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Home , Alexander Hamilton, Hamilton (musical), Pierce Butler, Richard Brookhiser, Schuyler Hamilton

A Documentary Companion to the Exhibition at the New-YYork Historical Society

— FOR ELEMENTARY SCHOOL TEACHERS — A Documentary Companion to the Exhibition at the New-YYork Historical Society

— FOR ELEMENTARY SCHOOL TEACHERS —

with an Introduction by

Published in honor of the New-York Historical Society by the Gilder Lehrman Institute of History , NY Richard Brookhiser is an independent scholar and writer based in . He is the author of , American (New York, 1999) and Historian Curator of the exhibition : The Man Who Made Modern America, at the New-York Historical Society from September 10, 2004 through February 28, 2005 and, in panel form, nationally thereafter.

EDITORIAL COMMITTEE James Basker Justine Ahlstrom Libby Garland Nicole Seary Stacy Ward Thanks to the following for additional research: Clare Brown, New-York Historical Society Donna Davey, New-York Historical Society Sandra Trenholm, Gilder Lehrman Collection Mina Rieur Weiner, New-York Historical Society

Illustration credits: p. 8: from the Collection of the New-York Historical Society (N-YHS) 1904.1; p. 11: from the Gilder Lehrman Collection, GLC 79; p. 12: N-YHS 1952.359ab (musket), N-YHS INV.5996.1 (cannonball), N-YHS INV. 5778.19-23 (grapeshot); p. 15: N-YHS, Hyde Collection 1338; p. 17: Manuscript Collection of the N-YHS; p. 20: GLC 819.01; p. 21: GLC 3585; p. 23: Museum of American Financial History (paper currency); N-YHS INV.13710.5 (Mexican coin), N-YHS INV.13864a (NJ copper), N-YHS INV.13867c (“Fugio cent”), N-YHS INV.13896ab (silver ); p. 25: GLC 7882; p. 27: N-YHS Manuscript Collection; back cover: NYHS 1978.58 (portrait of Elizabeth Hamilton), N-YHS Manuscript Collection (newspaper article).

ISBN 1-932821-05-8

Copyright © 2004 The Gilder Lehrman Institute of American History TABLE OF CONTENTS

INTRODUCTION by Richard Brookhiser 4

NOTE TO EDUCATORS 6

IMMIGRATION 8 An Immigrant’s View of America: New York City in the

REVOLUTION 10 The Declaration of Independence

The

The American Rattle Snake, April 12, 1782

ABOLITION 16 “Regard, with Compassion, the Injustice done to . . . Slaves”: The Principles of the New York Society for Promoting the of Slaves, February 4, 1785

CONSTITUTION 18 “We the People of the States”: The Preamble to a Draft of the Constitution of the , August 1787

“We the People of the United States”: The Preamble to the Constitution of the United States, September 17, 1787

TREASURY 22 Money in the Early United States

DUEL 24 “General Hamilton was this morning woun[d]ed: A Letter from Hamilton’s Sister-in-Law Angelica Church to Her Brother Philip J. Schuyler, , 1804

DEATH 26 “During his last illness”: The Physician’s Bill for Attending Hamilton’s Deathbed

The Order of March for Hamilton’s Funeral, July 14, 1804 [Shown on BACK COVER]

A Portrait of His Widow, Elizabeth Hamilton [Shown on BACK COVER]

