The DUEL
THE PARALLEL LIVES OF
ALEXANDER HAMILTON & AARON BURR
BY JUDITH ST.
GEORGE
Teacher’s
Edition
The Duel: The Parallel Lives of
Alexander Hamilton & Aaron Burr
By Judith St. George
Published by Viking/Penguin Group
Copyright © 2009 by Judith St. George
ISBN: 978-0-670-01124-7
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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1
The Duel:
The Parallel Lives of Alexander Hamilton & Aaron Burr
By Judith St. George
JLG Guide written by Frank Coffin
Table of Contents
About the Author .......................................................................................................3
Genre Study: Nonfiction ...........................................................................................4
Prereading Activities..................................................................................................5
Chapter by Chapter
Prologue, Chapter 1: “Orphans,” and Chapter 2: “Students”.......................8
Chapter 3: “Patriots” ..........................................................................................11
Chapter 4: “Heroes”...........................................................................................14
Chapter 5: “Lawyers”.........................................................................................16
Chapter 6: “Politicians” .....................................................................................18
Chapter 7: “Friends” ..........................................................................................20
Chapter 8: “Enemies” ........................................................................................22
Chapter 9: “Duelists,” and Epilogue...............................................................24
Wrap-up.....................................................................................................................26
Library Applications.................................................................................................27
Suggestions for Further Reading ...........................................................................29
Correlations to National Standards .......................................................................30
A school may reproduce copies of the pages in this book for use in its
classrooms or library. Any other reproduction is strictly prohibited.
All rights reserved. No part of this publication may be transmitted, stored, or recorded in any form
without written permission from the publisher. For permissions questions, contact Junior Library Guild.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
2
About the Author
Judith St. George grew up in Westfield, New Jersey, with two passions: she
loved reading and she loved sports. She played tennis and softball in summer and
enjoyed skating and sledding in winter. The rest of the time, she read. She rode her
bike to her local public library and came home with all the bike’s basket could hold.
On her Web site page “Life in the Stacks,” she recalls her mother saying, “Don’t try to
get Judy’s attention when she is reading. She won’t hear you.” Once, lost in a book,
she was startled by her father, who was outside her upstairs window on a ladder. She
screamed, he startled and tipped the ladder. He grabbed the window sill just in time.
Ms. St. George attended Smith College in Massachusetts. After graduation, she
married David St. George. The next year, they lived in the historic Longfellow House
in Cambridge, Massachusetts. That house had been George Washington’s headquarters
during the Siege of Boston between July 1775 and April 1776, and it was later the
home of the famous poet Henry Wadsworth Longfellow. Living in this house fired Ms.
St. George’s imagination, and she credits much of her love of history to that time.
Her first book, in fact, was a work of historical fiction set during the
Revolutionary War. Since then, she has published more than forty more books,
including So You Want to Be President?, a book that won the Caldecott Medal for its
illustrations. She has also received a New York Academy of Sciences Award, a
Christopher Award, and a Golden Kite Award.
Ms. St. George loves doing research for her books. She has traveled through the
Great Plains and along the Lewis and Clark trail. She climbed a rope ladder to board a
ship in the Panama Canal and hiked to the top of Mount Rushmore. Preparing for her
nonfiction book The Brooklyn Bridge, she walked across the structure countless times.
Today, she makes her home along the Connecticut shoreline. She and her
husband have four grown children. On her Web site, she says, “Books have given me
such a lifetime of pleasure that I hope the books that I write will repay that debt in
some small way.”
To learn more about Judith St. George, visit her website at
www.judithstgeorge.com
To learn more about Smith College, a liberal arts college for women, visit
www.smith.edu
To learn more about the Longfellow National Historic Site, visit
www.nps.gov/long
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3
Genre Study: Nonfiction
The Duel is a book of nonfiction. Works of nonfiction are about real people,
real places, and events that actually happened. There really were men named Aaron
Burr and Alexander Hamilton, and they really did fight a duel in 1804. These are facts.
The genre of nonfiction is very broad and can include biographies, histories,
book reports, travelogues, reviews, memoirs, scientific papers—in short, anything that
is true. For a work to be truly nonfiction, each element in the book must be known to
be true. For example, if our author says that Hamilton was born in the West Indies, she
must be able to prove that he really was. Nonfiction writers often use other books and
documents as sources from which they found the facts they used. Judith St. George
lists her sources in a bibliography at the end of the book.
The use of facts, though, does not mean the author does not make decisions
about what to include. Authors choose facts and ideas to support their main ideas. For
example, The Duel is subtitled The Parallel Lives of Alexander Hamilton & Aaron Burr.
Readers can expect some information to show ways in which their lives followed
similar paths. Some other details have been left out because they are not about this
main idea.
Nonfiction authors also interpret facts, and they may draw conclusions based
on their interpretations. Judith St. George will tell us at one point that Burr knew that
“he’d better start earning some money.” She does not document this statement, but it is
a conclusion drawn from facts. The war was over, Burr had no job, and he was about
to marry. It is reasonable to conclude from these facts that Burr knew he needed
money.
Writers of nonfiction can be creative. They can select dramatic events and write
about them in a way that makes the reader eager to read, all without changing any
facts or adding any nonfactual details. Writers select events that add drama and
suspense. They may be presenting information you don’t know, so the facts
themselves expand forward like a plot. What will happen next? How will it turn out?
