The DUEL the PARALLEL LIVES of ALEXANDER HAMILTON & AARON BURR

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The DUEL THE PARALLEL LIVES OF ALEXANDER HAMILTON & AARON BURR

BY JUDITH ST. GEORGE Teacher’s Edition

The Duel: The Parallel Lives of JLG Reading Guide Copyright © 2009 Alexander Hamilton & Aaron Burr Junior Library Guild By Judith St. George 7858 Industrial Parkway Published by Viking/Penguin Group Plain City, OH 43064 Copyright © 2009 by Judith St. George www.juniorlibraryguild.com ISBN: 978-1-93612-900-3 ISBN: 978-0-670-01124-7

Copyright © 2009 Junior Library Guild/Media Source, Inc. 0 About JLG Guides Junior Library Guild selects the best new hardcover children’s and YA books being published in the U.S. and makes them available to libraries and schools, often before the books are available from anyone else. Timeliness and value mark the mission of JLG: to be the librarian’s partner. But how can JLG help librarians be partners with classroom teachers? With JLG Guides. JLG Guides are activity and reading guides written by people with experience in both children’s and educational publishing—in fact, many of them are former librarians or teachers. The JLG Guides are made up of activity guides for younger readers (grades K–3) and reading guides for older readers (grades 4–12), with some overlap occurring in grades 3 and 4. All guides are written with national and state standards as guidelines. Activity guides focus on providing activities that support specific reading standards; reading guides support various standards (reading, language arts, social studies, science, etc.), depending on the genre and topic of the book itself. JLG Guides can be used both for whole class instruction and for individual students. Pages are reproducible for classroom use only, and a teacher’s edition accompanies most JLG Guides. Research indicates that using authentic literature in the classroom helps improve students’ interest level and reading skills. You can trust JLG to provide the very best in new-release books, and now to enhance those selections by giving your school the tools to use those books in the classroom. And in case you think we forgot the librarians, be sure to check out the Library Applications page, shown on the table of contents in each guide. From all of us at Junior Library Guild, we wish you and your students good reading and great learning . . . with JLG Selections and JLG Guides.

About the Author ...... 3 Genre Study: Nonfiction ...... 4 Prereading Activities...... 5 Chapter by Chapter Prologue, Chapter 1: “Orphans,” and Chapter 2: “Students”...... 8 Chapter 3: “Patriots” ...... 11 Chapter 4: “Heroes”...... 14 Chapter 5: “Lawyers”...... 16 Chapter 6: “Politicians” ...... 18 Chapter 7: “Friends” ...... 20 Chapter 8: “Enemies” ...... 22 Chapter 9: “Duelists,” and Epilogue...... 24 Wrap-up...... 26 Library Applications...... 27 Suggestions for Further Reading ...... 29 Correlations to National Standards ...... 30

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Judith St. George grew up in Westfield, New Jersey, with two passions: she loved reading and she loved sports. She played tennis and softball in summer and enjoyed skating and sledding in winter. The rest of the time, she read. She rode her bike to her local public library and came home with all the bike’s basket could hold. On her Web site page “Life in the Stacks,” she recalls her mother saying, “Don’t try to get Judy’s attention when she is reading. She won’t hear you.” Once, lost in a book, she was startled by her father, who was outside her upstairs window on a ladder. She screamed, he startled and tipped the ladder. He grabbed the window sill just in time. Ms. St. George attended Smith College in Massachusetts. After graduation, she married David St. George. The next year, they lived in the historic Longfellow House in Cambridge, Massachusetts. That house had been George Washington’s headquarters during the Siege of Boston between July 1775 and April 1776, and it was later the home of the famous poet Henry Wadsworth Longfellow. Living in this house fired Ms. St. George’s imagination, and she credits much of her love of history to that time. Her first book, in fact, was a work of historical fiction set during the Revolutionary War. Since then, she has published more than forty more books, including So You Want to Be President?, a book that won the Caldecott Medal for its illustrations. She has also received a New York Academy of Sciences Award, a Christopher Award, and a Golden Kite Award. Ms. St. George loves doing research for her books. She has traveled through the Great Plains and along the Lewis and Clark trail. She climbed a rope ladder to board a ship in the Panama Canal and hiked to the top of Mount Rushmore. Preparing for her nonfiction book The Brooklyn Bridge, she walked across the structure countless times. Today, she makes her home along the Connecticut shoreline. She and her husband have four grown children. On her Web site, she says, “Books have given me such a lifetime of pleasure that I hope the books that I write will repay that debt in some small way.”

