George Washington: A Man of · PDF fileGeorge Washington: A Man of Precedent Unit Overview...

GeorgeWashington:AManofPrecedent LearningUnit:USHistoryI

WalterFust

NationalEndowmentfortheHumanities

GeorgeWashingtonandHisLegacy:Myths,Symbols&Reality

July19–Aug7,2009

GeorgeWashington:AManofPrecedent

UnitOverview

Thepurposeofthislearningunitistoteach10thgradeUSHistoryIstudentstheimportantroleGeorgeWashingtonplayedinshapingthepresidencyandestablishingthepoweroftheFederal

GovernmentwithintheAmericanpoliticalsystemduringitsinfancy.Asamanofprecedent,GeorgeWashingtonforeverinfluencedAmericanpoliticsbylayingtheframeworkinwhichtheFederalGovernmentdealtwithdomesticandforeignaffairswhileservingasthenation’spresidentfrom1789to

1797.

Atthecompletionofthislearningunit,thestudentswillbeableto:

1) DescribeGeorgeWashington’sviewstowardsthepresidencybyreadinghisFirstInauguralAddress

2) DescribetheroleoftheWashington’sCabinetandidentifyitskeymembersby

participatinginamockcabinetmeeting3) ExplainthethreemajorissuesthatdividedWashington’sCabinet(Debt,Whiskey

RebellionandtheJayTreaty)throughthecontinuationofthecabinetactivity

4) AnalyzeanddiscussthekeypointsfromWashington’sFarewellAddressbycompletingthecarouselactivity

5) ExplainWashington’sviewsonslaverybyparticipatingintheclassdiscussionand

reviewingWashington’sLastWillandTestament

Thislearningunitwilltakefivedaystocompleteona55minuteclassschedule.Duringthislearningunit,studentswillbeassessedthroughavarietyofmeans,includinghomeworkassignments,

quizzes,cooperativelearningactivities,primarydocumentanalysisandaculminatingassignmentintheformofa2pagepositionpaper.Furthermore,eachoftheselessonscaneasilybemodifiedtobetaughttoalllearninglevelssothatthelearningobjectivescanbecompleted.

Title:LaunchLesson:“Mr.President:Washingtonasthenation’s1stCommanderinChief”

USHistoryI

Date:TBA

Expected#ofStudents:15‐25

Objectives:Studentswillbeableto:

• Discuss the life of George Washington after completing the pre‐readingarticle by Joseph Ellis, “American Majesty” from “U.S. News and WorldReport”

• Describe George Washington’s views towards the presidency byreading/analyzinghisFirstInauguralAddress

LearningStandard(s)towhichthelessonrefers:

USI.7,11–16and21

Materials Needed for the Lesson: Joseph Ellis article from “U.S. News and World Report”,

“AmericanMajesty”andGeorgeWashington’s“FirstInauguralAddress”.

INSTRUCTIONALACTIVITIES(MeansofPresenting)

LaunchSegment(10–15minutes)

Motivation/Lead‐in:KWL:AfterreadingJosephEllis’sarticle,whatdidwealreadyknowaboutGeorgeWashingtonfromourpreviousstudies(Am.Rev)?WhatdoyouwanttoknowaboutGeorgeWashington?Whatdoyouwanttolearn?

Benefits/Relevance:Thepurposeofthislessonisgivestudentsagreaterunderstanding

ofGeorgeWashingtonandthemajorprecedentshesetforfuture leadersaspresidentof the United States. By the end of this learning unit, students will recognize thesignificanceofWashington’s leadershipwhileservingaspresidentandhowhisactions

shapedthepoliticalidentityoftheUnitedStates.

IntroduceInformation/Concepts/Examples(Est.time:35min.)

PartI:BriefNotes–How/WhywasWashingtonChosenasPresident?(10min)

• UnanimouslySelected

• DemonstratedabilitytoleadduringtheAmericanRevolution

• Wellrespected

• Idealleader

GuidedPracticeandFeedback(Est.time:25min.)

