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Federalist Papers

By: History.com Editors

Updated: June 22, 2023 | Original: November 9, 2009

The Federalist Papers are a collection of essays written in the 1780s in support of the proposed U.S. Constitution and the strong federal government it advocated. In October 1787, the first in a series of 85 essays arguing for ratification of the Constitution appeared in the Independent Journal , under the pseudonym “Publius.” Addressed to “The People of the State of New York,” the essays were actually written by the statesmen Alexander Hamilton , James Madison and John Jay . They would be published serially from 1787-88 in several New York newspapers. The first 77 essays, including Madison’s famous Federalist 10 and Federalist 51 , appeared in book form in 1788. Titled The Federalist , it has been hailed as one of the most important political documents in U.S. history.

Articles of Confederation

As the first written constitution of the newly independent United States, the Articles of Confederation nominally granted Congress the power to conduct foreign policy, maintain armed forces and coin money.

But in practice, this centralized government body had little authority over the individual states, including no power to levy taxes or regulate commerce, which hampered the new nation’s ability to pay its outstanding debts from the Revolutionary War .

In May 1787, 55 delegates gathered in Philadelphia to address the deficiencies of the Articles of Confederation and the problems that had arisen from this weakened central government.

A New Constitution

The document that emerged from the Constitutional Convention went far beyond amending the Articles, however. Instead, it established an entirely new system, including a robust central government divided into legislative , executive and judicial branches.

As soon as 39 delegates signed the proposed Constitution in September 1787, the document went to the states for ratification, igniting a furious debate between “Federalists,” who favored ratification of the Constitution as written, and “Antifederalists,” who opposed the Constitution and resisted giving stronger powers to the national government.

The Rise of Publius

In New York, opposition to the Constitution was particularly strong, and ratification was seen as particularly important. Immediately after the document was adopted, Antifederalists began publishing articles in the press criticizing it.

They argued that the document gave Congress excessive powers and that it could lead to the American people losing the hard-won liberties they had fought for and won in the Revolution.

In response to such critiques, the New York lawyer and statesman Alexander Hamilton, who had served as a delegate to the Constitutional Convention, decided to write a comprehensive series of essays defending the Constitution, and promoting its ratification.

Who Wrote the Federalist Papers?

As a collaborator, Hamilton recruited his fellow New Yorker John Jay, who had helped negotiate the treaty ending the war with Britain and served as secretary of foreign affairs under the Articles of Confederation. The two later enlisted the help of James Madison, another delegate to the Constitutional Convention who was in New York at the time serving in the Confederation Congress.

To avoid opening himself and Madison to charges of betraying the Convention’s confidentiality, Hamilton chose the pen name “Publius,” after a general who had helped found the Roman Republic. He wrote the first essay, which appeared in the Independent Journal, on October 27, 1787.

In it, Hamilton argued that the debate facing the nation was not only over ratification of the proposed Constitution, but over the question of “whether societies of men are really capable or not of establishing good government from reflection and choice, or whether they are forever destined to depend for their political constitutions on accident and force.”

After writing the next four essays on the failures of the Articles of Confederation in the realm of foreign affairs, Jay had to drop out of the project due to an attack of rheumatism; he would write only one more essay in the series. Madison wrote a total of 29 essays, while Hamilton wrote a staggering 51.

Federalist Papers Summary

In the Federalist Papers, Hamilton, Jay and Madison argued that the decentralization of power that existed under the Articles of Confederation prevented the new nation from becoming strong enough to compete on the world stage or to quell internal insurrections such as Shays’s Rebellion .

In addition to laying out the many ways in which they believed the Articles of Confederation didn’t work, Hamilton, Jay and Madison used the Federalist essays to explain key provisions of the proposed Constitution, as well as the nature of the republican form of government.

'Federalist 10'

In Federalist 10 , which became the most influential of all the essays, Madison argued against the French political philosopher Montesquieu ’s assertion that true democracy—including Montesquieu’s concept of the separation of powers—was feasible only for small states.

A larger republic, Madison suggested, could more easily balance the competing interests of the different factions or groups (or political parties ) within it. “Extend the sphere, and you take in a greater variety of parties and interests,” he wrote. “[Y]ou make it less probable that a majority of the whole will have a common motive to invade the rights of other citizens[.]”

After emphasizing the central government’s weakness in law enforcement under the Articles of Confederation in Federalist 21-22 , Hamilton dove into a comprehensive defense of the proposed Constitution in the next 14 essays, devoting seven of them to the importance of the government’s power of taxation.

Madison followed with 20 essays devoted to the structure of the new government, including the need for checks and balances between the different powers.

'Federalist 51'

“If men were angels, no government would be necessary,” Madison wrote memorably in Federalist 51 . “If angels were to govern men, neither external nor internal controls on government would be necessary.”

After Jay contributed one more essay on the powers of the Senate , Hamilton concluded the Federalist essays with 21 installments exploring the powers held by the three branches of government—legislative, executive and judiciary.

Impact of the Federalist Papers

Despite their outsized influence in the years to come, and their importance today as touchstones for understanding the Constitution and the founding principles of the U.S. government, the essays published as The Federalist in 1788 saw limited circulation outside of New York at the time they were written. They also fell short of convincing many New York voters, who sent far more Antifederalists than Federalists to the state ratification convention.

Still, in July 1788, a slim majority of New York delegates voted in favor of the Constitution, on the condition that amendments would be added securing certain additional rights. Though Hamilton had opposed this (writing in Federalist 84 that such a bill was unnecessary and could even be harmful) Madison himself would draft the Bill of Rights in 1789, while serving as a representative in the nation’s first Congress.

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Ron Chernow, Hamilton (Penguin, 2004). Pauline Maier, Ratification: The People Debate the Constitution, 1787-1788 (Simon & Schuster, 2010). “If Men Were Angels: Teaching the Constitution with the Federalist Papers.” Constitutional Rights Foundation . Dan T. Coenen, “Fifteen Curious Facts About the Federalist Papers.” University of Georgia School of Law , April 1, 2007. 

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The Federalist Papers

The Federalist Papers are a series of 85 essays arguing in support of the United States Constitution . Alexander Hamilton , James Madison , and John Jay were the authors behind the pieces, and the three men wrote collectively under the name of Publius .

Seventy-seven of the essays were published as a series in The Independent Journal , The New York Packet , and The Daily Advertiser between October of 1787 and August 1788. They weren't originally known as the "Federalist Papers," but just "The Federalist." The final 8 were added in after.

At the time of publication, the authorship of the articles was a closely guarded secret. It wasn't until Hamilton's death in 1804 that a list crediting him as one of the authors became public. It claimed fully two-thirds of the essays for Hamilton. Many of these would be disputed by Madison later on, who had actually written a few of the articles attributed to Hamilton.

Once the Federal Convention sent the Constitution to the Confederation Congress in 1787, the document became the target of criticism from its opponents. Hamilton, a firm believer in the Constitution, wrote in Federalist No. 1 that the series would "endeavor to give a satisfactory answer to all the objections which shall have made their appearance, that may seem to have any claim to your attention."

Alexander Hamilton was the force behind the project, and was responsible for recruiting James Madison and John Jay to write with him as Publius. Two others were considered, Gouverneur Morris and William Duer . Morris rejected the offer, and Hamilton didn't like Duer's work. Even still, Duer managed to publish three articles in defense of the Constitution under the name Philo-Publius , or "Friend of Publius."

Hamilton chose "Publius" as the pseudonym under which the series would be written, in honor of the great Roman Publius Valerius Publicola . The original Publius is credited with being instrumental in the founding of the Roman Republic. Hamilton thought he would be again with the founding of the American Republic. He turned out to be right.

John Jay was the author of five of the Federalist Papers. He would later serve as Chief Justice of the United States. Jay became ill after only contributed 4 essays, and was only able to write one more before the end of the project, which explains the large gap in time between them.

Jay's Contributions were Federalist: No. 2 , No. 3 , No. 4 , No. 5 , and No. 64 .

James Madison , Hamilton's major collaborator, later President of the United States and "Father of the Constitution." He wrote 29 of the Federalist Papers, although Madison himself, and many others since then, asserted that he had written more. A known error in Hamilton's list is that he incorrectly ascribed No. 54 to John Jay, when in fact Jay wrote No. 64 , has provided some evidence for Madison's suggestion. Nearly all of the statistical studies show that the disputed papers were written by Madison, but as the writers themselves released no complete list, no one will ever know for sure.

Opposition to the Bill of Rights

The Federalist Papers, specifically Federalist No. 84 , are notable for their opposition to what later became the United States Bill of Rights . Hamilton didn't support the addition of a Bill of Rights because he believed that the Constitution wasn't written to limit the people. It listed the powers of the government and left all that remained to the states and the people. Of course, this sentiment wasn't universal, and the United States not only got a Constitution, but a Bill of Rights too.

No. 1: General Introduction Written by: Alexander Hamilton October 27, 1787

No.2: Concerning Dangers from Foreign Force and Influence Written by: John Jay October 31, 1787

No. 3: The Same Subject Continued: Concerning Dangers from Foreign Force and Influence Written by: John Jay November 3, 1787

No. 4: The Same Subject Continued: Concerning Dangers from Foreign Force and Influence Written by: John Jay November 7, 1787

No. 5: The Same Subject Continued: Concerning Dangers from Foreign Force and Influence Written by: John Jay November 10, 1787

No. 6:Concerning Dangers from Dissensions Between the States Written by: Alexander Hamilton November 14, 1787

No. 7 The Same Subject Continued: Concerning Dangers from Dissensions Between the States Written by: Alexander Hamilton November 15, 1787

No. 8: The Consequences of Hostilities Between the States Written by: Alexander Hamilton November 20, 1787

No. 9 The Union as a Safeguard Against Domestic Faction and Insurrection Written by: Alexander Hamilton November 21, 1787

No. 10 The Same Subject Continued: The Union as a Safeguard Against Domestic Faction and Insurrection Written by: James Madison November 22, 1787

No. 11 The Utility of the Union in Respect to Commercial Relations and a Navy Written by: Alexander Hamilton November 24, 1787

No 12: The Utility of the Union In Respect to Revenue Written by: Alexander Hamilton November 27, 1787

No. 13: Advantage of the Union in Respect to Economy in Government Written by: Alexander Hamilton November 28, 1787

No. 14: Objections to the Proposed Constitution From Extent of Territory Answered Written by: James Madison November 30, 1787

No 15: The Insufficiency of the Present Confederation to Preserve the Union Written by: Alexander Hamilton December 1, 1787

No. 16: The Same Subject Continued: The Insufficiency of the Present Confederation to Preserve the Union Written by: Alexander Hamilton December 4, 1787

No. 17: The Same Subject Continued: The Insufficiency of the Present Confederation to Preserve the Union Written by: Alexander Hamilton December 5, 1787

No. 18: The Same Subject Continued: The Insufficiency of the Present Confederation to Preserve the Union Written by: James Madison December 7, 1787

No. 19: The Same Subject Continued: The Insufficiency of the Present Confederation to Preserve the Union Written by: James Madison December 8, 1787

No. 20: The Same Subject Continued: The Insufficiency of the Present Confederation to Preserve the Union Written by: James Madison December 11, 1787

No. 21: Other Defects of the Present Confederation Written by: Alexander Hamilton December 12, 1787

No. 22: The Same Subject Continued: Other Defects of the Present Confederation Written by: Alexander Hamilton December 14, 1787

No. 23: The Necessity of a Government as Energetic as the One Proposed to the Preservation of the Union Written by: Alexander Hamilton December 18, 1787

No. 24: The Powers Necessary to the Common Defense Further Considered Written by: Alexander Hamilton December 19, 1787

No. 25: The Same Subject Continued: The Powers Necessary to the Common Defense Further Considered Written by: Alexander Hamilton December 21, 1787

No. 26: The Idea of Restraining the Legislative Authority in Regard to the Common Defense Considered Written by: Alexander Hamilton December 22, 1787

No. 27: The Same Subject Continued: The Idea of Restraining the Legislative Authority in Regard to the Common Defense Considered Written by: Alexander Hamilton December 25, 1787

No. 28: The Same Subject Continued: The Idea of Restraining the Legislative Authority in Regard to the Common Defense Considered Written by: Alexander Hamilton December 26, 1787

No. 29: Concerning the Militia Written by: Alexander Hamilton January 9, 1788

No. 30: Concerning the General Power of Taxation Written by: Alexander Hamilton December 28, 1787

No. 31: The Same Subject Continued: Concerning the General Power of Taxation Written by: Alexander Hamilton January 1, 1788

No. 32: The Same Subject Continued: Concerning the General Power of Taxation Written by: Alexander Hamilton January 2, 1788

No. 33: The Same Subject Continued: Concerning the General Power of Taxation Written by: Alexander Hamilton January 2, 1788

No. 34: The Same Subject Continued: Concerning the General Power of Taxation Written by: Alexander Hamilton January 5, 1788

No. 35: The Same Subject Continued: Concerning the General Power of Taxation Written by: Alexander Hamilton January 5, 1788

No. 36: The Same Subject Continued: Concerning the General Power of Taxation Written by: Alexander Hamilton January 8, 1788

No. 37: Concerning the Difficulties of the Convention in Devising a Proper Form of Government Written by: Alexander Hamilton January 11, 1788

No. 38: The Same Subject Continued, and the Incoherence of the Objections to the New Plan Exposed Written by: James Madison January 12, 1788

No. 39: The Conformity of the Plan to Republican Principles Written by: James Madison January 18, 1788

No. 40: The Powers of the Convention to Form a Mixed Government Examined and Sustained Written by: James Madison January 18, 1788

No. 41: General View of the Powers Conferred by the Constitution Written by: James Madison January 19, 1788

No. 42: The Powers Conferred by the Constitution Further Considered Written by: James Madison January 22, 1788

No. 43: The Same Subject Continued: The Powers Conferred by the Constitution Further Considered Written by: James Madison January 23, 1788

No. 44: Restrictions on the Authority of the Several States Written by: James Madison January 25, 1788

No. 45: The Alleged Danger From the Powers of the Union to the State Governments Considered Written by: James Madison January 26, 1788

No. 46: The Influence of the State and Federal Governments Compared Written by: James Madison January 29, 1788

No. 47: The Particular Structure of the New Government and the Distribution of Power Among Its Different Parts Written by: James Madison January 30, 1788

No. 48: These Departments Should Not Be So Far Separated as to Have No Constitutional Control Over Each Other Written by: James Madison February 1, 1788

No. 49: Method of Guarding Against the Encroachments of Any One Department of Government Written by: James Madison February 2, 1788

No. 50: Periodic Appeals to the People Considered Written by: James Madison February 5, 1788

No. 51: The Structure of the Government Must Furnish the Proper Checks and Balances Between the Different Departments Written by: James Madison February 6, 1788

No. 52: The House of Representatives Written by: James Madison February 8, 1788

No. 53: The Same Subject Continued: The House of Representatives Written by: James Madison February 9, 1788

No. 54: The Apportionment of Members Among the States Written by: James Madison February 12, 1788

No. 55: The Total Number of the House of Representatives Written by: James Madison February 13, 1788

No. 56: The Same Subject Continued: The Total Number of the House of Representatives Written by: James Madison February 16, 1788

No. 57: The Alleged Tendency of the New Plan to Elevate the Few at the Expense of the Many Written by: James Madison February 19, 1788

No. 58: Objection That The Number of Members Will Not Be Augmented as the Progress of Population Demands Considered Written by: James Madison February 20, 1788

No. 59: Concerning the Power of Congress to Regulate the Election of Members Written by: Alexander Hamilton February 22, 1788

No. 60: The Same Subject Continued: Concerning the Power of Congress to Regulate the Election of Members Written by: Alexander Hamilton February 23, 1788

No. 61: The Same Subject Continued: Concerning the Power of Congress to Regulate the Election of Members Written by: Alexander Hamilton February 26, 1788

No. 62: The Senate Written by: James Madison February 27, 1788

No. 63: The Senate Continued Written by: James Madison March 1, 1788

No. 64: The Powers of the Senate Written by: John Jay March 5, 1788

No. 65: The Powers of the Senate Continued Written by: Alexander Hamilton March 7, 1788

No. 66: Objections to the Power of the Senate To Set as a Court for Impeachments Further Considered Written by: Alexander Hamilton March 8, 1788

No. 67: The Executive Department Written by: Alexander Hamilton March 11, 1788

No. 68: The Mode of Electing the President Written by: Alexander Hamilton March 12, 1788

No. 69: The Real Character of the Executive Written by: Alexander Hamilton March 14, 1788

No. 70: The Executive Department Further Considered Written by: Alexander Hamilton March 15, 1788

No. 71: The Duration in Office of the Executive Written by: Alexander Hamilton March 18, 1788

No. 72: The Same Subject Continued, and Re-Eligibility of the Executive Considered Written by: Alexander Hamilton March 19, 1788

No. 73: The Provision For The Support of the Executive, and the Veto Power Written by: Alexander Hamilton March 21, 1788

No. 74: The Command of the Military and Naval Forces, and the Pardoning Power of the Executive Written by: Alexander Hamilton March 25, 1788

No. 75: The Treaty Making Power of the Executive Written by: Alexander Hamilton March 26, 1788

No. 76: The Appointing Power of the Executive Written by: Alexander Hamilton April 1, 1788

No. 77: The Appointing Power Continued and Other Powers of the Executive Considered Written by: Alexander Hamilton April 2, 1788

No. 78: The Judiciary Department Written by: Alexander Hamilton June 14, 1788

No. 79: The Judiciary Continued Written by: Alexander Hamilton June 18, 1788

No. 80: The Powers of the Judiciary Written by: Alexander Hamilton June 21, 1788

No. 81: The Judiciary Continued, and the Distribution of the Judicial Authority Written by: Alexander Hamilton June 25, 1788

No. 82: The Judiciary Continued Written by: Alexander Hamilton July 2, 1788

No. 83: The Judiciary Continued in Relation to Trial by Jury Written by: Alexander Hamilton July 5, 1788

No. 84: Certain General and Miscellaneous Objections to the Constitution Considered and Answered Written by: Alexander Hamilton July 16, 1788

No. 85: Concluding Remarks Written by: Alexander Hamilton August 13, 1788

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Introductory essay

Written by the educators who created Cyber-Influence and Power, a brief look at the key facts, tough questions and big ideas in their field. Begin this TED Study with a fascinating read that gives context and clarity to the material.

Each and every one of us has a vital part to play in building the kind of world in which government and technology serve the world’s people and not the other way around. Rebecca MacKinnon

Over the past 20 years, information and communication technologies (ICTs) have transformed the globe, facilitating the international economic, political, and cultural connections and exchanges that are at the heart of contemporary globalization processes. The term ICT is broad in scope, encompassing both the technological infrastructure and products that facilitate the collection, storage, manipulation, and distribution of information in a variety of formats.

While there are many definitions of globalization, most would agree that the term refers to a variety of complex social processes that facilitate worldwide economic, cultural, and political connections and exchanges. The kinds of global connections ICTs give rise to mark a dramatic departure from the face-to-face, time and place dependent interactions that characterized communication throughout most of human history. ICTs have extended human interaction and increased our interconnectedness, making it possible for geographically dispersed people not only to share information at an ever-faster rate but also to organize and to take action in response to events occurring in places far from where they are physically situated.

While these complex webs of connections can facilitate positive collective action, they can also put us at risk. As TED speaker Ian Goldin observes, the complexity of our global connections creates a built-in fragility: What happens in one part of the world can very quickly affect everyone, everywhere.

The proliferation of ICTs and the new webs of social connections they engender have had profound political implications for governments, citizens, and non-state actors alike. Each of the TEDTalks featured in this course explore some of these implications, highlighting the connections and tensions between technology and politics. Some speakers focus primarily on how anti-authoritarian protesters use technology to convene and organize supporters, while others expose how authoritarian governments use technology to manipulate and control individuals and groups. When viewed together as a unit, the contrasting voices reveal that technology is a contested site through which political power is both exercised and resisted.

Technology as liberator

The liberating potential of technology is a powerful theme taken up by several TED speakers in Cyber-Influence and Power . Journalist and Global Voices co-founder Rebecca MacKinnon, for example, begins her talk by playing the famous Orwell-inspired Apple advertisement from 1984. Apple created the ad to introduce Macintosh computers, but MacKinnon describes Apple's underlying narrative as follows: "technology created by innovative companies will set us all free." While MacKinnon examines this narrative with a critical eye, other TED speakers focus on the ways that ICTs can and do function positively as tools of social change, enabling citizens to challenge oppressive governments.

In a 2011 CNN interview, Egyptian protest leader, Google executive, and TED speaker Wael Ghonim claimed "if you want to free a society, just give them internet access. The young crowds are going to all go out and see and hear the unbiased media, see the truth about other nations and their own nation, and they are going to be able to communicate and collaborate together." (i). In this framework, the opportunities for global information sharing, borderless communication, and collaboration that ICTs make possible encourage the spread of democracy. As Ghonim argues, when citizens go online, they are likely to discover that their particular government's perspective is only one among many. Activists like Ghonim maintain that exposure to this online free exchange of ideas will make people less likely to accept government propaganda and more likely to challenge oppressive regimes.

A case in point is the controversy that erupted around Khaled Said, a young Egyptian man who died after being arrested by Egyptian police. The police claimed that Said suffocated when he attempted to swallow a bag of hashish; witnesses, however, reported that he was beaten to death by the police. Stories about the beating and photos of Said's disfigured body circulated widely in online communities, and Ghonim's Facebook group, titled "We are all Khaled Said," is widely credited with bringing attention to Said's death and fomenting the discontent that ultimately erupted in the 2011 Egyptian Revolution, or what Ghonim refers to as "revolution 2.0."

