Global Classroom Module

Stacy Bishop
EDTC 645
Dr. Darby
03/09/2021
 Global Classroom Module 2

EDTC645 - Integration of Technology: Global Perspectives

GLOBAL CLASSROOM MODULE

Pre-Planning Template and Lesson Plans

Previously Submitted.

Additions made to Essential Questions, Standards Addressed, and Summative Assessment.

Designer: Stacy Bishop

Summary: Students will use the inspiration of the musical Hamilton (Miranda, 2015) to create

original works about a character in Early American History. The process will be shared by

another classroom in another country learning about the creation of their government.

Hamilton is not only one of Broadway’s most popular shows, it has grown to be one of

the most innovative and “significant musicals of all time.” (Pollak, 2019) The author, Lin

Manuel Miranda has “piqued domestic and global interest in this forgotten Founding Father,

revolutionizing the way we think about early American history.” (Pollak, 2019) Hamilton has

won almost every award possible. The music and storytelling style is entertaining as well as

informative. It is this aspect that will serve to inspire students to know people in American

History, and be able to use prose to share their stories.

Background concerning the school and the group you are working with: Your desired grade. If
you currently work in a school, include the school’s location, type, social economic issues, demographics etc.
 Global Classroom Module 3

DC Public Schools, Wheatley Education Campus. 8th Grade.

Wheatley is in North East DC, in a heavily urban area. It is a campus containing grades

PreK-8th. The school’s students are 82% African-American, 14% Latino, and 4% other. The

entire school, 100%, qualifies for free lunch. Since March 2020, instruction has been virtual.

(Schools, DC School Report Card Wheatley Education Campus, 2020)

This project will be with 8th grade students in a combined English Language Arts

(ELA)/Social Studies Class.

Time frame: eight week unit of study.

Subject And Grade level: 8th Grade Social Studies (connection with English Language Arts)

Proposed Topic and Rationale: Include a specific rationale for the project. This rationale must reflect
positive global outcomes and authentic global collaboration for both your students and those of the partner
classroom.

The forming of the government of the United States of America is a story that every

person in the country should know. Not because it is the tale of wealthy, land owning, white

males sitting around preparing a legal document, but because the text that they created

determines the very way we are permitted to live in this country. The details of this social

contract has become a heated political issue in recent years, and without a basic knowledge of

the Constitution, people are open to believing things that may be popular, but untrue. Living, and

working in Washington, DC these students share a perspective on the Federal Government that

cannot be shared by those in the states. These student’s families, pay taxes, many work for the

government and many more benefit from the influx of federal workers. However, these students

and their families are not represented in Congress. No one stands on the floor of the House or the

Senate and casts a vote representing their interests. Knowing the story of that lack of
 Global Classroom Module 4

representation, is important. Knowing the privileges that they are denied because of living in a

Federal District instead of a state, may help them to shape their own political opinions.

The story of not only these students lack of representation in current times, but the lack of

representation for many throughout the nation’s history, begins at the drafting of the documents

that would become the law of the nation. The men who composed the documents came from a

certain class, race and location that influenced their political opinions. Just as location, race and

wealth influences the opinions of citizens today. Understanding the beginning, will make

understanding the present more accessible.

The founding of the United States of America is not as unique in the history of the world

as some overly patriotic books would have us believe. However, there is an assumption that all

live as we do. The global goal of this project is not only to learn how our own government was

formed but how that compares to other governments around the world. Students will be working

alongside a classroom in another part of the world as both classes learn how their government

was born. They will have the opportunity to reflect upon the similarities and differences of the

two stories.

Using the musical Hamilton, by Lin Manuel Miranda, as inspiration, students will

prepare prose that captures the perspective of one of the founders or contributors to the birth of

The United States. The list of appropriate characters to choose from is not limited to the signers

of the Constitution, but also includes women, and people of color who contributed to the story of

the signing without ever having their name recorded on the document for posterity. Students will

take their prose, and make a YouTube style music video to be shared with our class, and our

global partner class. As we move through the project a shared blogging platform will connect

students as they respond to blog prompts, and student responses. An advantage of being in our
 Global Classroom Module 5

nation’s capital is that (if Covid restrictions permit) we can visit the actual Constitution of the

United States on display at the National Archives. This is a pilgrimage that many middle school

students make from all over the country, we just ride the metro a few stops.