PartII:AnalyzeGeorgeWashington’sFirstInauguralAddress

HandoutcopiesofGeorgeWashington’sFirstInauguralAddressandreaditasaclass.Youmaywanttomakenotesinthemarginsandhighlightkeydiscussionpoints(seebelow)tocoachthe

studentswhilereadingthisprimarydocument.Priortoreading,pose thequestion:WhatdoeshisaddresstellyouaboutWashington’sviewstowardsthePresidency?Whatdoeshepledgetodowhileinoffice?

Discussionpoints:

1) Almostimmediately,whatdoesWashingtonprofesshislovefor?

2) How would you describe Washington’s tone? Try to imagine him

readingthisaloudtoyou.Howwouldyoudescribehim?

3) Atthebottomofpp731,whatrepublicanvaluesorthemescanbefoundinWashington’saddress?

4) What does hemean by “I behold the surest of pledges that is onone side, no local prejudices, no attachments, no separate views,

norpartyanimosities..(continued)–pp732

5) What does he mean by “Instead of undertaking particularrecommendationsonthissubject,inwhichIcouldbeguidedbynolights derived from official opportunities, I shall again give way to

myentireconfidenceinyourdiscernmentandpursuitofthepublicgood…”–pp733

6) Whatdoes“publicgood”mean?

Evaluation/Closure(Est.time:5min.)

TicketOuttheDoor:Describe3mainpointsfromWashington’sInauguralAddress

Enrichment/Remediation/Indep.Practice

HW:ReadWashington’sLettertoJamesMadisonwrittenonMay5th,1789–WhatwashismainpointtoMadison?Explainin2–3sentencesandbepreparedtodiscussitin

class.

TEACHINGNOTES/CONTENTTOBEINTRODUCED

[OutlineofDeclarativeKnowledge(definitions,names,dates,etc.)orProceduralKnowledge(stepstofollow,activities,waystocheckwork,etc.)]

DeclarativeKnowledge:

GeorgeWashington

President

Republicanism

ProceduralKnowledge:

JosephEllisarticle,“AmericanMajesty”Analysis/DiscussionofWashington’sInauguralAddressWashington’sLettertoJamesMadison

Title:Lesson#2:“Washington’sCabinet–PartI”

USHistoryI

Date:TBA



• Explain the purposes of the Cabinet and the relationship between itsmembers and the President by taking the notes and participating in themockcabinetactivity

• Identify the key members of Washington’s Cabinet and their role byparticipatingthemockcabinetactivity


USI.7,11–16and21

Materials Needed for the Lesson: Name tags, Cabinet Bio Work Sheet/Issues Sheet (See

attached)


LaunchSegment(10minutes)

Motivation/Lead‐in: Quick HW Recap – What was the main point of emphasis inWashington’slettertoJamesMadison?

IceBreakingQuestion:WhatisthepurposeofthePresident’scabinet?

Benefits/Relevance:ThepurposeofthislessonistoestablishstudentunderstandingoftheimportanceofWashington’sCabinetduringhisfirstadministrationand theimpact

itskeymembershadonhimandAmericanpolitics


Followingtermswillbecoveredintheactivity

• Cabinet• AlexanderHamilton–Sec.ofTreasury• ThomasJefferson–SecretaryofStateuntil1793• HenryKnox–SecretaryofWar• EdmundRandolph–AttorneyGeneraluntil1793,replacedJeffersonasSec

ofState• JohnAdams–VicePresident(notamember)


MockCabinetActivity:

1) Inthecenteroftheroom,arrange5deskssothattheycreateameetingtable.Ateachdeskplaceanametagofeachcabinetmember.PresidentWashingtonshouldbeatthe

headofthetable.Justoutsidethedooroftheclassroom,placeadeskforJohnAdams.Thepiecesareset.

2) Next, choosea student toplay the roleofeachcharacter in thisactivity. Afterwards,distributethegraphicorganizertoeachstudent.