Ghonim's Facebook group also illustrates how ICTs enable citizens to produce and broadcast information themselves. Many people already take for granted the ability to capture images and video via handheld devices and then upload that footage to platforms like YouTube. As TED speaker Clay Shirky points out, our ability to produce and widely distribute information constitutes a revolutionary change in media production and consumption patterns. The production of media has typically been very expensive and thus out of reach for most individuals; the average person was therefore primarily a consumer of media, reading books, listening to the radio, watching TV, going to movies, etc. Very few could independently publish their own books or create and distribute their own radio programs, television shows, or movies. ICTs have disrupted this configuration, putting media production in the hands of individual amateurs on a budget — or what Shirky refers to as members of "the former audience" — alongside the professionals backed by multi-billion dollar corporations. This "democratization of media" allows individuals to create massive amounts of information in a variety of formats and to distribute it almost instantly to a potentially global audience.

Shirky is especially interested in the Internet as "the first medium in history that has native support for groups and conversations at the same time." This shift has important political implications. For example, in 2008 many Obama followers used Obama's own social networking site to express their unhappiness when the presidential candidate changed his position on the Foreign Intelligence Surveillance Act. The outcry of his supporters did not force Obama to revert to his original position, but it did help him realize that he needed to address his supporters directly, acknowledging their disagreement on the issue and explaining his position. Shirky observes that this scenario was also notable because the Obama organization realized that "their role was to convene their supporters but not to control their supporters." This tension between the use of technology in the service of the democratic impulse to convene citizens vs. the authoritarian impulse to control them runs throughout many of the TEDTalks in Cyber-Influence and Power.

A number of TED speakers explicitly examine the ways that ICTs give individual citizens the ability to document governmental abuses they witness and to upload this information to the Internet for a global audience. Thus, ICTs can empower citizens by giving them tools that can help keep their governments accountable. The former head of Al Jazeera and TED speaker Wadah Khanfar provides some very clear examples of the political power of technology in the hands of citizens. He describes how the revolution in Tunisia was delivered to the world via cell phones, cameras, and social media outlets, with the mainstream media relying on "citizen reporters" for details.

Former British prime minister Gordon Brown's TEDTalk also highlights some of the ways citizens have used ICTs to keep their governments accountable. For example, Brown recounts how citizens in Zimbabwe used the cameras on their phones at polling places in order to discourage the Mugabe regime from engaging in electoral fraud. Similarly, Clay Shirky begins his TEDTalk with a discussion of how cameras on phones were used to combat voter suppression in the 2008 presidential election in the U.S. ICTs allowed citizens to be protectors of the democratic process, casting their individual votes but also, as Shirky observes, helping to "ensure the sanctity of the vote overall."

Technology as oppressor

While smart phones and social networking sites like Twitter and Facebook have arguably facilitated the overthrow of dictatorships in places like Tunisia and Egypt, lending credence to Gordon Brown's vision of technology as an engine of liberalism and pluralism, not everyone shares this view. As TED speaker and former religious extremist Maajid Nawaz points out, there is nothing inherently liberating about ICTs, given that they frequently are deployed to great effect by extremist organizations seeking social changes that are often inconsistent with democracy and human rights. Where once individual extremists might have felt isolated and alone, disconnected from like-minded people and thus unable to act in concert with others to pursue their agendas, ICTs allow them to connect with other extremists and to form communities around their ideas, narratives, and symbols.

Ian Goldin shares this concern, warning listeners about what he calls the "two Achilles heels of globalization": growing inequality and the fragility that is inherent in a complex integrated system. He points out that those who do not experience the benefits of globalization, who feel like they've been left out in one way or another, can potentially become incredibly dangerous. In a world where what happens in one place very quickly affects everyone else — and where technologies are getting ever smaller and more powerful — a single angry individual with access to technological resources has the potential to do more damage than ever before. The question becomes then, how do we manage the systemic risk inherent in today's technology-infused globalized world? According to Goldin, our current governance structures are "fossilized" and ill-equipped to deal with these issues.

Other critics of the notion that ICTs are inherently liberating point out that ICTs have been leveraged effectively by oppressive governments to solidify their own power and to manipulate, spy upon, and censor their citizens. Journalist and TED speaker Evgeny Morozov expresses scepticism about what he calls "iPod liberalism," or the belief that technology will necessarily lead to the fall of dictatorships and the emergence of democratic governments. Morozov uses the term "spinternet" to describe authoritarian governments' use of the Internet to provide their own "spin" on issues and events. Russia, China, and Iran, he argues, have all trained and paid bloggers to promote their ideological agendas in the online environment and/or or to attack people writing posts the government doesn't like in an effort to discredit them as spies or criminals who should not be trusted.

Morozov also points out that social networking sites like Facebook and Twitter are tools not only of revolutionaries but also of authoritarian governments who use them to gather open-source intelligence. "In the past," Morozov maintains, "it would take you weeks, if not months, to identify how Iranian activists connect to each other. Now you know how they connect to each other by looking at their Facebook page. KGB...used to torture in order to get this data." Instead of focusing primarily on bringing Internet access and devices to the people in countries ruled by authoritarian regimes, Morozov argues that we need to abandon our cyber-utopian assumptions and do more to actually empower intellectuals, dissidents, NGOs and other members of society, making sure that the "spinternet" does not prevent their voices from being heard.

The ICT Empowered Individual vs. The Nation State

In her TEDTalk "Let's Take Back the Internet," Rebecca MacKinnon argues that "the only legitimate purpose of government is to serve citizens, and…the only legitimate purpose of technology is to improve our lives, not to manipulate or enslave us." It is clearly not a given, however, that governments, organizations, and individuals will use technology benevolently. Part of the responsibility of citizenship in the globalized information age then is to work to ensure that both governments and technologies "serve the world's peoples." However, there is considerable disagreement about what that might look like.

WikiLeaks spokesperson and TED speaker Julian Assange, for example, argues that government secrecy is inconsistent with democratic values and is ultimately about deceiving and manipulating rather than serving the world's people. Others maintain that governments need to be able to keep secrets about some topics in order to protect their citizens or to act effectively in response to crises, oppressive regimes, terrorist organizations, etc. While some view Assange's use of technology as a way to hold governments accountable and to increase transparency, others see this use of technology as a criminal act with the potential to both undermine stable democracies and put innocent lives in danger.

ICTs and global citizenship

While there are no easy answers to the global political questions raised by the proliferation of ICTs, there are relatively new approaches to the questions that look promising, including the emergence of individuals who see themselves as global citizens — people who participate in a global civil society that transcends national boundaries. Technology facilitates global citizens' ability to learn about global issues, to connect with others who care about similar issues, and to organize and act meaningfully in response. However, global citizens are also aware that technology in and of itself is no panacea, and that it can be used to manipulate and oppress.

Global citizens fight against oppressive uses of technology, often with technology. Technology helps them not only to participate in global conversations that affect us all but also to amplify the voices of those who have been marginalized or altogether missing from such conversations. Moreover, global citizens are those who are willing to grapple with large and complex issues that are truly global in scope and who attempt to chart a course forward that benefits all people, regardless of their locations around the globe.

Gordon Brown implicitly alludes to the importance of global citizenship when he states that we need a global ethic of fairness and responsibility to inform global problem-solving. Human rights, disease, development, security, terrorism, climate change, and poverty are among the issues that cannot be addressed successfully by any one nation alone. Individual actors (nation states, NGOs, etc.) can help, but a collective of actors, both state and non-state, is required. Brown suggests that we must combine the power of a global ethic with the power to communicate and organize globally in order for us to address effectively the world's most pressing issues.

Individuals and groups today are able to exert influence that is disproportionate to their numbers and the size of their arsenals through their use of "soft power" techniques, as TED speakers Joseph Nye and Shashi Tharoor observe. This is consistent with Maajid Nawaz's discussion of the power of symbols and narratives. Small groups can develop powerful narratives that help shape the views and actions of people around the world. While governments are far more accustomed to exerting power through military force, they might achieve their interests more effectively by implementing soft power strategies designed to convince others that they want the same things. According to Nye, replacing a "zero-sum" approach (you must lose in order for me to win) with a "positive-sum" one (we can both win) creates opportunities for collaboration, which is necessary if we are to begin to deal with problems that are global in scope.

Let's get started

Collectively, the TEDTalks in this course explore how ICTs are used by and against governments, citizens, activists, revolutionaries, extremists, and other political actors in efforts both to preserve and disrupt the status quo. They highlight the ways that ICTs have opened up new forms of communication and activism as well as how the much-hailed revolutionary power of ICTs can and has been co-opted by oppressive regimes to reassert their control.

By listening to the contrasting voices of this diverse group of TED speakers, which includes activists, journalists, professors, politicians, and a former member of an extremist organization, we can begin to develop a more nuanced understanding of the ways that technology can be used both to facilitate and contest a wide variety of political movements. Global citizens who champion democracy would do well to explore these intersections among politics and technology, as understanding these connections is a necessary first step toward MacKinnon's laudable goal of building a world in which "government and technology serve the world's people and not the other way around."

Let's begin our exploration of the intersections among politics and technology in today's globalized world with a TEDTalk from Ian Goldin, the first Director of the 21st Century School, Oxford University's think tank/research center. Goldin's talk will set the stage for us, exploring the integrated, complex, and technology rich global landscape upon which the political struggles for power examined by other TED speakers play out.

Navigating our global future

i. "Welcome to Revolution 2.0, Ghonim Says," CNN, February 9, 2011. http://www.cnn.com/video/?/video/world/2011/02/09/wael.ghonim.interview.cnn .

Relevant talks

Gordon Brown

Wiring a web for global good.

Clay Shirky

How social media can make history.

Wael Ghonim

Inside the egyptian revolution.

Wadah Khanfar

A historic moment in the arab world.

Evgeny Morozov

How the net aids dictatorships.

Maajid Nawaz

A global culture to fight extremism.

Rebecca MacKinnon

Let's take back the internet.

Julian Assange

Why the world needs wikileaks.

Global power shifts

Shashi Tharoor

Why nations should pursue soft power.

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US government and civics

Course: us government and civics   >   unit 1.

• Federalist No. 10 (part 1)
• Federalist No. 10 (part 2)
• Federalist No. 10
• Anti-Federalists and Brutus No. 1
• Brutus No. 1

Government power and individual rights: lesson overview

• Government power and individual rights

Key documents to know

Key takeaways from this lesson, review questions, want to join the conversation.

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The Federalist Papers

By alexander hamilton , james madison , john jay, the federalist papers summary and analysis of essay 51.

James Madison begins his famous federalist paper by explaining that the purpose of this essay is to help the readers understand how the structure of the proposed government makes liberty possible. Each branch should be, in Madison's opinion, mostly independent. To assure such independence, no one branch should have too much power in selecting members of the other two branches. If this principle were strictly followed, it would mean that the citizens should select the president, the legislators, and the judges. But the framers recognized certain practical difficulties in making every office elective. In particular, the judicial branch would suffer because the average person is not aware of the qualifications judges should possess. Judges should have great ability, but also be free of political pressures. Since federal judges are appointed for life, their thinking will not be influenced by the president who appoints them, nor the senators whose consent the president will seek.

The members of each branch should not be too dependent on the members of the other two branches in the determination of their salaries. The best security against a gradual concentration of power in any one branch is to provide constitutional safeguards that would make such concentration difficult. The constitutional rights of all must check one man's personal interests and ambitions. We may not like to admit that men abuse power, but the very need for government itself proves they do: "if men were angels, no government would be necessary." Unfortunately, all men are imperfect, the rulers and the ruled. Consequently, the great problem in framing a government is that the government must be able to control the people, but equally important, must be forced to control itself. The dependence of the government on the will of the people is undoubtedly the best control, but experience teaches that other controls are necessary.

Dividing power helps to check its growth in any one direction, but power cannot be divided absolutely equally. In the republican form of government, the legislative branch tends to be the most powerful. That is why the framers divided the Congress into two branches, the House of Representatives and the Senate, and provided for a different method of election in each branch. Further safeguards against legislative tyranny may be necessary.

In a representative democracy it is not only important to guard against the oppression of rulers, it is equally important to guard against the injustice which may be inflicted by certain citizens or groups. Majorities often threaten the rights of minorities. There are only two methods of avoiding evil. The first is to construct a powerful government, a "community will." Such a "will' is larger than, and independent of, the simple majority. This "solution" is dangerous because such a government might throw its power behind a group in society working against the public good. In our country, the authority to govern comes from the entire society. In addition, under the Constitution society is divided into many groups of people who hold different views and have different interests. This makes it very difficult for one group to dominate or threaten the minority groups.

Justice is the purpose of government and civil society. If government allows or encourages strong groups to combine together against the weak, liberty will be lost and anarchy will result. And the condition of anarchy tempts even strong individuals and groups to submit to any form of government, no matter how bad, which they hope will protect them as well as the weak.

Madison concludes that self-government flourishes in a large country containing many different groups. Some countries are too large for self-government, but the proposed plan modifies the federal principle enough to make self-government both possible and practical in the United States.

In this essay, Madison's thoughts on factionalism are delineated clearly. As we observed earlier, he assumed that conflicts of interests are inherent in human nature, and he recognized that, as a consequence, people fall into various groups. He wanted to avoid a situation in which any one group controlled the decisions of a society. Free elections and the majority principle protected the country from dictatorship, that is, the tyranny of a minority. However, he was equally concerned about the greater risk of tyranny of the majority. A central institutional issue for him was how to minimize this risk.

Madison's solution characteristically relied not only on formal institutions, which could be designed, but also on the particular sociological structure of American society, which he took as a fortunate starting point for the framers of the new constitution. The institutional component in his solution was checks and balances, so that there were multiple entry points into the government and multiple ways to offset the power that any one branch of the government might otherwise acquire over another. In this system, "the constant aim is to divide and arrange the several offices in such a manner as that each may be a check on each other."

These institutional arrangements were reinforced by the sociological fact that the Republic contained a multiplicity of interests that could, and did, offset one another: "While all authority in it will be derived from and dependent on the society, the society itself will be broken into so many parts, interests and classes of citizens that the rights of individuals, or of the minority, will be in little danger from interested combinations of the majority." It is good that there are many group interests; that they be numerous is less important than that they be impermanent and shifting alliances whose components vary with the specific policy issue.

Madison commenced the statement of his theory in Federalist 51 with an acknowledgement that the "have nots" in any society are extremely likely to attack the "haves." Like Hamilton, the Virginian believed class struggle to be inseparable from politics. "It is of great importance in a republic not only to guard against the oppression of its rulers," Madison writes, "but to guard one part of the society against the injustice of the other. Different interests necessarily exist in different classes of citizens. If a majority be united by a common interest the rights of the minority will be insecure."

Madison, it is clear, had emancipated himself from the sterile dualistic view of society that was so common in the eighteenth century and that so obsessed Hamilton. Madison was one of the pioneers of "pluralism" in political thought. Where Hamilton saw the corporate spirit of the several states as poisonous to the union, Madison was aware that the preservation of the state governments could serve the cause of both liberty and union. Finally, the vastness of the United States, a fact that Hamilton considered the prime excuse for autocracy, was recognized by Madison as the surest preservative of liberty. To assert after reading this passage that Alexander Hamilton wrote Federalist 51 is to imply, first, that he was a magician in mimicking Madison's very words and tone of vote, and second that he was the most disingenuous hypocrite that ever wrote on politics. No unprejudiced or informed historian would accept this latter charge against Hamilton.

It is interesting to note that the Federalist papers are unique, as shown in this paper, because of the extreme amount of thought that was put into the design of the Constitution, as shown in Madison's original thought process that were penned in 51. Many, if not most, changes in institutional design, occur as the reactions of shortsighted people to what they perceive as more-or-less short-range needs. This is one reason the Constitutional Convention was a remarkable event. The Founding Fathers set out deliberately to design the form of government that would be most likely to bring about the long-range goals that they envisaged for the Republic. What is most unusual about Madison, in contrast to the other delegates, is the degree to which he thought about the principles behind the institutions he preferred. Not only did he practice the art of what nowadays is deemed institutional design, but he developed, as well, the outlines of a theory of institutional design that culminated in this essay.

The Federalist Papers Questions and Answers

The Question and Answer section for The Federalist Papers is a great resource to ask questions, find answers, and discuss the novel.

how are conflictstoo often decided in unstable government? Whose rights are denied when this happens?

In a typical non-democratic government with political instability, the conflicts are often decided by the person highest in power, who abuse powers or who want to seize power. Rival parties fight each other to the detriment of the country.

How Madison viewed human nature?

Madison saw depravity in human nature, but he saw virtue as well. His view of human nature may have owed more to John Locke than to John Calvin. In any case, as Saul K. Padover asserted more than a half-century ago, Madison often appeared to steer...

How arguable and provable is the author of cato 4 claim

What specific claim are you referring to?

Study Guide for The Federalist Papers

The Federalist Papers study guide contains a biography of Alexander Hamilton, John Jay and James Madison, literature essays, a complete e-text, quiz questions, major themes, characters, and a full summary and analysis.

• About The Federalist Papers
• The Federalist Papers Summary
• The Federalist Papers Video
• Character List

Essays for The Federalist Papers

The Federalist Papers essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of The Federalist Papers by Alexander Hamilton, John Jay and James Madison.

• A Close Reading of James Madison's The Federalist No. 51 and its Relevancy Within the Sphere of Modern Political Thought
• Lock, Hobbes, and the Federalist Papers
• Comparison of Federalist Paper 78 and Brutus XI
• The Paradox of the Republic: A Close Reading of Federalist 10
• Manipulation of Individual Citizen Motivations in the Federalist Papers

Lesson Plan for The Federalist Papers

• About the Author
• Study Objectives
• Common Core Standards
• Introduction to The Federalist Papers
• Relationship to Other Books
• Bringing in Technology
• Notes to the Teacher
• Related Links
• The Federalist Papers Bibliography

E-Text of The Federalist Papers

The Federalist Papers e-text contains the full text of The Federalist Papers by Alexander Hamilton, John Jay and James Madison.

• FEDERALIST. Nos. 1-5
• FEDERALIST. Nos. 6-10
• FEDERALIST. Nos. 11-15
• FEDERALIST. Nos. 16-20
• FEDERALIST. Nos. 21-25

Wikipedia Entries for The Federalist Papers

• Introduction
• Structure and content
• Judicial use
• Complete list

• Utility Menu

Writing in Government

How do i write a gov paper .

Expos teaches you about the fundamentals of writing an analytical argument. As you write papers in Gov, you are adapting the elements of argument to a particular audience: readers in the social sciences. These readers have specific expectations about how to present arguments and supporting evidence. Writing successfully in Gov requires you to identify those expectations in assignment prompts and then  respond to them by making well-supported and clearly reasoned arguments.

__________________________________

"Everybody's work has to stand or fall on the basis of the arguments presented and the evidence." - Prof. Eric Nelson

Do the Exercise

In these exercises, you have two goals: to identify the common elements of essay prompts, and to learn strategies for developing arguments that respond effectively to the expectations presented by a given prompt. 

Decoding Prompts

Developing a thesis.

What to Do:

• Prepare  by reading about the elements of paper prompts in the "Tips" tool to the right.
• Read  the three sample prompts below and select one to work with.
• Answer  the questions in the text boxes below the sample prompts.
• Write  a 1-sentence version in your own words of the prompt you have selected. You can do this in the first “Re-write” box below the questions.
• Try re-writing  the other two prompts in a single sentence. 

Please note that these forms are not monitored; no feedback will be sent at this time.

Sample Prompts

1. The traditional definition of democracy is captured by Schumpeter’s statement that democracy is the “institutional arrangement for arriving at political decisions in which individuals acquire the power to decide by means of a competitive struggle for the people’s vote.” Is Schumpeter’s “free competition for the free vote” a sufficient conceptual and normative definition of “democracy”? What else, if anything, would you add to this definition?

2. The majority of Gov 97 has focused on state actors, but the Internet is a whole new non-state world that currently has little to no formal governance. Should the Internet be governed democratically? What does it mean to have democratic governance of the Internet? (Will there be elected bodies? Will the Internet be governed by democratic principles?) If you were on a committee to develop Internet governance, what democratic processes (if any) would you recommend? Why?

3. How do new technologies affect democratic politics? We have read a number of accounts of traditional forms of democratic participation and democratic institutions – choose one topic or outcome (e.g. elections, campaign finance, regime change, economic institutions, the welfare state, democratic peace etc.) that we have read about, and think about how new technologies challenge or add to traditional theories about that outcome.

( Taken from Gov 97, Spring 2015)

Understanding Prompts

Design and purpose.

Instructors have two main goals with most prompts: First, they want to test how well you’ve understood assigned material for the course and gauge your progress over the term. Second, they want to encourage you to think about certain questions in a way that may not be directly covered in the course materials themselves. In this way, prompts facilitates guided learning through writing.

In most cases, the instructor will have both of these goals in mind. Depending on the assignment, though, one goal may carry greater emphasis than the other. 

Central Question

This is the main question that the instructor wants you to answer. It may be a yes/no question, where you need to agree or disagree with a given statement. Or it may be an open-ended question, where you need to develop your own line of argument. Either way, the central question is the core of the paper, i.e., the question your instructor is asking in order to test your knowledge about material from the course or to encourage you to develop a reasoned opinion based on that material. Your thesis statement should respond directly to this central question.

Example of a central question:

What do you think is Aristotle’s strongest justification for participatory citizenship?

Example of a multi-part central question:

What do you think is Aristotle’s strongest justification for participatory citizenship? Does it translate from ancient democracy to the present; does it apply today?

Supporting Questions

In addition to the central question, prompts typically include additional points to consider as you write your paper, and these points often come in the form of secondary or supporting questions. Supporting questions are meant to prompt your thinking and can help remind you of important debates that may exist within the topic you are writing about.  

