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Lesson 4

We will conduct a class discussion in which we share our opinions and thoughts about Alexander Hamilton and Miranda’s interpretation of him.

Lesson Goals

Reading and Knowledge

  • Compare and Connect: Can I recognize points of connection among texts, textual elements, and perspectives to make logical, objective comparisons?
  • Gather and Organize Evidence: How well do I gather and organize relevant and sufficient evidence to demonstrate an understanding of texts and topics, support claims, and develop ideas?

Writing

  • Develop Ideas: Can I use devices, techniques, descriptions, reasoning, evidence, and visual elements to support and elaborate on coherent and logical narratives, explanations, and arguments?
  • Engage Actively: Can I actively focus my attention in group discussions?
  • Communicate Effectively: Can I use language and strategies to accomplish my intended purpose in communicating?
  • Remain Open: Can I change my ideas or perspective based on new, credible information and experiences?
  • Collaborate: Can I work productively in various roles with others?
  • Listen: Can I pay attention to and acknowledge others while thoughtfully considering their ideas?
  • Question: Can I formulate and use questions to establish and deepen my understanding of texts and topics?
  • Refine and Revise: Can I revisit, refine, and revise my understanding, knowledge, and work based on discussions with others and feedback and review by myself and others?

Texts

There are no texts for this Lesson.

Materials

Tools

Reference Guides

Editable Google Docs

Activity 1: Write

We will prepare to complete the Section Diagnostic.

Read the Section 4 Diagnostic Checklist and discuss its content with a small group.

Use a copy of the Discussion Tool to prepare for the Section 4 Diagnostic discussion around the following questions:

  1. To what extent does Lin-Manuel Miranda’s interpretation and portrayal of Hamilton’s character align with how he is represented in the primary and secondary sources you have studied?

  2. How important is it to be historically accurate when creating art that is based on a real person or event?

In the first row, write the claim from your Forming Evidence-Based Claims Tool you completed in response to the question, “How important is it to be historically accurate when creating art that is based on a real person or event?” Then, summarize the evidence and explanation that supports your claim in the right column of the first row.

Review the Sample Discussion Norms in the Academic Discussion Reference Guide before beginning the discussion.

Review your Vocabulary Journal. Identify significant words that you would like to use in your response to the Section Diagnostic.

Activity 2: Discuss

We will participate in a class discussion.

Participate in a class discussion about the following questions:

  1. To what extent doesIs Lin-Manuel Miranda’s interpretation and portrayal of Hamilton’s character align with how he is represented in the primary and secondary sources you have studied?

  2. How important is it to be historically accurate when creating art that is based on a real person or event?

Use evidence from the texts you have read in the unit to support your responses. Take notes during the discussion on your Discussion Tool.

Activity 3: Write

We will summarize the discussion on our Discussion Tools.

On your Discussion Tool, summarize the discussion below the chart.

After completing the summary, you will then answer the reflection questions under the After Discussion section.

Activity 4: Write

We will reflect on our work on the Section Diagnostic and assess how prepared we are for the Culminating Task.

Step 1

Review the Central Question of the unit:

How do storytellers use primary sources?

Use the following questions to guide a discussion with a partner or small group:

  1. What new knowledge do you have in relation to the Central Question?

  2. What are you still curious about in relation to the Central Question?

  3. What is the relationship between the question and the texts you have read so far? How do the texts shed light on the question? How does the question help you understand the texts?

  4. How has your response to the question evolved, deepened, or changed?

In your Learning Log, write your response to Question 3. You will return to this response in later lessons to examine how your understanding of the Central Question has evolved.

Choose at least three of the questions below and respond to them in your Learning Log:

  1. How well did you take necessary action to prepare for the task?

  2. What went well for you during the completion of this task?

  3. What did you struggle with during the completion of this task? How did you push through that struggle?

  4. How well did you actively focus your attention during this independent task?

  5. How well did you develop and use an effective and efficient process to maintain workflow during this task?

  6. What would you do differently during the next Section Diagnostic?

Step 2

Now, find and review your Culminating Task Progress Tracker. Think about all you have learned and done during this section of the unit. Evaluate your skills and knowledge to determine how prepared you are for the Culminating Task.

  • Add or refine any skills and content knowledge required for the Culminating Task.

  • Evaluate how well you are mastering skills and knowledge required for the Culminating Task.