Hamilton's understanding of National Time

Lin-Manual Miranda’s masterful hip-hop musical, Hamilton, eloquently ties together time theories that show the impact time’s understanding has on the development of a character and the motivation behind their actions.  Miranda’s work could not avoid discussion of the implications of understanding time, as he draws on history with his own lens, exposing his personal beliefs in time.  Miranda draws on national time in consideration of the creation of the United States, developing an understanding of the U.S.’s construction with a more modern and diverse perspective.
The understanding of national time within this musical is seen through the creation of the nation, and Miranda’s understanding of ‘double time’ that was not considered in America’s history.  The U.S. Constitution was not written with consideration for those who were not experiencing life the same way as those writing it.  It did not consider the humanity of slaves, Native Americans, or women, who all experienced (and continue to experience) different histories and timelines for the recognition of their humanity and rights.  Miranda is able to draw on this by commenting on the lack of consideration for slaves and the injustices that stem from it, such as when Hamilton is debating Jefferson and Hamilton references “who’s really doing the planting” (Miranda 161) in the South.  Moments such as these give the audience the ability to see how time varied based on who one was at the time, as well as how time has shifted most people’s personal, explicit perspectives on the racism within the foundational documents of the United States.  This “double time” is also seen through the way Miranda casted Hamilton, ensuring to include people of color in all major roles, commenting on the lack of diversity in U.S. history.  It forces the audience to again consider how history varied for different people whose humanities and basic rights were recognized at different points in time, not all succinctly at the same moment. 
    This is something that I have considered while volunteering at Bridges.  The girl who I help each week is in middle school and has been attending school virtually for months.  At this point in history, we may look back and think that we all shared in this pause of national time—when the nation stopped due to a pandemic—but there are vastly different experiences of this pause and change to daily life depending on your age.  I currently struggle with being home with my family during this time and missing my friends, but middle school students are most likely struggling immensely with purely the self-control to stay focused on a task when there are so many other distractions and no adult in the room to force attention.  This is a different experience of this national time than I am experiencing, and it will impact our age groups differently in the long run.  This connects to the national time and construct of “double time” in Hamilton because of the need to consider differences across populations to create policies, programs, and whole governments that reflect the needs of those who are experiencing their histories differently than those making all of the decisions.
Time theories allow people to consider their own understanding and perception of time, as well as how those around them perceive it.  Hamilton uses numerous time theories, but foundationally considers that of national time and its role in the creation of this nation.  National time continues to be a developing idea that is impacted by different groups’ experiences, which can be seen in “double time.”  Lin Manuel Miranda created a tribute to American history with a new, more open-minded perspective, that considers humanity and diversity, which would have benefited this nation from its outset.  

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