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Fascinating Facts About the U.S. Constitution
The U.S. Constitution & Amendments: Fascinating Facts (Continued) Fascinating Facts About The U.S. Constitution The U.S. Constitution has 4,400 words. It is the The Constitution does not set forth requirements oldest and shortest written Constitution of any major for the right to vote. As a result, at the outset of government in the world. the Union, only male property-owners could vote. ___________________ African Americans were not considered citizens, and women were excluded from the electoral process. Of the spelling errors in the Constitution, Native Americans were not given the right to vote “Pensylvania” above the signers’ names is probably until 1924. the most glaring. ___________________ ___________________ James Madison, “the father of the Constitution,” Thomas Jefferson did not sign the Constitution. was the first to arrive in Philadelphia for the He was in France during the Convention, where Constitutional Convention. He arrived in February, he served as the U.S. minister. John Adams was three months before the convention began, bearing serving as the U.S. minister to Great Britain during the blueprint for the new Constitution. the Constitutional Convention and did not attend ___________________ either. ___________________ Of the forty-two delegates who attended most of the meetings, thirty-nine actually signed the Constitution. The Constitution was “penned” by Jacob Shallus, Edmund Randolph and George Mason of Virginia A Pennsylvania General Assembly clerk, for $30 and Elbridge Gerry of Massachusetts refused to ($726 today). sign in part due to the lack of a bill of rights. ___________________ ___________________ Since 1952, the Constitution has been on display When it came time for the states to ratify the in the National Archives Building in Washington, Constitution, the lack of any bill of rights was the DC. -
Rappin' History
Rappin’ History Composing Historical Raps in the Classroom with Lessons Integrating Historical Raps from the Broadway Show Hamilton Rappin’ in the Classroom Hamilton! Lessons Using the Broadway Show Hamilton Traveling Exhibit Activities Lois MacMillan – 2018 Jane Ortner Education Award Submission South Middle School – Grants Pass, OR Outline of Rappin’ History Introduction: Impact of the Broadway show Hamilton & Historical Rap Lesson Experiences (pages 1-2) “Composing Historical Raps” Five Day Lesson Plan (pages 3-21) o Joseph Plumb Martin Worksheet PDF o Joseph Plumb Martin Adventures, Sufferings, and Dangers PDF o Joseph Plumb Martin Bio PDF o Article “Of Rocks, Trees, Rifles, and Militia” PDF o Rap Facts Worksheets PDF “World Turned Upside Down” The Battle of Yorktown Lesson Plan (pages 22-26) o “World Turned Upside Down Worksheet” PDF “Constitution Needed!” Events Around the Constitution Lesson Plan (pages 27-37) o “Events Around the Constitution” PDF o “Events Around the Constitution Worksheet” PDF o PowerPoint “Plain, Honest Men” “The Dinner Deal” Choosing the Nation’s Capital Lesson Plan (pages 38-44) o “The Dinner Deal Worksheet” PDF o “In Room Where It Happens” PDF “Election of 1800” Crisis in the Electoral College Lesson Plan (pages 45-49) o “Election of 1800” PDF “Code Duello and the Hamilton-Burr Duel” Two Day Lesson Plan (pages 50-57) o “Code Duello” PDF o PowerPoint “Five Duel Experiences” o “Your Obedient Servant” PDF Introduction: In 2004, Ron Chernow published Hamilton, earning him Gilder Lehrman’s George Washington Book -
Transcript of Federalist Papers, No. 10 & No. 51 (1787-1788)
The Federalist Papers were a series of essays published in newspapers in 1787 and 1788 by James Madison, Alexander Hamilton, and John Jay to promote the ratification of the Constitution. The Federalist Papers, were a series of 85 essays written by Alexander Hamilton, John Jay, and James Madison between October 1787 and May 1788. The essays were published anonymously, under the pen name "Publius," primarily in two New York state newspapers of the time: The New York Packet and The Independent Journal . They were written to urge citizens of New York to support ratification of the proposed United States Constitution. Significantly, the essays explain particular provisions of the Constitution in detail. It is for this reason, and because Hamilton and Madison were members of the Constitutional Convention, that the Federalist Papers are often used today to help understand the intentions of those drafting the Constitution. A bound edition of the essays, with revisions and corrections by Hamilton, was published in 1788 by printers J. and A. McLean. A later edition, published by printer Jacob Gideon in 1818, with revisions and corrections by Madison, was the first to identify each essay by its author's name. Because of the essays’ publishing history, the assignment of authorship, numbering, and exact wording may vary with different editions of The Federalist . The essays featured here are Federalist No. 10 and Federalist No. 51. The former, written by James Madison, refuted the belief that it was impossible to extend a republican government over a large territory. It also discussed special interest groups. The later emphasized the importance of checks and balances within a government. -