That being said, prompts made up of more than one question can be harder to decode. For one thing, the first question in the prompt is not always the central question, and it might be possible to interpret more than one of the questions as the central question. This ambiguity might be intentional (to allow students to write a range of essays), or it might be unintentional. For these reasons, it is always helpful to try putting the prompt in your own words. What is the central question being asked? And what is the central question your paper is answering with its thesis? What are the supporting questions being asked? And how will your paper answer those questions in relation to your thesis?

In the following example prompt, notice how the first set of questions (greyed out and in italics) form a multi-part central question about an idea of Aristotle and its relevance to the present day. The subsequent supporting questions provide a number of possible directions in which to elaborate on this question, but none of these supporting questions should be the main focus of an argument responding to this particular prompt.  

Example:        

What do you think is Aristotle’s strongest justification for participatory citizenship? Does it translate from ancient democracy to the present; does it apply today? How do modern democracies define citizenship? Do modern democratic institutions (representation, voting and elections, political parties) and/or the organized groups of civil society (voluntary associations, demonstrations, social movements) provide arenas for political participation? If so, how and why is participation valued? If not, why not, and how is the division of political labor justified?

Additional Cues

Prompts often provide cues about what should or shouldn't be the focus of a writing assignment. For instance, there may be debates or themes that have been raised in the course, but which are not meant to be the particular focus of the paper at hand. In the following excerpt from a prompt, you can see that Aristotle's definition of "citizen" is crucial, but the goal of the essay is to  use  the definition to make a further point, rather than getting bogged down in the definition itself. 

Example from a Gov prompt:

In the Politics , Aristotle defined a citizen as someone who takes turns in ruling and being ruled, identified who was eligible (and ineligible) for citizenship, gave an account of citizens’ judgment, and set out reasons for popular political participation.

Restrictions

Prompts often include additional requirements that either guide or limit a writing assignment. These restrictions are usually straightforward requirements for the essay's form (how long it should be) or for its content (what question(s) it should answer and which sources or cases it should use). 

• You must analyze Aristotle’s text
• You may pick just one or two government institutions or civil society groups to 
illustrate your answer.
• You must refer to at least two authors (in addition to Aristotle) in composing your 
response. 
• Prepare by reading about the elements of thesis statements in the "Tips" tool to the right.
• Read the sample prompt below.
• Answer the questions in the text boxes below the sample prompts.  

Sample Prompt & Theses

Making reference to the cases of Rwanda and Yugoslavia, construct an argument that addresses the following questions: When you consider the various theories you've encountered about the emergence of ethnic politics in your readings as well as in lecture, how well (or how poorly) do specific elements of these two cases fit those theories? What is the strongest explanation overall for why ethnic violence broke out in these two cases and eventually assumed the proportions it did? Does the same answer apply to both cases, or do different answers best explain Rwanda and Yugoslavia separately?

• The Rwandan and Yugoslav genocides were similar in some ways. In other ways, though, they were different. 
• Ethnic politics leads to the emergence of ethnic violence.
• I argue that ethnic politics is important for understanding violence in Rwanda and Yugoslavia and for explaining the genocides there.
• Rwanda and Yugoslavia both experienced similar levels of ethnic politics and ethnic violence during the 1990s and followed similar paths to genocide.
• Ethnic politics does not always lead to ethnic violence, but in cases where the state collapses like it did in Rwanda and Yugoslavia, the path from ethnic politics to genocide will be similar.

Taken from Gov 20, Fall 2015

What is an Argument?

In the social sciences, an argument typically make claims about the way the world works. It argues that the world is one way rather than another, and explains why it is that way .

The first part of the bolded statement above is really important. In social science courses, you will rarely be asked to just summarize a set of facts. You will instead be asked to make assertions about how something came to be or how some phenomenon caused another.

This implies a counterfactual , which is a statement about how the world would have been, if something else had happened. For example, you might argue that polarization in American politics is caused by people moving to areas where most people share their political beliefs. This implies that if people didn't move to neighborhoods or cities with like-minded people, there wouldn't be polarization. But they do , so there is .

The first part of the bolded statement above also implies that you will give evidence to show us that your argument is correct.

The latter part of the statement, in turn, implies that you will show us the "why" of the phenomenon you're looking at: how exactly does it work?

Thesis Requirements

A thesis statement will be in response to a specific question, whether that question is explicitly asked in a prompt or is a question you have yourself developed in response to course readings or class discussions. Therefore, your thesis statement should clearly be an answer to a question!

Your answer should not just contain a "what is" statement, but a statement of "how" your argument works. What is the "mechanism" of your argument? If you say that wealth causes democracy, make sure the “how” or “because” is also clearly previewed in your thesis.

This is also your introduction to the reader of what the paper’s really about, and it is your chance to explain how the paper will work. It should prepare them for the direction the paper is going, so they know what kinds of evidence they should expect.

In college-level papers, thesis statements can be more than one sentence long. Being concise is good, but it's ok to have a slightly longer thesis statement if your thesis is somewhat complex, e.g., if there are two or three steps in the "how" part of your paper. 

Scope Conditions

Most papers are not about making universal arguments that showcase  everything you know, but about making an valid argument within a set of parameters that are either provided by the assignment itself, or that you decide to keep your argument clear and effective.

In writing, be clear: what are the “scope conditions” of your argument? In other words, under what conditions or in which cases is your argument valid?

Example: “In democracies,” i.e., not for every country we’ve looked at, but only for democracies.

Example: “Among late developers” i.e., only in those countries that developed recently.

Make sure your these boundaries are clearly stated in your thesis statement . Do you think it will be intuitive to the reader why you used these scope conditions in particular? If not, you may need to briefly explain why you're using them, either in the thesis statement itself or just before (or after) your thesis statement.

Evaluating Theses

Can readers take your thesis statement and test it like they would a hypothesis? Would they know what to look for in order to evaluate how well your argument is made? If so, it's probably a strong thesis.

A hypothesis is a statement that can be tested . For example, in the statement "wealth leads to democracy," we can imagine testing it by looking for wealthy countries that aren't democratic.

If readers can look at your thesis statement and come up new evidence to refute your claim, it might mean there's room for healthy debate on the topic--and it might mean there's a genuine weakness in your argument--but it also means you probably have a clearly written thesis statement! 

A really common thesis-related problem for students is that readers don't know how to evaluate whether the argument is right or wrong . This idea of being able to test arguments against new evidence is what makes political science "scientific."

Additional Tips

Be direct, and own your answer. Don’t say, “The purpose of my paper is to show that economic development causes democracy.” Say, “Economic development causes democracy, because…”

But it is OK to use the first-person voice in political science! (Example: "Wealth is a necessary condition for democracy. I show this by examining all countries with an average GDP above $6,000 per year")

Make it clear where your thesis statement is. You don’t have to put the thesis statement at the end of a short, first paragraph...but this is common, because it keeps you from writing too much/too little introduction, and it’s often where your reader will look first (because it is so common!)

Avoid the word “prove,” which implies definitive proof (which is rarely possible in social sciences)

Avoid overly stylized language in your thesis statement, and keep it as clear, specific, and unambiguous as possible.

It’s ok to argue that sometimes things work one way, and sometimes another. For example, “wealthy countries are usually democratic, but sometimes they aren’t.” However, it’s much stronger to try and make this difference part of your argument---”Wealthy countries are usually democratic because [reason], but oil-rich countries are an exception because [reason].”

Chapter 3 Introductory Essay: 1763-1789

Written by: Jonathan Den Hartog, Samford University

By the end of this section, you will:.

• Explain the context in which America gained independence and developed a sense of national identity

Introduction

The American Revolution remains an important milestone in American history. More than just a political and military event, the movement for independence and the founding of the United States also established the young nation’s political ideals and defined new governing structures to sustain them. These structures continue to shape a country based on political, religious, and economic liberty, and the principle of self-government under law. The “shot heard round the world” (as poet Ralph Waldo Emerson described the battles of Lexington and Concord) created a nation that came to inspire the democratic pursuit of liberty in other lands, bringing a “new order of the ages”.

This engraving of the 1775 battle of Lexington—detailed by American printmaker Amos Doolittle who volunteered to fight against the British—is the only contemporary American visual record of this event.

From Resistance to Revolution

As British subjects, the colonists felt flush with patriotism after the Anglo-American victory in the French and Indian War (1754–1763). They were proud of their king, George III, and of the “rights of Englishmen” that made them part of a free and prosperous world empire. Although Britain’s policies after the French and Indian War caused disputes and tensions between the crown and its North American colonies, independence for the colonies was not a foregone conclusion. Instead, the desire for independence emerged as a result of individual decisions and large-scale events that intensified the conflict with Great Britain and helped unite the diverse colonies.

As early as 1763, British responses to the end of the French and Indian War were arousing anger in the colonies. An immediate question concerned Britain’s relationship with American Indians in the interior. Many French-allied American Indians formed a confederation and continued to fight the British, especially under the leadership of the Odawa chief Pontiac and the Delaware prophet Neolin. Together, they hoped to reclaim lands exclusively for their tribes and to entice the French to return and once again challenge the English. Pontiac’s War led to American Indian seizure of western settlements such as Detroit and Fort Niagara. Rather than ending the dispute quickly, unsuccessful British attempts at diplomacy with France’s Indian allies dragged the war into 1766. (See the Pontiac’s Rebellion Narrative.)

Meanwhile, the British issued the Proclamation of 1763, which attempted to separate American Indian and white settlements by forbidding American colonists to cross the Appalachian Mountains. The hope was to prevent another costly war and crushing war debt. The British stationed troops and built forts on the American frontier to enforce the proclamation, but they were ignoring reality. Many colonists had already settled west of the Appalachians in search of new opportunities, and those who had fought the war specifically to acquire land believed their property rights were being violated by the British standing army.

The line drawn by the Royal Proclamation of 1763 from Lake Ontario to the Gulf of Mexico left much of the frontier “reserved for the Indians” and led to resentment from many colonists.

In 1764, the British began to raise revenue for the large army stationed on the colonial frontier and tightened their enforcement of trade regulations. This was a change from the relatively hands-off approach to governing they had previously embraced. The new ministry of George Grenville introduced the Sugar Act, which reduced the six-pence tax from the widely ignored Molasses Act (1733) by three pence per gallon. But British customs officials were ordered to enforce the Sugar Act by collecting the newly lowered tax and prosecuting smugglers in vice-admiralty courts without juries. Colonial merchants bristled against the changes in imperial policy, but worse changes were yet to come.

The introduction of the Stamp Act in 1765 caused the first significant constitutional dispute over Britain’s taxing the colonists without their consent. The Stamp Act was designed to raise revenue from the colonies (to help pay for the cost of troops on the frontier) by taxing legal forms and printed materials including newspapers; a stamp was placed on the document to indicate that the duty had been paid. Because the colonists had long raised money for the crown through their own elected legislatures, to which they gave their consent, and because they did not have direct representation in Parliament, they cried, “No taxation without representation,” claiming their rights as Englishmen. Although the colonists accepted the British Parliament’s right to use tariffs as a means to regulate their commerce within the imperial system, they asserted that the new taxes were aimed solely to raise revenue. In other words, the Stamp Act imposed a direct tax on the colonists, taking their property without their consent, and, as such, amounted to a new power being claimed by the British Parliament. (See the Stamp Act Resistance Narrative.)

Early voices of protest and resistance came from attorney and farmer Patrick Henry in the Virginia House of Burgesses and lawyer John Adams outside Boston. A group of clubs organized in Boston. Members ransacked the houses of Andrew Oliver, the appointed collector of the Stamp Tax, and Thomas Hutchinson, the colony’s lieutenant governor. Calls for active resistance came from the Sons of Liberty, a group of artisans, laborers, and sailors led by Samuel Adams (cousin of John and a business owner quickly emerging as a leader of the opposition). Petitions, protests, boycotts of articles bearing the stamp, and even violence spread to other cities, including New York, and demonstrated that the colonists’ resolve could keep the Stamp Tax from being collected.

This 1765 engraving entitled “Stamp Master in Effigy” depicts an angry mob in Portsmouth New Hampshire hanging a Crown-appointed stamp master in effigy. (credit: “New Hampshire—Stamp Master in Effigy ” courtesy of the New Hampshire Historical Society)

Meanwhile, delegates from nine colonies met in New York as the Stamp Act Congress to register a formal complaint in October 1765. The Congress was a show of increasing unity; it declared colonial rights and petitioned the British Parliament for relief.

The colonial boycott of British goods in response to the Stamp Act had its desired effect: British merchants affected by it petitioned the crown to revoke the taxes. In the face of this colonial resistance, a new government took leadership in Parliament and in 1766 repealed the Stamp Act. The colonists celebrated and thought the crisis was resolved. However, the British Parliament simultaneously passed the Declaratory Act, asserting its authority with the power to legislate for the colonies “in all cases whatsoever,” including taxing without consent. The stage was set to continue the conflict.

Like their British counterparts, many Americans adopted the custom of drinking tea. How does this teapot c. 1770 show the politicization of the cultural habit of tea drinking? (credit: “No Stamp Act Teapot ” Division of Cultural and Community Life National Museum of American History Smithsonian Institution)

Just one year later, Parliament began to pass the so-called Townshend Acts. The first of these was the Revenue Act, which taxed many goods imported by the colonies, including paint, glass, lead, paper, and tea. Despite the stationing of British troops in Boston to quell resistance, artisans and laborers protested the taxes, while in nonimportation agreements (boycotts), merchants and planters pledged not to import taxed goods. Women resisted the tax by rejecting the consumer goods of Great Britain, producing homespun clothing and brewing homemade concoctions rather than buying imported British cloth and tea. They organized into groups called the Daughters of Liberty to play their part in resisting what they viewed as British tyranny, and they formed the backbone of the nonconsumption movement not to use British goods. John Dickinson, a wealthy lawyer, penned the most significant protest, Letters from a Farmer in Pennsylvania. The tax “appears to me to be unconstitutional,” he wrote, and “destructive to the liberty of these colonies.” The key question was whether “the parliament can legally take money out of our pockets, without our consent.” The colonists’ boycott significantly hurt British trade and few taxes were collected, so Parliament revoked the Townshend Acts in 1770, leaving only the tax on tea. (See the John Dickinson Letters from a Farmer in Pennsylvania 1767-1768 Primary Source.)

British officials had stationed troops in urban areas, especially New York and Boston, to quell the growing opposition movements. Their presence led to numerous smaller incidents and eventually to the eruption of violence in Boston. In March 1770, soldiers guarding the Boston Customs House were pelted with rocks and ice chunks thrown by angry colonists. Feeling threatened, they fired into the crowd, killing six Bostonians. The soldiers claimed they had fired in self-defense, but colonists called it a cold-blooded slaughter. This was the interpretation put forward by the silversmith Paul Revere in his widely reproduced engraving of the event, now called the “Boston Massacre.” The soldiers soon faced trial, and John Adams—although no friend of British taxation—served as their defense attorney to prove that colonists respected the rule of law. Remarkably, he convinced the Boston jury of the soldiers’ innocence, but tensions continued to simmer. (See The Boston Massacre Narrative.)

Boston was ripe for resistance to British demands when Parliament issued the 1773 Tea Act. The intention was to save the British East India Company from bankruptcy by lowering the price of tea (to increase demand) while assessing a small tax along with it. Colonists saw this as a trap, using low prices to induce them to break their boycott by purchasing taxed tea from the East Indian monopoly. Before the three ships carrying the tea could be unloaded at Boston harbor, the Sons of Liberty organized a mass protest in which thousands participated. Men disguised themselves as American Indians (to symbolize their love of natural freedom), marched to the ships, and threw the tea into Boston Harbor—an event later called “the Boston Tea Party”. (See The Boston Tea Party Narrative.)

This portrayal of the Boston Tea Party dates from 1789 and reads “Americans throwing Cargoes of the Tea Ships into the River at Boston.” On the basis of the image and the artist’s caption do you think the artist was sympathetic to the Patriot or the British cause?

Parliament could not overlook this defiance of its laws and destruction of a significant amount of private property. In early 1774, it passed what it called the Coercive Acts to compel obedience to British rule. The Boston Port Act closed Boston Harbor, the main source of livelihood for many in the city. Other acts gained tighter control of the judiciary in the colony, dissolved the colonial legislature, shut down town meetings, and allowed Parliament to tear up the Massachusetts charter without due process or redress. The colonists called these laws the “Intolerable Acts.” Meeting in Philadelphia in September and October 1774, representatives of the colonies discussed how to respond. This First Continental Congress was an expression of intercolonial unity. The representatives agreed to send help to Boston, boycott British goods, and affirm their natural and constitutional rights. Few contemplated independence; most hoped to bring about a reconciliation and restoration of colonial rights. The representatives also agreed to meet again, in the spring of 1775. By that time, events had taken a very different course. (See the Acts of Parliament Lesson.)

From Lexington and Concord to Independence

Some Patriots in the colonies sought more radical solutions than reconciliation. Early in 1775, Patrick Henry tried to rouse the Virginia House of Burgesses to action:

The war is inevitable—and let it come! . . . Is life so dear or peace so sweet as to be purchased at the price of chains and slavery? Forbid it Almighty God! I know not what course others may take; but as for me give me liberty or give me death!

Around the same time, Major General Thomas Gage, Britain’s military governor of Massachusetts, planned to seize colonial munitions held at Concord and capture several Patriot leaders, including Samuel Adams and John Hancock, along the way. On April 18, 1775, when it became clear the British were preparing to move, riders were dispatched to alert the countryside, most famously Paul Revere (in a trip immortalized by the poet Henry Wadsworth Longfellow). As a result, the following morning, the Lexington militia gathered on Lexington Green to stand in protest. As the British column advanced, its commander ordered the colonists to disperse. A shot rang out—no one knows from where. The British opened fire, and after the skirmish, seven Lexington men lay dead.

The British advanced to Concord, where by now the supplies had been safely hidden away. After witnessing British destruction in the town, the Concord militia counterattacked at the North Bridge. This was Emerson’s “shot heard round the world.” Militia units converged from all over eastern Massachusetts, pursued the British back to Boston, and besieged the city. One militiaman who survived was young Levi Preston. Years afterward, he reported that “what we meant in going for those Redcoats was this: we had always governed ourselves and we always meant to. They didn’t mean we should.”

On June 17, 1775, the Battle of Bunker Hill erupted when the colonial troops seized and fortified Breed’s Hill and repulsed three British attacks. Running low on ammunition, the colonists held their fire until the last moment under the command, “Don’t fire until you see the whites of their eyes.” The British captured their position—and suffered unexpectedly high casualties—but the battle galvanized the colonists. Although they were still divided, many came to believe that King George, instead of merely having bad advisors or making bad policies, was openly going to war with them. Arguments for independence began to gain traction. The build-up to the call for independence had been long, but now there seemed no other recourse. (See The Path to Independence Lesson.)

One key voice urging independence was that of Thomas Paine, a recent immigrant from England. In early 1776, Paine published Common Sense, a bestseller in which he attacked monarchy generally before suggesting the folly of an island (Britain) ruling a continent (America). Paine called on the colonists “to begin the world over again” and was one of the clearest voices pushing them toward independence. (See the Thomas Paine Common Sense 1776 Primary Source.)

(a) Thomas Paine’s Common Sense helped convince many colonists of the need for independence from Great Britain. (b) Paine shown here in a portrait by Laurent Dabos was a political activist and revolutionary best known for his writings on both the American and French Revolutions.

The Second Continental Congress debated the question of independence in 1776. The commander of the Continental Army, George Washington of Virginia, agreed with Henry Knox’s audacious plan to bring massive cannons three hundred miles through the winter snows from Fort Ticonderoga to Boston. When Knox succeeded, Washington used the guns to end the siege of Boston. At the congress, cousins Samuel and John Adams argued for independence and convinced a Virginia ally, Richard Henry Lee to offer this motion on June 7:

That these United Colonies are and of right ought to be free and independent States that they are absolved from all allegiance to the British Crown and that all political connection between them and the State of Great Britain is and ought to be totally dissolved.

Confronting its choices Congress also appointed a committee to prepare a Declaration of Independence. The committee consisted of John Adams, Benjamin Franklin, Roger Sherman, Robert R. Livingston, and Thomas Jefferson a 33-year-old Virginian who accepted the task of drafting the important document. (See Thomas Jefferson and the Declaration of Independence Narrative.)

No contemporary images of the Constitutional Congress survive. Robert Edge Pine worked on his painting Congress Voting Independence from 1784 to 1788. How has this artist conveyed the seriousness of the task the delegates faced?

When the votes were tallied for Lee’s resolution about a month later on July 2, twelve states had voted for independence; New York abstained until it received instructions from its legislature. John Adams later wrote that it was as if “thirteen clocks were made to strike together.” The next two days were spent revising the language of the official Declaration, which Congress approved on July 4, 1776.

The Declaration of Independence laid down several principles for the independent nation. The document made a universal assertion that all humans were created equal. According to the ideas of John Locke and the Enlightenment, people were equal in their natural rights, which included life, liberty, and the ability to pursue happiness. The document also stated that legitimate governments derived their power from the consent of the governed and existed to protect those inalienable rights. According to this “social compact,” the people had the right to overthrow a tyrannical government that violated their rights and to establish a new government. The Declaration of Independence, which also included a list of specific instances in which the crown had violated Americans’ rights, laid down the principles of republican government dedicated to the protection of individual political, religious, and economic liberties. (See the Signing the Declaration of Independence Decision Point.)

Congress had made and approved the Declaration, but whether the country could sustain the claim of independence was another matter. The struggle would have to be won on the battlefield.

