Students watch a short film about George Washington and pose a question that they have about him. Then they review some of his major accomplishments as a military leader, including the winter at Valley Forge and why the soldiers respected Washington. Next they explain why it was significant that Washington surrendered his power as military commander when he became president. Finally, they analyze the purpose of the folklore about young Washington and the cherry tree.
Students read an introduction to George Washington’s role as a military leader before he became the first U.S. president and review the lesson objectives. They view an image of Washington on the one-dollar bill, watch the short film George Washington: Reluctant to learn about his early life and leadership, and then post a question they have about Washington to a class table titled “What We Want to Learn About Washington.”
Teacher MovesPresent the lesson overview and objectives, highlighting that this experience focuses on Washington’s military accomplishments, with his political contributions addressed in a later lesson. After students watch the film and submit their questions, review their responses to identify interests and misconceptions, and, if available, direct interested students to the related article for additional background. When the class is ready, unlock the next scene.
Students examine an image of the painting Surrender of General Burgoyne and read a multi-part text describing Washington’s experiences in the French and Indian War, his leadership in the War of Independence, his decision to inoculate soldiers against smallpox, and the hardships and training at Valley Forge that built soldiers’ confidence and loyalty. They complete a graphic organizer summarizing Washington’s military achievements in four areas (French and Indian War, War of Independence, Smallpox Inoculation, Valley Forge), then respond on a class wall explaining whether they are surprised that soldiers loved Washington after the winter at Valley Forge and why.
Teacher MovesClarify key vocabulary and context as students read, and, if desired, direct them to the optional article Valley Forge for additional detail. Guide students in completing the graphic organizer by prompting them to identify specific actions and outcomes for each category. Review wall responses, highlight an interesting or exemplary answer to spark discussion about leadership and responsibility, and help students consider multiple perspectives on why soldiers respected Washington. Unlock the next scene when students are ready to move on.
Students read an explanation of how the Second Continental Congress formed and later disbanded the Continental Army, and how the United States Army replaced it. They then post a response on a class wall explaining what historians might mean when they say Washington’s greatest military accomplishment was his “surrender of power” when he stepped aside as commander of the army to become president.
Teacher MovesReview the historical context of civilian control over the military, contrasting Washington’s choice with examples of generals who became dictators. Share a thoughtful student response to deepen discussion about why surrendering power was significant for American democracy, and prompt students to connect this idea to the broader principle of civilian rule. Unlock the next scene when discussion is complete.
Students view an illustration of the cherry tree story and read a narrative explaining the famous tale of young George Washington admitting he cut down his father’s cherry tree, noting that historians do not believe the event actually occurred and that it first appeared in an 1806 biography. They post to a shared wall explaining why the biographer might have invented the story, then review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesDiscuss with students how the cherry tree story functions as folklore meant to highlight Washington’s honesty and moral character. Ask whether the biography is a primary or secondary source and whether the story reflects bias or fact, guiding students to see how authors use stories to shape public perception. Encourage respectful peer feedback on the wall and emphasize evaluating sources for purpose and bias. Unlock the final scene when students have completed their interactions.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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