You Must Be This Old to Govern

field_image
Painting, Close up of "Scene at the Signing of the Constitution of the United St
Question

When writing the Constitution, how were the age requirements chosen for the specific posts? For example, one had to be 25 to become a representative.

Answer

Although at times the 1787 Constitutional Convention became bogged down in details, the delegates generally debated the “big picture” of crafting a new fundamental document for the United States. Given that bias for the larger topics, it is not surprising the delegates did not discuss at any length the age requirement for serving as a member of the House of Representatives, in the Senate, or as the President. What concerned them was not the age of the individual, but the quality of the representation provided to the people by those individual federal representatives.

Randolph and Madison left the specifics of elections and the ages of the members of the legislatures open for the convention to debate.

During the convention, on May 29, 1787, Edmund Randolph of Virginia proposed what is now known as the Virginia Plan, originally drafted by James Madison. The fourth resolution stated: “that the members of the branch of the national Legislature ought to be elected by the people of the several States every           for the term of           ; to be the age of           years at least . . .” Randolph and Madison left the specifics of elections and the ages of the members of the legislatures open for the convention to debate. Several weeks later, on June 22, the conversation in the convention turned to the issue of the election, length of service, and age of eligibility for members of the House. George Mason of Virginia rose and proposed 25 years of age as a qualification for the members of the first branch (House of Representatives). Mason’s motion passed seven states in favor, three opposed, and New York divided. Three days later, the convention took up Randolph’s resolution again, this time addressing the second branch (the Senate), and unanimously agreed to the clause requiring the age of members to be at least 30 years of age.

Since what most concerned the members of the convention were what Mason called “the danger of the majority oppressing the minority, and the mischievous influence of demagogues,” details such as the specific ages required to become representatives and senators did not rise to the level of major debate. Other issues were deemed far more important, such as how to elect the executive and the specific powers of the president, because of the controversial and dangerous nature of the proposed executive. The age requirements for president were included in the final recommendations that were agreed to by the Committee of Eleven (one member from every state). These required that the president be a “natural born citizen” at the time of the Constitution’s adoption, must have lived in the United States at least 14 years, and be no less than 35 years old.

Further evidence that the supporters of the proposed 1787 Constitution considered the issue of ages a detail can be found in the Federalist Papers. What concerned Publius (the pseudonym used by Alexander Hamilton, James Madison, and John Jay) was not the age of the representatives (mentioned only in passing in Federalist 51-54), but the timing and frequency of elections to maintain accountability to the people in the states. Biennial elections allowed representatives to reflect the changing moods of the electorate at home while providing institutional stability in the House.

...it was not the age of the individual that mattered so much as the length of residency in the country and the individual’s level of maturity.

The Federalist Papers also address requirements for office. In Federalist 62, Publius examines the constitutional requirement for becoming a senator. Again, it was not the age of the individual that mattered so much as the length of residency in the country and the individual’s level of maturity. The differing requirements for Senate (vs. House of Representatives), Publius wrote, “is explained by the nature of their senatorial trust; which requiring greater extent of information and stability of character, requires at the same time that the senator should have reached a period of life most likely to supply these advantages.” So too with the proposed presidency; Publius argues in Federalist 67-71 that the older age was needed because of the burden, trust, and perspectives needed in an executive.

Thus, while it would be wrong to say that the members of the Federal Convention assigned the ages haphazardly, it would also be wrong to say that they spent much time debating the virtues of 25, 30, and 35 years old to hold federal elected office. Rather, they followed the patterns already established in the states, and they increased the ages as the importance and burdens of federal office increased.

For more information

Read an article by the United States Senate on the issue.

Bibliography

Berkin, Carol. A Brilliant Solution: Inventing the American Constitution. New York: Harcourt, 2002.

Farrand, Max. The Framing of the Constitution of the United States. New Haven: Yale UP, 1913.

Notes of Debates in the Federal Convention of 1787 Reported by James Madison. New York: W.W. Norton, 1966.

