Includes the book: Duel! Burr and Hamilton’s Deadly War of Words by Dennis Brindell FradinTeacher: Librarian and classroom teacher
Subject area: History / Social Studies
Grade level: 5
California State Standard:
History-Social Science Standards for California Public Schools, Kindergarten through Grade Twelve
Grade 5 Standards: 5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution’s significance as the foundation of the American republic.
Unit: People and events associated with the development of the U.S. Constitution
Teacher is conducting a study unit about people and events surrounding the creation of the United States Constitution. The librarian supports the study unit.
Lesson overview: This is one lesson of several that extend knowledge gained through studies about Revolutionary America, establishment of the United States, and the creation of the United States Constitution; specifically men who played important roles in the time period. Other lessons in the unit include studying the lives of Ben Franklin, George Washington, James Madison, and Jonathan Dayton. (Note: It is assumed that a regular discussion and examination of current events are part of the 5th grade curriculum.)
Lesson title: Alexander Hamilton, creator and signer of the U.S. Constitution
Time needed for lesson:
Time in library: 1 hour
Time in classroom: Two sessions; one lesson that is 20 minutes long, another lesson that is 1 hour in length
Objectives:
The student will gain deeper knowledge of Alexander Hamilton
The student will compare and contrast Alexander Hamilton and Aaron Burr
The student will contrast the war of words between Hamilton and Burr with current war of words in today’s political arena
In-library materials:
Book: Duel! Burr and Hamilton’s Deadly War of Words by Dennis Brindell Fradin
Smart board or white board
Computer with internet access, projector and screen
In-class materials:
Paper and pencil/pen or computer with word processing capability
Smart board
Procedure:
In library
Librarian reads the book aloud to class.
Librarian and teacher lead a class discussion about the book’s contents relating to and expanding on information previously learned and information learned from this book.
Using the smart board, students create a list comparing and contrasting each man.
Teacher and librarian lead a discussion centered on war of words in today’s political climate.
Librarian leads the class in completing the “Dueling Logic” quiz as a group. The quiz is available at teachinghistory.org: National History Education Clearinghouse, “Dueling Logic” http://teachinghistory.org/history-content/quiz/24220
In classroom
Lesson one: 20 minutes
Teacher continues and expands upon the discussion centered on war of words in today’s political climate. This raises awareness of the power of words both during the time of Hamilton and Burr and in today’s political arena.
Lesson two: One hour
This session is broken into two consecutive 30 minutes sessions. During the first thirty minutes, each student writes a journal entry. Six students each write from one of the following perspectives:
You were an eye witness to the duel between Hamilton and Burr. Describe the event in your journal.
You are Hamilton’s wife. Describe the event in your journal.
You are Burr. Describe the event in your journal.
George Washington died in 1799, before the duel between Hamilton and Burr. Both men were his aides during the Revolutionary War. You are George Washington. What would you think about the duel? Explain as a journal entry.
During the next 30 minutes the students are arranged in six groups of four. They share and discuss their journal entries.
Extension of lesson:
Teacher presents open-ended questions to the students. Students break into groups and discuss. The groups share ideas with the class. Examples of open-ended questions:
How did this duel affect history?
Was the duel a success?
Who won the duel?
Why did each man feel he had to fight?
Was Burr fairly treated after the duel?
Put yourself in one of the men’s place. What would you have done?
What would have happened if Burr had died?
What would have happened if both men had died?
What would have happened if both men had lived?
Class discussion of conflict resolution
Stage a mock trial putting Burr on trial for murder
Create a news broadcast interviewing each man before the duel
Student evaluation:
Did the student participate in group activities?
Did the student participate in oral discussions?
Did the student complete writing assignment?
Lesson evaluation:
Were students engaged and interested by the lesson?
Was students’ knowledge of historical events and people expanded by the lesson?
Was the lesson allowed enough time? Too much time? Was more time needed?
Additional internet resources:
“Burr-Hamilton Duel.” Teachinghistory.org: National History Education Clearinghouse. Available at http://teachinghistory.org/history-content/ask-a-historian/24404
“The Duel: A look back at a once legal method of resolving disputes.” GWlaw school: A Magazine for Alumni and Friends, Fall 2005. Available at http://www.gwu.edu/~magazine/archive/2005_law_fall/docs/feat_duel.html
“Duel!: Defenders of honor or shoot-on-sight vigilantes? Even in 19th-century America, it was hard to tell.” Smithsonia.com. Available at http://www.smithsonianmag.com/history-archaeology/duel.html
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