george washington: a man of · pdf filegeorge washington: a man of precedent unit overview...
TRANSCRIPT
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GeorgeWashington:AManofPrecedent LearningUnit:USHistoryI
WalterFust
NationalEndowmentfortheHumanities
GeorgeWashingtonandHisLegacy:Myths,Symbols&Reality
July19–Aug7,2009
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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.
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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
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• 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.
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TEACHINGNOTES/CONTENTTOBEINTRODUCED
[OutlineofDeclarativeKnowledge(definitions,names,dates,etc.)orProceduralKnowledge(stepstofollow,activities,waystocheckwork,etc.)]
DeclarativeKnowledge:
GeorgeWashington
President
Republicanism
ProceduralKnowledge:
JosephEllisarticle,“AmericanMajesty”Analysis/DiscussionofWashington’sInauguralAddressWashington’sLettertoJamesMadison
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Title:Lesson#2:“Washington’sCabinet–PartI”
USHistoryI
Date:TBA
Expected#ofStudents:15‐25
Objectives:Studentswillbeableto:
• 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
LearningStandard(s)towhichthelessonrefers:
USI.7,11–16and21
Materials Needed for the Lesson: Name tags, Cabinet Bio Work Sheet/Issues Sheet (See
attached)
INSTRUCTIONALACTIVITIES(MeansofPresenting)
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
IntroduceInformation/Concepts/Examples(Est.time:0min.)
Followingtermswillbecoveredintheactivity
• Cabinet• AlexanderHamilton–Sec.ofTreasury• ThomasJefferson–SecretaryofStateuntil1793• HenryKnox–SecretaryofWar• EdmundRandolph–AttorneyGeneraluntil1793,replacedJeffersonasSec
ofState• JohnAdams–VicePresident(notamember)
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GuidedPracticeandFeedback(Est.time:30min.)
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.
Evaluation/Closure(Est.time:5min.)
PreviewtoTomorrow:Tomorrow,theCabinetwillreconveneanddebatethefollowingissues:
1) DomesticandForeignDebt(1789)
2) WhiskeyRebellion(1794)
3) JayTreaty(signedin1794,passed1795)
Enrichment/Remediation/Indep.Practice
Inpreparationfortomorrow,readCh6,sec1inTheAmericansandbepreparedtodiscusstheissuesaboveduringthecontinuationoftheMockCabinetActvity.
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TEACHINGNOTES/CONTENTTOBEINTRODUCED
[OutlineofDeclarativeKnowledge(definitions,names,dates,etc.)orProceduralKnowledge(stepstofollow,activities,waystocheckwork,etc.)]
DeclarativeKnowledge:
Cabinet
ThomasJefferson/SecretaryofState
AlexanderHamilton/SecretaryofTreasury
EdmundRandolph/AttorneyGeneral
HenryKnox/SecretaryofWar
JohnAdams/VicePresident(notamember)
ProceduralKnowledge:
CabinetActivity
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Name:_____________________________ Date:___________
Mr.Fust Per:_____
U.S.HistoryI
MockCabinetActivity:PartI
Directions:OnthissideoftheMockCabinetActivityWorksheet,fillinthenecessarybiographicalinformation,positionandcorepoliticalviewsforeachofthemembersoftheCabinetbelow.Besureto
fillinthenecessaryinformationforPresidentWashingtonandJohnAdams(notamember)aswell.
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Title:Lesson#3:“Washington’sCabinet–PartII”
USHistoryI
Date:TBA
Expected#ofStudents:15‐25
Objectives:Studentswillbeableto:
• Explain three major issues that divided Washington’s Cabinet (Debt,Whiskey Rebellion and the Jay Treaty) through the continuation of theCabinetActivity
LearningStandard(s)towhichthelessonrefers:
USI.7,11–16and21
Materials Needed for the Lesson: Name tags, Cabinet Bio Work Sheet/Issues Sheet (See
attached)
INSTRUCTIONALACTIVITIES(MeansofPresenting)
LaunchSegment(2minutes)
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.
IntroduceInformation/Concepts/Examples(Est.time:0min.)
ThefollowingtermswillbecoveredinthecontinuationoftheMockCabinetActivity
1)NationalDebtandForeignDebt(1789)
2)WhiskeyRebellion(1794)
3)JayTreaty(signed1794,ratifiedinSenatein1795)
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GuidedPracticeandFeedback(Est.time:40min.)
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*
Evaluation/Closure(Est.time:5min.)
1) TicketOuttheDoor–WhatprecedentdidWashingtonandhisCabinetmemberssetindealingwitheachoftheissuesdiscussedtoday?
Enrichment/Remediation/Indep.Practice
Studyforthequiztomorrow.
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TEACHINGNOTES/CONTENTTOBEINTRODUCED
[OutlineofDeclarativeKnowledge(definitions,names,dates,etc.)orProceduralKnowledge(stepstofollow,activities,waystocheckwork,etc.)]