Global Network You Plan to Use: ePals, The “Hamilton” Experience

Key Challenges: State what you feel might the key challenges with regard to this unit. How will

you overcome them?

- Some of Hamilton has explicit content, and needs to be censored.

- Students will need to have access to video editing software

- The US Constitution requires a lifetime of study to master, this will be a brief

introduction to the document and laws. It would be very easy to derail the plan and spend

additional time on the document itself.

- Time – Video editing can be time consuming. Some have the ability to work on this

project as homework or in afterschool programs, but others do not.

Prior Knowledge: What knowledge does this work build on? How will you assess whether

students have the required knowledge?

- Students have completed the unit on the American Revolution and will be learning about

the founding of American politics and government as part of this unit.

- Students will also be working on a unit in poetry as part of the ELA curriculum. The ELA

unit will be taught during a different allotted block of time, but will overlap during lesson

7 of this unit.

- In the past, students have developed videos as assessments and projects, and have an

introductory familiarity with video editing software.

 Global Classroom Module 6

- Students have been participating in a class wide blogging platform and have used it all

year to answer questions and respond to classmates. The extension of the blogging

platform to include another class should be a smooth transition.

Standards and Key Concepts Content Standards: Relevant state standard for the grade level

you are intending this module for.

Common Core State Standards

CCSS.ELA-LITERACY.RI.8.3
Analyze how a text makes connections among and distinctions between individuals,
ideas, or events (e.g., through comparisons, analogies, or categories).
CCSS.ELA-LITERACY.RI.8.9
Analyze a case in which two or more texts provide conflicting information on the same
topic and identify where the texts disagree on matters of fact or interpretation.
CCSS.ELA-LITERACY.WHST.6-8.2
Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.

Production and Distribution of Writing:

CCSS.ELA-LITERACY.WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.WHST.6-8.5
With some guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
how well purpose and audience have been addressed.
CCSS.ELA-LITERACY.WHST.6-8.6
Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
CCSS.ELA-LITERACY.WHST.6-8.7
Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
CCSS.ELA-LITERACY.WHST.6-8.8
Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase
 Global Classroom Module 7

the data and conclusions of others while avoiding plagiarism and following a standard
format for citation.
CCSS.ELA-LITERACY.WHST.6-8.9
Draw evidence from informational texts to support analysis, reflection, and research.
(Officers, 2010)

DC Social Studies Standards

8.5. Students analyze the aspirations and ideals of the people of the new nation.
1. Explain the policy significance of famous speeches (e.g., Washington’s farewell
address and Jefferson’s 1801 inaugural address). (P)
2. Explain and identify on a map the territorial expansion during the terms of the first
four presidents (e.g., the Lewis and Clark expedition, the Louisiana Purchase). (G, P)
3. Describe daily life — including traditions in art, music, and literature — of early
national America (e.g., through writings by Washington Irving, and James Fenimore
Cooper). (S, I)
4. Analyze the rise of capitalism and the economic problems and conflicts that
accompanied it (e.g., Jackson’s opposition to the National Bank; early decisions of the
U.S. Supreme Court that reinforced the sanctity of contracts). (OSSE, 2006)

ISTE Student Standards: Relevant Student Performance standards Pre-Lesson Steps: What
steps are necessary to connect with another classroom and teacher before introducing the
lessons to your students?
Empowered Learner –
1a. Students build networks and customize their learning environments in ways that
support the learning process.
1c. Students use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways..
Innovative Designer -
4a. Students know and use a deliberate design process for generating ideas, testing
theories, creating innovative artifacts or solving authentic problems.
4b. Students select and use digital tools to plan and manage a design process that
considers design constraints and calculated risks.
Global Collaborator –
 Global Classroom Module 8

7a. Students use digital tools to connect with learners from a variety of backgrounds and
cultures, engaging with them in ways that broaden mutual understanding and learning.
(ITSE, 2016)

Technology Use: How will you integrate technology into this unit to assist in the student
learning?
- The final product for this unit is a video that is created using a student’s original writing.

