Key Founding Guys and Their Contributions To Our
Republican Form of Government
By Mr. Nenopoulos
George Washington
Born February 22, 1732 Died December 14, 1799
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Born into wealthy Virginia Plantation family.
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Early career includes tobacco farmer, land
surveyor, plantation owner, and military officer.
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Staunch patriot during the Revolution who devoted
his energies and abilities to the causes of
Independence, republicanism, and civic virtue.
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Appointed by the Continental Congress
Commander in Chief of the Army 1775-1783.
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Opposed the Articles of Confederation
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Worked towards a strong national framework - The
Constitution
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Chosen presiding chairmen of the Philadelphia
Convention
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Unanimously elected first President of the U.S
under the new Constitution 1789-1792
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Promotes national financial program, policy of
neutrality, and a national bank.
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Unanimously elected to a second term 1792-1796
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Pushes through the congress the hated Jays
Treaty
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Establishes traditions and practices during his
presidency: the selection of cabinet, sets tone for
domestic and international agenda, the two term
presidency, the Farwell Address.
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His dedication to the nation earned him the status
as Father of the Nation
By Gilbert Stuart shortly before 1799
The Lansdowne Portrait by
Gilbert Stuart -1801
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Explore the Stuart portrait for the imagery making
connections to republicanism, and to the young
nation. What connections can you make? Utilize the
SIGHT handout on examining Art to complete this
activity.
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Washington did not have the advance formal
education of some of the other founding guys but he
was considered by his peers to be intelligent,
resolute, and effective as a leader especially after
contemplating his options on an issue and making
up his mind. His peers may not have always agreed
on his decisions but they all agreed that
Washington was the right man for the job. He very
much believed in the ideals of enlightened
republicanism and in the notion of civic virtue.
Fortunately we do have many of his writings and the
generally positive comments of others many who
considered him the one essential and indispensable
leader during these early days of the republican
experiment . Unfortunately, Martha burned their
correspondence mostly written during the war
depriving us those insights.
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Washington’s stature as a great leader and father of
his country is derived from years of dedicated
service and from qualities he fostered including
honor, civic virtue, humble ambition, determination,
and other positive character traits.
Using the S.I.G.H.T. tm method, critically analyze the accompanying image
S.I.G.H.T. tm → S scan for important details I identify the conflict or tension
G guess the creator’s intent or message H hear the voices T talk or write about your observations
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H hear the voices ___________________________________________________________________________________
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www.EdwardTODonnell.com | [email protected] | © Edward T. O’Donnell, 2009
Gilbert Stuart - An American Painter from Rhode Island 1755 - 1828
Gilbert Stuart is widely considered to be one of
America's foremost portraitists. His best known work, the
unfinished portrait of George Washington that is referred
to as The Athenaeum, was begun in 1796 and left
incomplete at the time of Stuart's death in 1828. The
painting on the next slide of George Washington has
appeared on the United States one-dollar bill for over
one century.
Portrait artists were also products of the enlightenment
but depended on patrons for their survival. By the late
18th century American artists were beginning to find
more employment opportunities due in part to the
revolutions’ making of the founding guys and because
they could find buyers for their talents.
We owe a great thanks to these individuals who have left
us and future generations with images from our nation’s
formulative period.
Self Portrait of Gilbert Stuart: 1778
George Washington Unfinished: 1796
Depiction by John Trumbull of Washington resigning his commission as Commanderin-Chief
How is this act which Washington repeated several time during his life one of his enduring
legacies? What was his rational both on the personal level and in terms of the public point of
view?
Benjamin Franklin – The First American
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Born January 17, 1706 died April 17, 1790
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Epitomizes the self made working man. He left Boston his
birthplace as a teen and struck out for Philadelphia where he
worked at and quickly mastered printing. In this hub Franklin
fed his voracious appetite for intellectual stimulation and
found ground to apply his many faceted talents.
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His success at printing, publications, business, inventions,
civic affiliations, and scientific inquires to mention a few
earned him great wealth and lasting fame here & in Europe.
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In 1730 he establishes a common law relationship with
Deborah Read. They have two children one of which dies at
the age of 4 from smallpox.
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Deborah spends many years apart from Franklin due to his
appointments overseas and in part due to her fear of
transatlantic travel.
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In 1730 Franklin acknowledges an illegitimate son William.
William becomes the Loyalist governor of New Jersey to his
fathers disappointment.
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Career and Inventions: Printer, chief owner / writer
Philadelphia Gazette, Poor Richard’s Almanac, AutoBiography, Colonial Postmaster General for the Crown,
Organizer and promoter of the Albany Congress, Political
Theorist, Civic Activist, Ambassador, Staunch Patriot and
convert to the American Cause for Independence, signer of
the Declaration and the Constitution, First Governor of
Pennsylvania, Civic Planner, Scientist-who conducted his
famous kite flying electrical experiment, inventor of the
Franklin stove, and bifocal glasses.
Painted by Joseph Duplessis 1785
Franklin – Epitomizes Practical Enlightenment
Virtues
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Benjamin Franklin and Washington were by far the
best known Americans of their time. Franklin’s Poor
Richards Almanac had wide appeal in all the colonies
providing many working farm class Americans the
benefit of sound and practical advice. He was widely
read by the rapidly growing literate Americans and was
a common household name during these times.
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Franklin used his fame and vast learning to endorse
causes near and dear to him. He was a powerful
advocate for civic planning and organization arguing in
the Philadelphia legislature for reforms leading to civic
system including the more effective grid pattern for
Philadelphia, a municipal fire service, a central postal
service, a central sewer system, and spaces allocated
for education and public parks. Later in his life he led
the Philadelphia Abolition society imploring the new
nation to take up this issue.
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Further, he epitomized and conveyed to all Americans
the virtues that helped define the revolutionary
generation while helping to make the 19th century
American entrepreneur. His vision was both practical,
forward looking, and reform oriented. His greatest
contributions here was his strong endorsement of the
Declaration of Independence, and his nearly 7 years of
service as foreign ambassador in France when he
secured much needed funds and military support for
the patriot cause. And finally his endorsement of the
Constitutional Convention giving this cause legitimacy
and credence.
Benjamin Franklin by Benjamin West -1805
The Albany Plan
•In 1754 Franklin published the political cartoon Join or
die in his Philadelphia gazette. The cartoon appeared
along with Franklin’s editorial about the “disunited state”
of the colonies, and helped make the case for greater
colonial unity.
• The Albany Plan was Franklin’s brainchild in 1754 when
he proposed a greater unity amongst the colonies in time
of crisis and war. Both the crown and the colonial
assemblies rejected the proposal. At this time their still
existed far too may jealousies, points of irritation, and
pride between the various colonies. Franklin and the
Country would have to wait until the provocations of the
crown post the French and Indian war, and the building
tide of colonial resentments and unresolved grievances
before unity and central governing could be attempted.
•His dedication to this cause was re-directed and made
more poignant after his humiliating lecture at the hands of
upset British officials in London sent him packing a
fervent support of the patriotic cause. Franklin’s notoriety
and convictions in the cause of liberty made him next to
Washington the most important figure. Their association
and participation in key events like the Declaration, The
Treaty of Paris, and the Constitutional convention were
important seals of approval towards those causes.
Revising the draft of the Declaration of
Independence
• John Adams realized the significance of having the well
known intellectual lawyer from Virginia Mr. Thomas
Jefferson write the Declaration of Independence. Adams
was not very well liked and he knew this. Further, he
believed that a Virginian would give the Declaration a
more universal appeal binding the new nation for the
difficulties which lay ahead.
• Franklin also aided in the editing of the final draft. He
most certainly earned the respect of his political peers as
one of the pre-eminent enlightened political theorists,
and by 1776 a staunch defender of American Ind.