The Federalist. Edited by J. R. Pole. Indianapolis: Hackett Publishing, 2005.

Causes of the American Revolution

Question

What were the causes of the American Revolution?

Textbook Excerpt

Textbooks tend to emphasize a political and military story that makes the American Revolution seem like a unified, logical, and inevitable event.

Source Excerpt

Primary sources reveal the diversity and complexity of the revolutionary movement. There was no single American Revolution, but many different American revolutions.

Historian Excerpt

Historians emphasize the diversity of participants, contradictions among their motives, and the variety of long-term causes of the American Revolution.

Abstract

Most elementary and middle school American history textbooks continue to portray the coming of the American Revolution in terms of a series of discrete political and military events that culminated, more or less inevitably, in the separation of the North American colonies from Great Britain. Little attention is given to underlying social conditions, the diversity among participants, and the wide variety of intellectual traditions that contributed to the revolutionary movement. By ignoring the insights of new scholarship, textbooks fail to convey a sense of the long-term causes of the Revolution, the movement's tremendous complexity, or its limitations as well as its achievements.

Women of Protest: Images from the Records of the National Woman's Party

Image
Photo, Lucy Burns in Occoquan. . . , Harris and Ewing, 1917, Women of Protest
Annotation

This combined archive and exhibit offers a selection of 448 photographs from the Library's National Woman's Party (NWP) collection that "document the National Woman's Party's push for ratification of the 19th Amendment as well as its later campaign for passage of the Equal Rights Amendment." Photographs span the years 1875 to 1938, but most date from 1913 to 1922. Visitors can browse photographs by title or subject or search the descriptive information. The site has a photo gallery of more than 50 photographs depicting NWP activists who were arrested and imprisoned for their role in suffrage protests. Additionally, the site provides a timeline of the National Woman's Party from 1912 to 1997 that places it in historical context. The site also provides three essays: on the tactics and techniques of the National Woman's Party suffrage campaign, a historical overview of the NWP, and on leaders of the NWP.

Austin Treasures: Online Exhibits from the Austin History Center

Image
Photo, Elnora Douglass
Annotation

A collection of 10 exhibits documenting aspects of the local history of Austin, TX. Each exhibit contains approximately 40 images and essays from 1,000 to 3,000 words in length. Topics include working in the city, the suffrage movement, life in the city during World War II, Victorian houses, city streets, the erection of the state capital building, landscaping, the historic suburban Hyde Park area, and memorable "firsts" in Austin.

The site links to the main local history site for the Austin Public Library—the Austin History Center—which provides a 2,400-word student essay on Austin's growth during its first 100 years, a chronology of the city from 1830–1900, and links to other relevant sites, including one presenting hundreds of historic postcards of the city. Useful for those studying Texas, urban, and western history.

The War of 1812: Which One Was That?

Description

According to BackStory:

"200 years ago this week, the U.S. declared war for the first time in its history. Today, few people remember who we were fighting, much less what we were fighting for. If you do remember anything about the War of 1812, it’s probably something from the back of a high school history flashcard, like the burning of the White House or the Battle of New Orleans.

But despite its status as a forgotten war, the War of 1812 was hugely influential in shaping the nation we live in today. And so in this hour of BackStory, we go beyond the trivia, and explore some of the war’s deeper legacies. We look at why the war loomed so large in novels & poems of the post-war years, how the war re-defined government policies towards Native Americans, and why the war nearly led to a Civil War within the U.S. Through it all, we set out to answer the most fundamental questions about the War of 1812: What did we win, what did we lose, and why should we care?"

Teaching the Declaration without Overwhelming Students

Image
photomechanical print, Writing the Declaration of Independence--1776, 28 July 19
Question

How might I teach the Declaration of Independence to high school students who are visual and verbal learners? What films or reading assignments will engage them, and yet not overwhelm them with the sometimes difficult wording of the Declaration itself?

Answer

Ah, the Declaration of Independence, a document so essential to understanding our American past and present that every student should read and learn about it. Luckily, its ideas and historical significance are truly engaging and can help make its difficult eighteenth century prose more accessible for our students.

