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Lesson 5

We will begin to dig deeper into our study of the question, “How did Lin-Manuel Miranda interpret primary and secondary sources to create Alexander Hamilton?” We will read “Federalist No. 1.”

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
    • “Federalist No. 1,” Alexander Hamilton, Public Domain, October 27, 1787

Materials

Tools

Reference Guides

Question Sets

Editable Google Docs

Activity 1: Read

We will prepare to read “Federalist No. 1.”

Step 1

Discuss the following question in a small group:

  1. Think about complex texts you have read in the past. What techniques have you used to help you comprehend these complex texts?

Share your ideas with the whole class after the small-group discussion.

Step 2

As a class, reread and annotate Paragraphs 2 and 3 from Publius in Alexander Hamilton by Ron Chernow (pp. 252-257). Consider the following guiding question:

  1. What is the first essay of The Federalist Papers about? What evidence from the text supports this interpretation?

After reading, share your thoughts about the content of the first essay with the class.

Activity 2: Read

We will read “Federalist No. 1.”

As a class we will read “Federalist No. 1.”

While reading, annotate the text by doing the following:

  • Underline the reasons Hamilton gives for why the Constitution should be ratified.

  • Put an asterisk next to evidence he uses to support his reasons.

  • Put brackets around the counterclaims.

  • Circle unfamiliar words.

Activity 3: Discuss

We will delineate Hamilton’s argument.

Step 1

Using the Delineating Arguments Tool, analyze Hamilton’s argument. Begin by identifying and writing down the following:

  • the issue or question Hamilton is addressing

  • his purpose for writing

  • his perspective on the issue

  • his position on the issue

Step 2

Locate the reasons and counterclaims you identified while reading.

First, find the reasons you underlined. Discuss them as a class and then write them in the Claims boxes.

Second, find the evidence you put an asterisk next to. Again, discuss the evidence found for each reason, then write it in the Supporting Evidence boxes.

Third, find the counterclaims you bracketed. Discuss the counterclaim and the evidence supporting it. Then, look at how Hamilton refutes it and what evidence he uses to do so. Write the counterclaim in the Counterclaim/Claim box, the evidence that supports it in the Supporting Evidence box, and how Hamilton refutes it in another Counterclaim/Claim box, along with his supporting evidence refuting the counterclaim.

Activity 4: Discuss

We will discuss the effectiveness of Hamilton’s argument and what we learned about him through this text.

In a small group, discuss the following questions:

  1. After delineating the argument, do you think Hamilton’s argument was effective? Why or why not?

  2. What did you learn about Alexander Hamilton from reading this text?

After your small-group discussion, share your thoughts in a whole-class discussion.