In the American government course, students are introduced to the basics of their government and to the research behind their lessons (e.g., the collective action problem). Instructors convey the importance of participation and why students’ voices need to be heard (Schachter Reference Schachter1998). There are numerous ways to teach the course, including lectures, discussions, and active-learning techniques (Baranowski and Weir Reference Baranowski and Weir2015). With citizens lacking in their understanding of politics at this fraught time, the American government course is an ideal place to enhance civic understanding.
I argue for using the musical Hamilton as a teaching tool. As a cultural smash, Hamilton has stimulated conversations about our political beginnings. I discuss how music and videos from Hamilton were used during two semesters of the introductory American government course at a regional public university to encourage debates and active learning through in-class discussions and short writing assignments.
The article first briefly reviews the relevant literature on active learning in the American politics classroom. The second section describes how Hamilton was used in various units of the course to enhance student participation. It concludes by examining additional materials from the Hamilton universe that could be used in the course.
ACTIVE LEARNING AND TEACHING POLITICAL SCIENCE
Studies of active learning emphasize the need for techniques that hold students’ attention while engaging them in the material. Some incorporate debates into the classroom (Oros Reference Oros2007) which is useful both for learning the material and for giving students the experience of choosing and defending a perspective. Another popular method of encouraging active learning are simulations that make students adopt a particular role in the classroom (Bernstein Reference Bernstein2008; Blanton Reference Blanton2013; Glazier Reference Glazier2011; Horn, Rubin, and Schouenberg Reference Horn, Rubin and Schouenberg2016; Woessner, Winters, and Kopko Reference Woessner, Winters and Kopko2017). Bromley (Reference Bromley2013), however, argued for diversifying our teaching techniques beyond simulations to appeal to different types of students, mixing case studies, small-group work, and in-class writing exercises. Particularly relevant are efforts that incorporate fictional material, using television shows such as “The West Wing” and movies about politics to enliven concepts and provide useful reference points (Holland Reference Holland2016; Valeriano Reference Valeriano2013). These studies show how fictional representations of politics are helpful in demonstrating the real-life consequences of our political choices. No studies of which I am aware, however, examine using musical theater in our courses.
Hamilton speaks to a variety of issues discussed in the course, while also making the material more enjoyable. The musical’s relevance to American politics in this period, as well as its cultural currency, allows it to be easily integrated into the flow of coursework as part of in-class discussions and debates as well as short writing assignments.
HAMILTON IN THE AMERICAN GOVERNMENT COURSE
The goal of using music and videos from Hamilton was to connect potentially abstract ideas with something to which students can relate. Hamilton speaks to a variety of issues discussed in the course, while also making the material more enjoyable. The musical’s relevance to American politics in this period, as well as its cultural currency, allows it to be easily integrated into the flow of coursework as part of in-class discussions and debates as well as short writing assignments.
American Political Culture
As part of the discussion regarding the Declaration of Independence and its impact on American politics, students read the “remember the ladies” exchange between John and Abigail Adams, the Seneca Falls Declaration, and “I Have a Dream” speech by Dr. Martin Luther King, Jr. The students were then shown a YouTube video of “The Schuyler Sisters,” performed at the White House in January 2017,Footnote 1 which contains several politically oriented verses; for example:
[ANGELICA]
I’ve been reading Common Sense by Thomas Paine
So men say that I’m intense or I’m insane
You want a revolution? I want a revelation
So listen to my declaration:
[ELIZA/ANGELICA/PEGGY]
“We hold these truths to be self-evident
That all men are created equal”
[ANGELICA]
And when I meet Thomas Jefferson
I’m ‘a compel him to include women in the sequel!Footnote 2
Women were reading works such as Common Sense and demanding their rights. Students were asked to discuss the “sequel” to the Declaration that Angelica demands—the Seneca Falls Declaration of Sentiments of 1848—as part of a short in-class writing assignment on the Declaration’s relevance across American history and in modern political debates.
The Constitution
Students were assigned reading selections from the Federalists and Anti-Federalists and then were asked to watch a video of the musical’s opening song, “Alexander Hamilton,” which was performed at the 2016 Grammys.Footnote 3 This provided background on Hamilton and the Founders. Students also listened to “Non-Stop,”Footnote 4 which contains an exposition by Aaron Burr about Hamilton writing 51 of the Federalist Papers. The song also includes a dialogue in which Hamilton implores Burr to assist him. Despite being inaccurate—because Burr likely opposed ratification (Isenberg Reference Isenberg2007, 100–102)—this interchange reflects divisions that the nation experienced. As historian Joanne Freeman (Reference Freeman2017) points out, despite its errors, Hamilton allows us to engage with the real Hamilton and notice how portrayals of the Founders change. Especially noteworthy is the lack of people of color in the musical, despite its cross-racial casting (McAllister Reference McAllister2017; Monteiro Reference Monteiro2016). Students were instructed about these issues and asked to complete a short writing assignment on how differences between the Federalists and Anti-Federalists persist to this day in American politics.
Federalism
Students watched a video of the song “Cabinet Battle #1,” which was filmed at the White House, regarding Hamilton’s financial plan, assumption of state debts, and creation of the National Bank.Footnote 5 The debate (in the form of a rap battle) between Alexander Hamilton and Thomas Jefferson presents an opportunity to discuss issues of federalism and national power, as follows:
[JEFFERSON]
But Hamilton forgets
His plan would have the government assume state’s debts
Now, place your bets as to who that benefits:
The very seat of government where Hamilton sits.Footnote 6
Jefferson echoes a common refrain that one region should not benefit at the expense of another. Hamilton responds that the nation needs “a new line of credit, a financial diuretic.”Footnote 7 Students engaged in a short in-class debate, examining which side they agreed with and why.
