How to Build a History Course Around “Hamilton: An American Musical”

hamilton

Reeve Hutson of Duke University explains how to do it.  Here is a taste from his piece at Panorama:

To my surprise, Hamilton proved a wonderful foil for studying the Revolutionary era—because the students love it; because it’s so good as a musical; and not least because it’s so bad as an interpretation of the Revolution. Those of you who have heard or seen the musical know just how many problems are contained in it: the belief in American exceptionalism; the assumption of a natural, already-existing American nation that pre-dated the Revolution; the faith in American national innocence (with the prominent exception of slavery and the subordination of women); the association of American-ness with upward social mobility; the notion that the Revolutionary movement was singular and united; the assumption that the story of the Revolution was the story of the “founding fathers”; the belief that the Federalists embraced what we twenty-first-century audiences would recognize as “democracy” (again, except for the disenfranchisement of women and people of color).

Read the entire piece here.

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