Below are some ideas:

How about starting with an idea or line from the document? One of our favorites is the line regarding the right and duty for those threatened with absolute tyranny to “throw off such government.” This is one of several powerful ideas in the Declaration that can engage students before they confront the entire document. (It could also be just considering the document’s title! Declaring independence is something most adolescents can get their heads around and this can lead into exploring when and why this might happen and how one might frame such a declaration to win supporters. Consider what “The unanimous Declaration of the thirteen united States of America,” signaled to readers on both sides of the Atlantic and how they had gotten to this radical place.)

Considering the historical and contemporary significance of the document can also engage. Do students have a grasp of the road to Revolution, do they understand the chain of events and rising discontent in the Colonies? The risk to the signers? The historical moment? This background knowledge can help students in understanding the import of the document and its prose. Or look at instances where the document serves as a model (the Seneca Falls Declaration)
or reference point (MLK’s reference to it as “promissory note” in his I Have a Dream Speech)

As far as reading the document, we suggest two intertwined approaches (both to be used with a transcribed version).

1. Help students see the structure of the document so they know what to expect. Show them how it moves from initial paragraphs that get what the states are doing and why, to a list of specific grievances, to assurances that these are not capricious complaints or actions and then the ultimate declaration.

2. Plan activities where they read excerpts from the document closely and carefully. Phrases and sentences work here—select them carefully and scaffold student work with strategies like pair work, paraphrasing, and vocabulary help.

Some other ideas include:
Looking at the original document.

Sign the document. Have students find the anomaly (your signature) on a handout or decide whether to sign on themselves after considering the stories behind the signers and the historical moment.

Look at the rough draft of the Declaration or use this lesson plan which involves a careful comparison between the drafts.

For a primer on the document, see this historian’s helpful discussion that includes a consideration of the historical events surrounding the Declaration, analyses of particular excerpts and its consequences and legacy.

See the Library of Congress’ Web Guide

Connect with images. For example, this one or this one.

Admittedly, we focus on the reading of the document. There are several resources like the recent film National Treasure, the older film 1776, or the Independence episode of the recent TV miniseries John Adams that some teachers use to talk about the Declaration of Independence.

A new way to bring visual learners to the text of the Declaration is through YouTube. Your students may be interested in this video clip of well-known actors reading the Declaration in its entirety .

While these resources could be used to accompany the kinds of reading activities we mention here, it would be too bad if they trumped the actual Declaration, a document that talked about equality before our Constitution did and deserves every student’s eye.

Elizabeth Schaefer on the Interactive Declaration of Independence

Date Published
Image
Lithograph, The Declaration Committee, 1876, Currier and Ives, LoC
Lithograph, The Declaration Committee, 1876, Currier and Ives, LoC
Lithograph, The Declaration Committee, 1876, Currier and Ives, LoC
Article Body
The Library of Congress's Interactive Declaration of Independence

The Library of Congress has created a brilliant interactive tool for studying the Declaration of Independence in your classroom. It allows in-depth primary source research while lending itself naturally to reading skills and reinforcing good writing behavior. I explain some of the activities that I used, but there is a wide range of possibilities with this tool.

What is It?

The template for the computer interactive is a real rough draft of the Declaration of Independence, complete with edits made by Thomas Jefferson, John Adams, and Benjamin Franklin. On the "Overview" page, students can scroll their mouse over Thomas Jefferson's original script, transforming sections from the original handwriting to student-friendly printed font with word-processor-style edits.

The remaining tabs highlight specific concepts included in the Declaration (All Men Are Created Equal, Pursuit of Happiness, Consent of the Governed, Train of Abuses, and Slavery). For each section, four antecedent sources can be chosen which relate to the same concept and in some cases, use the same words.

Why Do I Love It?

