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Lesson 1

We will begin to explore the following question: How will I use primary and secondary sources to create an original work?

Lesson Goals

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

  • Can I work productively in various roles with other participants toward a common goal?

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

  • Can I generate and develop ideas, positions, products, and solutions to problems?

  • Can I explore a variety of credible sources to answer a question or solve a problem using an organized and dynamic process of inquiry?

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

Texts

There are no texts for this Lesson.

Materials

Tools

Reference Guides

Question Sets

Editable Google Docs

Activity 1: Read

We will introduce the section by reviewing the Central Question and framing questions.

Step 1

Review the Central Question of the unit:

How do storytellers use primary sources?

Review the Framing Questions for this unit, particularly Question 7:

  1. How did Lin-Manuel Miranda interpret primary and secondary sources to create Hamilton: An American Musical?

  2. Who is Alexander Hamilton?

  3. How did Lin-Manuel Miranda interpret primary and secondary sources to create the character of Alexander Hamilton?

  4. How did Lin-Manuel Miranda interpret primary and secondary sources to portray Hamilton’s relationships?

  5. How does Lin-Manuel Miranda’s interpretation of Alexander Hamilton compare with the Hamilton revealed in the primary and secondary sources?

  6. Is Lin-Manuel Miranda’s interpretation of Hamilton’s character accurate?

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

  8. How will I use primary and secondary sources to create an original work?

  9. How does the use of primary sources affect modern storytelling?

Review the previous entries in your Learning Log, reflect on what you learned over the previous section, and add new observations and inquiries, using the following guiding questions:

  1. Notice: What seems interesting or important?

  2. Think: What does it make me think about? What connections can I make?

  3. Wonder: What am I curious about?

Step 2

Discuss with a partner how your understanding has evolved and your ideas about what this section entails and how this section will support your success on the Culminating Task.

Share your responses with the class.

Step 3

Review the Section 5 Diagnostic Checklist. Ask clarifying questions as needed.

Activity 2: Discuss

In groups, we will define member roles and group norms.

Divide into groups of three or four members.

Before beginning your group discussion, decide which member will hold the following roles:

  • Time Keeper: This person is time-conscious and keeps the group working and moving within the class time period while working with the entire group.

  • Document Keeper: This person is responsible for collecting and maintaining the documents used by the group for their research while working with the entire group.

  • Discussion Leader: This person keeps the group on task while working with the entire group.

Once roles are defined, look over the Academic Discussion Reference Guide and create group norms. Some question to consider while establishing these norms include the following:

  1. How will every member contribute to the assignment equally?

  2. How will every member stay on their task?

  3. What happens if a member does not cooperate or contribute to the assignment?

Activity 3: Discuss

Our groups will select topics to research.

With your group members, decide the top three individuals you would like to research from the following list:

  • Thomas Jefferson

  • James Madison

  • Hercules Mulligan

  • Eliza Hamilton

  • Angelica Church

  • John Adams

  • Theodosia Burr Alston

  • Jonathan Barker Church

Your teacher will explain how you will decide which of the three people you will research.

Activity 4: Discuss

Groups will formulate possible search terms for their topics and complete preliminary research.

As a group, brainstorm and discuss possible terms to search related to the person you are researching in order to provide general background information and specific primary sources, including correspondence between the person you are researching and others.

For example, if you were researching Alexander Hamilton, some of the terms you search might include the following:

  • Alexander Hamilton background

  • Alexander Hamilton documents

  • Hamilton correspondence

Begin your research by consulting secondary sources to give you historical context and general information about the person you are researching. Use the Research Note-Taking Tool to keep track of the information you find.