George Washington
and
Abraham Lincoln
~Unit Plan~
Important Americans of The Past…
George Washington & Abraham Lincoln
~2
ndGrade Social Studies~
Introduction:
This unit is the first in a series of three units that teaches about important Americans of the past. It specifically focuses on the two key historical figures, George Washington and Abraham Lincoln. This unit is important to teach, because it allows students to recognize the contributions and achievements made by those individuals who have come before us.
Objectives:
Unit Objectives:
1. In this unit the students will acquire knowledge and understanding of the lives and achievements made by George Washington and Abraham Lincoln. 2. The skills learned from this lesson include identifying George Washington
and Abraham Lincoln as Americans whose contributions improved the lives of other Americans.
3. The students will acquire an appreciation for the contributions and achievements made by George Washington and Abraham Lincoln, which improved the lives of other Americans.
Specific Objectives:
Given a worksheet, the students will answer questions about George Washington with 80% accuracy.
Given a computer the students will create a flyer about George Washington on a word document with at least three statements about how his
achievements made him a good candidate for president.
The students will correctly answer 4 out of the 5 questions about Abraham Lincoln using a mini book that they will create.
The students will be able to recall one fact that they learned about Abraham Lincoln from the lesson.
The students will be able to participate in a discussion about Abraham Lincoln, and his involvement during the Civil War and his opposition to slavery.
Given various art supplies the students will be able to create a visual
representation of Abraham Lincoln with a supporting paragraph of at least 3 sentences regarding his involvement in the Civil War and his opposition to slavery.
The students will be able to maintain legible printing and begin to make the transition to cursive writing within their supporting paragraph of Abraham Lincoln.
Given a Venn diagram and 18 facts, the students will compare and contrast George Washington and Abraham Lincoln with 80% accuracy.
Given a worksheet and coins the students will compare and contrast a
quarter and a penny and count a collection of coins whose total value is $2.00 or less. The students will be able to answer 3 out of the 4 questions on the worksheet correctly.
Given facts about George Washington and Abraham Lincoln, the students will participate in a relay game in which they correctly sort at least 8 of the 10 fact cards.
Standards of Learning (SOLs):
Main SOL:
VA Social Studies SOL 2.11:
- The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King Jr., as Americans whose contributions improved the lives of other Americans.
Relevant SOLs:
VA Computer Technology SOL 2.6:
- The student will communicate effectively with others (e.g., peers, teachers, experts) in collaborative learning situations.
a. Use technology tools for individual and collaborative writing, communication, and presentation activities.
Use word processing to practice writing skills.
Use common graphic and presentation tools when preparing and providing
presentations.
b. Recognize tools useful for communication.
Identify how different technologies appeal to different senses.
VA Visual Arts SOL 2.9:
- The student will identify and use a variety of sources for art ideas, including nature, people, images, imagination, and resource materials.
VA Writing SOL 2.11:
- The student will maintain legible printing and begin to make the transition to cursive.
VA Mathematics SOL 2.10:
-The student will count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less; and correctly use the cent symbol (¢), dollar symbol ($), and decimal point (.).
VA Physical Education SOL 2.2:
-The student will apply the basic movement concepts to change performance of locomotor, non-locomotor, and manipulative skills.
-Use the concept of relationships (e.g., over, under, around, in front of, behind, and through) in dynamic movement situations.
-Use the concepts of spatial awareness (e.g., location, directions, levels), and effort (time, force, flow) in static and dynamic movement situations.
Who is George Washington?
Purpose:
This is the first lesson in a series of five lesson about important American leaders. This lesson is best taught at the beginning of the unit, because George Washington was the first President of the United States. The purpose of this lesson is to introduce George Washington to the students. In this lesson the students will learn interesting facts about him and get to know more about who he was. VA Social Studies SOL 2.11 :
- The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King Jr., as Americans whose contributions improved the lives of other Americans.
Objectives:
Given a worksheet, the students will answer questions about George Washington with 80% accuracy.
Procedure:
Introduction:
Have the students gather on the carpet.
