Transcript of Federalist Papers, No. 10 & No. 51 (1787-1788)
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The Meaning of the Federalist Papers
English-Language Arts: Operational Lesson Title: The Meaning of the Federalist Papers Enduring Understanding: Equality is necessary for democracy to thrive. Essential Question: How did the constitutional system described in The Federalist Papers contribute to our national ideas about equality? Lesson Overview This two-part lesson explores the Federalist Papers. First, students engage in a discussion about how they get information about current issues. Next, they read a short history of the Federalist Papers and work in small groups to closely examine the text. Then, student pairs analyze primary source manuscripts concerning the Federalist Papers and relate these documents to what they have already learned. In an optional interactive activity, students now work in small groups to research a Federalist or Anti-Federalist and role-play this person in a classroom debate on the adoption of the Constitution. Extended writing and primary source activities follow that allow students to use their understanding of the history and significance of the Federalist Papers. Lesson Objectives Students will be able to: • Explain arguments for the necessity of a Constitution and a bill of rights. • Define democracy and republic and explain James Madison’s use of these terms. • Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers using primary source examples. • Discuss and defend the ideas of the leading Federalists and Anti-Federalists on several issues in a classroom role-play debate. (Optional Activity) • Develop critical thinking, writing skills, and facility with textual evidence by examining the strengths of either Federalism or Anti-Federalism. (Optional/Extended Activities) • Use both research skills and creative writing techniques to draft a dialogue between two contemporary figures that reflects differences in Federalist and Anti-Federalist philosophies. -
The Federalist Papers: # 10, # 51, and # 78 Federalist No. 10
1 The Federalist Papers: # 10, # 51, and # 78 Federalist No. 10 The Same Subject Continued: The Union as a Safeguard Against Domestic Faction and Insurrection From the New York Packet. Friday, November 23, 1787. Author: James Madison To the People of the State of New York: AMONG the numerous advantages promised by a well-constructed Union, none deserves to be more accurately developed than its tendency to break and control the violence of faction. The friend of popular governments never finds himself so much alarmed for their character and fate, as when he contemplates their propensity to this dangerous vice. He will not fail, therefore, to set a due value on any plan which, without violating the principles to which he is attached, provides a proper cure for it. The instability, injustice, and confusion introduced into the public councils, have, in truth, been the mortal diseases under which popular governments have everywhere perished; as they continue to be the favorite and fruitful topics from which the adversaries to liberty derive their most specious declamations. The valuable improvements made by the American constitutions on the popular models, both ancient and modern, cannot certainly be too much admired; but it would be an unwarrantable partiality, to contend that they have as effectually obviated the danger on this side, as was wished and expected. Complaints are everywhere heard from our most considerate and virtuous citizens, equally the friends of public and private faith, and of public and personal liberty, that our governments are too unstable, that the public good is disregarded in the conflicts of rival parties, and that measures are too often decided, not according to the rules of justice and the rights of the minor party, but by the superior force of an interested and overbearing majority. -
Federalism 7/17/04 9:48 AM Page 14
04 014-016 Founders Federalism 7/17/04 9:48 AM Page 14 Federalism By the time the delegates to the Constitutional commercial use of the Potomac River, along with Convention had gathered in Philadelphia in 1787, his study of history, convinced him that a system the American people had been accustomed for based on state sovereignty was destined to fail. more than one hundred and fifty years to having Madison worked with other members of the most of their affairs managed first within the Virginia delegation on a plan for a basically colonies and then in independent states. It was not national, rather than confederal, system of surprising that the Articles of Confederation, the government. In addition to provisions for separate initial constitutional system for legislative, executive, and judicial “The United States of America,” branches, the “Virginia Plan” affirmed in its first article the would have empowered general “sovereignty, freedom Congress “to negative all laws and independence” of the states. passed by the several States, Beyond historical precedence, contravening in the opinion of the commitment to state the National Legislature the sovereignty drew support from articles of Union; and to call sixteenth- and seventeenth- forth the force of the Union century theorists such as Jean against any member of the Jacques Rousseau who argued Union failing to fulfill its duty that the habits and virtues under the articles thereof.” The needed by a self-governing Virginia Plan proposed a people can be cultivated only in national government that would small republics. In short, history be legally and functionally and theory seemed to be on the supreme over the states. -
