This is the third of eleven essays written by Hamilton defending the Presidency against the “unfairness” of the Antifederalist “representations.” This is third of six essays in The Federalist that identify specific authors of Antifederalist writings.

This is the sixth of eleven essays written by Hamilton defending the Presidency against the “unfairness” of the Antifederalist “representations.” This essay concludes the coverage of A) II Duration pertaining to “the stability of the system of administration.” He lists five “pernicious” “ill effects” that will occur as a result of “exclusion.”

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

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

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.

Students will understand ways to avoid financial scams and schemes designed to defraud consumers.

In this lesson, students learn about the force and limits of the First Amendment's protection of free speech through a documentary about the landmark Supreme Court case Virginia v. Black. The students will investigate where the permitted use of a symbol may blur into a prohibited threat of violence by grappling with the meaning of a sign that is particularly charged with history: the burning cross. Students will also consider the duty of an attorney to an unpopular client by comparing and contrasting Black's attorney to other famous attorney/client pairs in history.

In this lesson, students participate in activities that illustrate economic factors influencing the supply of and demand for forest products. Students first learn how veneer is produced and used. They create a circular flow market diagram, define economic terms, and interpret supply and demand graphs. Students work in small groups and use data tables and statistics to describe the general supply of and demand for forest resources in different regions of Wisconsin. They use graphs to further describe the supply and demand characteristics of the Midwest and United States. In summary, students compare and contrast the economies of different nations, analyze the relative cost of production in each, and work together to describe the economic relationship between Wisconsin’s forest resources and those of the rest of the world.

Narrated by Bowdoin College Government Professor Andrew Rudalevige, "Founding Principles" provides an introductory overview and basic understanding to American government, but one that is crucial to building citizen-leaders, promoting civic engagement, and working toward the common good.
Chapter Eight discusses the election process and the extent of representation granted a given citizen.

Narrated by Bowdoin College Government Professor Andrew Rudalevige, "Founding Principles" provides an introductory overview and basic understanding to American government, but one that is crucial to building citizen-leaders, promoting civic engagement, and working toward the common good.
Chapter Eleven discusses the theory and practice of the lawmaking process, including the sequence of turning a bill into a law, the rules of debate, and the power of the purse.