“Does anybody know who George Washington is?”
Let the students respond to the above question and then tell the students
that George Washington was the 1st president of the United States. (auditory)
Tell the students that today we will be reading a book about George
Washington to learn a little more about him.
During the reading, the students will participate in the following discussion
questions: (auditory) 1. What is a President?
2. Can someone tell me what the responsibilities of a President are? 3. Does anyone know how long George Washington was President? 4. Does anyone know which state George Washington was born in? Development:
After reading the book “Who was George Washington”, make a list of facts
that were learned from reading the book. This list should be made by the teacher and the students together on a piece of chart paper. (visual)
Tell the students that today they will be playing a trivia game about George
Washington. Let them know that the facts they learned while reading the book “Who was George Washington” will help them to answer the trivia questions. (kinesthetic)
To play the trivia game….
1. Get with a partner.
2. Find an open and quiet space in the classroom. 3. Lay the trivia cards out in a pile face down.
4. Take turns choosing a card from the top of the pile and reading the questions to each other. (*Don’t let your partner see the answer highlighted in red on the card!)
5. When you answer a question correctly, you can color in one part of
George Washington on the George Washington coloring page. (Each group of students will get one coloring sheet and both contribute to coloring in one George Washington)
6. If you answer a question wrong, place that card at the bottom of the pile. 7. NOTE: If you have cards left over in your pile after completely coloring
in George Washington, get a new coloring sheet from the teacher and continue to take turns reading the questions to each other, until all questions have been answered.
During the trivia game, the teacher will walk around the room monitoring the student’s participation in the game.
For Advanced Students:
-Include more difficult questions in the set of trivia cards for these students.
For Struggling Students:
-Allow these students to view the list of facts that was made on the chart paper, while playing the trivia game.
-Allow these students to play the trivia game in teams instead of individually. (2 players against 2 players)
Summary:
Bring the students back together on the carpet.
“Today we learned many facts about George Washington. Who can tell me
one fact that they learned?”
Let the students take turns sharing something they learned from the lesson.
(auditory)
Be sure that the students know that George Washington was the first
president of the United States.
Tell the students that George Washington is famous for a contribution that
improved the lives of other Americans and that they will learn about that contribution tomorrow.
Have the students transition back to their desks and complete the George
Materials:
“Who was George Washington,” book by Roberta Edwards Chart paper
Trivia Cards (see attached)
George Washington coloring sheet (see attached) Crayons or Markers
Worksheet (see attached)
Evaluation Part A:
Students will be assessed by completing the attached worksheet. They will be expected to answer questions about George Washington, the 1st president of the United States. The students should be able to answer these questions based on what they learned from reading the book “Who was George Washington” and playing the trivia game. The students will have met the objective if they are able to correctly answer 4 out of 5 or 80% of the questions.
Evaluation Part B:
Did the student’s meet the objective?
Did the lesson meet/accommodate the needs of all students? How could you change the lesson if you were to teach it again? What were the strengths and weaknesses of the lesson?
CUT OUT AND LAMINATE THE FOLLOW QUESTIONS TO MAKE
TRIVIA CARDS:
George Washington grew up on a farm in what state?
A.
Montana
B.
Virginia
C.
Pennsylvania
D.
Massachusetts
What was George Washington’s wife’s first name?
A.
Margaret
B.
Mary
C.
Martha
What was the first war that Washington took part in?
A.
The Civil War
B.
The Indian War
C.
The Revolutionary War
D.
The war of 1812
What famous river did George Washington
cross on December 25
th, 1776?
A.
Columbia
B.
Missouri
C.
Sabine
D.
Delaware
What was George Washington’s military rank?
A.
Captain
B.
General
C.
Admiral
D.
Lieutenant
When did George Washington become president?
A.
March 30
th, 1788
B.
March 30
th, 1789
C.
April 30
th, 1788
D.
April 30
th, 1789
What was one of Washington’s first acts as President?
A.
To form a national bank
B.
To open land to settlers
C.
To build roadways
D.
To start mail service
How many stars were on the flag when Washington
first became president?