Fascinating Facts About the U.S. Constitution
The U.S. Constitution & Amendments: Fascinating Facts (Continued) Fascinating Facts About The U.S. Constitution The U.S. Constitution has 4,400 words. It is the The Constitution does not set forth requirements oldest and shortest written Constitution of any major for the right to vote. As a result, at the outset of government in the world. the Union, only male property-owners could vote. ___________________ African Americans were not considered citizens, and women were excluded from the electoral process. Of the spelling errors in the Constitution, Native Americans were not given the right to vote “Pensylvania” above the signers’ names is probably until 1924. the most glaring. ___________________ ___________________ James Madison, “the father of the Constitution,” Thomas Jefferson did not sign the Constitution. was the first to arrive in Philadelphia for the He was in France during the Convention, where Constitutional Convention. He arrived in February, he served as the U.S. minister. John Adams was three months before the convention began, bearing serving as the U.S. minister to Great Britain during the blueprint for the new Constitution. the Constitutional Convention and did not attend ___________________ either. ___________________ Of the forty-two delegates who attended most of the meetings, thirty-nine actually signed the Constitution. The Constitution was “penned” by Jacob Shallus, Edmund Randolph and George Mason of Virginia A Pennsylvania General Assembly clerk, for $30 and Elbridge Gerry of Massachusetts refused to ($726 today). sign in part due to the lack of a bill of rights. ___________________ ___________________ Since 1952, the Constitution has been on display When it came time for the states to ratify the in the National Archives Building in Washington, Constitution, the lack of any bill of rights was the DC. -
Rappin' History
Rappin’ History Composing Historical Raps in the Classroom with Lessons Integrating Historical Raps from the Broadway Show Hamilton Rappin’ in the Classroom Hamilton! Lessons Using the Broadway Show Hamilton Traveling Exhibit Activities Lois MacMillan – 2018 Jane Ortner Education Award Submission South Middle School – Grants Pass, OR Outline of Rappin’ History Introduction: Impact of the Broadway show Hamilton & Historical Rap Lesson Experiences (pages 1-2) “Composing Historical Raps” Five Day Lesson Plan (pages 3-21) o Joseph Plumb Martin Worksheet PDF o Joseph Plumb Martin Adventures, Sufferings, and Dangers PDF o Joseph Plumb Martin Bio PDF o Article “Of Rocks, Trees, Rifles, and Militia” PDF o Rap Facts Worksheets PDF “World Turned Upside Down” The Battle of Yorktown Lesson Plan (pages 22-26) o “World Turned Upside Down Worksheet” PDF “Constitution Needed!” Events Around the Constitution Lesson Plan (pages 27-37) o “Events Around the Constitution” PDF o “Events Around the Constitution Worksheet” PDF o PowerPoint “Plain, Honest Men” “The Dinner Deal” Choosing the Nation’s Capital Lesson Plan (pages 38-44) o “The Dinner Deal Worksheet” PDF o “In Room Where It Happens” PDF “Election of 1800” Crisis in the Electoral College Lesson Plan (pages 45-49) o “Election of 1800” PDF “Code Duello and the Hamilton-Burr Duel” Two Day Lesson Plan (pages 50-57) o “Code Duello” PDF o PowerPoint “Five Duel Experiences” o “Your Obedient Servant” PDF Introduction: In 2004, Ron Chernow published Hamilton, earning him Gilder Lehrman’s George Washington Book -
Download Hamilton the Musical Movie Guide Student Version.Pdf
Name___________________________________________Date_____________________________________Period__________ håmïltøñ müsïçål møvïë güïdë (2020) bëførë thë müsïçål 1. Why does representation matter in theatre, film, and media? Explain your answer below. dürïñg thë müsïçål 2. Name a family member Alexander Hamilton lost during his Childhood: 3. What is one pieCe of adviCe Aaron Burr gives Hamilton? 4. How is Hamilton “just like [his] country”? 5. Finish the LyriC: “Raise a glass to ___________________. Something they can never ____________ ______________.” 6. What are the names of the three SChuyler sisters? 7. King George III threatens to do this in order to remind people of his love. (Two possible answers. Name one of them.) 8. How many British troops are in New York Harbor? ______________________ 9. Who volunteers to be General Washington’s right-hand man? How did Washington respond? 10. ACCording to Burr, what did Martha Washington name after Hamilton? 11. Who does Hamilton marry? 12. What do you learn about AngeliCa during the song Satisfied? 13. Why is Burr’s love for Theodosia scandalous? 14. Finish the LyriC: “Life doesn’t discriminate between the _________________ and the ________________.” 15. Who does General Washington promote to seCond-in-Command? 16. What happens to the person in the previous question? 17. What does Hamilton realize when he sees Eliza? 18. Finish the Lyric: “Let me tell you what I wish I’d known. When I was young and dreamed of glory. You have no control. Who lives? Who dies? ____________ _____________ ____________ _______________?” 19. Which battle takes place in 1781? 20. What was Hercules Mulligan’s role during the Revolutionary War? 21. -