ANSWER GUIDE 30 INTRODUCTION

Alexander Hamilton lives in our memory because he died in a lurid with Vice President Aaron , and because we carry his face in our wallets, on the ten dol- lar bill. But Hamilton’s packed and varied career was impressive enough for . More than any other Founder, he foresaw the America we now live in. All the Founders had high ideals, but Hamilton—industrious, visionary, combative and urbane—shaped the institutions that would make those ideals come to life. The new nation’s legal, economic and political systems all bore Hamilton’s mark. Hamilton was born on the island of , probably in 1757, and raised on St. Croix. Those early years marked him. The shame of his birth, to unmar- ried parents, fueled a lifelong concern with honor. The West Indian sugar economy, prosperous and brutal, gave him a firsthand view of , a system he would come to oppose. Clerking in a New York-based merchant house in St. Croix taught him the workings of international commerce from the bottom up. In 1773, Hamilton was sent to New York to be educated. His identity as an immi- shaped his identity as an American. When native-born Americans of the period spoke of their “country,” they usually meant their home states; Hamilton’s loyalty was only and always to the United States. Sometimes the short-sighted particularism of his countrymen drove him to despair, but Hamilton always overcame it, and worked for the unity, strength and self-respect of his adopted nation. Hamilton arrived in New York during a dramatic time. Shortly after he began his studies at King’s College (now ), Britain and its colonies went to war. Hamilton left school to fight. His experience in the —first as the of a New York artillery , then as a colonel on George ’s staff—was an education in military and political affairs. In his private affairs, as in his public ones, Hamilton joined the new nation’s elite. In December 1780, he had married Elizabeth Schuyler, daughter of General and one of the most eligible young women in New York. Hamilton believed ardently in the cause, but he could also face reality, and much of it was dark. Working for the commander in chief plunged him into the country’s financial and constitutional problems. Congress, in its original form, lacked the power to ; funding the war was thus a constant struggle. Hamilton chafed at the inefficiencies and lack of coordination. At the Constitutional Convention in 1787, Hamilton and the other framers under- took to repair the systemic weakness that Hamilton had witnessed during the war. Hamilton and his fellow argued passionately for a stronger, more central- ized government. The document that the delegates to the Convention produced is an elaborate mechanism, but the change in the opening words of the Preamble, from the first draft to the final version, symbolizes its nationalizing and energizing tendencies: “We the People of the United States.” That prophetic language was the handiwork of , delegate from . But it reflected the hopes and the

4 ideas of Morris’s friend Hamilton, who would spend the rest of his career implement- ing them. In 1788, the Constitution was ratified, in part because of Hamilton’s intense pub- lic efforts on its behalf in The Papers, published in eighty-five installments in New York newspapers between October 1787 and May 1788. Hamilton conceived of the project and wrote nearly two-thirds of the essays; and wrote the rest. In 1789, Washington became the nation’s first President under the Constitution and chose Hamilton, his former aide, as Treasury Secretary. Hamilton more than any other Founder kept the weak new nation from bankruptcy; he and Washington kept it out of world war; he and his admirer kept it from capricious justice. If he had failed, we might use the phrase “maple republics” instead of “banana republics,” and the United States would have been the first one. No politician achieves everything he wants—especially not a politician as creative and headstrong as Hamilton. In the late , he fought against the demise of the and the rise of Jefferson’s Republicans. But when the deadlocked presidential election of 1800 was thrown to the House of Representatives to break the tie, Hamilton advised Federalists to perform the irksome task of choosing one enemy, , over another, . All the Founders were ambitious, said Hamilton, but they all moderated (or made compacts with) their ambition: all of them save Aaron Burr. Hence Hamilton reluctantly preferred Jefferson. Burr finally resented this, and many other slights. The gentlemen corresponded, and agreed to do what gentlemen did when honor was at stake. The Vice President and the former Treasury Secretary met on July 11, 1804, at Weehawken, . Hamilton’s bullet hit the branch of a cedar tree. Burr’s pierced Hamilton’s abdomen. The hectic note of Elizabeth’s sister Angelica Church, dashed off the morning her brother-in-law (and perhaps lover) was shot, expresses the hope that Hamilton would recover, but he died the next day. The description of his funeral procession was printed in the New-York Evening Post, the newspaper he founded. Alexander Hamilton’s death was two centuries ago. The issues he lived with— war and peace; law and disorder; debt and prosperity; and ambition—are the eternal stuff of politics. —RICHARD BROOKHISER

5 NOTE TO EDUCATORS

Immigration, Revolution, Abolition, Constitution: These are some of the topics that we share with you and your students in this documentary companion. Through Alexander Hamilton's honor in life and notoriety in death students gain an additional perspective with which to study these important themes in America’s history. Activities in this resource are divided into mini-units based on these topics. The units can be used singularly, to support your established curriculum, or collectively, to offer an introduction to Hamilton and defining American moments of which he was a part. Student activities are located adjacent to the primary sources. This provides an opportunity to delve into important historical topics through contemporary materials. Document analysis allows students to hone critical thinking skills. In completing the included exercises, students gain historical content, while practicing English language arts, mathematics and geography skills within the context of Hamilton's life. As you explore the contents of this book, you might consider the following activities: • Write an essay that supports Alexander Hamilton's life as an example of the American Dream. How did Hamilton, arriving in New York as an immigrant, live his life in a such a way to be honored among America's Founding Fathers? • The title of the exhibition at the New-York Historical Society is Alexander Hamilton: The Man Who Made Modern America. Describe why Hamilton deserves this description. Use examples from the documents to support your essay. • Do you believe that Hamilton’s death in a duel is a fitting end to his life? Write an essay that supports your position. Use examples from the documents to support your argument. • It is 1804 and you are the editor of the New-York Evening Post. Recreate the front page of this newspaper the day after Hamilton's death. Think about what information you will share with the public. What aspects of his life do you wish to highlight?