A.
11
B.
13
C.
15
D.
17
When did George Washington die?
A.
1798
B.
1799
C.
1800
D.
1801
EXTRA CARDS FOR ADVANCED STUDENTS:
George Washington served two terms as president.
How many new states joined the country during his
presidency?
A.
2
B.
3
C.
4
Before he was a Planter Owner, or a man of war,
what job did young George Washington do for
Lord Fairfax?
A.
Planted his crops
B.
Trained his horses
C.
Made his furniture
D.
Surveyed his land
Folklore says when George was young he got in
trouble for cutting down a tree. What kind of tree
was it?
A.
Apple
B.
Cherry
C.
Plum
D.
Pear
GEORGE WASHINGTON
Directions:
For each correct answer during the trivia game, color in one part of George. Parts to Color: 1. Hair 2. Face 3. Neck 4. Tie 5. Shirt 6. Jacket
1.
Which state did George Washington grow up in?
2.
What was George Washington’s wife’s first name?
3.
What was the first war that George Washington took
part in?
4.
When did George Washington become President?
5.
When did George Washington die?
NAME:
What Made George Washington a Good Leader?
Purpose:
This second lesson will focus on the achievements of George Washington. In this lesson the main focus will be on how he led the fight for freedom from England and established a new country. The student should already have some background
knowledge of who George Washington is, making this lesson a good for day two in the unit.
VA Social Studies SOL 2.11:
- The student will identify George Washington, Abraham Lincoln, Susan B.
Anthony, Helen Keller, Jackie Robinson, and Martin Luther King Jr., as Americans whose contributions improved the lives of other Americans.
VA Computer Technology SOL 2.6:
- The student will communicate effectively with others (e.g., peers, teachers, experts) in collaborative learning situations.
b. Use technology tools for individual and collaborative writing, communication, and presentation activities.
Use word processing to practice writing skills.
Use common graphic and presentation tools when preparing and providing
presentations.
b. Recognize tools useful for communication.
Identify how different technologies appeal to different senses.
Objectives:
Given a computer the students will create a flyer about George Washington on a word document with at least three statements about how his
Procedure:
Introduction:
We will begin the lesson by discussing characteristics of a good leader
(auditory). The students will work with a partner for five minutes to
determine a few characteristics that make up a great leader. They can write these down on a piece of notebook paper (visual/kinesthetic).
Let the students share some of the characteristics that they have come up
with. Be sure that the following characteristics are mentioned: (auditory) -Trustworthy
-Confident -Committed
“George Washington was a great leader!”
Discuss as a whole class how George Washington was a leader and talk about
some of George Washington’s achievements (auditory). To aid in this discussion, show the students the George Washington PowerPoint (see attached) (visual).
Development:
Tell the students that today they will be making flyers about George
Washington. These flyers will convince others that George Washington made a good leader. The students will need to include at least three statements on their flyers of why he was an exceptional leader, based on his achievements. (See attached flyer as an example) (visual/kinesthetic)
Assign each student a partner.
Give each group a laptop and walk the students through the steps to opening
a word document.
Give the students 30-45 minutes to complete their flyers. For Advanced Students:
For Struggling Students:
-Give these students a copy of the PowerPoint presentation about George Washington’s achievements to look at while they write their statements on their flyers.
Summary:
Have the students transition to the carpet.
Allow the groups to take turns presenting their flyer to the class. (Project
the flyers up onto the smart board so that all students can easily see. (auditory/visual)
**The student’s flyers can be printed out and hung up in the classroom.
Materials:
PowerPoint about George Washington (see attached) Laptops (COW)
Evaluation Part A:
The students will be assessed based on the flyer that they create. They will be expected to include at least 3 statements about how George Washington‘s achievements made him a good leader and a good candidate for President. The student’s will have met the objective when they are able to correctly identify 3 of George Washington’s achievements that made him a good leader and candidate for President. They will also have met the objective if they can successfully use a word processor to complete the flyer.
Evaluation Part B:
Did the students meet the objective?
