Teacher's Guide for APPLESEEDS Young George Washington

As students read this issue of APPLESEEDS, ask them to make an ongoing list (perhaps in a handmade 'George Washington Journal') of facts about George Washington's life and work. Share these facts in class discussions or during daily oral language drills, stressing proper grammar and sentence structure, etc.

Students can use their shared fact lists to play 'George Washington Bingo' as a culminating activity for this issue of APPLESEEDS. Directions for this game appear at the end of this unit.

Siblings * Endurance * Myth * Boundary * Survey * Civility * Militia * Treaty * Plantation * Planter * Unruly * Trowel * Archeologist * Artifacts

1. Locate Fredericksburg, Virginia, on a U.S. map. Using library and Internet resources, look for information about the climate, topography, and natural resources in the area. How does living on Ferry Farm compare to living in your region? Did young George Washington make a snowman in the winter or ride to school through spring rainstorms? Did seasonal changes in weather affect his daily activities? Ask students to discuss the play activities and chores they share with young George Washington.
2. After reading the article, ask students to brainstorm a list of qualities that make a great leader. How did George Washington's youthful experiences contribute to his leadership qualities as an adult? What did he learn - and how?
3. Find out more about Ferry Farm at www.Kenmore.org/farm.html.

1. Why does the author call George Washington the 'Tiger Woods or Michael Jordan of his day'?
2. What physical and mental characteristics set young George Washington apart from other people?
3. Using library or Internet resources, find information about Virginia's Natural Bridge Arch.

1. What is a myth? Are myths always true? Discuss the three myths about young George Washington contained in these articles, then take a class poll. True stories? Yes or no?
2. Ask students to share other myths they know from reading, watching television, or listening to stories. True stories? How did these myths enhance - or detract - from the reputation of the main subject?
3. Create a classroom myth. Pick a subject - perhaps the class mascot or teacher's own pet - then ask students to write a myth based on a true incident involving the subject. Share these with the class.

Using library or Internet resources, find out more about Noah Webster and his first dictionary. How does Webster's first edition compare to the 2004 dictionary?

1. How does the job of a modern surveyor compare to George Washington's first job? Use library or Internet resources to find out more about 21st century surveyors. Are surveyors needed in space exploration? Find out!
2. If possible, call the city or county surveyor's office and arrange a demonstration on the school playground. Using surveyor's tools (and combining student studies in mathematics and social studies), measure a specific area, then make a detailed map.
3. After reading these two articles, ask students to write a short 'help wanted' ad for an apprentice surveyor (like young George Washington). What personal characteristics did an 18th-century surveyor need to do a good job? Does a 21st century surveyor need the same qualities?

1. Why did young George Washington want to be a gentleman?
2. Ask students to brainstorm a 21st century "Rules of Civility," then compare this list with George Washington's 18th century rules.
3. Read a complete transcript of young George Washington's "Rules of Civility" at http://gwpapers.virginia.edu/civility.

1. Read more of young George Washington's journal entries at http://gwpapers.virginia.edu.
2. Make a class bulletin board comparing students' 21st century journal entries (from the "Your Turn" activity on page 19) to young George Washington's journals.

1. Using library or Internet resources (including www.gwpapers.virginia.edu and www.Kenmore.org), find out more about older half-brother Lawrence Washington, the Virginia militia, and young George Washington's perilous journey in the Ohio country.
2. What lessons did young George Washington learn from his defeat in 1754?

1. Ask students why they think George Washington decided it was necessary to declare war against the British.
2. What military tactics did George Washington use to surprise his British enemies? Did they work?
3. Why didn't the first United States government work? What changes did George Washington and other members of the Continental Congress make to form a different kind of government?
4. Why did most Americans believe that George Washington was the only man they could trust as the first President of the United States? What leadership qualities did Washington bring to the job?
5. Ask students to brainstorm reasons why George Washington didn't approve of political parties.
6. What examples did Washington set for future Presidents? Write a class letter to President George W. Bush asking what he thinks the best example George Washington set for a President in the 21st century, and how President Bush follows that example through his own actions.

1. What was found at Ferry Farm?
2. Compare the work of an archeologist and a historian. Is there an archeological dig or museum near your school? Ask an archeologist or museum historian to speak to the class about their work and how it affects the 21st century.
3. Don't forget to 'visit' George Washington's backyard online at www.kenmore.org/children.html.

Using the student-prepared lists of facts about young George Washington, prepare a 'George Washington Bingo' game.

You'll Need:

1. pennies, paperclips, small math blocks or other 'bingo' tokens (borrowed from another class game?)
2. pre-determined 'prizes' for winning each round of 'George Washington Bingo.' Prizes may include stickers, small candies (M and M's are a great possibility), points towards a class privilege or goal, the right to choose a future recess or class activity, extra reading or free choice minutes, etc.

The Steps:

1. Collect student lists, then prepare a handout containing the most common 'facts' (20-25) typed in boxes. Include 4-5 blank boxes for students to write in any extra facts not included in the class list.
2. Prepare a blank 'bingo' game card containing 16 equal boxes (see example). Reproduce at least 1 copy for each class member.
3. Using the typed "George Washington Facts" box-handout, blank bingo handouts, scissors, and glue, give students time to cut and paste their own individual bingo cards. Remind them that they may also choose to insert one or more of their own individual 'George Washington Facts' (using the blank boxes).
4. Prepare bingo caller game pieces by cutting and pasting the class 'facts' handout (plus any individual facts not included on the common list) on small cards (half of a file card works well). Place these game pieces in a box or bag and shake well.
5. Play 'George Washington Bingo' during the last few minutes of the class day as a culminating activity for this unit. Have fun!

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Updated: 11/21/08 02:32 pm
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