War and Peace

For independence to be secured, the war had to be fought and won. British generals aimed to secure the port cities, expand British influence, and gradually win the population back to a position of loyalty. They commanded a professional army but had to subdue the entire eastern seaboard. General Washington, on the other hand, learned how to keep the Continental Army in the field and take calculated risks in the face of a British force superior in number, training, and supplies. The support of the individual states, and the congressional effort to secure allies, were essential to the war effort, but they were not guaranteed. The British sent an army of nearly thirty-two thousand redcoats and German mercenaries. They also enjoyed naval supremacy and expected that their more-experienced generals would win an easy victory over the provincials. The campaigns of 1776, thus, were about survival.

After securing Boston, Washington moved his army to New York City, the likely target of the next British attack. In the summer of 1776, the British fleet arrived under the command of Admiral Richard Howe. It carried an army led by his brother, General William Howe, and consisted not only of British troops but also of German mercenaries from Hesse (the Hessians). The first blow came on Long Island, where British attacks easily threw Washington’s army into disarray. Washington led his army in retreat to Manhattan, and then from New Jersey all the way into Pennsylvania. By the end of the year, his situation looked bleak. Many of Washington’s soldiers, about to come to the end of their enlistments, would be free to depart. If Washington could not keep his army in the field or show some success, the claim of independence might seem like an empty promise.

It was critical, therefore, to rally the troops to a decisive victory. Washington and his officers decided on the bold stroke of attacking Trenton. On Christmas evening, they crossed the Delaware River and marched through the night to arrive in Trenton at dawn on December 26. There, they surprised the Hessian outpost and captured the city. Washington then launched a quick strike on nearby Princeton. The success of this campaign gave the Americans enough hope to keep fighting. (See the Washington Crossing the Delaware Narrative and the Art Analysis: Washington Crossing the Delaware Primary Source.)

The campaigns of 1777 brought highs and lows for supporters of independence. On the positive side, the Continental Army successfully countered a British invasion from Canada. Searching for a new strategy after the New Jersey campaign, the British attacked southward from Canada with an army under the leadership of General John Burgoyne. Burgoyne’s goal was to cut through upstate New York and link up with British forces coming north along the Hudson River from New York City. A revolutionary force under Horatio Gates and Benedict Arnold swung north to meet the slow-moving Burgoyne, clashing at Saratoga, near Albany, in September and October. There, the Americans forced Burgoyne to surrender his entire army. (See The Battle of Saratoga and the French Alliance Narrative.)

The victory at Saratoga proved especially significant because it helped persuade the French to form an alliance with the United States. The treaty of alliance, brokered by Franklin and signed in early 1778, brought much-needed financial help from France to the war effort, along with the promise of military aid. But despite the important victory won by General Gates to the north, Washington continued to struggle against the main British army.

John Trumbull painted this wartime image of Washington on a promontory above the Hudson River. Washington’s enslaved valet William “Billy” Lee stands behind him and British warships fire on a U.S. fort in the background. Lee rode alongside Washington for the duration of the Revolutionary War.

For Washington, 1777 was dispiriting in that he failed to win any grand successes. The major battles came in the fall, when the British army sailed from New York and worked its way up the Chesapeake Bay, aiming to capture Philadelphia, the seat of American power where the Continental Congress met. Washington tried to stop the British, fighting at Brandywine Bridge and Germantown in September and October. He lost both battles, and the defeat at Germantown was especially severe. The British easily seized Philadelphia—a victory, even though Congress had long since left the capital and reconvened in nearby Lancaster and York. The demoralized Continentals straggled to a winter camp at Valley Forge, where few supplies reached them, and Washington grew frustrated that the states were not meeting congressional requisitions of provisions for the troops. Sickness incapacitated the undernourished soldiers. Many walked through the snow barefoot, leaving bloody footprints behind. (See the Joseph Plumb Martin The Adventures of a Revolutionary Soldier 1777 Primary Source.)

Here again, Washington provided significant leadership, keeping the army together through strength of character and his example in the face of numerous hardships. Warmer weather energized the army. So did Baron Friedrich von Steuben, newly arrived from Prussia, whom Washington had placed in charge of drilling the soldiers and preparing them for more combat. In June 1778, a more professional, better disciplined Continental Army battled the British to a draw at the Battle of Monmouth, as the imperial army withdrew from Philadelphia and returned to New York.

As the war raged, it affected different groups of Americans differently. Many Loyalists (also known as Tories) were shunned by their communities or forced to resettle under British protection. Women who sympathized with the revolution supported the war effort by creating homespun clothing, often working in groups at events in their homes called “spinning bees.” When men went to war, the women kept family farms, businesses, and artisan shops operating, producing supplies the army could use. While her husband, John, held important offices, Abigail Adams took much of the responsibility for the family’s farm in Braintree, Massachusetts. She even collected saltpeter for the making of gunpowder. Some colonial women followed their brothers and husbands to war, to support the Continental Army by cooking for the camp and nursing injured soldiers. Their engagement with the revolutionary cause brought new respect and contributed to the growth of an idea of “Republican Mothers” who raised patriotic and virtuous children for the new nation. Although women did not enjoy widespread equal civil rights, adult women of New Jersey exercised the right to vote in the early nineteenth century if, like their male counterparts, they served as heads of households meeting minimum property requirements. (See the Abigail Adams: “Remember the Ladies” Mini DBQ Lesson and the Judith Sargent Murray “On the Equality of the Sexes ” 1790 Primary Source)

To African American slaves in the South, the British appeared to offer better opportunities. In 1775, Lord Dunmore the royal governor of Virginia, offered men enslaved by Patriots their freedom if they would take up arms against the colonists. Many did, although few had gained their freedom by the conclusion of the war. Meanwhile, Dunmore’s proclamation made southern planters even more determined to oppose British rule. No such offer of freedom was forthcoming from the Patriots.

Dunmore’s 1775 proclamation of freedom for slaves who took the loyalists’ side was made for practical reasons more than moral ones: Dunmore hoped to bolster his own forces and scare slave-owning Patriots into abandoning their calls for revolution.

The Continental Congress removed harsh criticism of the slave trade and slavery from Jefferson’s draft of the Declaration of Independence, because it wrongly blamed the king for the slave trade and ignored American complicity. Later, John Laurens and Alexander Hamilton failed in their efforts to free and arm slaves in South Carolina. Despite some southern opposition, Washington eventually allowed free blacks to enlist in the Continental Army. Free black sailors such as Lemuel Haynes, who became a prominent minister after the war, served in the navy. Largely from the North, these men helped Washington’s army escape from Long Island and cross the Delaware River. In most cases, they served alongside white soldiers in integrated units. Rhode Island and Massachusetts also raised companies entirely of free black soldiers. The natural-rights principles of the Revolution inspired the push to eliminate slavery in the North, either immediately or gradually, during and after the war.

American Indians would have preferred to stay neutral in the Anglo-American conflict, but choices were often forced on them. Some tribes sided with the British, fearing the unchecked expansion of American settlers. Most members of the Iroquois League allied themselves with the British and, led by Joseph Brant, launched raids against Patriot communities in New York and Pennsylvania. Many other tribes along the frontier, including the Shawnee, Delaware, Mohawk, and Cherokee, also fought with the British. The need to deal with Indian raids was one reason for George Rogers Clark’s mission to seize western lands from the British. His victories at Kaskaskia and Vincennes, in present-day Illinois and Indiana, respectively, significantly reduced British strength in the Northwest Territory by 1779.

In contrast, many fewer tribes fought on the side of the Americans. By deciding to do so, the Oneida split the Iroquois League. Other American Indian groups living in long-settled areas also sided with the United States, including the Stockbridge Indians of Massachusetts and the Catawbas in the Carolinas. Many American frontiersmen treated Indian settlements with great violence, including a destructive march through Iroquois lands in New York in 1779 and the massacre of neutral American Indians at the Moravian village of Gnadenhutten in eastern Ohio a few years later. These conflicts deepened hostilities between American Indians and white settlers and helped whites justify the westward expansion of the frontier after the war.

After 1778, the British turned their attention to the South, where they hoped to rally Loyalist support. The major port of Charleston, South Carolina, easily fell to the British general Henry Clinton in May 1780. Pacifying the rest of the South fell to General Charles Cornwallis. He dueled across the Carolinas with the U.S. general Nathanael Greene. Encounters at King’s Mountain and Cowpens were indecisive or narrow American victories, but they effectively neutralized larger British forces in the South. After fighting at Guilford Courthouse, Cornwallis decided to head north into Virginia. He settled at Yorktown and built defenses with the expectation that the British navy would arrive to bring his army back to New York. However, in the Battle of the Capes (September 1781), the French navy defeated the British force sent to relieve Cornwallis. As a result, Cornwallis remained stuck at Yorktown.

Recognizing an opportunity, the French Marquis de Lafayette alerted Washington, who brought the main body of his army south with French forces under Rochambeau to confront Cornwallis. As the Americans strengthened their siege with the help of French engineers, command of several actions fell to Washington’s former aide, Alexander Hamilton. After separate forces of American and French troops captured two fortifications in the British outworks with a bayonet charge, Cornwallis realized he had no choice but to surrender.

John Trumbull’s 1819-1820 painting Surrender of Lord Cornwallis hangs in the rotunda of the U.S. Capitol in Washington DC. American General Benjamin Lincoln appears mounted on a white horse and accepts the sword of the British officer to his right; Cornwallis was not present at the surrender. Note the American troops to General Lincoln’s left and the French troops to his right under the white flag of the French Bourbon monarchy.

The war continued for two more years, but there were no more significant battles. By capturing Cornwallis’s army, the revolutionaries had neutralized the most significant British force in America and cleared the way for American diplomats to broker peace. In Paris, Franklin, John Adams, and John Jay won British recognition of American independence. In the end, which came in 1783, not only was independence recognized, but the new nation gained a western border at the Mississippi River, unleashing a wave of immigration to settle the land west of the Appalachians.

Confederation and Constitution

The 1780s witnessed tensions between those who wished to maintain a decentralized federation and others who believed the United States needed a new constitutional republic with a strengthened national government. The first framework of government, the Articles of Confederation, sufficed for winning the war and resolving states’ disputes over land west of the Appalachians. Yet many believed the government created by the Articles had almost lost the war because it did not adequately support the army, and after the war it had failed to govern the nation adequately. With the nation’s independence recognized, Americans had to build a stable government in the place of the British government they had thrown off. Important debates emerged about the size and shape of the nation, continuities and breaks with the colonial past, and the character of a new governing system for a free people. Debates took place not only in Philadelphia in the summer of 1787 but also in public discussions afterward in the states. Throughout the process, Americans considered various constitutional forms, but they agreed on the significance of constitutional government.

As they thought about these questions, they faced many immediate challenges in recovering from the war. Tens of thousands of Loyalists refused to continue living in the new republic and migrated to Great Britain, the Caribbean, and, most often, Canada. Many states allowed their citizens to confiscate Loyalist property and not pay their debts to British merchants, in violation of the 1783 Treaty of Paris. Economic depression resulted from a shortage of currency and lost British trade connections; businesses worked for several years to recover.

The United States did not even have complete control over its territory. Britain kept troops on the frontier, claiming it needed to ensure compliance with the peace treaty. Spain crippled the western U.S. economy by shutting down American navigation of the Mississippi River and access to the Gulf of Mexico. Individual states failed to fulfill their agreements to creditors and to other states. They passed tariffs on each other and nearly went to war over trade disputes.

In the face of these challenges, the first framework of government to be adopted was the Articles of Confederation. Although Congress began the process of drafting it shortly after independence and adopted the document in 1777, it approved a final version only in 1781. First, the title is significant: The Articles of Confederation and Perpetual Union. The Articles set up a Confederation, or a league of friendship, not a nation. The states maintained their separate sovereignties and agreed to work together on foreign affairs but little else. As a result, the central government was intentionally weak and made up of a unicameral Congress that had few powers. It did not have the power to tax, so funds for the Confederation were supposed to come from requests made to the states. There was no independent executive or judiciary. Important decisions required a supermajority of nine of the thirteen states. Significantly, the adoption of amendments or changes to the document had to be unanimous. Several attempts at reforming the Articles, such as granting Congress the power to tax imports, failed by votes of twelve to one. As a result, government was adrift, and many statesmen such as Madison, Hamilton, and Washington began thinking about stronger, more national solutions. (See The Articles of Confederation 1781 Primary Source and the Constitutional Convention Lesson.)

Watch this BRI Homework Help video on the Articles of Confederation to review their weaknesses and why statesmen desired a stronger central government.

Nationalists such as Madison were also concerned about tyrannical majorities’ violations of minority rights in the states. For example, in Virginia, Madison helped promote freedom of conscience or religious liberty. He successfully won passage of Jefferson’s Virginia Statute for Religious Freedom, which formally disestablished the official church and protected religious liberty as a natural right. The Virginia Statute for Religious Freedom later provided a precedent for the First Amendment. Protecting political and religious liberties became key components in the creation of a stronger constitutional government. (See the Virginia Statute for Religious Freedom Narrative.)

Even with all its problems, the Confederation Congress did achieve great success with the settlement of the West. It created the Ordinance of 1784, which provided for the entrance of new states on an equal footing with existing ones, and for their republican government. Jefferson’s proposal to forever ban slavery in the West failed by one vote. The Northwest Ordinance, enacted a few years later in 1787, was a thoughtful response to the question of how to treat a territory held by the national government. Each territory, as it gained population, would elect a territorial legislature, draft a republican constitution, and gain the status of a state. Through this process, the Old Northwest eventually became the states of Ohio, Indiana, Michigan, Illinois, and Wisconsin. At the same time, the Northwest Ordinance’s final articles established the protection of the rights of residents, including the rights of  habeas corpus and the right to a trial by jury. It provided for public education to advance knowledge and virtue. Also, very significantly, the ordinance permanently outlawed slavery north of the Ohio River. Not only did this decision keep those future states free, it also demonstrated the principle that the national government could make decisions about slavery in new territories. (See The Northwest Ordinance 1787 Primary Source.)

The first steps leading to a new Constitutional Convention were small. Concerns about trade and the navigation of the Chesapeake led to a 1785 meeting, hosted by Washington at Mount Vernon, between delegates from Virginia and Maryland. That meeting prompted more ambitious designs. Madison, a young Virginia lawyer and landowner, urged Congress to call for a new convention to be held in Annapolis, Maryland, in 1786. Nationally minded leaders from several states attended, including Madison, Hamilton from New York, and Dickinson from Delaware. Because of the late invitation, however, five other states sent delegates who arrived only after the meeting had disbanded, so a quorum was never reached. The one accomplishment of the Annapolis Convention was to ask Congress to call for another convention to be held in 1787 in Philadelphia. This was the Constitutional Convention. (See The Constitutional Convention Narrative and The Annapolis Convention Decision Point.)

As states prepared for the new convention in Philadelphia, word came of a popular uprising in Massachusetts. To pay off its Revolutionary War debts, the Massachusetts legislature had increased taxes. This move was met with active resistance in the western part of the state, where many farmers feared losing their land because they could not make the payments due to a credit crunch, recession, and high taxes. The insurgents wanted to cut taxes, print money, abolish the state senate, and revise the state constitution. Under the leadership of Daniel Shays, a farmer and former revolutionary soldier, they closed the courts in Springfield to prevent property foreclosures and defied the state government. By January 1787, Shays’ Rebellion had dissipated—the state legislature had raised an army to put down the uprising, and its leaders had fled. Still, officials feared disorder would spread if the government were not strengthened. Henry Knox strongly advocated for reform, and the idea was accepted by many revolutionary leaders, including Knox’s friend and fellow nationalist, George Washington. (See the Shays’ Rebellion Narrative.)

As a result, when the delegates assembled in Philadelphia, in the same hall where Congress had declared independence, they did so with a sense of urgency. They opted for secrecy to ensure free deliberation, allow delegates to change their minds, and prevent outside pressures from swaying the debates. They even ordered the windows nailed shut—quite a discomfort through the summer months. One important first step was to name someone to preside over the convention, and this honor fell to Washington. His presence lent moral seriousness and credibility to the whole endeavor. Members of the assembled convention soon concluded that the Articles of Confederation were beyond saving, and a new frame of government would be required, even though this goal surpassed their mandate to revise the Articles. At this point, Edmund Randolph of Virginia stepped forward with the proposal for a new plan of government conceived by fellow Virginian Madison (who was also keeping extensive notes of the convention, despite a rule against doing so).

Madison’s Virginia Plan favored large states by opting for a bicameral Congress with representation in both houses to be determined by population size alone. This irked the smaller states, which responded with the New Jersey Plan, adhering to the existing practice of allowing all states equal representation in an assembly. With two opposing visions, there seemed no clear path forward, and some delegates feared the convention would falter. From this conflict, however, a third plan emerged, shaped by Sherman and other delegates from Connecticut. This Connecticut Compromise or “Great Compromise” delineated the bicameral Congress we have today, with separate houses each offering a different means of representation: proportional to population in the House of Representatives and equal in the Senate, where each state would elect two senators. The crisis had been averted. (See Argumentation: The Process of Compromise Lesson.)

The convention then moved on to other matters. For instance, delegates considered the nature of the executive—a potentially delicate topic given that the presumed first executive was Washington. Hamilton argued for a very strong executive, possibly even one elected for life. However, although the convention created the presidency, it also hemmed it in, to be checked by the other branches. The Electoral College, in which each state’s votes were equal to the sum of its two senators plus its number of representatives in the House, was instituted as another part of the federal system. Significantly, the delegates spent minimal time on the federal judiciary, leaving the responsibility of defining its role to the new government.

The framers also faced the dilemma of how to address the institution of slavery. Delegates from the Deep South threatened to walk out of the convention if a new constitution endangered it. As a result, the convention’s treatment of slavery was ambiguous. The Constitution never mentions “slaves” or “slavery.” Even so, practical considerations made it impossible to ignore. Whereas delegates from the North did not think slaves should count toward the population totals establishing representation in Congress but should count for taxation, southern delegates disagreed, arguing the opposite. The “Three-Fifths Compromise” resolved that, although free people would be counted in full, only three-fifths of the number of “all other Persons” would be applied to state population totals for purposes of congressional apportionment and taxation. A precedent set by the Articles of Confederation also guided the compromise. In addition, after the convention voted down a southern proposal to prevent congressional interference with the international slave trade, the national government gained the power, after 1808, to choose to prohibit the “Importation of such Persons as any of the States now existing shall think proper to admit.” (See the Is the Constitution a Proslavery Document? Point-Counterpoint.)

After most of the debates were finished, the convention’s ideas were put into words by a Committee of Style, including Gouverneur Morris of New York. By September 1787, the proposed constitution was ready to be sent to the Confederation Congress and then to the state legislatures to be submitted to popular ratifying conventions consisting of the people’s representatives. One of the most important provisions at this point stated that only nine of thirteen states had to ratify the document for it to go into effect in the states where it had been approved.

Watch this BRI Homework Help video on the Constitution for a comprehensive review of the philosophies behind the Constitution.

With the Constitution now public, citizens across the country could make it a topic of scrutiny and debate. This was one of the convention’s goals: The Preamble was rooted in popular sovereignty when it claimed to express the will of “We, the People of the United States.” The Constitution was to be considered at special state conventions and not by state legislatures, for instance, because the framers anticipated state politicians would resist the Constitution’s diminishing of the power of the states. In these conventions, nationalists who supported the Constitution seized the name “Federalists,” alluding to federalism or the sharing of powers between the nation’s and states’ governments. Already well organized, Federalists coordinated their efforts in the various states. They could call on many polished writers for support. John Dickinson, for instance, wrote a series of essays called The Letters of Fabius. Even more famously, Hamilton, Jay, and Madison united to write the Federalist Papers, signing their collected efforts with the Latin pseudonym “Publius.”

The Federalist Papers made practical and theoretical arguments in favor of strengthening the nation’s government through the proposed constitution. Although many other voices also supported the Constitution at that time, people still look to The Federalist Papers for important insights into the thoughts of the framers of the Constitution. The people labeled “Anti-Federalists,” however, were suspicious of the Constitution and its grant of power to a national government. Considering themselves defenders of the Articles of Confederation and its own federal system, they worried that, like the British government in the 1760s and 1770s, the distant new authority proposed by the Constitution would usurp the powers of their states and violate citizens’ individual rights. Many of them also wrote pseudonymously, taking names like Brutus—the Roman assassin of power-grasping Caesar—or Federal Farmer. Many also had Revolutionary credentials, such as Patrick Henry and Samuel Adams. They worried Americans would relinquish the liberty they had just fought so hard to attain. As their name suggests, the Anti-Federalists came to be identified as an opposition voice, warning about the growth of a strong national government with great powers over taxation and the ability to raise standing armies that would endanger citizens’ rights.

(See the Federalist/Anti-Federalist Debate on Congress’s Powers of Taxation DBQ Lesson.)

As debates raged in newspapers and public houses, state conventions took up the Constitution. On December 7, 1787, Delaware became the first state to ratify it. The next four states—Pennsylvania, New Jersey, Georgia, and Connecticut—followed quickly. Pennsylvania’s Federalists so accelerated approval that Anti-Federalists had little chance to mount a real opposition. The others were small states that believed the Constitution would help them. Massachusetts came next, and there, because of Shays’ Rebellion, opinion was more divided. Still, Federalists rallied important Revolutionary leaders like Revere, Hancock, and Samuel Adams to achieve ratification. Maryland and South Carolina followed. (See The Ratification Debate on the Constitution Narrative.)

When New Hampshire voted “yes” in June 1788, Federalists rejoiced that nine states had ratified. However, two of the most populous states, Virginia and New York, still had to consider the Constitution. Federalists feared that failing to gain the support of either would threaten the legitimacy of the Constitution and the viability of the nine-state union already established. Madison and other Federalists battled Patrick Henry in an epic debate in Virginia, narrowly winning ratification. Hamilton and Jay similarly faced a powerful contingent of Anti-Federalists in New York, but this state also ratified the Constitution in the end. In both states, as had been the case in Massachusetts, Anti-Federalists gained Madison’s promise that the new government would quickly draft a Bill of Rights for the Constitution. The new government under the Constitution could move forward (temporarily without North Carolina and Rhode Island, which remained outside the new union for more than a year.)