With the popularity of YouTube music videos, students should be inspired to use video

editing software to enhance the production quality of their piece. The videos will be

shared with people outside of our classroom, and we will be viewing the videos of others

as well. These will all be exchanged online. The school has laptops as well as digital

cameras.

- Students will also be using a secure blogging platform to discuss what they are learning

with their global partner classroom. Specific lessons will host blog posts, that will be

required and have required responses. Students are welcome to branch beyond required

assignments as optional additional participation.

Essential Question(s): What are the key questions you want your students to be able to answer
successfully as a measure of whether the unit was effective or not?
- What were the major points of disagreement at the Constitutional Convention and how

were they resolved?

- How did the backgrounds, demographics, and social standing of the framers of the

Constitution influence what rights and responsibilities were included in the constitution?

- How can poetry be used to tell a story?

- How can we use biographies, or non-fiction to create poetry and tell a story?
 Global Classroom Module 9

- How is the forming of the government of the United States similar and/or different to

another country?

- How do people in other countries view the government of the United States, and its

forming?

- Why are different viewpoints formed, and why are they important?

Differentiation of Instruction: Describe how your will differentiate instruction for students with
different strengths and focuses.
Process of teaching will remain the same unless advised by Special Education Teacher or ELL

specialist.

Product will be differentiated in the following ways:

- Length of product. This can be shortened to accommodate limited language

- Language – poem\rap can incorporate other languages but must be mostly in English.

- Time – Extended time can be granted. Time with specialist teachers can also be used for

project work.

Curricular Materials: Textbook Creating America. Prentice Hall, 2007. Pages 248-306

Documents: The United States Constitution, The Articles of Confederation, The Bill of Rights

Discover Ed Techbook: Chapters 8.3.3, 8.3.4, 8.4.3

Starting Activity For Module: Describe the introductory “hook” for the module. How will you
stimulate global learning and what kinds of experiences will you provide in the classroom?
- We will be watching clips of the musical Hamilton. Its fame has reached almost everyone

in the world, and the viewing alone should be exciting enough to inspire enthusiasm.

News clips, and the White House performance can also be used. Students will be

Students will then brainstorm their favorite YouTube music videos, why they like them,
 Global Classroom Module 10

what makes them great. These are attributes that they will keep in mind when creating

their video.

Lesson Plans: Summary of Two Lesson Plans: Provide a brief overview of the two lessons and
where they fall within the module. Please note that one lesson must contain activities related to
the direct use of a global classroom network and reflect direct collaboration between students in
the two classrooms.
Lesson 1: Welcome- Introduction to Unit. Introduction to Hamilton.

Lesson 2: Meet your partner class- Students will create an introduction for themselves and the

class. Working in small groups, each group must develop a one minute script, and design a video

that will be sent to the partner classroom. They will rehearse and film their production. Using

video editing software they will be required to add titles, or subtitles with their names. All of

these will be combined into one video that will be shared with the partner classroom. This is a

warm up activity that lets students disseminate what is important information when talking about

a person, practice writing a script, filming and editing. These will all be skills required in the

final project. Working with a small group allows them to learn from classmates, as well as

practice the skills.

Lesson 3: Meet Hamilton- This lesson will focus on introducing/exploring the people who

contributed to the forming of the government of The United States of America. Using the videos

of Hamilton, we will weave the story of Alexander Hamilton, while inserting relevant clips from

Hamilton the Musical. We will weave the “story” of how the constitution came to be. We will

look at the major players in the document’s creation. Follow up, or homework, will include

readings about the other players in this period of history. The students should gain a general

understanding of all of the historical figures, but will be focusing on one for their final project.
 Global Classroom Module 11

Not only the “Founding Fathers” will be included in this line of study, but prominent women,

people of color and others of the time.

