George Washington and Abraham Lincoln ~Unit Plan

58 Pages·2014·1.64 MB·English

by  Tyler Brunet

George Washington
and
Abraham Lincoln
~Unit Plan~

Written By: Abigail Williams & Lauren Rhodes
Important Americans of The Past…
George Washington & Abraham Lincoln
~2nd Grade 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.

 Read “Who was George Washington,” by Roberta Edwards. (auditory)
 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
Washington worksheet (see attached). (Visual/Kinesthetic)
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?
 How did you manage the students while conducting 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
D. Melanie
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 25th, 1776?

A. Columbia
B. Missouri
C. Sabine
D. Delaware

What was George Washington’s military rank?
A. Captain
B. General
C. Admiral
D. Lieutenant