The final result was that American citizens and their representatives, through a public debate, had agreed on a new form of government. They had passed the test Hamilton had set for them in Federalist Paper No. 1, determining that self-government was possible and that citizens could establish a government through “reflection and choice” rather than having it imposed by “accident and force.” Madison kept his word, and in the new Congress, he authored the ten amendments of the Bill of Rights and shepherded them to approval. The Anti-Federalists stayed engaged in politics and kept a wary eye on the new national government. The process, although often improvisational and hinging on the contingency, had been orderly and deliberative. In the American Revolution, statesmen and citizens had avoided military dictatorship and mass civilian bloodshed, creating a lasting system of government in which power was organized for the protection and promotion of liberty.

In the relatively short span of time between 1763 and 1789 the thirteen colonies went from loyal subjects of the British crown to open rebellion to an independent republic guided by the U.S. Constitution.

Additional Chapter Resources

• Mercy Otis Warren Narrative
• George Washington at Newburgh Decision Point
• Loyalist vs. Patriot Decision Point
• Were the Anti-Federalists Unduly Suspicious or Insightful Political Thinkers? Point-Counterpoint
• Quaker Anti-Slavery Petition 1783 Primary Source
• Belinda Sutton Petition to the Commonwealth of Massachusetts 1783 Primary Source
• Junípero Serra’s Baja California Diary Primary Source
• State Constitution Comparison Lesson
• Argumentation: Self-Interest or Republicanism? Lesson

Review Questions

1. Which of the following best describes the fiscal consequences of the French and Indian War?

• The French and Indian War caused the Northwest Territories to be absorbed into the British colonial government leading to an increase in British resources.
• The French and Indian War exploded the British national debt and tax burden leading to Parliament’s decision to tax the colonies to pay the war’s cost.
• The French and Indian War caused the colonies to realize their economic self-sufficiency and allowed colonial governments to impose taxes upon their citizens.
• The French and Indian War resulted in a British loss which left the British economically indebted to France and forced them to use the colonies to pay this debt.

2. Which act marked the first serious constitutional dispute over Parliament’s taxing the colonists without their consent?

• Declaratory Act
• Boston Port Act

3. At the conclusion of the French and Indian War what was the political status of the territory west of the Appalachian Mountains?

• Colonial settlers were forbidden to cross the Appalachian Mountains.
• The British government acquired this territory and governed it under the Northwest Ordinance.
• Colonial rebels were banished to these territories which were held by the British but very loosely governed.
• The French governed this territory as a colony until it was purchased by Jefferson in 1803.

4. What was the main purpose of the Stamp Act Congress?

• To declare independence from the British government
• To develop a new Constitution to govern the colonies
• To establish the Stamp Act and other tax legislation
• To formalize the colonial complaints against Parliament

5. What legislation was imposed on Massachusetts as a punishment for rebellious behavior during the “Tea Party” in December 1773?

• Coercive Acts
• Townshend Acts

6. How did the British use the institution of slavery as a tool against the colonists in the Revolutionary War?

• Southern slaveholders forced slaves to fight on their behalf.
• By promising freedom, in exchange for slaves’ support, the British encouraged Patriots’ slaves to rebel against their owners.
• Slaves were captured and forced to haul goods and supplies for the British army.
• The British saw slavery as evil and motivated slaves to fight to abolish the institution in the colonies.

7. Which of the following best describes the role of American Indian tribes in the Revolutionary War?

• American Indians mostly moved into the Northwest Territories to escape the conflict.
• American Indians often sided with the British although some fought alongside the colonists.
• American Indians unanimously supported the British cause in return for protection.
• American Indians generally supported the colonists believing that the colonists’ commitment to freedom and independence would make it more likely that Indians’ property rights would be protected.

8. Which of the following best describes the motives of the French military during the Revolutionary War?

• The French military supported the British because the French feared for the security of their own colonial holdings.
• The French military supported the American patriots against France’s rival the British to raise France’s own global political and economic standing.
• The French military was hired by Congress to fight on behalf of the rebels because the colonial population was much too small to successfully overthrow the British.
• The French military provided financial support to the Americans but remained physically uninvolved in the conflict.

9. What purpose did the Articles of Confederation serve?

• The Articles of Confederation served as the structure for the first government of the new United States.
• The Articles of Confederation listed Americans’ grievances against King George III.
• The Articles of Confederation were the first ten amendments to the Constitution which limited the federal government’s power.
• The Articles of Confederation created a new united nation with an effective national government.

10. Which of the following best describes the evolution of American colonists desiring independence?

• Immediately after the French and Indian War American colonists realized they would be better served economically and politically by full independence and advocated for it.
• After the British government passed the first direct tax American colonists created a delegation to discuss and legislate independence.
• After the Declaration of Independence was agreed upon by committee members all American colonists thoroughly supported the War for Independence.
• Incremental shifts toward independence were not complete even during the Revolution because tens of thousands of American colonists remained loyal to Britain.

11. Which of the following did not contribute to the call for a Second Continental Congress in 1776?

• The British attacks on Lexington and Concord and the violence at Bunker Hill
• The popularity of a pro-independence pamphlet written by Thomas Paine
• The need for a central entity to wage the resistance effort
• The successful alliance between American colonists and France to wage war against the British

12. Which of the following best describes George Washington’s leadership of the Continental Army?

• Fierce fighter who had an iron grip on the infantry units and who would use his war experience to influence the colonial legislature
• Long-term strategist willing to use new tactics to gain victories and boost morale
• Lackluster commander unable to successfully achieve the task of independence
• Extremely competitive personality who betrayed the revolutionary cause by siding with the British

13. Which battle is significant because it resulted in the creation of a successful alliance with the French?

• Battle of Lexington and Concord
• Battle of Trenton
• Battle of Saratoga
• Battle of Yorktown

14. A change in perception about American white women was the idea of Republican Motherhood which

• articulated that a woman’s ideal role was a mother with as many children as possible
• emphasized the importance of raising patriotic children to participate in the newly formed republic
• implemented a public education program that taught children how to be Republican
• identified women as equal to their male counterparts and entitled to access to the finances of the household

15. The Articles of Confederation were designed to

• maintain state sovereignty preventing the usurpation of power by a central government while allowing the states to function as a unit in military and diplomatic matters
• create a strong federal government that could unify the states as a nation
• mimic the powers of the British Crown without the ability to tax
• give a voice to each citizen of the United States regardless of race and gender

16. Which of the following constitutional issues most definitively highlighted the divide between Northern and Southern delegates at the Constitutional Convention?

• The Great Compromise
• The Electoral College
• The Three-Fifths Compromise
• An independent judiciary

17. Shays’ Rebellion is most similar to which earlier event in American history?

• Bacon’s Rebellion
• Pueblo Revolt of 1680
• Passage of the Proclamation of 1763
• Stono Rebellion

18. Which political faction was suspicious of the new Constitution and wary of the stronger authority of the federal government?

• Anti-Federalist

19. After ratification of the Constitution the Bill of Rights was designed to

• calm Anti-Federalist fears and protect individual freedoms from a stronger federal government
• promote the Federalist idea that the Constitution was an effective defense for inalienable rights
• establish the process for western territories to enter the union as states
• list the grievances perceived by Americans and share them with the world as a justification for rebellion

Free Response Questions

• Explain how a debate over liberty and self-government influenced the Continental Congress’s decision to declare independence in 1776.
• Describe the role of women during the American Revolution.
• Explain how the debates over individual rights and liberties continued to shape political debates after the American Revolution.
• Describe the changes and continuities in North American attitudes toward executive power between 1763 and 1789.

AP Practice Questions

“Their jurisprudence was marked with wisdom and dignity and their simplicity and piety were displayed equally in the regulation of their police the nature of their contracts and the punctuality of observance. The old Plymouth colony remained for some time a distinct government. They chose their own magistrates independent of all foreign control; but a few years involved them with the Massachusetts [colony] of which Boston more recently settled than Plymouth was the capital. From the local situation of a country separated by an ocean of a thousand leagues from the parent state and surrounded by a world of savages an immediate compact with the King of Great Britain was thought necessary. Thus a charter was early granted stipulating on the part of the crown that the Massachusetts [colony] should have a legislative body within itself composed of three branches and subject to no control except his majesty’s negative within a limited term to any laws formed by their assembly that might be thought to militate with the general interest of the realm of England. The governor was appointed by the crown the representative body annually chosen by the people and the council elected by the representatives from the people at large.”

Mercy Otis Warren History of the Rise Progress and Termination of the American Revolution 1805

1. This passage from Mercy Otis Warren’s history of the American Revolution alludes to which factor leading to colonists’ discontent after the French and Indian War?

• The relative independence the British granted the North American colonies before the 1760s
• The unjust appointment of governors by the king of Great Britain
• The right of the British to tax colonists
• The population pressures caused by mass migration to cities

2. Which of the following statements best describes how colonists justified their opinion that taxation by Parliament was unfair?

• They argued that they had no direct representation in Parliament and thus Parliament had no power to enforce taxes.
• They argued that as self-sufficient colonies they wielded more economic power than Parliament.
• They argued that they were loyal only to the British Crown not to the British Parliament.
• They argued that the monarch traditionally taxed the colonies and was the only one who could issue a tax.

“After an unequivocal experience of the inefficiency of the subsisting federal government, you are called upon to deliberate on a new Constitution for the United States of America. The subject speaks its own importance; comprehending in its consequences nothing less than the existence of the UNION the safety and welfare of the parts of which it is composed the fate of an empire in many respects the most interesting in the world. It has been frequently remarked that it seems to have been reserved to the people of this country by their conduct and example to decide the important question whether societies of men are really capable or not of establishing good government from reflection and choice or whether they are forever destined to depend for their political constitutions on accident and force.”

Publius Federalist Paper: No. 1 1787

3. On the basis of the information in the excerpt provided the author would agree with all the following statements except

• The debate over ratification is a referendum on whether republican self-government is possible.
• This new federal constitution was written after considerable careful thought and debate.
• The question of ratification is central to the survival of the United States.
• The survival of the Union is of secondary concern compared with the safety and welfare of the people.

4. Which of the following best describes the author’s approach to the challenge facing the states after the Constitutional Convention?

• George Washington assumed the role of de facto executive and thus changes needed to be made to the Articles of Confederation.
• Many political leaders believed the governing structure established by the Articles of Confederation was not strong enough and more structure was needed.
• The Revolutionary War had just ended and a document was needed to establish the newly founded government.
• British troops had accidentally fired on rebel militia thus forcing the colonies to sever their relationship with the British government.

“I was eleven years of age and my sisters Rachel and Susannah were older. We all heard the alarm and were up and ready to help fit out father and brother who made an early start for Concord. We were set to work making cartridges and assisting mother in cooking for the army. We sent off a large quantity of food for the soldiers who had left home so early that they had but little breakfast. We were frightened by hearing the noise of guns at Concord; our home was near the river and the sound was conducted by the water. I suppose it was a dreadful day in our home and sad indeed; for our brother so dearly loved never came home.”

Alice Stearns Abbott Citizen of Bedford Massachusetts on the Beginning of Fighting Concord 1775

5. In the excerpt provided the violent conflict described in 1775 most directly contributed to which of the following events?

• Colonial governments writing a petition for peace with a diplomatic solution to conclude the bloodshed
• Immediate Colonial call to arms and declaration of war against the British
• Calls for military and political action which resulted in the meeting of the Second Continental Congress
• An alliance with the French who would provide needed financial and military support

6. The context surrounding the event in the excerpt provided may best be described as

• intercolonial unity in the face of British attack
• strategically planned offensive in the wake of British hostilities
• incremental buildup of tension throughout Massachusetts over British occupation and legislation
• defiance of the Proclamation Line of 1763 and the subsequent conflict over land between American Indians British and colonists

7. Which of the following ideas would be best supported by historians using the excerpt provided as evidence?

• That children wrote unbiased accounts during wartime
• That women and families supported the troops during the Revolution
• That new and advanced technology allowed for more accurate gunfire
• That most New England families felt loyalty and support for the British Crown

“To defeat such treasonable purposes and that all such traitors and their abetters may be brought to justice and that the peace and good order of this colony may be again restored which the ordinary course of the civil law is unable to effect I have thought fit to issue this my proclamation hereby declaring that until the aforesaid good purposes can be obtained I do in virtue of the power and authority to me given by his Majesty determine to execute martial law and cause the same to be executed throughout this colony; and to the end that peace and good order may the sooner be restored I do require every person capable of bearing arms to resort to his Majesty’s STANDARD or be looked upon as traitors to his Majesty’s crown and government and thereby become liable to the penalty the law inflicts upon such offences such as forfeiture of life confiscation of lands &c. &c. And I do hereby farther declare all indented servants Negroes or others (appertaining to rebels) free that are able and willing to bear arms they joining his Majesty’s troops as soon as may be for the more speedily reducing this colony to a proper sense of their duty to his Majesty’s crown and dignity.”

Lord Dunmore’s Proclamation 1775

8. Lord Dunmore’s intent as indicated in the excerpt provided is best described as

• a genuine feeling that the abolition of slavery must be accomplished in the empire
• a desire to undermine the colonial revolt against the crown and acquire more loyalists to fight in the colonies
• a need to prevent imperial rivals from becoming involved in the conflict
• the desire to demonstrate a positive alliance with American Indians to ensure their assistance

9. The excerpt from Dunmore’s Proclamation highlights which of the following about the early years of the American Revolution?

• The variety of reasons people chose to identify as a loyalist or patriot
• The pivotal role of slaves in the winning of most early battles
• The early decision of most colonists about which side to take during the revolution
• The dynamic actions taken by women to support the troops at war

Primary Sources

Adams John. “Letter to Hezekiah Niles.” February 13 1818. http://teachingamericanhistory.org/library/document/letter-to-hezekiah-niles-on-the-american-revolution/

Declaratory Act. http://www.constitution.org/bcp/decl_act.htm

Gilder Lehrman Institute of American History. Paul Revere’s engraving of the Boston Massacre 1770.” https://gilderlehrman.org/history-by-era/road-revolution/resources/paul-revere%E2%80%99s-engraving-boston-massacre-1770

Hamilton Alexander John Jay and James Madison. The Federalist Papers . https://avalon.law.yale.edu/subject_menus/fed.as

Hamilton Alexander. The Federalist Papers : No. 1. http://avalon.law.yale.edu/18th_century/fed01.asp

Longfellow Henry Wadsworth. “Paul Revere’s Ride.” https://www.poets.org/poetsorg/poem/paul-reveres-ride

United States Constitution. https://www.archives.gov/founding-docs/constitution-transcript

Suggested Resources

Bailyn Bernard. The Ideological Origins of the American Revolution . Cambridge: Belknap Press of Harvard University Press 1992.

Beeman Richard. Plain Honest Men: The Making of the American Constitution . New York: Random House 2009.

Berkin Carol . A Brilliant Solution: Inventing the American Constitution . New York: Mariner Books 2002.

Berkin Carol. Revolutionary Mothers: Women in the Struggle for America’s Independence . New York: Vintage 2005.

Brookhiser Richard . Alexander Hamilton: American . New York: Simon and Schuster 2000.

Calloway Colin. The American Revolution in Indian Country: Crisis and Diversity in Native American Communities . Cambridge: Cambridge University Press 1995.

Chernow Ron. Alexander Hamilton . New York: Penguin 2004.

Dowd Gregory Evans. A Spirited Resistance: The North American Indian Struggle for Unity 1745-1815 . Baltimore: Johns Hopkins University Press 1992.

Ellis Joseph. His Excellency: George Washington . New York: Alfred A. Knopf 2004.

Emerson Ralph Waldo. “Concord Hymn.” 1837. https://www.poetryfoundation.org/poems-and-poets/poems/detail/45870

Fischer David Hackett. Paul Revere’s Ride . New York: Oxford University Press 1994.

Fischer David Hackett. Washington’s Crossing . New York: Oxford University Press 2004.

Kerber Linda. Women of the Republic: Intellect and Ideology in Revolutionary America . Chapel Hill: University of North Carolina Press 1980.

Kidd Thomas. God of Liberty: A Religious History of the American Revolution . NY: Basic Books 2010.

Maier Pauline. American Scripture: Making the Declaration of Independence . New York: Alfred A. Knopf 1997.

Maier Pauline. From Resistance to Revolution: Colonial Radicals and the Development of American Opposition to Britain 1765-1776 . New York: Alfred A. Knopf 1972.

Maier Pauline. Ratification: The People Debate the Constitution 1787-1788 . New York: Simon & Schuster 2010.

McCullough David. John Adams . NY: Simon & Schuster 2001.

McDonald Forrest. Novus Ordo Seclorum: The Intellectual Origins of the Constitution . Lawrence: University of Kansas Press 1985.

Middlekauff Robert. The Glorious Cause: The American Revolution 1763-1789 revised ed. New York: Oxford University Press 2005.

Morgan Edmund and Helen Morgan. The Stamp Act Crisis: Prologue to Revolution . Chapel Hill: University of North Carolina Press 1953.

Morgan Edmund. Inventing the People: The Rise of Popular Sovereignty in England and America . New York: W.W. Norton 1989.

Morgan Edmund. The Birth of the Republic 1763-1789 4th ed. Chicago: University of Chicago Press 2013.

Morris Richard. The Peacemakers: The Great Powers and American Independence . New York: Harper & Row 1965.

Norton Mary Beth. Founding Mothers and Fathers: Gendered Power and the Forming of American Society . New York: Alfred A. Knopf 1996.

Norton Mary Beth. Liberty’s Daughters: The Revolutionary Experience of American Women 1750-1800 . Boston: Little Brown 1980.

Norton Mary Beth. Liberty’s Daughters: The Revolutionary Experience of American Women 1750-1800 . Ithaca: Cornell University Press 1996.

Paine Thomas. Common Sense in Common Sense and Related Writings ed. Thomas Slaughter. Boston: Bedford St. Martins 2001.

Rakove Jack. James Madison and the Creation of the American Republic . New York: Pearson/Longman 2007.

Saillant John. Black Puritan Black Republican: The Life and Thought of Lemuel Haynes 1753-1833 . New York: Oxford University Press 2003.

Storing Herbert ed. The Anti-Federalist: Writings by the Opponents of the Constitution . Chicago: University of Chicago Press 1985.

Storing Herbert. What the Anti-Federalists Were For: The Political Thought of the Opponents of the Constitution . Chicago: University of Chicago Press 1981.

Taylor Alan. American Revolutions: A Continental History 1750-1804 . New York: W.W. Norton 2016.

Wood Gordon. The Creation of the American Republic 1776-1787 . Chapel Hill: University of North Carolina Press 1998.

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The first amendment, historic document, essay no. 1 (1787).

Brutus | 1787

“Brutus” was the pseudonym for one of the most forceful Anti-Federalist voices during the ratification debates over the U.S. Constitution.  While scholars still debate the author of the Brutus Essays , most believe that they were written by New York Anti-Federalist Robert Yates.  Yates was a New York state judge.  He was a close ally of powerful New York Governor George Clinton.  He represented New York at the Constitutional Convention, but he left early because he opposed the new Constitution emerging in secret in Philadelphia.  Later, he served as a leading Anti-Federalist delegate in the New York state ratifying convention.  Brutus published his essays during the debates over ratification the Constitution—expressing a range of doubts.  For Brutus, the ratification debates turned on one key question: do the American people want a system driven by the states or one organized around a powerful national government?  Echoing influential political theorists like Montesquieu, Brutus feared that a republican form of government could not succeed in a large nation like America.  As a result, he favored placing most key powers in the governments closest to the American people: their state and local governments.  Brutus’s essays were so incisive that they helped spur Alexander Hamilton to organize (and co-author) The Federalist Papers in response.

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The National Constitution Center

Let us now proceed to enquire, as I at first proposed, whether it be best the thirteen United States should be reduced to one great republic, or not? It is here taken for granted, that all agree in this, that whatever government we adopt, it ought to be a free one; that it should be so framed as to secure the liberty of the citizens of America, and such a one as to admit of a full, fair, and equal representation of the people. The question then will be, whether a government thus constituted, and founded on such principles, is practicable, and can be exercised over the whole United States, reduced into one state?

If respect is to be paid to the opinion of the greatest and wisest men who have ever thought or wrote on the science of government, we shall be constrained to conclude, that a free republic cannot succeed over a country of such immense extent, containing such a number of inhabitants, and these increasing in such rapid progression as that of the whole United States. Among the many illustrious authorities which might be produced to this point, I shall content myself with quoting only two. The one is the baron de Montesquieu . . . . “It is natural to a republic to have only a small territory, otherwise it cannot long subsist. In a large republic there are men of large fortunes, and consequently of less moderation; there are trusts too great to be placed in any single subject; he has interest of his own; he soon begins to think that he may be happy, great and glorious, by oppressing his fellow citizens; and that he may raise himself to grandeur on the ruins of his country. In a large republic, the public good is sacrificed to a thousand views; it is subordinate to exceptions, and depends on accidents. In a small one, the interest of the public is easier perceived, better understood, and more within the reach of every citizen; abuses are of less extent, and of course are less protected.” Of the same opinion is the marquis Beccarari. . . .

In a free republic, although all laws are derived from the consent of the people, yet the people do not declare their consent by themselves in person, but by representatives, chosen by them, who are supposed to know the minds of their constituents, and to be possessed of integrity to declare this mind.