A Case Study of Hamilton: an American Musical to Understand the Effect of Engaging the Past in the Culture of Today
Southeastern University FireScholars Selected Honors Theses Spring 2018 WHO LIVES, WHO DIES, WHO TELLS YOUR STORY: A CASE STUDY OF HAMILTON: AN AMERICAN MUSICAL TO UNDERSTAND THE EFFECT OF ENGAGING THE PAST IN THE CULTURE OF TODAY Adrianna C. Halsey Southeastern University - Lakeland Follow this and additional works at: https://firescholars.seu.edu/honors Part of the United States History Commons Recommended Citation Halsey, Adrianna C., "WHO LIVES, WHO DIES, WHO TELLS YOUR STORY: A CASE STUDY OF HAMILTON: AN AMERICAN MUSICAL TO UNDERSTAND THE EFFECT OF ENGAGING THE PAST IN THE CULTURE OF TODAY" (2018). Selected Honors Theses. 120. https://firescholars.seu.edu/honors/120 This Thesis is brought to you for free and open access by FireScholars. It has been accepted for inclusion in Selected Honors Theses by an authorized administrator of FireScholars. For more information, please contact [email protected]. Halsey i WHO LIVES, WHO DIES, WHO TELLS YOUR STORY: A CASE STUDY OF HAMILTON: AN AMERICAN MUSICAL TO UNDERSTAND THE EFFECT OF ENGAGING THE PAST IN THE CULTURE OF TODAY by Adrianna Halsey Submitted to the Honors Program Committee in partial fulfillment of the requirements for University Honors Scholars Southeastern University 2018 Halsey ii Copyright by Adrianna Halsey 2018 Halsey iii This thesis is dedicated to my sister, Alexia. When I needed her most she was right on time. Halsey iv Abstract This thesis is a look into how Alexander Hamilton has been portrayed on stage in the musical Hamilton: An American Musical, written by Lin-Manuel Miranda. The goal of this research is to show that this musical is not history, but rather a commentary on current culture through one of America’s favorite stories (that of the Revolution.) In this show, past figures have been used to discuss the issues of modern America, and that is now being sold as history. -
Understanding Federalist 51
Understanding Federalist 51 1 9/6/2011 Political Science Module Developed by PQE Learning Objectives Identify the significance of the Federalist Papers to an understanding of the American Constitution. Identify Madison’s purpose in writing Federalist 51 . Explain the role of separation of powers in the preservation of liberty. 2 Political Science Module Developed by PQE 9/6/2011 Constitutional Change 1 Learning Objectives (Cont.) Describe the role played by checks and balances in the preservation of liberty. Identify the provisions included in the Constitution to prevent legislative dominance. Explain the phrase: “Ambition must be made to counteract ambition.” Describe how the “compound republic” protects liberty. 3 Political Science Module Developed by PQE 9/6/2011 Learning Objectives (Cont.) Describe the solution Madison offers to the problem of the tyranny of the majority. 4 Political Science Module Developed by PQE 9/6/2011 Constitutional Change 2 Key Terms The Federalist Papers Separation of Powers Legislative Power Executive Power Judicial Power Checks and Balances 5 Political Science Module Developed by PQE 9/6/2011 Key Terms (Cont.) Compound Republic Federal System Tyranny of the Majority 6 Political Science Module Developed by PQE 9/6/2011 Constitutional Change 3 The Federalist Papers Essays written in 1787 and 1788 by James Madison, John Jay, and Alexander Hamilton under the penname of Publius Designed to advocate the ratification of the new constitution by the states An authoritative but unofficial explanation of American government by those who created it 7 Political Science Module Developed by PQE 9/6/2011 Federalist 51 Madison wrote Federalist 51 in 1788. -
Topic of Discussion – the Federalist V. Antifederalist
Discussion 8-4 US History ~ Chapter 8 Topic Discussions E Lundberg Topic of Discussion – The Federalist v. Antifederalist Related Topics Chapter Information ~ Ch 8; 3 sections; 294 pages The Articles of Confederation Confederation to Constitution (1776-1791) The Constitution of the United States Section 1 ~ The Confederation Era Pages 234-241 Federalism Section 2 ~ Creating the Constitution Pages 242-247 Section 3 ~ Ratification and the Bill of Rights Pages 248-256 The Virginia Plan The New Jersey Plan Key Ideas Key Connections - 10 Major (Common) Themes 1. How cultures change through the blending of different ethnic groups. The Idea of a strong Central Government 2. Taking the land. 3. The individual versus the state. States Rights v. Federal Rights 4. The quest for equity - slavery and it’s end, women’s suffrage etc. 5. Sectionalism. Strong Central Government = progression or regression 6. Immigration and Americanization. 7. The change in social class. Political strategy to get the Constitution ratified 8. Technology developments and the environment. 9. Relations with other nations. The Balance of Power 10. Historiography, how we know things. Political Checks and Balances Talking Points I Introduction The creation of the Constitution entailed hours of debate and compromise, and even when it was completed, some delegates were unhappy with it. The task of fixing the ailing Confederate government was not complete yet; each state had to ratify, or approve, the Constitution. Basically, people divided into two groups, the Federalists and the Anti-Federalists. Each of their view- points is worth examining, as they both have sound reasoning. 1. The Anti-Federalists did not want to ratify the Constitution. -
