For Common Core State Standards for English Language Arts
Lesson Plans: Grades 9-12
Curriculum Unit

Alexis de Tocqueville on the Tyranny of the Majority (3 Lessons)

Created October 14, 2015



The Unit


Alexis de Tocqueville portrait

Alexis de Tocqueville

Credit: Théodore Chassériau (1819–1856), Wikimedia Commons

Democracy in America by Alexis de Tocqueville is universally regarded as one of the most influential books ever written about America. While historians have viewed Democracy as a rich source about the age of Andrew Jackson, Tocqueville was more of a political thinker than a historian. In the introduction to Democracy, he states: “In America, I saw more than America… I sought the image of democracy itself, with its inclinations, its character, its prejudices, and its passions.”  His subject is nothing less than what is to be hoped for, and what to be feared from, the democratic revolution sweeping the Western world in his time.

The greatest danger Tocqueville saw was that public opinion would become an all-powerful force, and that the majority could tyrannize unpopular minorities and marginal individuals. In Volume 2, Part 2, Chapter 7, “Of the Omnipotence of the Majority in the United States and Its Effects,” he lays out his argument with a variety of well-chosen constitutional, historical, and sociological examples.

Following such an author and his argument can be a challenge to beginning students, yet the book is so important and illuminating that its exemplary status has been recognized by the Common Core State Standards. With that challenge in mind, this unit of three lessons has been developed to encourage both teachers and students to work through Tocqueville’s argument by breaking it down into its component parts.

While the chapter as a whole is worth reading, the three lessons in this unit comprise key selections from the chapter.  We have provided teaching guides and academic vocabulary glossaries for each section as well.

The first lesson introduces students to Tocqueville’s thesis about the omnipotence, i.e., the all power character of majority opinion in a democracy and his way of developing an argument through well-chosen historical examples. In the second lesson students consider the argument that unchecked political power will lead to tyranny. In the third lesson, students confront and evaluate Tocqueville’s most shocking claim—that there is less freedom of discussion and independence of mind in America than in Europe with negative consequences for American character and culture. Throughout, students are challenged to draw analogies between Tocqueville’s statements and their own experience and knowledge.

Guiding Questions

  • What is the moral authority of the majority in a democracy based upon?
  • Why does tyranny of the majority arise?
  • Why might democratic tyranny be worse than other forms?


College and Career Readiness Standards

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.


For information about Tocqueville and the historical context of his book see the EDSITEment feature Alexis de Tocqueville’s Introduction to Democracy in America

According to Tocqueville, the power of the majority arises from the fact that in a democracy every individual is, politically, the equal of every other individual. In this situation, the greatest power will always be the largest number of individuals who combine their strength to act together: normally, a majority. In monarchial societies, the majority has little or no power but independent centers of power such as the aristocracy, the church, and the rising merchant class can resist and even oppose each other and whoever rules.

In a monarchy, for example, the majority would be made up of peasants; their opinions are of little consequence and they cannot impose their will because the king may be wealthier than all of them put together. In an aristocracy, the nobles may consists of well-trained soldiers, whereas the peasants are unarmed: in this situation, no one group, not even a majority, can easily impose its will. Other bodies that have an independent political existence in nondemocratic societies might be the church or towns or even occupational guilds. Such groups do exist in democracies, but they do not have an independent political position. There are, for example, no seats in the United States Senate reserved for representatives of the church.

Now, according to Tocqueville, these “intermediary” institutions that exist in aristocracies serve as a “dike” against the force of the majority. Because democracy lacks such intermediary institutions, it has “no lasting obstacles” in the way of the opinions, prejudices, interests, and passions of the majority. He does not mean that the majority in a democracy always does act tyrannically, only that nothing can prevent it from so doing. He further argues that tendency to accept the rightness of majority opinion has negative long-term consequences on national character and culture. Once the majority draws the “formidable circle of thought” around a subject, individuals fear to step outside.


Students should pick from one of the following questions and provide a well-thought-out answer in the form of a short essay.

  • What textual evidence would you use to defend or undermine Tocqueville’s statement on the topic of democratic tyranny?
  • As we analyze Tocqueville’s warning against conformism of thought, look at our current situation and find evidence to undermine or defend his warnings.
  • Extrapolate several of Tocqueville’s arguments and order them, using democracy or freedom as your criteria. Be prepared to defend your order of argument.

Extending the Unit

Tocqueville continues his analysis in Volume 2, Part 2, Chapter 8, “What Tempers the Tyranny of the Majority in the United States.”  Have students read this chapter, analyzing one or more sections in detail, showing how the section is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. Have them prepare a class presentation that explains their analysis of Tocqueville’s argument.