What were some of the strengths/weaknesses of the lesson? Did the lesson accommodate the needs of all of the students? How would you change the lesson if you were to teach it again? How did you manage the students while conducting the lesson?
Slide 1
George Washington
Slide 2
Slide 3
Young George liked to fish and go boating. He watched the ships that sailed past on the nearby river. But most of all he liked to ride his horse.
Slide 4
George learned to read and write in school. He practiced his handwriting. But his favorite subject in school was arithmetic.
Slide 5
Legend has it that when George was a boy, he chopped down a cherry tree. He was honest about it, and admitted what he had done.
Slide 6
When George was eleven, his father died. George helped his mother run their farm and watch his younger sister and brothers.
Slide 7
When George was sixteen, he was given a job surveying, or measuring, land in the Virginia wilderness.
Slide 8
When George was twenty-one, he joined the Virginia army. He led the Virginia soldiers against the French in the French and Indian War. He was known as a brave
Slide 9
When George was twenty-six he fell in love with Martha Custis. They got married and moved to Mount Vernon, a home in Virginia.
Slide 10
The English won the war against the French. King George wanted the colonists to help pay for the war, so he taxed them. The colonists refused to pay the taxes. They dressed up like Indians and dumped the tea in the water rather than pay the tax on it.
Slide 11
In 1775, the colonists began to fight with England. They wanted to be free from England. George Washington was chosen to lead the Continental Army.
Slide 12
The war was hard for Washington’s soldiers. Often there were not enough uniforms, food, blankets, and guns for the soldiers.
Slide 13
The war lasted eight years. In 1783, George Washington’s army won the war. George was a hero.
Slide 14
The thirteen colonies became thirteen states. People in America loved George Washington, and he became the first president of the United States in 1789.
Slide 15
After eight years as president, George Washington returned to his home at Mount Vernon.
Slide 16
Slide 17
George Washington was a great leader. He has been called the “Father of Our Country”.
Who was Abraham Lincoln?
Purpose:
This is the third lesson in a series of five lessons about famous American leaders. This lesson is best taught on day 3 because the students will already have
background knowledge on the responsibilities of a President and the
characteristics of a good leader. The purpose of this lesson is to introduce Abraham Lincoln, the 16th President of the United States. In this lesson the students will focus on the importance of Abraham Lincoln as President, and as an important American in society.
VA Social Studies SOL 2.11 -
The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King Jr., as Americans whose contributions improved the lives of other Americans.
Objectives:
The students will correctly answer 4 out of the 5 questions about Abraham
Lincoln using a mini book that they will create.
The students will be able to recall one fact that they learned about Abraham
Lincoln from the lesson.
Procedure:
Introduction:
Introduce the lesson by showing the students a picture of Abraham Lincoln.
This can be any picture from the internet. (Project the picture onto the smart board so that all students can see) (visual)
Ask the students the following questions: (auditory)
-Does anybody know who this person is? -What do you know about him?
Be sure to let the students know that Abraham Lincoln was the 16th
president of the United States.
Tell the students that today we will be creating “mini-books” that will teach
us about Abraham Lincoln. (kinesthetic) Development:
Give each student a “mini-book” packet (see attached)
Have the students cut out each page and put them in order. The teacher will
staple the pages for each student. (kinesthetic)
Go through the “mini book” as a whole class. Have the students take turns
reading the pages. (auditory)
Stop after each page is read and review the information on that page. Allow
the students to make comments and give feedback on what is being taught. (auditory)
After reading the “mini-book” as a class, let the students color the pages. For Advanced students:
-These students will be given extra resources, such as books about Abraham Lincoln, and articles on Abraham Lincoln so they can research facts about him, and create their own page in the mini book.
For Struggling Students:
Summary:
Have the students open their “mini- books” to the last page and answer the
review questions. (visual/kinesthetic)
When the students are finished, have them transition to the carpet and
discuss the answers as a whole class.
Before transitioning to the next activity of the day, ask each student to
state one fact that they learned in today’s lesson about Abraham Lincoln. (This could be done as the students are lining up for recess, cleaning up their materials, transitioning to the next activity, etc.)