•Since the 1750s he had worked towards a greater
“independent role” for the Colonies within the context of
the Empire. He took measures towards this goal
including drafting a grid plan for the future development
of Philadelphia, a progressive city which he hoped would
be a magnet and a model for all the colonies. His design
included a fire department, grid pattern roads, a central
postal office, and government buildings. His design also
portioned lands for industry, centers of learning, public
spaces, and housing with advance sewer systems to
improve sanitation.
•The aging sage in 1787 was carefully watched over
during the Convention for Franklin could get easily
carried away with his still in tact passions. He did live to
see the passage of the Constitution and the election of
the nations fist Congress and President Washington.
Franklin’s contributions were undeniably vital
In the forging of a unified American republic and
In providing a social model for millions of self driven
Forward looking Americans.
Alexander Hamilton
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Born January 11, 1755 – died July 12, 1804
He was born in the West Indies - a bastard child.
He early on showed (mid teens) an inclination for
Finance effectively managing his mentors
commercial business on his home Island of Nevis.
He struck out for the Colonial New York a brash,
very bright , and very ambitious young man
determined to make and to leave his mark –Studied
law and political theory at Columbia.
Quickest “brain” out of all the founders coupled with
workaholic stretches culminating in many great
achievements.
No colonial or state ties – he is an immigrant to
America and therefore more National in his outlook.
Washington noticed Hamilton’s talents of
organization and leadership during the Revolution
when initially Hamilton led his own artillery
company.
Washington quickly made him his aide de camp
forging a lifelong friendship and professional
relationship where Washington came to rely upon
Hamilton’s advice and Federal visions. For
Hamilton, Washington provided the stabilizing father
figure and elder mentor.
By John Tumbull 1804
Hamilton’s Achievements:
• wrote 2/3rs of the Federalist papers
•Established Bank of New York and later As Secretary of
Treasury – The Bank of the United States
•Created (our capitalistic system) Assumption plan
•Swung the critical and initially Anti-Federalist New York
State Constitutional convention over to the side of
The Constitution
•Bolstered Federal plans before, during, and after the
Philadelphia convention
•Persuaded Washington towards establishing
strong central apparatus specifically in realm of loose
interpretation of the Constitution, centralized finances,
bolstering American Industry & trade, and a strong
military.
Alexander and Elizabeth Schuyler Hamilton
In 1792 John Trumbull painted a portrait of Alexander Hamilton, making the copy above
in 1804, after Hamilton’s death. Ralph Earl painted the portrait of Hamilton’s wife
Elizabeth Schuyler Hamilton in 1787. Hamilton’s wealth and connections increased
significantly as a result of this marriage. While not completely the dutiful husband Elizabeth
stuck by him and did much to sustain and to secure Hamilton’s reputation as a great
contributing founding guy both during their lives and after Hamilton’s death in the ill-fated duel
with Aaron Burr – who was one of Hamilton's arch political rivals. Who is the other rival?
James Madison by Stuart --1804
Dolly Madison by Stuart -1804
Yet another marriage which bolstered positively the founding guy. Madison was frail in appearance, never
enjoyed robust health, shy, and a super intellectual. His wife Dolly was definitely his counterpart engaging in
Hosting successful events at the White house which included entertaining key national and international guests.
She enjoyed decorating the white House and later during the War of 1812 when Washington was in peril she
Risked her own safety to save the Washington portrait (see earlier slide), silverware, and the original Declaration.
The capitol city of the U.S. was indeed burned down including the white House. The Madison’s would never
Occupy this house again but were committed to the capitals’ complete reconstruction. Their fellow Virginian
Friend and political ally James Monroe moved into the new White House in 1817.
Madison – The Father of the Constitution
Born March 16, 1751 – died June 28, 1836
• Virginian whose father owned a large tobacco plantation
• Madison was a product of the Enlightenment studying long
Hours during his youth with the most prominent Southern
educators. His sphere of specialty was Political Philosophy
•He authored the Virginia Plan – which is the essential basis
of the Constitution – the only one of the delegates attending
who had a clear vision of a American Federal Republic.
• He initially stood for a strong central government providing
greater share of power to the larger more populated states.
• Firm opposition from the smaller states forced him to accept
a more moderate position allowing for the eventual critical
Connecticut Plan compromise which favored a bicameral
National Congress with equal state representation in the
Senate and proportional representation in the House.
• All generations owe him a debt of gratitude for his ideas and
because he kept significant notes on the secret proceedings
during the long and arduous Constitutional debates.
• He along with other key nationalist delegates( Federalists)
continued working towards the Constitutions’ passage
writing nearly 1/3rd of the federalist papers along with his
Federalist advocates A. Hamilton, and John Jay.
• Madison authored the Bill of Rights as one of his first duties
as a leader in the newly elected Congress.
• He was honoring a promise made to the Anti-Federalists
during the precarious Ratification period when special
State Constitutional conventions met to decide on the fate of
the new Constitution.
• Madison was more and more influenced by his fellow
Virginian friends Jefferson, and Madison during the 1790s as
he took issue with Washington’s policies which were being
influenced by a Hamiltonian vision.
James Madison Gilbert Stuart 1821
Thomas Jefferson
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Born April 13, 1743 – died July 4, 1826
Virginian whose father was a plantation owner
Educated in the ideas of the enlightenment – Jefferson
is a intellectual who develops expert talents in political
philosophy, the natural sciences, architecture, and cuisine.
His many accomplishments include drafting the Va statues
for religious freedoms, Lawyer, state representative,
principle author of the Declaration, American Ambassador
to France, and the Netherlands, Secretary of State, founder
and chief architect of the University of Va, Vice President,
two term President, (Louisiana Purchase, Lewis & Clarke
expedition, and founder of the new republican party), and
architect of his innovative homestead – Monticello.
Like many of the founding guys Jefferson was a Deist – A
person who believed in god but not in the miracles in the
scriptures.
Jefferson was NOT in attendance during the Convention or
the Ratification debates but received update letters from
Madison, and others while he was serving the U.S. as
Ambassador to France.
He did approve of the Constitution leaning towards a strict
interpretation and favoring state powers over federal power.
This belief was shaped and formed out of his experience
living in France where he witnessed the decaying effect of
absolute power and corruption of the aristocracy. In
Jefferson’s mind the American Revolution was the future
and it would remain secure due to its good natured
hardworking, and pure guardians of democracy – Its
yeoman farmers. These beliefs and his later authorship of
the Va and Ky Resolutions will lead to the development and
credence placed in the Compact theory – a political belief
that placed the State Constitutions above the Federal
Constitution.
By Charles Willson Peale 1792
A Complex Founding Guy to Say The Least
• Jefferson stood apart from many of his peers in
his assessment of the national crisis in the mid
1780s. Commenting on Shays and other rebellions
he astonished many by saying, “ a little rebellion
from time to time is vital to a republic.”
Thomas Jefferson by
Rembrandt Peale: 1805
• He believed as did many other founding guys that the
Constitution would be a temporary fix. And he believed that
each generation of Americans should re-draft their own
republican government to better suit their needs.
•As Secretary of State he drew sharp contrasts with many
of A. Hamilton’s Federal policies thinking that to much
power was yielded and that it was promoting financial
interests over those of the planter and southern states
(mainly his beloved VA). He argued for stricter adherence
to the Constitution a policy he flipped on several occasions
during his presidency.
•He staunchly supported American backing of the French
Revolution seeing it as one in the same with our Revolution
another point of contention with the Federalists.
•He will ask Washington to accept his resignation and take
steps later to challenge the Federalists advancements and
abuse of power. His dealings lead to Americas’ first political
party – The Jeffersonian Republicans who win the white
House and majorities in Congress in 1800. In his view the
national experiment in republicanism was restored with his
election. And while tolerating some of the Federalist
programs in a watered down form he did continue to seek
their removal from federal offices.
•He is accused during his time and there is strong evidence today
that Jefferson likely had a long standing relationship with his
House slave Sally Hemings who was the half sister of his wife.
•The dilemma which historians and many grapple with is how the
author of the Declaration can be reconciled with this fact, and with
his views on slaves. He never releases his slaves not even in his
will, partially because he is near bankruptcy at the time of his
death. In the 1820s he laments that the next generations’ failure
to deal with the issue of slavery may lead to its undoing.