The Federalist Papers
LESSON TWO: THE FEDERALIST PAPERS OVERVIEW OBJECTIVES This lesson explores the Federalist Papers. First, students engage in a discussion about how they get information on current issues. Next, they read a short history of the Students will be able to: Federalist Papers and engage in a discussion about it. • Identify the Articles of Then, working in small groups, students research a Confederation and Federalist or Anti-Federalist and role play this person in a explain why it failed. classroom debate on issues that surrounded the adoption of the Constitution. • Explain the argument over the need for a bill of rights Optional writing activity: Students write on why they in the Constitution and would have been a Federalist or Anti-Federalist. James Madison’s role in securing its adoption by the first Congress. • Describe the political phi- STANDARDS ADDRESSED losophy underpinning the Constitution as specified National U.S. History Standard 8: Understands the in the Federalist Papers. institutions and practices of government created dur- ing the Revolution and how these elements were • Discuss the ideas of the revised between 1787 and 1815 to create the founda- leading Federalists and tion of the American political system based on the Anti-Federalists on several U.S. Constitution and the Bill of Rights. Level III issues in a classroom (Grade 7–8) (1) Understands events that led to and debate. shaped the Constitutional Convention (e.g., alternative plans and major compromises considered by dele- PREPARATION gates, the grievances of the debtor class and the fears of wealthy creditors involved in Shay’s Rebellion, the Handout 2A: The Federalist accomplishments and failures of the Articles of Papers—1 per student Confederation). -
FEDERALIST No. 51
The Federalist Papers were anonymous pamphlets distributed between 1788 and 1790 in states for the purpose of building support for ratification of the proposed Constitution. In Federalist 51, Alexander Hamilton or James Madison responds to concerns that the new national government will have too much power (the existing government under the Articles of Confederation placed nearly all power in the hands of the state governments). Federalist 51 explains why the national government’s power will be limited. First, the Constitution lists the powers of the national government. All other powers are reserved to the states or to the people. Second, federal government action is rigged to prevent action in the absence of a very broad consensus. FEDERALIST No. 51 The Structure of the Government Must Furnish the Proper Checks and Balances Between the Different Departments From the New York Packet. Friday, February 8, 1788. Alexander Hamilton or James Madison To the People of the State of New York: TO WHAT expedient, then, shall we finally resort, for maintaining in practice the necessary partition of power among the several departments, as laid down in the Constitution? The only answer that can be given is, that as all these exterior provisions are found to be inadequate, the defect must be supplied, by so contriving the interior structure of the government as that its several constituent parts may, by their mutual relations, be the means of keeping each other in their proper places. Without presuming to undertake a full development of this important idea, I will hazard a few general observations, which may perhaps place it in a clearer light, and enable us to form a more correct judgment of the principles and structure of the government planned by the convention. -
The Federalists Paper #51
The Federalists Paper #51 There were no notes taken at the Constitutional Convention in 1787. The members thought it wise to not allow members to take notes and to meet in complete secrecy in order to allow individuals to freely express their opinions. However, after the convention there was a mighty struggle in the thirteen states over ratification of the Constitution. In the state of New York the struggle was intense. In a series of editorials or essays called The Federalists Papers, James Madison, Alexander Hamilton and John Jay (the most influential of the writers of the Constitution) outlined Constitution and the reasoning behind its structure in New York newspapers. Easily the most important and best known is the Federalist #51; in it Madison describes the philosophy behind the U.S. Constitution. Please note that this author (Tom Byrnes) put in the [brackets] and the words placed in bold. Those in brackets are synonyms; the words placed in bold are to make sure that you focus on these parts. The Federalists Paper #51 To the People of the State of New York: TO WHAT expedient, then, shall we finally resort, for maintaining in practice the necessary partition of power among the several departments, as laid down in the Constitution? The only answer that can be given is, that as all these exterior provisions are found to be inadequate, the defect must be supplied, by so contriving the interior structure of the government as that its several constituent parts may, by their mutual relations, be the means of keeping each other in their proper places.