You may find the following resources helpful in creating classroom activities:

Books on Hamilton Alexander Hamilton, American, by Richard Brookhiser (New York: Free Press, 2004, first ed. 1999, 256 pages, paperback, $14) Alexander Hamilton, by (New York: Penguin, 2004, ISBN 1-594200- 092, 818 pages, hardcover, $35)

Films about Hamilton Duel: Hamilton vs. Burr (History Channel, 2004, 90 min.) Available on VHS and DVD for $29.95 at ShopHistoryChannel.com or 1-800-708-1776. The Duel (PBS Home Video, 2000, 60 min.) Available on VHS for $19.98 at http://www.shoppbs.org or 1-800-531-4727.

6 Web sites about Hamilton and His Era Alexander Hamilton http://www.alexanderhamiltonexhibition.org This is the web companion for the New-York Historical Society exhibition Alexander Hamilton: The Man Who Made Modern America. It incorporates artifacts from the exhibition; a rich selection of historic documents by, to, or about Hamilton (many of which have never been published); portraits of the men and women who were Hamilton’s friends, family, colleagues and rivals throughout his life; a weekly “log” of things he said and did; a timeline of his life; and other educational materials. Independence and Its Enemies in New York http://independence.nyhistory.org 1st Federal Congress Project http://www.gwu.edu/~ffcp/index.html National Constitution Center http://www.constitutioncenter.org The Revolutionary War http://www.nps.gov/revwar/

American History Journals The New-York Journal of American History, issue 3 (Spring 2004), published by the New-York Historical Society, includes articles about Alexander Hamilton by leading Hamilton scholars and an interview with Hamilton biographer Ron Chernow. (New-York Historical Society, 170 West, New York, NY 10024; phone: 212 873-3400; Web site: http://www.nyhistory.org/publications.html) Magazine of History, published by the Organization of American Historians, provides historical information, documents, lesson plans, and other resources for history teachers. Journal of American History, also published by the OAH, is a leading scholarly publication in the field of U.S. history. (Organization of American Historians, P.O. Box 5457, Bloomington, IN 47408-5457; phone: 812 855-9851; Web site: http://www.oah.org)

Online American History Journals History Now, at www.historynow.org, is a new online journal for history teachers and their students. Common-place, at www.common-place.org, explores and exchanges ideas about early American history and culture.

7 IMMIGRATION

NAME DATE

An Immigrant’s View of America: New York City in the 1750s

Alexander Hamilton was born on Nevis and grew up on St. Croix, islands in the Caribbean. This painting of New York from the late 1750s shows the city much as Hamilton and other immigrants would have found it when they came to New York in the 1700s. As one of only a few Founding Fathers who were immigrants, Hamilton holds particular interest for modern Americans. While his talents and ambition were perfect- ly suited to the burgeoning energy of New York, he was able to envision the United States as one country in a way that his contemporaries, who had loyalties to their home states, perhaps could not.

A Southeast Prospect of the City of New York, by an unidentified artist, c. 1756-57.

8 IMMIGRATION

NAME DATE

Painting Analysis 1.a. On the map, find and label the Caribbean, Atlantic Ocean, and New York City. 1.b. Sketch the route Hamilton traveled from the Caribbean to New York City’s harbor. 2.a. Define: Harbor:

Wharf:

2.b. Find examples of both a harbor and wharf in the painting. 2.c. What type of transportation does this painting emphasize?

2.d. How does this type of transportation relate to Alexander Hamilton arriving in New York City in the 1700s?