Why was there a duel?
There is a line, though, that writers of real nonfiction cannot cross. St. George
cannot create something from nothing. It may be fair to conclude that Burr knew he
needed money, but the author cannot make up a quotation such as “Well, I really need
some money now that the war is over and I’m about to marry.” Unless Burr actually
said those words, a writer of nonfiction may not present them as a direct quote.
This idea has become confusing in recent times with the growth of another
genre: historical fiction. In historical fiction, authors create fictional characters and
events and put them in real historical settings. Historical fiction can be exciting, and
parts of it are often true, but it is not real history, though it may make history seem
real. For example, there is no real proof that there was ever such a person as Robin
Hood in early England. There was a Prince John; there was a King Richard, and there
was a Sherwood Forest though. It is a great story, but it is not nonfiction. There are
some excellent writers of historical fiction, and the best of them are very careful with
the truth; some others take liberties with facts. As you read historical fiction, think
carefully about what is real and what is invented.
You should also think carefully as you read nonfiction. Are the facts based on
real information? Are ideas and conclusions reasonable? What are the main ideas, and
what ideas support them? Did Hamilton and Burr really lead parallel lives that led them
to their final meeting? Read The Duel and decide for yourself.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Prereading Activities
Building Background: A Time of Revolutionary Change
The Duel: The Parallel Lives of Alexander Hamilton & Aaron Burr spans the
years before, during, and after the birth of the United States. The book covers roughly
the years between 1755 and 1804. These were decades of amazing change for the
people who lived then, but they were also times of great uncertainty. For people such
as Hamilton and Burr, almost everything they knew was swept away. The country
went from being a protected colony of the most powerful nation on Earth to a small
nation completely on its own.
There were three distinct eras during these years. The first, from 1755 to 1775,
was the time when the Colonies were England’s most important colony. People knew
the way the world worked. The system of government was settled, although it varied
in local places. The King and the English Parliament ruled at the top, and their
decisions affected most parts of American life. The legal system, the economy, civil
order, education, and career paths came from the ways of England. To some Colonists,
whose families had been more or less on their own on the frontier for more than a
hundred years, the ways of England did not always seem to fit. To some in England,
Colonists did not seem to be paying their fair share, especially for the cost of troops to
protect them in their wild land. Tensions grew over taxes, controls, and how much
people could decide for themselves.
The second era the book spans is the Revolutionary War itself, from 1775 to
1783. It may be hard for us today to imagine how much nerve it took for the Colonists
to declare themselves independent. They became instant traitors to the country and
traditions they’d always belonged to, and their very lives hinged on the outcome of the
revolt. Many Colonists thought it was a terrible idea. Suddenly, they had no central
government, no real army or navy, and little means to fight a war. The war went badly.
The Americans almost never beat the British in the field, and they spent most of their
time in retreat. There seemed to be no way they could win. The amount of uncertainty
in people’s lives during this time is almost impossible to grasp. Yet they never gave up,
and they did win.
The third era covered in the book is the creation of the United States itself.
Americans had won an amazing victory. Now what? There were almost as many ideas
of how to run the new country as there were people in it. What form of government
could correct the flaws they had rebelled against? Who would make the laws? How
would they be made? How could disputes be settled? Each of the states had different
interests, and there were tensions among them because they were different sizes with
different economies and cultures. Representatives of these states quarreled bitterly over
competing plans. Yet nothing was in place. Nothing existed at first, and everything was
in the air. A thousand ideas had to be thought of, agreed upon, and put into action.
Even after the government took shape, new events brought new questions that were
not easily settled. In its way, it was a time of as much unrest as the years before and
during the Revolution. Men of strong opinions and unyielding will, such as we meet in
The Duel, were bound to come into conflict.
In the case of Alexander Hamilton and Aaron Burr, the conflict was mortal.
For additional reading on the early days of the United States go to page 26. There you
will find other reading and resources about this time in United States history.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Prereading Activities
Book summary:
In the middle of the 1700s, two boys were born at about the same time. Both were
orphaned early, both became excellent students, both served on George Washington’s
staff during the American Revolution, and both became heroes. Ambitious and
determined, each became an important man in the life of the young United States.
Alexander Hamilton was the first Secretary of the Treasury under President
Washington, and Aaron Burr was Thomas Jefferson’s Vice-President, and nearly
President.
The two were destined, though, to meet on a cliff
in New Jersey, high above the Hudson River,
where one would take the life of the other. The
story of the two men’s lives, how they were
similar and how they were different, and what led
them to their mortal encounter is the story that
appears in The Duel.
Aaron Burr
Alexander Hamilton
Understanding Genre: Nonfiction
1. Because this is a book of nonfiction, what do you know about Hamilton and Burr
before you even read a word?
Answers may vary, but the essential point is that Hamilton and Burr were real
figures in American history. The account is true.
2. The subtitle of the book is The Parallel Lives of Alexander Hamilton & Aaron Burr.
From the brief summary above, how do you think the author will show that their
lives were “parallel”?
Answers may vary. Most students will recognize that the author will line up
information to show similarities and connections in the lives of Hamilton and Burr.
