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Lesson 3

We will dig deeper into our study of the question, “How did Lin-Manuel Miranda interpret primary and secondary sources to create Alexander Hamilton?” We will begin by reading excerpts from Ron Chernow’s biography, Alexander Hamilton, that focus on The Federalist Papers.

Lesson Goals

  • Can I express an accurate understanding of the central ideas of texts?

  • Can I use a variety of strategies (e.g., context clues, word study, and vocabulary resources) to determine the meaning of unfamiliar words, phrases, and figurative expressions?

  • Can I gather and organize relevant and sufficient evidence to demonstrate an understanding of texts and topics, support claims, and develop ideas?

  • Can I formulate and use questions to establish and deepen my understanding of texts and topics?

  • Can I take necessary action to prepare for the task?

  • Can I actively focus my attention on independent and collaborative tasks?

  • Can do I work productively in various roles with other participants?

  • Can I pay attention to and acknowledge others while thoughtfully considering their ideas?

Texts

Core

  • Unit Reader
    • Excerpt from Publius (pp. 247–249) from Alexander Hamilton, Ron Chernow, Penguin Press, 2004
    • Excerpt from Publius (pp. 252–257) from Alexander Hamilton, Ron Chernow, Penguin Press, 2004
    • Excerpt from Publius (pp. 261–266) from Alexander Hamilton, Ron Chernow, Penguin Press, 2004
  • Tradebook
    • Hamilton: The Revolution, Lin-Manuel Miranda and Jeremy McCarter, Grand Central, 2016

Optional

  • Multimedia
    • Hamilton, Thomas Kail, Walt Disney Studios, 2020

Materials

Tools

Reference Guides

Question Sets

Editable Google Docs

Activity 1: Discuss

We will review our homework.

In a small group, discuss your responses to the homework based on the analysis you wrote down on your Extending Understanding Tool:

  1. How does the Alexander Hamilton you analyzed in the letter compare to the Alexander Hamilton you analyzed in the songs "Alexander Hamilton" and "My Shot"?

After your small-group discussion, share your insights about Alexander Hamilton with the class.

Activity 2: View

We will rewatch the song “Non Stop” from the filmed stage production of Hamilton.

Rewatch the scene for the song "Non-Stop” from the filmed stage production of Hamilton.

While rewatching, add any additional observations, thoughts, and questions to your Act 1Notice and Wonder Note-Taking Tool.

Activity 3: Read

We will read the lyrics of “Non Stop,” with a focus on learning about the federalist papers.

Read through the lyrics of "Non-Stop" to respond to the following questions, which appear on the Section 2 Question Set:

  1. What are The Federalist Papers?

  2. How was Hamilton involved with The Federalist Papers?

Share your answers with the class.

Activity 4: Read

We will learn about group roles with a model text.

Consider the four roles you will use in your reading groups:

  • Summarizer- This person will summarize the text. Use the Summarizing Text Tool.

  • Significant Passage Locator- This person will identify important passages in the text. Focus on passages that help you respond to the question, “Who is Alexander Hamilton?” Use the Significant Passage Locator Note-Taking Tool.

  • Discussion Leader- This person creates discussion questions about the text that require thinking or inferring. Use the Discussion Leader Note-Taking Tool.

  • Definer- This person finds unfamiliar words and defines them. Use a Word Map.

With your teacher, use a model text to practice what each of these roles do.

Activity 5: Read

We will learn about the Federalist Papers by reading excerpts from Alexander Hamilton by Ron Chernow.

In your group, each member will take one of the following roles:

  • Summarizer- This person will summarize the text. Use the Summarizing Text Tool.

  • Significant Passage Locator- This person will identify important passages in the text. Focus on passages that help you respond to the question, “Who is Alexander Hamilton?” Use the Significant Passage Locator Note-Taking Tool.

  • Discussion Leader- This person creates discussion questions about the text that require thinking or inferring. Use the Discussion Leader Note-Taking Tool.

  • Definer- This person finds unfamiliar words and defines them. Use a Word Map.

Read the excerpts from Publius (pp. 247-249, pp. 252-257, pp. 261-266), in Chernow’s Alexander Hamilton, thinking about your role in your reading group. Your group can decide whether or not to read these excerpts out loud or silently.

After reading, complete your assigned tool.

Activity 6: Discuss

We will discuss the excerpts from Alexander Hamilton by Ron Chernow.

Before beginning your group discussion, review the Academic Discussion Reference Guide and create group norms.

During the discussion, do the following:

  • Share your evidence, questions, etc.

  • Discuss each tool (summarizer, significant passage, etc). What are your thoughts about your group’s findings?

  • Write notes in your Learning Log.

After the small-group discussion, share your thoughts with the whole class.

Activity 7: Write

We will assess our performance in our group discussion.

For homework, complete the Group Discussion Checklist to assess yourself and your group members’ performances in your discussion.