Watching the Declaration warp time zones is equally thrilling for my students and me. It has a magical quality to it. Suddenly the students are excited about reading the Declaration of Independence! The interactive creates the best of both worlds—allowing students to see the original primary source but also helping them to understand it. Not only is the text teaching them history, but the visuals also prompt many critical questions:

They actually had to go back and rewrite this whole thing? What if Jefferson messed up writing at the very end—did he have to start all over? Did they have white-out? Did they use rulers? Where did they learn to write like that? Could everyone write like that?

Students see the handwriting of Jefferson, Adams, and Franklin and suddenly these old guys become real people.

Plus students see the handwriting of Jefferson, Adams, and Franklin and suddenly these old guys become real people. The students develop historic connections outside of the overt goals of the lesson, which I believe is the key to growing lifelong learners.

The interactive allows a range of lesson aims, a variety of historic analyses and skill levels, and a relevant and effective background for reading and writing support. The literacy skills and the focus are up to you but Jefferson is setting the example!

The interactive supports a range of lesson aims and a variety of historic analyses and skill levels, and makes a relevant and effective background for reading and writing extension activities. The literacy skills and the focus are up to you, but Jefferson is setting the example!

How Can I Use It in the Classroom?


My actual lesson included a three-page packet with very specific steps for the students. Below is a sampling of some activities that I used.

Primary Source Observations
The "Overview" page explains what the source is. Once students read this, you can ask a variety of questions about the document. You can use your typical observation format, but due to the large amount of information, I recommend that you select a more narrow focus.

For our initial observations, I asked the students to specifically pay attention to the edits made on page one. The students described what they thought the document was and then were asked about the type of edits.

Ex.: Which of the following did Thomas Jefferson do? (Check all that apply)

Changed words
Added words
Deleted words
Borrowed from other documents
Got peer edits. If so, from whom?

Identifying the Philosophy of Government
The next step was to discover the big ideas Thomas Jefferson communicates in the Declaration. This focused on the tabs labeled "Pursuit of Happiness," "Consent of the Governed," and "All Men are Created Equal," which highlight specific sentences from the document. The students filled in the sections with missing words or translated challenge vocabulary (CH). Note that the gray words are not included.

Ex.: "Consent of the Governed" section

Instituted = Made
Deriving = Getting
Consent = Permission

"that to secure these rights, ___________ [governments] are (CH) ___________ [instituted] among men, (CH) ___________ [deriving] their just powers from the (CH) ___________ [consent] of the governed."

Reading Support
These "Philosophy of Government" sections are ideal for supporting the reading area that your students are working on without confusing them by breaking the flow of your lesson. In my class, the students had to identify either the main idea of each section or Jefferson's purpose in including the sentence. They were therefore practicing testing skills in a way that was relevant and useful to our class. These sections can be applied to just about any reading skill "flavor-of-the-week."

Ex.: "Consent of the Governed" section

Who do you think "the governed" are?

What is Thomas Jefferson's purpose in using this sentence?

a. To inform the readers of how the king rules
b. To describe the Roman government
c. To explain how government should be
d. To support a monarchy government

Reviewing Content
In the next section, I instructed the students to view King George's offenses against the colonies by skimming pages two and three in the "Overview" section. The students' goal was to recognize the significant acts and events that we had discussed. They then recorded the section's specific passages mentioning taxation without representation, the Quartering Act, and the Boston Massacre Trials.

Advanced Source Comparisons
The Library of Congress selected specific reading and research material on Thomas Jefferson and paired it with the sections in the interactive Declaration of Independence. The reading was dense for the majority of my students, but I did ask, in the "All Men Are Created Equal" section, which of the documents they thought fit most closely with Jefferson's words.

The Other Side

On the top of page three, they were shocked to discover "merciless" and "savage."

Once the students are all settled on and happy that Jefferson believes "All Men Are Created Equal," we went backwards and looked a little closer. First, they were instructed to find the words Jefferson used about the American Indians in the text. On the top of page three, they were shocked to discover "merciless" and "savage."