In every free government, the people must give their assent to the laws by which they are governed. This is the true criterion between a free government and an arbitrary one. The former are ruled by the will of the whole, expressed in any manner they may agree upon; the latter by the will of one, or a few. If the people are to give their assent to the laws, by persons chosen and appointed by them, the manner of the choice and the number chosen, must be such, as to possess, be disposed, and consequently qualified to declare the sentiments of the people; for if they do not know, or are not disposed to speak the sentiments of the people, the people do not govern, but the sovereignty is in a few. Now, in a large extended country, it is impossible to have a representation, possessing the sentiments, and of integrity, to declare the minds of the people, without having it so numerous and unwieldy, as to be subject in great measure to the inconveniency of a democratic government.

The territory of the United States is of vast extent; it now contains near three millions of souls, and is capable of containing much more than ten times that number. Is it practicable for a country, so large and so numerous as they will soon become, to elect a representation, that will speak their sentiments, without their becoming so numerous as to be incapable of transacting public business? It certainly is not.

In a republic, the manners, sentiments, and interests of the people should be similar. If this be not the case, there will be a constant clashing of opinions; and the representatives of one part will be continually striving, against those of the other. This will retard the operations of government, and prevent such conclusions as will promote the public good. If we apply this remark to the condition of the United States, we shall be convinced that it forbids that we should be one government. . . .

In despotic governments, as well as in all the monarchies of Europe, standing armies are kept up to execute the commands of the prince or the magistrate, and are employed for this purpose when occasion requires: But they have always proved the destruction of liberty, and [are] abhorrent to the spirit of a free republic. In England, where they depend upon the parliament for their annual support, they have always been complained of as oppressive and unconstitutional, and are seldom employed in executing of the laws; never except on extraordinary occasions, and then under the direction of a civil magistrate. . . .

The confidence which the people have in their rulers, in a free republic, arises from their knowing them, from their being responsible to them for their conduct, and from the power they have of displacing them when they misbehave: but in a republic of the extent of this continent, the people in general would be acquainted with very few of their rulers; the people at large would know little of their proceedings, and it would be extremely difficult to change them. . . In a republic of such vast extent as the United-States, the legislature cannot attend to the various concerns and wants of its different parts. It cannot be sufficiently numerous to be acquainted with the local condition and wants of the different districts, and if it could, it is impossible it should have sufficient time to attend to and provide for all the variety of cases of this nature, that would be continually arising.

In so extensive a republic, the great officers of government would soon become above the control of the people, and abuse their power to the purpose of aggrandizing themselves, and oppressing them. The trust committed to the executive offices, in a country of the extent of the United-States, must be various and of magnitude. The command of all the troops and navy of the republic, the appointment of officers, the power of pardoning offences, the collecting of all the public revenues, and the power of expending them, with a number of other powers, must be lodged and exercised in every state, in the hands of a few. When these are attended with great honor and emolument, as they always will be in large states, so as greatly to interest men to pursue them, and to be proper objects for ambitious and designing men, such men will be ever restless in their pursuit after them. They will use the power, when they have acquired it, to the purposes of gratifying their own interest and ambition, and it is scarcely possible, in a very large republic, to call them to account for their misconduct, or to prevent their abuse of power.

These are some of the reasons by which it appears that a free republic cannot long subsist over a country of the great extent of these states. If then this new constitution is calculated to consolidate the thirteen states into one, as it evidently is, it ought not to be adopted.

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25 Essay Topics for American Government Classes

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If you are a teacher searching for essay topics to assign to your U.S. government or civics class or looking for ideas, do not fret. It is easy to integrate debates and discussions into the classroom environment. These topic suggestions provide a wealth of ideas for written assignments such as  position papers , compare-and-contrast essays , and  argumentative essays . Scan the following 25 question topics and ideas to find just the right one. You'll soon be reading interesting papers from your students after they grapple with these challenging and important issues.

• Compare and contrast what is a direct democracy versus representative democracy. 
• React to the following statement: Democratic decision-making should be extended to all areas of life including schools, the workplace, and the government. 
• Compare and contrast the Virginia and New Jersey plans. Explain how these led to the Great Compromise .
• Pick one thing about the U.S. Constitution including its amendments that you think should be changed. What modifications would you make? Explain your reasons for making this change.
• What did Thomas Jefferson mean when he said, "The tree of liberty must be refreshed from time to time with the blood of patriots and tyrants?" Do you think that this statement still applies to today's world? 
• Compare and contrast mandates and conditions of aid regarding the federal government's relationship with states. For example, how has the Federal Emergency Management Agency delivered support to states and commonwealths that have experienced natural disasters?
• Should individual states have more or less power compared to the federal government when implementing laws dealing with topics such as the legalization of marijuana  and abortion ? 
• Outline a program that would get more people to vote in presidential elections or local elections.
• What are the dangers of gerrymandering when it comes to voting and presidential elections?
• Compare and contrast the major political parties in the United States. What policies are they preparing for upcoming elections?
• Why would voters choose to vote for a third party, even though they know that their candidate has virtually no chance of winning? 
• Describe the major sources of money that are donated to political campaigns. Check out the Federal Election Regulatory Commission's website for information.
• Should corporations be treated as individuals regarding being allowed to donate to political campaigns?  Look at the 2010 Citizens United v. FEC ruling on the issue. Defend your answer. 
• Explain the role of social media in connecting interest groups that have grown stronger as the major political parties have grown weaker. 
• Explain why the media has been called the fourth branch of government. Include your opinion on whether this is an accurate portrayal.
• Compare and contrast the campaigns of U.S. Senate and House of Representatives candidates.
• Should term limits be instituted for members of Congress? Explain your answer.
• Should members of Congress vote their conscience or follow the will of the people who elected them into office? Explain your answer.
• Explain how executive orders have been used by presidents throughout the history of the U.S. What is the number of executive orders issued by the current president?
• In your opinion, which of the three branches of the federal government has the most power? Defend your answer.
• Which of the rights guaranteed by the First Amendment do you consider the most important? Explain your answer. 
• Should a school be required to get a warrant before searching a student's property? Defend your answer. 
• Why did the Equal Rights Amendment fail? What kind of campaign could be run to see it passed?
• Explain how the 14th Amendment has affected civil liberties in the United States from the time of its passage at the end of the Civil War.
• Do you think that the federal government has enough, too much or just the right amount of power? Defend your answer.
• January Writing Prompts
• Key Election Terms for Students
• Voting Rights Background for Students
• Presidential Elections: ESL Lesson
• 501 Topic Suggestions for Writing Essays and Speeches
• Expository Essay Genre With Suggested Prompts
• Current Political Campaign Contribution Limits
• 50 Argumentative Essay Topics
• American Government Journal Topics
• Campaign Finance Laws: Definition and Examples
• 12 Interesting Ethical Topics for Essay Papers
• What Is Political Participation? Definition and Examples
• Fun March Writing Prompts for Journaling
• The Important Role of US Third Parties
• Why Puerto Rico Matters in the US Presidential Election
• What Is a Caucus? Definition and Examples

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Home Essay Samples

Essay Samples on Government

The subject of government is often approached by college students majoring in Law and Political Sciences. At the same time, when you check various government essay examples, you will instantly notice that journalists, psychologists, historians, and even healthcare majors often have to deal with governmental processes and related studies. The complex part of such essays is a necessity of prior exploration and analysis of the information that you have. Remember that the federal laws differ between the states, which is an important point to consider. As you work on your sources, always take notes and write down important names and the laws to provide your readers with at least one piece of evidence per claim. It will help you to keep your writing focused and precise. Successful government essays must operate with the facts and sum things up again in the conclusion part regardless of your essay type. The only difference is posed by the governmental case study writing. The structure requires an introduction part where you explain the problem or an issue researched, three to five body paragraphs that provide analysis, and the conclusion part that should be like an executive summary where you list and explain your findings.

Importance of Entrepreneurship: Economic Growth and Societal Transformation

Importance of entrepreneurship transcends its role as a mere business activity; it stands as a driving force behind innovation, economic growth, and societal transformation. Entrepreneurship fosters the creation of new products, services, and industries, while also generating employment opportunities and catalyzing economic development. This essay...

• Economic Growth
• Entrepreneurship

Escalating Water Crisis: Scarcity, Sustainability, and Global Collaboration

The global water crisis is an urgent and complex issue that threatens the well-being of humanity and the health of our planet. This essay delves into the multifaceted dimensions of the water crisis, investigating its causes, the wide-ranging impacts it generates, and the imperative of...

Rohingya Crisis: A Call for International Action

The Rohingya crisis is a deeply distressing and ongoing humanitarian catastrophe that demands global attention and immediate action. This essay delves into the complexities of the Rohingya crisis, examining its historical context, the harrowing consequences faced by the Rohingya people, the role of international actors,...

Unmasking the Opioid Crisis: Causes, Consequences, and Paths to Recovery

The opioid crisis is a harrowing and multifaceted public health emergency that has left a profound impact on communities worldwide. This essay delves into the intricate layers of the opioid crisis, exploring its origins, the devastating consequences it has wrought, and the potential pathways towards...

Navigating the Housing Crisis: Challenges and Implications

The housing crisis is a pressing issue that reverberates across the globe, impacting individuals, families, and communities. This essay delves into the complexities surrounding the housing crisis, investigating its root causes, the far-reaching consequences, and the potential strategies to alleviate the challenges and ensure access...

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Government Surveillance in George Orwell's "1984": The Illusion of Security

George Orwell's novel "1984" serves as a haunting portrayal of a dystopian society dominated by government surveillance and control. The government's use of surveillance technologies to monitor and manipulate citizens is presented as a mechanism for maintaining power and suppressing dissent. In this essay, we...

• Government Surveillance

The 2008 Financial Crisis: the Causes and Unraveling the Effects

The financial crisis of 2008 remains etched in history as a watershed moment that shook the global economy to its core. Its causes were intricate, and its effects, profound. This essay embarks on a journey to dissect the intricate web of causation behind the financial...

• Financial Crisis

Unraveling the Ukraine Crisis: Geopolitical Tensions and Regional Dynamics

The Ukraine crisis of recent years has captivated the world's attention, bringing to the forefront complex geopolitical issues, regional dynamics, and the quest for stability. This essay delves into the multifaceted layers of the Ukraine crisis, exploring its historical context, the role of major global...

Addressing the Rape Crisis: Advocacy, Awareness, and Empowerment

The issue of sexual violence and rape is a grave societal concern that demands urgent attention. This essay delves into the complexities surrounding the rape crisis, exploring its root causes, the impact on survivors and society, and the crucial role of advocacy, awareness, and empowerment...

Unveiling the Dynamics of Economic Crises

Economic crises are recurrent phenomena that have the power to disrupt entire economies, destabilize financial systems, and affect the lives of millions. This essay delves into the multifaceted aspects of economic crises, exploring the root causes, their far-reaching impacts, and the strategies that governments, institutions,...

Effective Dispute Resolution and Crisis Management

In the realm of complex human interactions, conflicts and crises are inevitable. Dispute resolution and crisis management play crucial roles in maintaining stability, fostering collaboration, and preventing situations from spiraling out of control. This essay delves into the strategies and principles that underpin effective dispute...

The Cuban Missile Crisis: Lessons in Diplomacy and Deterrence

The Cuban Missile Crisis of 1962 stands as one of the most intense and dangerous episodes of the Cold War era. This essay delves into the multifaceted aspects of the crisis, exploring the causes, the decisions made by key players, and the lessons that have...

• Cuban Missile Crisis

The Impact and Lessons of the 2008 Financial Crisis

The 2008 financial crisis stands as one of the most significant and disruptive events in modern economic history. Its reverberations were felt globally, causing widespread economic turmoil and prompting critical evaluations of financial systems. This essay delves into the causes and consequences of the crisis,...

What is Patriotism: Exploring the Essence of Love for One's Country

Patriotism, a sentiment deeply ingrained in the human spirit, is often described as the love, loyalty, and devotion one feels towards their homeland. It is an emotion that transcends geographical boundaries, uniting individuals under the banner of shared identity and pride. Patriotism has been the...

• Citizenship

The Cold War: A Comprehensive Examination (DBQ)

The Cold War, a geopolitical and ideological conflict between the United States and the Soviet Union, left an indelible mark on the 20th century. This essay employs a Document-Based Question (DBQ) approach to delve into the multifaceted aspects of the Cold War, analyzing its origins,...

• International Politics

Ronald Reagan and the Cold War: A Transformational Era

Amidst the intense geopolitical rivalry of the 20th century, ronald reagan cold war emerged as a central figure whose strategic policies and leadership greatly influenced the course of the Cold War. As the 40th President of the United States, Reagan played a pivotal role in...

• Ronald Reagan

NATO, the Cold War, and Civil Rights: Struggles and Achievements

NATO, the Cold War, and civil rights are three interconnected threads that defined the latter half of the 20th century. This essay delves into the complex interplay between these forces, exploring how the North Atlantic Treaty Organization (NATO) influenced the global landscape during the Cold...

• Civil Rights

NATO in the Cold War: Unity, Security, and Strategic Alliance

The North Atlantic Treaty Organization (NATO) emerged as a central pillar of stability and cooperation during the tumultuous era of the Cold War. As a military and political alliance formed in the aftermath of World War II, NATO played a crucial role in shaping the...

Why the Tuskegee Study was Unethical: A Dark Chapter in Medical History

"Why the Tuskegee Study Was Unethical" is a question that delves into one of the most infamous and morally reprehensible experiments in medical history. The Tuskegee Study, officially known as the "Tuskegee Study of Untreated Syphilis in the Negro Male," was a research project conducted...

• Tuskegee Airmen

Why Prisoners Should Be Allowed to Vote: a Debate

The question of whether prisoners should be allowed to vote is a contentious issue that touches upon principles of democracy, rehabilitation, and social reintegration. The denial of voting rights to prisoners raises ethical and legal concerns about disenfranchisement and the potential impact on both the...

Why Is the Second Amendment Important: Examining the Right to Bear Arms

The Second Amendment of the United States Constitution, often a topic of intense debate, holds a pivotal place in American history and culture. Enshrined within the Bill of Rights, this amendment protects the right of citizens to bear arms. This essay delves into the reasons...

• Gun Control
• Second Amendment

Why Do We Celebrate Veterans Day: Honoring Those Who Serve

Why do we celebrate Veterans Day? Veterans Day, observed on November 11th each year, is a significant holiday in the United States that honors the brave men and women who have served in the armed forces. This day holds deep meaning and serves as a...

Why Assault Weapons Should Be Banned

Assault weapons have become a topic of intense debate in recent years due to their potential for mass destruction and the devastating impact they can have on communities. This essay delves into the pressing issue of why assault weapons should be banned, considering their lethal...

Who Was the Best US President: Assessing the Legacy of the American Presidents

The question of who was the best US president is a subject of spirited debate and reflection. The history of the United States is marked by a lineage of leaders who have left lasting impacts on the nation and the world. This essay examines the...

• President of The United States

What Are Our Modern Day Patriots

Who are our modern day patriots? This question invites us to recognize the individuals whose actions, values, and commitments contribute to the betterment of society. While historical figures like the Founding Fathers continue to be celebrated, it is essential to acknowledge that modern patriots also...

Was the Reign of Terror Justified: An Examination

The Reign of Terror, a tumultuous period during the French Revolution, has been a subject of historical debate for centuries. Marked by widespread political violence, executions, and radical measures, this era prompts the question of whether the Reign of Terror can be deemed justified. This...

• American History
• Reign of Terror

Was Andrew Jackson a Good President for the US

Was Andrew Jackson a good president? Andrew Jackson, the seventh President of the United States, is a controversial figure in American history. His presidency, marked by significant achievements and divisive policies, prompts the question of whether he can be considered a good president. This essay...

• Andrew Jackson

Understanding Why Do We Need a Government

The question of why we need a government has been at the heart of political and philosophical debates for centuries. The concept of governance and organized authority plays a crucial role in maintaining order, protecting rights, and promoting the common good within a society. This...

• Role of Government

The Role of Media in Democracy: Navigating Information and Accountability

The role of media in democracy is pivotal, serving as a cornerstone of informed citizenship and accountable governance. In democratic societies, media plays a multifaceted role — informing the public, scrutinizing those in power, and fostering open discourse. This essay will delve into the intricate...

Should the Minimum Wage be Raised: Analysis of Arguments

The question of whether the minimum wage should be raised is a topic that ignites passionate discussions about economic fairness, workers' well-being, and business viability. Advocates argue that a higher minimum wage can reduce poverty, improve living standards, and address income inequality. Opponents, on the...

• Minimum Wage

Should Prisoners Be Allowed to Vote: An Examination of the Debate

The question of whether prisoners should be allowed to vote has sparked significant debate and controversy in many countries around the world. The issue raises complex ethical, legal, and practical considerations that need to be carefully evaluated. In this essay, we will explore both sides...

Should Police Officers Wear Body Cameras

The question of whether police officers should wear body cameras is a topic that resonates with discussions about accountability, transparency, and the relationship between law enforcement and the community. Advocates argue that body cameras can enhance trust, provide an unbiased record of incidents, and improve...

• Body Camera
• Police Officer

Police Brutality in the Black Community: Addressing Injustice

The issue of police brutality, particularly within the context of the black community, has ignited passionate debates and prompted urgent calls for reform. The alarming frequency of violent encounters between law enforcement and black individuals has raised concerns about systemic racism, excessive use of force,...

• Police Brutality
• Racial Profiling

Is the Constitution a Living Document: A Document with Enduring Relevance

The Constitution of a nation serves as its foundational legal framework, shaping the governance and rights of its citizens. One ongoing debate revolves around whether the Constitution should be interpreted as a static document with fixed meanings or as a living document that evolves with...

• Constitution

Abigail Adams' Letter to John Adams: A Glimpse into History

Abigail Adams' letter to her husband John Adams is a remarkable piece of historical correspondence that provides valuable insights into the thoughts and perspectives of women during the early years of the United States. Written in 1776, amidst the revolutionary fervor and discussions about the...

• Abigail Adams
• John Quincy Adams

Why Student Loans Should be Forgiven: A Path to Economic Relief and Opportunity

The burden of student loans has become a pressing issue for countless individuals pursuing higher education. As tuition costs rise and the job market becomes increasingly competitive, many graduates find themselves weighed down by student debt. In this essay, we will explore the reasons why...

• Student Loan Debt
• Student Loans

Upholding Integrity: Exploring the Importance of Accountability in the Army

Accountability in the army is a cornerstone of discipline, efficiency, and trust within military organizations. Whether on the battlefield or in administrative duties, the concept of accountability is deeply embedded in the ethos of the armed forces. This essay delves into the importance of accountability...

• Army Values

Qualities of a Good Police Officer as the Backbone of Community Safety

A good police officer plays a vital role in maintaining law and order, ensuring the safety of the community, and upholding the principles of justice. This essay explores the essential qualities of a good police officer, shedding light on the characteristics that contribute to their...

My Pledge to Our Veterans: Honoring Sacrifice and Service

Our veterans have dedicated their lives to protecting our nation, defending our freedoms, and upholding the values we hold dear. As a citizen, I am deeply grateful for their sacrifices and unwavering commitment. This essay serves as a reflection of my pledge to our veterans,...

Examining the Pros and Cons of Gun Control

The debate surrounding gun control has been a longstanding and contentious issue, with proponents and opponents presenting valid arguments from their respective standpoints. This essay delves into the multifaceted discussion by exploring the pros and cons of gun control policies, shedding light on the complexities...

• Gun Violence

Kamala Harris Challenges Florida's Education Changes: A Battle Over History and Truth

Vice President Kamala Harris recently traveled to Jacksonville, Florida to speak out against the state's controversial changes to its African American history curriculum. In a speech at the Ritz Theatre and Museum, Harris criticized Florida Governor Ron DeSantis and the state Board of Education for...

• Kamala Harris

Biden and Longoria: A Heartwarming Friendship in Celebrating Latino Contributions

In June 2023, actress and activist Eva Longoria visited the White House for a meeting with President Joe Biden. Photos from the visit showed Biden warmly embracing Longoria, sparking amused reactions on social media. The image of the 46th President enveloping the petite Desperate Housewives...

Behind Biden's "God Save the Queen" Comment: Innocent Slip or Inappropriate Remark

President Joe Biden recently left some in the audience confused when he concluded a speech on gun control in Connecticut with the phrase "God Save the Queen." The comment came just months after Queen Elizabeth II passed away in September 2022 at the age of...

How President Biden's Joke on State Secrets Sparked Controversy and Criticism

A recent joke made by President Joe Biden about selling state secrets has sparked controversy and accusations from critics. During an event with Indian Prime Minister Narendra Modi, Biden quipped "I started off without you, and I sold a lot of state secrets and a...

Robert F. Kennedy Jr.'s Controversial Views on Race

Robert F. Kennedy Jr. hails from one of the most illustrious political lineages in the annals of American history, yet his personal legacy remains a tapestry of intricacies. As the nephew of the former President, John F. Kennedy, and the son of the ex-Attorney General...

• John F. Kennedy
• Politicians

What Is the Deep State: Shadowy Influencers or Conspiracy Theory

What is the Deep State? The notion of the "abyssal authority" alludes to a conjectured assemblage of influential and unelected government dignitaries who clandestinely operate to manipulate politics and policy, often to serve their personal interests. Though interpretations may diverge, the abyssal authority is generally...

• Conspiracy Theory

Unbreakable Spirit: Challenges and Achievements of Malala Yousafzai

This is a 5-paragraph essay about Malala, where we will briefly explore her extraordinary courage, inspiring advocacy for education, and the global impact of her unwavering determination. Malala Yousafzai was born on July 12th, 1997 in Mingora, which happens to be the largest city in...

• Famous Person

He Named Me Malala': Inspiring Hope, Courage, and Education

Malala is a campaigner for girls' education from Pakistan. On the 9th of October Malala was shot in the head by Taliban gunmen because she spoke up for the rights of girls to be educated. Malala survived being shot in the head and is continuing...