3. How do you think Hamilton, orphaned and only 16 years old, felt when the ship pulled into New York City’s harbor?

4. Describe a time when you began something new, or traveled to a new place. How did you feel?

9 REVOLUTION

NAME DATE

The Declaration of Independence

First printed in in July 1776, the Declaration of Independence was then sent to various cities and towns in the for reprinting and distri- bution. This rare survival of a Boston printing shows how swiftly the Declaration was disseminated. Hamilton was present, no doubt, when it was read to the American troops in New York on July 9, 1776.

Document Analysis 1. When was the Declaration of Independence first printed?

Use the excerpt below to answer the following questions: 2. From this Declaration, we learn that the Colonies have been suffering. What would they like to alter, or change?

3. Who has inflicted “repeated injuries” on the colonies?

4. Alexander Hamilton was fighting for America’s freedom and a new system of gov- ernment. How do you think he felt as he heard the reading of this document?

Excerpt from the Declaration of Independence

“. . . new Guards for their future Security. Such has been the patient Sufferance of these Colonies; and such is now the Necessity which constrains them to alter their for- mer Systems of Government. The History of the present King of Great-Britain is a History of repeated Injuries and . . .”

10 REVOLUTION

This copy of the Declaration of Independence was printed in Boston around July 18, 1776, by John Gill.

11 REVOLUTION

The Continental Army

Hamilton fought heroically in battles against the British in and White Plains, in New York, and in Trenton and Princeton, in New Jersey, as the captain of an artillery company, drawing praise from officers and coming to the attention of General . As a result, Washington promoted him to lieutenant colonel and gave him a place on his own staff, or “family,” as an aide-de-camp. The artillery uses cannon. Both cannonballs and grapeshot were used in cannons. The cannonball is about five inches across and each piece of grapeshot is about one inch across. A cannon could shoot one cannonball at a time, but it could shoot a bunch of the small grapeshot at a time. The cannonball and the grapeshot pictured here were found by archeologists excavating old battlefields. The musket, which is about 58” long with the bayonet, was made in Great Britain but used in the Colonies during the American Revolution. Americans did not have fac- tories to manufacture their own guns, and so muskets like this one were used by both British and American soldiers.

A British musket from about 1770, used during the American Revolution

A cannonball from the 1700s found near a Revolutionary War battlefield.

Five pieces of grapeshot from the 1700s, found near a Revolutionary War battlefield.

12 REVOLUTION

NAME DATE

Object Analysis 1. Did Americans manufacture their own weapons? 2. From whom did Americans buy muskets? 3. Who noticed Hamilton’s heroic military service? 4. General George Washington promoted Hamilton to what military rank?

5.a. On the map, find and label White Plains, New York; Trenton, New Jersey; and Princeton, New Jersey. 5.b. Which city is the farthest east?

5.c. Which city is the farthest south?

6. Which side, the American or the British, won each of these Revolutionary War bat- tles: White Plains Trenton Princeton 7.a. In the box below, use your ruler to draw a line the width of a cannonball. 7.b. In the box below, use your ruler to draw a line the width of a grapeshot. 7.c. If a soldier had 10 grapeshot lined up, how many cannonball widths would that equal?

13 REVOLUTION

NAME DATE

The American Rattle Snake April 12, 1782

When this cartoon was published in Great Britain on April 12, 1782, two British armies had surrendered to the Americans: General Burgoyne’s forces at Saratoga, New York, in 1777 and General Cornwallis’s at Yorktown, , in 1781. Many peo- ple in Great Britain did not want to keep fighting in the Colonies, and this cartoon sug- gests that the British could not win the war. The words underneath the cartoon say: “Britons within the Yankeean Plains, Mind how ye March & Trench, The Serpent in the Congress reigns, As well as in the French.” The sign hanging from the snake’s tail says: “An Apartment to lett for Military Gentlemen.” The snake is saying: “Two British Armies I have thus Burgoyn’d, And room for more I’ve got behind.”

Document Analysis 1. When was this political cartoon published? 2. In this political cartoon, how is America represented?

3. In this political cartoon, how is Great Britain represented?

4. Why do you think that the flags are on the ground?

5.a. What words would you use to describe the look on the snake’s face?

5.b. How does the snake’s expression compare to Americans’ emotions?

6. How do you think British soldiers would have felt after seeing this political cartoon?

The British cartoon on the next page is attributed to James Gillray (1756-1815).