Then we looked closer at the "Slavery" tab which describes the original words about slavery included in the draft of the Declaration of Independence, as well as the fact that they were all deleted. The students answered questions about which states were especially against including slavery and then they made connections. I closed with the questions, "Do you agree with the philosophy of government written in the Declaration of Independence?" and "Do you think the Continental Congress truly agreed with this philosophy of government?"

More Ideas?

If you develop new ways to use this interactive or have success with the Constitution version, please share your experience! I would love to hear some new ideas for this resource.

[Note: If you would like to respond to Liz Schaefer, comment to this entry, or email info@teachinghistory.org. We'll make sure she receives your feedback!]

For more information

HBO's miniseries John Adams includes a scene where Benjamin Franklin and John Adams edit Thomas Jefferson's rough draft of the Declaration, making some of the changes evident in the original draft. Remember to remind students that this scene was created based on the draft. We have no way of knowing exactly when or how the Founding Fathers discussed these changes.

Explore the Declaration on other websites with the National Archives and Records Administration's Our Documents or Charters of Freedom exhibits.

Film Review: John Adams

Date Published
Image
engraving, Vice-President John Adams, between 1850 and 1900,  John Singleton Cop
Article Body

"Facts are stubborn things." So said John Adams in his defense of the soldiers accused in the Boston massacre. Those words also serve as the title of the first episode of HBO's acclaimed film John Adams. Unfortunately, viewers familiar with Adams will find themselves immediately thrown off balance by dramatic renderings of "facts" that never happened. The film opens with Adams, awakened by an alarm, rushing through the streets of Boston. He finds bloody bodies strewn across a snow-covered square and a mob screaming that those responsible must be brought to justice. Offered a chance to enhance his reputation by defending the accused soldiers, Adams wrestles with the warning of his rabble-rousing cousin Samuel Adams that he must now choose sides in the emerging struggle. Adams defies his cousin and accepts the case. Unintimidated by a jeering gallery, he wins the soldiers' acquittal with an eloquent plea for justice: "Law is deaf as an adder to the cries of the populace." Success presents a new dilemma. Tempted by a royal official who dangles a lucrative place in the colonial legal system and enticed by the Sons of Liberty to run for office in Massachusetts, Adams renounces both options. "My family," he proclaims, "must take precedence." It is great theater. The virtuous and victorious citizen/farmer/lawyer returns home to his wife Abigail and their children.

Sadly, few of those details follow the record. Adams did not stumble upon the dead after the massacre or hear the crowd demand vengeance. He did not agonize about accepting the case, because he agreed immediately with the judicious Samuel Adams and other prominent dissidents that a spirited defense of the soldiers could only help those protesting British policy. Adams defended the soldiers by peppering high-minded reminders of the law's majesty with less elevated characterizations of the mob—including the part played by Indian/African American Crispus Attucks. Two of the soldiers were actually convicted of manslaughter in two separate trials. Finally, long before the massacre a British Satan had tried and failed to bribe Adams, who had already established himself—and been chosen for public office—as one of the most tenacious, effective, and visible of the colonists challenging Parliament's authority. Facts are indeed stubborn things.

Adams did not stumble upon the dead after the massacre or hear the crowd demand vengeance. He did not agonize about accepting the case....

Why does it matter? John Adams was a smashing success. It attracted a wide audience and won 13 Emmy awards, surpassing the revered Eleanor and Franklin (1976) and Roots (1977) to become the most honored historical drama ever shown on television. The producer Tom Hanks assembled an extraordinarily talented crew. The people responsible for the architecture, costumes, makeup, accents, lighting, music, and special effects deserve all the accolades they have received. Specialists will appreciate their meticulous attention to detail. Colonial Williamsburg is carefully transformed into various 18th-century settings. Estates in today's Hungary become European mansions in the 1780s and 1790s. Exact replicas constructed in rural Virginia recreate the Adams family's modest homes, which still exist in Quincy, MA. An amazing sound stage becomes, through the magic of supplemental computer-generated images, the town centers and waterfronts of Boston, Philadelphia, and Washington, DC.