3. How do you suppose the author got the information she used to write The Duel?
Answers may vary. Students should recognize that the author did research to
provide documentation. Refer them to the bibliography at the end of the book.
4. What question do you most want to ask as you begin to read the book?
Answers may vary. Most students will want to know what caused the duel.
Some will want to know who won.
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Prereading Activities
Making Predictions
Read this partial summary of the book and make predictions based on reasoning
and/or from your prior knowledge or personal experience.
Though Hamilton and Burr were born in different places and to different types
of families, each had challenges to overcome. Each man was smart, motivated,
and determined to make something of his life. First in colonial times, then
through the Revolution, and finally in the political life of the new nation, each
man tried to assert his will in the world.
1. What kind of things will the author use to show the abilities of each man?
I predict:
Answers may vary. Students should suggest
that incidents will appear that show how
each overcame challenges, used his ability,
and strove for success.
2. You know from the title that the two men end in conflict. What kind of things must
the author show as the book goes forward based on that fact?
I predict:
Answers may vary. Students should
recognize that the author will have to show
reasons and sources of the conflict that
resulted in the duel.
3. Set a purpose for reading based on your predictions above.
Answers may vary. Most students will set a purpose of seeing how lives paralleled
and what brought about the conflict.
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Prologue
Chapter 1: Orphans
Chapter 2: Students
pages 1–19
Before You Read
Introducing Vocabulary
Define each of the words below, paying attention to the part of speech indicated. Then
complete each sentence with the correct word.
disdain (n.) scorn, contempt
distinguished (adj.) notable, honored, famous, prominent
intermittent (adj.) starting and stopping, recurrent, off-and-on
resolute (adj.) determined, firm, unyielding, stubborn
ventured (v.) risked, dared, undertook, embarked upon
1. Though she was smaller than other runners, her
will made her a winner.
2. The
intermittent
picnic or not.
resolute
attitude
rain made it uncertain whether we could have our
3. His driving inexperience showed as he
the freeway.
ventured
uncertainly onto
4. Treating classmates with
a new school.
disdain
is not the way to win friends in
5. Our guest speaker was a
history.
distinguished
professor of Revolutionary War
After You Read
Analyzing Structure: Prologue
1. What is a prologue?
An introductory material at the beginning of a literary work that sets the stage for
what comes next.
2. What effect does this prologue have on you, the reader?
It makes me want to read about what led up to this event and what happened next.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Getting to Know the Individuals: Orphans & Students
In many ways, this book is a case of compare and contrast. To help you identify ways
that Hamilton and Burr are similar and different, use this table to make notes about
their early years. As you read further, you may wish to keep a similar chart with key
events in the men’s lives.
Alexander Hamilton
Aaron Burr
Birth date
January 11, 1755
February 6, 1756
Birthplace
Nevis, a British island in
the Caribbean Sea
Newark, New Jersey
Birth family
Unmarried parents, older
brother
Well known and well off,
one younger sister
Age when orphaned
12
Lived with cousin, who
died, taken in by the
Stevenses in St. Croix
2
First to Dr. Shippen’s
family, then to his Uncle
Timothy and Aunt Rhoda
Social status by 1769
Poor, homeless,
illegitimate
Educated, respected family
Personality
Take-charge, not looking
back, intelligent
Resolute, bad-tempered,
stubborn, intelligent
Formal schooling
Bookkeeping work in St.
Croix, Barber’s Academy,
King’s College
Tutored, Barber’s
Academy, College of New
Jersey
Similarities in school
histories
Barber’s College, Elizabethtown, NJ; both initially
rejected by College of New Jersey
Similarities in skills/social
abilities
Charming, well-liked, good writers, good in Latin and
Greek, well-read, ambitious
Differences in skills/
attitudes
Strong financial skills,
hated slavery, deliberate
New family/families
Copyright © 2009 Junior Library Guild/Media Source, Inc.
Restless, impatient,
doubtful, liked to party
9
Responding to the Chapters
1. Whom do you think had a harder early life, Hamilton or Burr? Why do you think so?
Answers may vary. Most students will probably say Hamilton did, citing his poverty
and homelessness.
2. For which man does this chapter give a greater sense of personality? Why might that
be so?
Answers may vary, but more of Burr’s youthful personality shows, because the
author quotes from letters that describe him in some detail.
3. What evidence do you see in this chapter that these boys will grow up to be
successful?
Answers may vary. Both boys show determination to succeed and strong
personalities in several examples throughout the chapter.
4. What personality strengths and weaknesses did Aaron Burr have as a young student?
He was disciplined enough to get good grades, he was popular, he sometimes
slacked off and drifted along, he was a flirt, he had trouble making choices
5. Besides being an orphan and poor, what other experiences did Hamilton overcome?
His questionable birth, a hurricane that struck St. Croix, his ship catching fire on
way to America, rejection by College of New Jersey.
Geography Connection
The Thirteen Colonies were only a part of the British
Empire in the New World. Use an atlas to find out more
about the island of Nevis, where Hamilton was born.
Discover its location, which country possesses it now,
something about its history, and its economy. Be prepared to locate it on a
globe or map.
