This is the last of eleven essays written by Hamilton defending the Presidency against the “unfairness” of the Antifederalist “representations.”

This is the first of five essays written by Hamilton on the Judiciary. In this essay, we also find the fifth of six essays in The Federalist that identify specific authors of Antifederalist writings.

In this essay, Alexander Hamilton rejects the call for a mandatory retirement age.

This is the third of five essays written by Hamilton on the Judiciary in relation to the extent of its powers.

This is the fourth of five essays written by Hamilton on the Judiciary in relation to the extent of its powers.

This is the last of five essays written by Hamilton on the Judiciary in relation to the extent of its powers.

Hamilton discusses the objection that “has met with most success”: “the want of a constitutional provision for the trial by jury in civil cases.” This is the longest essay in The Federalist and the last of six essays in The Federalist that identify specific authors of Antifederalist writings. Here, it is the “absolutely senseless” Report of the Pennsylvania Minority and the propositions of the Massachusetts Convention on trial by jury.

This second longest essay in The Federalist contains twenty-four paragraphs. Hamilton begins with a discussion of 2) “the most considerable” of the “remaining objections”: “the plan of the convention contains no bill of rights.” This is contained in 1-12. He then turns in 13-15 to 3) the location of the seat of government. An “extraordinary” objection is 4) “the want of some provision respecting the debts due to the United States.” This is covered in 16. He turns, finally, in 17- 24, to the claim that 5) “the adoption of the proposed government would occasion a considerable increase of expense.”

Hamilton informs his readers that “that there would appear still to remain for discussion two points {outlined in Federalist 1}: ‘the analogy of the proposed government to your own State constitution.’ And ‘the additional security which its adoption will afford to republican government, to liberty, and to property.'” These topics have been “exhausted” in previous essays. “I never expect to see a perfect work from imperfect man.” Surely the plan of the convention is more perfect than what we have under the Articles? Let’s not call for another convention. Furthermore, isn’t it better to “obtain subsequent amendments than previous amendments to the Constitution?” Remember, “seven out of the thirteen States” have already ratified the plan of the convention.

This resource provides information on Federalist No. 8. The Federalist Papers were originally newspaper essays written by Alexander Hamilton, James Madison, and John Jay under the pseudonym Publius, whose immediate goal was to persuade the people of New York to ratify the constitution.

This resource provides information on Federalist No. 9. The Federalist Papers were originally newspaper essays written by Alexander Hamilton, James Madison, and John Jay under the pseudonym Publius, whose immediate goal was to persuade the people of New York to ratify the constitution.

This curriculum unit explores some of the most important arguments of those opposing or supporting the ratification of the U.S. Constitution.

This video portrays how the structure, powers and authority of a new federal government led to political conflict, negotiation, and compromise through an examination of the actions and belief structures of key players such as George Washington, Thomas Jefferson, and James Madison. Bothe commentary and theatrical reenactment are used to present the information.

Students will gain the ability to recognize important names of the enlightenment and will understand the basic idea that the order of society was changed from a system of government in which people served the government to a system that envisioned the government serving the people that formed it.

As the United States acquired land and new states formed, the balance of power between the free and slave states needed to be addressed.

Students will demonstrate understanding of contributions made by George Washington by analyzing symbols and symbolism in primary source documents.

In this lesson, students read and interpret George Washington's first and second inaugural addresses, comparing and contrasting the information of each speech. Then students will write an imaginative narrative based on the events of the two inauguration days.

In this lesson, students will analyze the views surrounding the meaning/action of the Emancipation Proclamation as well as actions taken by Northerners to show their discontent with the conscription draft and the liberating of slaves. By the end of the case study, students will have analyzed and categorized primary sources revolving around the Emancipation Proclamation and the reaction to the conscription act by the people of the North and will construct an essay response to the case study question.

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.

In this lesson, students learn about the life of Henry Clay and his tenure as Speaker of the House. A set of discussion questions is provided. In an associated activity, students will consider current controversial issues and discuss which should be open to compromise and which should not.