In place of the typically glittering aristocratic worlds portrayed in dreamy films such as Barry Lyndon (1975), in which ostensibly authentic settings convey a grandeur unattainable in the early modern world, John Adams convincingly mixes mud and manure, bad wigs and worse teeth, and harrowing glimpses of 18th-century life and death. Viewers are unlikely to forget vivid depictions of the smallpox inoculations performed on Abigail and her children, the amputation of a sailor's leg on board the ship carrying John to France, and the surgery Benjamin Rush performed on John and Abigail's adult daughter Nabby in the vain hope that she might survive breast cancer. Yet such scenes skirt melodrama. The English director Tom Hooper presents with admirable restraint incidents that might have been overblown, such as the horrific tarring and feathering of a customs official by a Boston mob, the surprisingly carnal reunion of John and Abigail when, after a separation of three years, she at last joins him on his diplomatic mission in France, and the visit John pays his alcoholic son Charles in a New York City hovel. Exquisitely framed, lovingly detailed interior scenes conjure up images from paintings by Caravaggio, Chardin, Rembrandt, or Vermeer. The soundtrack juxtaposes popular, religious, and classical music from the period with a rousing score that lingers in memory. Considered solely as a piece of filmmaking, John Adams is a ringing success.

John Adams convincingly mixes mud and manure, bad wigs and worse teeth, and harrowing glimpses of 18th-century life and death.

Superb characterizations abound. Laura Linney infuses Abigail Adams with sublime—albeit iron-willed—patience. The nuances expressed by Linney's raised eyebrows, even more than the gradations in her faint but persistent smiles, will be seared in viewers' memories. Scolding, satisfying, and succoring her husband and their children, Linney's Abigail conveys passion, longing, and occasional anger with a range and subtlety worthy of the formidable Mrs. Adams. Tom Wilkinson plays Benjamin Franklin as a mischievous, wise wit who too often speaks in aphorisms and only occasionally descends into caricature. Through glances and quick quips rather than windy speeches, Stephen Delane's Thomas Jefferson effectively signals his aspirations and ambitions for America and France, politically outmaneuvers Adams and David Morse's regal but stiff George Washington, and effortlessly charms everyone. As John Dickinson and Edward Rutledge, Željko Ivanek and Clancy O'Connor avoid coming across in the dramatic debates over independence simply as appeasers or fops. Rufus Sewell captures Alexander Hamilton's sly shrewdness and yearning for personal as well as national greatness.

Like many who have written about the film, I wish the writer Kirk Ellis (who also wrote Into the West [2005]) and the actor Paul Giamatti had given us a less bipolar John Adams. Giamatti careens from raging bull to wounded puppy, rarely showing the qualities of heart and head that enabled Adams to write some of America's most powerful and enduring letters and works of political philosophy. Giamatti's John is all haughty bluster or pathetic self-pity, his character unalloyed by Abigail's endearing mercy and doubt, Franklin's hard-edged insight, or Jefferson's lofty if fuzzy vision.

Yet the extremes of Giamatti's characterization do make some sense. His contemporaries knew that Adams was obsessive, priggish, and intolerant. The film reminds us that the querulous are sometimes provoked and the vain can have reason to be proud. A couple of scenes from the film must suffice to illustrate how effectively it conveys Adams's bottomless self-righteousness. When the principal authors of the Declaration of Independence were together negotiating in France in 1779, Jefferson observed that Adams "hates Franklin, he hates Jay, he hates the French, he hates the English. To whom will he adhere?" Jefferson noted that "his vanity is a lineament in his character which had entirely escaped me. His want of taste I had observed." Yet Adams was blessed with a "sound head" and "integrity," Jefferson concluded, and his "dislike of all parties, and all men, by balancing his prejudices, may give the same fair play to his reason as would a general benevolence of temper." Franklin assessed his undiplomatic colleague more succinctly: Adams, he wrote, was "sometimes, and in some things, absolutely out of his senses."