To learn more about Judith St. George, visit her website at www.judithstgeorge.com

To learn more about Smith College, a liberal arts college for women, visit www.smith.edu

To learn more about the Longfellow National Historic Site, visit www.nps.gov/long

The Duel is a book of nonfiction. Works of nonfiction are about real people, real places, and events that actually happened. There really were men named Aaron Burr and Alexander Hamilton, and they really did fight a duel in 1804. These are facts. The genre of nonfiction is very broad and can include biographies, histories, book reports, travelogues, reviews, memoirs, scientific papers—in short, anything that is true. For a work to be truly nonfiction, each element in the book must be known to be true. For example, if our author says that Hamilton was born in the West Indies, she must be able to prove that he really was. Nonfiction writers often use other books and documents as sources from which they found the facts they used. Judith St. George lists her sources in a bibliography at the end of the book. The use of facts, though, does not mean the author does not make decisions about what to include. Authors choose facts and ideas to support their main ideas. For example, The Duel is subtitled The Parallel Lives of Alexander Hamilton & Aaron Burr. Readers can expect some information to show ways in which their lives followed similar paths. Some other details have been left out because they are not about this main idea. Nonfiction authors also interpret facts, and they may draw conclusions based on their interpretations. Judith St. George will tell us at one point that Burr knew that “he’d better start earning some money.” She does not document this statement, but it is a conclusion drawn from facts. The war was over, Burr had no job, and he was about to marry. It is reasonable to conclude from these facts that Burr knew he needed money. Writers of nonfiction can be creative. They can select dramatic events and write about them in a way that makes the reader eager to read, all without changing any facts or adding any nonfactual details. Writers select events that add drama and suspense. They may be presenting information you don’t know, so the facts themselves expand forward like a plot. What will happen next? How will it turn out? Why was there a duel? There is a line, though, that writers of real nonfiction cannot cross. St. George cannot create something from nothing. It may be fair to conclude that Burr knew he needed money, but the author cannot make up a quotation such as “Well, I really need some money now that the war is over and I’m about to marry.” Unless Burr actually said those words, a writer of nonfiction may not present them as a direct quote. This idea has become confusing in recent times with the growth of another genre: historical fiction. In historical fiction, authors create fictional characters and events and put them in real historical settings. Historical fiction can be exciting, and parts of it are often true, but it is not real history, though it may make history seem real. For example, there is no real proof that there was ever such a person as Robin Hood in early England. There was a Prince John; there was a King Richard, and there was a Sherwood Forest though. It is a great story, but it is not nonfiction. There are some excellent writers of historical fiction, and the best of them are very careful with the truth; some others take liberties with facts. As you read historical fiction, think carefully about what is real and what is invented. You should also think carefully as you read nonfiction. Are the facts based on real information? Are ideas and conclusions reasonable? What are the main ideas, and what ideas support them? Did Hamilton and Burr really lead parallel lives that led them to their final meeting? Read The Duel and decide for yourself.

The Duel: The Parallel Lives of Alexander Hamilton & Aaron Burr spans the years before, during, and after the birth of the United States. The book covers roughly the years between 1755 and 1804. These were decades of amazing change for the people who lived then, but they were also times of great uncertainty. For people such as Hamilton and Burr, almost everything they knew was swept away. The country went from being a protected colony of the most powerful nation on Earth to a small nation completely on its own. There were three distinct eras during these years. The first, from 1755 to 1775, was the time when the Colonies were England’s most important colony. People knew the way the world worked. The system of government was settled, although it varied in local places. The King and the English Parliament ruled at the top, and their decisions affected most parts of American life. The legal system, the economy, civil order, education, and career paths came from the ways of England. To some Colonists, whose families had been more or less on their own on the frontier for more than a hundred years, the ways of England did not always seem to fit. To some in England, Colonists did not seem to be paying their fair share, especially for the cost of troops to protect them in their wild land. Tensions grew over taxes, controls, and how much people could decide for themselves. The second era the book spans is the Revolutionary War itself, from 1775 to 1783. It may be hard for us today to imagine how much nerve it took for the Colonists to declare themselves independent. They became instant traitors to the country and traditions they’d always belonged to, and their very lives hinged on the outcome of the revolt. Many Colonists thought it was a terrible idea. Suddenly, they had no central government, no real army or navy, and little means to fight a war. The war went badly. The Americans almost never beat the British in the field, and they spent most of their time in retreat. There seemed to be no way they could win. The amount of uncertainty in people’s lives during this time is almost impossible to grasp. Yet they never gave up, and they did win. The third era covered in the book is the creation of the United States itself. Americans had won an amazing victory. Now what? There were almost as many ideas of how to run the new country as there were people in it. What form of government could correct the flaws they had rebelled against? Who would make the laws? How would they be made? How could disputes be settled? Each of the states had different interests, and there were tensions among them because they were different sizes with different economies and cultures. Representatives of these states quarreled bitterly over competing plans. Yet nothing was in place. Nothing existed at first, and everything was in the air. A thousand ideas had to be thought of, agreed upon, and put into action. Even after the government took shape, new events brought new questions that were not easily settled. In its way, it was a time of as much unrest as the years before and during the Revolution. Men of strong opinions and unyielding will, such as we meet in The Duel, were bound to come into conflict. In the case of Alexander Hamilton and Aaron Burr, the conflict was mortal.

For additional reading on the early days of the United States go to page 26. There you will find other reading and resources about this time in United States history.