A Case Study of Hamilton: an American Musical to Understand the Effect of Engaging the Past in the Culture of Today
Southeastern University FireScholars Selected Honors Theses Spring 2018 WHO LIVES, WHO DIES, WHO TELLS YOUR STORY: A CASE STUDY OF HAMILTON: AN AMERICAN MUSICAL TO UNDERSTAND THE EFFECT OF ENGAGING THE PAST IN THE CULTURE OF TODAY Adrianna C. Halsey Southeastern University - Lakeland Follow this and additional works at: https://firescholars.seu.edu/honors Part of the United States History Commons Recommended Citation Halsey, Adrianna C., "WHO LIVES, WHO DIES, WHO TELLS YOUR STORY: A CASE STUDY OF HAMILTON: AN AMERICAN MUSICAL TO UNDERSTAND THE EFFECT OF ENGAGING THE PAST IN THE CULTURE OF TODAY" (2018). Selected Honors Theses. 120. https://firescholars.seu.edu/honors/120 This Thesis is brought to you for free and open access by FireScholars. It has been accepted for inclusion in Selected Honors Theses by an authorized administrator of FireScholars. For more information, please contact [email protected]. Halsey i WHO LIVES, WHO DIES, WHO TELLS YOUR STORY: A CASE STUDY OF HAMILTON: AN AMERICAN MUSICAL TO UNDERSTAND THE EFFECT OF ENGAGING THE PAST IN THE CULTURE OF TODAY by Adrianna Halsey Submitted to the Honors Program Committee in partial fulfillment of the requirements for University Honors Scholars Southeastern University 2018 Halsey ii Copyright by Adrianna Halsey 2018 Halsey iii This thesis is dedicated to my sister, Alexia. When I needed her most she was right on time. Halsey iv Abstract This thesis is a look into how Alexander Hamilton has been portrayed on stage in the musical Hamilton: An American Musical, written by Lin-Manuel Miranda. The goal of this research is to show that this musical is not history, but rather a commentary on current culture through one of America’s favorite stories (that of the Revolution.) In this show, past figures have been used to discuss the issues of modern America, and that is now being sold as history. -
The Room Where It Happened.” Negotiated the Compromise That Is Now and Frequent — Dinner Parties
RETHINKING JEFFERSON’S PRIVATE SUITE PAGE 6 FALL/WINTER 2016 monticello.org VOLUME 27, NUMBER 2 THE ROOM WHERE IT H PPENED GAYLE JESSUP WHITE Known in history as the Great Compromise of 1790, Jefferson’s most Community Engagement Officer famous power dinner happened when the United States was a young and fragile Thomas Jefferson’s tombstone listed union of 13 states that, in spite of the the achievements for which he wanted recent signing of the U.S. Constitution, to be remembered — author of the was decidedly un-united. Adding to Declaration of Independence and the the turmoil, the founders had radically Virginia Statute for Religious Freedom, different visions for America’s future, and father of the University of Virginia. threatening the nation’s very survival. But the Sage of Monticello probably The stakes were high in June 1790 wouldn’t have imagined that 190 when Jefferson invited Treasury years after his death he would also Secretary Alexander Hamilton and be celebrated as one of America’s first Virginia Congressman and future “foodies,” popularizing delicacies he president James Madison to dine at his imported from Europe, like ice cream home in New York City, then the nation’s and macaroni. Now, thanks to the temporary capital. Jefferson hoped success of the Broadway sensation that the dinner would help solve the Hamilton: An American Musical, many legislative gridlock about the new federal are learning that Jefferson also hosted government’s role and scope. America’s most famous “power dinner,” “The Room Where It Happens,” the hip- Even the threat of bankruptcy didn’t a probable precursor to today’s “power After enjoying copious French wine and a meal prepared by the enslaved hop interpretation of how the founders stop Jefferson from hosting elaborate — lunch,” in “the room where it happened.” negotiated the compromise that is now and frequent — dinner parties. -
Direct Quotes from Alexander Hamilton, James Madison, George Mason and Patrick Henry
Educational materials were developed through the Teaching American History in Baltimore City Program, a partnership between the Baltimore City Public School System and the Center for History Education at the University of Maryland, Baltimore County. Resource Sheet #6 Direct Quotes from Alexander Hamilton, James Madison, George Mason and Patrick Henry Patrick Henry June, 1788 from a speech to the Virginia Ratifying Convention 1. That this is a consolidated Government is demonstrably clear, and the danger of such a Government, is, to my mind, very striking. 2. I need not take much pains to show, that the principles of this system, are extremely dangerous. 3. Here is a revolution as radical as that which separated us from Great Britain. It is as radical, if in this transition our rights and privileges are endangered, and the sovereignty of the States be relinquished: And cannot we plainly see, that this is the case? 4. The English Government is founded on Selflove. This powerful irresistible stimulus of selflove has saved that government… Where is the rock of your salvation? The real rock of political salvation is selflove perpetuated from age to age in every human breast, and manifested in every action. If they can stand the temptations of human nature, you are safe. If you have a good President, Senators and Representatives, there is no danger. – But can this be expected from human nature? A good President, or Senator, or Representative, will have a natural weakness. Virtue will slumber. The wicked will be continually watching: Consequently, you will be undone. Reprinted with Permission from Chicago University Press http://presspubs.uchicago.edu/founders/documents/v1ch8s38.html. -