Franklin assessed his undiplomatic colleague more succinctly: Adams, he wrote, was "sometimes, and in some things, absolutely out of his senses."

Without quoting those ungainly letters, John Adams nevertheless deftly captures their authors' complicated interactions. Viewers see how Adams's clumsy directness in sophisticated European society exasperates the cagey Franklin and amuses the smooth Jefferson. We encounter Franklin, Jefferson, and Adams together again in Europe in 1784, and we hear them debating the future of the republic in a series of sharp observations encapsulating their rival orientations. When Adams proclaims that the proposed federal constitution will bring to the struggling nation only the order that the state constitutions—including the one Adams himself gave Massachusetts—had effectively provided, Jefferson snaps that the plan would "close off revolution to reaction." When Jefferson complains that Adams distrusts the judgment of the people, Adams snorts that Jefferson has "excess faith" in their wisdom. Finally, when Abigail and John bid Jefferson goodbye, Adams says evenly that he will miss the Virginian's company, to which Jefferson replies quickly, "and I will miss yours, Mrs. Adams." All three laugh, but the point is made: "exceptional" and "charming" as Abigail found the cosmopolitan Jefferson, she and her stolid husband preferred each other's company and knew they were better suited to their simple Quincy farm than to the courts of Versailles and London—or to the rigors of political life in the new nation's capital, whether Philadelphia or Washington.

Viewers hear John tell his adolescent son John Quincy, reluctant to depart on a mission to Russia, that "there are times when we must act against our inclinations." Together with Abigail's insistence, that sense of duty impels John to accept the vice presidency, "the most insignificant office ever devised by the mind of man." Even the signal successes of his long career—making the case for independence in Boston and Philadelphia, negotiating a loan from Holland during the War for Independence, and avoiding a disastrous war with France during his presidency at the cost to his prestige and his political prospects—earn Adams little acclaim. The poignant scenes in which the defeated president prepares to vacate the still-unfinished White House, then leaves via public omnibus as "just plain John Adams, ordinary citizen, same as yourselves" (except that he vibrates with resentment), are pitch-perfect.

The film's generous use of [John and Abigail Adams's] correspondence, which testifies to one of the great love affairs of American history, ranks among its greatest strengths.

Capturing in seven episodes the complex sensibility of John Adams and the still greater complexity of late 18th-century American politics is impossible. Ellis's screenplay and Hooper's direction give us the best rendition yet on film. To give Giamatti his due, perhaps the success of John Adams derives from the relentless awkwardness of his portrayal. Unlike Washington, Franklin, Jefferson, or Hamilton, the cerebral, brooding Adams remained uneasy in the public eye. He craved fame and feared history would deny him his share of glory, yet he never cultivated the qualities that would have won him affection and esteem. John Adams remains as difficult to like as his "dearest friend" Abigail is impossible to resist.

The film communicates Abigail's loathing for "the sin of slavery" and exposes the tragic compromises of the founders that insured its poisonous persistence. Oddly, it omits her equally precocious attention to women's rights, her pointed counsel that those framing republican government should "remember the ladies," and her husband's uncharacteristically evasive and entirely unconvincing rejoinder. John's gruff truculence in the face of Abigail's wisdom makes Giamatti's and Linney's portrayal of their profound bond even more extraordinary. The film's generous use of their correspondence, which testifies to one of the great love affairs of American history, ranks among its greatest strengths.

With so many virtues, then, why should historians worry about the film's factual errors? Ellis has made clear that his research extended beyond the best-selling book by David McCullough on which the film claims to be based. Of course, consulting recent scholarship on the social history of the Revolution might have sharpened the edge of Jefferson's jibes about Adams's views of "the people," just as closer attention to Adams's Thoughts on Government (1776) might have showed the decisive role Adams played in the spring of 1776 to counterbalance Tom Paine's endorsement of unicameralism in Common Sense (1776). Historiographical debates, however much we historians relish them, are hard to capture, and texts do not make good television. Of course there are limits to what any film can do. But Ellis read enough to know that Adams did not have to break a tie over the Jay Treaty, an "invention" he justified on the grounds that Adams cast more decisive votes in the Senate than any other vice president has ever done; that Rush brokered Adams's reconciliation with Jefferson before, not after, Abigail's death; that Adams did not ride out to see the Battle of Concord, and so on.

