By Jason Boe, New York Mills School District

Concept /Topic To Teach:

·      The history and significance of Marquis De Lafayette

·      The influence of Marquis De Lafayette on George Washington’s views on slavery

Standards/objectives addressed:

Minnesota Academic Standards

The student will understand how European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples.

The student will understand the economic development of the English colonies in North America and the exploitation of enslaved Africans.

The student will demonstrate knowledge of the causes, course, and consequences of the American Revolution.

National Council for Social Studies

          II. Time, Continuity, and Change

a. Students will systematically employ processes of critical historical inquiry to reconstruct and reinterpret the past, such as using a variety of sources and checking their credibility, validating and weighing evidence for claims, and searching for causality.

    V. Individuals, Groups, and Institutions

a. Students will apply concepts such as role, status, and social class in describing the connections and interactions of individuals, groups, and institutions in society.

b. Students will analyze group and institutional influences on people, events, and elements of culture in both historical and contemporary settings.

General Goal(s):

  ·Could Washington’s motivation to free his slaves upon his death be a result of his relationship with Marquis De Lafayette?

Required Materials:

·Painting of Lafayette and Washington http://students.umf.maine.edu/~hollanaw/AmericanRevolution/Washington_and_Lafayette_at_Valley_Forge.jpg

·Marquis De Lafayette reading – from the Colonial Williamsburg website: http://www.history.org/Almanack/people/bios/biolafayette.cfm

·You Tube video on Marquis de Lafayette – an actor’s portrayal of Lafayette at Colonial Williamsburg

        Part 1: http://www.youtube.com/watch?v=Il0XSVrMLdY&feature=related

        Part 2: http://www.youtube.com/watch?v=hDd0kRAoyys&feature=related

        Part 3: http://www.youtube.com/watch?v=II5mPo_I_q0&feature=related

        Part 4: http://www.youtube.com/watch?v=VuS-biRB4HY&feature=related

·Scanned hand-out of pages 250 thru 264 from the text: An Imperfect God: George Washington, His Slaves, and the Creation of America

·The Impact of Marquis De Lafayette on George Washington Student Worksheet

Anticipatory Set (Lead-In):

1.    Show painting of Washington and Lafayette and ask students the following question: “Who knows who the man is alongside George Washington?”  Several may know.  Give brief explanation of who Marquis De Lafayette was. 

Step-By-Step Procedures:

2.   Pass out reading of Marquis De Lafayette to students which can be found at the Colonial Williamsburg website.  Read with students.  Reading details even more information regarding Lafayette and his involvement with the American Revolution and George Washington.  Discuss where appropriate. 

3.   Begin viewing Marquis de Lafayette videos courtesy of YouTube.  The video is divided into 4 parts and is an amateur video of someone visiting Colonial Williamsburg and listening to an actor portraying Marquis De Lafayette.  It is very entertaining and has numerous teaching points.  Allow students to view and just take notes.  Brainstorm on the board at the conclusion of the video important information presented by the actor in regards to the American Revolution and the role that Lafayette played in the war.  Ask students afterwards, why they think Washington was so fond of Lafayette.  Remind them that this relationship has been often described as a father son relationship.  IMPORTANT NOTE: End of part 3 of the video is extremely important material to this lesson.      

4.   Now begin discussion with students on Washington’s relationship with Lafayette.  Show the students the book An Imperfect God: George Washington, His Slaves, and the Creation of America.  Tell students that author Henry Wiencek makes an interesting connection to how Lafayette may have changed Washington’s attitude towards the institution of slavery. 

5.   Pass out scanned hand-outs of pages 250 thru 264 from the text: An Imperfect God: George Washington, His Slaves, and the Creation of America and read with students.  You may need to stop and explain certain points and vocabulary from time-to-time.  Discuss where and when appropriate. 

6.   Pass out The Impact of Marquis de Lafayette on George Washington Student Worksheet.  Give students time to work on questions. 

Closure (Reflect Anticipatory Set):

7.   Discuss answers to worksheet.  Ask students whether Lafayette may have played a part in Washington’s changing views on slavery.     

Assessment Based On Objectives:

Assessment will be based on student’s work on the The Impact of Marquis de Lafayette on George Washington Student Worksheet.  As well, an instructor should assess how well the student participates in class discussion.

Adaptations (For Students With Learning Disabilities):

All questions on worksheets can be modified and/or simplified.  Readings can be condensed. 

Extensions (For Gifted Students):

Have students do further research on Colonial Williamsburg.

Have students do further research on other possible motivations that may have influenced Washington into freeing his slaves upon his death and his changing attitude towards slavery.  This research may include but is not limited to: West Ford, blacks fighting in the Revolutionary War, Ona Judge, Edward Rushton, Julian Niemcewicz, and John Laurens.