Equipping students to be informed, balanced, and engaged digital citizens is a cornerstone of 21st-century education, aligning with California’s commitment to media literacy . The story of Alexander Hamilton, an immigrant who used the power of the pen to shape public opinion and help forge a nation, offers a unique lens for 8th graders to explore their own roles as digital citizens. Just as Hamilton and his contemporaries used pamphlets and newspapers to debate the Constitution, our students use social media and digital platforms to find their voice.
This page provides ideas and full lessons to help Monterey County teachers connect the themes of Hamilton with the core competencies of digital citizenship: being informed, engaged, balanced, inclusive, and alert .
Teacher Ideas & Lesson Starters
These activities are are inspired by the ways Monterey County educators have brought these concepts to life in their classrooms, and shared the results with us:
🗣️ The Room Where It Happens: Digital Negotiations
The Idea: After watching “The Room Where It Happens,” have students identify a current school or local issue. In small groups, students create a digital campaign (a short video, a social media thread, or a blog post) to advocate for their position.
Digital Citizenship Connection: Students must research their topic using reliable sources to be Informed. They then practice Engaged citizenship by publishing their work for a real audience (the school website, a secure class blog).
⚖️ “Cabinet Battle” Comment Sections
The Idea: Play a clip from “Cabinet Battle #1” or “#2.” Discuss the rules of engagement: despite their fierce disagreements, the cabinet members are debating policy, not insulting each other personally. Then, show students an example of a toxic online debates or comment sections about a current political issue.
- Digital Citizenship Connection: Challenge students to “rewrite” the online comments as if the commenters were following the rules of a Cabinet battle. This teaches students to be Alert to toxic behavior and practice Inclusive dialogue by disagreeing respectfully and focusing on ideas.
✍️ Alexander Hamilton in Social Media
The Idea: In the opening number, the ensemble lists the harsh things people said about Hamilton (“penniless”, prejudiced against him for being an immigrant). Discuss how this “smear campaign” spread in the 18th century (pamphlets, word of mouth) compared to today.
Digital Citizenship Connection: Ask students to research a modern public figure and find examples of misinformation or overly harsh criticism leveled against them online. Students then create a “fact-check” side-by-side, contrasting the smear with the verifiable truth. This reinforces the need to be Informed and Alert to misinformation.
“Using the Cabinet battles to talk about online comments was a game-changer. It made the idea of ‘digital etiquette’ concrete. They started pointing out which historical figures would be ‘trolls’ and who would be ‘fact-checkers.’ It was a lightbulb moment for understanding how to be alert to manipulation online.”
— 8th grade social studies teacher, Seaside
“My students loved the drama of the ‘Burn Book’ idea. It led to a powerful discussion about digital footprints and how what you post online can follow you. We talked about Hamilton’s own ‘digital footprint’, the 50+ essays he wrote, and what his legacy says about putting your ideas out there for everyone to see.”
— 8th grade ELA teacher, Monterey
“Connecting the Schuyler Sisters’ curiosity to social media use helped students think about intention. We asked, ‘Are you just scrolling, or are you learning? Are you engaging with people who are different from you?’ It turned a lecture on digital balance into a personal reflection.”
— 8th grade history teacher, King City
Lesson Plan 1: “Who Tells Your Story?”
This lesson asks students to consider Alexander Hamilton’s legacy, which was built through his extensive writings. They will compare this to how they build their own legacy through their digital footprints.
| Lesson Overview | Details |
| Grade Level | 8th Grade |
| Time Allotment | Two 50-minute class periods |
| CA Digital Citizenship Standards | Informed (ISTE 1.3a: Plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits); Balanced (ISTE 1.3c: Curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions) |
| CA History-Social Science Standards | 8.3.3: Analyze the roles of the Founding Fathers and their influence on the development of the country. |
Materials Needed:- Access to the Hamilton soundtrack (lyrics to “Non-Stop” and “Who Lives, Who Dies, Who Tells Your Story”)
- Chromebooks or computer access
- A digital tool for creating portfolios (e.g., Google Sites, Wakelet, or a simple Google Doc)
Day 1: Hamilton’s Paper Trail (50 min)
- Hook (10 min): Play the end of “Non-Stop,” starting from Eliza’s line “He published his response” through the finale. Ask students: According to the song, how did Hamilton tell his own story? (Answer: He wrote constantly—the Federalist Papers, his response to Adams, etc.).