14 REVOLUTION ABOLITION

NAME DATE

“Regard, with Compassion, the Injustice done to . . . Slaves”: The Principles of the New York Society for Promoting the Manumission of Slaves February 4, 1785

After the American Revolution, Alexander Hamilton studied to become a lawyer and returned to New York City. In 1785, he was one of 32 prominent New Yorkers who founded the New York Manumission Society. Hamilton attended the second meeting of the Society on February 4, 1785. As shown in the minutes of that meeting, the members believed: “The benevolent Creator and Father of Men having given to them all, an equal Right to Life, Liberty and Property; no Sovereign Power, on Earth, can justly deprive them of either, but in Conformity to impartial Government and Laws to which they have expressly or tacitly consented. It is our Duty, therefore, both as free Citizens and Christians, not only to regard, with Compassion, the Injustice done to those, among us, who are held as Slaves, but to endeavour, by lawful Ways and Means, to enable them to Share, equally with us, in that civil and religious Liberty with which an indulgent Providence has blessed these States; and to which these, our Brethren, are by Nature, as much entitled as ourselves.” manumission: a freeing or being freed from slavery; liberation, emancipation

Document Analysis 1. How did the members of the Manumission Society feel about slavery?

2. What two liberties did the Society members feel slaves should share?

3. Alexander Hamilton was a member of the Manumission Society. What does this tell you about his feelings toward slavery?

16 ABOLITION

Page 3 of the Manumission Society Minutes (1/25/1785-11/21/1797)

17 CONSTITUTION

“We the People of the States”: The Preamble to a Draft of the Constitution of the United States August 1787

“We the People of the United States”: The Preamble to the Constitution of the United States September 17, 1787

On the following pages (20-21), at left is the first page of the working draft of the Constitution, submitted for debate at the Constitutional Convention in Philadelphia in August 1787. On the right is the first page of the U.S. Constitution as it was finally pub- lished (this is ’s signed copy). Where the draft’s opening reflects the sense of the thirteen states as separate entities, the final version’s “We the People of the United States” invokes the Hamiltonian vision of a unified nation. A champion of the Constitution, Alexander Hamilton wrote nearly two-thirds of of 1787-88, which are viewed as the factor that turned public opin- ion in favor of ratification.

18 CONSTITUTION

NAME DATE

Document Analysis 1. Which version of the Constitution came first? 2. How does the Working Draft begin? Write the first sentence.

3. Where on the Working Draft do you find the title, or name, of our country?

4. On the Working Draft, is the name of our country bigger or smaller than the names of the states? 5. In the Working Draft, the delegates identify themselves by their states. What evi- dence shows this?

6. Did Alexander Hamilton identify with one state? 7. How does the Final Version of the Constitution begin? Write the first sentence.

8. In the Final Version, what has been removed from the first sentence?

9. How does the first sentence of the Final Version demonstrate the delegates’ com- mon identity?

19 CONSTITUTION

Working Draft

Page 1 of the working draft of the U.S. Constitution, printed in August 1787. This copy belonged to , a delegate from .

20 CONSTITUTION

Final Version

Page 1 of the final version of the U.S. Constitution, printed on September 17, 1787. This copy is signed by Benjamin Franklin.

21 TREASURY

NAME DATE

Money in the Early United States

In their first years of independence, Americans used a confusing combination of coins and paper money. Different coins and different kinds of paper money were made by each of the states. However, Spanish coins, or pieces of eight, were the most pop- ular coins and could be used in all the states. One of Alexander Hamilton’s main goals when he became the first Secretary of the Treasury in 1789 was to create a strong single currency: the American dollar.

Object Analysis 1. On the left side of this T- 1795 Coin 2004 Quarter chart list objects and words that you see on the US silver dollar from 1795. On the right side of the T- chart list objects and words that you see on a quarter from 2004.

2. Complete the table: What items and words Why do you think these items and words are impor- are on both coins? tant enough to be on currency from 1795 and today? List below. Answer separately next to each item or word.

22 TREASURY

Notes of Paper Currency

Note worth four shillings in New York in 1776.

Note worth four Spanish in Pennsylvania in 1780.

Early Coins used in the United States

A Spanish coin minted, or made, A “New Jersey copper” minted, A “Fugio cent” minted, or made, in Mexico City in 1739. or made, in New Jersey in 1786. in in 1787.