Book summary: In the middle of the 1700s, two boys were born at about the same time. Both were orphaned early, both became excellent students, both served on George Washington’s staff during the American Revolution, and both became heroes. Ambitious and determined, each became an important man in the life of the young United States. Alexander Hamilton was the first Secretary of the Treasury under President Washington, and Aaron Burr was Thomas Jefferson’s Vice-President, and nearly President. The two were destined, though, to meet on a cliff in New Jersey, high above the Hudson River, where one would take the life of the other. The story of the two men’s lives, how they were similar and how they were different, and what led them to their mortal encounter is the story that appears in The Duel. Aaron Burr Alexander Hamilton

Understanding Genre: Nonfiction

1. Because this is a book of nonfiction, what do you know about Hamilton and Burr before you even read a word?

Answers may vary, but the essential point is that Hamilton and Burr were real

figures in American history. The account is true.

2. The subtitle of the book is The Parallel Lives of Alexander Hamilton & Aaron Burr. From the brief summary above, how do you think the author will show that their lives were “parallel”?

Answers may vary. Most students will recognize that the author will line up

information to show similarities and connections in the lives of Hamilton and Burr.

3. How do you suppose the author got the information she used to write The Duel?

Answers may vary. Students should recognize that the author did research to

provide documentation. Refer them to the bibliography at the end of the book.

4. What question do you most want to ask as you begin to read the book?

Answers may vary. Most students will want to know what caused the duel.

Some will want to know who won.

Making Predictions Read this partial summary of the book and make predictions based on reasoning and/or from your prior knowledge or personal experience.

Though Hamilton and Burr were born in different places and to different types of families, each had challenges to overcome. Each man was smart, motivated, and determined to make something of his life. First in colonial times, then through the Revolution, and finally in the political life of the new nation, each man tried to assert his will in the world.

1. What kind of things will the author use to show the abilities of each man? I predict: Answers may vary. Students should suggest that incidents will appear that show how each overcame challenges, used his ability, and strove for success.

2. You know from the title that the two men end in conflict. What kind of things must the author show as the book goes forward based on that fact? I predict: Answers may vary. Students should recognize that the author will have to show reasons and sources of the conflict that resulted in the duel.

3. Set a purpose for reading based on your predictions above.

Answers may vary. Most students will set a purpose of seeing how lives paralleled

and what brought about the conflict.

Copyright © 2009 Junior Library Guild/Media Source, Inc. 7 Prologue Chapter 1: Orphans Chapter 2: Students pages 1–19 Before You Read Introducing Vocabulary Define each of the words below, paying attention to the part of speech indicated. Then complete each sentence with the correct word. disdain (n.) scorn, contempt distinguished (adj.) notable, honored, famous, prominent intermittent (adj.) starting and stopping, recurrent, off-and-on resolute (adj.) determined, firm, unyielding, stubborn ventured (v.) risked, dared, undertook, embarked upon

1. Though she was smaller than other runners, her resolute attitude will made her a winner.

2. The intermittent rain made it uncertain whether we could have our picnic or not.

3. His driving inexperience showed as he ventured uncertainly onto the freeway.

4. Treating classmates with disdain is not the way to win friends in a new school.

5. Our guest speaker was a distinguished professor of Revolutionary War history. After You Read Analyzing Structure: Prologue

1. What is a prologue?

An introductory material at the beginning of a literary work that sets the stage for

what comes next.

2. What effect does this prologue have on you, the reader?

It makes me want to read about what led up to this event and what happened next.

Copyright © 2009 Junior Library Guild/Media Source, Inc. 8 Getting to Know the Individuals: Orphans & Students In many ways, this book is a case of compare and contrast. To help you identify ways that Hamilton and Burr are similar and different, use this table to make notes about their early years. As you read further, you may wish to keep a similar chart with key events in the men’s lives.

Alexander Hamilton Aaron Burr

Birth date January 11, 1755 February 6, 1756

Birthplace Nevis, a British island in Newark, New Jersey the Caribbean Sea

Birth family Unmarried parents, older Well known and well off, brother one younger sister

Age when orphaned 12 2 Lived with cousin, who First to Dr. Shippen’s New family/families died, taken in by the family, then to his Uncle Stevenses in St. Croix Timothy and Aunt Rhoda

Social status by 1769 Poor, homeless, Educated, respected family illegitimate

Personality Take-charge, not looking Resolute, bad-tempered, back, intelligent stubborn, intelligent Bookkeeping work in St. Tutored, Barber’s Formal schooling Croix, Barber’s Academy, Academy, College of New King’s College Jersey

Similarities in school Barber’s College, Elizabethtown, NJ; both initially histories rejected by College of New Jersey

Similarities in skills/social Charming, well-liked, good writers, good in Latin and abilities Greek, well-read, ambitious

Differences in skills/ Strong financial skills, Restless, impatient, attitudes hated slavery, deliberate doubtful, liked to party

1. Whom do you think had a harder early life, Hamilton or Burr? Why do you think so?

Answers may vary. Most students will probably say Hamilton did, citing his poverty

and homelessness.

2. For which man does this chapter give a greater sense of personality? Why might that be so? Answers may vary, but more of Burr’s youthful personality shows, because the

author quotes from letters that describe him in some detail.

3. What evidence do you see in this chapter that these boys will grow up to be successful?

Answers may vary. Both boys show determination to succeed and strong

personalities in several examples throughout the chapter.

