George Washington: Was he a responsible family man as well as a great leader?

Submitted by dhemming on Sun, 05/13/2012 - 19:37Printable version Bookmark and Share
Created By:
Dianne Hemminger
Title/Role:
Library Media Specilaist
Organization/School Name:
Creekside Elementary School
Location:
South Dakota

Grade Level:
3, 4, 5
Type of Lesson:
Lesson in a unit
Type of Schedule:
Combination
Collaboration Continuum:
Moderate
Content Area:
Language Arts, Social studies
Content Topic:
George Washington/Mt. Rushmore
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
Responsibilities Indicator(s):
2.3.2 Consider diverse and global perspectives in drawing conclusions.
3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.
Self-Assessment Strategies Indicator(s):
3.4.2 Assess the quality and effectiveness of the learning product.
3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.
Scenario:
As part of a study of South Dakota and Mt. Rushmore, students will work in teams to examine primary sources and gather information on George Washington and his family life. They will use this information to write a letter of recommendation to the editor of a local newspaper that supports the idea that George Washington would make a good father and should be recognized for his parenting qualities as well as his great leadership. As the students examine primary sources, they will identify Washington family members and draw conclusions as to the characteristics of George Washington and his family members. In doing so, they will realize the importance of background information and how to interpret primary sources.

Overview:
As a team effort, students will write a letter of recommendation to the editor of a local newspaper supporting the idea that George Washington was a good father and a great leader of our country. Essential Questions: What are primary sources? How could George Washington be a good father if he had no children of his own? Was George Washington a great leader? Why did he deserve to have a place on Mt. Rushmore?

Final Product:
Student groups will examine primary sources and draw a conclusion as to whether George Washington was a good father and leader of our country. Students will write a letter of recommendation to an editor of a local newspaper supporting the idea that George Washington would make a good father.

Library Lesson:
Students will work in small groups to examine various primary sources, and to evaluate whether they are helpful in determining the characteristics of George Washington. Students will learn the definition of primary sources, how important it is to examine them and the importance of background information. Students will draw clues to Washington's family life and governing leadership by examing letters, documents and pictures.

Estimated Lesson Time:
120 minutes
Assessment
Product:
Librarian and teacher will create a rubric for the final product which will be the letter written to the editor supporting the idea that George Washington is a good father as well as a good leader and deserves to be on Mt. Rushmore.

Process:
Librarian will assess students as they collaborate in teams and as they research the resources and focus on sharing opinions and viewpoints recorded in findings. They will self assess their findings and informally share their point of view with the librarian and teacher before they begin writing their letter.

Self Questioning:
Students will ask: What are primary sources? Why do we need to know them? How can we gather background information? Do we have enough information to realistically write a letter of recommendation to the editor of a newspaper supporting the idea that George Washington was a good father and leader of our country? Why do you think George Washington was chosen to have a place on Mt. Rushmore? Was he really deserving of all these honors?

Instructional Plan
Resources students will use:
Still image (i.e.paintings, drawings, plans, and maps)
Moving Image (i.e. animations, movies, tv program, video)
Interactive Resource (i.e. webpages, multimedia learning objects, chat services)
Text (books, letters, poems, newspapers, etc.)

Interactive Resource URL:
http://www.mountvernon.org www.gwleadershiplessons.org www.washingtonsworld.org/

Resources instructor will use:
Projector
Smart board
VCR/DVD player
Other

Other instructor resources:
Library reference materials such as: Biographies, encyclopedias.

Instruction/Activities
Direct instruction:
After reading editorials in various newspapers, students will share opinions and viewpoints and discuss differences between fact and opinion. Discussion will focus on the question: How could George Washington be a good father if he had no children of his own? The librarian will explain the concept of primary sources and how to find clues to his family life and governing leadership by examining letters, documents and pictures; Read documents and letters from the past; Discuss how spelling has changed from the 18th century compared to the 21st century.

Modeling and guided practice:
Librarian will guide students in filling out primary source analysis sheets, focusing on clues about the characteristics and personalities of Washington and his family. Students will share opinions and viewpoints with peers. After this process, the librarian will use the smart board to model how an editorial letter should be written with interaction from the students.

Independent practice:
Using primary source documents and artifacts on computers and smart board students will chart ideas on what kind of leadership and family qualities George Washington displayed. The charted information will be used as evidence in their letters to the editor.


Have you taught this lesson before:
Yes

Strategies for differentiation:
Make use of each student working with their peers in teams. Sometimes students can learn more from their peers than they can other ways.
AASL/Common Core State Standards Crosswalk

Common Core State Standards English Language Arts:

CC.3.R.L.1 » English Language Arts » Key Ideas and Details » 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3)

CC.3.R.I.7 » English Language Arts » Integration of Knowledge and Ideas » 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (3)

CC.3.R.I.9 » English Language Arts » Integration of Knowledge and Ideas » 9. Compare and contrast the most important points and key details presented in two texts on the same topic. (3)

CC.3.R.L.2 » English Language Arts » Key Ideas and Details » 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (3)

CC.4.SL.1.a » English Language Arts » Comprehension and Collaboration » a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (4)

CC.3.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (3)

CC.3.SL.3 » English Language Arts » Comprehension and Collaboration » 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (3)

CC.3.W.6 » English Language Arts » Production and Distribution of Writing » 6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (3)

CC.3.W.7 » English Language Arts » Research to Build and Present Knowledge » 7. Conduct short research projects that build knowledge about a topic. (3)

CC.3.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3)

CC.4.R.L.1 » English Language Arts » Key Ideas and Details » 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (4)

CC.4.R.I.7 » English Language Arts » Integration of Knowledge and Ideas » 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (4)

CC.4.R.I.9 » English Language Arts » Integration of Knowledge and Ideas » 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (4)

CC.4.R.L.2 » English Language Arts » Key Ideas and Details » 2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. (4)

CC.4.W.7 » English Language Arts » Research to Build and Present Knowledge » 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4)

CC.4.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (4)

CC.5.R.L.1 » English Language Arts » Key Ideas and Details » 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5)

CC.5.R.I.7 » English Language Arts » Integration of Knowledge and Ideas » 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5)

CC.5.R.I.9 » English Language Arts » Integration of Knowledge and Ideas » 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5)

CC.5.R.L.2 » English Language Arts » Key Ideas and Details » 2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. (5)

CC.5.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (5)

CC.5.SL.3 » English Language Arts » Comprehension and Collaboration » 3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. (5)

CC.5.W.7 » English Language Arts » Research to Build and Present Knowledge » 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (5)

CC.5.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5)