Both sides of a U.S. silver dollar from 1795

23 DUEL

NAME DATE

“General Hamilton was this morning woun[d]ed”: A Letter from Hamilton’s Sister-in-Law Angelica Church to Her Brother Philip J. Schuyler July 11, 1804

In 1804, Aaron Burr, who was Vice President of the United States, felt Alexander Hamilton had insulted him. He challenged Hamilton to a duel, and the two men met on July 11, 1804. Hamilton’s bullet ended up in a tree, while Burr’s bullet struck Hamilton’s side. That day, Angelica Church wrote in haste to her brother Philip Schuyler to break the news to him, expressing her hope that Hamilton would recover. The hasty scrawl of her handwriting suggests the degree of her distress. Angelica Church’s letter says: at Wm Bayards Grenwich Wednesday Morn My dear Brother I have the painful task to inform you that General Hamilton was this morning woun[d]ed by that wretch Burr but we have every reason to hope that he will recover. May I advice that you repair immediately to my father, as per- haps he may wish to come down—my dear Sister bears with saintlike fortitude this affliction. The town is in consternation, and there exists only the expression of grief & Indignation. Adieu my dear Brother remember me to Sally, ever yours A Church

Document Analysis 1.a. On what date did Angelica Church write this letter? 1.b. At what time of day did Angelica Church write this letter? 2. If this letter was written in the “Morn,” when did Hamilton and Burr duel?

3. What does Angelica Church hope will happen to Hamilton?

4. According to Angelica Church, how does the town feel about Hamilton’s current situation?

24 DUEL

Angelica Church’s letter to Philip J. Schuyler, July 11, 1804.

25 DEATH

NAME DATE

“During his last illness”: The Physician’s Bill for Attending Hamilton’s Deathbed

Shot in the duel with Aaron Burr, Hamilton was rowed back across the Hudson from Weehawken, New Jersey, and taken into the home of William Bayard. There he was attended by his physician, Dr. . The bill reprinted below was presented to Hamilton’s executors. It covered not only the expenses for treating Alexander Hamilton on his deathbed, but the existing account for the previous six months. Dr. Hosack signed it when he received payment from the estate. Dr. Hosack’s bill says: The Estate of General Hamilton To D Hosack Dr

1804 To med and adv in January—February March—May and June ______$37.50 To attendance &c during his last illness ______50 $ 87.50

Recd payment

New York Augt. 8th. 1805 D Hosack

Document Analysis 1. In 1804, during which months did the doctor help Hamilton?

2. What amount did the doctor for attending to Hamilton’s last illness?

3. When and where did the doctor receive payment for this bill?

26 DEATH

Dr. Hosack’s bill for services to Alexander Hamilton.

27 DEATH

NAME DATE

The Order of March for Hamilton’s Funeral and A Portrait of His Widow, Elizabeth Hamilton

On the back cover of this booklet is part of an article from the July 17, 1804 issue of the New-York Evening Post reporting on Alexander Hamilton’s funeral of July 14, 1804. Several thousand people turned out to watch as the coffin was carried to the church for burial. Also on the back cover is a portrait of Elizabeth in 1825, still shown in her mourning clothes. Betsey would survive her husband by a full fifty years, and she spent those decades working to preserve his reputation and build his legacy.

Document Analysis 1. What date was this article published? 2. List at least three people or organizations that were part of the 12 o’clock funeral procession.

3. Why do you think so many people took part in Hamilton’s funeral?

Image Analysis 1. When was Elizabeth Hamilton’s portrait painted? 2. Alexander Hamilton died in 1804. How many years after his death was this por- trait painted? 3. In this painting, does Elizabeth Hamilton express feelings of sadness toward her deceased husband? Support your answer with elements from the portrait.

28 NOTES

29 ANSWER GUIDE

Page 9: Painting Analysis 5.b. White Plains 5.c. Trenton 1.a. & 1.b. 6. White Plains: The British won. although, since they NEW lost more men than the Americans and failed to pur- YORK sue Washington’s army it is sometimes called CITY “inconclusive.” Trenton: The Americans won. ATLANTIC Princeton: The Americans won. OCEAN Page 14: Document Analysis 1. April 12, 1782 2. Rattle Snake 3. Small people/soldiers 4. Great Britain has surrendered. CARIBBEAN 5. Answers will vary. 6. Answers will vary.

