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Alexander Hamilton: Supporting Documents and Activities

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Alexander Hamilton: Supporting Documents and Activities Alexander Hamilton: Can a man’s character be the cause of his death? DAY 1 1. Discuss the learning targets with students: a. I can use primary and secondary sources to find character traits for Hamilton. b. I can connect how Hamilton’s character led to his death. 2. Hamilton – The Man a. Discuss quote from the PowerPoint: Character is revealed when pressure is applied i. Ask students what they believe the quote means and to apply it to their own lives. 3. Document A: Funeral Procession – quote from page 711 of Alexander Hamilton by Ron Chernow a. Source the document with the students. Who wrote it? When was it written? b. Read section aloud to class from slide. The slide also has pictures I took of Hamilton’s grave when I was in New York. He was buried in the graveyard at Trinity Church in New York City. Might also mention that his funeral rivaled the size of Washington’s. c. Have students annotate what they think shows that Hamilton was important. d. After reading the paragraph, have the students share what they underlined. Make sure to discuss the different groups represented and explain that Hamilton had an effect on each of those groups. Who would be at my funeral? I have not had that kind of effect on that many groups. 4. Document B: Hamilton Accomplishments a. Source the document b. Give students a chance to look over Hamilton’s accomplishments and answer the question. Students star the things they believe are Hamilton’s most important accomplishments. c. As a class discuss students’ answers about why Hamilton deserved such a dignified funeral as was described in Document A. Students should mention economic plan, advisor to Washington during the Revolutionary War, Federalist Papers, etc. d. If students do not point the abolitionist accomplishment, make sure to do so. Corroborate Document A with Document B. Explain that Hamilton would have wanted his funeral led by two small black boys because he was a man who believed in equality and ending slavery. He was an abolitionist long before there was a large movement. e. Discuss what these accomplishments say about Hamilton’s character. What words could be used to describe him? 5. Document C: Hamilton’s letter to Eliza a. Before the students read the letter, point out Eliza’s grave on the PowerPoint slide. Explain that she was buried right next to Alexander, so she could spend eternity with him. Also, mention that she devoted the fifty years after his death to honoring his memory by sharing his accomplishments. b. After students source the document, give students context of when the letter was written in comparison to when Hamilton died on July 12, 1804. c. Explain to students there will be a word that jumps out at them as they read the document (the word is interview, but don’t tell them that). Have them circle the word and write out what they believe the word means. Mr. Emrich American History – Alexander Hamilton: Can a man’s character cause his death? d. Students will read the letter with a partner and answer the two questions about the letter. e. Through a class discussion (using the Smart Board) make sure students identify what is most important to Hamilton based on the letter (the respect of his family & the respect he has for himself has to mentioned even though it is not in the letter). What does it say about Hamilton’s character that he was willing to die to not lose this respect? 6. Document D: Alexander Hamilton – lyrics of the song from Hamilton the Musical a. The purpose of the song is for students to gather character traits that could later be used to justify why Hamilton would participate in the duel – do not tell students he was in a duel yet. b. Play video of Lin Manuel Miranda singing Alexander Hamilton at the White House. The video has been edited so the portion where Lin Manuel Miranda states he is playing Aaron Burr has been removed, so students will not know who shot Hamilton. c. Students are to follow along with the lyrics (Document D) as they watch the performance. d. Have the students work with their partner to come up with character traits that could describe Hamilton based on the lyrics of the song. e. Students will complete the two questions about Document D on the guided questions handout. f. Discuss answers and character traits with students. Make sure to concentrate on the lines in the song about him being a man that would never back down and always speak his mind (second line of the last stanza). What does this say about him? How do we react in when the pressure is on? Do we back down or fight? g. Refer to an example on him not backing down from an earlier class where we discussed Hamilton’s feud with John Adams. i. John Adams referred to Hamilton as a creole bastard, did not pick Hamilton to be the leader of the U.S. military forces, and fired two of Hamilton’s friends from the his Cabinet. ii. In return Hamilton wrote a 56-page letter to close friends and allies explaining why John Adams should not be elected in 1800 even though he and Adams were from the same political party. Show students the printed version of the letter (color printed and bond with materials) or the link to source - https://archive.org/details/letterfromalexan00hami2 h. Ask students how Hamilton died based on the song. Then ask if they have any idea who might have shot him. They might say Jefferson or Adams. i. State the following: “We know he had beef with Jefferson (refer back to his time in Washington’s Cabinet) and Adams, now let’s look at the problems he had with Jefferson’s Vice President, and former Senator Aaron Burr” 7. Bring up the PowerPoint slide titled, Hamilton & Burr a. Discuss the quote: Character is destiny b. Could Hamilton’s character (never backing down, always speaking his mind, prideful, etc.) been a reason as to why he died? Can character lead to death? 8. Read the PowerPoint slide about the Election of 1800 from Gilder Lehrman a. The presidential election of 1800 had resulted in a tie between the two Democratic Republicans, Thomas Jefferson and Aaron Burr. The founders had not foreseen the rise of political parties and the effects that development would have on the operations of the Mr. Emrich American History – Alexander Hamilton: Can a man’s character cause his death? Electoral College. As that body was created at the Constitution Convention of 1787, each elector had two votes to cast and had to cast his votes for different individuals. The candidate receiving the highest number would become president; the candidate with the second highest number would become vice president. The presidential election of 1800 provided Alexander Hamilton, former secretary of the treasury, with a dilemma: a tie between Thomas Jefferson, a man whose principles were in direct opposition to Hamilton's own, and Aaron Burr, a man Hamilton believed to have no principles at all. As the House of Representatives prepared to vote to break the deadlock, Hamilton conducted a furious letter-writing campaign to urge fellow Federalists to vote for Jefferson. The letter from Hamilton to Otis shows Hamilton’s feelings about Burr. b. Discuss why Hamilton would endorse Jefferson (his mortal enemy and the man he disagreed with on everything), over Burr. Lead students to an understanding that Hamilton was a man of principle and would have no respect for a man without any principles. Point out the Burr moved political parties when he could for political gains. DAY 2 9. Restate the learning targets from the previous class and show the series of slides that ended the previous class i.e. Character is destiny, and the Gilder Lehrman slide about the Election of 1800. Concentrate on the second paragraph to introduce the next document. 10. Document E: Letter from Alexander Hamilton to Harrison Gray Otis a. Source the document b. With a partner, students will read the letter from Hamilton to Otis (Document E) and annotate all the negative things that Hamilton says about Burr. c. Students will answer the questions and discuss them with a partner. d. Discuss the letter and have student share what they underlined (on the Smart Board). e. Students might conclude that Burr killed Hamilton because he cost him the presidency. Explain (again) that Hamilton did not die until July 12, 1804. 11. Document F: Timeline of Hamilton and Burr from PBS a. Students need to source the document b. Have students underline or star the biggest reasons that Burr and Hamilton would dislike one another. Students should also circle the part in the timeline that surprises them most (Hamilton’s son was killed in a duel…discuss what happens in a duel, so they know that information for later). c. Also, mention the Reynolds pamphlet of 1797. It might have been Burr that released the information to the press. In return, Hamilton writes the pamphlet thinking he could write his way out of the affair. He was wrong. It is because of the affair and the pamphlet that Hamilton will never be president. 12. Document G: Hamilton’s letter to Burr a. Read the background information about the Cooper letter and Burr’s response the Cooper letter to students aloud. Answer any questions students might have before they read the letter from Hamilton to Burr. b. Have students source the letter (once again reminding them of when Hamilton died).
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