Lin Manuel Miranda's Hamilton: a Revolutionary(?) Musical by Kehley
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Picking the Vice President
Picking the Vice President Elaine C. Kamarck Brookings Institution Press Washington, D.C. Contents Introduction 4 1 The Balancing Model 6 The Vice Presidency as an “Arranged Marriage” 2 Breaking the Mold 14 From Arranged Marriages to Love Matches 3 The Partnership Model in Action 20 Al Gore Dick Cheney Joe Biden 4 Conclusion 33 Copyright 36 Introduction Throughout history, the vice president has been a pretty forlorn character, not unlike the fictional vice president Julia Louis-Dreyfus plays in the HBO seriesVEEP . In the first episode, Vice President Selina Meyer keeps asking her secretary whether the president has called. He hasn’t. She then walks into a U.S. senator’s office and asks of her old colleague, “What have I been missing here?” Without looking up from her computer, the senator responds, “Power.” Until recently, vice presidents were not very interesting nor was the relationship between presidents and their vice presidents very consequential—and for good reason. Historically, vice presidents have been understudies, have often been disliked or even despised by the president they served, and have been used by political parties, derided by journalists, and ridiculed by the public. The job of vice president has been so peripheral that VPs themselves have even made fun of the office. That’s because from the beginning of the nineteenth century until the last decade of the twentieth century, most vice presidents were chosen to “balance” the ticket. The balance in question could be geographic—a northern presidential candidate like John F. Kennedy of Massachusetts picked a southerner like Lyndon B. -
“Extracts from Some Rebel Papers”: Patriots, Loyalists, and the Perils of Wartime Printing
1 “Extracts from some Rebel Papers”: Patriots, Loyalists, and the Perils of Wartime Printing Joseph M. Adelman National Endowment for the Humanities Fellow American Antiquarian Society Presented to the Joint Seminar of the McNeil Center for Early American Studies And the Program in Early American Economy and Society, LCP Library Company of Philadelphia, 1314 Locust Street, Philadelphia 24 February 2012 3-5 p.m. *** DRAFT: Please do not cite, quote, or distribute without permission of the author. *** 2 The eight years of the Revolutionary War were difficult for the printing trade. After over a decade of growth and increasing entanglement among printers as their networks evolved from commercial lifelines to the pathways of political protest, the fissures of the war dispersed printers geographically and cut them off from their peers. Maintaining commercial success became increasingly complicated as demand for printed matter dropped, except for government printing, and supply shortages crippled communications networks and hampered printers’ ability to produce and distribute anything that came off their presses. Yet even in their diminished state, printers and their networks remained central not only to keeping open lines of communication among governments, armies, and civilians, but also in shaping public opinion about the central ideological issues of the war, the outcomes of battles, and the meaning of events affecting the war in North America and throughout the Atlantic world. What happened to printers and their networks is of vital importance for understanding the Revolution. The texts that historians rely on, from Common Sense and The Crisis to rural newspapers, almanacs, and even diaries and correspondence, were shaped by the commercial and political forces that printers navigated as they produced printed matter that defined the scope of debate and the nature of the discussion about the war. -
Hammy Collage Pittsburgh
... ,-. ,// ./- ,-.,.:-.-: Hamilton’s Plot Point Problems (an incomplete list) - The two main characters, Hamilton and Burr, barely knew each other during the war years; their paths rarely crossed. - Alexander Hamilton did not punch the bursar at Princeton College. - Hamilton did not carouse at a tavern with Mulligan, Lafayette, and Laurens in 1776 and Sam Adams, who Miranda name-checks as the brewer of the beer at that pub, is a reference to a brewing company that wasn’t established until 1984. In truth, Hamilton met Mulligan, Lafayette, and Laurens separately, several years after 1776. - Angelica Schuyler sings that “My father has no sons so I’m the one / Who has to social climb.” That’s nonsense. In 1776, Philip Schuyler had three sons. - Angelica Schuyler was married her rich British husband before she ever met Alexander Hamilton. - Samuel Seabury wrote four loyalist pamphlets, not one. He wrote them in 1774 and 1775, not in 1776. By 1776, the patriots had already imprisoned Seabury in Connecticut for speaking out against the war. - King George did go mad later in life, although not until many years later. The causes were medical not geopolitical. - Burr’s meeting with General Washington, the meeting in which he tries to offer questions and suggestions, is invented. - John Laurens was not “in South Carolina redefending bravery” during the Battle of Yorktown. He was there at the battle and went to South Carolina later. - Hamilton never asked Burr to join him in writing The Federalist Papers - John Adams didn’t fire Hamilton during his presidency. Hamilton had resigned earlier, in 1795, while Washington was still president. -
