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If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked. [Detail] Washington's entry into New York, on the evacuation of the city by the British, Nov. 25th 1783 George Washington: First in War, First in Peace, and First in the Hearts of His Countrymen consists of three lessons examining George Washington's leadership in the French and Indian War, at the Federal Convention, and as chief executive. They are based on primary source documents from George Washington Papers. The documents from Washington's Letterbooks include focus questions that may be used in Socratic seminars, cooperative learning, individual and group work. In preparation, teachers should review the documents and suggested readings accompanying each lesson to determine appropriateness for their students. Recognizing that eighteenth-century conventions of grammar, vocabulary, and spelling may be distracting, teachers may choose to read selected documents aloud, and/or use vocabulary building activities before reading. Students might also transcribe documents into contemporary English. Teachers may also wish to refer to Using Primary Sources before beginning the unit. ObjectivesStudents will be able to:
Time RequiredThree to five classes Lesson PreparationResources UsedLesson One:
Lesson Two:
Lesson Three:
Lesson ProcedureLesson One: Honor and Passion for Glory: George Washington in the Ohio ValleyThis lesson examines ways in which George Washington demonstrated his leadership abilities as a young British colonial officer. Textbooks make little reference to his military career during the mid-eighteenth century Anglo-French contest for empire. The lesson includes a reading to acquaint students with Washington's first adventures as a military leader and draws upon his letterbooks to explore his role in the struggle between Britain and France for control of North America between 1753 and 1758. Preliminary Activity:
What does the address by officers under Washington's command indicate regarding his military leadership? Discussion:Divide the class into five groups to read different documents revealing Washington's perspective on the campaign about which the officers of the Virginia Regiment had expressed their sentiments. Groups report to the entire class on their readings regarding the difficulties Washington faced during his campaign in the Ohio Valley. Students should take notes during the group presentations. Refer students to the Timeline to help them place their reading in a historical context. Group 1 Read:
Consider such questions as:
Group 2 Read: Consider such questions as:
Group 3 Read: Consider such questions as:
Group 4 Read:
Consider such questions as:
Group 5 Read: Consider such questions as:
Culminating Activities:
Extension Activities
Lesson Two: The Happy Progress of Our Affairs: George Washington and the U.S. ConstitutionThis lesson addresses George Washington's leadership in forging a new government for the United States after the break from England in 1776. The historical period covered by the documents in the lesson ranges from a few days after the Declaration of Independence in 1776, to late May 1790, when Rhode Island became the last of the thirteen colonies to ratify the new Constitution. The lesson uses Washington's own words to illustrate the events leading to the establishment of our national government, and the crucial roles he played throughout that process. Preliminary Activity:
Discussion:1. In order to investigate George Washington's concerns about the weaknesses of the Articles of Confederation and the revolt known as Shays's Rebellion, divide the class into six groups of students, and ask each group to read and highlight key passages from excerpts of one of six documents:
Consider such questions as:
Students can prepare a group presentation to share excerpts of their document with their classmates. Each group should report in turn, according to the date of their correspondence. Place a large timeline on the board, and ask one member of each group to write a key phrase from their letter that captures George Washington's growing sense of alarm and exasperation regarding developments in Massachusetts. Students should take notes during the presentations. 2. George Washington played a key role in the drafting of the Constitution of the United States. In order to investigate how deeply involved he was in the political and philosophical development of the document, divide students again into six groups, and distribute to each group excerpts of one of six documents:
Consider such questions as:
Students can report out key passages from their group's document, presenting the material according to chronological order. Students should take notes during the presentations, and write a summary of Washington's unique role as a participant and commentator during the writing and ratification of the Constitution of the United States. Culminating Activity:Ask each student to read Letter from George Washington to Marquis de Lafayette, June 3, 1790. After reading the letter, students can write an essay recounting the events of 1785-90 that were illuminated in the lesson activities. They should compare and contrast George Washington's attitude regarding the future of the United States at different points during those fifteen years. Extension ActivitiesDiscuss or project an excerpt from George Washington to Congress, November 19, 1794, in which he sets down his view of the importance of the U.S. Constitution.
Lesson Three: Integrity and Firmness is All I Can Promise: The Washington PresidencyThis lesson addresses George Washington's leadership as President of the United States. The documents in the lesson range from a few days before his inauguration through his presidency and includes one letter from retirement that summarizes foreign policy issues between the United States and the French Republic. The documents explore several key issues during the administration that Washington highlighted in his Farewell Address of September 19, 1796. Preliminary Activity:Refer to textbook accounts of Washington's administration and list the accomplishments and unresolved issues of his presidency. Discussion:1. Divide the class into four groups and assign each one of the following topics: Federal Union, Political Factions, Whiskey Rebellion, and Permanent Alliances. 2. Working in groups, students read and discuss Washington's views on each topic as revealed in his correspondence. Group 1 - Federal Union Read: Consider such questions as:
Group 2 - Political Factions Read: Consider such questions as:
Group 3 - Whiskey Rebellion Read: For additional evidence explore: Consider such questions as:
Group 4 - Permanent Alliances Read: Consider such questions as:
For additional evidence on Washington's admonition to avoid permanent alliances, search on Genet (Citizen Edmund Genet, the French Ambassador to the United States). 3. Review George Washington's September 17, 1796, Farewell Address for sections that relate to the topic your group investigated. 4. Prepare a report to the class explaining Washington's views on the subject under investigation. What advice did Washington offer to the nation? Why? Culminating Activities:Write an essay developing one topic that Washington discussed in his Farewell Address and explain how his comments were either consistent with or diverged from policy statements during his administration. Today, the warning about political parties and "entangling" alliances are the two issues most commonly referred to in the Farewell Address. Read sections from the Farewell Address that relate to both these issues. Assume the role of a modern television journalist and prepare a news program relating these issues to the present day. Extension ActivitiesWhat are the paramount issues included in Washington's Farewell Address? From Washington's perspective, how are domestic and foreign policy issues interrelated? "Chart the points Washington makes in his Farewell Address under the headings, Personal Reflections, Admonitions, and Recommendations." What does Washington have to say regarding each of these issues. What central issues of the day were not included in Washington's Farewell? Why do you think they were omitted? Explain. Research how later generations have viewed Washington's Farewell Address. Lesson EvaluationAssess student participation in discussions and other classroom activities as well as products resulting from culminating activities according to criteria that you specify or develop in discussion with the class. CreditsKirk Ankeney & David Vigilante |