Social Education 82(4), pp. 197–201 ©2018 National Council for the Social Studies Sources and Strategies Motivating Student Appreciation of the Federalist Papers with a Handwritten Note by Thomas Jefferson Kaleena Black Thomas Jefferson seldom marked up his books. But he did make a note inside his regulating. Opponents argued that a cen- copy of the first edition of The Federalist (the compiled Federalist Papers), which tral government wasn’t sustainable given he had received in Paris while he was serving as Minister to France in 1788. the size of the country. Other debate stemmed from the lack of a bill of rights Jefferson wrote: in the document, which some worried could threaten personal liberties. Such No. 2. 3. 4. 5. 64. by Mr Jay disagreement cast into doubt whether the Constitution would be ratified at all by No. 10. 14. 17. 18. 19. 21. 37. 38. 39. 40. 41. 42. 43. 44. 4[5]. 46. 47. 48. the states. Although Hamilton, Madison, 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 62. 63. by Mr Madison and Jay had served as state delegates in the Continental Congress, only Madison the rest of the work by Alexander Hamilton and Hamilton had been involved in the Constitutional Convention. Still, they At first glance, Jefferson’s note (featured ficiency of the subsisting federal govern- all knew what was at stake for the young on p. 198) may just seem like a string of ment, you are called upon to deliberate country. numbers and associated names. Yet this on a new Constitution for the United Motivated to persuade voters in New rare annotation was actually his effort States of America.”1 York that the Constitution deserved to to ascribe authors to each of the essays Just over a month before Federalist be ratified, the three men collaborated contained in a work that still represents No. 1 was published, the United States to execute a concept that would effec- a pivotal political moment in American Constitution had been secretly crafted at tively reach New York citizens and help history—and one that developed from the Federal Convention in Philadelphia. advance their political agenda. Under intriguing origins. On September 17, 1787, the document the alias “Publius,” they published The mystery that Jefferson was deci- was approved by 39 of 42 delegates. Still, essays in two New York newspapers, phering emerged from the fact that nine states needed to ratify it, and on the Independent Journal and New although the Federalist essays had been September 28, 1787, the Confederation York Packet, multiple times per week written by John Jay (“Mr Jay,” according Congress voted to send the Constitution for approximately six months starting to Jefferson’s note), James Madison (“Mr to the states for their review. Profound in the fall of 1787.2 The essays were Madison,” per Jefferson), and Alexander debate about it followed. addressed simply to “The People of the Hamilton, they had been originally pub- Those in favor of the Constitution State of New York” (although they were lished in newspapers under a pseudonym. contended, for example, that a central later more widely disseminated in other The first Federalist essay had appeared government would provide the best newspapers). in the Independent Journal in New York pathway toward economic well-being As the essays were published in news- on October 27, 1787. It was in that first and stability for the country. They also papers, the details surrounding their pub- essay that Hamilton wrote: “AFTER asserted that separating government into lication remained confidential, which left an unequivocal experience of the inef- branches could make it robust and self- many readers curious. However, in a let- September 2018 197 Social Education 198 ter to Thomas Jefferson sent on August Hamilton wrote “the rest of the work,” • Sharing the featured document with 10, 1788—some ten months after the in Jefferson’s words—that is, 51 essays your students. Let them analyze it first Federalist essay was published in or 60 percent of the total. and speculate on what they think it is. the paper, and less than two months after In a later response sent on November Ask them about “Mr Jay” and “Mr the Constitution was ratified on June 21, 18, 1788, Jefferson (who was not a Madison” and what they know about 1788—James Madison revealed, partially Federalist) wrote to Madison about his the two men. in code, some information about the con- impressions of The Federalist. He wrote: cept of The Federalist and its execution. “With respect to the Federalist, the three • Familiarizing your students with the The idea for the essays, Madison authors had been named to me. I read it term “federalist(s).” Discuss where explained, was suggested to him by with care, pleasure and improvement….” they might have heard this word Hamilton and Jay, and when Jay became In his letter, Jefferson maintained that or what they think it means. Share ill, he