Materials:
“My Book about Abraham Lincoln” packet (see attached)
Abraham Lincoln picture from the internet (projected on the smart board) Crayons
Evaluation Part A:
The students will be assessed on the questions that follow the mini book that they created. They will be expected to recall knowledge of Abraham Lincoln’s Presidency and Abraham Lincoln as an important American leader. The students will have met the objective when they are able to correctly answer 4 out of 5 questions from the mini book packet provided to them. They will also have met the objective if they are able to correctly state one fact about Abraham Lincoln before transitioning to the next activity of the day.
Evaluation Part B:
Did the students meet the objective?
Did the lesson meet/accommodate the needs of all students? How could you change the lesson if you were to teach it again? What were the strengths and weaknesses of the lesson?
Abraham Lincoln’s Achievements
Purpose:
This is the fourth lesson in a series of five lessons about important American leaders. This lesson will focus on Abraham Lincoln’s achievements, specifically on how he helped to free African Americans. The students will already have an understanding of who Abraham Lincoln was before this lesson is taught making it an ideal lesson for day four.
VA Social Studies SOL 2.11:
- The student will identify George Washington, Abraham Lincoln, Susan B.
Anthony, Helen Keller, Jackie Robinson, and Martin Luther King Jr., as Americans whose contributions improved the lives of other Americans.
VA Visual Arts SOL 2.9:
- The student will identify and use a variety of sources for art ideas, including nature, people, images, imagination, and resource materials.
VA Writing SOL 2.11:
- The student will maintain legible printing and begin to make the transition to cursive.
Objectives:
The students will be able to participate in a discussion about Abraham
Lincoln, and his involvement during the Civil War and his opposition to slavery.
Given various art supplies the students will be able to create a visual
representation of Abraham Lincoln with a supporting paragraph of at least 3 sentences regarding his involvement in the Civil War and his opposition to slavery.
The students will be able to maintain legible printing and begin to make the
transition to cursive writing within their supporting paragraph of Abraham Lincoln.
Procedure:
Introduction:
Show the students the BrainPOP video about Abraham Lincoln
(http://www.brainpop.com/socialstudies/famoushistoricalfigures/abrahamlin coln/preview.weml) (visual/auditory)
After viewing the video, the students will participate in a whole-class
discussion about the information they have learned. Use the following questions to aid in this discussion: (auditory)
-Can you tell me about Abraham Lincoln?
-How involved was Abraham Lincoln in the Union war effort during the Civil War?
-What inspired Abraham Lincoln to oppose slavery?
Tell the students that today they will be making visual representations of
Abraham Lincoln and writing a supporting paragraph about his achievements. (visual/kinesthetic)
Development:
Put various art supplies on each group of desks.
Project the following picture on the smart board for the students to see:
(visual)
Have the students create their own versions of the above Abraham Lincoln,
using the various materials that have been placed on their desks. (kinesthetic)
Have the students write a paragraph about Abraham Lincoln’s achievements
to go along with their art project. The students will use the information learned in the BrainPOP video to write their paragraph. The paragraph should be written in cursive. (The students should have previously had a lesson on cursive writing. A short review on cursive letters can be done if the students need it.) (visual/kinesthetic)
For Advanced Students:
-These students can write more than one paragraph. (Abraham Lincoln’s hat can be made taller to accommodate more than one paragraph.)
For Struggling Students:
-These students can be given specific facts from the teacher to write in their paragraphs. (see attached facts sheet)
Summary:
Allow students to share their Lincoln art projects and read their paragraphs
to the class. (auditory)
The student’s projects can be hung up in the classroom. (visual)
Materials:
Art Project Picture: BrainPOP video
(http://www.brainpop.com/socialstudies/famoushistoricalfigures/abrahamlin coln/preview.weml)
Various Art Supplies (construction paper, glue, markers, etc.) Fact Sheet about Abraham Lincoln (see attached)
Evaluation Part A:
Students will be assessed on the visual representation of Abraham Lincoln that they create. The students will be expected to attach a supporting paragraph about Abraham Lincoln to their visual representation that maintains legible printing, while writing in cursive. The students will have met the objective if they are able to create a visual representation that includes a supporting paragraph about Abraham Lincoln’s achievements and what they have learned about Abraham Lincoln freeing the African Americans from the BrainPOP video.