Create a travel brochure that would entice someone to go there on a vacation.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Chapter 3: Patriots
pages 20–30
Before You Read
Introducing Vocabulary
In this chapter are some English words that are used less often today than they were
many years ago, but are perfectly good words with the same meanings that they had in
the time of Hamilton and Burr. Use a dictionary to help you define each of the
following words. Then write a synonym for each word that you might be more likely
to hear today.
1. odious
inspiring hatred, contempt, or disgust
Synonym: Possible answers: disgusting, nasty, gross
2. loathed
to dislike someone or something very strongly
Synonym: Possible answers: hated, despised
3. intrigues
secret schemes or plots
Synonym: Possible answers: plot, conspiracy, scheme
4. fatiguing
exhausting or tiring, the weakening of something from overuse
Synonym: Possible answers: wearing out, exhausting
5. intrepid
fearless and relentless in pursuing something
Synonym: Possible answers: fearless, courageous, brave
After You Read
Summarizing Main Ideas
1. Explain how Hamilton became involved with the patriot cause.
He defended the Boston Tea Party, wrote an article about it, and spoke at a Sons of
Liberty rally. In 1775 he joined a militia unit and soon enlisted in the army.
2. Explain how Burr became involved with the patriot cause.
He wanted to enlist when he heard about Lexington and Concord, but waited to
volunteer until real action was going to take place at Montreal and Quebec.
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Examining Details
1. What predictions did Hamilton make about the war and its aftermath that were
correct?
He said the war would be fought in small skirmishes instead of big battles, that
France and Spain would help the colonies, and that America’s economic power
would be grater than Great Britain’s.
2. Describe Hamilton as a military commander.
He was a strict leader but well-respected by his men because he was fair. He was a
perfectionist who made sure his men were well-trained and disciplined. He
provided uniforms and equipment for his men with his own money.
3. Describe how Benedict Arnold led his men, including Aaron Burr, on their way to
Quebec.
He didn’t have any discipline and let each man do what he wanted. Every man was
responsible for his own survival, including finding food and equipment.
4. Describe Burr’s performance as a soldier under Benedict Arnold and General
Montgomery. What did he think of Colonel (soon General) Arnold?
Burr handled the rough terrain well, he was sent to deliver a message to
Montgomery because he could be trusted to get through, he fought wisely and well
at the siege of Quebec. Burr disliked Arnold intensely.
Analyzing the Writing
Structure
Does the arrangement of each chapter help show the parallels between
Hamilton and Burr? Explain.
Answers may vary, but many will say that the back-and-forth stories of each man helps
to keep both biographies in perspective. The specific years and experiences of each
man are well described.
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Responses to Reading
1. What forces seem to motivate the actions of Hamilton and Burr in this chapter?
Answers may vary. Most students will find that ambition and a desire to make a
name seem to drive the men.
2. Which person do you find more interesting, appealing, or admirable? What in the
text creates that response?
Answers may vary. Many students will find that the detail about Burr, which focuses
more on his excitable personality, makes him seem more interesting at this point.
Cause and Effect Chart
Already you can begin to see how these two men are similar and different and how
conflicts may arise between them. Begin to keep a chart in which you list experiences
and/or attitudes that will create cause-and-effect situations that eventually lead to “the
duel.” Use the sample below to get started.
Hamilton or Burr?
Experience/Attitude
(Cause)
Burr
Courageous stand at
Quebec
Burr
Disliked by General
Washington
Copyright © 2009 Junior Library Guild/Media Source, Inc.
Effect
He liked the spotlight and
the fame of being a hero
Felt unwanted by
Washington’s “family” of
close advisors
13
Chapter 4: Heroes
pages 31–41
Before You Read
Making Predictions
Make a prediction about what will happen to the two young men in
this chapter. Then give at least two reasons for your predictions.
I predict:
Answers may vary.
Students should have two
reasons for their
predictions, preferably
drawn from evidence
within the text.
Why?
1.
2.
Introducing Vocabulary
Using Context Clues
Find each of the words below by reading the page on which it is located. Read the
passage in which the word appears and try to figure out its meaning by using the
context of the passage. Use a dictionary to check your definitions.
1. fortifications (page 31) structures built for defensive purposes
2. insolent (page 32) insulting and disrespectful
3. mutiny (page35) rebellion, uprising
4. makeshift (page 36) something temporary that is quickly put together
After You Read
More Connections
Hamilton and Burr continue to be connected by people, places, and events. List those
you found in this chapter. Answers may vary but could include any of the following:
Burr saved Hamilton at Bayard’s Hill Redoubt
Both knew Robert Troup
Both served under Washington
Both fought at the Battle of Monmouth Courthouse
Both found the women they would marry by 1780
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Getting to Know the Characters
1. Describe the relationship of Burr and Hamilton to George Washington. What is your
view of the difference?
Washington seemed to think little of Burr, and Burr did not like Washington.
Hamilton, however, was a favorite of Washington. Students may have varying
speculations about the differences.
2. Were these men really heroes? In what ways did each man show heroism during the
war?
Answers may vary. Both men, though self promoters, did show real heroism,
Hamilton at Monmouth (as well as Burr) and Burr at Harlem Heights.
3. In what ways had each realized youthful goals by the end of the war?
Answers may vary. Both men had made themselves prominent and important
members of society.
Analyzing the Writing
Details
The events in this book took place more than two hundred years ago. One way the
writer keeps the past alive is to show specific details from key incidents. Explain what
each detail below is, and how it puts the reader in the moment.
