2nd Period - Thomas Jefferson v Alexander Hamilton

Drill: Choose one and answer with 2-3 sentences:

(4 minutes)

1. Explain some precedents set by George Washington

2. Explain why George Washington is important to US History in 2-3
sentences.
3. Draw a picture or cartoon (with caption) displaying an important fact
about George Washington.
Share with 2 friends

(2 minutes)

Warm-up: Display portraits of Thomas Jefferson and Alexander Hamilton and list 3
characteristics about each man that you can infer from the pictures.
(2
minutes)
Share with your table.

(2 minutes)

Discuss expectations of behavior during and after videos and songs.

Set up the scene for the White House Poetry Slam video/music about the Broadway
Play, Hamilton.
Play the 4:43 minute video (turn volume down for caution words at 1:09-1:12 bastard and whore, 3:35 - Damn)
https://www.youtube.com/watch?v=WNFf7nMIGnE
Upon conclusion of the video, re-address the inferences made from the portraits and
allow the students to amend or add to their lists of characteristics.
*Pass out short reading to annotate and highlight

(3 minutes)

Set scene and characters for hip hop rap song, Cabinet Battle # 1

(2 minutes)

Listen to the Cabinet Battle # 1 from the play Hamilton once. Time: 3:35
(caution words: 1:04 Damn, 2:17 Damn, 2:27 Two shits)
(4
minutes)
https://www.youtube.com/watch?v=mBmTdJ4XTfs
Handout the Lyrics and listen again so they can follow along with the words and
understand who is speaking.
(1 minute)
Differential Instruction lyrics are provided for selected students they provide
definitions and connections.
Curse words are blacked out.
Lyrics: http://genius.com/Lin-manuel-miranda-cabinet-battle-1-lyrics
Have the students annotate the lyrics at the tables, looking for connections to prior
knowledge.
(5 minutes)

Next, Pass out 2 column organizer titled 1st Political Parties Hamilton and Jefferson
in each column.
- using their annotated lyrics, have them fill in the blanks of the 2 column
organizer
The worksheet will be partially completed but will have blanks for the
students to fill in.
(2 minutes)
Split kids to each side of room depending on whom they support.
(if time allowsThe students will share answers from their organizer.)
Ask if they changed their opinion from the beginning of lesson when looking at the
pictures
(5 minutes)
Exit ticket: Using 3-4 sentences, explain:

(5 minutes)

1. On an exit ticket (a post-it sticky), rate your level of understanding:

1. These dudes were nuts and I have no clue what they meant.
2. I understand that they were opposing each other but not 100% clear
why
3. I think I understand their views and why they are important.
4. I got this Anti Federalist v Federalist thing and I am ready to jam the
next stanza.
Next slide:
If you are a 1 or 2, answer this question:
What do you know about Alexander Hamilton?
What do you know about Thomas Jefferson?

If you are a 3 or 4, answer this question:

What is the issue with these dudes?
Who is right? Support your answer?
-----------------------------------------------------------Continuation for next day:
Drill: On a T diagram, list 3 things you know about Alexander Hamilton and 3 things
about Thomas Jefferson. Share with 2 friends, add to your list.

Read a letter from Jefferson to Washington (primary source text) and a letter from
Hamilton to Washington (primary source text) and annotate both.
Answer the guiding questions on handout
Possibly Complete organizer to rate students own stances and compare to Jefferson
and Hamilton.
Exit: Who is on the $10 bill and the $2 bill.