Hamilton The Musical - Close Reading About the Revolutionary War
The Swamped Teacher
841 Followers
Grade Levels
4th - 6th
Subjects
Resource Type
Standards
CCSSRL.4.6
CCSSRL.5.3
CCSSRL.5.6
CCSSRL.6.6
CCSSRI.4.9
Formats Included
- PDF
Pages
51 pages
The Swamped Teacher
841 Followers
What educators are saying
Great resource. I used your resource with my musical class which I teach in English. I added quite a bit of historical info if you are interested. Cheers!
Oh my goodness! This resource is simply outstanding! I homeschool one 7th grader who is on the spectrum. She truly enjoys music, and both of us know all the words to Hamilton. I was so happy to find this resource. thank you!
Description
Use Hamilton the Musical to enhance your unit on The American Revolution!
Hamilton fever is strong in my house. My sixteen year old daughter caught it first - singing the songs, proudly wearing her “Young Scrappy and Hungry” t-shirt. I thought it was great, but I also thought it was for older kids. It was only when I saw my 10 year old son singing along with his sister that I started thinking that I could harness the brilliance of Hamilton the Musical to get my 4th graders excited about a study of the American Revolution.
When using Hamilton with upper elementary, it’s best to keep it simple. The content covered in the musical is MASSIVE! With this in mind, I chose three songs for close reading because I felt they most clearly illustrated the different points of view about the revolution:
“My Shot” -
Who was Alexander Hamilton? Why did he and many of the colonists want their freedom from England?
“Farmer Refuted” -
What was the point of view of the loyalists? (the colonists who did not want revolution)
“You’ll Be Back” -
What was King George’s (England’s) perspective on the colonies wanting their freedom?
Included in this resource:
1. Line by line close reading prompts for the lyrics of three songs.
2. Background reading
3. Vocabulary activities to support student understanding of all three songs.
4. Five after reading activities that explore character traits, point of view, playing with words and language, and an extended response prompt evaluating an argument across texts.
Hamilton fever is strong in my house. My sixteen year old daughter caught it first - singing the songs, proudly wearing her “Young Scrappy and Hungry” t-shirt. I thought it was great, but I also thought it was for older kids. It was only when I saw my 10 year old son singing along with his sister that I started thinking that I could harness the brilliance of Hamilton the Musical to get my 4th graders excited about a study of the American Revolution.
When using Hamilton with upper elementary, it’s best to keep it simple. The content covered in the musical is MASSIVE! With this in mind, I chose three songs for close reading because I felt they most clearly illustrated the different points of view about the revolution:
“My Shot” -
Who was Alexander Hamilton? Why did he and many of the colonists want their freedom from England?
“Farmer Refuted” -
What was the point of view of the loyalists? (the colonists who did not want revolution)
“You’ll Be Back” -
What was King George’s (England’s) perspective on the colonies wanting their freedom?
Included in this resource:
1. Line by line close reading prompts for the lyrics of three songs.
2. Background reading
3. Vocabulary activities to support student understanding of all three songs.
4. Five after reading activities that explore character traits, point of view, playing with words and language, and an extended response prompt evaluating an argument across texts.
Total Pages
51 pages
Answer Key
N/A
Teaching Duration
2 Weeks
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Standards
to see state-specific standards (only available in the US).
CCSSRL.4.6
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
CCSSRL.5.3
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
CCSSRL.5.6
Describe how a narrator’s or speaker’s point of view influences how events are described.
CCSSRL.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.
CCSSRI.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Reviews
Questions & Answers
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