3) DefinewhatthecabinetisanditspurposewithintheExecutiveBranch.Studentsshould

recordthisdefinitionontheworksheetprovided.

4) Afterwards,theinstructorshouldexplaintheroleofeachkeycharacterinWashington’sCabinet. Meanwhile, the students should fill in the appropriate information in thegraphicorganizerforeachcharacteraseachoneisbeingdescribedbytheinstructor.

5) BesuretoplaceemphasisontheexclusionofVicePresidentJohnAdams,whoisseated

outsidetheroom.


PreviewtoTomorrow:Tomorrow,theCabinetwillreconveneanddebatethefollowingissues:

1) DomesticandForeignDebt(1789)

2) WhiskeyRebellion(1794)

3) JayTreaty(signedin1794,passed1795)


Inpreparationfortomorrow,readCh6,sec1inTheAmericansandbepreparedtodiscusstheissuesaboveduringthecontinuationoftheMockCabinetActvity.




Cabinet

ThomasJefferson/SecretaryofState

AlexanderHamilton/SecretaryofTreasury

EdmundRandolph/AttorneyGeneral

HenryKnox/SecretaryofWar

JohnAdams/VicePresident(notamember)


CabinetActivity

Name:_____________________________ Date:___________

Mr.Fust Per:_____

U.S.HistoryI

MockCabinetActivity:PartI

Directions:OnthissideoftheMockCabinetActivityWorksheet,fillinthenecessarybiographicalinformation,positionandcorepoliticalviewsforeachofthemembersoftheCabinetbelow.Besureto

fillinthenecessaryinformationforPresidentWashingtonandJohnAdams(notamember)aswell.

Title:Lesson#3:“Washington’sCabinet–PartII”

USHistoryI

Date:TBA



• Explain three major issues that divided Washington’s Cabinet (Debt,Whiskey Rebellion and the Jay Treaty) through the continuation of theCabinetActivity


USI.7,11–16and21

Materials Needed for the Lesson: Name tags, Cabinet Bio Work Sheet/Issues Sheet (See

attached)



Motivation/Lead‐in:QuickRecap:Whowerethe4membersofWashington’sCabinet?Who did Washington exclude? Afterwards, reconvene the Cabinet and resume theactivityfromyesterday.

Benefits/Relevance: This portionof the activitywill showhow certain issues divided

Washington’sCabinetandtheimpactonAmericanpolitics.


ThefollowingtermswillbecoveredinthecontinuationoftheMockCabinetActivity

1)NationalDebtandForeignDebt(1789)

2)WhiskeyRebellion(1794)

3)JayTreaty(signed1794,ratifiedinSenatein1795)


MockCabinetActivity(Continued):

1) AfterreconveningtheCabinet,explaintothestudentshowtofill intheissuesheetonthebackofthegraphicorganizerfromyesterday.

2) ForeachissuethatisdiscussedamongtheCabinetandtheclass,thestudentsshouldfill

intheproper informationandnotetheimpactithadonindividualrelationshipswithintheCabinet.

3) Tobeginthediscussion,theteachershouldcoachGeorgeWashingtontointroduceeachissuetohiscabinetmembers.Theissuesareasfollows:

a. Debt(DomesticandForeign,alongwithmeanstoeraseit)

b. Whiskey Rebellion (source of problem, how should the Federal Government

react)

c. Jay Treaty (Thepositivesandnegativesof signinga treatywithBritain, roleofJohnJay,etc)

4) After the issue is presented by Washington, guided by the instructor, the discussionshouldbeginwithCabinetmemberwhosedepartmentdealswith thatparticular issue

(i.e.Debt/AlexanderHamilton).

5) Guided by the instructor, the discussion should initially start among the Cabinetmembersandeventuallyopenuptotherestoftheclass.

6) While the discussion continues, the students should be recording the necessaryinformationintheworksheetprovided.

7) Be sure to close the discussion of each issue by noting how they were resolved by

WashingtonandhisCabinet.