and Hamilton alone were left to a bill of rights was still needed in the with them a dictionary definition complete the task. Madison also added: Constitution, but he also admitted to of the term. You may wish to orga- Madison that The Federalist had “recti- nize a student debate to surface and Though carried on in concert fied” him in certain ways, and he even explore the political perspectives of the writers are not mutually called it “…the best commentary on the the Federalists (e.g., Hamilton) and answerable for all the ideas of principles of government which ever was their opponents (e.g., Jefferson). each other, there being seldom written.”4 time for even a perusal of the Indeed, Thomas Jefferson’s annotation • Inviting your students to speculate pieces by any but the writer in his copy of The Federalist may seem why they think The Federalist essays before they were wanted at the sparse, and on its own, it only surfaces were published with the writers’ press and sometimes hardly by part of the story of how this work became, identities kept secret. Encourage the writer himself.3 and remains, one of the most significant them to explore the August 10, contributions to the political shaping of 1788, letter from James Madison to Ultimately, the authors crafted 85 essays the United States. Still, it can be a good Thomas Jefferson, written partially (four times more than anticipated), with point of entry, and can motivate intrigu- using a cipher. Students may then topics ranging from the economy and ing questions. To spark classroom dis- wish to search for more correspon- taxation, to the military, executive power, cussion and research with your students, dence between Madison, Jefferson, and foreign affairs. In all, Jay wrote 5 consider: Jay, Hamilton, and others for clues of the essays; Madison wrote 29, and that they may have left in their letters. Resources from LOC for Constitution Day You and your students can explore these other online resources related to the Founding Fathers, the U.S. Constitution, and The Federalist Papers: • Alexander Hamilton Papers: www.loc.gov/collections/alexander-hamilton-papers/about-this-collection • James Madison Papers: www.loc.gov/collections/james-madison-papers/about-this-collection • George Washington Papers: www.loc.gov/collections/george-washington-papers/about-this-collection • Various Constitution-related topics pages, including: • Creating the United States: www.loc.gov/exhibits/creating-the-united-states/convention-and-ratification.html • Documents from the Continental Congress and the Constitutional Convention, 1774 to 1789: www.loc.gov/collections/continental-congress-and-constitutional-convention-from-1774-to-1789/about-this- collection • The Federalist Papers (text version on Congress.gov): www.congress.gov/resources/display/content/ The+Federalist+Papers • “Today in History - October 27” (Library of Congress): www.loc.gov/item/today-in-history/october-27 September 2018 199 • Finding and exploring other versions independently or in a small group, addressed simply to “People of [their of the Federalist Papers. For example, and: summarize the text for each state]”; that there is no author; and the text version of The Federalist other; highlight key words or pas- that the essays purport to be about a that is available on the Library of sages that they think are significant; highly controversial, but potentially Congress’s Congress.gov website, dif- underline words or phrases they fundamental issue that they should fers slightly from Jefferson’s account- don’t understand; and consider care about and take immediate ing. Invite your students to speculate which section or theme of the action on. What would they think why and research further to see if Constitution it reflects, addresses, or about this? What concerns might they can gain more insight. explains. they have? How might they explore whether to trust the source and the • Assigning students an essay from The • Asking students how they might content within? What questions Federalist (for instance, Madison’s react if they read a series of essays would they ask to make their deci- Federalist No. 10), as a close-reading like The Federalist in the newspaper sion? exercise. Then, ask them to work today. They can imagine: that it is Primary Source Sets from the Library of Congress Primary sources can help students to: build new knowledge Of course, there isn’t a prescription for how you use these across subjects (Language arts, history, social studies, the per- items in your classrooms—just suggestions that could pique forming arts, math, and science); sharpen their inquiry and interest in your students, possibly yield some interesting dis- analytical skills; energize their creative and critical thinking cussion, and provide a window into a historical or cultural abilities; spark their curiosity about historical events, figures, topic.