John Adams
Born October 30, 1735 – died July 4, 1826
• Braintree, Massachusetts – father was a Congregationalist, Town
selectmen, and farmer
• Adams early on showed a voracious appetite for reading and writing.
• He broke from the traditional Adams’ vocation (puritan religious studies)
to pursue a career in the Law and to study Political Philosophy.
• He married Abigail Smith in 1764. A bright well read intellect in her
own right, she provided her husband a capable sounding board, solid
advice, and the nurturing confidence he needed.
• The Stamp Act, the dreaded Townshend Acts, and the Boston
Massacre (which J. Adams successfully acquitted the British officers
and solders involved) galvanized Adams’ fervent support for
Independence.
• A Man of principle he disagreed with his cousin the popular Samuel
Adam’s use of the Boston mob to violently oppose the King’s tax
collectors and soldiers, but at around the time of the Massacre he came
to realize blame lay in the hands of English leaders.
• By 1775 he is an outspoken voice in the Continental Congress arguing
for proactive measures: establishing independent State Constitutional
governments, raising an army, and breaking with England.
• When the Olive Branch Petition fails the Delegates vote for a
Declaration. Adams enlists Jefferson to be it chief composer. The two
men forge a strong friendship during at this time which will be tested
and strained during the equally tumultuous 1790s. They do reconcile
later striking up one of the most famous correspondences in American
history.
•During the Revolutionary War Adams serves his country as
Ambassador to France, and then to the Netherlands
• He is on the committee of American Delegates (Franklin, Adams, and
Jay) who draft and secure the successful Treaty of Paris – 1783.
• He is NOT in attendance at the Constitutional Convention, but like
Jefferson, is serving his nation as its Ambassador to England.
• He is for the Constitution, favoring the English model of a republic but
one with the authority and checks to guard against aristocratic abuses.
John Adams by Gilbert Stuart 1800
Abigail Adams by Benjamine Blythe
1766
John Adams by Gilbert Stuart 1800
John Adams by Gilbert Stuart 1826
John Adams returned to the country he helped create in 1788. He received the 2nd most electoral votes making him the
nations’ first vice president. Adam’s lack of subtlety and strong opinions never endeared him to His fellow founding guys.
His style was too stiff and formal and reeked of English monarchy for his peers. Members in congress voted to have the
VP silent on all matters of debate, a procedure which hurt the opinionated Adams. Still, Washington and others who knew
Adams realized his genius and talents took up council. He was elected the second president of the U.S. but was being
more and more alienated and tarnished for his Federalist positions by his ex-colleague T. Jefferson who was V.P. and
privately challenging Adams but more specifically Hamilton (who Adams had kept on in his cabinet) with the advent of the
Jefferson-Republican party. The late 1790s and early 1800s were a critical period for the young republic. Washington and
Adams pursued policies of non-interference / engagement (esp. over the French Revolution), strengthening U.S. financial
System, and building up U.S. military forces. Adams amongst his many accomplishments is known as the father of the
American Navy. Lastly, Adams sacrificed a second term for his affirmation in keeping the young republic out of the raging
European conflict. He remained true to his principles, a value which served his nation well. Adams inherited the title
Federalist. In truth he was a-political, and a devoted republican who strove to forge a nation of laws under wise leadership.
He believed in the checks and balances and in the separation of powers embedded in the Constitution. He and his wife
also left the nation a protégé in their son John Quincy Adams who served as a most effective Secretary of State, and was
elected President in 1824 – an event John lived to see. A interesting fact to note both J. Adams and T. Jefferson died on
the same day July 4, 1826 apx. 50 years since the birth of the country. Amazingly, both men lived to take a long hard look
into the nation they committed their lives to.
Chief Justice John Jay – 1794 by Gilbert Stewart
Born December 12, 1745 – died May 17, 1829
•John Jay was an American politician, statesman, revolutionary, diplomat,
and jurist. He is a resident of New York, and attended Columbia University
•His is considered one of the "founding guys" of the United States participating in most
critical events, even running the countries Foreign Affairs office during the Articles of
Confederation almost singlehandedly.
•Like Adams and Jefferson he was NOT in attendance at the convention but was busy
running the shell of a government under the Articles.
•He did not back the Articles believing them too weak to forge and earn the respect of
other powers.
•, In the early days of the revolution Jay served in the Continental Congress,
and was elected President of that body.
• During and after the American Revolution, he was a minister (ambassador) to Spain
and France, helping to fashion American foreign policy and to secure favorable peace
terms from the British and French.
• He co-wrote the Federalist Papers with Alexander Hamilton and James Madison.
• Jay served on the U.S. Supreme Court as the first Chief Justice of the United States
from 1789 to 1795.
•In 1794 he negotiated the hated Jay Treaty with the British - a pillar of Washington’s
Foreign policy. A leader of the new Federalist Party, Jay was elected Governor of New
York state, 1795-1801. He was the leading opponent of slavery and the slave trade in
New York. His first attempt to pass emancipation legislation failed in 1777, and failed
again in 1785, but he succeeded in 1799, signing the law that eventually emancipated
the slaves of New York; the last were freed before his death.
John Trumbull's famous painting depicts the five-man drafting
committee presenting their work to the Congress.
John Adams is standing in the center of the painting. Can you identify
A few of the other leading founding guys? How does Trumbull’s paining
Depict the event some 50 years after its occurrence?
Gouverneur Morris A Key Federalists
Representing Pennsylvania
Born January 31, 1852 –died November 6, 1816
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Nicknamed the “Penmen” he wrote most of the
final draft of the Constitution and its Preamble
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Wealthy aristocrat living in New York he joined
the Patriot cause.
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He served in militia despite losing his leg as a
child
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Served in the Continental Congress, and in
1781he moved to Philadelphia to aid Robert
Morris run the finances for the U.S. under the
Articles.
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He spoke more than anyone else during the
convention – He firmly argued that the survival
and well being of the country depended on a
strong central government that could establish a
sound fiscal policy
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Washington asked him to take over Jefferson’s
ministry duties in France.
For the remainder of his life he remained a ardent
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Federalist condemning the War of 1812 and the
policies of the Jeffersonian Republicans.
Robert Morris on right and Gouverneur Morris on left. Painted
by Charles Wilson Peale -1783. At this time Robert (no relations)
was U.S. minister Of Finance and Gouverneur was his assistant.
Both became ardent supporters of the Constitution and were
delegates who played a role in its formation and passage. Both
men were signers. While quiet during the Convention Robert had
contributed his own funds to support General Washington during
the dark hours in 1777. unfortunately in his later years he
speculated wildly causing his own bankruptcy and earning for
himself a spell in debtors prison. His friend Gouverneur came to his
rescue setting up bail and a small pension for his family.
Roger Sherman- The Great
Compromiser from Connecticut
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Born April 19, 1721 – died July 23, 1793
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A mainly self educated man – he passed the bar in 1754 –but
returned to being a storekeeper (his father’s trade)
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He established a reputation as a shrewd political debater
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Member of the Continental Congress serving on the committees
that drafted the Declaration and the Articles.
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He was a staunch supporter of the small states at the
Convention and the chief architect of the Connecticut
Compromise, which forced Madison and the supporters of the
VA Plan to reconcile with delegate William Paterson’s New
Jersey Plan – which established the bi-cameral Congress in
Article I of the Constitution.
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He is credited with proposing the alternative of a "bicameral," or
two-chambered Congress, made up of a Senate and a House of
Representatives. Each state, suggested Sherman, would send
an equal number of representatives to the Senate, and one
representative to the House for each 30,000 residents of the
state
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He remained a solid supporter of the Constitution and a devoted
Federalist.
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His Compromise plan most broke the impasse over the issue
paving the way for other compromises and cooperation towards
the writing of the Constitution.