Fourth of July (1976) - Monticello, 7/5/76” of the John Marsh Files at the Gerald R
The original documents are located in Box 68, folder “Fourth of July (1976) - Monticello, 7/5/76” of the John Marsh Files at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Gerald R. Ford donated to the United States of America his copyrights in all of his unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. Digitized from Box 68 of The John Marsh Files at the Gerald R. Ford Presidential Library 6/21/76 11:00 am PROPCSED SCHEDULE THE PR MONTlCELLC, VIRGINIA Monday, July 5, 1976 9:40 am The President boards Marine One on South Lawn. MJ\RI?\E C"',~:S DEPARTS South La\vn C!l route Monticello, Virginia. [Flying time: 55 minutes] 10:35 am W...ARINE Cl'~E ARRIVES Curator's area, Monticello. PRESS PCOL COVERAGE CLOSED ARRIVAL The President will be met by: Mr. NoUing, Thomas Jefferson Memoric:.l Foundation Chairman Governor Mills Godwin {R- Va) The President, escorted by Gov. Godwin & Mr. Nolting, proceeds to motorcade for boarding. 10:40 am MOTORCADE DEPARTS Curator's area en route Monticello Proper. [Driving time: 2 minutes] 10:42 am MOTORCADE ARRIVES Monticello Proper. -
Commodore John Barry
Commodore John Barry Day, 13th September Commodore John Barry (1745-1803) a native of County Wexford, Ireland was a Continental Navy hero of the American War for Independence. Barry’s many victories at sea during the Revolution were important to the morale of the Patriots as well as to the successful prosecution of the War. When the First Congress, acting under the new Constitution of the United States, authorized the raising and construction of the United States Navy, President George Washington turned to Barry to build and lead the nation’s new US Navy, the successor to the Continental Navy. On 22 February 1797, President Washington conferred upon Barry, with the advice and consent of the Senate, the rank of Captain with “Commission No. 1,” United States Navy, effective 7 June 1794. Barry supervised the construction of his own flagship, the USS UNITED STATES. As commander of the first United States naval squadron under the Constitution, which included the USS CONSTITUTION (“Old Ironsides”), Barry was a Commodore with the right to fly a broad pennant, which made him a flag officer. Commodore John Barry By Gilbert Stuart (1801) John Barry served as the senior officer of the United States Navy, with the title of “Commodore” (in official correspondence) under Presidents George Washington, John Adams and Thomas Jefferson. The ships built by Barry, and the captains selected, as well as the officers trained, by him, constituted the United States Navy that performed outstanding service in the “Quasi-War” with France, in battles with the Barbary Pirates and in America’s Second War for Independence (the War of 1812). -
THE DECLARATION of INDEPENDENCE Biographies, Discussion Questions, Suggested Activities and More INDEPENDENCE
THIS DAY IN HISTORY STUDY GUIDE JUL. 4, 1776: THE DECLARATION OF INDEPENDENCE Biographies, discussion questions, suggested activities and more INDEPENDENCE Setting the Stage Even after the initial battles of what would become the Revolutionary War broke out, few colonists desired complete independence from Great Britain, and those who did–like John Adams–were considered radical. Things changed over the course of the next year, however, as Britain attempted to crush the rebels with all the force of its great army. In his message to Parliament in Oc- tober 1775, King George III railed against the rebellious colonies and ordered the enlargement of the royal army and navy. News of this reached America in January 1776, strengthening the radicals’ cause and leading many conserva- tives to abandon their hopes of reconciliation. That same month, the recent British immigrant Thomas Paine published “Common Sense,” in which he ar- gued that independence was a “natural right” and the only possible course for the colonies; the pamphlet sold more than 150,000 copies in its fi rst few weeks in publication. In March 1776, North Carolina’s revolutionary convention became the fi rst to vote in favor of independence; seven other colonies had followed suit by mid-May. On June 7, the Virginia delegate Richard Henry Lee introduced a motion calling for the colonies’ independence before the Continental Con- gress when it met at the Pennsylvania State House (later Independence Hall) in Philadelphia. Amid heated debate, Congress postponed the vote on Lee’s resolution and called a recess for several weeks. Before departing, howev- er, the delegates also appointed a fi ve-man committee–including Thomas Jeff erson of Virginia; John Adams of Massachusetts; Roger Sherman of Con- necticut; Benjamin Franklin of Pennsylvania; and Robert R. -