Evaluation Part B:
Did the students meet the objective?
What were the strengths and weaknesses of the lesson? Did the lesson accommodate the needs of all the students? How would you change the lesson if you could teach it again? How did you manage the students while conducting the lesson?
Fact Sheet on
Abraham Lincoln
Fun Facts on Abraham Lincoln for kids
Fun Fact 1
Abraham Lincoln was born on February 12, 1809 in
Hodgenville, Hardin County, Kentucky
Fun Fact 2
He was born in a log cabin to an extremely poor family
Fun Fact 3He was largely self-educated and taught himself law
Fun Fact 4
Abraham Lincoln was 6 feet 4 inches tall, and was reported to
have kept money in his stove pipe hat!
Fun Fact 5
He became the 16th president of America in 1861, when he was
52 years of age, he served for 4 years until 1865
Fun Fact 6
Major events which happened during the presidency of Abraham
Lincoln included the Civil War which lasted from 1861 until 1865
and the raising of the Emancipation Proclamation which secured
the liberty of slaves
Fun Fact 7
Abraham Lincoln hated having his name shortened to Abe, and
often chose to use his surname/last name, Lincoln. Sources
suggest that even his wife even called him Mr. Lincoln!
Fun Fact 8
Abraham Lincoln was the first American President to wear a
beard!
Fun Fact 9
When Abraham Lincoln was called two-faced by a rival, he was
quoted as saying "If I had another face, do you think I'd wear this
one?"
Fun Fact 10
The Emancipation Proclamation was issued by Abraham Lincoln
in January, 1863 and slavery ended with the passage of the 13th
amendment
Fun Fact 11
Abraham Lincoln married Mary Todd Lincoln on November 4,
1842, together they had 4 children, they were all boys
Fun Fact 12
He led the Union into the Civil War to protect the nation and put
an end to slavery
Fun Fact 13
His celebrated career came to an end when he was assassinated
on April 15 1865, five days after the Confederate armies
surrendered the Civil War
Fun Fact 14
A sculpture of Abraham Lincoln's head, measuring 60-foot high
(18m) is carved into the granite of Mount Rushmore, South
Dakota
Fun Fact 15
Abraham Lincoln died on April 15, 1865, the day after being shot
at Ford's Theatre in Washington, D.C. He was assassinated by
John Wilkes Booth and was buried at Oak Ridge Cemetery,
Springfield, Illinois
George Washington vs. Abraham Lincoln
Purpose:
This is the last lesson in a unit consisting of five lessons about Important
Americans of the past. This lesson is ideal to teach last because the students have been learned about George Washington and Abraham Lincoln as individuals and about their achievements. They will now begin to compare and contrast George Washington and Abraham Lincoln. The purpose of this lesson is to identify the similarities and differences in George Washington and Abraham Lincoln’s lives. VA Social Studies SOL 2.11:
- The student will identify George Washington, Abraham Lincoln, Susan B.
Anthony, Helen Keller, Jackie Robinson, and Martin Luther King Jr., as Americans whose contributions improved the lives of other Americans.
VA Mathematics SOL 2.10: Measurement
-The student will count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less; and correctly use the cent symbol (¢), dollar symbol ($), and decimal point (.).
VA Physical Education SOL 2.2: Movement Principles and Concepts
-The student will apply the basic movement concepts to change performance of locomotor, non-locomotor, and manipulative skills.
-Use the concept of relationships (e.g., over, under, around, in front of, behind, and through) in dynamic movement situations.
-Use the concepts of spatial awareness (e.g., location, directions, levels), and effort (time, force, flow) in static and dynamic movement situations.