4. What personality strengths and weaknesses did Aaron Burr have as a young student?

He was disciplined enough to get good grades, he was popular, he sometimes

slacked off and drifted along, he was a flirt, he had trouble making choices

5. Besides being an orphan and poor, what other experiences did Hamilton overcome?

His questionable birth, a hurricane that struck St. Croix, his ship catching fire on

way to America, rejection by College of New Jersey.

Geography Connection

The Thirteen Colonies were only a part of the British Empire in the New World. Use an atlas to find out more about the island of Nevis, where Hamilton was born. Discover its location, which country possesses it now, something about its history, and its economy. Be prepared to locate it on a globe or map.

Create a travel brochure that would entice someone to go there on a vacation.

Before You Read Introducing Vocabulary In this chapter are some English words that are used less often today than they were many years ago, but are perfectly good words with the same meanings that they had in the time of Hamilton and Burr. Use a dictionary to help you define each of the following words. Then write a synonym for each word that you might be more likely to hear today.

1. odious inspiring hatred, contempt, or disgust

Synonym: Possible answers: disgusting, nasty, gross

2. loathed to dislike someone or something very strongly

Synonym: Possible answers: hated, despised

3. intrigues secret schemes or plots

Synonym: Possible answers: plot, conspiracy, scheme

4. fatiguing exhausting or tiring, the weakening of something from overuse

Synonym: Possible answers: wearing out, exhausting

5. intrepid fearless and relentless in pursuing something

Synonym: Possible answers: fearless, courageous, brave After You Read Summarizing Main Ideas

1. Explain how Hamilton became involved with the patriot cause.

He defended the Boston Tea Party, wrote an article about it, and spoke at a Sons of

Liberty rally. In 1775 he joined a militia unit and soon enlisted in the army.

2. Explain how Burr became involved with the patriot cause.

He wanted to enlist when he heard about Lexington and Concord, but waited to

volunteer until real action was going to take place at Montreal and Quebec.

1. What predictions did Hamilton make about the war and its aftermath that were correct?

He said the war would be fought in small skirmishes instead of big battles, that

France and Spain would help the colonies, and that America’s economic power

would be grater than Great Britain’s.

2. Describe Hamilton as a military commander.

He was a strict leader but well-respected by his men because he was fair. He was a

perfectionist who made sure his men were well-trained and disciplined. He

provided uniforms and equipment for his men with his own money.

3. Describe how Benedict Arnold led his men, including Aaron Burr, on their way to Quebec.

He didn’t have any discipline and let each man do what he wanted. Every man was

responsible for his own survival, including finding food and equipment.

4. Describe Burr’s performance as a soldier under Benedict Arnold and General Montgomery. What did he think of Colonel (soon General) Arnold?

Burr handled the rough terrain well, he was sent to deliver a message to

Montgomery because he could be trusted to get through, he fought wisely and well

at the siege of Quebec. Burr disliked Arnold intensely.

Analyzing the Writing Structure

Does the arrangement of each chapter help show the parallels between Hamilton and Burr? Explain.

Answers may vary, but many will say that the back-and-forth stories of each man helps to keep both biographies in perspective. The specific years and experiences of each man are well described.

1. What forces seem to motivate the actions of Hamilton and Burr in this chapter?

Answers may vary. Most students will find that ambition and a desire to make a

name seem to drive the men.

2. Which person do you find more interesting, appealing, or admirable? What in the text creates that response?

Answers may vary. Many students will find that the detail about Burr, which focuses

more on his excitable personality, makes him seem more interesting at this point.

Cause and Effect Chart

Already you can begin to see how these two men are similar and different and how conflicts may arise between them. Begin to keep a chart in which you list experiences and/or attitudes that will create cause-and-effect situations that eventually lead to “the duel.” Use the sample below to get started.

Hamilton or Burr? Experience/Attitude Effect (Cause)

Burr Courageous stand at He liked the spotlight and Quebec the fame of being a hero Felt unwanted by Burr Disliked by General Washington’s “family” of Washington close advisors

Copyright © 2009 Junior Library Guild/Media Source, Inc. 13 Chapter 4: Heroes pages 31–41 Before You Read Making Predictions Make a prediction about what will happen to the two young men in this chapter. Then give at least two reasons for your predictions.

I predict: Why? Answers may vary. 1. Students should have two reasons for their predictions, preferably drawn from evidence 2. within the text.

Introducing Vocabulary Using Context Clues Find each of the words below by reading the page on which it is located. Read the passage in which the word appears and try to figure out its meaning by using the context of the passage. Use a dictionary to check your definitions.

1. fortifications (page 31) structures built for defensive purposes

2. insolent (page 32) insulting and disrespectful

3. mutiny (page35) rebellion, uprising

4. makeshift (page 36) something temporary that is quickly put together

After You Read More Connections Hamilton and Burr continue to be connected by people, places, and events. List those you found in this chapter. Answers may vary but could include any of the following:

Burr saved Hamilton at Bayard’s Hill Redoubt

Both knew Robert Troup

Both served under Washington

Both fought at the Battle of Monmouth Courthouse

Both found the women they would marry by 1780

1. Describe the relationship of Burr and Hamilton to George Washington. What is your view of the difference?

Washington seemed to think little of Burr, and Burr did not like Washington.

