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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:
Teacher should review the succession of American Presidents through 1819 and how many states were added to the Union.
Display the newspaper article Arrival of the President from the June 5, 1819 Alabama Republican.
Distribute copies of the newspaper article and the transcript.
Read and discuss the article.
Students should highlight details from the article that describe the main events of the President's visit. Pay particular attention to what the President said, saw, heard, smelled, tasted, felt, and did. Some actions may be inferred.
Distribute a sheet of copy paper to each student.
Allow students to draw a caricature, or something symbolic, of the President or print a portrait if available. The students may draw a symbol to represent the President, such as his name or monogram. Place the drawing/portrait in the center of the paper.
Around the edges of the caricature, write complete statements inferred or stated in the article that described what Monroe saw during his visit, said to the townspeople, tasted and smelled at the celebration, heard from the conversations, felt about the territory, and an action he performed (rode a horse, visited, planned, greeted, etc.).
Encourage students to write complete sentences with as much detail included as possible. (add a because...., then..., so.... to brief statements. Some ideas may be inferred.
After:
Allow students to share ideas as they work to encourage creativity and praise complete statements.
Color "action bubbles" and Monroe illustration appropriately.
Title the illustration with an appropriate newspaper headline.
Allow students to share their work, using a document camera if available.
Assessment Strategies
Formative:
Students should discuss Monroe's visit to Huntsville and be able to recall main events and people that are mentioned in the article.
Students should highlight evidence that reflected the purpose and events of Monroe's visit and the current events of early 1819.
Summative:
Students should write complete statements that include at least six of Monroe's sensory actions. Some actions may be inferred from the information in the text.
Students should write statements that reflect life in the Alabama territory and United States in early 1819.
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.