1. “. . . with a harmless click” (p. 34)
This detail refers to a mutiny against Burr. The detail provides an audible sense of
how close Burr was to death.
2. “. . . horse was shot out from under him” (p. 35)
This detail shows the close brush with death Hamilton had at Monmouth in an
easily visible image.
3. “. . . was calling Hamilton ‘my boy,’’’ (p. 38)
This detail shows Washington’s friendly regard for Hamilton.
4. “‘Fix bayonets!’” (p. 41)
This detail shows the immediate drama as Hamilton’s troops attack at Yorktown.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Chapter 5: Lawyers
pages 42–49
Before You Read
Making Predictions
You know that Hamilton and Burr must meet sooner or later. Make a prediction about
how they might meet and what their early contact might be like, based on what you
know of the men.
I predict:
Answers may vary. Many
students will predict that
they will meet in their
careers, and take an
instant dislike to each
other, though that is not
exactly what happened.
Why?
After You Read
Tracking Parallels
Use the list of words below to complete the chart, showing the similarities and
differences between Burr and Hamilton. Some words will be used for both men.
Aaron Burr
Alexander Hamilton
colonel
colonel
Albany, NY
Albany, NY
married Theodosia
married Eliza
anti-slavery
anti-slavery
New York City
New York City
trial lawyer
trial lawyer
Democratic-Republican
Federalist
NY State Assembly
NY State Assembly
Democratic-Republican
low-key, cool
fiery, talkative
NY State Assembly
owned slaves
owned slaves
colonel
Albany, NY
married Eliza
anti-slavery
married Theodosia
New York City
trial lawyer
Federalist
fiery, talkative
NY Attorney General
low-key, cool
owned slaves
NY Attorney General
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Responding to the Story
What events or activities that they are involved with could lead them into conflict?
They are both trial lawyers, often in opposition to each other in the courtroom; they
are in different political parties; they both enjoy being in charge and are ambitious;
they could end up competing for the same positions.
Making Connections
If you were interested in becoming a government leader someday, what can you learn
from these two men that would show you want to do and what not to do?
Answers will vary but could include: Be available when my country needs me;
consider the military; study and go to college; learn to get along with important
people; don’t irritate important people; express your views clearly; marry well, etc.
Fine Arts Connection
Portraits
In the days before photography, portrait painters recorded the appearance of
people. The portrait painting reached a highpoint in England and the United States
in the 1700s. The practice was a combination of fine art and business; a good
portrait painter was in demand by the rich and famous.
In the United States, Gilbert Stuart, John Singleton
Copley, and Charles Willson Peale painted thousands
of portraits. Choose one of these artists, or another of the
era, and write a brief report, in which you discuss not
only the artist’s career, but also the nature of the business
of portraiture at the time.
As a class, use the Internet to find portraits of Alexander
Hamilton and Aaron Burr. Compare and discuss the
various images. How do they differ? Which are most
flattering? Which seem most realistic? Which is probably
the most accurate? Why?
Benjamin Franklin
Portrait by Charles Willson Peale
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Chapter 6: Politicians
pages 50–59
Before You Read
Making Predictions
Hamilton and Burr have occasionally met in society and the courtroom. Now both
become interested in politics. What do you predict will happen between these two
ambitious men?
Answers may vary. They will oppose each other and become enemies, possibly even
want to harm each other’s career.
On what evidence do you base your prediction?
Answers may vary. Those who have differing political views often end up personal
adversaries as well. Both men are too ambitious to get along.
After You Read
Checking Predictions
Was your prediction supported? How well?
Answers may vary. Some may find that the men were more at odds than they expected
or that they were pretty much on target.
Mastering Vocabulary
Words with Multiple Meanings
Many words in English have more than one meaning. Understanding which meaning
an author intends is a key to comprehension. Below are words from this chapter that
could have more than one meaning. For each, identify two possible meanings. Then
place a checkmark in the box with the meaning the author intended in the text.
Word
Meaning 1
capital (page 51)
√
Meaning 2
uppercase (as in letters)
seat of government
customs (page 52)
normal behaviors
√
import taxes
uniform (page 52)
military clothing
√
standard or the same
stable (page 193)
submitted (page 58)
√
shelter for horses
steady, predictable
gave in, surrendered
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√
offered, put forward
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Analyzing the Writing
Figurative Expressions
Figurative expressions are words or phrases that represent one idea in terms of
another. The words or phrases are not literally true; they make a comparison or
suggest a way of thinking about an idea. When Burr was “dipping his toe in the
political waters,” he was not actually touching anything with his foot. The expression
shows that he was testing the conditions, as a swimmer might do in a chilly lake. St.
George often uses figurative expressions in order to make the facts of the past seem
livelier and to convey clearly the situations Hamilton and Burr were facing. Explain
what is meant by each of the following figurative expressions.
1. “lock, stock, and barrel” (p. 51) completely, entirely (entire contents of a store)
2. “trouble brewed” (p. 54) to begin to form over time, to grow stronger
3. “diving in headfirst” (p. 56) without reserve or caution
4. “bigger fish to fry” (p. 59) more important goals to pursue
Which Is Which?
Read the list below and write in the name of
Hamilton or Burr to show which man is
identified by the phrase, or write both if they
both can be identified by the item.