*ShouldnotethatCabinetmembersdoresignandnewmembersfillinthosepositions*


1) TicketOuttheDoor–WhatprecedentdidWashingtonandhisCabinetmemberssetindealingwitheachoftheissuesdiscussedtoday?


Studyforthequiztomorrow.




NationalDebt

ForeignDebt

FederalExciseTax

Tariff

GovernmentBonds

NationalBank

WhiskeyRebellion

JayTreaty


ContinuationoftheMockCabinetActivity

Name:_____________________________ Date:___________

Mr.Fust Per:_____

U.S.HistoryI

MockCabinetActivity:PartII

Directions:DuringtheMockCabinetActivityandtheclassdiscussions,recordthenecessaryinformationforeachissueinthetablebelow.Besuretorecordallkeyhistoricaldata(i.e.specificdetail,viewsof

membersoftheCabinettowardstheseissues,etc.)andtheoutcomeofeachissue.

Issue HistoricalData Outcome/Impact

Debt(DomesticandForeign)

WhiskeyRebellion(1794)

JayTreaty(1794signed,1795ratifiedbytheSenate)

Title:Lesson#4:“Washington’sFarewellAddress”

USHistoryI

Date:TBA



• AnalyzeanddiscussthekeypointsfromWashington’sFarewellAddressbycompletingthecarouselactivity

• DiscusstheimpactWashington’sFarewellAddresshadonAmericanpoliticalpolicythroughtakingnotesandparticipatingintheclassdiscussion


USI.7,11–16and21

MaterialsNeededfortheLesson:Washington’sFarewellAddress

ASSESSMENTACTIVITY:Quiz–(10minutes)



Motivation/Lead‐in: Recap: What precedent has been set by Washington in dealing

withthethreemajorissuesdiscussedyesterdayduringtheMockCabinetActivity?

Benefits/Relevance:StudentswillunderstandtheimportanceofWashington’sFarewellAddressandtheimpactithadonAmericanpolitics.


Notes:

1) Washington’sFarewellAddress


CarouselActivity–

1) Dividetheclassinto5groups.

2) GiveeachgroupanexcerptofWashington’sFarewellAddresstoanalyze.

3) For5‐6minutes,haveeachgroupreadtheirexcerptofWashington’sFarewellAddressandwritedownthemainpointof that section into theirnotes. The instructor should

rotateamongthegroupsandhelpthemasneededwhiletheyreadthedocument.

4) After5–6minutes,rotatetheexcerptsbetweengroups.Repeatsteps3and4untilallsectionshavebeenexaminedbyeachgroup.

5) After all groups have read each section, bring the class back together to discuss themainpointsofWashington’sFarewellAddress.


TicketOuttheDoor/Recap:WhatwereWashington’smainpointsstressedwithinhisAddress?

1) Remainneutral/StayoutofEuropeaninterestsandaffairs(37)

2) Avoidpermanentalliances(40)

3) Taxesarenecessarytoerasedebt(30)

4) Checks and Balances are essential to avoid the domination of the Federal

Governmentbyonebranch/Ifnecessary,theConstitutioncanberevised(26)

5) AsCitizens,weshouldalwaysexaltthejustprideofpatriotism(10)


HW:InwhatwaydoyouthinkhasWashington’swordsandmainpointsstressedinhisfarewelladdresshaveaffectedAmericanpoliticstoday?Doyouthinkwe(ascitizensandpoliticians)still

followthepoliticaladvicehegaveinhisfarewelladdress?

HW:ReadtheJosephEllisArticle,“MasterofMountVernon”




Washington’sFarewellAddress


CarouselActivity

ExcerptsFromWashington’sFarewellAddress

10Forthisyouhaveeveryinducementofsympathyandinterest.Citizens,bybirthorchoice,ofacommoncountry,thatcountryhasarighttoconcentrateyouraffections.Thenameofamerican,which

belongstoyou,inyournationalcapacity,mustalwaysexaltthejustprideofPatriotism,morethananyappellationderivedfromlocaldiscriminations.Withslightshadesofdifference,youhavethesamereligion,manners,habits,andpoliticalprinciples.Youhaveinacommoncausefoughtandtriumphed

together;theIndependenceandLibertyyoupossessaretheworkofjointcounsels,andjointefforts,ofcommondangers,sufferings,andsuccesses.