Loyalists and Patriots
Loyalists and Patriots Overview In this lesson, students will explore the personalities of the Revolutionary War’s Patriots and Loyalists by participating in a character role play. The lesson will culminate with students researching and writing a character sketch of a key Revolutionary figure of their choice and participating in a Colonial Town Hall & Debate. Grades 5, 8, 10 Essential Questions • How do Patriots and Loyalists compare and contrast to one another? • What events intensified Patriot feelings of revolution and lead to the outbreak of war? • Who were the key Patriots and Loyalists of the period, and what contributions did they make? • What was the purpose of Patrick Henry’s speech to the Virginia Convention and Benjamin Franklin’s Albany Plan of Union? Materials • Engraving by Paul Revere, attached • ”Give me liberty or give me death,” image and excerpt attached • Join, or Die Political Cartoon, attached • Loyalist and Patriot Roles, attached • Active Citizens in Revolutionary Times, optional assignment, attached Duration 60-70 minutes (additional time will be needed if completing “Active Citizens in Revolutionary Times”) Procedure Comparing and Contrasting Loyalists and Patriots 1. As a warm-up, project the attached Engraving by Paul Revere. Ask students to discuss, either in writing or out loud: • What do you see here? (Students should simply point out all symbols, characters, objects, text, etc. that they notice. Try to keep them from jumping to interpretation until all pieces of the engraving are pointed out.) • What do -
Act Ii Original Broadway Cast Recording
ACT II ORIGINAL BROADWAY CAST RECORDING ACT II Disc 2 1. WHAT’D I MISS 2. CABINET BATTLE #1 3. TAKE A BREAK 4. SAY NO TO THIS 5. THE ROOM WHERE IT HAPPENS 6. SCHUYLER DEFEATED 7. CABINET BATTLE #2 8. WASHINGTON ON YOUR SIDE 9. ONE LAST TIME 10. I KNOW HIM 11. THE ADAMS ADMINISTRATION 12. WE KNOW 13. HURRICANE 14. THE REYNOLDS PAMPHLET 15. BURN 16. BLOW US ALL AWAY 17. STAY ALIVE (REPRISE) 18. IT’S QUIET UPTOWN 19. THE ELECTION OF 1800 20. YOUR OBEDIENT SERVANT 21. BEST OF WIVES AND BEST OF WOMEN 22. THE WORLD WAS WIDE ENOUGH 23. WHO LIVES, WHO DIES, WHO TELLS YOUR STORY ENSEMBLE Ready to face ACT II Aaa-ooo! whatever’s awaiting JEFFERSON me in N.Y.C. Me in N.Y.C. 1. WHAT’D I MISS I helped Lafayette draft a declaration, JEFFERSON then I said, ‘I gotta go. But who’s waitin’ for me when I step in the COMPANY I gotta be in Monticello.’ Now the work at place? Seventeen. Se- se- seventeen... home begins… My friend James Madison, red in the face. Se- se- seventeen... ENSEMBLE JEFFERSON BURR Aaa-ooo! He grabs my arm and 1789. I respond, ENSEMBLE How does the bastard orphan, JEFFERSON “What’s goin’ on?” Aaa-ooo! immigrant decorated war vet So what’d I miss? unite the colonies through more debt? What’d I miss? MADISON Fight the other founding fathers til he has Virginia, my home sweet home, I wanna give Thomas, we are engaged in a battle for our to forfeit? you a kiss. -
Few Americans in the 1790S Would Have Predicted That the Subject Of
AMERICAN NAVAL POLICY IN AN AGE OF ATLANTIC WARFARE: A CONSENSUS BROKEN AND REFORGED, 1783-1816 Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jeffrey J. Seiken, M.A. * * * * * The Ohio State University 2007 Dissertation Committee: Approved by Professor John Guilmartin, Jr., Advisor Professor Margaret Newell _______________________ Professor Mark Grimsley Advisor History Graduate Program ABSTRACT In the 1780s, there was broad agreement among American revolutionaries like Thomas Jefferson, James Madison, and Alexander Hamilton about the need for a strong national navy. This consensus, however, collapsed as a result of the partisan strife of the 1790s. The Federalist Party embraced the strategic rationale laid out by naval boosters in the previous decade, namely that only a powerful, seagoing battle fleet offered a viable means of defending the nation's vulnerable ports and harbors. Federalists also believed a navy was necessary to protect America's burgeoning trade with overseas markets. Republicans did not dispute the desirability of the Federalist goals, but they disagreed sharply with their political opponents about the wisdom of depending on a navy to achieve these ends. In place of a navy, the Republicans with Jefferson and Madison at the lead championed an altogether different prescription for national security and commercial growth: economic coercion. The Federalists won most of the legislative confrontations of the 1790s. But their very success contributed to the party's decisive defeat in the election of 1800 and the abandonment of their plans to create a strong blue water navy. -
The Representation of Minorities in American Musical Theater Since the 1950S
