Lesson 3

We will continue to explore the question, How did Lin-Manuel Miranda interpret primary and secondary sources to portray Hamilton’s relationships? We will read and analyze excerpts from Alexander Hamilton by Ron Chernow and a letter from George Washington to Alexander Hamilton. We will make connections between the sources and Miranda’s interpretation of the relationship between Hamilton and Washington.

Lesson Goals

Can I make connections between the information in the sources and Miranda’s interpretation of the relationship between Hamilton and Washington in “Meet Me Inside,” “History Has Its Eyes on You,” “One Last Time,” and other songs?
Can I express an accurate understanding of the central ideas of informational texts?
Can I gather and organize relevant and sufficient evidence of the relationship between Hamilton and Washington in the primary and secondary sources?

Texts

Core

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

- Excerpt from Hamilton Becomes Secretary of Treasury (pp. 286–290) from Alexander Hamilton, Ron Chernow, Penguin Press, 2004
- Excerpt from Hamilton Helps Washington Write His Farewell Address (pp. 505–508) from Alexander Hamilton, Ron Chernow, Penguin Press, 2004
- “To Alexander Hamilton from George Washington, 2 February 1795,” George Washington, Public Domain, 1795

Materials

Tools

Editable Google Docs

Activity 1: Read

We will read the excerpt from Hamilton Becomes Secretary of Treasury (pp. 286–290) from Alexander Hamilton, by Ron Chernow.

Read the excerpt from Hamilton Becomes Secretary of Treasury (pp. 286-290) from Alexander Hamilton, by Ron Chernow, which describes Washington and Hamilton’s relationship during Washington’s presidency. Then, read a letter from Washington to Hamilton after Hamilton resigned as Secretary of Treasury.

While reading, annotate the text: underline sentences that help you understand Hamilton and Washington’s relationship, and circle unfamiliar words. Write down the words and definitions in your Vocabulary Journal. For each word, identify the vocabulary strategy (e.g., context, morphology, reference resource) you used to determine its meaning.

Then, use your Mentor Sentence Journal to identify sentences that stand out to you as interesting or that represent a strong example of a particular concept you have learned. You can use these sentences to build a writer’s toolbox, wherein you have a number of techniques at your disposal to use when writing.

Activity 2: Write

We will continue using the Comparison Organizational Frame to compare the relationship between Hamilton and Washington in the musical to the primary and secondary sources.

In small groups, use the Comparison Organizational Frame to compare Hamilton and Washington’s relationship in the musical to the excerpt from Hamilton Becomes Secretary of Treasury (pp. 286-290) from Alexander Hamilton by Ron Chernow and the letter to Alexander Hamilton from George Washington, 2 February 1795.

Continue adding to Side B by summarizing what you know about the relationship seen in the excerpt. You might add to the Point of Comparison columns as you find common details to compare across texts.

Activity 3: Read

We will read the excerpt titled Hamilton Helps Washington Write His Farewell Address (pp. 505–508) from Alexander Hamilton by Ron Chernow.

Before reading the excerpt from Hamilton Helps Washington Write His Farewell Address (pp. 505-508) from Alexander Hamilton by Ron Chernow, reread the lyrics to "One Last Time."

Now, read the excerpt. While reading, underline sentences that help you understand Hamilton and Washington’s relationship, and circle unfamiliar words.

Activity 4: Write

We will continue using the Comparison Organizational Frame to compare the relationship between Hamilton and Washington in the musical to primary and secondary sources.

In small groups, use the Comparison Organizational Frame to compare Hamilton and Washington’s relationship in the musical with the excerpt from Hamilton Helps Washington Write His Farewell Address (pp. 505-508) from Alexander Hamilton by Ron Chernow.

Continue adding to SidesA (musical) and B (primary/secondary source) by summarizing what you know about the relationship seen in the musical and excerpt.

Activity 5: Discuss

We will discuss what we have on our organizational comparison frame so far and add characteristics to our Washington T-chart.

As a class, share what you have included on your Comparison Organizational Frame so far. What similarities and differences are you seeing?

Then, discuss some of Washington’s characteristics you saw in the previous reading.

During the discussion, add to the class T-chart of Washington’s characteristics.

Activity 6: Write

For homework, we will continue working on our Comparison Organizational Frame.

Step 1

For homework, complete the following sections for the Comparison Organizational Frame:

Summarize the similarities between A and B for each point of comparison.
Summarize the differences between A and B for each point of comparison.
Write comparative observations or claims for each point of comparison.
Form a comparative conclusion.

To help you do this, use the information you added for Sides A and B. Also, think about the characteristics of George Washington the class wrote on the T-chart. You might take a picture of the class T-chart if you have the technology to do so.

Be prepared to discuss your comparisons during the next class.

Step 2

Continue to complete the Comparison Organizational Frame:

Summarize the similarities between A and B: Look at the information you summarized. What is similar?
Summarize the differences between A and B: Look again at the information you summarized. What is different?

Form a Comparative Claim: Your comparative conclusion or thesis will be developed after thinking about similarities and differences between your subjects. Your thesis might end up suggesting that the two subjects are:

similar but with a few key differences
quite different, but with a few key similarities
very different, with one of the two subjects being superior to the other based on points of comparison and evidence
related in a way that sets up a broader conclusion, claim, or thesis