The South Carolina Connection
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These delegates from South Carolina were staunch defenders
of a strong national government and supporters of their
regional interests those being the life of a gentlemen planter,
land acquisition westward, and maintaining their “peculiar
institution – slave property.” Their adamant stance on this
issue and little opposition from the other delegates who
feared loss of their support – entrenches slavery into the
Constitution, and further, enhances Southern representation
via the 3/5ths clause.
In Madison’s notes he disclaims that they made a block of
federalist who were welcomed despite some of their
eccentricities.
P. Butler was a British military officer who married a Sothern
Pierce Butler Delegate from S. Carolina
Bell and by the late 1760s converted to the Patriot cause. He
was a Patriot General during the War.
He had lost most of his estate and wealth but remained a loyal
founding guy – appearing in a wig and gold lace – at the
convention his voice aided the Federalists’ cause.
C. Pinckney served in the Militia and spent time in a British
prison. He was a excellent public speaker who advocated for
a strong government at the Convention. Historians cannot
validate his claim of having written a Constitutional framework
He wanted the U.S. to be strong enough to navigate and
trade on The Mississippi river.
He served several terms as Governor of S. Carolina and was
later a convert to the Jefferson Republicans.
C. Cotesworth Pinckney (1st cousin to C.P) also was a
resident of Charleston. He to was a Patriot officer and was
captured by the British spending time in their prison.
Charles Pinckney Delegate
He remained a loyal Federalist who served as one of the
from S. Carolina
Charles Cotesworth
delegates which refused to pay the French bribe – known to
Pinckney Delegate
Americans as the infamous XYZ affair.
from S. Carolina
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Works Cited
Amar, Akhil R. America’s Constitution. New York: Random House Paperbacks, 2006.
Berkin, Carol. A Brilliant Solution: Inventing the American Constitution. New York: Harcourt, Inc.
2002.
Bernstein, R.B. Thomas Jefferson. New York: Oxford University Press, 2005.
Kammen, Michael ed. The Origins of The American Constitution: A Documentary History
New York: Penguin Books, 1986.
Nenopoulos, John. I wrote the opening message essay a few years ago which I will be reading
at the outset of our Great Debate. My inspirations include the materials we
are studying and knowledge acquired from our Kennedy text (the Pageant),
and my notes from college, and other personal readings.
The constitution: A Primary Sourcebook. The Teaching American History Professional
Development Project
Wood, Gordon S. The Americanization of Benjamin Franklin. New York: Penguin Books, 2004.
Wood, Gordon S. The American Revolution: A History. New York: Random House, Inc.
2002.
www.EdwardTODonnell.com | [email protected] | © Edward T. O’Donnell, 2009
Exploring The Ideas Behind Our Federal Republic Though Key Federalist Papers
Activity: In your small groups you will read and then brainstorm answers to the thought
questions. Use your class notes, text reading, and your understanding of this era to answer. You
will then be responsible for making the other groups experts on your Federalist paper. Each
group will present their answers, findings, etc.
The Federalist No. 1
Introduction
Independent Journal
Saturday, October 27, 1787
[Alexander Hamilton]
To the People of the State of New York:
AFTER an unequivocal experience of the inefficacy of the subsisting federal government, you are
called upon to deliberate on a new Constitution for the United States of America. The subject
speaks its own importance; comprehending in its consequences nothing less than the existence of
the UNION, the safety and welfare of the parts of which it is composed, the fate of an empire in
many respects the most interesting in the world. It has been frequently remarked that it seems to
have been reserved to the people of this country, by their conduct and example, to decide the
important question, whether societies of men are really capable or not of establishing good
government from reflection and choice, or whether they are forever destined to depend for their
political constitutions on accident and force. If there be any truth in the remark, the crisis at
which we are arrived may with propriety be regarded as the era in which that decision is to be
made; and a wrong election of the part we shall act may, in this view, deserve to be considered as
the general misfortune of mankind.
This idea will add the inducements of philanthropy to those of patriotism, to heighten the
solicitude which all considerate and good men must feel for the event. Happy will it be if our
choice should be directed by a judicious estimate of our true interests, un-perplexed and unbiased
by considerations not connected with the public good. But this is a thing more ardently to be
wished than seriously to be expected. The plan offered to our deliberations affects too many
particular interests, innovates upon too many local institutions, not to involve in its discussion a
variety of objects foreign to its merits, and of views, passions and prejudices little favorable to
the discovery of truth.
Among the most formidable of the obstacles which the new Constitution will have to encounter
may readily be distinguished the obvious interest of a certain class of men in every State to resist
all changes which may hazard a diminution of the power, emolument, and consequence of the
offices they hold under the State establishments; and the perverted ambition of another class of
men, who will either hope to aggrandize themselves by the confusions of their country, or will
flatter themselves with fairer prospects of elevation from the subdivision of the empire into
several partial confederacies than from its union under one government……………………..
I propose, in a series of papers, to discuss the following interesting particulars: -- The utility of
the UNION to your political prosperity -- The insufficiency of the present Confederation to
preserve that Union -- The necessity of a government at least equally energetic with the one
proposed, to the attainment of this object -- The conformity of the proposed Constitution to the
true principles of republican government -- Its analogy to your own state constitution -- and
lastly, The additional security which its adoption will afford to the preservation of that species of
government, to liberty, and to property.
In the progress of this discussion I shall endeavor to give a satisfactory answer to all the
objections which shall have made their appearance, that may seem to have any claim to your
attention.
1. What is A. Hamilton’s purpose with Federalist 1? What are his key points?
The Federalist No. 10
The Utility of the Union as a Safeguard Against Domestic Faction and Insurrection
(continued)
Daily Advertiser
Thursday, November 22, 1787
[James Madison]
To the People of the State of New York:
AMONG the numerous advantages promised by a well constructed Union, none deserves to be
more accurately developed than its tendency to break and control the violence of faction. The
friend of popular governments never finds himself so much alarmed for their character and fate,
as when he contemplates their propensity to this dangerous vice. He will not fail, therefore, to set
a due value on any plan which, without violating the principles to which he is attached, provides
a proper cure for it. The instability, injustice, and confusion introduced into the public councils,
have, in truth, been the mortal diseases under which popular governments have everywhere
perished; as they continue to be the favorite and fruitful topics from which the adversaries to
liberty derive their most specious declamations. The valuable improvements made by the
American constitutions on the popular models, both ancient and modern, cannot certainly be too
much admired; but it would be an unwarrantable partiality, to contend that they have as
effectually obviated the danger on this side, as was wished and expected. Complaints are
everywhere heard from our most considerate and virtuous citizens, equally the friends of public
and private faith, and of public and personal liberty, that our governments are too unstable, that
the public good is disregarded in the conflicts of rival parties, and that measures are too often
decided, not according to the rules of justice and the rights of the minor party, but by the superior
force of an interested and overbearing majority. However anxiously we may wish that these
complaints had no foundation, the evidence, of known facts will not permit us to deny that they
are in some degree true. It will be found, indeed, on a candid review of our situation, that some
of the distresses under which we labor have been erroneously charged on the operation of our
governments; but it will be found, at the same time, that other causes will not alone account for
many of our heaviest misfortunes; and, particularly, for that prevailing and increasing distrust of
public engagements, and alarm for private rights, which are echoed from one end of the
continent to the other. These must be chiefly, if not wholly, effects of the unsteadiness and
injustice with which a factious spirit has tainted our public administrations.
By a faction, I understand a number of citizens, whether amounting to a majority or a minority of
the whole, who are united and actuated by some common impulse of passion, or of interest,
adversed to the rights of other citizens, or to the permanent and aggregate interests of the
community.
There are two methods of curing the mischief’s of faction: the one, by removing its causes; the
other, by controlling its effects.
There are again two methods of removing the causes of faction: the one, by destroying the liberty
which is essential to its existence; the other, by giving to every citizen the same opinions, the
same passions, and the same interests.
It could never be more truly said than of the first remedy, that it was worse than the disease.