U.S. Secretary of Treasury
Hamilton
Ran for vice president
Both
Opposed to Washington
Burr
Opposed to Jefferson
Hamilton
Moved to Philadelphia
both
Used a code when writing
Burr
National Bank & U.S. Mint
Hamilton
Led militia against Whiskey
Rebellion
Hamilton
Had yellow fever
Hamilton
Strong central government
Hamilton
Opposed the Jay Treaty
Burr
Voted with the crowd
Burr
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Health Connection
Yellow Fever
The yellow fever that attacked
Hamilton and his wife was named
for the way skin turned a ghastly
yellow during the second—and
most deadly—stage of the disease.
Shortly after, a victim began to
vomit black clots of blood and
soon died. Thousands died in
Philadelphia in 1793.
There is still no “cure” for yellow
fever, and it still exists in some
parts of the world. Learn more
about the history of yellow fever,
its causes, and the discovery of its
source. Prepare a brief oral report
on what you learn.
As you investigate the disease,
make comparisons between what
you learn and other health issues
in the present.
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Chapter 7: Friends
pages 60–70
Before You Read
Making Predictions
This chapter is entitled “Friends.” Hamilton and Burr have been rivals in the courtroom
and in politics. What could possibly draw them together?
Answers may vary. A reasonable prediction is some sort of common cause or purpose.
Mastering Vocabulary
Applying Language
You can learn the meaning of a word by looking it up or by figuring it out from
context. But to master the word, you must be able to use it correctly in your own
language, whether written or spoken. Define each word below. On the back of this
paper, use each of the following words in an original sentence that shows you
understand its meaning.
Answers may vary. Students may create any sentence that correctly shows the
meanings of the following words.
1. integrity (p. 61) honesty, reliability
2. craved (p. 61) wanted, yearned for
3. cordial (p. 62) friendly, pleasant
4. livid (p. 64) furious, enraged
5. altruistic (p. 68) unselfish, idealistic
6. prominent (p. 69) well known, important
After You Read
Checking Predictions
How did the two men work together in this chapter? Was your prediction accurate?
Answers may vary. The two got along in the courtroom, and worked together on
harbor defenses against possible French attack and on the founding of the Manhattan
Company.
Getting to Know the Characters
1. How could Hamilton claim that he was honest after what was revealed in the
Reynolds pamphlet? Do you think he was honest?
Answers may vary. Hamilton’s claim was honest in financial affairs of the nation, not
personal ones. Some students will say he is not honest if he is hiding something.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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2. Why didn’t Hamilton want peace with the French?
Hamilton saw an opportunity to gain more personal glory and power.
3. How did the yellow fever epidemic help bring Hamilton and Burr together?
Burr wanted to create a water company into New York to replace the polluted wells
that caused the disease. He needed Hamilton’s help, and Hamilton agreed.
4. How did Burr possibly save Hamilton’s life a second time?
Hamilton accused Monroe of leaking the mistress story, and Monroe did not deny it
so Hamilton challenged him to a duel. Burr became peacemaker so the duel didn’t
happen.
5. How did Burr find himself involved in another duel? What was the outcome?
Burr was accused of bribery by his brother-in-law, so Burr challenged him to a duel.
Burr was shot in the jacket without harm and missed the man entirely. End of duel.
Making Connections
1. How is it that Burr and Hamilton, who have disagreed a lot, get along fine in New
York? You probably know people with whom you are not really friends, but you get
along well with them in some situations. How do people do that? Why do people
do that?
Answers may vary. Students may refer to complicated social relations with people
whom they deal with but don’t really like, so called “frenemies.”
2. Hamilton and Burr have different ideas about what should happen in the country.
Where did they get their ideas? Where do you get your ideas and attitudes about the
best way to do things?
Answers may vary. Hamilton likely got his ideas from the prominent people who
assisted his career, and Burr, who was often disliked by those people, seemed to
take positions in opposition to them. Most people get their opinions on politics and
philosophy from parents, peers, position, and culture.
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Chapter 8: Enemies
pages 71–81
Before You Read
Making Predictions
You know that the brief friendship between Hamilton and Burr will end. What events
will make them enemies?
I predict…
Answers may vary. Most
students by now will
predict that a political
difference and a personal
slight will make them
enemies.
Because…
Answers may vary. It seems they are
on a path to become enemies.
Otherwise there would be no duel.
Mastering Vocabulary
Key Words
Explain the meaning of the following words, each of which is critical to understanding
the situation that developed between Hamilton and Burr.
1. dictated (page 71) told what to do without asking for any input; ordered
2. blacklist (page 22) a group of people who are excluded from something
3. glib (page 75) flattering or persuasive in a sneaky sort of way
4. limbo (page 76) a state in which something is left undecided
5. consoled (page 78) provided comfort to someone
After You Read
Checking Predictions
Reread your predictions. Were you right? What caused Burr and Hamilton
to become mortal enemies?
Answers may vary. Hamilton’s political opposition to Burr’s ambitions led him to make
personally insulting remarks, which Burr could not tolerate.
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Analyzing the Writing
Summarizing
In this chapter, the author explains the events and feelings that led up to the duel. If
you were explaining the conflict to someone, how would you summarize the situation?
