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Lesson 10

We will prepare for the Section Diagnostic by reviewing our research about Alexander Hamilton and will consider Hamilton’s views.

Lesson Goals

  • Can I make connections between the research I conducted and the way in which Hamilton is characterized in “Stay Alive,” “Yorktown,” and “Cabinet Battle #1"?

  • Can I gather and organize relevant and sufficient evidence to demonstrate an understanding of ideas?

Texts

Core

  • Tradebook
    • Hamilton: The Revolution, Lin-Manuel Miranda and Jeremy McCarter, Grand Central, 2016

Materials

Tools

Reference Guides

Question Sets

Editable Google Docs

Activity 1: Discuss

We will discuss what we found in our fact-finding mission.

Have the Research Note-Taking Tool you completed for homework out for reference.

In a small group, share the facts you discovered and discuss your answer to the question, “What were Hamilton’s views on slavery?”

After the small group discussion, share your findings and thoughts in a class discussion.

Activity 2: Discuss

We will compare our findings from our research with the portrayal of Hamilton in the musical.

Look back at the lines you analyzed from "Stay Alive,” "Meet Me Inside,” and "Guns and Ships.” Compare Miranda’s interpretation of Hamilton and his fight against slavery with what you discovered in your research.

In your small group, use the Comparison Organizational Frame to guide your thinking as you compare your research and Miranda’s interpretation to prepare for the Section 2 Diagnostic:

Prompt: Compare Miranda’s interpretation of Hamilton’s views of slavery with what you found in your reading of primary and secondary sources. Support your response with evidence from the musical and multiple texts.

What Are You Comparing:

  • Side A: Miranda’s portrayal of Hamilton’s perspective of slavery

  • Side B: Hamilton’s perspective as portrayed in primary and secondary sources

Summarize What You Know:

  • Summarize what you know about Miranda’s portrayal of Hamilton’s perspective and Hamilton’s perspective as portrayed in primary and secondary sources for each point of comparison.

  • Summarize the similarities between A and B. What is similar?

  • Summarize the differences between A and B: What is different.

  • Form a comparative observation: Your comparative conclusion or thesis will be developed after thinking about these similarities and differences. Your thesis might end up suggesting that the two subjects are quite similar, quite different, very different, or related in a way that sets up a broader conclusion, claim, or thesis.

Activity 3: Discuss

To prepare for the Section Diagnostic, we will think about how other songs in the musical will help you respond to the question, “How Did Hamilton Fight Slavery?”

Review the song titles, your Notice and Wonder Note-Taking Tools, and your summaries of Act 1 and Act 2.

  1. Are there any other songs that might help you complete the Section Diagnostic?

  2. Are there other songs that discuss the issue of equality or show you Hamilton’s thoughts about equality?

For homework, review your Vocabulary Journal. Identify a significant word or words that you would like to use in your response to the Section Diagnostic.

Review your Mentor Sentence Journal. Select at least one technique that you plan to use when writing your response to the Section Diagnostic.