Total Duration: |
31 to 60 Minutes |
Materials and Resources: |
A copy of the Mississippi and Alabama territory map to display on document camera A copy of "Huntsville President Visit" article from the Alabama Republican for each student A copy of the transcript of the "Arrival of the President" article (see attachment) for each student One page of copy paper for each student Highlighters Colored Pencils Pencils |
Technology Resources Needed: |
Document camera to display primary document, if available Computers/laptops and printer for students to utilize to select and print portraits of President James Monroe, if available (one per student) |
Background/Preparation: |
Students should be aware that President James Monroe was the fifth president of the United States and was in that role when Alabama joined the Union in 1819. Students should also be aware that Alabama was originally part of the Mississippi Territory and was re-named the Alabama Territory after Mississippi joined the Union in 1817. Teachers may read additional information about Huntsville, Alabama's history from the Encyclopedia of Alabama. Additional information about President Monroe's involvement in Alabama's history may be found in the attachments in Early Huntsville, AL Life. The students will be creating a "sensory figure" which is an illustration that symbolizes President Monroe in the center of a sheet of paper with 5-7 descriptive sentences written around it. The sentences focus on what Monroe would have seen, heard, tasted, touched, did, smelled, etc. during the event. |
Before:
During:
After:
|
Assessment Strategies |
Formative:
Summative:
|
Acceleration: |
Students may read the June 5, 1819 Alabama Republican and select another local or national citizen to complete a sensory figure. Additional reading about President Monroe and Alabama's dignitaries and statehood may be found in the attachments.
|
Intervention: |
The transcript of the newspaper article has provided definitions for pre-selected vocabulary. Provide more assistance for lower readers, if necessary. Allow lower readers to work with students who are successful readers of primary documents. Some students may work with a partner to complete the sensory figure. Allow "artistic" students to assist students who may lack creative ideas for the illustration of Monroe's figure or symbol. Clipart or online illustrations may be printed if the technology is available. |
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.
|