• Film Analysis
• Movie Review

How to Reduce Inflation: the Role of Monetary Policy and Measures

Inflation, the persistent rise in the general price level, poses challenges for individuals, businesses, and economies as a whole. Controlling and reducing inflation is a crucial objective for policymakers seeking to maintain stable economic conditions. There are several ways how to reduce inflation and this...

• Monetary Policy

Unraveling Theories of Inflation in Economics and Its Problem Nature

Inflation is the continual rise in prices, this is also known as a monetary problem. There are different monetary policies in order to keep inflation below a certain level one of these consist of inflation targeting which allows banks to keep a good stability on...

• Economic Problem

Malala Yousafzai's Speech: Analysis of Its Global Impact on Society

“I tell my story not because it is unique, but because it is the story of many girls.” Malala Yousafzai, a woman who was shot in the face by a gunman at just 15 years old. Despite facing immense adversity, including a targeted attack by...

The Problem of Police Brutality and Racism in Britain

Introduction Police racism in Britain dates back notably to April 1981 in the Brixton riots where black men were reportedly being maltreated by police (BBC News,2020). Police racism in Britain is understood to be manifested by police discretion that is inevitable in policing- where police...

Integrity and Service Before Self: the Air Force's Core Values

Integrity first, service before self and excellence in all we do are the three pillars of an Air Force airman. Many people embody these values before they know anything about an organization such as the United States Air Force. The civilians who live by the...

• United States Army

Analysis of President Barack Obama as a Leader

Successful leaders possess distinct traits and qualities that set them apart. One such leader is Barack Obama, who exemplifies several key leadership characteristics. Inspirational communication, unwavering conviction, and a willingness to take risks are among the qualities that have contributed to Obama's success. Furthermore, Obama's...

• Barack Obama

Examining Totalitarianism: Control and Governance Exposed

Theo Finigan starts by establishing an innocent relationship alongside readers in his persuasive argument. He wants to show a writing style that is meant to show credibility toward his readers as well as establish his credentials as an author. He focuses on totalitarianism, which can...

• Totalitarianism

Totalitarian Regimes of Nazi Germany and the Soviet Union

Introduction This paper talks about the similarities and differences in the totalitarian elements of rule between Nazi Germany and the Soviet Union. Totalitarianism is defined as a form of government in which all societal resources are monopolized by the state to control all aspects of...

• Adolf Hitler
• Joseph Stalin

Comparing Autocracy, Totalitarianism, and Democracy: Strengths and Weaknesses

Introduction There have been many forms of government, some more popular than others, that have been tried and tested globally throughout history. Winston Churchill, a former British prime minister once said, “… democracy is the worst form of government except for all those other forms...

• Dictatorship

Exploring Perspectives in the Memoir, 'My Father's Daughter'

Introduction In Shelia Fitzpatrick’s memoir ‘My Fathers Daughter’, the subtleties of the Fitzpatrick family dynamics are quite unusual, and throughout the memoir, they strive to be a “normal” family. We learn about these dynamics through the eyes of Fitzpatrick as she takes the reader through...

Public Debt and its Sustainability: Literature Analysis

Introduction The global financial crisis of 2008 triggered a shockwave of sudden awareness amongst all who were able to jump the metaphorical sinking ship in time. Others weren’t as lucky; Lehman Brothers sunk with a bang of almost $US 800billion and shocked the world quite...

• Gross Domestic Product
• Literature Analysis

Historiographical Discourse Around Marxism and Marx's Ideas

Introduction This essay will discuss a gobbet written by Karl Marx in the Communist Manifesto in 1848. It is a very short gobbet, but the subject matter is incredibly loaded and the historiographical discourse that surrounds the notion presented by Marx here is very wide....

• Historiography

Transitioning to a Cashless Economy: Challenges, Opportunities, and the Path Ahead

The world is now moving on from Paper Currency based economy to Cashless economy. By embracing Alternate Delivery Channels and other Cashless modes of payment which include old ones like NEFT,RTGS etc. to newer one’s like POS, e-wallets, debit and credit cards, UPI, BHIM etc....

Europe: Navigating Identity through Politics, Culture, and Economy

We can understand the term Europe from many different perspectives. There are four main definitions of Europe: Geographic, Political, Cultural and Socio-Economic. In my opinion, all of these definitions partially relate to each other. Despite that, the political definition is the most useful because it...

• European Union

Exploring the Relationship Between Sociological and Social Theory

Marxists stated that ‘’it is not the consciousness of men that determines their being, but on the contrary, their social being determines their consciousness.’’ Marxist view of human consciousness is transforming false consciousness to true consciousness which people become aware of their human needs only...

• Critical Theory
• Sociological Theory

Economic Problems and Nationalism: Exploring the Relationship

Introduction when we speak about nationalism the first thought that comes to our mind is that it is a plan which includes some undesirable policies against other nations. From this aspect of the phenomenon, there is no any doubt that to use of aggressive policies...

• Nationalism

The Controversial Potential of Social Media Before Elections

With the rise of social media in recent years, it has slowly become a tool to utilise in democratic elections throughout the world. In this essay I will arguing that politicians participating in these elections are not utilising it to its full potential. I will...

• Effects of Social Media

The Sharing Economy - a New Paradigm in Consumerism

With the rise in technology, people are able to communicate and conduct business through the use of the Internet and social networks. This has led to a sharing economy, where consumers can connect and exchange goods and services. Starting a company in a shared economy...

• Consumer Behavior
• Effects of Industrialization

Joe Biden's Life and Political Activities: a Comprehensive Analysis

Who Is Joe Biden? Joe Biden immediately worked as an attorney preceding going to authoritative issues. He transformed into the fifth-most energetic U.S. senator in history as well as Delaware's longest-serving delegate. His 2008 authority mission never gotten a move on, but Equitable applicant Barack...

• Influential Person

Urban Infrastructure and Its Relation to Modern Living

Urban infrastructure is the networks of systems in a city that aid the running of the city and the people in it. It is a very broad term that refers to the framework that provides operation and organisation which in turn makes economic development possible...

• Infrastructure
• New Urbanism

Introduction to Urban Infrastructure: Transport Sector Development

Urban infrastructure defines the framework of a city and its inhabitants and is an important factor in the outcome of a city’s economic growth. To keep up with GDP growth, it is estimated that $17 trillion is required for the Asia-Pacific region to meet this...

• Transportation

Politicians as the Decision Makers Must Share the Blame

Throughout world war 1, 1914, there were several campaigns fought by the ANZAC’s. The most well-known was the Gallipoli campaign of 1914 fought by the British allies against the Turkish forces. The campaign caused several heavy casualties. Most individuals now days would say that these...

• World History

Racial Inequality: the Changing Role of American Federal Government

Throughout history, our country has faced one problem - Racial inequality. From the very beginning, our country has been built on immigration, but we as a nation tend to forget that. With time has been proven that white male supremacy is one of the oldest...

• African American
• American Government
• Federal Government

The Political Theory of John Locke: a Critical Analysis

This essay aims to discuss John Locke's political theory within the Two Treatises of Government, particularly in regards to the State of Nature due to its imperative role within the foundations of the Social Contract between the legislative and the sovereign (the citizens). The Social...

• Political theories

Two Main Differences Between Conservatives and Socialism

There are numerous contrasts among Conservatives and Socialism, one of them being their perspectives on human instinct. In a socialist's view, individuals are social creatures who flourish best when they are associated with one another. People are not driven exclusively by self-centred interests however can...

• Conservatism

Teen Activists: Great Examples of Youth Bravery

There are innumerable teen activists in the world. Some are famous. Others - unknown. Notwithstanding, they all work to make the world a better place. Three activists are extremely prominent. These three are Malala Yousafzai on education, Alex Lin on e-waste, and Iqbal Masih on child...

Influence and Role of Transportation Infrastructure on Urban Scale

The spatial type of urban areas is obviously impacted by a scope of social, political, institutional and administrative conditions in different settings, and these should be comprehended in considering city structure. Low-thickness urban communities organized around the engine vehicle are frequently hard to access for...

• Public Transport

Federal Government Responsibility for Issues in HealthCare

The health care system in America today is at best a failing system. One both ends of the spectrum we have people who are unable to pay for incilen, prescriptions, and the pharmaceutical companies who abuse the free market and can charge any price they...

• Healthcare Crisis

Factors Leading to Frequent Military Interventions in Pakistan

The evolution of the civil-military relations in Pakistan was affected by many factors that were unique to the developing world. The political and administration infrastructures of Pakistan have to be built from the scratch is one these factors. Like Indian Army, Pakistan army originated from...

• Armed Forces

Comparison of Activism in the 60-70's and Nowadays

The activist during the 60’s and 70’s had different ways of doing things from now on. During the 60’s there was an upsurge in civil rights and promoting freedom and equality. The way that activist do things now are different, they use Twitter or Instagram...

Explanation of the Inconclusiveness of the 1979 Elections in Ghana

The 1925 election made way for subsequent elections to take place in the Gold Coast now known as Ghana. Before, voting was restricted to just a few people mostly chiefs, property owners and others. The beginning of the first proper elections in the then Gold...

• Political Party

The Sharing Economy in Australia and the Associated Tax Obstacles

The 'sharing economy' is a term that describes individuals utilizing web applications to lease their property, assets, time and skills. Sharing economy stages enable users to monetise the estimation of surplus limit in the utilization of advantages or work, for instance, vehicles or transportation administrations....

Vulnerability of Stock Markets During Elections Times

Stock Markets around Elections Surging on waves of excitement and sliding under burdens of panic, Stock Markets are precarious indicators of the economies of nations but accurate reflections of people’s sentiments. They’re shaken by any unexpected event that may or may not affect company fundamentals....

• Stock Market

Politicians and Comedians: It's Time to Change the Voice

Sociopolitical jokes circulated on social media are frequently irreverent and sometimes reflect ignorance. But those that center on issues that are emotive, unpleasant or confusing are often wildly popular. That is because the humor provides comic relief that temporarily defuses the tense feeling evoked by...

A Comparative Analysis: Gunpowder and Nuclear Weapons in Military History

Since the establishment of civilizations, man has been interested in inventing simple tools to defend himself, but with the development of lifestyles and the rise of nations. The interest has become greater in developing military methods and developing weapons. In this article I will discuss...

• Nuclear Weapon

Analysis of the Controversy Surrounding Military Spending

Should the government decrease military spending, or should it increase military spending? This is a question that many Americans wrestle with, and politically speaking, is a point of great contention since to many, military might evoke a sense of security. However, when considering this question...

Formation of Political Theories Using Ideas of Great Philosophers

Politics aid in shaping decisions that affect all aspects of our lives. To begin with, political theory is the study of concepts that have shaped our politics and the enduring questions that individuals are concerned about within society. Some of the issues usually addressed in...

A Story of Pearl Mary Gibbs: Fighting for Equality and Justice

Pearl Mary Gibbs, an Aboriginal Activist, Born in Botany Bay, in 1901, did many things in her lifetime defending indigenous Australians, Gibbs especially focussed her efforts on ATSI women’s rights, particularly regarding their slavery in domestic service and their sexual exploitation, this was inspired by...

The Indian Economy: the Main Changes in the Last 55 Years

On 14 August 1947, Nehru had declared: “Long years ago we made a tryst with destiny, and now the time comes when we shall redeem our pledge. The achievement we celebrate today is but a step, an opening of opportunity, to the great triumph and...

Joe Biden's Impact on US Politics: Past, Present, and Future

Joseph Robinette Biden Jr. Is a politician, lawyer and Author in American, who is the current president of America and is also regarded as the 46th president of American. He was married to Neilia Hunter who died in 1972 and then got married again to...

Joe Biden's Presidency: Possible New Era in American Politics

Joe Biden, who was responsible for introducing the Gun-Free School Zones Act in 1990, is an accomplished man with a sizeable net worth. Joe Biden had enjoyed enormous praise from the African-American community after serving as former President Barack Obama’s second in command for eight...

The Measures Needed to Ensure Peaceful Elections in Ghana

It is virtually desirable that countries are typically seconding that election is the first rate way of transferring political power. Election is therefore the system by way of which public leaders are chosen with the aid of the heaps with the intention of them fostering...

An In-Depth Analysis of Military Industrial Complex

It has been observed with the passage of time that the military industry has been progressing in terms of their technology as well as their capabilities of production. According to the study it has been observed that in postmodern era, military production plays an important...

Exploring the Importance and Benefits of the Infrastructure Industry

Infrastructure industry managed to set itself as a separate asset class within alternative investments that continuously attracts hefty financial allocations mainly due to its characteristic traits. In the case of this particular sector, however, the investment is a major two-way street, as it also ensures...

• Economic Development

Indian Judiciary System: Public Law and Policies for Development

India is one of the richest country in culture, diversity, heritage, religion, language and known for great history, ruled under many kings and empires. Even it followed many rules and regulation under many emperors. As after India got independence the constitution work started with its...

• Judicial System

The Loss of Sense of Control: the State of American Government

In the U.S. Constitution, Article Ten says “And yet, Trump decided to have a shutdown over his stupid border wall. In recent times, the U.S government has failed to pass laws and create changes without over half the country hating on it. And on top...

The Rise and Leadership of President Volodymyr Zelenskyy in Ukraine

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Utopia as Possible Political Theory for a Perfect Society

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Failed Politicians in Mexico: the Lack of Class Consciousness

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Early analysis on the results of television election coverage showed that exposure to political broadcasts provided voters with vital information regarding campaign problems and policy proposals. The rise of the internet and social media saw a decline in the audience for television, as now media...

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Analysis of Russian Unethical Interference in the US 2016 Elections

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Write an Essay on Government Policy

Students write essays about the role of government in their lives and how different policies have affected them directly.

Goal: Students think critically about government policy.

Learning Objectives: Students learn about the role of government in their lives and how different policies have affected them directly. Students think critically and do research to find evidence to back up their arguments for or against an issue.

Time: 4-5 classroom periods depending on class size and time available. Students work individually or in groups.

Teachers may use their own example or the example of federal versus states’ policies regarding marijuana. This has been a hot topic for years and high school students will be aware of the unusual nature of policies surrounding the medical and recreational use of marijuana.

Lead class in a discussion of the pros and cons of the policy as well as the creation of the law in their state. If using federal versus state regulations of marijuana, explain the creation of the Drug Schedule and the evolution of drug policy at the federal and local levels in the 2000s.

Have students choose a policy and write an explanatory essay. They may do so in groups or individually. Students will then research and write an essay about the legislation. Have each student include examples of two or three pros and two or three cons about the legislation and how it affects people’s lives.

Questions to Consider:

• Choose a policy.
• What were the arguments for and against this policy?
• What were/are the social and political implications of that policy?
• What do you view as some of the pros and cons for the policy?
• What effects has the policy had on the United States and the world today?
• Was this a good policy to enact? Why or why not?
• Provide at least 5 examples to support your argument.

Examples of a policy to discuss:

• Changing marijuana laws in students’ home states
• Pure Food and Drug Act
• Seatbelt laws
• Legal drinking age
• Legal voting age
• Controlled Substances Act

Evaluation: Educators will ask student groups to present to their peers about what they learned and their essay’s.

Recommended Readings:

Drug Scheduling (DEA)

Drug Scheduling and Penalties (Campus Drug Prevention)

The Controlled Substances Act (DEA)

Drug Abuse (Get Smart About Drugs)

Statement of the Department of Justice Before the United States House of Representatives Committee on Energy and Commerce Subcommittee on Health For a Hearing Entitled “Cannabis Policy—For the New Decade,” January 15, 2020

Teens Ask: “Is There a Cure for Addiction?” (National Institute on Drug Abuse)

Marijuana Withdrawal is Real (National Institute on Drug Abuse)

Drug Facts (National Institute on Drug Abuse)

Standards of Learning:

Common Core

9th-10th Grades

History and Social Studies

Key Ideas and Details:

CCSS.ELA-LITERACY.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

CCSS.ELA-LITERACY.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-LITERACY.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Craft and Structure:

CCSS.ELA-LITERACY.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

CCSS.ELA-LITERACY.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

CCSS.ELA-LITERACY.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

CCSS.ELA-LITERACY.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claims.

CCSS.ELA-LITERACY.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

Range of Reading and Level of Text Complexity:

CCSS.ELA-LITERACY.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.

Text Types and Purposes:

CCSS.ELA-LITERACY.WHST.9-10.1 Write arguments focused on discipline-specific content .

CCSS.ELA-LITERACY.WHST.9-10.1.A Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-LITERACY.WHST.9-10.1.B Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.

CCSS.ELA-LITERACY.WHST.9-10.1.C Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

CCSS.ELA-LITERACY.WHST.9-10.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-LITERACY.WHST.9-10.1.E Provide a concluding statement or section that follows from or supports the argument presented.

CCSS.ELA-LITERACY.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

CCSS.ELA-LITERACY.WHST.9-10.2.A Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-LITERACY.WHST.9-10.2.B Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

CCSS.ELA-LITERACY.WHST.9-10.2.C Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

CCSS.ELA-LITERACY.WHST.9-10.2.D Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

CCSS.ELA-LITERACY.WHST.9-10.2.E Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-LITERACY.WHST.9-10.2.F Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

CCSS.ELA-LITERACY.WHST.9-10.3 (See note; not applicable as a separate requirement)

Production and Distribution of Writing:

CCSS.ELA-LITERACY.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

CCSS.ELA-LITERACY.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge:

CCSS.ELA-LITERACY.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-LITERACY.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CCSS.ELA-LITERACY.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.

Range of Writing:

CCSS.ELA-LITERACY.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

11th and 12th Grades

History & Social Studies 

CCSS.ELA-LITERACY.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-LITERACY.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCSS.ELA-LITERACY.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

CCSS.ELA-LITERACY.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines  faction  in  Federalist  No. 10).

CCSS.ELA-LITERACY.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

CCSS.ELA-LITERACY.RH.11-12.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

CCSS.ELA-LITERACY.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CCSS.ELA-LITERACY.RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

CCSS.ELA-LITERACY.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

CCSS.ELA-LITERACY.RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.

CCSS.ELA-LITERACY.WHST.11-12.1 Write arguments focused on  discipline-specific content .

CCSS.ELA-LITERACY.WHST.11-12.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-LITERACY.WHST.11-12.1.B Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.

CCSS.ELA-LITERACY.WHST.11-12.1.C Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

CCSS.ELA-LITERACY.WHST.11-12.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-LITERACY.WHST.11-12.1.E Provide a concluding statement or section that follows from or supports the argument presented.

CCSS.ELA-LITERACY.WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

CCSS.ELA-LITERACY.WHST.11-12.2.A Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-LITERACY.WHST.11-12.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

CCSS.ELA-LITERACY.WHST.11-12.2.C Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

CCSS.ELA-LITERACY.WHST.11-12.2.D Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

CCSS.ELA-LITERACY.WHST.11-12.2.E Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

CCSS.ELA-LITERACY.WHST.11-12.3 (See note; not applicable as a separate requirement)

CCSS.ELA-LITERACY.WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.WHST.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

CCSS.ELA-LITERACY.WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

CCSS.ELA-LITERACY.WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-LITERACY.WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

CCSS.ELA-LITERACY.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.

CCSS.ELA-LITERACY.WHST.11-12.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Lesson Plan PDF

Home — Essay Samples — Government & Politics

Essays on Government & Politics

The importance of the duty of honoring veterans, similarities between hitler and mussolini, made-to-order essay as fast as you need it.

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Analysis of John F Kennedys Speech

North american countries: embracing eu-style unity, return to party leadership in presidential selection, what are the drawbacks of a democratic political system, let us write you an essay from scratch.

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Shaping Law Enforcement: Democracy's Public Role

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Political Ideology and Police Reform

Supreme government power, crime fiction and public perception of law enforcement, similarities: lincoln and kennedy, rhetorical analysis of kennedy's inaugural address, the importance of chief petty officer, the importance of the marines, characteristics of donald trump, benedict anderson "imagined communities": summary, topics in this category.

• Federal Government
• Forms of Government
• Political Activists
• Political Science & Theory
• Political Systems & Ideologies
• Politicians
• Presidents of the United States
• Public Services
• Terrorism & Political Violence
• World leaders

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• Electoral College
• Abraham Lincoln
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Essay on Government

Students are often asked to write an essay on Government in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Government

What is government.

Government is a group of people who make decisions and laws for a country. They are responsible for providing services like education, healthcare, and security to the public.

Types of Government

There are different types of governments, such as democracy, monarchy, dictatorship, and communism. In a democracy, people choose their leaders through voting.

Roles of Government

Governments have many roles. They protect citizens, make laws, and manage the economy. They also provide public services like schools and hospitals.

Importance of Government

Government is important because it maintains order, protects citizens, and provides necessary services. Without it, society would be chaotic.

Also check:

• 10 Lines on Government

250 Words Essay on Government

Introduction.

The term ‘Government’ fundamentally signifies the governing body of a nation or state that exercises authority, controls, and administers public policy. It is the political direction and control exercised over the actions of the members, citizens, or inhabitants of communities, societies, and states.

The Role of Government

The government plays a crucial role in society by ensuring the smooth functioning of the nation. It is responsible for maintaining law and order, protecting citizens’ rights, and providing public services. The government also shapes the economy by implementing policies that either stimulate or slow down economic growth.

Governments can be categorized into several types based on their structure and the extent of power they exercise. These include democracy, where power is vested in the people; monarchy, where power is held by a single ruler; and autocracy, where a single person holds unlimited power.

Government and Democracy

In democratic governments, citizens have the right to elect their representatives who make decisions on their behalf. This system promotes accountability, transparency, and the protection of individual rights. However, democracy’s success hinges on an informed and active citizenry that can hold the government accountable.

In conclusion, the government is a fundamental institution in any society. It plays a pivotal role in maintaining societal order, ensuring the welfare of its citizens, and driving the nation’s growth and development. The efficiency of a government is largely determined by its structure, the extent of its powers, and the level of citizen participation.