1. Hamilton does not think highly of Burr. Summarize his attitude about Burr’s
character.
Answers may vary. Hamilton opposed Burr at every political turn, partly because
Burr is of another party, which always threatens Hamilton’s views and career.
Hamilton repeatedly wrote of Burr as a man without principle whose sole purpose
was his own personal ambition and drive for power, not any principle or idea.
2. Burr has very specific complaints about Hamilton. Summarize the actions Hamilton
has taken that have enraged Burr.
Answers may vary, but Burr has been outraged by Hamilton’s efforts to thwart him
five times: When Burr ran for senator against Hamilton’s father-in-law in 1791; when
Washington refused to appoint him minister to France, for which Burr blamed
Hamilton’s influence; when Hamilton persuaded the popular John Jay into running
against Burr; when Hamilton lobbied his own party members to support Jefferson
rather than Burr, his running mate; and when he wrote against Burr in the election
for governor in 1804. Each of these instances upset Burr not only for what they
were, but also for the strength of Hamilton’s efforts and extremity of his language.
Flintlock Pistols
In pistol duels, participants stood sideways, rather than
squarely facing each other. Why do you suppose they did so?
The idea of standing a few feet apart with guns and taking
turns firing at one another sounds like sheer suicide. Today it
would be. Dueling pistols, however, such as the ones Burr
and Hamilton would use, were unreliable and inaccurate.
How did they work, and what made them so undependable?
Research the history of firearms to learn about flintlock technology. Draw a
diagram of a flintlock pistol, showing what it looked like, how it was loaded,
how it worked, and why it was a weapon of chance as well as a weapon of
choice in the early 19th century.
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Chapter 9: Duelists
Epilogue
pages 82–89
Making Predictions
Describe what you think will happen between Hamilton and Burr as the book
concludes.
Answers may vary. Most will conclude that the two men meet, duel, and one or both
are harmed in some way, possibly killed.
After You Read
Checking Predictions
Review your prediction about the duel.
How accurate was your prediction to what really happened?
Answers may vary. Some readers will be surprised that Burr is charged with murder.
Getting to Know the Characters
1. Who makes the challenge and why?
Burr makes the challenge in response to a personal insult Hamilton made at a
dinner party that circulated in society.
2. Does either man make an effort to avoid the duel? Explain your answer.
Hamilton urges Burr to reconsider, and as he prepares for the duel, says he will
hesitate, allowing a way out.
3. How does it turn out for the winner of the duel in his later life?
Burr is charged with murder, and flees. He never again rises to any level of political
and social respectability. A hazy scheme to found an empire in the west leads to
charges of treason, of which he was acquitted.
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Analyzing the Writing: Structure
Author Judith St. George has used a prologue and an epilogue in this book.
1. Reconsider the prologue of the book. Where do the events of the prologue fit in the
series of events of the final few chapters?
The prologue could be inserted just before the start of the final chapter.
2. How does using the prologue in this way contribute to the drama of the final
chapter?
Answers may vary. The events of the lives of the two men have been moving
toward the duel since birth, so the twin biographies have been building toward the
dramatic confrontation first shown in the prologue.
3. What purpose does the epilogue play in the story of Hamilton and Burr?
The epilogue shows the regard with which Hamilton was regarded at his death in
1804, and the disappointment of Burr’s life until his death in 1836.
Responding to the Story
1. Do you think Burr was justified in his belief that Hamilton had deeply injured his
honor? Why or why not?
Answers may vary. It is without question that Hamilton worked hard against Burr’s
efforts at almost every turn, and did so harshly. Burr took it very personally.
2. Do you think that Hamilton was justified in his opinion of Burr? Why or why not?
Answers may vary. Hamilton may have let his political views influence his thoughts
about Burr’s character, but it is also true that Burr was calculating, ambitious, and
power hungry.
3. Whom did you want to win the duel? Why?
Answers may vary.
4. Do you think there was any way these two men could have settled their differences?
Answers may vary. Surely in almost every such case, a way not involving killing
could have been found. Burr, in particular, felt trapped, angry, and hopeless.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Wrap-up
Reviewing Predictions
Turn to page 7 of this guide and review your first predictions.
Complete the chart on the page.
Analyzing the Writing
1. Although this is a work of nonfiction, the author tries to make it read almost like a
story that you would read in fiction. Describe ways that she accomplishes this goal.
Answers may vary. St. George arranges events to tell a story, and dramatizes it by
the use of a prologue and flashback. She also uses source materials for quotations,
and she uses a simple and informal writing style to relate events.
Thinking About the Genre
1. Often, St. George has included quotations and descriptions from the men or from
others who knew them. What effect do those quotations have as you read?
Answers may vary. The quotations lend a sense of immediacy to the account. They
also help establish its truth.
2. Look at the bibliography at the back of The Duel. What information does that section
provide?
The bibliography lists the source materials St. George drew upon to write the book.
3. Authors of nonfiction draw conclusions and have opinions. Find a few examples of
places in which St. George offers an opinion or draws a conclusion. Do you think
the author is fair to both Hamilton and Burr?
Answers may vary. There are many examples of St. George remarking upon Burr’s
temper or Hamilton’s ambition. In general, St. George seems to deal evenhandedly
with both men. She praises both at times, and she notes their flaws and selfpromotion.