Liberty is to faction what air is to fire, an aliment without which it instantly expires. But it could
not be less folly to abolish liberty, which is essential to political life, because it nourishes faction,
than it would be to wish the annihilation of air, which is essential to animal life, because it
imparts to fire its destructive agency………………………………………………………….
But the most common and durable source of factions has been the various and unequal
distribution of property. Those who hold and those who are without property have ever formed
distinct interests in society. Those who are creditors, and those who are debtors, fall under a like
discrimination. A landed interest, a manufacturing interest, a mercantile interest, a moneyed
interest, with many lesser interests, grow up of necessity in civilized nations, and divide them
into different classes, actuated by different sentiments and views. The regulation of these various
and interfering interests forms the principal task of modern legislation, and involves the spirit of
party and faction in the necessary and ordinary operations of the government………………….
If a faction consists of less than a majority, relief is supplied by the republican principle, which
enables the majority to defeat its sinister views by regular vote. It may clog the administration, it
may convulse the society; but it will be unable to execute and mask its violence under the forms
of the Constitution. When a majority is included in a faction, the form of popular government, on
the other hand, enables it to sacrifice to its ruling passion or interest both the public good and the
rights of other citizens. To secure the public good and private rights against the danger of such a
faction, and at the same time to preserve the spirit and the form of popular government, is then
the great object to which our inquiries are directed.
Thought Questions:
1. According to Madison (author of Federalist 10) how will the Constitution guard against
Factions (groups or special interests) which may effect the rights of others?
2. What is the presumption behind his answer?
The Federalist No. 51
The Structure of the Government Must Furnish the Proper Checks and Balances Between
the Different Departments
Independent Journal
Wednesday, February 6, 1788
[James Madison]
To the People of the State of New York:
TO WHAT expedient, then, shall we finally resort, for maintaining in practice the necessary
partition of power among the several departments, as laid down in the Constitution? The only
answer that can be given is, that as all these exterior provisions are found to be inadequate, the
defect must be supplied, by so contriving the interior structure of the government as that its
several constituent parts may, by their mutual relations, be the means of keeping each other in
their proper places. Without presuming to undertake a full development of this important idea, I
will hazard a few general observations, which may perhaps place it in a clearer light, and enable
us to form a more correct judgment of the principles and structure of the government planned by
the convention.
In order to lay a due foundation for that separate and distinct exercise of the different powers of
government, which to a certain extent is admitted on all hands to be essential to the preservation
of liberty, it is evident that each department should have a will of its own; and consequently
should be so constituted that the members of each should have as little agency as possible in the
appointment of the members of the others. Were this principle rigorously adhered to, it would
require that all the appointments for the supreme executive, legislative, and judiciary
magistracies should be drawn from the same fountain of authority, the people, through channels
having no communication whatever with one another. Perhaps such a plan of constructing the
several departments would be less difficult in practice than it may in contemplation appear.
Some difficulties, however, and some additional expense would attend the execution of it. Some
deviations, therefore, from the principle must be admitted. In the constitution of the judiciary
department in particular, it might be inexpedient to insist rigorously on the principle: first,
because peculiar qualifications being essential in the members, the primary consideration ought
to be to select that mode of choice which best secures these qualifications; secondly, because the
permanent tenure by which the appointments are held in that department, must soon destroy all
sense of dependence on the authority conferring them.
It is equally evident, that the members of each department should be as little dependent as
possible on those of the others, for the emoluments annexed to their offices. Were the executive
magistrate, or the judges, not independent of the legislature in this particular, their independence
in every other would be merely nominal.
But the great security against a gradual concentration of the several powers in the same
department, consists in giving to those who administer each department the necessary
constitutional means and personal motives to resist encroachments of the others. The provision
for defense must in this, as in all other cases, be made commensurate to the danger of attack.
Ambition must be made to counteract ambition. The interest of the man must be connected with
the constitutional rights of the place. It may be a reflection on human nature, that such devices
should be necessary to control the abuses of government. But what is government itself, but the
greatest of all reflections on human nature? If men were angels, no government would be
necessary. If angels were to govern men, neither external nor internal controls on government
would be necessary. In framing a government which is to be administered by men over men, the
great difficulty lies in this: you must first enable the government to control the governed; and in
the next place oblige it to control itself. A dependence on the people is, no doubt, the primary
control on the government; but experience has taught mankind the necessity of auxiliary
precautions.
This policy of supplying, by opposite and rival interests, the defect of better motives, might be
traced through the whole system of human affairs, private as well as public. We see it
particularly displayed in all the subordinate distributions of power, where the constant aim is to
divide and arrange the several offices in such a manner as that each may be a check on the other - that the private interest of every individual may be a sentinel over the public rights. These
inventions of prudence cannot be less requisite in the distribution of the supreme powers of the
State.
But it is not possible to give to each department an equal power of self-defense. In republican
government, the legislative authority necessarily predominates. The remedy for this
inconveniency is to divide the legislature into different branches; and to render them, by different
modes of election and different principles of action, as little connected with each other as the
nature of their common functions and their common dependence on the society will admit. It
may even be necessary to guard against dangerous encroachments by still further precautions. As
the weight of the legislative authority requires that it should be thus divided, the weakness of the
executive may require, on the other hand, that it should be fortified. An absolute negative on the
legislature appears, at first view, to be the natural defense with which the executive magistrate
should be armed. But perhaps it would be neither altogether safe nor alone sufficient. On
ordinary occasions it might not be exerted with the requisite firmness, and on extraordinary
occasions it might be perfidiously abused. May not this defect of an absolute negative be
supplied by some qualified connection between this weaker department and the weaker branch of
the stronger department, by which the latter may be led to support the constitutional rights of the
former, without being too much detached from the rights of its own department?
If the principles on which these observations are founded be just, as I persuade myself they are,
and they be applied as a criterion to the several State constitutions, and to the federal
Constitution it will be found that if the latter does not perfectly correspond with them, the former
are infinitely less able to bear such a test.
1. What arguments does Madison make here to support the Constitutions protections of personal
liberties or put another way to guard against tyranny?
The Federalist No. 78
The Judiciary Department
Independent Journal
Saturday, June 14, 1788
[Alexander Hamilton]
To the People of the State of New York:
WE PROCEED now to an examination of the judiciary department of the proposed government.
In unfolding the defects of the existing Confederation, the utility and necessity of a federal
judicature have been clearly pointed out. It is the less necessary to recapitulate the considerations
there urged, as the propriety of the institution in the abstract is not disputed; the only questions
which have been raised being relative to the manner of constituting it, and to its extent. To these
points, therefore, our observations shall be confined.
The manner of constituting it seems to embrace these several objects: 1st. The mode of
appointing the judges. 2d. The tenure by which they are to hold their places. 3d. The partition of
the judiciary authority between different courts, and their relations to each other.
First. As to the mode of appointing the judges; this is the same with that of appointing the
officers of the Union in general, and has been so fully discussed in the two last numbers, that
nothing can be said here which would not be useless repetition.
Second. As to the tenure by which the judges are to hold their places; this chiefly concerns their
duration in office; the provisions for their support; the precautions for their responsibility.
According to the plan of the convention, all judges who may be appointed by the United States
are to hold their offices during good behavior; which is conformable to the most approved of the
State constitutions and among the rest, to that of this State. Its propriety having been drawn into
question by the adversaries of that plan, is no light symptom of the rage for objection, which
disorders their imaginations and judgments. The standard of good behavior for the continuance
in office of the judicial magistracy, is certainly one of the most valuable of the modern
improvements in the practice of government. In a monarchy it is an excellent barrier to the
despotism of the prince; in a republic it is a no less excellent barrier to the encroachments and
oppressions of the representative body. And it is the best expedient which can be devised in any
government, to secure a steady, upright, and impartial administration of the laws.