Vol125 Klarman.Pdf
BOOK REVIEW THE FOUNDING REVISITED RATIFICATION: THE PEOPLE DEBATE THE CONSTITUTION, 1787– 1788. By Pauline Maier. New York: Simon & Schuster. 2010. Pp. xvi, 589. $30.00. Reviewed by Michael J. Klarman* Pauline Maier’s Ratification is one of the best books ever written about the American Founding. The publication of twenty-one vol- umes of the Documentary History of the Ratification of the American Constitution has enabled her to tell the story of ratification in greater detail than one might have thought possible, and Maier is a masterful storyteller. Everyone interested in the Founding, American constitu- tional law, American politics, and the art of constitution-making ought to read this book. Novices will find a rich menu to pique their curiosi- ty, while even the most knowledgeable constitutional scholars and his- torians will discover many delightful surprises. INTRODUCTION Maier’s story is replete with heroes and villains. For fans of the Constitution, James Madison is the knight in shining armor. Without Madison, the Constitutional Convention might never have happened. Madison played a critical role both in calling for the convention and in persuading George Washington to attend — Washington’s presence conferring important legitimacy upon this technically illegal proceed- ing (pp. 3–4).1 At the Philadelphia convention, Madison was able to seize control of the agenda from the beginning, presenting his fellow delegates upon their arrival with a scheme of reform — known as the “Virginia Plan” — which quickly became the convention’s point of de- parture (pp. 28, 36).2 Madison was one of the most important contri- butors to convention deliberations, which he participated in virtually every day for nearly four months, while trying simultaneously to main- ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– * Kirkland & Ellis Professor of Law, Harvard Law School. -
Chapter Eleven: the Early Republic Contents
Chapter Eleven: The Early Republic Contents 11.1 INTRODUCTION .......................................................................................... 487 11.1.1 Learning Outcomes .................................................................................. 487 11.2 JEFFERSON ................................................................................................. 488 11.2.1 Jefferson’s Values ..................................................................................... 488 11.2.2 Forging a New Indian Policy ........................................................................ 489 11.2.3 The Louisiana Purchase ............................................................................. 491 11.2.4 The Lewis and Clark Expedition ................................................................... 492 11.2.5 Judicial Issues ......................................................................................... 494 11.2.6 Jefferson’s Second Term ............................................................................ 494 11.2.7 Foreign Pressures .................................................................................... 496 11.2.8 Before You Move On... ............................................................................. 498 Key Concepts ................................................................................................ 498 Test Yourself ................................................................................................. 498 11.3 MADISON .................................................................................................. -
James Madison: the Federalist Papers, No. 45 (1788)
James Madison: The Federalist Papers, No. 45 (1788) James Madison, a principal framer of the Constitution at the Federal (later called Constitutional) Convention, defended this conception of a new, stronger, central government at the Virginia ratifying convention. His powerful rebuttals and counterarguments were the products of his extensive study of governments, his participation in the Constitutional Conventions debates, and his writing a great many of the essays published under the title of The Federalist. Alexander Hamilton devised The Federalist Papers to overwhelm the strong opposition to the Constitutions ratification in New York. He planned the series of letters to illuminate both the pros of a new government under the Constitution as well as the cons of a government under the Articles of Confederation. To help him in the in- tensive writing campaign (which resulted in eighty-five essays between October 1787 and May 1788), he recruited Madison and John Jay. All three wrote under the pseudonym "Publius." The letters originally appeared in New York newspapers and were then collected into a two-volume book, which Hamilton hoped would influence the delegates at the New York ratification convention; Madison wished for the same in Virginia. In each case, the essays were not as persuasive as their authors had desired, but The Federalist Papers did help people interpret the Constitution once it was adopted. From Alexander Hamilton, James Madison, and John Jay, The Federalist Papers. Edited by Garry Wills (New York: Bantam Books, 1982), -