Voting and Elections
Students listened to “The Election of 1800,” which provided an opening to a class discussion about our earliest elections and tropes about campaigning. The song begins, “John Adams shat the bed,” and is not competitive, whereas Burr has “his own faction” (despite being Jefferson’s running mate).Footnote 8 In the end, James Madison sings “It’s a tie!” in the Electoral College and the race goes to the House. The song portrays Hamilton as the tie-breaker, representing his role in encouraging Federalists to support Jefferson. Jefferson references the push he and the Democratic–Republicans make for the 12th Amendment (Wills Reference Wills2005, ch. 7), eliminating the problem Jefferson and Burr experienced in being vice president to their rivals. Other tropes about elections are mentioned—for example, candidates acting like the common man when one voter exclaims how much he likes Burr because “you could grab a beer with him!” Public campaigning also is mentioned, with Burr “going door to door.” Burr’s actions are one move toward our current open campaigning (Ketcham Reference Ketcham1987; Tulis Reference Tulis1987).
Students watched “I’m Just a Bill” from Schoolhouse Rock and then listened to “The Room Where It Happens,” after which they were asked to write a short in-class paper about which they found more compelling as a description of lawmaking.
Congress
Students watched “I’m Just a Bill” from Schoolhouse RockFootnote 9 and then listened to “The Room Where It Happens,”Footnote 10 after which they were asked to write a short in-class paper about which they found more compelling as a description of lawmaking. For context on the “Dinner Table Bargain” between Hamilton and Jefferson, students also watched a clip from the documentary “Hamilton’s America” featuring former Secretaries of the Treasury Henry Paulson and Tim Geithner.Footnote 11 The exercise was designed to force students into a false choice between the mechanics of the legislative process (from “I’m Just a Bill,” albeit simplistic) and backroom deals (“Room”), allowing them to examine how both have aspects of truth. The narrator of “Room” is Aaron Burr, noting that the regular legislative process is not working in choosing a capital. The role of the president in pushing for his agenda is noticed: “[Burr]: Did Washington know about the dinner? Was there presidential pressure to deliver?” Burr’s complaint is that he wants to be in on the deal making (like most politicians):
I
Wanna be in
The room where it happens
The room where it happens…
According to “Room,” you “hold your nose and close your eyes” and the average person is “in the dark.” Students were asked to examine this type of lawmaking and its implications for democratic government.
The Presidency
Two songs from the musical speak to presidential power. Students first listened to “Cabinet Battle #2” regarding Washington’s Neutrality Proclamation. The tone is different from the Pacificus–Helvidius debates between Hamilton and Madison (Frish Reference Frish2007), but ideas are retained. Washington states that “my decision on this matter is not subject to congressional approval. The only person you have to convince is me.”Footnote 12 Madison, writing as Helvidius, disagreed with this presumption; students were given excerpts from Helvidius to demonstrate that unilateral presidential authority should not be assumed. Jefferson sings about our alliance with France, but Hamilton disagrees; Washington sides with Hamilton, ordering him to write a “statement of neutrality.” Students then watched a “Saturday Night Live” cold-open parodying the song “I’m Just a Bill.”Footnote 13 President Obama pushes “Bill” down the capitol steps in favor of “Executive Order,” who says, “I’m an executive order, and I pretty much just happen,” referring to Obama’s Deferred Action for Parents of Americans order.Footnote 14 The videos gave students some context on unilateral presidential actions (Mayer Reference Mayer2002) and provided an opportunity to discuss this issue in more depth during class.
Students also watched “One Last Time,” recorded in January 2017 at the White House (with meaningful cutaways to a term-limited and soon to be ex-President Obama), about Washington’s decision not to seek a third term.Footnote 15 The song provided an opening to discuss that moment with students, FDR’s breaking of the two-term norm, and the passage of the 22nd Amendment. Students also were asked to read Washington’s Farewell Address, sung together in part in “One Last Time” by Hamilton and Washington. The song mentions themes that Washington explored, including warnings against “permanent alliances” and excessive partisanship.Footnote 16
CONCLUSION
This article suggests using Hamilton as a new lens for teaching the American government course. Drawing on the idea that “history has its eyes on you,” students were encouraged through in-class discussions, debates, and short writing exercises to see how today’s disputes echo those from the past and to engage in those questions themselves (Carp Reference Carp2017). Historians and economists (Rousu and Conrad Reference Rousu and Conrad2017) have similarly found that they can use Hamilton to enliven their courses.
Building on this idea could involve using material from the “Hamilton Mixtape,” such as the video for “Immigrants (We Get the Job Done),” kick-starting conversations about immigration and race in a unit on domestic policymaking.Footnote 17 Other songs, including “Cabinet Battle #3”—a rap battle about slavery that was cut from the show—could be used to start a conversation about slavery’s role in the founding and early America.Footnote 18
ACKNOWLEDGMENTS
For helpful feedback on this manuscript, the author thanks Julia Azari, Lily Goren, Stephen Knott, Mary McHugh, the anonymous reviewers, and the editors.