Hamilton, however, was a favorite of Washington. Students may have varying

speculations about the differences.

2. Were these men really heroes? In what ways did each man show heroism during the war?

Answers may vary. Both men, though self promoters, did show real heroism,

Hamilton at Monmouth (as well as Burr) and Burr at Harlem Heights.

3. In what ways had each realized youthful goals by the end of the war?

Answers may vary. Both men had made themselves prominent and important

members of society.

Analyzing the Writing Details The events in this book took place more than two hundred years ago. One way the writer keeps the past alive is to show specific details from key incidents. Explain what each detail below is, and how it puts the reader in the moment.

1. “. . . with a harmless click” (p. 34)

This detail refers to a mutiny against Burr. The detail provides an audible sense of

how close Burr was to death.

2. “. . . horse was shot out from under him” (p. 35)

This detail shows the close brush with death Hamilton had at Monmouth in an

easily visible image.

3. “. . . was calling Hamilton ‘my boy,’’’ (p. 38)

This detail shows Washington’s friendly regard for Hamilton.

4. “‘Fix bayonets!’” (p. 41)

This detail shows the immediate drama as Hamilton’s troops attack at Yorktown.

Copyright © 2009 Junior Library Guild/Media Source, Inc. 15 Chapter 5: Lawyers pages 42–49 Before You Read Making Predictions You know that Hamilton and Burr must meet sooner or later. Make a prediction about how they might meet and what their early contact might be like, based on what you know of the men. I predict: Why? Answers may vary. Many students will predict that they will meet in their careers, and take an instant dislike to each other, though that is not exactly what happened.

After You Read Tracking Parallels Use the list of words below to complete the chart, showing the similarities and differences between Burr and Hamilton. Some words will be used for both men.

Aaron Burr Alexander Hamilton colonel colonel colonel Albany, NY Albany, NY Albany, NY married Eliza married Theodosia married Eliza anti-slavery anti-slavery anti-slavery married Theodosia New York City New York City New York City trial lawyer trial lawyer trial lawyer Democratic-Republican Federalist Federalist NY State Assembly NY State Assembly Democratic-Republican low-key, cool fiery, talkative NY State Assembly owned slaves owned slaves fiery, talkative NY Attorney General low-key, cool owned slaves NY Attorney General

They are both trial lawyers, often in opposition to each other in the courtroom; they are in different political parties; they both enjoy being in charge and are ambitious; they could end up competing for the same positions.

Making Connections

If you were interested in becoming a government leader someday, what can you learn from these two men that would show you want to do and what not to do?

Answers will vary but could include: Be available when my country needs me; consider the military; study and go to college; learn to get along with important people; don’t irritate important people; express your views clearly; marry well, etc.

Fine Arts Connection

Portraits In the days before photography, portrait painters recorded the appearance of people. The portrait painting reached a highpoint in England and the United States in the 1700s. The practice was a combination of fine art and business; a good portrait painter was in demand by the rich and famous.

In the United States, Gilbert Stuart, John Singleton Copley, and Charles Willson Peale painted thousands of portraits. Choose one of these artists, or another of the era, and write a brief report, in which you discuss not only the artist’s career, but also the nature of the business of portraiture at the time.

As a class, use the Internet to find portraits of Alexander Hamilton and Aaron Burr. Compare and discuss the various images. How do they differ? Which are most flattering? Which seem most realistic? Which is probably the most accurate? Why?

Benjamin Franklin Portrait by Charles Willson Peale

Copyright © 2009 Junior Library Guild/Media Source, Inc. 17 Chapter 6: Politicians pages 50–59 Before You Read Making Predictions Hamilton and Burr have occasionally met in society and the courtroom. Now both become interested in politics. What do you predict will happen between these two ambitious men?

Answers may vary. They will oppose each other and become enemies, possibly even want to harm each other’s career.

On what evidence do you base your prediction?

Answers may vary. Those who have differing political views often end up personal adversaries as well. Both men are too ambitious to get along. After You Read Checking Predictions Was your prediction supported? How well?

Answers may vary. Some may find that the men were more at odds than they expected or that they were pretty much on target. Mastering Vocabulary Words with Multiple Meanings Many words in English have more than one meaning. Understanding which meaning an author intends is a key to comprehension. Below are words from this chapter that could have more than one meaning. For each, identify two possible meanings. Then place a checkmark in the box with the meaning the author intended in the text.

Word Meaning 1 Meaning 2 capital (page 51) √ seat of government uppercase (as in letters) customs (page 52) normal behaviors √ import taxes uniform (page 52) military clothing √ standard or the same stable (page 193) √ steady, predictable shelter for horses submitted (page 58) gave in, surrendered √ offered, put forward

Copyright © 2009 Junior Library Guild/Media Source, Inc. 18 Analyzing the Writing Figurative Expressions Figurative expressions are words or phrases that represent one idea in terms of another. The words or phrases are not literally true; they make a comparison or suggest a way of thinking about an idea. When Burr was “dipping his toe in the political waters,” he was not actually touching anything with his foot. The expression shows that he was testing the conditions, as a swimmer might do in a chilly lake. St. George often uses figurative expressions in order to make the facts of the past seem livelier and to convey clearly the situations Hamilton and Burr were facing. Explain what is meant by each of the following figurative expressions.

