Social Studies Lesson Plan Template

Group Members/Group Name: Jessica Mojica, Lisa Taff, Melissa, Sheppard, Ashley Swink _______________________________
Thematic Unit Theme/Title/Grade Level: ___The American Revolution_____________
Group Wiki/Weebly space address: http://teacherlessons.weebly.com/
Daily Lesson Plan Day/Title: __ Life of Alexander Hamilton___________
Lesson Length (ie. 30 minutes): __90 Minutes___

Rationale for Instruction

A rationale is an essential part
of thoughtful planning of
classroom instruction. This is a
brief written statement of the
purpose for instruction and the
connection of the purpose to
instruction that has come
before and will follow.
In this lesson, students explore the question Who was Alexander Hamilton? In the Introductory
Activity, students look at US paper currency and identify which of the featured individuals served as
President of the United States. In the Learning Activity, students explore video segments from
Rediscovering Alexander Hamilton to learn about Hamiltons contributions to the United States and his
role during George Washingtons presidency. In the Culminating Activity, students write an article,
poem, song, speech or story about Alexander Hamilton. The purpose of this lesson is expose students to
expose students to a historical figure who had a tremendous impact on American history but is not often
spoken about.

NCSS Theme/Next
Generation Sunshine State
Standards/Common Core
Standards (LAFS/MAFS)
List each standard that will be
addressed during the lesson.
Cutting and pasting from the
website is allowed. You must
have a minimum of 3 standards
that represent multiple content
areas identified in this portion
of the lesson plan.
These can be downloaded from
the Florida Dept of Education
www.cpalms.org/homepage/in
dex.aspx.
NCSS Theme: Time, Continuity, and Change: Social studies programs should include experiences
that provide for the study of the past and its legacy. The relationships between people, places, and
environments.
Studying the past makes it possible for us to understand the human story across time.
Knowledge and understanding of the past enable us to analyze the causes and consequences of
events and developments, and to place these in the context of the institutions, values and beliefs of the
periods in which they took place.
Children in early grades learn to locate themselves in time and space.
Social Studies
SS.5.A.1.1 Use primary and secondary sources to understand history.
SS.5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution.
Language Arts
LAFS.5.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing
their own clearly.
a) Come to discussions prepared, having read or studied required material; explicitly draw on that
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Learning Objectives
What will students know and
be able to do at the end of this
lesson? Be sure to set
significant (related to NGSS
Themes, CCSS, and NGSSS),
challenging, measurable and
appropriate learning goals!
Social Studies Lesson Plan Template
preparation and other information known about the topic to explore ideas under discussion.
b) Follow agreed-upon rules for discussions and carry out assigned roles.
c) Pose and respond to specific questions by making comments that contribute to the discussion
and elaborate on the remarks of others.
d) Review the key ideas expressed and draw conclusions in light of information and knowledge
gained from the discussions.
LAFS.5.W.1.3-
a) Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
b) Orient the reader by establishing a situation and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally.
c) Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and
events or show the responses of characters to situations.
d) Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
e) Use concrete words and phrases and sensory details to convey experiences and events precisely.
f) Provide a conclusion that follows from the narrated experiences or events.
Understanding goal: Students will understand the role of Alexander Hamilton in the American
Revolution.
Objectives:
a) In small groups, students will be able to identify the individuals featured on US paper currency.
b) Students will be able to describe 5 facts about Alexander Hamilton.
c) Students will be able to discuss the role Hamilton served during George Washingtons
presidency and within the American Revolution.
d) Students will be able to explain the role of the Secretary of the Treasury.
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Student Activities &
Procedures
Design for Instruction
What best practice strategies
will be implemented?
How will you communicate
student expectation?
What products will be
developed and created by
students?
Consider Contextual Factors
(learning differences/learning
environment) that may be in
place in your classroom.
Social Studies Lesson Plan Template
Before the Lesson
Prior to teaching this lesson, you will need to:
Print out the U.S. Bills handout, printing out each page on a separate sheet of paper. Make enough
copies so that each group of 3-4 students has the entire handout (7 pages).
Refresh students on how and why the American Revolution has begun. Ask students to talk about the
two key figures that have already been discussed (King George III and George Washington) Tell
students they will be learning about another key figure of the revolution and move into introductory
activity.
Introductory Activity
1. Divide your students into groups of 3 - 4 students each. Give a copy of the U.S. Bills handout to
each group. (Each group should receive all 7 pages of the handout.)
(Individual sheet for ESOL or ESE to look and Cooperative Learning groups for ESE and ESOL
students. Make group choices based on strengths of each student and weaknesses of each
student.)
2. Ask each group to identify the people featured on the bills and divide the bills into two piles.
One pile should be people who were presidents and the other should be for those who were not.
Let students know that only 2 of the men were never president.
(Offer a quiet environment for ESE student to go to is group collaboration is overwhelming.)
Note: Encourage students to discuss and debate about who should go in each pile. Ask students
to use process of elimination to try to sort the piles.
3. After students have created their piles, ask them to reveal which men were presidents.
Answer: George Washington- $1 bill; Thomas Jefferson-$2 bill; Abraham Lincoln- $5 bill;
Andrew Jackson- $20 bill; Ulysses $50 bill.
(Think, pair, share. Have students work with shoulder partner to reveal the answers. This
ensures that ESE and ESOL students have an opportunity to share their thoughts but do not have
to speak aloud if they do not feel comfortable. Make pairs based on students.)
4. Ask students to reveal the names of the men who were not presidents. (Benjamin Franklin-
$100 bill; Alexander Hamilton $10 bill.)
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 Social Studies Lesson Plan Template
(Think, pair, share. Have students work with shoulder partner to reveal the answers. This
ensures that ESE and ESOL students have an opportunity to share their thoughts but do not have
to speak aloud if they do not feel comfortable. Make pairs based on students.)