26Itisimportant,likewise,thatthehabitsofthinkinginafreecountryshouldinspirecaution,inthoseintrustedwithitsadministration,toconfinethemselveswithintheirrespectiveconstitutionalspheres,

avoidingintheexerciseofthepowersofonedepartmenttoencroachuponanother.Thespiritofencroachmenttendstoconsolidatethepowersofallthedepartmentsinone,andthustocreate,whatevertheformofgovernment,arealdespotism.Ajustestimateofthatloveofpower,and

pronenesstoabuseit,whichpredominatesinthehumanheart,issufficienttosatisfyusofthetruthofthisposition.Thenecessityofreciprocalchecksintheexerciseofpoliticalpower,bydividinganddistributingitintodifferentdepositories,andconstitutingeachtheGuardianofthePublicWealagainst

invasionsbytheothers,hasbeenevincedbyexperimentsancientandmodern;someoftheminourcountryandunderourowneyes.Topreservethemmustbeasnecessaryastoinstitutethem.If,intheopinionofthepeople,thedistributionormodificationoftheconstitutionalpowersbeinanyparticular

wrong,letitbecorrectedbyanamendmentintheway,whichtheconstitutiondesignates.Butlettherebenochangebyusurpation;for,thoughthis,inoneinstance,maybetheinstrumentofgood,itisthe

customaryweaponbywhichfreegovernmentsaredestroyed.Theprecedentmustalwaysgreatlyoverbalanceinpermanentevilanypartialortransientbenefit,whichtheusecanatanytimeyield.

30Asaveryimportantsourceofstrengthandsecurity,cherishpubliccredit.Onemethodofpreservingitis,touseitassparinglyaspossible;avoidingoccasionsofexpensebycultivatingpeace,but

rememberingalsothattimelydisbursementstopreparefordangerfrequentlypreventmuchgreaterdisbursementstorepelit;avoidinglikewisetheaccumulationofdebt,notonlybyshunningoccasionsofexpense,butbyvigorousexertionsintimeofpeacetodischargethedebts,whichunavoidablewarsmay

haveoccasioned,notungenerouslythrowinguponposteritytheburthen,whichweourselvesoughttobear.Theexecutionofthesemaximsbelongstoyourrepresentatives,butitisnecessarythatpublicopinionshouldcooperate.Tofacilitatetothemtheperformanceoftheirduty,itisessentialthatyou

shouldpracticallybearinmind,thattowardsthepaymentofdebtstheremustbeRevenue;thattohaveRevenuetheremustbetaxes;thatnotaxescanbedevised,whicharenotmoreorlessinconvenientand

unpleasant;thattheintrinsicembarrassment,inseparablefromtheselectionoftheproperobjects(whichisalwaysachoiceofdifficulties),oughttobeadecisivemotiveforacandidconstructionofthe

conductofthegovernmentinmakingit,andforaspiritofacquiescenceinthemeasuresforobtainingrevenue,whichthepublicexigenciesmayatanytimedictate.

37Europehasasetofprimaryinterests,whichtoushavenone,oraveryremoterelation.Henceshemustbeengagedinfrequentcontroversies,thecausesofwhichareessentiallyforeigntoourconcerns.

Hence,therefore,itmustbeunwiseinustoimplicateourselves,byartificialties,intheordinaryvicissitudesofherpolitics,ortheordinarycombinationsandcollisionsofherfriendshipsorenmities

40Itisourtruepolicytosteerclearofpermanentallianceswithanyportionoftheforeignworld;sofar,Imean,aswearenowatlibertytodoit;forletmenotbeunderstoodascapableofpatronizing

infidelitytoexistingengagements.Iholdthemaximnolessapplicabletopublicthantoprivateaffairs,thathonestyisalwaysthebestpolicy.Irepeatit,therefore,letthoseengagementsbeobservedintheirgenuinesense.But,inmyopinion,itisunnecessaryandwouldbeunwisetoextendthem.