Making Connections
1. Everyone meets people in life with whom they cannot get along. Sometimes people
misunderstand each other and sometimes they oppose each other for other reasons.
What can you learn from reading about Hamilton and Burr that you can use in your
own life?
Answers may vary. Students may note a need to be reasonable, to be fair, and to
make attempts to work problems out, rather than making enemies for life.
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Library Applications
Research: Dueling
Dueling has a long history. There was even a written
code, the Code Duello, specifying rules for challenges
and conduct. Despite many attempts to end the
practice, it persisted well into the 19th century in
America. Students may research:
• the origins of dueling
• weapons used for dueling
• codes and customs of dueling
• famous duels
• the law’s response to dueling
The Hamilton–Burr Duel
Students may use books, magazines, or the Internet to learn more about the subject.
Guide students in effective research skills such as effective searching and evaluating
sources, especially on the Internet.
Writing: Letters
Before modern communications, letters were the means by which people kept in
touch. It is amazing to people today how often and how much people wrote. Such
letters are also valuable sources for historians, as St. George shows in this book.
Letter writing takes practice though. Have students imagine and write a series of letters
between:
•
•
•
Hamilton and his wife Eliza about the end of the Revolutionary War, or
Burr and his beloved daughter Theodosia, after the duel, or
some other characters and circumstance they choose
Encourage students to be as thorough as they can. Explain that
they do not necessarily have to imitate the formal patterns of
language of the time, but that they should include details,
questions, comments, as if they were the person whom they
are representing in the series of letters.
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Using Local Resources:
Fun in Your Own Backyard
This book is about two important men in the early days of the United States. What
was your community like in its early days? Create a poster giving a sense of the
early history of your community. A librarian can help with research. Suggestions
for the poster include:
•
•
•
•
•
•
a brief narrative
copies of early newspaper articles
copies of photographs
a time line
important people
maps
Whether your community’s history extends two hundred years or only fifty, it is
important to understand that history is about real people who lived real lives.
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Suggestions for Further Reading
Other books by Judith St. George
Betsy Ross, Patriot of Philadelphia. Henry Holt and Company, 1997
Dear Dr. Bell…Your Friend, Helen Keller. Harper Collins, 1992
John and Abigail Adams: An American Love Story. Holiday House, 2001
Sacagawea. G.P. Putnam’s Sons, 1997
A complete list of St. George’s books appears on her Web site at
www.judithstgeorge.com/books.htm
Nonfiction books about the early days of the United States
Allen, Thomas. George Washington, Spymaster: How the Americans Outspied the British
and Won the Revolutionary War. National Geographic Children’s Books, 2004.
Blivens, Bruce. The American Revolution: 1760-1783. Random House, 1981.
Bobrick, Benson. Fight for Freedom: The American Revolutionary War. Byron Preiss,
2004.
Fleming, Thomas. Everybody’s Revolution: A New Look at the People Who Won
America’s Freedom. Scholastic, 2006.
Freedman, Russell. Washington at Valley Forge. Holiday House, 2008.
Historical fiction relating to the early days of the United States
Anderson, M.T. The Astonishing Life of Octavian Nothing, Traitor to the Nation.
Candlewick Press, 2006.
Collier, Christopher, and Collier, James Lincoln. My Brother Sam Is Dead. Scholastic,
1985.
Forbes, Esther. Johnny Tremain. Houghton-Mifflin, 1943 (many other editions).
Rinaldi, Ann. Time Enough for Drums. Dell-Laurel Leaf, 1986.
Copyright © 2009 Junior Library Guild/Media Source, Inc.
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Correlations to National Standards
For Grades 9–12
Content Area
Standard
Number
Standard Objective
Visual Arts
NA.M.9–12.4
Visual Arts
NA.M.9–12.6
Languages Arts: English
NL-ENG.K–12.1
Understanding the Visual Arts in
Relation to History and Cultures.
Making Connections Between Visual
Arts and Other Disciplines
Reading for Perspective
Languages Arts: English
NL-ENG.K–12.2
Reading for Understanding
Languages Arts: English
NL-ENG.K–12.3
Evaluation Strategies
Languages Arts: English
NL-ENG.K–12.4
Communication Skills
Languages Arts: English
NL-ENG.K–12.5
Communication Strategies
Languages Arts: English
NL-ENG.K–12.6
Applying Knowledge
Languages Arts: English
NL-ENG.K–12.8
Developing Research Skills
Languages Arts: English
NL-ENG.K–12.12
Applying Language Skills
Geography
NSS-G.K-12.2
Social Studies: U.S. History
NSS-USH.5–12.2
Social Studies: U.S. History
NSS-USH.5–12.3
Places and Regions
Colonization and Settlement
(1929–1945)
Revolution and the New Nation
Social Studies: U.S. History
NSS-USH.5–12.4
Expansion and Reform
Social Studies: Civics
NSS-C.9–12.1
Civic Life, Politics and Government
Social Studies: Civics
NSS-C.9–12.2
Physical Education & Health
NPH-H.9–12.2
Physical Education & Health
NPH-H.9–12.3
Foundations of the Political System
Health Information, Products, and
Services
Reducing Health Risks
Technology
NT.K-12.1
Basic Operations and Concepts
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