5. Ask students to tell you what they know about Benjamin Franklin. (He was a scientist and
inventor and considered one of the Founding Fathers of the United States.)
(Think, pair, share. Have students work with shoulder partner to reveal the answers. This
ensures that ESE and ESOL students have an opportunity to share their thoughts but do not have
to speak aloud if they do not feel comfortable. Make pairs based on students.)

6. Ask students what they know about Alexander Hamilton. Write their responses down for all to
see. (Include the following facts: He was not a president. He is featured on the $10 bill.)
(Think, pair, share. Have students work with shoulder partner to reveal the answers. This
ensures that ESE and ESOL students have an opportunity to share their thoughts but do not have
to speak aloud if they do not feel comfortable. Make pairs based on students.)

Learning Activity
1. Explain that in todays lesson students will explore the life of Alexander Hamilton. Let students
know they will be watching a video Rediscovering Alexander Hamilton. Ask students to
identify at least five facts about Alexander Hamilton as they watch the video and write them
down in their notebooks to use as notes for later on in the unit.
(ESOL-Use closed captions on videos for a visual of the word and hearing the word to make
connections. ESE stop and check one on one for understanding.)

2. Play Introducing Alexander Hamilton. After showing the video, ask students to discuss facts
about Alexander Hamilton, which were presented in the video.
Answers: He created the American financial system and started the federal banking system.
He created the first monetary system, the governments first accounting systems, the first
central bank, the first Coast Guard and the first Customs Service. He was never president of
the United States.) (ESOL-Use closed captions on videos for a visual of the word and hearing
the word to make connections. ESE stop and check one on one for understanding.)

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 Social Studies Lesson Plan Template
3. Let students know that Alexander Hamilton worked with the person who served as president
from 1789 to 1797 and who is also featured on one of the US bills. Ask students if they can
identify that person. (George Washington.)
(Think, pair, share. Have students work with shoulder partner to reveal the answers. This
ensures that ESE and ESOL students have an opportunity to share their thoughts but do not have
to speak aloud if they do not feel comfortable. Make pairs based on students.)

4. Ask students to watch the next video to identify what role Alexander Hamilton played during
George Washingtons presidency.

5. Play Alexander Hamilton and George Washington. After showing, ask students what role
Hamilton played in George Washingtons presidency. (Hamilton Washington served as George
Washingtons first Treasury Secretary and as an advisor to Washington. He helped take care of
the countrys debt. He wrote his farewell address.)

(ESOL-Use closed captions on videos for a visual of the word and hearing the word to make
connections. ESE stop and check one on one for understanding.)

6. Ask students to look at the backs of the different US bills and observe what buildings are
featured. Ask them what building is featured on the back of the $10 bill and why they think it is
featured on the same bill with Alexander Hamilton. (The U.S. Treasury building. Alexander
Hamilton was the first U.S. Secretary of the Department of the Treasury.)

