Curriculum

James Madison: From Father of the Constitution to President

James Madison
Photo caption

James Madison.

Library of Congress

"…if the letter of the Constitution is strictly adhered to, and if no flexibility is allowed, no power could be exercised by Congress, and all the good that might be reasonably expected from an efficient government would be entirely frustrated."

— James Madison, February 2, 1791

Even in its first 30 years of existence, the U.S. Constitution had to prove its durability and flexibility in a variety of disputes. More often than not, James Madison, the "Father of the Constitution," took part in the discussion. Madison had been present at the document's birth as the mastermind behind the so-called Virginia Plan. He had worked tirelessly for its ratification including authoring 29 Federalist Papers, and he continued to be a concerned guardian of the Constitution as it matured. However, it should be noted that Madison chose not to allow his notes from the Constitutional Convention to be published until after his death,

In the early years of the Republic, Madison held a variety of offices, both appointed and elected. At other times, he was part of the loyal opposition. Both in office and out, he played an important role in the continuing debate [stet]. Virtually every important event was precedent-setting, raising crucial questions about how the constitution should be interpreted and implemented. How should the Constitution be applied to situations not specified in the text? How can balance be achieved between the power of the states and that of the federal government? How can a balance of power be achieved among the three branches of the federal government? In this curriculum unit, Madison's words will help students understand the constitutional issues involved in some controversies that arose during Madison's presidency.

Guiding Questions

How was Madison involved in the creation and implementation of the Constitution?

What events during Madison's presidency raised constitutional questions?

What were the constitutional issues that arose during his presidency?

What positions did Madison take on each of these issues?

 

Did his thinking evolve and, if so, what factors influenced his thinking and actions?

Learning Objectives

List reasons why Madison is called the "Father of the Constitution."

Summarize three significant issues during Madison's presidency that raised constitutional questions.

Explain the constitutional questions raised by these events.

Discuss Madison's opinions on the constitutional questions.

Curriculum Details

Preparation Instructions

Archaeologists are excavating slave quarters at James Madison's Montpelier estate in a four-year project supported by the National Endowment for the Humanities. The estate of the fourth president was maintained by scores of enslaved African-Americans. Archaeology is revealing how they lived.

 

 

  • Download the Master PDF. Print out and make an appropriate number of copies of any handouts you plan to use in class.
  • In Lesson One, a graphic organizer helps students see how involved James Madison was in the major events of his time. Though the lesson can stand alone, it works to demonstrate Madison's importance and to show why his opinions are so central to understanding the on-going process of creating a working democracy based on the Constitution. EDSITEment offers the following complementary lessons you may want to use in part or whole:
  • Lesson One helps students see that James Madison had connections to many of the important events of the day. Among other things, he:
    • served in the Continental Congress before and while the Articles of Confederation were in effect;
    • conceived the Virginia Plan, which became the foundation of the Constitution;
    • worked to get the Constitution ratified (by writing many Federalist Papers, for example);
    • became the principal author of the Bill of Rights while serving in the House of Representatives;
    • served as Secretary of State during Jefferson's administrations;
    • as Secretary of State, supported Jefferson with the Louisiana Purchase;
    • co-founded the Democratic-Republican Party, which favored a strict interpretation of the Constitution and less power for the central government;
    • raised serious objections to the Alien and Sedition Acts in the Virginia Resolutions and elsewhere;
    • served as President during the War of 1812;
    • signed the act establishing the Second National Bank;
    • supported internal improvements, such as the Cumberland Road and the Erie Canal, but felt there should be a constitutional amendment making it clear that the central government had the authority to raise money for and administer such projects.

The focus here is not an in-depth understanding of the specifics (such as the Virginia Resolutions), though many of those issues are covered in the related EDSITEment lessons listed above. This lesson asks students to understand how the Constitution has been applied and to appreciate the depth of Madison's involvement with that document and many controversies surrounding its interpretation.

Lesson Plans in Curriculum

Lesson 1: James Madison: Madison Was There

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.

Lesson 2: James Madison: The Second National Bank—Powers Not Specified in the Constitution

In this lesson, students examine the First and Second National Banks and whether or not such a bank's powers are constitutional or unconstitutional.

Lesson 3: James Madison: Raising an Army: Balancing the Power of the States and the Federal Government

Not everyone in the U.S. supported the War of 1812. What events during Madison's presidency raised constitutional questions? What were the constitutional issues? Where did Madison stand?

Lesson 4: James Madison: Internal Improvements Balancing Act: Federal/State, Executive/Legislative

There was general agreement at the beginning of the 19th century that the U.S. would greatly benefit from some internal improvements of a national nature, such as a nationwide network of roads and canals. But how should the funds for such projects be raised? Who should be in control of the projects—that is, who should administer them?

Related on EDSITEment

Teacher's Guide

Commemorating Constitution Day
Curriculum

The Constitutional Convention of 1787
Lesson Plan

John Marshall, Marbury v. Madison, and Judicial Review