Title:Lesson#5:“HypocriteorManofPrecedent”

USHistoryI

Date:TBA



• Explain Washington’s views on slavery by participating in the class

discussionandreviewingWashington’sLastWillandTestament


USI.7,11–16and21

MaterialsNeededfortheLesson:Washington’sLastWillandTestament

Canbefoundathttp://gwpapers.virginia.edu/documents/will/index.html



Motivation/Lead‐in:What do you think about George Washington as a slave holderafterreadingtheJosephEllisarticle,“MasterofMountVernon”?

Benefits/Relevance:Thislessonwilldemonstratethecomplexityoftheissueofslavery

atthe timeofthenation’sfoundingandthepersonalstruggleWashingtonendured indecidingwhetherornottoemancipatehisslaves.


Notes:

1) Washingtonownedthousandsofacresoflandneededslavestoworkthatland

2) Hepersonallyownedslaves

3) AcquireddowerslavesthroughhismarriagetoMarthaWashington

4) At the end of the American Revolution, he demanded that the British returnrunawayslavesthatjoinedtheLoyalistcausebacktotheirrightfulowners

5) Freedhisslavesinhiswillbutlegallycouldnotfreedowerslaves


DiscussionQuestions:For theclass,wewilldiscusstheissueofGeorgeWashingtonasaslaveowner.Tostartthediscussion,herearesomequestionstobeginwith:

1) DoesthefactWashingtonownedseveralslavesmakehimahypocritetotheideals

ofrepublicanismandliberty?WhyorWhynot?

2) Do you think the fact that he, along with other founding fathers, owned slavesshouldcondemnthesementoshameanddisgrace?WhyorWhynot?

3) IsitfairtosaythattherewaslittleornothingWashingtoncoulddoabouttheissueofslaveryasPresident?WhyorWhynot?

4) WhydoyouthinkGeorgeWashingtonwaiteduntilhisdeathtofreetheslavesthat

herightfullyowned?

5) Canwe considerWashington an early advocateof abolition? What precedent doyouthinkhesetbyfreeinghisslavesinhiswill?


Distributethepaperassignment.


Thepaperassignment(seeattached)willbeduein3days.Citeasnecessary.





Washington’sLastWillandTestament

GeorgeWashington:AManofPrecedent

Overthepastfewdays,wehavetakenacloselookatGeorgeWashington,hisviews,andtheissuesthatconfrontedhimandhisCabinetduringhispresidency.Basedontheprimarydocumentswehave

examined,especiallyWashington’sFarewellAddress,whatprecedents(examples)doyouthinksetduringhistimeaspresident?Also,howdidthoseprecedentsshapeAmericanpolitics?Stateyourargumentintwotypeddoublespacedpages.Besuretociteasnecessaryandincludeaworkcitedpage.

Thiswillbeworthatestgradeof100pts.Goodluck!

SourcesandMaterialsUsed

Ellis,Joseph,J.“AmericanMajesty”in“U.S.News&WorldReportSpecialEdition:SecretsofthePresidents”.WashingtonD.C.:U.S.News&WorldReportInc.2009.12–16.

Ellis,Joseph,J.“TheMasterofMountVernon”in“U.S.News&WorldReportSpecialEdition:Secretsof

thePresidents”.WashingtonD.C.:U.S.News&WorldReportInc.2009.17–19.

Washington,George.“FarewellAddress”.1796.Washington,George.“FirstInauguralAddress”.April30,1789.

Washington,George.“LastWillandTestament”.1799. http://gwpapers.virginia.edu/documents/will/index.htmlWashington,George.“LettertoJamesMadison”.NewYorkMay5th,1789. http://gwpapers.virginia.edu/documents/will/index.html

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