7. Ask students to describe what they think the Secretary of the Treasury does. Explain that the
Secretary of the Treasury oversees the US Department of the Treasury, which is responsible for
maintaining a strong economy and making sure the United States is financially secure. The
Secretary of the Treasury advises the President on economic and financial issues and is a
member of the Presidents Cabinet (which includes the Vice President and the heads of 15
executive departments).
Leading to Formative Assessment

1. Ask students to summarize what they know about Alexander Hamilton. Write these down for the

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Assessment
How will student learning be
assessed?
Authentic/Alternative
assessments?
Does your assessment align
with your objectives,
standards and procedures?
Informal assessment (multiple
modes): participation rubrics,
journal entries, collaborative
planning/presentation notes
Social Studies Lesson Plan Template
class to see on chart paper and post within classroom.
(ESOL or ESE use partially filled graphic organizer.)
2. Explain that Alexander Hamilton was a good writer and was praised for his use of words. He
relied on his strong writing skills throughout his career and wrote newspaper articles, letters,
essays, official documents and speeches (including George Washingtons famous farewell
address) and they will be doing some writing like Alexander Hamilton did.
3. Daily Lesson Plan Assessment: Students will demonstrate their understanding about Alexander
through one of the following activities that describes the story about Alexander Hamilton,
including at least 5 facts about him. (For more information look under assessments section)
4. Encourage students to use resources, including the following website, to gather more
information about Alexander Hamilton, as needed before moving to the formative assessment.
Alexander Hamilton: The Man Who Made Modern America
Daily Lesson Plan Assessment: Students will demonstrate their understanding about Alexander through
one of the following activities that describes the story about Alexander Hamilton, including at least 5
facts about him.
ESE/ESOL Provide partially filled out graphic organizer with key facts to assist in aiding with
formative assessment and not taking off points for spelling or grammar errors.
Writing an article or short essay
Writing a poem or song
Create a post card from Alexander Hamilton himself using Read Write Think link listed below -
http://www.readwritethink.org/files/resources/interactives/postcard/
Create a book using Read Write Think link listed below to retell the story of his life -
http://www.readwritethink.org/classroom-resources/student-interactives/stapleless-book-
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Resources/Materials
Exceptionalities
What accommodations or
modifications do you make for
ESOL, Gifted/Talented
students, Learning/Reading
disabilities, etc.
These accommodations and/or
modifications should be listed
within the procedures section
of the lesson plan as well as in
this section of the document.
Social Studies Lesson Plan Template
30010.html
Media Resources
Introducing Alexander Hamilton
Alexander Hamilton and George Washington
Materials
U.S. Bills handout
Web Sites
These sites can be used in this lessons Culminating Activity:
Alexander Hamilton: The Man who Made Modern America
This online New York Historical Society exhibit contains a variety of information, images and
activities about Alexander Hamilton.
Design your own bill (Extension of lesson plan)
In this interactive, students can design their own $1, $5, $10, $20, $50 or $100 bills.
ESOL/ ESE Accommodations:
Individual sheet for ESOL or ESE to look
Cooperative Learning groups for ESE and ESOL students. Make group choices based on
strengths of each student and weaknesses of each student.
Provide partially filled out graphic organizer with key facts to assist in aiding with formative
assessment and not taking off points for spelling or grammar errors.
ESOL or ESE use partially filled graphic organizer
ESOL-Use closed captions on videos for a visual of the word and hearing the word to make
connections
ESE stop and check one on one for understanding
Think, pair, share. Have students work with shoulder partner to reveal the answers. This ensures
Modified 5/15 Van De Mark from document created by L. Spaulding
 Social Studies Lesson Plan Template
that ESE and ESOL students have an opportunity to share their thoughts but do not have to
speak aloud if they do not feel comfortable. Make pairs based on students.

Gifted: Look at extensions for additional resources for gifted students

Additional Comments and
Notes Extensions
Ask students to think about who they would like to see on a US bill. They can draw their new design on
a sheet of paper or design their own bill online at:
Design Your Own Bill

References

Alexander Hamilton and George Washington. (n.d.). Retrieved April 05, 2017 https://florida.pbslearningmedia.org/asset/rah11_vid_alexgeorge/

Alexander Hamilton | The New-York Historical Society. (n.d.). Retrieved April 05, 2017 http://www.alexanderhamiltonexhibition.org/

Cube Creator. (n.d.). Retrieved April 05, 2017 http://www.readwritethink.org/files/resources/interactives/cube_creator/

Discovering Alexander Hamilton. (n.d.). Retrieved April 05, 2017, https://florida.pbslearningmedia.org/resource/rah11.k-

6.histus.formgov.lpdisalexham/discovering-alexander-hamilton/#.WNPjsxIrKAJ

ESOL: ENGLISH FOR SPEAKERS OF OTHER LANGUAGES. (n.d.). Retrieved April 05, 2017 http://education.ucf.edu/stll/edg4410New.cfm

Introducing Alexander Hamilton. (n.d.). Retrieved April 05, 2017 https://florida.pbslearningmedia.org/asset/rah11_vid_introalex/

R. (n.d.). ReadWriteThink Postcard Creator. Retrieved April 05, 2017 http://www.readwritethink.org/files/resources/interactives/postcard/

Modified 5/15 Van De Mark from document created by L. Spaulding