The Lessons

  • Lesson One. The Omnipotence of the Majority

    Created October 14, 2015
    Alexis de Tocqueville portrait

    In this lesson, students are introduced to Tocqueville’s argument about the “omnipotent” power of the majority in America and its consequences. After an initial statement that the “very essence” of democracy is majority rule, he contrasts the means by which state constitutions artificially increase the power of the majority with the U.S. Constitution, which checks that power.

  • Lesson Two. The Tyranny of the Majority

    Created October 14, 2015
    Alexis de Tocqueville portrait

    In this lesson, students continue their examination of Tocqueville’s argument about the power of the majority and its consequences. Having suggested previously that the majority can crush a minority without even hearing its screams, he elaborates on the dangers of unchecked and unlimited power in democratic America and how to deal with it.

  • Lesson Three. The Power of the Majority over Thought

    Created October 15, 2015
    Alexis de Tocqueville portrait

    In Tocqueville’s discussion of how the majority in America constrains freedom of thought, he makes some of the most extreme criticisms against democracy. For example, he says “I do not know any country where, in general, less independence of mind and genuine freedom of discussion reign than in America”; and, “there is no freedom of mind in America.”

The Basics

Grade Level


Subject Areas
  • History and Social Studies > U.S. > AP US History
  • History and Social Studies > Themes > Common Core
  • History and Social Studies > U.S. > Revolution and the New Nation (1754-1820s)
  • History and Social Studies > U.S. > Expansion and Reform (1801-1861)
  • History and Social Studies > Themes > Politics and Citizenship
  • Compare and contrast
  • Critical analysis
  • Critical thinking
  • Cultural analysis
  • Historical analysis
  • Literary analysis
  • Summarizing
  • Textual analysis
  • Writing skills
Illustration from a Kalila wa Dimna Manuscript, 1200–1220 CE

World History from EDSITEment

Exploration, Encounter, and Exchange in World History.

Camus’ “The Myth of Sisyphus”: A Close Reading of the Absurd

Background | Reading The Myth of Sisyphus | About the authors | About the image

No one who lives in the sunlight makes a failure of his life. Albert Camus, Notebooks

  • William Henry Singleton’s Resistance to Slavery: Overt and Covert

    Created June 17, 2015
    Singleton Lesson 1 image

    In this lesson, students will learn that enslaved people resisted their captivity constantly. Because they were living under the domination of their masters, slaves knew that direct, outright, overt resistance—such as talking back, hitting their master or running away––could result in being whipped, sold away from their families and friends, or even killed.

    Walt Whitman on Abraham Lincoln Manuscript Division, LOC

    Teacher’s Guide to the 150th Anniversary of the Assassination of Abraham Lincoln

    Discover how the American people coped with the assassination of President Abraham Lincoln 150 years ago.

  • Harriet Jacobs and Elizabeth Keckly: The Material and Emotional Realities of Childhood in Slavery

    Created March 24, 2015
    Harriet Jacobs and Elizabeth Keckly: composite image

    In this lesson, students learn firsthand about the childhoods of Jacobs and Keckly from reading excerpts from their autobiographies. They practice reading for both factual information and making inferences from these two primary sources.

    Rickwood Field, Alabama

    Hometown Teams: How Sports Shape America

    Sports are an indelible part of our culture and community. Hometown Teams: How Sports Shape America shows how sports reflect the trials and triumphs of the American experience and help mold our national character. Hometown Teams is part of Museum on Main Street, a collaboration between the Smithsonian Institution and State Humanities Councils nationwide. The online exhibition includes educational resources for grades 6–10 aligned to the Common Core State Standards.

  • Henry “Box” Brown’s Narrative: Creating Original Historical Fiction

    Created February 5, 2015
    Henry Box Brown resurrection

    Slave narratives are a unique American literary genre in which former slaves tell about their lives in slavery and how they acquired their freedom. Henry “Box” Brown escaped from slavery by having himself shipped in a crate (hence, the nickname “Box”) from Richmond, Virginia, to Philadelphia, Pennsylvania, in 1849.

    Constitutionally Speaking logo

    Constitutionally Speaking

    Constitutionally Speaking, a collaboration of the New Hampshire Humanities Council and several New Hampshire nonprofit organizations offers a suite of civics resources for K–12 teachers, including award-winning lesson plans and videos on the nation's founding document and its application in 21st-century America.

    Launchpad: “The Grand Inquisitor” by Fyodor Dostoyevsky

    By Ed Marks and Dan Cummings, revised by Joe Phelan

    About the Author

    In the spring of 1849, Russian novelist Fyodor Dostoyevsky (1821–1881) faced a Russian firing squad. He had been accused of the political crime of promoting utopian socialism, a popular ideology that threatened the deeply conservative government of Czar Nicholas I. Just as the order was being given to the firing squad to shoot, a messenger appeared with an edict from the Czar commuting the sentence to four years of hard labor in Siberia.