1. “lock, stock, and barrel” (p. 51) completely, entirely (entire contents of a store)

2. “trouble brewed” (p. 54) to begin to form over time, to grow stronger

3. “diving in headfirst” (p. 56) without reserve or caution

4. “bigger fish to fry” (p. 59) more important goals to pursue

Which Is Which? Health Connection Read the list below and write in the name of Hamilton or Burr to show which man is identified by the phrase, or write both if they Yellow Fever both can be identified by the item. The yellow fever that attacked Hamilton and his wife was named for the way skin turned a ghastly U.S. Secretary of Treasury Hamilton yellow during the second—and Ran for vice president Both most deadly—stage of the disease. Shortly after, a victim began to Opposed to Washington Burr vomit black clots of blood and soon died. Thousands died in Opposed to Jefferson Hamilton Philadelphia in 1793. Moved to Philadelphia both There is still no “cure” for yellow Used a code when writing Burr fever, and it still exists in some parts of the world. Learn more National Bank & U.S. Mint Hamilton about the history of yellow fever, Led militia against Whiskey its causes, and the discovery of its Hamilton Rebellion source. Prepare a brief oral report on what you learn. Had yellow fever Hamilton As you investigate the disease, Strong central government Hamilton make comparisons between what you learn and other health issues Opposed the Jay Treaty Burr in the present. Voted with the crowd Burr

Copyright © 2009 Junior Library Guild/Media Source, Inc. 19 Chapter 7: Friends pages 60–70 Before You Read Making Predictions This chapter is entitled “Friends.” Hamilton and Burr have been rivals in the courtroom and in politics. What could possibly draw them together?

Answers may vary. A reasonable prediction is some sort of common cause or purpose. Mastering Vocabulary Applying Language You can learn the meaning of a word by looking it up or by figuring it out from context. But to master the word, you must be able to use it correctly in your own language, whether written or spoken. Define each word below. On the back of this paper, use each of the following words in an original sentence that shows you understand its meaning. Answers may vary. Students may create any sentence that correctly shows the meanings of the following words.

1. integrity (p. 61) honesty, reliability

2. craved (p. 61) wanted, yearned for

3. cordial (p. 62) friendly, pleasant

4. livid (p. 64) furious, enraged

5. altruistic (p. 68) unselfish, idealistic

6. prominent (p. 69) well known, important After You Read Checking Predictions How did the two men work together in this chapter? Was your prediction accurate?

Answers may vary. The two got along in the courtroom, and worked together on harbor defenses against possible French attack and on the founding of the Manhattan

Company.

Getting to Know the Characters 1. How could Hamilton claim that he was honest after what was revealed in the Reynolds pamphlet? Do you think he was honest?

Answers may vary. Hamilton’s claim was honest in financial affairs of the nation, not

personal ones. Some students will say he is not honest if he is hiding something.

Hamilton saw an opportunity to gain more personal glory and power.

3. How did the yellow fever epidemic help bring Hamilton and Burr together?

Burr wanted to create a water company into New York to replace the polluted wells

that caused the disease. He needed Hamilton’s help, and Hamilton agreed.

4. How did Burr possibly save Hamilton’s life a second time?

Hamilton accused Monroe of leaking the mistress story, and Monroe did not deny it

so Hamilton challenged him to a duel. Burr became peacemaker so the duel didn’t

happen.

5. How did Burr find himself involved in another duel? What was the outcome?

Burr was accused of bribery by his brother-in-law, so Burr challenged him to a duel.

Burr was shot in the jacket without harm and missed the man entirely. End of duel.

Making Connections 1. How is it that Burr and Hamilton, who have disagreed a lot, get along fine in New York? You probably know people with whom you are not really friends, but you get along well with them in some situations. How do people do that? Why do people do that?

Answers may vary. Students may refer to complicated social relations with people

whom they deal with but don’t really like, so called “ frenemies.”

2. Hamilton and Burr have different ideas about what should happen in the country. Where did they get their ideas? Where do you get your ideas and attitudes about the best way to do things?

Answers may vary. Hamilton likely got his ideas from the prominent people who

assisted his career, and Burr, who was often disliked by those people, seemed to

take positions in opposition to them. Most people get their opinions on politics and

philosophy from parents, peers, position, and culture.

Copyright © 2009 Junior Library Guild/Media Source, Inc. 21 Chapter 8: Enemies pages 71–81 Before You Read Making Predictions You know that the brief friendship between Hamilton and Burr will end. What events will make them enemies?

I predict… Because… Answers may vary. Most Answers may vary. It seems they are students by now will on a path to become enemies. predict that a political Otherwise there would be no duel. difference and a personal slight will make them enemies.

Mastering Vocabulary Key Words Explain the meaning of the following words, each of which is critical to understanding the situation that developed between Hamilton and Burr.

1. dictated (page 71) told what to do without asking for any input; ordered

2. blacklist (page 22) a group of people who are excluded from something

3. glib (page 75) flattering or persuasive in a sneaky sort of way

4. limbo (page 76) a state in which something is left undecided

5. consoled (page 78) provided comfort to someone

After You Read Checking Predictions Reread your predictions. Were you right? What caused Burr and Hamilton to become mortal enemies?