Lesson 4: The Constitution – What it is? What does it say? How we are still using it. Blog

connection with global classroom where students will reflect on the laws that govern their

country. (Hamilton Song: Non-Stop)

Lesson 5: Talk About It – Students will work on a discussion/debate on specific parts of the

Constitution. What characters from history were on what side? Why do you think they took that

position? Noting how these disagreements led to the formation of political parties. (Hamilton

Songs: Cabinet Battles 1&2)

Lesson 6: Getting to Know a Historical Figure – Research will begin on the historic figure for

their final project.

Lesson 7: Rap Into History – Poetry will be used to tell a story. (connection to ELA poetry unit)

Blog connection with global classroom where students will share their reactions/reflections on

the poetry and musical styles used in Hamilton.

Lesson 8: Filming, editing, finalizing. Students will create their music videos.

Lesson 9: Final Thoughts – Showing/sharing of class videos as well as those from global partner

class.

Lesson 10: Reflection – What was different about the videos from the partner global classroom?

What is the same/different about the people, process, or product that formed their government?

Blog post with global classroom, final reflections.

 Global Classroom Module 12

Summative Assessment: Briefly describe the final assessment of the Global Classroom Module.
The actual lesson plans will INCLUDE the rubric. The assessment must link back to the essential
questions to show how the students have learned.
The summative assessment will be a video made by small groups of students, depicting the life

and/or political contributions of a person involved in the forming of the government of The

United States of America. The groups will be made of some students in this classroom and some

in the global classroom. They will need to collaborate online, and used shared documents to

complete the project. The video must include biographical data, and show an understanding of

the person’s role in the development of government. All words must be in a poetry, prose, or rap

style, inspired by Hamilton the Musical. Pictures, video or other multimedia elements can be

created. These will be exchanged with the ePals class.

Lesson Plan #2
Lesson Title Meet our new friends!
Grade 8th Grade Social Studies
Level/Subject
Area
Length of lesson 3 class periods. Lessons 1&2 should be completed consecutively, but
lesson 3 may be completed days later if needed.
Standards CCSS.ELA-LITERACY.WHST.6-8.4
Addressed Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-LITERACY.WHST.6-8.5
With some guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on how well purpose
and audience have been addressed.
CCSS.ELA-LITERACY.WHST.6-8.6
Use technology, including the Internet, to produce and publish
writing and present the relationships between information and
ideas clearly and efficiently. (Officers, 2010)
ITSE Standards
Innovative Designer -
4a. Students know and use a deliberate design process for
generating ideas, testing theories, creating innovative artifacts or
solving authentic problems.
 Global Classroom Module 13

4b. Students select and use digital tools to plan and manage a
design process that considers design constraints and calculated
risks.
Global Collaborator –
7a. Students use digital tools to connect with learners from a
variety of backgrounds and cultures, engaging with them in ways
that broaden mutual understanding and learning. (ITSE, 2016)

Lesson Goals - Introduce themselves to students in the partner classroom

- Work collaboratively as a group
- Script, and produce a short video
- Use video editing software
- Show respect to students who are from another location, and
embrace the classroom with an interest in understanding a
different culture.
Performance Students will be able to create an introduction video, as a group, that
objectives introduces them to students in another country
Introduction Teacher will share their intro video. If there have been videos from the
partner class already received, they will be shown.
Students will work in heterogeneous groups to script their video.
Requirements will be posted/projected.
Teacher will support small groups and circulate as needed.
Step by step
Students may be grouped in familiar groups, that they have a history of
procedures
working together on projects, or new groups. Group work can lead to
conflict and the teacher should be aware of groups that may require
support.
Day 1
Student in the group can be given predetermined roles. Examples include, scribe, researcher,
technology manager, group manager.
First, students will work to develop a realistic script, including who will say what, where each
portion will be filmed, and who will be on camera at what time.

Note: While there can be a temptation to have these be uniform, and all similar, this is a place
for students to truly show their creativity, as well as navigate the social emotional skills
involved in negotiation and compromise.