- Guided Discussion (15 min): Pose the question: “If Hamilton were alive today, how would he tell his story?” Brainstorm a list on the board. Would he have a blog? A podcast? A Twitter (X) account? What would he post about? Discuss the permanence of writing. Hamilton’s words are still read today. How permanent are our digital words?
- Activity Introduction (10 min): Introduce the concept of a “digital legacy” or “digital footprint.” Explain that students will be creating a “Hamilton-style” digital portfolio to curate their own story.
- Planning (15 min): On a planning document, students answer: What are the three most important things you have learned or created this school year? What is a challenge you have overcome? What is an issue you care about? These will form the basis of their portfolio.
Day 2: Curating Your Legacy (50 min)
- Warm-up (10 min): Play “Who Lives, Who Dies, Who Tells Your Story.” Ask: Who tells Eliza’s story in the musical? (Hamilton, until she takes control at the end). Discuss the importance of telling your own story before others tell it for you.
- Digital Creation (30 min): Students use their planning sheet to create a simple digital portfolio. For each artifact (e.g., a piece of writing, a project photo, a link to a cause they support), they must write a 2-3 sentence caption explaining how this artifact “tells their story” and contributes to their digital legacy.
- Reflection & Share (10 min): In small groups, students share their portfolios. Conclude with a brief discussion: How does it feel to be the one who tells your own story? How can you be more intentional about your digital footprint?
Lesson Plan 2: “I Am Not Throwing Away My Shot”
This lesson uses the motif of “shot” in Hamilton to help students evaluate the risks and opportunities present in their digital lives, from sharing opinions to protecting their privacy.
| Lesson Overview | Details |
| Grade Level | 8th Grade |
| Time Allotment | Two 50-minute class periods |
| CA Digital Citizenship Standards | Alert (ISTE 1.3d: Build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions); Informed (ISTE 1.2b: Engage in positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices) |
| CA History-Social Science Standards | 8.2.2: Analyze the Articles of Confederation and the Constitution and the success of each in implementing the ideals of the Declaration of Independence. |
Materials Needed:- Hamilton soundtrack (“My Shot,” “Yorktown,” “The World Was Wide Enough”)
- Whiteboard and markers
- Printed or digital copies of a school’s “Responsible Use Policy” (RUP) or a sample social media “Terms of Service” agreement
Day 1: Defining Your “Shot” (50 min)
- Hook (10 min): Play the song “My Shot.” Ask students: What does “shot” mean in this context? (It means opportunity, a chance to make a difference, a goal to pursue).
- Brainstorming (15 min): On the board, create two columns: “My Digital Shot” and “My Digital Risk.” Ask students to brainstorm all the opportunities the digital world gives them (e.g., learning new things, connecting with friends, sharing art, starting a business, finding support). Then, brainstorm the risks (e.g., cyberbullying, scams, sharing too much, saying something you regret, misinformation).
- Connecting to Hamilton (10 min): Compare the lists to Hamilton’s life. What were his “shots”? (Leaving the Caribbean, writing his way to prominence, shaping the financial system). What were his risks? (Publishing his opinions, the Reynolds Pamphlet, the duel with Burr). Discuss how he managed (or failed to manage) those risks.
- Introduce the Text (15 min): Provide students with a simplified version of your school’s Responsible Use Policy or a section of a social media app’s terms of service. In pairs, have them highlight parts of the document that are designed to protect them from the “risks” they listed (e.g., rules against bullying, privacy protections).
Day 2: Writing Your Own Terms (50 min)
- Warm-up (10 min): Play a clip from “Yorktown” (“I imagine death so much it feels more like a memory…”) and “The World Was Wide Enough” (the duel). Discuss: Hamilton didn’t just take any “shot”; he had to evaluate which battles were worth fighting. How do we evaluate which digital opportunities are worth the risk?
- Activity: Crafting a Digital Code (25 min): In small groups, students act as the “founding fathers and mothers” of a new social media platform designed specifically for 8th graders. Their task is to write a “Platform Constitution”—a set of 5-7 rules or guidelines that maximize the opportunities (“shots”) of being online while minimizing the risks. They must base their rules on the discussions from Day 1.
- Presentations (15 min): Each group presents one of their “constitutional” rules to the class, explaining how it balances opportunity with safety.
- Exit Ticket: On a slip of paper, students complete this sentence: “One ‘shot’ I want to take online is _______. To stay ‘Alert,’ I will _______.”
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 support your incredible work in bringing history to life for Monterey County’s students. For more information on California’s Digital Citizenship initiatives, please visit the California Department of Education’s Digital Citizenship Week page.