Answers may vary. Hamilton’s political opposition to Burr’s ambitions led him to make personally insulting remarks, which Burr could not tolerate.

Copyright © 2009 Junior Library Guild/Media Source, Inc. 22 Analyzing the Writing Summarizing In this chapter, the author explains the events and feelings that led up to the duel. If you were explaining the conflict to someone, how would you summarize the situation?

1. Hamilton does not think highly of Burr. Summarize his attitude about Burr’s character.

Answers may vary. Hamilton opposed Burr at every political turn, partly because

Burr is of another party, which always threatens Hamilton’s views and career.

Hamilton repeatedly wrote of Burr as a man without principle whose sole purpose

was his own personal ambition and drive for power, not any principle or idea.

2. Burr has very specific complaints about Hamilton. Summarize the actions Hamilton has taken that have enraged Burr.

Answers may vary, but Burr has been outraged by Hamilton’s efforts to thwart him

five times: When Burr ran for senator against Hamilton’s father-in-law in 1791; when

Washington refused to appoint him minister to France, for which Burr blamed

Hamilton’s influence; when Hamilton persuaded the popular John Jay into running

against Burr; when Hamilton lobbied his own party members to support Jefferson

rather than Burr, his running mate; and when he wrote against Burr in the election

for governor in 1804. Each of these instances upset Burr not only for what they

were, but also for the strength of Hamilton’s efforts and extremity of his language.

Flintlock Pistols In pistol duels, participants stood sideways, rather than squarely facing each other. Why do you suppose they did so? The idea of standing a few feet apart with guns and taking turns firing at one another sounds like sheer suicide. Today it would be. Dueling pistols, however, such as the ones Burr and Hamilton would use, were unreliable and inaccurate. How did they work, and what made them so undependable?

Research the history of firearms to learn about flintlock technology. Draw a diagram of a flintlock pistol, showing what it looked like, how it was loaded, how it worked, and why it was a weapon of chance as well as a weapon of choice in the early 19th century.

Making Predictions Describe what you think will happen between Hamilton and Burr as the book concludes.

Answers may vary. Most will conclude that the two men meet, duel, and one or both are harmed in some way, possibly killed.

After You Read Checking Predictions Review your prediction about the duel. How accurate was your prediction to what really happened?

Answers may vary. Some readers will be surprised that Burr is charged with murder.

Getting to Know the Characters 1. Who makes the challenge and why?

Burr makes the challenge in response to a personal insult Hamilton made at a

dinner party that circulated in society.

2. Does either man make an effort to avoid the duel? Explain your answer.

Hamilton urges Burr to reconsider, and as he prepares for the duel, says he will

hesitate, allowing a way out.

3. How does it turn out for the winner of the duel in his later life?

Burr is charged with murder, and flees. He never again rises to any level of political

and social respectability. A hazy scheme to found an empire in the west leads to

charges of treason, of which he was acquitted.

1. Reconsider the prologue of the book. Where do the events of the prologue fit in the series of events of the final few chapters?

The prologue could be inserted just before the start of the final chapter.

2. How does using the prologue in this way contribute to the drama of the final chapter? Answers may vary. The events of the lives of the two men have been moving

toward the duel since birth, so the twin biographies have been building toward the

dramatic confrontation first shown in the prologue.

3. What purpose does the epilogue play in the story of Hamilton and Burr? The epilogue shows the regard with which Hamilton was regarded at his death in

1804, and the disappointment of Burr’s life until his death in 1836.

Responding to the Story 1. Do you think Burr was justified in his belief that Hamilton had deeply injured his honor? Why or why not? Answers may vary. It is without question that Hamilton worked hard against Burr’s

efforts at almost every turn, and did so harshly. Burr took it very personally.

2. Do you think that Hamilton was justified in his opinion of Burr? Why or why not? Answers may vary. Hamilton may have let his political views influence his thoughts

about Burr’s character, but it is also true that Burr was calculating, ambitious, and

power hungry.

3. Whom did you want to win the duel? Why?

Answers may vary.

4. Do you think there was any way these two men could have settled their differences?

Answers may vary. Surely in almost every such case, a way not involving killing

could have been found. Burr, in particular, felt trapped, angry, and hopeless.

Analyzing the Writing 1. Although this is a work of nonfiction, the author tries to make it read almost like a story that you would read in fiction. Describe ways that she accomplishes this goal.

Answers may vary. St. George arranges events to tell a story, and dramatizes it by

the use of a prologue and flashback. She also uses source materials for quotations,

and she uses a simple and informal writing style to relate events.

Thinking About the Genre 1. Often, St. George has included quotations and descriptions from the men or from others who knew them. What effect do those quotations have as you read?

Answers may vary. The quotations lend a sense of immediacy to the account. They

also help establish its truth.

2. Look at the bibliography at the back of The Duel. What information does that section provide?

The bibliography lists the source materials St. George drew upon to write the book.

3. Authors of nonfiction draw conclusions and have opinions. Find a few examples of places in which St. George offers an opinion or draws a conclusion. Do you think the author is fair to both Hamilton and Burr?