Objectives:
Given a Venn diagram and 18 facts, the students will compare and contrast George Washington and Abraham Lincoln with 80% accuracy.
Given a worksheet and coins the students will compare and contrast aquarter and a penny and count a collection of coins whose total value is $2.00 or less. The students will be able to answer 3 out of the 4 questions on the worksheet correctly.
Given facts about George Washington and Abraham Lincoln, the students will participate in a relay game in which they correctly sort at least 8 of the 10 fact cards.Procedure:
Introduction:
“We have been learning about Abraham Lincoln and George Washington.
Today we are going to compare and contrast them”
Give each student a copy of the Venn diagram activity (see attached).
(visual)
Have the students compare and contrast George Washington and Abraham
Lincoln by cutting out the facts at the bottom of the Venn diagram activity page and gluing them to the correct place on the Venn diagram.
(visual/kinesthetic)
After the students have finished the Venn diagram activity review the
answers with them. (auditory) Development:
“Can anyone think of a place where they see George Washington and
Abraham Lincoln everyday?” (on quarters and pennies)
Tell the students that they can find George Washington’s face on a quarter
and Abraham Lincoln’s face on a penny.
Put a bucket of coins on each group of desks.
Have the students pick out the quarters and pennies and discuss the
similarities and differences. They can also practice counting out various amounts that the teacher calls out. (kinesthetic)
Have the students complete the “Counting Makes Cents with Washington and
For Advanced Students:
-These students can be given larger amounts to count out using the quarters and pennies.
For Struggling Students:
-These students can work in partners or groups to complete their counting worksheet.
Summary:
“We are now going to play a relay game to help us review what we have
learned about George Washington and Abraham Lincoln”
Split the class into four groups.
Clear a space in the classroom, or take the students outside to the
playground.
Have each group line up in a straight line.
The students in each group will take turns running to one end of the
classroom or playground and picking up one fact card out of their fact card pile. They will bring it back to their group and decide whether or not the fact is about George Washington or Abraham Lincoln. They will then tape the card to the chart paper that says “George Washington” or “Abraham Lincoln”. (visual/kinesthetic)
Have the students in each group continue taking turns running to pick up a
fact card until all of the fact cards have been sorted under the category Washington or Lincoln.
Review the answers with the students after the game in finished. (auditory) To bring closure to the unit, have the students come to the carpet and let
them take turns sharing what they learned about George Washington and Abraham Lincoln. (auditory)
Materials:
Venn Diagram Activity (see attached) Bucket of Coins
“Counting Makes Cents with Washington and Lincoln” worksheet (see
attached)
Washington and Lincoln Fact Cards (see attached)
Chart Paper with the headings “George Washington” and “Abraham Lincoln”
Evaluation Part A:
The students will be assessed on the Venn diagram about George Washington and Abraham Lincoln. The students will be expected to transfer 15 out of the 18 facts correctly into the Venn diagram about George Washington and Abraham Lincoln (80% accuracy) in order to meet the objective. The students will also be expected to compare and contrast a quarter and a penny and count out various amounts up to $2.00. We will know the students have met the objective when they can correctly answer 3 out the 4 questions on the counting worksheet. Lastly, the students will participate in a relay game given fact cards about George Washington and Abraham Lincoln. The students will have met the objective when they are able to correctly sort 8 out of the 10 fact cards.
Evaluation Part B:
Did the students meet the objectives?
What were the strengths and weaknesses of the lesson? Did the lesson accommodate the needs of all the students? How would you change the lesson if you could teach it again? How did you manage the students while conducting the lesson?
I was lsfdskdjf
I was born in a log
cabin to an extremely
poor family.
I was largely
self-educated and taught
myself law.
I issued the Emancipation
Proclamation in January, 1863
and slavery ended with the
I married Mary Todd
on November 4, 1842,
and together we had 4
children.
I led the Union into the
Civil War to protect the
nation and put an end to
slavery.
I became the 16th president of
America in 1861, when I was
52 years of age, and I served
for 4 years until 1865.
My career came to an end when
I was assassinated five days after
the Confederate armies
surrendered the Civil War.