Page 16: Document Analysis 1. The members of the Manumission Society felt that slaves were equal as human beings. Members felt that slaves should be free. 2.a. Harbor: a port or safe place for ships. 2. Civil and Religious liberties Wharf: wooden or stone structure found on the 3. Answers will vary. edge of a body of water. Ships stop, or dock, next to wharfs so that cargo may be loaded or unloaded. Page 19: Document Analysis 2.b. 1. Working Draft, August 1787 2. “We the People of the States of New-Hampshire, , Rhode-Island and Providence Plantations, Connecticut, New-York, New-Jersey, Pennsylvania, , , Virginia, North- Carolina, South-Carolina, and , do ordain, declare and establish the following Constitution for the Government of Ourselves and our Posterity.” 2.c. Ships, sea travel 3. Under Article I. 2.d. Hamilton traveled by boat from the Caribbean to 4. The name of our country is smaller than the names New York City. of the states. 3. Answers will vary. 5. The delegates placed the names of their individual 4. Answers will vary. states in the beginning of the document. 6. No, although he was a delegate from New York. Page 10: Document Analysis 7. “We the People of the United States, in order to 1. July 1776 form a more perfect union, establish justice, insure 2. Their “Systems of Government” domestic tranquility, provide for the common 3. “King of Great-Britain” defence, promote the general welfare, and secure 4. Answers will vary. the blessings of liberty to ourselves and our poster- ity, do ordain and establish this Constitution for the Page 13: Object Analysis United States of America.” 1. No, America did not manufacture its own weapons. 8. The names of the individual states have been 2. Great Britain removed from the first sentence. 3. Officers, General George Washington 9. In the Final Version the delegates printed the name 4. Lieutenant Colonel of their country in the beginning of the document. 5.a. WHITE Page 22: Object Analysis PLAINS 1. Complete the chart: 1795 coin Quarter used in 2004 "United States of America" "United States of America" PRINCETON Eagle "E Pluribus Unum" "Liberty" "Quarter Dollar" TRENTON 1795 Eagle Stars George Washington Lady Liberty "Liberty" 1994 "In God We Trust"

30 ANSWER GUIDE

2. Complete the Table 2. Answers may include: Items and words Reason they are on The Artillery; The 6th Regiment of ; Flank on both coins? both coins Companies; Cincinnati Society; A numerous train of "United States of America” Answers will vary Clergy of all denominations; The General's Horse Eagle appropriately dressed; His Children and Relatives; "Liberty" Physicians; Gouverneur Morris, the funeral orator, the date in his carriage; The Gentlemen of the Bar, all in deep mourning; The Lieutenant-Governor of the Page 24: Document Analysis state, in his carriage; Corporation of the city of New- 1.a. July 11, 1804 York; Resident Agents of Foreign Powers; Officers 1.b. Morn, or morning of our Army and Navy; Military and Naval Officers of 2. Hamilton and Burr dueled in the early morning. Foreign Powers; Militia Officers of the State; The 3. Angelica Church hoped Hamilton would recover. various officers of the respective Banks; Chamber 4. The town is in consternation, with feelings of grief of Commerce and Merchants; Wardens of the Port and indignation. and masters of vessels in the harbor; The President, Professors and Students of Columbia Page 26: Document Analysis College in mourning gowns; St. Andrew's Society, 1. The doctor helped Hamilton during January, mostly in mourning; Tammany Society; Mechanic February, March, May and June. Society; Marine Society; Citizens in general. 2. The doctor charged $50.00 for attending to 3. Answers will vary Hamilton's last illness. 3. The doctor received payment in New York on Page 28: Image Analysis August 8th, 1805. 1. 1825 2. This portrait was painted 21 years after Hamilton's Page 28: Document Analysis death. 1. This article was published on Tuesday, July 17, 3. Answers will vary 1804.

31 For more information about the exhibition Alexander Hamilton: The Man Who Made Modern America and other educational programs of the New-York Historical Society and the Gilder Lehrman Institute of American History, please check out the web site:

www.alexanderhamiltonexhibition.org

The New-York Historical Society The Gilder Lehrman Institute 170 Central Park West of American History New York, NY 10024 19 West 44th Street, Ste. 500 (212) 873-3400 New York, NY 10036 www.nyhistory.org (646) 366-9666 www.gilderlehrman.org At left, an article about Alexander Hamilton’s funeral procession from the New-York Evening Post of July 17, 1804; above, a portrait of Elizabeth Hamilton during her long widowhood, 1825, by Henry Inman.