The Representation of Minorities in American Musical Theater since the 1950s Krstičević, Klara Master's thesis / Diplomski rad 2020 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: University of Zagreb, University of Zagreb, Faculty of Humanities and Social Sciences / Sveučilište u Zagrebu, Filozofski fakultet Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:131:689147 Rights / Prava: In copyright Download date / Datum preuzimanja: 2021-09-23 Repository / Repozitorij: ODRAZ - open repository of the University of Zagreb Faculty of Humanities and Social Sciences Odsjek za anglistiku Filozofski fakultet Sveučilište u Zagrebu DIPLOMSKI RAD The Representation of Minorities in American Musical Theater since the 1950s (Smjer: Američka književnost i kultura) Kandidat: Klara Krstičević Mentor: dr. sc. Jelena Šesnić Ak. godina: 2019./2020. 1 Contents 1. Introduction .....................................................................................................................2 2. African Americans in representations and productions of Broadway musicals .................8 2.1. Hello, Dolly! ................................................................................................................9 2.2. Hamilton: An American Musical ................................................................................ 12 3. An overview of the history of Puerto Rican representation on Broadway ................ 19 3.1.West Side Story .......................................................................................................... -
Mountaintopmomentschaptersa
CONTENTS Base Camp ................................................................................................. 9 1. Moriah: Mount of Provision..........................................................13 Peak Perspectives: Ararat ............................................................28 2. Sinai: Mount of God’s Law ...........................................................31 Peak Perspectives: Nebo .............................................................47 3. Carmel: Mount of Decision ..........................................................51 Peak Perspectives: Masada .........................................................69 4. Beatitudes: Mount of Blessings ................................................ 73 Peak Perspectives: Olivet ............................................................87 5. Tabor: Mount of Transfiguration ................................................91 Peak Perspectives: Calvary .......................................................109 6. Zion: Mount of God’s Presence .................................................113 Peak Perspectives: Hermon .......................................................132 Acknowledgments ...............................................................................137 Notes ........................................................................................................ 139 Copyright © by Abingdon Press. All rights reserved. 9781501884016_INT_layout.indd 7 6/5/19 7:11 AM BASE CAMP Listen, my children, and you shall hear Of the midnight ride of Paul -
The Radical Democratic Thought of Thomas Jefferson: Politics, Space, & Action
The Radical Democratic Thought of Thomas Jefferson: Politics, Space, & Action Dean Caivano A Dissertation Submitted To The Faculty Of Graduate Studies In Partial Fulfillment Of The Requirements For The Degree Of Doctor Of Philosophy Graduate Program in Political Science York University Toronto, Ontario May 2019 © Dean Caivano, 2019 Abstract Thomas Jefferson has maintained an enduring legacy in the register of early American political thought. As a prolific writer and elected official, his public declarations and private letters helped to inspire revolutionary action against the British monarchy and shape the socio-political landscape of a young nation. While his placement in the American collective memory and scholarship has remained steadfast, a crucial dimension of his thinking remains unexplored. In this dissertation, I present a heterodox reading of Jefferson in order to showcase his radical understanding of politics. Although Jefferson’s political worldview is strikingly complex, marked by affinities with liberal, classical republican, Scottish, and Christian modes of thought, this interpretation reveals the radical democratic nature of his project. Primarily, this dissertation expands the possibilities of Jefferson’s thought as explored by Hannah Arendt and other thinkers, such as Richard K. Matthews and Michael Hardt. Drawing from these explicitly radical readings, I further dialogue with Jefferson’s thought through extensive archival research, which led me to engage in the theoretical and historical sources of inspiration that form and underscore his thinking. In so doing, I offer a new reading of Jefferson’s view on politics, suggesting that there contains an underlying objective, setting, and method to his unsystematic, yet innovative prescriptions concerning democracy.