Total Duration: |
61 to 90 Minutes |
Materials and Resources: |
A copy of Lafayette's Visit to Alabama from the Encyclopedia of Alabama for each student A copy of Lafayette Visit Receipt for each small group A copy of photographs of Lafayette's tour (see attachment) for teacher to display A sheet of legal size paper for each student Rulers Pencils Colored Pencils |
Technology Resources Needed: |
Document camera to display the documents for discussion, if available Smartboard to display examples of timelines for discussion, if available Laptops for students to research the Grand Tour and appropriate Alabama sites for illustrations, if available. Students may also use the website measuringworth.com to calculate the value of money in 1825 to the present. ($10 in 1825 is now worth over $247!)
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Background/Preparation: |
Students should be familiar with Lafayette's role in the American Revolution and the importance of his influence in procuring France's financial and military assistance. Marquis de la Lafayette was invited by President James Monroe to make a grand tour of the 24 United States in 1824. He arrived in Staten Island, New York on August 15, 1824. The tour was an attempt to remind Americans of the "Spirit of 1776" and honor Lafayette for his role in the American Revolution. Alabama Governor Israel Pickens issued a formal invitation to Lafayette in December, 1824. Teachers and students See Encyclopedia of Alabama article for further information about Lafayette's life between the American Revolution, his return to America 50 years later, and his tour of the US and his days in Alabama. http://www.encyclopediaofalabama.org/article/h-2152 See attached bibliography for more information of the U.S. Grand Tour. |
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After:
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Assessment Strategies |
Formative:
Summative:
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Acceleration: |
Students may choose to research the year-long tour of Lafayette. Create an annotated timeline of the tour of the 24 states. Students may choose to research Lafayette's visit with other Revolutionary dignitaries, such as Thomas Jefferson, Martha Washington, and relatives of other Revolutionary officers. See additional reading attachment. |
Intervention: |
Students may work in pairs or small groups to complete one timeline. The teacher may pre-select vocabulary for the reading. The teacher may pre-select the events to annotate on the timeline, or have the dates and events available for the students to cut and paste on a timeline. The students may illustrate the timeline or select images to print and paste onto the timeline. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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