Objectives:
- Describe the steps George Washington took to establish the new republic.
- Analyze the precedent for succession set by Washington.
Scene 1 — Engage
Student Activity
Students read an introduction explaining Washington’s reluctance to become President and how he worked to establish policies and precedents for the new republic. They view an image of Washington’s inauguration and a brief description of how he organized his Cabinet and began setting up the new government. Then, using a shared table, they each post one action they think would be necessary to establish a new government, avoiding duplicates from classmates’ responses.
Teacher Moves
Present the lesson overview, objectives, and key vocabulary. Connect students’ prior learning about the Constitution to this new focus on how the government was actually set up. Prompt students to brainstorm concrete actions needed for a new government (such as courts, banks, or foreign policy) and highlight strong examples from their shared list before moving on.
Scene 2 — Explore
Student Activity
Students view an image of President Washington and read a description of his goal to build a strong, fair, and efficient government. They examine a list of major laws passed during his presidency and then complete a graphic organizer by selecting three laws and summarizing how each helped create or strengthen institutions of the new republic.
Teacher Moves
Clarify that students are not expected to memorize each law but to notice how many focused on building core institutions (courts, military, financial systems, and policies). Support students as they interpret the purpose of the laws, asking guiding questions about how each law contributed to organizing and stabilizing the new national government.
Scene 3 — Explain
Student Activity
Students read an explanation of the term “precedent,” including a school-based example and several examples from Washington’s presidency, such as forming a Cabinet, maintaining neutrality, giving a State of the Union address, and stepping down after two terms. They then post a written response explaining why Washington’s precedent of the democratic transfer of executive power is important to American democracy.
Teacher Moves
Emphasize that Washington’s actions created models for future presidents, especially his decision to step down after two terms. Review and share a strong student explanation with the class, and lead a discussion about what Washington’s voluntary transfer of power reveals about his leadership and about the emerging idea of limited terms and peaceful transitions in a democracy.
Scene 4 — Elaborate
Student Activity
Students read background information about Washington’s Farewell Address and then study a short excerpt in which he stresses the people’s right to change their government but also their duty to obey the existing Constitution. They may use a dictionary to clarify unfamiliar words and then rewrite the excerpt in their own words. Finally, they contribute to a word cloud by posting a word or phrase that describes Washington’s leadership.
Teacher Moves
Optionally read the Farewell Address excerpt aloud, pausing to explain challenging vocabulary and ideas. Clarify that Washington is urging citizens to respect the Constitution as the supreme law while recognizing that it can be amended. If desired, introduce and read his warning about political parties, then ask students to paraphrase it. Conclude by prompting students to reflect on Washington’s character traits as they choose words for the leadership word cloud, and highlight sample responses that capture his qualities.
Scene 5 — Evaluate
Student Activity
Students complete the exit quiz by answering all the questions.
Teacher Moves
Facilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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