Whoever attentively considers the different departments of power must perceive, that, in a
government in which they are separated from each other, the judiciary, from the nature of its
functions, will always be the least dangerous to the political rights of the Constitution; because it
will be least in a capacity to annoy or injure them. The Executive not only dispenses the honors,
but holds the sword of the community. The legislature not only commands the purse, but
prescribes the rules by which the duties and rights of every citizen are to be regulated. The
judiciary, on the contrary, has no influence over either the sword or the purse; no direction either
of the strength or of the wealth of the society; and can take no active resolution whatever. It may
truly be said to have neither FORCE nor WILL, but merely judgment; and must ultimately depend
upon the aid of the executive arm even for the efficacy of its judgments.
This simple view of the matter suggests several important consequences. It proves incontestably,
that the judiciary is beyond comparison the weakest of the three departments of power1; that it
can never attack with success either of the other two; and that all possible care is requisite to
enable it to defend itself against their attacks. It equally proves, that though individual oppression
may now and then proceed from the courts of justice, the general liberty of the people can never
be endangered from that quarter; I mean so long as the judiciary remains truly distinct from both
the legislature and the Executive. For I agree, that "there is no liberty, if the power of judging be
not separated from the legislative and executive powers."2 And it proves, in the last place, that as
liberty can have nothing to fear from the judiciary alone, but would have every thing to fear from
its union with either of the other departments; that as all the effects of such a union must ensue
from a dependence of the former on the latter, notwithstanding a nominal and apparent
separation; that as, from the natural feebleness of the judiciary, it is in continual jeopardy of
being overpowered, awed, or influenced by its co-ordinate branches; and that as nothing can
contribute so much to its firmness and independence as permanency in office, this quality may
therefore be justly regarded as an indispensable ingredient in its constitution, and, in a great
measure, as the citadel of the public justice and the public security.
The complete independence of the courts of justice is peculiarly essential in a limited
Constitution. By a limited Constitution, I understand one which contains certain specified
exceptions to the legislative authority; such, for instance, as that it shall pass no bills of attainder,
no ex post facto laws, and the like. Limitations of this kind can be preserved in practice no other
way than through the medium of courts of justice, whose duty it must be to declare all acts
contrary to the manifest tenor of the Constitution void. Without this, all the reservations of
particular rights or privileges would amount to nothing.
1. What does Alexander Hamilton say in Federalist 78 to the concerned Anti-Federalists on
the issue of the power of the Judiciary branch?
The Federalist No. 68
The Mode of Electing the President
Independent Journal
Wednesday, March 12, 1788
[Alexander Hamilton]
To the People of the State of New York:
It was desirable that the sense of the people should operate in the choice of the person to whom
so important a trust was to be confided. This end will be answered by committing the right of
making it, not to any pre-established body, but to men chosen by the people for the special
purpose, and at the particular conjuncture.
It was equally desirable, that the immediate election should be made by men most capable of
analyzing the qualities adapted to the station, and acting under circumstances favorable to
deliberation, and to a judicious combination of all the reasons and inducements which were
proper to govern their choice. A small number of persons, selected by their fellow-citizens from
the general mass, will be most likely to possess the information and discernment requisite to such
complicated investigations.
It was also peculiarly desirable to afford as little opportunity as possible to tumult and disorder.
This evil was not least to be dreaded in the election of a magistrate, who was to have so
important an agency in the administration of the government as the President of the United
States. But the precautions which have been so happily concerted in the system under
consideration, promise an effectual security against this mischief. The choice of several, to form
an intermediate body of electors, will be much less apt to convulse the community with any
extraordinary or violent movements, than the choice of one who was himself to be the final
object of the public wishes. And as the electors, chosen in each State, are to assemble and vote in
the State in which they are chosen, this detached and divided situation will expose them much
less to heats and ferments, which might be communicated from them to the people, than if they
were all to be convened at one time, in one place.
1. Explore Federalist 68 and the Electoral system in the Constitution. What does Hamilton
mean when he says, “For forms of government let fools contest, --that which is best
administered is best” ?
Key concepts form the U.S. Constitutional Formulative Period:
In your small groups brainstorm Expert Notes for the Concepts assigned to you. Be prepared to share
these with the other groups. Be sure to incorporate what you have learned from your readings, our
Great Debate, the Federalist assignment, my Power Point presentations, etc.
Separation of Powers –
Checks and balances –
Federalism -
3/5th Compromise
Necessary and Proper Clause (also known as the Elastic Clause in Article I)
Federalist Perspective (rational) and Its advocates –
Anti-Federalist Perspective (rational) and its advocates –
The Electoral College – The Amendment process – and the Bill of Rights (All Compromises – to what end
and for what specific purpose?)
-- The Great Debate – At stake is the current and future well being
of our country -Philadelphia June 1787
(Read by Presiding Chairperson)
Welcome State delegates and representatives to the location of
our countries birth, Philadelphia. Some of you were with us eleven
years ago when in this very hall we signed into effect a bold and
noble venture. Our unity in 76 and belief in the better notions of a self
republican values bonded us then to shed the disgraces of our
tyrannical father, and because we believed then as I near hope the
same holds true in the present, that a just cause is worth those great
efforts – So I tell you my countrymen we can do no less in the service
of our country today.
Indeed the hard achieved treaty of 83 stands before us today as a
testament to our great collective achievement and to that rise given in
– the great spirit of 76 -- but also reminds us of the misdeeds or our
enemies, and that many works still need to be done – The perils from
native tribes aided by our aforementioned father are not relinquished,
Spanish overtures in the Southwestern forests threaten American
territories and inhibit our rightful claim to these lands and to the
Mississippi. Manufacturers in the east struggle against the flood of
cheap goods from England, who also prowls the waters and forests of
American lands slithering like some vile creature malcontent in
avenging their lost cause. In the Caribbean our foe blocks access of
the southern gentry and northern merchants who seek open and fare
trade relations. Merchants are now forced to venture more boldly
then they dare to dangerous waters in the Southern continent and in
the far off dangerous shores of Africa at great risk and peril to self for
trade. These obstacles stunt the craftsmen’s workshops and has
aggravated situations between states who deem it appropriate to take
it upon themselves to tax their fellow neighbors. The currency
legislation is a dead cause in this inept Congress and now States
grandstand their own pressed currencies over others. Possibly more
disturbing are the recent episodes of lawlessness in the western hills
of Massachusetts and in the Appellation backwoods counties
stretching from New York to Georgia.
Are not these the same discontents which threatened us and
fanned the flames of social discontent a little more than a decade
ago? Do we succumb to this and degrade ourselves to a country of
thieves, tricksters, and harlots?….do the boldest States reap the
spoils? Then indeed my fellow countrymen we hand victory back to
our enemies – who now scoff and laugh at us. Foreign debts – in
particular the interest owed on them - are mounting further eroding
our cohesive venues into global markets which are restricted to us
from nearly every corner we turn. Further, and perhaps worst, these
debts are disproportionate, and in a state I dare say of chaos.
Serious strangleholds between the states over commerce is a threat
from within, and one not sufficiently addressed by the current form of
government. It is a disgrace and a shambles when Continental
vouchers cannot be redeemed at values safeguarding the properties
of fellow patriots in the great cause to secure these blessings in the
first place!
Nay I say brothers to our enemies and those who would thwart our
convictions -- it is time for sober reflections and considerations to be
taken. Some of you are shocked or taken by my words -- but most of
us can agree that all is not well in our bold republican experiment – I
leave you to consider seriously and profoundly the cause – and to
take up sincere deliberations that may very well yet save the
revolution of 76 – and fulfill the articles set forth in 83 – the alternative
is we reward victory to our enemies – and see our bold experiment
come apart bit by bit. My countrymen History will take note of what
we accomplish or fail to accomplish in this convention.
Speech – Philadelphia 1788
A concerned patriot –
Upon this opening statement and update of the news from a
concerned Patriot – the delegates gathered in Philadelphia on that
day quickly deliberated and unanimously chose George Washington
to be the Presiding officer of the Convention. After this the delegates
moved onto to discuss procedures, and the pressing issue of revising
the Articles or the writing of a new Plan of government.