500 Words Essay on Government

Introduction to government.

Government, a fundamental construct of societal organization, is an institution that enforces rules and regulations, maintains order, and facilitates the smooth functioning of a country. It’s a complex mechanism that encompasses myriad aspects from legislation to implementation, and from diplomacy to defense.

The government’s primary role is to safeguard the rights and freedoms of its citizens. This involves ensuring the security of the people, maintaining law and order, and providing public goods and services. A government has the responsibility to protect its citizens from internal and external threats, which is why it maintains law enforcement agencies and a military.

The government also plays a crucial role in economic regulation and stabilization. By controlling monetary and fiscal policies, it can influence the country’s economic trajectory, ensuring growth, stability, and equity. Furthermore, the government is responsible for the provision of public goods and services such as education, healthcare, infrastructure, and social welfare programs.

Forms of Government

Governments come in various forms, each with its unique characteristics, advantages, and disadvantages. Democracies are governments in which power is vested in the people, who exercise it directly or through elected representatives. Autocracies, on the other hand, are characterized by a single entity possessing all power, with little to no constraint on the exercise of that power.

In between these extremes, there are numerous variations, such as constitutional monarchies, where a monarch shares power with a constitutionally organized government, or oligarchies, where power rests with a small number of people.

The Importance of Good Governance

Good governance is integral to the effective functioning of a government. It is characterized by transparency, accountability, efficiency, and adherence to the rule of law. Good governance ensures that the government’s actions benefit the majority of the population and that public resources are used efficiently and ethically.

Transparency in government actions encourages public participation and holds the government accountable for its decisions. Accountability ensures that those in power can be held responsible for their actions. Efficiency in governance means that resources are used optimally to deliver maximum value to citizens.

Conclusion: The Evolving Role of Government

In today’s rapidly changing world, the role of government is evolving. With the advent of technology and globalization, governments are not just confined to traditional roles but are increasingly involved in areas such as digital infrastructure, climate change, and global health crises.

As we move forward, the challenge for governments worldwide will be to adapt to these changes and continue to serve their citizens effectively. Understanding the nature, role, and complexities of government is crucial for us as we navigate the political landscape of the 21st century.

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Measuring the Quality of Government Leadership Essay

There is always a direct link between the leader and the subordinates in any leadership paradigm. The leader sets the subordinates’ tasks and standards for their performance, and the subordinates understand the goals and must be aware of the general insight of the development of the company or organization as a whole. In the case of public government, there is a different concern. Unlike leaders in the private sector, who are appointed and paid by management, the government is paid entirely with taxpayers’ money. In democracies like the U.S., the government is not supposed to be a leader, but an elected representative of the people, an equal among equals appointed by the people to perform certain tasks.

Whether regional or broader, governments always depend on society, which appoints them to the office by vote. That said, when officials of any scale run for election, they always provide a specific plan for their actions in office and outline the goals planned to be achieved in their position. Each of these politicians is an experienced manager who has many different specialists in subordination to contribute to achieving objectives (Al Khajeh, 2018). The higher a person’s leadership position, the more subordinates they possess, and the more global the tasks they can accomplish.

Furthermore, when evaluating the performance of the government, its contribution to the development of the state must be taken into account. The main factor in determining government performance often comes down to an assessment of the standard and level of citizens’ life. The government is expected to increase gross domestic product and per capita income (Al Khajeh, 2018). The effectiveness of managers in developing international geopolitical and economic relations is also one of the essential factors. Equally important are the speed and methods by which the government deals with critical situations, should they occur.

The results of the selected leader’s performance are quite simple to assess by the correspondence between the pre-election promises and the results of the processes launched by this leader. If these points do not coincide, the people have the right to demand feedback from the elected leader. If the leaders cannot explain why they have not kept their promises and responsibilities, they must be replaced. This scheme is another reminder not to confuse the government’s and the people’s subordination.

Al Khajeh, E. H. (2018). Impact of leadership styles on organizational performance. Journal of Human Resources Management Research , 2018 , 1-10.

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“Every capability in the [Department of Defense] is underpinned by the fact that strategic deterrence will hold,” US Strategic Command (STRATCOM), which is responsible for nuclear deterrence, insists publicly. Until the autumn of 2022, this promise was pinned on STRATCOM’s public Twitter feed. But to a private audience at Sandia National Laboratories later that same year, STRATCOM’s Thomas Bussiere admitted the existential danger inherent to deterrence. “Everything unravels itself if those things are not true.”

If deterrence fails – what exactly would that unravelling look like? To write Nuclear War: A scenario , I put this question to scores of former nuclear command and control authorities. To the military and civilian experts who’ve built the weapon systems, been privy to the response plans and been responsible for advising the US president on nuclear counterstrike decisions should they have to be made. What I learned terrified me. Here are just a few of the shocking truths about nuclear war.

The US maintains a nuclear launch policy called Launch on Warning. This means that if a military satellite indicates the nation is under nuclear attack and a second early-warning radar confirms that information, the president launches nuclear missiles in response. Former secretary of defense William Perry told me: “Once we are warned of a nuclear attack, we prepare to launch. This is policy. We do not wait.”

The US president has sole authority to launch nuclear weapons. He asks permission of no one. Not the secretary of defense, not the chairman of the joint chief of staff, not the US Congress. “The authority is inherent in his role as commander in chief,” the Congressional Research Service confirms. The president “does not need the concurrence of either his [or her] military advisors or the US Congress to order the launch of nuclear weapons”.

When the president learns he must respond to a nuclear attack, he has just 6 minutes to do so. Six minutes is an irrational amount of time to “decide whether to release Armageddon”, President Ronald Reagan lamented in his memoirs. “Six minutes to decide how to respond to a blip on a radar scope… How could anyone apply reason at a time like that?” And yet, the president must respond. This is because it takes roughly just 30 minutes for an intercontinental ballistic missile to get from a launch pad in Russia, North Korea or China to any city in the US, and vice versa. Nuclear-armed submarines can cut that launch-to-target time to 10 minutes, or less.

Today, there are nine nuclear powers, with a combined total of more than 12,500 nuclear weapons ready to be used. The US and Russia each have some 1700 nuclear weapons deployed – weapons that can be launched in seconds or minutes after their respective president gives the command. This is what Shirer meant when he said: “Such a war will not last long and none will ever follow it.”

Nuclear war is the only scenario other than an asteroid strike that could end civilisation in a matter of hours. The soot from burning cities and forests will blot out the sun and cause nuclear winter. Agriculture will fail. Some 5 billion people will die. In the words of former Soviet leader Nikita Khrushchev, “the survivors will envy the dead”.

I wrote Nuclear War: A scenario to demonstrate – in appalling, minute-by-minute detail – just how horrifying a nuclear war would be. “Humanity is one misunderstanding, one miscalculation away from nuclear annihilation,” UN secretary-general António Guterres warned the world in 2022. “This is madness. We must reverse course.”

Nuclear War: A Scenario   by Annie Jacobsen, published by Torva (£20.00), is available now. It is the latest pick for the New Scientist Book Club: sign up  here  to read along with our members

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NPR suspends veteran editor as it grapples with his public criticism

David Folkenflik

NPR suspended senior editor Uri Berliner for five days without pay after he wrote an essay accusing the network of losing the public's trust and appeared on a podcast to explain his argument. Uri Berliner hide caption

NPR suspended senior editor Uri Berliner for five days without pay after he wrote an essay accusing the network of losing the public's trust and appeared on a podcast to explain his argument.

NPR has formally punished Uri Berliner, the senior editor who publicly argued a week ago that the network had "lost America's trust" by approaching news stories with a rigidly progressive mindset.

Berliner's five-day suspension without pay, which began last Friday, has not been previously reported.

Yet the public radio network is grappling in other ways with the fallout from Berliner's essay for the online news site The Free Press . It angered many of his colleagues, led NPR leaders to announce monthly internal reviews of the network's coverage, and gave fresh ammunition to conservative and partisan Republican critics of NPR, including former President Donald Trump.

Conservative activist Christopher Rufo is among those now targeting NPR's new chief executive, Katherine Maher, for messages she posted to social media years before joining the network. Among others, those posts include a 2020 tweet that called Trump racist and another that appeared to minimize rioting during social justice protests that year. Maher took the job at NPR last month — her first at a news organization .

In a statement Monday about the messages she had posted, Maher praised the integrity of NPR's journalists and underscored the independence of their reporting.

"In America everyone is entitled to free speech as a private citizen," she said. "What matters is NPR's work and my commitment as its CEO: public service, editorial independence, and the mission to serve all of the American public. NPR is independent, beholden to no party, and without commercial interests."

The network noted that "the CEO is not involved in editorial decisions."

In an interview with me later on Monday, Berliner said the social media posts demonstrated Maher was all but incapable of being the person best poised to direct the organization.

"We're looking for a leader right now who's going to be unifying and bring more people into the tent and have a broader perspective on, sort of, what America is all about," Berliner said. "And this seems to be the opposite of that."

Conservative critics of NPR are now targeting its new chief executive, Katherine Maher, for messages she posted to social media years before joining the public radio network last month. Stephen Voss/Stephen Voss hide caption

Conservative critics of NPR are now targeting its new chief executive, Katherine Maher, for messages she posted to social media years before joining the public radio network last month.

He said that he tried repeatedly to make his concerns over NPR's coverage known to news leaders and to Maher's predecessor as chief executive before publishing his essay.

Berliner has singled out coverage of several issues dominating the 2020s for criticism, including trans rights, the Israel-Hamas war and COVID. Berliner says he sees the same problems at other news organizations, but argues NPR, as a mission-driven institution, has a greater obligation to fairness.

"I love NPR and feel it's a national trust," Berliner says. "We have great journalists here. If they shed their opinions and did the great journalism they're capable of, this would be a much more interesting and fulfilling organization for our listeners."

A "final warning"

The circumstances surrounding the interview were singular.

Berliner provided me with a copy of the formal rebuke to review. NPR did not confirm or comment upon his suspension for this article.

In presenting Berliner's suspension Thursday afternoon, the organization told the editor he had failed to secure its approval for outside work for other news outlets, as is required of NPR journalists. It called the letter a "final warning," saying Berliner would be fired if he violated NPR's policy again. Berliner is a dues-paying member of NPR's newsroom union but says he is not appealing the punishment.

The Free Press is a site that has become a haven for journalists who believe that mainstream media outlets have become too liberal. In addition to his essay, Berliner appeared in an episode of its podcast Honestly with Bari Weiss.

A few hours after the essay appeared online, NPR chief business editor Pallavi Gogoi reminded Berliner of the requirement that he secure approval before appearing in outside press, according to a copy of the note provided by Berliner.

In its formal rebuke, NPR did not cite Berliner's appearance on Chris Cuomo's NewsNation program last Tuesday night, for which NPR gave him the green light. (NPR's chief communications officer told Berliner to focus on his own experience and not share proprietary information.) The NPR letter also did not cite his remarks to The New York Times , which ran its article mid-afternoon Thursday, shortly before the reprimand was sent. Berliner says he did not seek approval before talking with the Times .

NPR defends its journalism after senior editor says it has lost the public's trust

Berliner says he did not get permission from NPR to speak with me for this story but that he was not worried about the consequences: "Talking to an NPR journalist and being fired for that would be extraordinary, I think."

Berliner is a member of NPR's business desk, as am I, and he has helped to edit many of my stories. He had no involvement in the preparation of this article and did not see it before it was posted publicly.

In rebuking Berliner, NPR said he had also publicly released proprietary information about audience demographics, which it considers confidential. He said those figures "were essentially marketing material. If they had been really good, they probably would have distributed them and sent them out to the world."

Feelings of anger and betrayal inside the newsroom

His essay and subsequent public remarks stirred deep anger and dismay within NPR. Colleagues contend Berliner cherry-picked examples to fit his arguments and challenge the accuracy of his accounts. They also note he did not seek comment from the journalists involved in the work he cited.

Morning Edition host Michel Martin told me some colleagues at the network share Berliner's concerns that coverage is frequently presented through an ideological or idealistic prism that can alienate listeners.

"The way to address that is through training and mentorship," says Martin, herself a veteran of nearly two decades at the network who has also reported for The Wall Street Journal and ABC News. "It's not by blowing the place up, by trashing your colleagues, in full view of people who don't really care about it anyway."

Several NPR journalists told me they are no longer willing to work with Berliner as they no longer have confidence that he will keep private their internal musings about stories as they work through coverage.

"Newsrooms run on trust," NPR political correspondent Danielle Kurtzleben tweeted last week, without mentioning Berliner by name. "If you violate everyone's trust by going to another outlet and sh--ing on your colleagues (while doing a bad job journalistically, for that matter), I don't know how you do your job now."

Berliner rejected that critique, saying nothing in his essay or subsequent remarks betrayed private observations or arguments about coverage.

Other newsrooms are also grappling with questions over news judgment and confidentiality. On Monday, New York Times Executive Editor Joseph Kahn announced to his staff that the newspaper's inquiry into who leaked internal dissent over a planned episode of its podcast The Daily to another news outlet proved inconclusive. The episode was to focus on a December report on the use of sexual assault as part of the Hamas attack on Israel in October. Audio staffers aired doubts over how well the reporting stood up to scrutiny.

"We work together with trust and collegiality everyday on everything we produce, and I have every expectation that this incident will prove to be a singular exception to an important rule," Kahn wrote to Times staffers.

At NPR, some of Berliner's colleagues have weighed in online against his claim that the network has focused on diversifying its workforce without a concomitant commitment to diversity of viewpoint. Recently retired Chief Executive John Lansing has referred to this pursuit of diversity within NPR's workforce as its " North Star ," a moral imperative and chief business strategy.

In his essay, Berliner tagged the strategy as a failure, citing the drop in NPR's broadcast audiences and its struggle to attract more Black and Latino listeners in particular.

"During most of my tenure here, an open-minded, curious culture prevailed. We were nerdy, but not knee-jerk, activist, or scolding," Berliner writes. "In recent years, however, that has changed."

Berliner writes, "For NPR, which purports to consider all things, it's devastating both for its journalism and its business model."

NPR investigative reporter Chiara Eisner wrote in a comment for this story: "Minorities do not all think the same and do not report the same. Good reporters and editors should know that by now. It's embarrassing to me as a reporter at NPR that a senior editor here missed that point in 2024."

Some colleagues drafted a letter to Maher and NPR's chief news executive, Edith Chapin, seeking greater clarity on NPR's standards for its coverage and the behavior of its journalists — clearly pointed at Berliner.

A plan for "healthy discussion"

On Friday, CEO Maher stood up for the network's mission and the journalism, taking issue with Berliner's critique, though never mentioning him by name. Among her chief issues, she said Berliner's essay offered "a criticism of our people on the basis of who we are."

Berliner took great exception to that, saying she had denigrated him. He said that he supported diversifying NPR's workforce to look more like the U.S. population at large. She did not address that in a subsequent private exchange he shared with me for this story. (An NPR spokesperson declined further comment.)

Late Monday afternoon, Chapin announced to the newsroom that Executive Editor Eva Rodriguez would lead monthly meetings to review coverage.

"Among the questions we'll ask of ourselves each month: Did we capture the diversity of this country — racial, ethnic, religious, economic, political geographic, etc — in all of its complexity and in a way that helped listeners and readers recognize themselves and their communities?" Chapin wrote in the memo. "Did we offer coverage that helped them understand — even if just a bit better — those neighbors with whom they share little in common?"

Berliner said he welcomed the announcement but would withhold judgment until those meetings played out.

In a text for this story, Chapin said such sessions had been discussed since Lansing unified the news and programming divisions under her acting leadership last year.

"Now seemed [the] time to deliver if we were going to do it," Chapin said. "Healthy discussion is something we need more of."

Disclosure: This story was reported and written by NPR Media Correspondent David Folkenflik and edited by Deputy Business Editor Emily Kopp and Managing Editor Gerry Holmes. Under NPR's protocol for reporting on itself, no NPR corporate official or news executive reviewed this story before it was posted publicly.

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NPR in Turmoil After It Is Accused of Liberal Bias

An essay from an editor at the broadcaster has generated a firestorm of criticism about the network on social media, especially among conservatives.

By Benjamin Mullin and Katie Robertson

NPR is facing both internal tumult and a fusillade of attacks by prominent conservatives this week after a senior editor publicly claimed the broadcaster had allowed liberal bias to affect its coverage, risking its trust with audiences.

Uri Berliner, a senior business editor who has worked at NPR for 25 years, wrote in an essay published Tuesday by The Free Press, a popular Substack publication, that “people at every level of NPR have comfortably coalesced around the progressive worldview.”

Mr. Berliner, a Peabody Award-winning journalist, castigated NPR for what he said was a litany of journalistic missteps around coverage of several major news events, including the origins of Covid-19 and the war in Gaza. He also said the internal culture at NPR had placed race and identity as “paramount in nearly every aspect of the workplace.”

Mr. Berliner’s essay has ignited a firestorm of criticism of NPR on social media, especially among conservatives who have long accused the network of political bias in its reporting. Former President Donald J. Trump took to his social media platform, Truth Social, to argue that NPR’s government funding should be rescinded, an argument he has made in the past.

NPR has forcefully pushed back on Mr. Berliner’s accusations and the criticism.

“We’re proud to stand behind the exceptional work that our desks and shows do to cover a wide range of challenging stories,” Edith Chapin, the organization’s editor in chief, said in an email to staff on Tuesday. “We believe that inclusion — among our staff, with our sourcing, and in our overall coverage — is critical to telling the nuanced stories of this country and our world.” Some other NPR journalists also criticized the essay publicly, including Eric Deggans, its TV critic, who faulted Mr. Berliner for not giving NPR an opportunity to comment on the piece.

In an interview on Thursday, Mr. Berliner expressed no regrets about publishing the essay, saying he loved NPR and hoped to make it better by airing criticisms that have gone unheeded by leaders for years. He called NPR a “national trust” that people rely on for fair reporting and superb storytelling.

“I decided to go out and publish it in hopes that something would change, and that we get a broader conversation going about how the news is covered,” Mr. Berliner said.

He said he had not been disciplined by managers, though he said he had received a note from his supervisor reminding him that NPR requires employees to clear speaking appearances and media requests with standards and media relations. He said he didn’t run his remarks to The New York Times by network spokespeople.

When the hosts of NPR’s biggest shows, including “Morning Edition” and “All Things Considered,” convened on Wednesday afternoon for a long-scheduled meet-and-greet with the network’s new chief executive, Katherine Maher , conversation soon turned to Mr. Berliner’s essay, according to two people with knowledge of the meeting. During the lunch, Ms. Chapin told the hosts that she didn’t want Mr. Berliner to become a “martyr,” the people said.

Mr. Berliner’s essay also sent critical Slack messages whizzing through some of the same employee affinity groups focused on racial and sexual identity that he cited in his essay. In one group, several staff members disputed Mr. Berliner’s points about a lack of ideological diversity and said efforts to recruit more people of color would make NPR’s journalism better.

On Wednesday, staff members from “Morning Edition” convened to discuss the fallout from Mr. Berliner’s essay. During the meeting, an NPR producer took issue with Mr. Berliner’s argument for why NPR’s listenership has fallen off, describing a variety of factors that have contributed to the change.

Mr. Berliner’s remarks prompted vehement pushback from several news executives. Tony Cavin, NPR’s managing editor of standards and practices, said in an interview that he rejected all of Mr. Berliner’s claims of unfairness, adding that his remarks would probably make it harder for NPR journalists to do their jobs.

“The next time one of our people calls up a Republican congressman or something and tries to get an answer from them, they may well say, ‘Oh, I read these stories, you guys aren’t fair, so I’m not going to talk to you,’” Mr. Cavin said.

Some journalists have defended Mr. Berliner’s essay. Jeffrey A. Dvorkin, NPR’s former ombudsman, said Mr. Berliner was “not wrong” on social media. Chuck Holmes, a former managing editor at NPR, called Mr. Berliner’s essay “brave” on Facebook.

Mr. Berliner’s criticism was the latest salvo within NPR, which is no stranger to internal division. In October, Mr. Berliner took part in a lengthy debate over whether NPR should defer to language proposed by the Arab and Middle Eastern Journalists Association while covering the conflict in Gaza.

“We don’t need to rely on an advocacy group’s guidance,” Mr. Berliner wrote, according to a copy of the email exchange viewed by The Times. “Our job is to seek out the facts and report them.” The debate didn’t change NPR’s language guidance, which is made by editors who weren’t part of the discussion. And in a statement on Thursday, the Arab and Middle Eastern Journalists Association said it is a professional association for journalists, not a political advocacy group.

Mr. Berliner’s public criticism has highlighted broader concerns within NPR about the public broadcaster’s mission amid continued financial struggles. Last year, NPR cut 10 percent of its staff and canceled four podcasts, including the popular “Invisibilia,” as it tried to make up for a $30 million budget shortfall. Listeners have drifted away from traditional radio to podcasts, and the advertising market has been unsteady.

In his essay, Mr. Berliner laid some of the blame at the feet of NPR’s former chief executive, John Lansing, who said he was retiring at the end of last year after four years in the role. He was replaced by Ms. Maher, who started on March 25.

During a meeting with employees in her first week, Ms. Maher was asked what she thought about decisions to give a platform to political figures like Ronna McDaniel, the former Republican Party chair whose position as a political analyst at NBC News became untenable after an on-air revolt from hosts who criticized her efforts to undermine the 2020 election.

“I think that this conversation has been one that does not have an easy answer,” Ms. Maher responded.

Benjamin Mullin reports on the major companies behind news and entertainment. Contact Ben securely on Signal at +1 530-961-3223 or email at [email protected] . More about Benjamin Mullin

Katie Robertson covers the media industry for The Times. Email:  [email protected]   More about Katie Robertson