AAmmeerriiccaann HHeerrooeess && HHeerrooiinneess:: GGeeoorrggee WWaasshhiinnggttoonn Teacher’s Guide Written by Barri Golbus Produced by Colman Communications Corp. Table of Contents Page Program Overview 3 Viewer Objectives 5 Suggested Lesson Plan 6 Description of Blackline Masters 11 Answer Key 11 Transcript of the Video 12 Web Resources 19 Purchase of this program entitles the user the right to reproduce or duplicate, in whole or in part, this teacher’s guide and the blackline master handouts that accompany it for the purpose of teaching in conjunction with this video. This right is restricted for use only with this video program. Any reproduction or duplication in whole or in part of this guide and the blackline master handouts for any purpose other than for use with this video program is prohibited. GG EEOORRGGEE WW AASSHHIINNGGTTOONN From the American Heroes & Heroines Series Grades 2-5 Viewing Time: 19:35 PROGRAM OVERVIEW Intended Audience and Uses George Washington has been produced for social studies students in grades 2-5. The first program in the American Heroes and Heroines series, it traces the life of the father of our country from his childhood in colonial Virginia to his death at Mount Vernon in December, 1799. This program meets Standard II, “Time, Continuity and Change;” Standard V, “Individuals, Groups and Institutions;” and Standard X, “Civic Ideals and Practices,” -3- of the National Council for the Social Studies. Several viewing strategies may be employed. You may find it useful to show the program in its entirety, then play it segment by segment, using each segment as a basis for a single lesson or multiple lessons, depending on the level of student comprehension. A final review screening, again showing the program without stopping, undoubtedly will help reinforce student understandings. Program Synopsis The program is divided into four sections. The first shows Washington’s childhood on a farm in colonial Virginia; the second focuses on his early career as a military officer for the British and his life at Mt. Vernon; the third explains his leadership role in the first and second Continental Congresses, several key events that led to the Revolution, and Washington’s role in leading American forces to victory over the British; the final section discusses Washington’s presidency. After the program’s introduction, viewers see how young George lived in colonial Virginia. He is seen feeding cows and geese, learning at home with his brothers and sister, and talking with his half-brother, Lawrence. It also shows teenaged George conducting land surveys for one of Virginia’s wealthiest residents, Colonel William Fairfax, Lawrence’s father-in-law. The second section opens with Lawrence’s fatal illness and George’s determination to follow in Lawrence’s footsteps as a military officer. Viewers discover that Virginia’s Governor Dinwiddie appointed George to travel to Fort LeBoeuf, where he was to tell the French military comman- -4- der to abandon the garrison. Eventually, George led a group of men to a new British fort, but is attacked by the French in what was to become the first battle of the French and Indian War. George fought other battles in the war. After hostilities ended, he married Martha Dandridge and settled down in Mt. Vernon. The third part of the program discusses the events that lead up to the Revolutionary War and Washington’s leadership roles in the first and second Continental Congresses. Primary focus is given to the difficulties Washington faced when fighting British forces – and how he overcame them. The final section covers some of Washington’s major accomplishments as president – creating groups of advisors (that eventually would evolve into cabinet officers and federal departments), naming Pierre L’Enfant to design a capital city, and putting down the “Whiskey Rebellion,” which established the power of the federal government. VIEWER OBJECTIVES After viewing this video and participating in the suggested activities, viewers should be able to do the following: 1. Briefly recount Washington’s childhood experiences. 2. Discuss Washington’s early military experiences in the French and Indian War. 3. Explain the colonists’ grievances that led to the Revolutionary War and tell how Washington’s leadership helped win the war. 4. Tell at least three accomplishments of Washington’s presidency. The producers encourage you to make adaptations and changes to the following lesson plan whenever you feel it will enhance your students’ learning experiences. Only by tailoring the material to your unique classroom situation will you be able to maximize the educational experience afforded by these materials. -5- SUGGESTED LESSON PLAN Introduce the Program Ask the class, “Who is the leader of our school, the person who is responsible for all the teachers and students? After students name the principal, ask the following questions: “Why do schools have principals? Are there other organizations that have leaders? What are the leaders of businesses called? Who is the leader of our town (city, village)? What is that person called? (Mayor.) Why do organizations such as schools, cities and businesses have a leader?” Help your students understand that every organization needs a leader to form and articulate goals and then direct activities that will help the organization meet those goals. Ask, “What are the goals of our school?” Pre-Viewing Activities Segment 1 The producers encourage you to prescreen the program to familiarize yourself with its content. To gauge your students’ familiarity with the program’s material, you may find it useful to have them complete the George Washington Pre-test. After grading the test, you may find it necessary to alter your presentation to meet your instructional goals. You also may want to look over the Suggested Discussion Questions before showing the program to your class. Ask the class if anyone knows the name of the person who was the first leader of our country. Why would it be especially important to have a good leader when a country is new? Help your students understand that – as with any other organization – the first leader of a country helps set the rules and ideas the country will have for a long time – rules and ideas that will help the country meet its goals. -6- The better the leader, the better the country will be able to meet its goals. Now tell the class that they will see a video about the first leader of our country. Explain that the first part of