The Great Debate: The Philadelphia Convention 1787 And
Follow Up Assignments
The Annapolis Resolution (1786): A United States government should be
formed which is capable of functioning, safeguarding the country from
internal and external threats, and promoting the general welfare.
I. The Convention -- The Positions (Group Designations)
Pro- Nationalist (Federalist) -- believed in a republic with a strong central
national framework.
Pro-State Government (Anti-Federalists) – believed in a republic with strong
small governments (states) ie. The Articles of Confederation (with possible
tweaks), and in protecting the citizens’ liberties – what we called in class the
ideas and values associated to the “Spirit of 1776.”
Moderates – believed in a republic with elements from both of the positions
above.
II. The Class Debate – The Process (rather than purely role playing individuals
you will instead be debating the ISSUES of the DAY and their IDEAS /
CONCERNS / POINTS OF VIEW / REGIONAL OR STATE ARGUMENTS, etc.,
etc. based on the breakout groups above.
We will have three teams (Federalist – Anti-Federalist – Moderate) Each
individual in the team will research the issues taking a stand and then effectively
arguing your position. The point of the team is to allow students (sorry you
delegates) to collaborate together. (YOU DO NOT HAVE TO BE IN FULL
AGREEMENT ON ALL THE ISSUES – IN FACT YOU CAN EVEN CHANGE
POINTS OF VIEW IF YOU WISH). Each of you will be responsible for
researching your Group’s General Stand and then formulating and developing
your OWN argument (citing examples) on the issues and what YOU want to see
accomplished at this Convention. (TAKE GOOD NOTES during our library and
at home research sessions).
Also consider for a moment that by 1787 there were delegates in attendance who
had not participated in the signing of the Declaration or in the Continental
Congress – creating a more diverse mix of interests. Indeed many of the
delegates were participants to the Patriot cause many participating in the War, or
in Congress (in their states or in Philadelphia or sometimes both).
III. The Great Debate: Your Products / Participation / Grading
A. Articles of Confederation Report Card and Ranking (HW check for
your Ch 9 notes and a HW grade for your Report Card)
For this activity you will need to have read your Kennedy text through
Chapter 9. You will also want to use a credible second source and the
Actual Articles of Confederation in order to complete your report card
Evaluation.
Here are the 5 qualifiers you are grading the Articles on. Leave a space
below your grade in which you qualify or justify your grade in writing by
citing specific examples.
•
•
•
•
Grade it as a working model of governing
Grade it in terms of maintaining and dealing with domestic peace
between the states and within the states.
Grade it on foreign policy.
Grade it on resolving or in dealing with financial issues.
•
What grade do you give the Articles for their overall effectiveness?
Be prepared to justify your grades.
B. Each person in the group is required to write their own views on
the Annapolis Resolution (basically on the ISSUES confronting the
nation) and what you want accomplished at this convention in a
TWO PAGE POSITION PAPER. – Further you must respond to and
consider during the Debate at least 3 of the following Stock Issues
•
The Articles of Confederation (pros and cons).
“I thought we have gathered here to revise what we already have –
the Articles?”
•
The Issues over representation. The New Jersey Plan v. The Virginia
plan (issues of big states v small and over representation)
•
How do we discourage and deal with future Shays’ rebellions and
other riots against property and state / local authority?
•
How should the government treat slavery and the black population?
•
How should the U.S. pay off its War debts?
•
What should we do about currency, and trade policies?
•
How do we effectively deal with human ambition checking powers
abuses?
•
How do we protect other liberties associated with the “Spirit of 76?”
•
How do we effectively deal with westward expansion, foreign threats,
and unsecured border issues (particularly the fact that G.B. has not
honored her Treaty obligations)
C. Your position paper (apx 2 - 2.5 pages- double spaced- typed)
incorporating your point of views on the issues including at least 3 of the
stock issues above is worth 70% of your exam grade.
D. Participation does count towards your grade (30%). It is not as much
based on the frequency but on the qualities of listening and the
effectiveness of what you say. Teams will be allowed two time out
sessions (roughly 2 minutes each for resetting and re-grouping during
the debate).
IV. Looking Beyond the Great Debate: Deriving Meaning & Purpose
Reflections (post debate follow-up) – Counts as a HW assignment
This is a one page write-up of your personal reflections / questions and so forth
that you have from the in class Convention debate. We will use these as a
activator to begin our next class.
V. The Constitution Packet and Key Federalist Papers / Arguments During
the Ratification period and Beyond: Perspectives from both The
Federalist and The Anti-Federalists explored.
Here we shall analyze together some of the key arguments favoring the
Constitution and some of its weaknesses. Explored will be key components
(Article I), the compromises, the intent of a Federal Republic, and built in
innovative checks on power which the founding guys came up with.
Topics include: The VA and NJ plan, the Great Compromise, 3/5ths
compromise & the slave issue, the gag rule on slavery, Article I, The Bill of
Rights, contributions and visions of key founding guys (some who were in
attendance and some who were not), the Amendment process, Federalism,
Checks and Balances and Separation of Powers, the Connections to the
Enlightenment, and the Electoral College, Etc.
Resources: Your text, the Constitution Packet, Federalist papers #1, 10, 51, 68,
78, and my power-point presentation on the key founding guys.
Unit: The Constitutional Period and The Founding Guys
Target Group: AP United States History Juniors. 13 students.
Time Allotment: Block time (80 minutes sessions) (4-5 blocks)
Framework tie in:
USI.2 Explain the historical and intellectual influences on the American
Revolution and the formation and framework of the American
government. (H, C)
USI.3 Explain the influence and ideas of the Declaration of Independence
and the political philosophy of Thomas Jefferson. (H, C)
USI.6 Explain the reasons for the adoption of the Articles of Confederation
in 1781, including why its drafters created a weak central government;
analyze the shortcomings of the national government under the Articles;
and describe the crucial events (e.g., Shays’s rebellion) leading to the
Constitutional Convention. (H, C)
USI.7 Explain the roles of various founders at the Constitutional
Convention. Describe the major debates that occurred at the Convention
and the “Great Compromise” that was reached. (H, C)
Major Debates
A.
the distribution of political power
B.
the rights of individuals
C.
the rights of states
D.
slavery
Founders
A.
Benjamin Franklin
B.
Alexander Hamilton
C.
James Madison
D.
George Washington
Seminal Primary Documents to Read: the U.S. Constitution
USI.8 Describe the debate over the ratification of the Constitution between
Federalists and Anti-Federalists and explain the key ideas contained in the
Federalist Papers on federalism, factions, checks and balances, and the
importance of an independent judiciary. (H, C)
Seminal Primary Documents to Read: Federalist Paper number 10
Seminal Primary Documents to Consider: Federalist Papers numbers 1, 9,
39, 51, and 78
USI.9 Explain the reasons for the passage of the Bill of Rights. (H, C)
A. the influence of the British concept of limited government
B. the particular ways in which the Bill of Rights protects basic freedoms,
restricts government power, and ensures rights to persons accused of
crimes
Seminal Primary Documents to Read: the Bill of Rights (1791)
Targeted Lessons by Objectives:
Objective Lesson I: Students will identify the relevant issues gripping the
nation during the 1780s
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Lesson 1: In class review of HW reading: The Confederation and The
Constitution
(utilize inner and outer circle method for review – students use
their hw notes and each other as resources to convey ids,4
terms, and topics to the class.)
Set up unit activities and the Convention Project in advance by
handing out student packet (see attached). Also assign
groups and establish due dates
Set up Articles of Confederation Report Card Assignment
Start in class students finish for HW
Objective Lesson 2: Students will research the various concerns, personal
perspectives, and regional interests as well as the
dynamic and fluid political debate over republicanism
during this critical period.
•
Lesson 2: In class review of several of the student report cards making
sure we cover all the issues, and some of the perspectives.
Commence to the library / computer lab for research
Remind students that the Great Debate is on target for next
class. They will need to be ready with their write-ups, notes,
and positions, etc.