Historians can understand why writers and directors want to place their principal figures in the thick of things.

Historians can understand why writers and directors want to place their principal figures in the thick of things. But avoiding or at least acknowledging such examples of poetic license might help guard against the cynical (and, in this case, largely unwarranted) assumption that films never get history right, or the increasingly common and even more unsettling assumption among Americans that facts do not really matter anyway. Just as computer-generated images can enrich battle scenes and make cityscapes more "authentic," supplemental material on DVDs can deepen historical understanding. The extra material on the John Adams DVDs, by contrast, includes only a few subtitles with relatively insignificant details that add little to the experience of watching the film a second time. Such subtitles could have clarified the on-screen action, added further information about persons and events, and acknowledged when the filmmakers were inventing incidents or altering evidence for dramatic purposes.

Responsible teachers will want their students to know when John Adams departs from the historical record....

Responsible teachers will want their students to know when John Adams departs from the historical record, just as they will want to explore debates over the crowd's role in the American Revolution, explain the importance of Adams's decisive essays from the 1760s and his later writings on the U.S. Constitution, and examine the nature of female sociability and family dynamics. Rich as the film is, the DVD could have made it even better—at least for historians and their students. The same technology that lets filmmakers present convincing images of a half-built Washington, DC, enables them to enrich teachers' and students' appreciation of what historical dramas can and cannot do. Making the most of that technology could sharpen students' awareness of the unbridgeable gap between the vivid, unambiguous images on the screen and the documentary record with its inevitable omissions, its enchanting ambiguities, and its stubborn facts.

Bibliography

This review was first published in the Journal of American History, 95(3) (2008): 937–940. Reprinted with permission from the Organization of American Historians (OAH).

Freedom Trail Foundation

Image
Detail, home page
Annotation

Dedicated in 1958 and now host to thousands of tourists annually, Boston's Freedom Trail links together 16 historic sites from the Revolutionary War era on a 2.5-mile red brick walking trail. This website provides a virtual tour of these sites and other resources devoted to visiting and teaching about the Freedom Trail.

Users may want to begin by downloading the detailed map of the Freedom Trail, and then, with that in hand, visiting the website's "Visit the Freedom Trail" section, which provides images and descriptions of the Trail's 16 sites, including the Boston Common, King's Chapel, Old South Meeting House, and the Old North Church, the oldest standing church building in Boston, and where church sexton Robert Newman hung two lanterns on April 18, 1775, to signal the advance of the British up the Charles River. Additional biographical information is provided for 30 18th-century citizens from all walks of life affected by the events of the Revolutionary War in Boston.

Educators may be interested in the website's teaching materials, including articles on teaching aspects of the Revolutionary era, as well as information on visiting the Trail with students and booking in-school history education programs geared towards students in the upper elementary grades.

Documents from the Continental Congress and Constitutional Convention

Image
Image, "The. . . Colonies Declared. . . ," William Hamilton, 1783, LoC
Annotation

These 274 sources focus on the work of the Continental Congress and the drafting and ratification of the Constitution, including manuscript annotations. The collection includes extracts of the journals of Congress, resolutions, proclamations, committee reports, and treaties. In addition, there are documents relating to the Constitutional Convention of 1787, extracts of proceedings of state assemblies and conventions relating to the ratification of the Constitution, several essays on the ratification of the Constitution, and early printed versions of the U.S. Constitution and the Declaration of Independence.

There are 253 titles dating from 1774 to 1788 relating to the Constitutional Congress and 21 dating from 1786 to 1789 relating to the Constitutional Convention. Two timelines cover the period 1764 to 1789 and an essay entitled "To Form a More Perfect Union" provides historical context for the documents through an overview of the main events of the era of the Revolution.