Teacher will informally review scripts as they are completed. Teacher will look for adherence
to the assignment requirements, and the reality of the student’s vision. (example: we want to
film on the roof of the school, is probably unrealistic)

Day 2
The students will be given time to film and edit their movies. With the limitation of a one-
minute timeline, filming should not take the whole period. Class tablets, cameras, laptops
(even personal cell phones, depending on school policy) can be used for filming.
Students will then be given time to edit their creation. Students should have a working
familiarity with the iMovie editing software, as it has been used in past projects. They will be
 Global Classroom Module 14

working in their small groups and can work collaboratively to navigate any questions when
using the software. Teacher will be working with groups who need help, and checking in with
groups on their progress. This time should be spent in productive struggle and should be
student led, and the teacher should be in a support role.

Day 3
There can be a time gap between this lesson and the previous lesson. This should allow time
for the two classes to exchange their introduction videos.
Students will have a movie day!
As they watch the introduction videos of both their fellow classmates, as well as their new
classmates in another country. Student will be encouraged to be recording questions,
comments, or thoughts as they view, in their journals. An open blog forum will be opened for
students to ask the partner classroom any questions that arose. This should be personal,
conversational, and friendly in nature. Students are meant to feel as if they are meeting new
friends, as opposed to strictly work colleague. A comparison activity (Venn Diagram) should
be completed either individually, or as a group, to capture the thoughts, and similarities and
differences between the two classes. (Sample can be found in Appendix A)

Shared Global Classroom Blog Prompt: What did you see that was the same or different
between the two schools?
What questions arose while “meeting” students from another country?
Technology Laptops with video editing software, iMovie, will be made available, at
Requirements least one per group. They have familiarity with the program. They will
edit their video, add titles, subtitles, captions and graphics. Online
programs, such as Powtoons, can be used at teacher discretion.
Blogging Software Platform

Resources iMovie, Powtoons

Related URLs https://www.epals.com/#/exploreExperience/view/cr3ercYXw6sMBRzuA
Assessment Based Video must
on Objectives  Include all group members
 Include subtitles, or captions, and a title slide
 Tell about themselves, their school and their community.
 Be a finished, edited video product appropriate for
publication.
Blog posts and responses will also be used as an assessment of student
work.
Rubrics Blog Posts 3 2 1
Post Post in Post is partially Post does not
complete, complete, does address prompt.
addresses entire not fully
prompt. address prompt.
Insight Post shows Post shows Post reflect
thought and some thought little or not
insight about and insight though or
topic, and fully about topic. insight.
 Global Classroom Module 15

explains the
opinion.
Responses Student Student Student did not
responded to partially met respond to
the required requirement comments.
amount of
fellow student’s
posts, as well as
any comments
on their posts.

Video Project Yes Not Yet

Video included all
group members
Video included
subtitles and/or
caption, and a title
slide.
Video gave a
meaningful
introduction to the
students, the school,
and the community.
Video was
appropriately edited,
filmed, and represents
a finished product.
Follow-up Open blog forum will be monitored for appropriateness, and adherence to
rules of respect and friendship.
Classroom Small group work can be a classroom management challenge. Teachers
Management can take use the following strategies to help.
- Assign roles within the groups. Have written responsibilities for
each role.
- Have students reflect on their contribution, and the contributions
of the other group members.
- Schedule the day of productive struggle on a day when support
teachers (ESL/SPED) will be present in the room. Having
multiple adults to work with groups will be beneficial.
- Keep time. Use the projector or a large visual timer to help keep
students on pace. Have benchmarks or check-ins at multiple times
during the work time.
Accommodations Groups should be strategically created to provide extra support for those
who need it. Additional support teachers can work with groups containing
students who receive services. For students with social/emotional needs,
the special education provider can assist in creating respectful and
appropriate questions or comments for the partner classroom. Students
 Global Classroom Module 16

will have access to laptops if needed for language support. Complexity of

language expected should reflect student’s abilities. Example: A level 1
language student would show great effort to say “My name is Brian.”
Whereas that would be below an expectation for a level 3 language
student.
Comments/Notes The general atmosphere should be rather loud and energized. Students
will be moving about the school, filming, speaking and strategizing. A
quiet classroom would not be ideal for this project. If teachers are new to
the idea of student-led time, or time where students should be engaged in
productive struggle, this lesson can seem to be chaos. The job of the
teacher in this lesson is not to drive the bus, but to attempt to keep
students from running off the road. If it seems to truly be spiraling out of
control, a last ditch strategy can be to have other students work
independently on other work, while the teacher works with one group at a
time.