I died on April 15, 1865, the day after
being shot at Ford's Theatre in
Washington, D.C. I was assassinated by
John Wilkes Booth and was buried at
Oak Ridge Cemetery, Springfield, Illinois
I was the 1
st
President
of the United States
of America.
I led the fight for freedom
from England and
established a new
country.
I was known as the
“Father of my
Country.”
There were only 13 stars
on the United States flag
when I became
President.
John Adams was my
Vice President.
After many battles, I
became a colonel and the
leader of the Virginia
Militia.
I married Martha
Custis in 1759.
In 1787, I presided over the
Constitutional Convention in
Philadelphia, Pennsylvania,
during which the U.S.
SUGGESTED Materials:
Coffee filters Popsicle sticks
Crayons, Colored pencils,
Markers etc.
Paint
Toilet Paper Rolls Googly eyes
President Puppet Project
Dear Parents,
For the past week in Social Studies your student has been learning about important Americans of the past whose contributions have improved the lives of other
Americans. We have specifically focused on the 1st president of the United States, George Washington and the 16th president, Abraham Lincoln. In this unit we have talked about the achievements that these two individuals have made. The students should have acquired knowledge and understanding of the lives of these two presidents, as well as the contributions they have made for other Americans. This new found knowledge will aid the students in completing this President Puppet Project!
For this project…
STEP 1:
Your student will be expected to create TWO puppets, one of George Washington and one of Abraham Lincoln. Students can personalize their puppets any way they would like. Attached you will find a gallon sized Ziploc bag with a few various materials to help your student get started. However, students are not limited to these materials. I encourage you to use additional materials of your own. *NOTE: Please do not feel like you have to go out any buy special materials for this project. Various items found around the house make great craft materials!Provided Materials (see attached Ziploc bag):
2 Paper Bags 2 Index Cards
Black and Blue Construction Paper Cotton Balls
Black Pom Poms
STEP 2:
After creating both an Abraham Lincoln and George Washington puppet, your student will use the provided index cards to write TWO facts about each President. Please attach the index cards, with facts, to the back of each puppet.STEP 3:
Your student should be prepared to present their puppets and share their facts in class!Unit Materials/Resources:
DAY 1:
“Who was George Washington,” book by Roberta Edwards Chart paper
Trivia Cards ( attached to DAY 1 lesson plan)
*Trivia Cards created by Abigail Williams.
George Washington coloring sheet (attached to DAY 1 lesson plan)
*Coloring sheet created by Abigail Williams. George Washington image found on Google images.
Crayons or Markers
Worksheet (attached to DAY 1 lesson plan)
*Worksheet created by Lauren Rhodes.
DAY 2:
PowerPoint about George Washington (attached to DAY 2 lesson plan)
*PowerPoint found on https://teacher.ocps.net/donald.hilyer/media/washingtonspresidency.ppt
Laptops (COW)
DAY 3:
“My Book about Abraham Lincoln” packet (attached to DAY 3 lesson plan)
*Abraham Lincoln book found on
https://www.teachervision.com/presidents/printable/43294.html
Abraham Lincoln picture from the internet (projected on the smart board)
*Choose any Abraham Lincoln picture from Google images.
DAY 4:
Art Project Picture:
*Picture found on Pinterest
BrainPOP video
*http://www.brainpop.com/socialstudies/famoushistoricalfigures/abrahamlincoln/preview.w eml
Various Art Supplies (construction paper, glue, markers, etc.) Fact Sheet about Abraham Lincoln (attached to DAY 4 lesson plan)
*Fact sheet found on http://www.fun-facts.org.uk/american-presidents/abraham-lincoln.htm
DAY 5:
Venn Diagram Activity (attached to DAY 5 lesson plan) Bucket of Coins
“Counting Makes Cents with Washington and Lincoln” worksheet (attached to
DAY 5 lesson plan)
*Worksheet created by Abigail Williams.
Washington and Lincoln Fact Cards (attached to DAY 5 lesson plan)
*Fact Cards created by Lauren Rhodes.