DeclarativeKnowledge:
NationalDebt
ForeignDebt
FederalExciseTax
Tariff
GovernmentBonds
NationalBank
WhiskeyRebellion
JayTreaty
ProceduralKnowledge:
ContinuationoftheMockCabinetActivity
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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)
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Title:Lesson#4:“Washington’sFarewellAddress”
USHistoryI
Date:TBA
Expected#ofStudents:15‐25
Objectives:Studentswillbeableto:
• AnalyzeanddiscussthekeypointsfromWashington’sFarewellAddressbycompletingthecarouselactivity
• DiscusstheimpactWashington’sFarewellAddresshadonAmericanpoliticalpolicythroughtakingnotesandparticipatingintheclassdiscussion
LearningStandard(s)towhichthelessonrefers:
USI.7,11–16and21
MaterialsNeededfortheLesson:Washington’sFarewellAddress
ASSESSMENTACTIVITY:Quiz–(10minutes)
INSTRUCTIONALACTIVITIES(MeansofPresenting)
LaunchSegment(2minutes)
Motivation/Lead‐in: Recap: What precedent has been set by Washington in dealing
withthethreemajorissuesdiscussedyesterdayduringtheMockCabinetActivity?
Benefits/Relevance:StudentswillunderstandtheimportanceofWashington’sFarewellAddressandtheimpactithadonAmericanpolitics.
IntroduceInformation/Concepts/Examples(Est.time:3min.)
Notes:
1) Washington’sFarewellAddress
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GuidedPracticeandFeedback(Est.time:30min.)
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.
Evaluation/Closure(Est.time:5min.)
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)
Enrichment/Remediation/Indep.Practice
HW:InwhatwaydoyouthinkhasWashington’swordsandmainpointsstressedinhisfarewelladdresshaveaffectedAmericanpoliticstoday?Doyouthinkwe(ascitizensandpoliticians)still
followthepoliticaladvicehegaveinhisfarewelladdress?
HW:ReadtheJosephEllisArticle,“MasterofMountVernon”
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TEACHINGNOTES/CONTENTTOBEINTRODUCED
[OutlineofDeclarativeKnowledge(definitions,names,dates,etc.)orProceduralKnowledge(stepstofollow,activities,waystocheckwork,etc.)]
DeclarativeKnowledge:
Washington’sFarewellAddress
ProceduralKnowledge:
CarouselActivity
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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
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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.
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Title:Lesson#5:“HypocriteorManofPrecedent”
USHistoryI
Date:TBA
Expected#ofStudents:15‐25
Objectives:Studentswillbeableto:
• Explain Washington’s views on slavery by participating in the class
discussionandreviewingWashington’sLastWillandTestament
LearningStandard(s)towhichthelessonrefers:
USI.7,11–16and21
MaterialsNeededfortheLesson:Washington’sLastWillandTestament
Canbefoundathttp://gwpapers.virginia.edu/documents/will/index.html
INSTRUCTIONALACTIVITIES(MeansofPresenting)
LaunchSegment(2minutes)
Motivation/Lead‐in:What do you think about George Washington as a slave holderafterreadingtheJosephEllisarticle,“MasterofMountVernon”?
Benefits/Relevance:Thislessonwilldemonstratethecomplexityoftheissueofslavery
atthe timeofthenation’sfoundingandthepersonalstruggleWashingtonendured indecidingwhetherornottoemancipatehisslaves.
IntroduceInformation/Concepts/Examples(Est.time:10min.)
Notes:
1) Washingtonownedthousandsofacresoflandneededslavestoworkthatland
2) Hepersonallyownedslaves
3) AcquireddowerslavesthroughhismarriagetoMarthaWashington
4) At the end of the American Revolution, he demanded that the British returnrunawayslavesthatjoinedtheLoyalistcausebacktotheirrightfulowners
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5) Freedhisslavesinhiswillbutlegallycouldnotfreedowerslaves
GuidedPracticeandFeedback(Est.time:30min.)
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?
Evaluation/Closure(Est.time:5min.)
Distributethepaperassignment.
Enrichment/Remediation/Indep.Practice
Thepaperassignment(seeattached)willbeduein3days.Citeasnecessary.
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TEACHINGNOTES/CONTENTTOBEINTRODUCED
[OutlineofDeclarativeKnowledge(definitions,names,dates,etc.)orProceduralKnowledge(stepstofollow,activities,waystocheckwork,etc.)]
DeclarativeKnowledge:
ProceduralKnowledge:
Washington’sLastWillandTestament
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GeorgeWashington:AManofPrecedent
Overthepastfewdays,wehavetakenacloselookatGeorgeWashington,hisviews,andtheissuesthatconfrontedhimandhisCabinetduringhispresidency.Basedontheprimarydocumentswehave
examined,especiallyWashington’sFarewellAddress,whatprecedents(examples)doyouthinksetduringhistimeaspresident?Also,howdidthoseprecedentsshapeAmericanpolitics?Stateyourargumentintwotypeddoublespacedpages.Besuretociteasnecessaryandincludeaworkcitedpage.
Thiswillbeworthatestgradeof100pts.Goodluck!
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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