Lesson Plan #3
Lesson Title Founding Characters
Grade Level/Subject Area 8th Grade Social Studies
Length of lesson 3 class periods (because of current pandemic, all lessons
can be easily adapted to online formats, some suggestions
for doing so are noted throughout the plan).
Standards Addressed 8.5. Students analyze the aspirations and ideals of the
people of the new nation.
1. Explain the policy significance of famous
speeches (e.g., Washington’s farewell address and
Jefferson’s 1801 inaugural address). (P)
4. Analyze the rise of capitalism and the economic
problems and conflicts that accompanied it (e.g.,
Jackson’s opposition to the National Bank; early
decisions of the U.S. Supreme Court that reinforced
the sanctity of contracts). (E)
CCSS.ELA-LITERACY.RI.8.3
Analyze how a text makes connections among and
distinctions between individuals, ideas, or events (e.g.,
through comparisons, analogies, or categories).

CCSS.ELA-LITERACY.RI.8.9
Analyze a case in which two or more texts provide
conflicting information on the same topic and identify
where the texts disagree on matters of fact or
interpretation.
 Global Classroom Module 17

CCSS.ELA-LITERACY.WHST.6-8.7
Conduct short research projects to answer a question
(including a self-generated question), drawing on several
sources and generating additional related, focused
questions that allow for multiple avenues of exploration.

CCSS.ELA-LITERACY.WHST.6-8.9
Draw evidence from informational texts to support
analysis, reflection, and research. (Officers, 2010)

CCSS.ELA-LITERACY.WHST.6-8.2
Write informative/explanatory texts, including the
narration of historical events, scientific procedures/
experiments, or technical processes.
ITSE Standards
Empowered Learner –
1a. Students build networks and customize their
learning environments in ways that support the
learning process.
1c. Students use technology to seek feedback that
informs and improves their practice and to
demonstrate their learning in a variety of ways..
Global Collaborator –
7a. Students use digital tools to connect with
learners from a variety of backgrounds and
cultures, engaging with them in ways that broaden
mutual understanding and learning. (ITSE, 2016)

Lesson Goals - Annotate text to identify points of clarification and

points of interest
- Identify character traits in different characters
- Understand the broader story through poetry
- Understand the basics of the forming of the
government of the United States
- View the forming of the government from an
international perspective
Performance objectives Students will be able to name the major personalities and
their contribution to the writing of the US constitution.
Introduction Show clips from the musical Hamilton. (links below)
Step by step procedures Day 1
Watch the clips from Hamilton. If possible, show the
whole thing (censored version). Could be shown in chunks
to accommodate for time.
For this lesson, the following songs should be shown/highlighted.
1. Alexander Hamilton
 Global Classroom Module 18

2. My Shot (censored version)

3. Farmer Refuted
4. Cabinet Battles 1 &2
5. The Room Where it Happened
6. One Last Time
(This represents quite a bit of time. If possible, some of these songs/clips could be put into an
asynchronous model, independent or homework.)

Students will have copies of the lyrics, either print or digital, and are instructed to annotate
areas that they do not understand, have further questions about, or really like or dislike. They
will also be circling names in the text.

After the clips, briefly discuss what the students circled or highlighted. The goal is not to
explain everything that they did not understand, but rather to gain a general sense of what
information will be new to the students. They should be able to address most of their
misunderstandings as the lesson progresses.

As a class compile a list of the things that the students would like to learn, or about which they
have questions. Post this somewhere prevalent. This should be referred to often throughout the
unit, and added to, or addressed as needed.

