One of the most exciting outcomes of the Monterey County Hamilton field trips has been what happens when students return to the classroom. Again and again, educators have shared stories of students who couldn’t stop talking, moving, and creating after seeing the musical. Some wanted to rap. Some wanted to debate. Some wanted to write their own scenes about their own lives.
Getting Started: Tips from Teachers Who Have Done It
Before you dive in, here is practical advice from Monterey County educators who have facilitated student performances:
Partner Up: If you have a drama teacher, music teacher, or even an ELD teacher who does performance-based work, ask them for tips or to co-lead a workshop.
Start Small, Start Soon: You don’t need a full production. A five-minute share-out at the end of a class period can be enough. The energy from the field trip fades, so try to strike within a week or two.
Offer Choice, Not Requirements: Some students will want to rap. Some will want to write a serious monologue. Some will want to work in a group. Some will want to design costumes or create a simple backdrop. Let students find their entry point.
Lower the Stakes for Grading: The goal is creative expression, not perfect memorization. Practice and participation are essential to gaining new skill and understanding. Without these sources of confidence, students may be less available to the learning experience.
Use the Documentary as a Bridge: Show clips from 9,000 8th Graders that feature students watching the musical. It reminds them that they are part of something bigger and can spark ideas about what to create.
Invite a Meaningful Audience: A performance for just your class feels safe. A performance for another class adds a little pressure. A performance for families adds a lot. Know your students and choose the right level.
“We wanted something that could include more students, not just the ones who wanted to rap. So we created a kind of variety show. One group reenacted a cabinet battle but about a school issue. Another group did a spoken word piece inspired by ‘Who Lives, Who Dies, Who Tells Your Story’ but about their own grandparents. We held it in the multi-purpose room during the school day, and the kids took it so seriously. They felt like real performers.”
Student Performance Ideas: From Simple to Ambitious
Here is a range of project ideas from starter lessons to bigger projects. Consider integrating ideas from any of these based on your time, your students, and your comfort level.
🎤 For the Students Who Want to Rap or Sing
Perform a Song with Interpretation: Students can perform an existing song from the musical, but with their own blocking, movement, or simple staging. What does “Wait For It” look like if they physicalize Burr’s hesitation?
Rewrite a Verse: Challenge students to rewrite a verse from one of the songs from the perspective of a different character. What would Burr say in “My Shot”? What would Eliza say in “The Reynolds Pamphlet”?
Create an Original Cabinet Battle: Have students identify a current debate at school or in their community. Then, in small groups, they write and perform a rap battle arguing both sides. This works beautifully for debates about dress codes, homework policies, or even lunch options.
🎭 For the Students Who Want to Act
- Scene Study with a Twist: Small groups select a short scene from the musical (the duel, a cabinet battle, the moment the Schuyler sisters meet Hamilton). They perform it, then discuss why they made the choices they did.
Historical Monologues: Students write and perform a one-minute monologue from the perspective of a historical figure we meet in the musical. The catch? They must base it on at least one primary source quotation.
Modern Adaptation: Students take a scene from the musical and adapt it to a modern setting. What does the Reynolds Pamphlet scandal look like as an Instagram post that goes viral? What does the duel look like in a school parking lot after school?
✍️ For the Students Who Want to Write
Letters to the Characters: Students write a letter to a character in the musical, then perform it as a dramatic reading. What would they say to Hamilton about his choices? What would they ask Eliza?
Spoken Word Poetry: Using “The Story of Tonight” or “Who Lives, Who Dies, Who Tells Your Story” as mentor texts, students write original spoken word poems about their own lives, their families, or their hopes for the future.
Ensemble Piece: Challenge the whole class to create a group poem or performance piece about what it felt like to see Hamilton. Each student contributes one line. The teacher helps shape it into a cohesive piece that can be performed by volunteers.
Full Performance Project: The “My Shot” Showcase
This project is designed to be flexible enough for a single classroom or a whole grade level. It culminates in a low-stakes sharing event where students present their work to an audience of peers.
| Project Overview | Details |
| Grade Level | 8th Grade |
| Time Allotment | One to two weeks (adjust based on your schedule) |
| CA Common Core Standards (ELA) | SL.8.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. |
| CA VAPA Standards (Theatre) | Prof.TH:Pr4.1: Select, analyze, and interpret dramatic material for performance.Prof.TH:Pr5.1: Use a variety of acting techniques to expand skills in a rehearsal or performance. |
| Materials Needed | – Access to Hamilton soundtrack and lyrics- Performance space (classroom, multi-purpose room, or cafeteria)- Simple props and costumes (optional, student-sourced) |
Week One: Creation and Rehearsal
- Day 1: Inspiration and Choice (30-45 min)
- Show clips from 9,000 8th Graders or from the musical itself.
- Introduce the project and the menu of performance options (see ideas above).
- Students sign up for a project type and begin brainstorming in small groups.
Day 2-3: Writing and Planning (two 45 min sessions)- Students work on their pieces. For writers, this means drafting. For performers, this means selecting scenes and assigning roles.
- Teachers circulate to check in, offer feedback, and help students problem-solve.
- For groups struggling, offer sentence starters or simple structures.
Day 4-5: Rehearsal (two 45 min sessions)- Students practice their pieces. Focus on speaking clearly, facing the audience, and showing emotion.
- If possible, partner with a drama teacher or local artist to lead a brief workshop on vocal projection or stage presence.
Week Two: Polish and Performance
- Day 1: Dress Rehearsal (45 min)
- Students run their pieces in the performance space.
- Audience can be just the class. Focus is on building confidence and working out technical issues.
Day 2: Performance Day (45-60 min)- Options: Perform for another class, for families, or for the whole grade level in an assembly.
- Keep the mood supportive and celebratory. Applause after every piece.
- Consider having a student emcee introduce each act.
Day 3: Reflection (30 min)- After the performance, lead a debrief.
- What was it like to perform? What was it like to watch your classmates? What did you learn about the musical, about history, or about yourself?
We would love to hear your stories. If your students create something wonderful, please email us. Your ideas may end up on this page inspiring other Monterey County teachers.
We hope these resources help your students find their own voices while discovering the power of language in Hamilton. For more ideas on integrating arts into your curriculum, please explore the resources available through the Monterey County Office of Education.