Answers may vary. There are many examples of St. George remarking upon Burr’s

temper or Hamilton’s ambition. In general, St. George seems to deal evenhandedly

with both men. She praises both at times, and she notes their flaws and self-

promotion.

Making Connections 1. Everyone meets people in life with whom they cannot get along. Sometimes people misunderstand each other and sometimes they oppose each other for other reasons. What can you learn from reading about Hamilton and Burr that you can use in your own life? Answers may vary. Students may note a need to be reasonable, to be fair, and to

make attempts to work problems out, rather than making enemies for life.

Research: Dueling Dueling has a long history. There was even a written code, the Code Duello, specifying rules for challenges and conduct. Despite many attempts to end the practice, it persisted well into the 19th century in America. Students may research: • the origins of dueling • weapons used for dueling • codes and customs of dueling • famous duels the law’s response to dueling • The Hamilton–Burr Duel Students may use books, magazines, or the Internet to learn more about the subject. Guide students in effective research skills such as effective searching and evaluating sources, especially on the Internet.

Writing: Letters Before modern communications, letters were the means by which people kept in touch. It is amazing to people today how often and how much people wrote. Such letters are also valuable sources for historians, as St. George shows in this book.

Letter writing takes practice though. Have students imagine and write a series of letters between:

• Hamilton and his wife Eliza about the end of the Revolutionary War, or • Burr and his beloved daughter Theodosia, after the duel, or • some other characters and circumstance they choose

Encourage students to be as thorough as they can. Explain that they do not necessarily have to imitate the formal patterns of language of the time, but that they should include details, questions, comments, as if they were the person whom they are representing in the series of letters.

Copyright © 2009 Junior Library Guild/Media Source, Inc. 27 Using Local Resources: Fun in Your Own Backyard This book is about two important men in the early days of the United States. What was your community like in its early days? Create a poster giving a sense of the early history of your community. A librarian can help with research. Suggestions for the poster include:

• a brief narrative • copies of early newspaper articles • copies of photographs • a time line • important people • maps

Whether your community’s history extends two hundred years or only fifty, it is important to understand that history is about real people who lived real lives.

Other books by Judith St. George

Betsy Ross, Patriot of Philadelphia. Henry Holt and Company, 1997 Dear Dr. Bell…Your Friend, Helen Keller. Harper Collins, 1992 John and Abigail Adams: An American Love Story. Holiday House, 2001 Sacagawea. G.P. Putnam’s Sons, 1997

A complete list of St. George’s books appears on her Web site at www.judithstgeorge.com/books.htm

Nonfiction books about the early days of the United States

Allen, Thomas. George Washington, Spymaster: How the Americans Outspied the British and Won the Revolutionary War. National Geographic Children’s Books, 2004.

Blivens, Bruce. The American Revolution: 1760-1783. Random House, 1981. Bobrick, Benson. Fight for Freedom: The American Revolutionary War. Byron Preiss, 2004.

Fleming, Thomas. Everybody’s Revolution: A New Look at the People Who Won America’s Freedom. Scholastic, 2006.

Freedman, Russell. Washington at Valley Forge. Holiday House, 2008.

Historical fiction relating to the early days of the United States

Anderson, M.T. The Astonishing Life of Octavian Nothing, Traitor to the Nation. Candlewick Press, 2006.

Collier, Christopher, and Collier, James Lincoln. My Brother Sam Is Dead. Scholastic, 1985.

Forbes, Esther. Johnny Tremain. Houghton-Mifflin, 1943 (many other editions).

Rinaldi, Ann. Time Enough for Drums. Dell-Laurel Leaf, 1986.

Content Area Standard Standard Objective Number

Understanding the Visual Arts in Visual Arts NA.M.9–12.4 Relation to History and Cultures. Making Connections Between Visual Visual Arts NA.M.9–12.6 Arts and Other Disciplines Languages Arts: English NL-ENG.K–12.1 Reading for Perspective Languages Arts: English NL-ENG.K–12.2 Reading for Understanding Languages Arts: English NL-ENG.K–12.3 Evaluation Strategies Languages Arts: English NL-ENG.K–12.4 Communication Skills Languages Arts: English NL-ENG.K–12.5 Communication Strategies Languages Arts: English NL-ENG.K–12.6 Applying Knowledge Languages Arts: English NL-ENG.K–12.8 Developing Research Skills Languages Arts: English NL-ENG.K–12.12 Applying Language Skills Geography NSS-G.K-12.2 Places and Regions Colonization and Settlement Social Studies: U.S. History NSS-USH.5–12.2 (1929–1945) Social Studies: U.S. History NSS-USH.5–12.3 Revolution and the New Nation Social Studies: U.S. History NSS-USH.5–12.4 Expansion and Reform Social Studies: Civics NSS-C.9–12.1 Civic Life, Politics and Government Social Studies: Civics NSS-C.9–12.2 Foundations of the Political System Health Information, Products, and Physical Education & Health NPH-H.9–12.2 Services Physical Education & Health NPH-H.9–12.3 Reducing Health Risks Technology NT.K-12.1 Basic Operations and Concepts