LOUISIANA PURCHASE New Orleans LOUISIANA
1 The HistoricTHE LOUISIANA PURCHASE New Orleans LOUISIANA Collection THE PURCHASE MUSEUM • RESEARCH CENTER • PUBLISHER The Louisiana Purchase Teacher’s guide: grade levels 7–9 Number of class periods: 3 Copyright © 2015 The Historic New Orleans Collection; copyright © 2015 The Gilder Lehrman Institute of American History All rights reserved Copyright © 2015 The Historic New Orleans Collection | www.hnoc.org | copyright © 2015 The Gilder Lehrman Institute of American History | www.gilderlehrman.org THE LOUISIANA PURCHASE 2 The Louisiana Purchase Metadata Grade levels 7–9 Number of class periods: 3 What’s Inside: Lesson One....p. 4 Lesson Two....p. 8 Lesson Three....p. 15 Common Core Standards CCSS.ELA-LITERACY.RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). CCSS.ELA-LITERACY.RI.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-LITERACY.RI.8.5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. -
Albert Gallatin: a Most Astonishing Man Friendship Hill National Historic Site Teacher’S Guide
Albert Gallatin: A Most Astonishing Man Friendship Hill National Historic Site Teacher’s Guide Teacher Instructions In this lesson the students will use a student reading to learn about the Louisiana Purchase. Then using an activity sheet the students will write why the Louisiana Purchase would benefit the United States and how they would act if they were in the dilemma that the minister to France was in when he was offered the Louisiana Territory. GUIDING QUESTION: Was the Louisiana Purchase a good buy? OBJECTIVES: By the end of this lesson the students will be able to: List two ways buying the Louisiana Territory benefited the United States Justify why the minister to France made the purchase MATERIALS Copies of the handouts PROCEDURES: 1. Read the teacher background information on Albert Gallatin 2. Introduce the guiding question to students. 3. Hand out copies of the student reading and the activity sheet. 4. Have the students complete the sheets. 5. Review the guiding question. STANDARDS Pennsylvania Standard Area - 8.1: Historical Analysis and Skills Development Standard - 8.1.5.A, 8.1.6.A, 8.1.7.A, 8.1.8.A Pennsylvania Standard Area - 8.3: United States History Standard - 8.2.5.A, 8.2.6.C, 8.2.7.D, 8.2.8.D Standard - 8.3.5.C, 8.3.6.C, 8.3.7.C, 8.3.8.C Standard - 8.3.5.D, 8.3.6.D, 8.3.7.D, 8.3.8.D SUPPORT FOR STRUGGLING LEARNERS You can read the material out loud to the students or go over the material as a class. -
Understanding the Conflicts of Jefferson and Hamilton Through “Hamilton, an American Musical”
Understanding the Conflicts of Jefferson and Hamilton through “Hamilton, An American Musical” Lesson Plan Title: Understanding the Conflicts of Jefferson and Hamilton through Hamilton: An American Musical Descriptive Subtitle: Ron Chernow, author of the best-selling book that inspired Hamilton: An Amerian Musical, noted that George Washington was “…by nature a decorous man…who longed for respectful public discourse and was taken aback by the vitriolic rhetoric that accompanied his two terms in office.”[1] Despite his dislike of the party system, Washington saw his first cabinet sharply divided by the differing political beliefs of two of his appointed cabinet members, Secretary of State Thomas Jefferson and Secretary of the Treasury Alexander Hamilton. The political division between Jefferson and Hamilton led to what Washington feared most: the creation of the two-party system in American politics. Through the use of primary sources, secondary sources and tracks from Hamilton: An American Musical, this lesson will help students understand how both the personal and political differences of Jefferson and Hamilton created factions in Washington’s first cabinet and the creation of American two-party political system. Grade level: High (9-12) Topic/subject: Jefferson’s Public Life and Politics, Arts and Music, Civics, Government, History: U.S., Primary Documents & Jefferson Writings Author Information: Name: Marcee Hinds Email: [email protected] School: Baker High School School Address: 8901 Airport Blvd City: Mobile State: Alabama Duration: 150-180 min Overview: During this lesson students will be using primary sources, secondary sources, and tracks from the musical Hamilton: An American Music to better understand the conflicts that arose between Thomas Jefferson and Alexander Hamilton during their time as secretaries in George Washington’s first presidential cabinet.