not to prove your classmate wrong.
Mr. Lincoln said recently that he was like Blondin on the tightrope, with all that was valuable in America, the Union, in a barrow. Some of the spectators cried, "A little faster, Mr. Lincoln." Another said, "A little slower, Mr. Lincoln." A third said, "Straighten your back a little more." Others shouted, "Stop a little lower." Others cried, " A little more to the South." Some, "A little more North." What would be thought, if, when Blondin was in the performance of his dangerous task, the spectators bothered him with advice, and even went so far as to shake the rope? So with me - keep quiet, and I'll wheel my barrow across. - New York Paper.
(Budget of Fun, 1864)
lesson three
Presidential Debate
Abraham Lincoln became a household name after his series of debates with Stephen Douglas when running for the US Senate. The televised Nixon-Kennedy debate in 1960 gave voters a (literal) look into the issues facing the nation and the goals and personalities of each candidate. Prior to 1960, however, presidential candidates did not participate in formal debates. In this activity, you will have the opportunity to create and participate in a debate between Lincoln and McClellan. This lesson will require you to use the information and skills you acquired during Lessons 1 and 2. You will delve into the issues facing the Union in 1864 and anticipate responses from each candidate based on the historical information you have gathered.
Procedures:
1. You will be placed in one of five groups. Each group will be responsible for creating 3-4 critical, thought-provoking questions for each candidate on an assigned topic (you can use the questions below to guide you, but yours should be more directed and thought-provoking). Then you will write thorough, persuasive, historically accurate responses for each question as if you were Lincoln and McClellan. You must use information contained in this site, but feel free to do additional research.
The five topics are:
2. Each of you will have an assigned role that will focus your efforts throughout this project. Read the roles carefully as they contain additional requirements for this project.
The roles are:
3. Once you have your group and your assigned role, get to work! Follow the steps below:
4. Hold the debate! Each group will share their questions and answers. While another group is sharing their Q&A, you will need to take detailed notes on their responses. You will use this information in your wrap-up. There will be time at the end for all class members to ask questions of any group if they needed clarification, more information, or just wanted to pose another question that hadn't been asked.
5. Wrap-up. After the debate is complete, you should have thorough notes on each candidate's views on each of the topics above. You will use this information to write a 2-3 page response on the following questions:
Abraham Lincoln became a household name after his series of debates with Stephen Douglas when running for the US Senate. The televised Nixon-Kennedy debate in 1960 gave voters a (literal) look into the issues facing the nation and the goals and personalities of each candidate. Prior to 1960, however, presidential candidates did not participate in formal debates. In this activity, you will have the opportunity to create and participate in a debate between Lincoln and McClellan. This lesson will require you to use the information and skills you acquired during Lessons 1 and 2. You will delve into the issues facing the Union in 1864 and anticipate responses from each candidate based on the historical information you have gathered.
Procedures:
1. You will be placed in one of five groups. Each group will be responsible for creating 3-4 critical, thought-provoking questions for each candidate on an assigned topic (you can use the questions below to guide you, but yours should be more directed and thought-provoking). Then you will write thorough, persuasive, historically accurate responses for each question as if you were Lincoln and McClellan. You must use information contained in this site, but feel free to do additional research.
The five topics are:
- Introductions: What do you want the voters to know about you? Your childhood? Adult life? Past careers and achievements?
- The Civil War from 1861-1864: What are your thoughts on the course of the war? The current status of the war?
- War Goals: What do you plan to do moving forward in the war? How do you envision the war ending?
- Emancipation/Slavery: What are your plans for the newly freed slaves? Those still enslaved?
- Post-war Plans: In case of Union victory, what are your plans to bring the Confederacy back into the Union? Your plans for the Confederacy after the Union is restored?
2. Each of you will have an assigned role that will focus your efforts throughout this project. Read the roles carefully as they contain additional requirements for this project.
The roles are:
- Historian: You must study how the historical context impacts each question and potential response. You must include accurate historical information in each response (historical for us in the 21st century; it could be current events for Lincoln and McClellan).
- Researcher: You will research primary source documents to support each candidate's responses. You must include at least one primary source for Lincoln and one for McClellan somewhere in your responses.
- Campaign manager: Your job is to make sure the responses for each candidate are persuasive, appeal to his constituency, and show him in the best light possible. You will work closely with the writer to do this.
- Writer: You will be the primary person in charge of writing the responses for each candidate. Be sure to include information from the historian and the researcher, and work closely with the campaign manager to make sure your responses are persuasive.
- Fact-checker: You are responsible for ensuring that all information in your responses is accurate.
- In addition, everyone will have the role of the speaker. During the debate, you will take turns asking and answering questions.
- If your group is larger than five people, someone can take on the role of Lincoln and/or McClellan to make sure everything written accurately represents what you want to say.
3. Once you have your group and your assigned role, get to work! Follow the steps below:
- Write questions together as a group
- Once questions are written, you can work individually on your assigned section within your role
- Get back together (throughout the process, not just the end) to check in with each other and make sure everyone is one the same page
- Compile all of the responses that have been written. Proof-read them. Make sure everything is written as you want it. Remember, your goal is to portray the candidates in the best light possible.
4. Hold the debate! Each group will share their questions and answers. While another group is sharing their Q&A, you will need to take detailed notes on their responses. You will use this information in your wrap-up. There will be time at the end for all class members to ask questions of any group if they needed clarification, more information, or just wanted to pose another question that hadn't been asked.
5. Wrap-up. After the debate is complete, you should have thorough notes on each candidate's views on each of the topics above. You will use this information to write a 2-3 page response on the following questions:
- How did the context of the time impact the election?
- How did the election reveal the divisions within the Union?
- In what ways were the election results a referendum on the Civil War itself? What message was the American population sending by electing Lincoln?
- What might have happened if McClellan had won the election?
- Who would you vote for? Why? Be specific.