Objective Lesson 3: Students will engage in a mock debate depicting
similar issues and perspectives which the delegates
faced at the start of the sessions in 1787
•
Lesson 3: The Great Debate – The Philadelphia Convention
Students will engage in the debate focusing on the issues
Impacting the nation and on their personal and regional
Interpretations / perspectives, etc
I will serve as the chairperson – framing the key point,
redirecting, prompting, and keeping an eye on our time.
HW Students write Post Debate Reflection papers.
Objective Lesson 4: Students will share their reflections taking note of the
enormous differences of opinions amongst the
delegates and the difficulties in forging compromises
during the convention. Students will also analyze the
key compromises and the leading figures who played
a significant role during the convention and during
the critical Ratification period.
•
Lesson 4: Post Great Debate conference – we all share our reflections
Hand out the Constitution packet when I will preview its key
sections. I will focus students’ attention on the underlined
passages denoting where the original wording on critical
issues, some of which has changed over time. For example
the 3/5ths clause and statement on slaves as property. I will
point out the two arguments zeroing in on the excerpts of key
Federalist Papers. Another section we will focus on is the
letters exchanged by the founding guys during the critical
Ratification period. We will analyze together the letter from T.
Jefferson to J. Madison and I will inject my knowledge /
research in this area.
I will begin my power point presentation
HW: Students will be divided into 6 pairs. Each pair will be
assigned One of the Federalist essays to read in their
Constitution Packets and to be prepared to discuss these
making connections to the founding period, etc.
Objective Lesson 5: Students will identify key points of contention or
controversies which manifested themselves during the
Convention and Ratification debates and the
compromises, and the ideas or rational provided by
some of the founding guys to support the new
government framework.
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Lesson 5:
Students’ thoughts / reflections from my prior classes power
point presentation.
CW Activity: students will convene with their partner
where they will exchange their thoughts on the Federalist
reading they had for hw. Then they will answer the thought
questions and report their finding back to the class. The
other students will listen and write down notes during these
mini presentations.
The pairs will be given 1 of the following in which they
will have to use their resources to become experts and to
then have one member rotate to the other pairs where
information will be mutually exchanged (Carousel Strategy):
3/5ths Compromise, Separation of Powers, Checks and
Balances, The Electoral College, The Amendment Process,
The Bill of Rights, and The Necessary & Proper Clause
(Elastic Clause).
The Wrap Up: The focus here is to synthesis what most
historians and people who study this period is a brilliant
surge of innovative ideas (enlightened government) and
riveting depth debate culminating in the creation of our
government with all its laws and strengths.
TAH
Professor Peter Gibbon
Proctor Rich Houston
Submitted By: John Nenopoulos
September 23, 2010
The following is a unit plan I am submitting to my peers in the TAH program.
The rational for this unit is to enhance my lesson option offerings to my students
by utilizing a new strategy for me, the power point slide presentation, and by
incorporating into my lessons my own knowledge on the subject with fresh new
perspectives and scholarship I have attained through my participation in this
course. My project is a unit on the Constitutional formulative era of our republic.
It is targeting APUS level Juniors. I am planning on using this unit and this
material over the next few weeks. (see attached unit plan, project, and power –
point slides)
Initially the Philadelphia convention was convened to revise the Articles of
Confederation, so at least that is what so many delegates thought was going to
take place in Philadelphia during the Summer of 1787. The Annapolis committee
formed a year before had not indicated a radical change but a pressing need to
make more efficient the operations of government and to address the vast array
of economic interests of those groups. I want my students to know that once the
war ended much of what bound the fragile republic together was lost. The hastily
put together Articles was a emergency war Government penned up to solicit
cooperation during the crisis and to have a legitimate government by which to
conduct the much needed funds and resources from France and any other nation
willing to aid the U.S. Initially, power resided in the State Legislatures. I also want
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my students to critically think of the period between 1781 and 1789 with its shift
back to small / local governments, a precarious, if surprising Treaty Of Paris
which left us vast territories on paper but serious issues over administrating it. I
want students to know the issues confronting the weak nation in terms of
finances, the Shays type uprisings, and intrastate tensions threatening the
republic. The Articles of Confederation report card activity is directly designed to
solicit this type of reflection and understanding. This made for a very interesting
summer or debating, and committee sessions to say the least. And this should
make for an interesting class debate!
The next methodology, the Great Philadelphia Debate offers my students the
experiential opportunity to engage in the concerns, perspectives, and ideas
emanating from the founding guys during the 1780s. I do want my students to
understand the terms moderate, Federalist and Anti-Federalist in terms of the
issues during the time and this is why I am having them do some research and
writing in preparation for the debate. Nevertheless, I have intentionally kept the
Great Debate loose limiting research to apx. 1 hour in the library and limiting its
organizational configuration to 3 groupings: Nationalists, Moderates, and Small
government advocates. This is done so they can have a more realistic
experience during the debate session one in which I hope will translate over into
a listing of the concerns, passionate arguments, regional concerns/ interests,
vehement disagreements, and grounds for potential compromise.
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During Lesson 3 I hope my students inform me during our discussion of their
Post Debate Reflections that they were amazed at the overwhelming differences
in terms of the interests and also in terms of the varying prescribed solutions. I
hope they are charged up over the 3/5th compromise as well. At this point I will
interject informing them of a small group of devoted nationalist including Franklin,
Washington, Gouvernear Morris, Alexander Hamilton, James and Madison, and
which later grew to include Roger Sherman and the Pinckney delegates from
South Carolina. This core group especially the first 5 names worked together
before, during, and after during the ratification period to promote the Constitution
favoring a strong national framework. I will ask them to identify the core group of
Anti-Federalists and to identify their concerns during the ratification debates and
conversely, I will ask them to identify the core group of Federalist and to identify
their strongest arguments. At this point I will also inform my students of the
Kaminski source which contains the revealing letters these nationalist minded
Founding guys circulated in promoting the Constitution. An intriguing question to
ask students is to speculate as to why they thought these nationalists felt the way
they did? This query will set up Lesson 4 when they will explore in greater depth
some of the Federalist papers and check out my interactive power point
presentation (see attached). Lastly, I also will introduce to the students the
Constitution Packets point out critical topics which they will further explore.
The point of the Constitution Packet and the selected Federalist Papers is to
provide my students with primary source documents they can read identifying,
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analyzing, and synthesizing these products from the compromises, and the ideas
which make up our government. I want them to examine the controversies, the
pros and the cons which include the: 3/5th clause, the debate over
representation, Article I, the Preamble, the Elastic clause, the Amendment
process, the Electoral College, and the concepts of Checks & Balances,
Separation of Powers, Civic virtue, and Federalism. I also want them to know
what the special pet ideas were for some of the founding guys including
Hamilton’s vision of an American economic dynamo, Madison’s vision of a nation
incorporating wide array of talents and interests checked by the clockwork
precision of the government which he had a large part in conceiving, and
Washington’s image of a expanding, globally respected and unified nation. I also
want my students to know of the opinions of those key founding guys who were
not in attendance men like John Adams, and Thomas Jefferson who would return
to this country to play leading roles, after having served their nation dutifully
abroad during most of the 1780s. After my point presentation students will be
pared up and asked to become familiar with one of the Federalist essays
reporting back to the class their finding and answers to questions I have posed.
In the same method we will explore key ideas refining our understanding and
having students sharing their knowledge as they incorporate these into their
notes.
It is my affirmation that the injection of new anecdotes, and scholarship into
my methodologies will enhance for students the invaluable lessons from our
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nation’s formulative period. For me this course has revitalized my already strong
passions for the subject at a point in my career when I needed it. Also of great
benefit are the resources, and the accompanying lesson applications some of
which of I utilized in this project and many of which I have already used and will
be using with my students. It is so easy to become consumed into the routines
and multifaceted demands placed on educators these days to lose sight of the
discipline, research, and the benefits of professional collaborations. For me and
for the students that I serve this course is a rewarding and most beneficial
experience.