Jefferson's revolutionary viewpoints soon shaped the beginnings of a profound split in American politics. On one side, centering on the figure of the secretary of the treasury, Alexander Hamilton, were those favoring an energetic federal government, a strong presidency, and ties to England. On the other side, centered on Thomas Jefferson, were those favoring a less dynamic national government, a limited presidency, and ties to revolutionary France.
—From His Empire of Liberty on the EDSITEment resource The American President
The idea of a legitimate opposition—recognized opposition, organized and free enough in its activities to be able to displace an existing government by peaceful means—is an immensely sophisticated idea, and it was not an idea that the Fathers found fully developed and ready to hand when they began their enterprise in republican constitutionalism in 1788.
—Richard Hofstadter in The Idea of a Party System (University of California Press, 1970. p. 8.)
Fear of factionalism and political parties was deeply rooted in Anglo-American political culture before the American Revolution. Leaders such as George Washington and Thomas Jefferson hoped their new government, founded on the Constitution, would be motivated instead by a common intent, a unity. Though dominant, these sentiments were not held by all Americans. A delegate to the Massachusetts ratifying convention, for example, asserted that “competition of interest…between those persons who are in and those who are out office, will ever form one important check to the abuse of power in our representatives.” (Quoted in Hofstader, p. 36) Hamilton argued from a slightly different perspective in Federalist #70: “In the legislature, promptitude of decision is oftener an evil than a benefit. The differences of opinion, and the jarrings of parties in that department of the government, though they may sometimes obstruct salutary plans, yet often promote deliberation and circumspection, and serve to check excesses in the majority.”
Political parties did form in the United States and had their beginnings in Washington's cabinet. Jefferson, who resigned as Washington's Secretary of State in 1793, and James Madison, who first began to oppose the policies of Alexander Hamilton while a member of the House of Representatives, soon united, as Jefferson wrote in his will, "in the same principles and pursuits of what [they] deemed for the greatest good of our country" (on the Thomas Jefferson Digital Archive, a link from the EDSITEment-reviewed website The American President). Together, they were central to the creation of the first political party in the United States. In the meantime, those who supported Hamilton began to organize their own party, thus leading to the establishment of a two-party system.
In this unit, students will read the philosophical and policy statements of Hamilton, Jefferson, Madison, and others to better understand the nature and positions of the first political parties in the United States.
Competent latter-day authorities differ over the approximate date of origin of these parties. Among the dates indicated for their definite emergence are 1787-88 (C.A. Beard), 1791-92 (J.S. Bassett: D. Malone), 1792-1793 (N. Cunningham) and 1798 (O.G.Libby).
Additional information on the positions of the Federalists and Anti-Federalists may be found in the EDSITEment lessons Before and Beyond the Constitution: Chief Executives Compared: The Federalist Papers and The Constitutional Convention: Four Founding Fathers You May Never Have Met.
Whether it be called the Civil War, the War between the States, the War of the Rebellion, or the War for Southern Independence, the events of the years 1861-1865 were the most traumatic in the nation's history. The secession of the southern states, and President Lincoln's decision to prevent them forcibly from leaving the Union, triggered a conflict that would see fighting on battlefields as far apart as Pennsylvania and Texas, Missouri and Florida, and would leave nearly a million Americans on both sides dead or wounded. Indeed, casualties in the Civil War exceeded those of every other war in which the United States has ever participated, combined.
But the sheer costs of the war were matched by its importance. It was fought over two basic questions-whether it was legal under the U.S. Constitution for a state to leave the constitution, and whether the practice of chattel slavery was consistent with the nation's founding principles. The Union victory established that the answer to both questions was no.
This curriculum unit will introduce students to several important questions pertaining to the war. In the first, they will examine original documents and statistics in an attempt to determine the strengths and weaknesses of each side at the start of the conflict. The second addresses the two turning points of the war-the concurrent battles of Gettysburg and Vicksburg-as well as the morality of the Union's use of "total war" tactics against the population of the South. Finally, in the third lesson students will examine a series of case studies in Abraham Lincoln's wartime leadership; by using primary sources they will be asked to assess whether, based on his performance during his first term of office, he deserved a second.
Review each lesson plan. Locate and bookmark suggested materials and links from EDSITEment-reviewed websites. Download and print out selected documents and duplicate copies as necessary for student viewing. Alternatively, excerpted versions of these documents are available as part of the downloadable PDF, such as this one for Lesson Plan One.
Download the Text Documents for each lesson, available as PDFs, such as this one for Lesson Plan One. This file contains excerpted versions of the documents used in the first and second activities, as well as questions for students to answer. Print out and make an appropriate number of copies of the handouts you plan to use in class.
If your students lack experience in dealing with primary sources, you might use one or more preliminary exercises to help them develop these skills. The Learning Page at the American Memory Project of the Library of Congress includes a set of such activities. Another useful resource is the Digital Classroom of the National Archives, which features a set of Document Analysis Worksheets. Finally, History Matters offers pages on "Making Sense of Maps" and "Making Sense of Oral History" which give helpful advice to teachers in getting their students to use such sources effectively.
If James Madison was the "father" of the Constitution" John Marshall was the "father of the Supreme Court"—almost single-handedly clarifying its powers. This new lesson is designed to help students understand Marshall's brilliant strategy in issuing his decision on Marbury v. Madison, the significance of the concept of judicial review, and the language of this watershed case.
In this lesson, students explore the First Industrial Revolution in early nineteenth-century America. By reading and comparing first-hand accounts of the lives of workers before the Civil War, students prepare for a series of guided role-playing activities designed to help them make an informed judgment as to whether the changes that took place in manufacturing and distribution during this period are best described as a "revolution" or as a steady evolution over time.
This lesson focuses on the debates among the U.S. Founders surrounding the distribution of power between states and the federal government. Students learn about the pros and cons of state sovereignty vs. federalism and have the opportunity to argue different sides of the issue.
Students analyze archival cartoons, posters, magazine humor, newspaper articles and poems that reflect the deeply entrenched attitudes and beliefs the early crusaders for women’s rights had to overcome.
Students compile information to examine hypotheses explaining why the first nine states to grant full voting rights for women were located in the West.
American foreign policy debate over U.S. entry into the League of Nations-collective security versus national sovereignty, idealism versus pragmatism, the responsibilities of powerful nations, the use of force to accomplish idealistic goals, the idea of America. Understanding the debate over the League and the consequences of its failure provides insight into international affairs in the years since Great War. In this lesson, students read the words and listen to the voices of some central participants in the debate over the League of Nations.
What arguments were offered in support of the Sedition Act? Washington's favorable attitude toward the Sedition Act illustrates that reasonable men in 1798 could support what most modern Americans would regard as an unjust law.
Why is James Madison such an important figure? Why is he known as the "Father of the Constitution"? How involved was James Madison in the most important events in America from 1775 to 1817? The answers to these questions provide context for understanding the importance of James Madison's opinions on constitutional issues.