Description: This is a character education book that gives the reader the understanding of the leadership qualities of George Washington. The book is not in chronological order

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Unit: Grade 4

Learning about Leadership

from the Life of George Washington

Accelerated Reader Level: 4.2

Author: Kiki Mosher

Zana Spell

Valdosta State University

Fall 2008
This is a character education book that gives the reader the understanding of the leadership qualities of George Washington. The book is not in chronological order, yet it does give dates in that the student may put the events in sequence.
Accelerated Reader Level:

  • Level 4.2

  • Points 0.5

Academic Objective:

d. Describe key individuals in the American Revolution with an emphasis on King George III, George Washington, Benjamin Franklin, and Thomas Jefferson. Benedict Arnold, Patrick Henry and John Adams
Brilliant Star Objective:

  • Personal Style Students will be able to describe important similarities and differences among people.

  • Cognitive/Thinking- Seriation: Students will be able to order a set of related elements or events according to a given rule.

  • Cognitive/Thinking- Classification: Students will be able to organize given elements into sets according to a specified rule or common attributes.

Lesson Duration:
This unit should consist of three class periods of 45 minutes each.
Day 1
Chart paper or white board, markers, individual graphic organizers for students to fill in Vocabulary work, George Washington book.
Pre-reading activity:
Introduce the book by previewing the vocabulary words.

subject, president, colonist, soldiers, colonies, surveyor, military, taxes, representatives, independent, Revolutionary, victory, democracy, elect

To make this easy for all students use a chart similar to a KWL chart. The chart should look like the below:

Vocabulary Word

Know What it means.

Heard it, but don’ know it

Never heard before




Money given by people to the government



Have the students fill in the chart marking which ever box applies, fill in definitions for the definitions they do not know.

Review with students what main idea means and instruct students to use notebook paper to write the main idea of each page. Tell them that the final project for this book will be a time line, which means that they should pay special attention to dates and events related to dates.
During Reading Questions:
Pg 5 – What statements from this page lead you to believe that George Washington was a good leader?
Pg 6- This page says that George was born in 1732, and that his father died when he was 11 and George had to live with his brother. In what year did George go to live with his brother?
Pg 9 – This page states that at the age of 20 George was given the title of major and began training soldiers. Can you use George’s birth date of 1732, and come up with the year George became Major Washington?
Pg 13- The picture shows the Boston Tea Party. Can you explain why the colonists were so angry? How could we get a date for the Boston Tea Party?
Pg 14 – Pont out the important date of 1775. How did the continental congress know that George Washington was a good leader? What do you think will become of the 1775 fight for freedom?
Pg 17 – What is the important date on this page?
Pg 18- On this page it says that the war lasted 6 long years. If the Revolutionary War began in 1775, what was the date of the actual victory over England?
Pg 21 – The caption for the picture give us a date of 1789. What evidence did the people have that George Washington would be a great president?
Make sure that student have notes and dates for the next day’s timeline activity. It is advisable that the teacher take up and review the notes.
Day 2
Notes from previous day, long construction paper or chart paper cut into strips, markers, or crayons, pencil
Review the notes with students. Point out that we do not know the date of George Washington’s death. To find the date of George Washington’s death, Google George Washington or use the Encyclopedia. Put the date on the board for all to copy in their notes.
Explain that a time line is another way to tell a story in sequence. Guide the students in putting the dates and events on their timelines. Tell them to illustrate the events that they think are the most important, but not to illustrate all dates.
Share the time lines with the class. Ask volunteers to explain why they chose to illustrate certain dates. Display the timelines.
Day 3
Long construction paper or chart paper cut into strips, markers, or crayons, pencil, digital camera, printer
Explain to students that they too have experienced much in their lives that could be put on a time line. Guide the students in writing down the important events of their life by asking the following questions:

  • When were you born?

  • What was the date of the first important thing you remember in your life?

  • Can you calculate a date by remembering how old you were at the time?

  • What was the date of your first day of school?

  • Are there any important dates that correlate with school?

  • Do you remember any special events? Such as Christmas, or Thanksgiving or even a special vacation, can you calculate a date for the event?

Continue to guide students up until the point in time in which they are now.

Give the students the same directions that were given for the time line for George Washington.
While students are working on timelines take individual pictures to post at the end of the timeline. Share timelines when finished.
Follow-Up Activities:

  • Compare and contrast your timeline with the timeline the class made of George Washington’s life.

  • Write a short paragraph on what you think about the responsibility that George Washington had towards the New Nation. Give details from your notes that back up the main idea of your story.

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