Students will be completing their “book work” or district mandated reading and questions as
independent work and homework. These readings, from the textbook and techbook, provide a
brief, whitewashed, view of the founding of the United States. However, it is mandated, and
can serve as background for the rest of the unit. Ideally, all the characters identified in the
Hamilton Clips (with the exception of the women) should appear in the text. (Example of
mandated work can be found in Appendix B)

Shared Global Classroom Blog Prompt: Hamilton did not throw away “His Shot.” What do
you think that means? What are times when you have not thrown away your shot? (respond to
other’s posts)

Day 2
Reveal a large chart that names all those mentioned in the Hamilton clips. This can either be a
physical chart, a Smartboard chart, or a collaborative document to which all students have
access. Next to the names, there are two columns. One column is for the role this person
played in the creation of the US government. The other column is for personality traits, or
character notes, things that describe the person, and not their contribution. Students will
collaboratively, in small groups, fill in as much as they can on the chart, recalling information
from their reading/homework as well as the musical. They should reference their textbook,
techbook and Hamilton lyric sheets. The class will then create a whole class chart for
reference combining the contributions of the small groups. An example is given below.

Person Contribution Character Traits/notes

Thomas Jefferson - Wrote Declaration of - An intellectual
Independence - Spent time in France
 Global Classroom Module 19

- Enemy of Hamilton - Same party as James

- Southern Madison
- Wanted more states’
rights

Shared Global Classroom Blog Prompt: Hamilton “Wrote his first refrain, a testament to his
brain.” Write a refrain (of any poetic structure) about one of the characters. This could be used
again in your final project. (respond to other’s posts)

Day 3
Students should now have a basic understanding of the characters that were present at the
forming of the government of the United States. Bringing it back to the musical, the students
will need their printed copies of lyrics, or should be given new copies (print or digital).
Individually, or in small groups, students will be given a person to study. They will go through
selections from the musical that mention the character. They should create a list of claims, or
character traits portrayed in the musical. They will then “fact check” and determine the
validity of these lyrics. This is important for two reasons. First, the musical Hamilton is
historical fiction, in that it takes many artistic license in the telling of the true story. The
second is that the students will be creating original works, and they should be aware of the
concept of artistic license, and how that may apply to their writing.
The same “fact check” assignment will be completed by the global partner classroom. Through
the shared blog platform, students in both classes will respond to prompt, and to each other.

Technology Requirements Projector, AV system, computers with internet and

keyboards
Resources The musical Hamilton, District provided Textbook and
worksheets. Chart paper, or digital means to collaborate
(Padlet, Google Classroom),
Related URLs Disney+ - Hamilton
Performance at White House -
https://www.youtube.com/watch?v=1R5dKwvtjlg
Lyrics to all songs -
https://www.allmusicals.com/h/hamilton.htm
Information about Discovery Ed Techbook -
https://app.discoveryeducation.com/learn/videos/d1aceeca-
ab8f-4a28-96f2-1cfc8c311105/
Assessment Based on Objectives Shared Global Classroom Blog Prompt: Was the
forming of this government brave? Bold? Cowardly?
Misguided? What is your opinion of the story of the
forming of the United States Government? How may your
nationality influence this opinion? Why might others think
differently? Respond to a classmate with an opposite
opinion, or from our global partner class.
Rubric Blog Posts 3 2 1
 Global Classroom Module 20

Post Post in Post is Post does

complete, partially not address
addresses complete, prompt.
entire does not
prompt. fully address
prompt.
Insight Post shows Post shows Post reflect
thought and some little or not
insight thought and though or
about topic, insight about insight.
and fully topic.
explains the
opinion.
Responses Student Student Student did
responded partially met not respond
to the requirement to
required comments.
amount of
fellow
student’s
posts, as
well as any
comments
on their
posts.

