another? Were the fundamental truths Jefferson believed
in grounded in a consistent framework? Hamilton was
born into poverty and yet advocated for an aristocratic
government. Jefferson believed in preservation of individual
liberties yet owned slaves. These ideological inconsistencies
offer us a framework that serves us through the entire
year. Each president or congressional action we dissect is
subjected to the same level of questioning as we search for
the true purpose behind their actions.
Primary sources are a critical tool as we investigate the
differing perspectives of historical events. There are always
a multitude of questions to ask regarding a primary source
that go beyond the obvious “What does it say?” A few come
to mind: Who wrote or created it? Who was the intended
audience? What larger historical events was the author
experiencing at the time? What was their emotional state?
Was it edited or intended for publication? The list goes on.
This constant questioning that I ask the boys to partake
in creates a sense of mystery around each document and a
desire to search for the truth. Each answer leads to a new
question, a new idea, a new theory.
Our Hamilton and Jefferson unit ends with an examination
of a letter Hamilton writes to a Massachusetts congressman
to convince him to vote for Jefferson over Burr in the
6 • Saint David’s Magazine
unfortunate tie of the presidential election of 1800. The boys
are amazed at the respect Hamilton has for Jefferson and the
effusive quotations they pull as evidence call to question the
animosity the boys assumed existed between these political
rivals. Suddenly a historical figure the boys see as cemented
in history, whose legacy is seemingly already set, is up for
debate again. They learn through constant questioning that
although the events of history are stubbornly unchanging,
our understanding of them is, and should be, constantly in
a state of flux.
Our Hamilton and Jefferson unit helps our boys to
appreciate different perspectives and underlines the
importance of the ability to carry on a conversation with
someone who disagrees with you. Hamilton and Jefferson
did not always get along (whether in song, dance, or real
life) but they did have a deep respect for each other. The
discovery of this truth, through a close examination of
primary sources coupled with our Socratic seminars, helps
create students who understand the importance of engaging
in different perspectives as they seek to cultivate their own
nascent political identities. M
Joe Shapiro is Chair of the
History Department at Saint David’s School.