the program discusses his childhood. Post-Viewing Activities Segment 1 Discuss the first part of the program, using the Suggested Discussion Questions if you prefer. Now pass out Comparing Your Life to George’s. If your students are unable to do this exercise on their own, do it as a class activity. If your students complete this activity individually, discuss the similarities and differences they’ve mentioned after the worksheet has been completed. You may point out the game George’s little brother is playing, a kind of small bowling game with wooden pegs and a wooden ball. Also note the fireplace in the background and mention that there was no central heating in those days. Be sure your students mention George’s quill pen. Ask whether anyone would prefer to live in colonial times. Why? Pre-Viewing Activities Segment 2 Before showing the second part of the program, review the first segment if you feel it will help your students better understand Washington’s childhood. Now turn your attention to Washington’s relationship to his half-brother, Lawrence. Does anyone in the class have a big brother or sister whom they admire? What about another older person? Help your students understand that it is natural that when you admire someone, you want to be like that person. Ask what Lawrence did for a living (British naval officer). Ask, “Do you think George still thought about being a military officer when he became an adult?” Tell the class that the next part of the program will answer that question. -7- Post-Viewing Activities Segment 2 Discuss the second part of the program, using the Suggested Discussion Questions if you prefer. Be sure your students understand the difficulties – and the heroics and skills involved – traveling from Virginia to the shores of Lake Erie in bitterly cold weather in the mid-18th century. Mention the lack of roads, transportation and lodging. Now turn the class’s attention to the topic of “leadership qualities.” Why does the class think that Governor Dinwiddie appointed George to lead the group going to Ft. LeBoeuf? Why would he appoint him to command the new British fort? Help your students understand that, at least to Governor Dinwiddie, George exhibited the leadership traits that would make him suitable for the jobs. Next, turn your attention to the topic of “leadership training.” Can a person be trained to be a leader? Why or why not? Now, pass out What Makes a Good Leader? If your students are unable to do this exercise on their own, do it as a class activity. If your students complete this activity individually or as small group work, after 10-15 minutes discuss each of the qualities and how George exhibited them. Note that there are some aspects of leadership that have not been discussed in the first two parts of the program. Have your students keep this exercise, which they will complete after the last section has been shown. Pre-Viewing Activities Segment 3 Before showing the third part of the program, review the first two segments if you feel a review will help your students understand what follows. Tell the class they will now see what happened to George Washington as America headed into a war with England. Has anyone ever heard of -8- the American Revolution? What is a “revolution?” If your students are able, have them look up the word either in a print dictionary or on an online dictionary. Tell your students that the next part of the program discusses why the colonists went to war with England and George Washington’s role in leading the colony’s military forces. Ask them to pay close attention to the reasons for going to war, and why George Washington was such a successful leader. Post-Viewing Activities Segment 3 Discuss the third part of the program, using the Suggested Discussion Questions if you prefer. Be certain that your students appreciate the historic magnitude of Washington’s role in winning the war – that it was the first step in setting the pattern for democracies throughout the world. Now have your students turn to the What Makes a Good Leader? handout. Have them redo this exercise by giving new examples. As before, this activity can be done either as a class exercise, individually or in small groups. After it has been completed, discuss the answers with your students. Pre-Viewing Activities Segment 4 Before you show the fourth part of the program, review the first three segments if you feel a review will help your students understand what follows. Tell the class they will now see what happened to George Washington after the Revolutionary War. Help your class understand that Americans were distrustful of a strong, central government because they had seen how unjustly King George, a monarch with many powers, had ruled the American colonists. At first, they decided that the states should have most of the power. Ask the class to pay close attention to -9- what happened to that plan and why it was so important to George Washington. Post-Viewing Activities Segment 4 Discuss the fourth part of the program, using the Suggested Discussion Questions if you prefer. Be certain that your students appreciate the historic significance of Washington’s major accomplishments as president. In essence, he helped make the pattern that future administrations would follow. Hand out Washington’s Accomplishments as President. If your students are unable to do this exercise on their own, you may do it as a class exercise. If they can do it, you may assign it as individual seat work or small group work. If your students are older, you may want to assign them to do some research and discuss more than the three accomplishments mentioned in the video. After your students have completed this activity, go over the answers with them. Now have your students take out the What Makes a Good Leader? work sheet. Discuss the leadership qualities George Washington brought to the presidency. Help your students understand that America was indeed fortunate to have as its first president a person with such outstanding qualifications to lead a new country – both in leadership ability, temperament and training. As a review, you may find it useful to show the entire program again, without stopping. As culminating activities, you may have your students draw a mural that shows the different stages of Lincoln’s life and times, or have them make dioramas of his boyhood home in Indiana. Afterwards, give the George Washington Post Test, using it as an evaluation to determine the success of the entire lesson. -10-