Additional rubric for district mandated work can be

found in Appendix C.
Follow-up The blog platform will remain active. Future lessons will
addressed the viewpoint of students from another country
and their view of the forming of the US government.
Textbooks tend to glorify the story, and hopefully those
who have not been raised on textbooks in the US will share
an alternate view point. It should be discussed why the
same story is viewed in different ways from different
perspectives.
Classroom Management Keep time. Use the projector or a large visual timer to help
keep students on pace. Have benchmarks or check-ins at
multiple times during the work time.
Monitor blog discussions to ensure they remain academic
and respectful. Some people can take disagreement to their
nationalistic view of history as a personal attack.
Accommodations There is a basic assumption that students have completed
the majority of their education in the United States and
have heard the story of the “Founding Fathers” throughout
their education. Students who have not been in the United
 Global Classroom Module 21

States for their education, may need some basic

understanding of people like George Washington, and
Thomas Jeffeson. An ESL teacher may be able to provide
some of this support with additional lessons at the
student’s language level. Videos, can also be an additional
resource.
Comments/Notes This time, and these actions are often referred to as the
founding of America. This can be confusing, particularly to
students from Latin, or South America. The whole of the
two continents is viewed as America, and the United States
is one country in America. Attempts should be made to use
the terms “United States,” or “The United States of
America.”
 Global Classroom Module 22

Appendix

Appendix A:
Compare/Contrast Activity Sample

Our Our Partner

Classroom Classroom
• __________ • __________
• _________ • _________
• _________ • _________

Appendix B:
Example of DCPS District Mandated Student Work
(Schools, Unit 8.3 Documents (Constitution) , 2020)
 Global Classroom Module 23

8.3.3: Explain the Constitution and its success in implementing the ideals of the Declaration of
Independence

Use this excerpt to answer the question.

Which complaint from the Declaration of Independence was this portion of the Constitution intended to
address?

A. “For taking away our charters, abolishing our most valuable laws. . . .”

B. “For transporting us beyond seas to be tried for pretended offences. . . .”

C. “He has kept among us, in times of peace, standing armies without the consent of our legislatures.”

D. “He has combined with others to subject us to a jurisdiction foreign to our constitution, and
unacknowledged by our laws. . . .”

8.3.4: Evaluate the major debates that occurred during the development of the Constitution and their
ultimate resolutions in such areas as shared power among institutions, divided state-federal power,
slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the
status of American Indian nations.

Use this information to answer the question.

Why was this agreement called the Great Compromise?

A. Larger states accepted having less influence based on population size in exchange for equal
representation in the Senate.

B. Smaller states accepted having less influence in the Senate in exchange for increased influence in the
House of Representatives.

C. Smaller states accepted having less influence in the House of Representatives in exchange for increased
influence in the Senate.

D. Larger states accepted having less influence based on population size in exchange for equal
representation in the House of Representatives.
 Global Classroom Module 24

Appendix C:
DCPS Required Rubric for Social Studies, Unit 3.

(Schools, Unit 8.3 Documents (Constitution) , 2020)

 Global Classroom Module 25

References
ePals. (2021, February 10). The "Hamilton" Experince! . Retrieved from ePals.com:
https://www.epals.com/#/exploreExperience/view/cr3ercYXw6sMBRzuA

ITSE. (2016). ITSE Standards for Students. Eugene, OR: International Society for Technology in Education.

Miranda, L. M. (2015). Hamilton [Recorded by O. B. Cast]. New York, NY, USA.

Officers, N. G. (2010). Common Core State Standards. Washington, DC.

OSSE. (2006). DC Social Studies Standards. Washington, DC: Office of the State Superintendant of
Educaiton.

Pollak, J. K. (2019, January 11). Teaching with Tunes: An Educator’s Guide to utilizing Hamilton in the
Classroom. Retrieved from New Jersey Council for Social Studies:
https://teachingsocialstudies.org/2019/01/11/teaching-with-tunes-an-educators-guide-to-
utilizing-hamilton-in-the-classroom/

Schools, D. P. (2020). DC School Report Card Wheatley Education Campus. District of Columbia: DCPS.

Schools, D. P. (2020). Unit 8.3 Documents (Constitution) . Washington, DC: DC Public Schools.