George Teacher Washington: Resource A National Guide Treasure Student Introductory Reading Material 2 About George Washington his Teacher Resource Guide is designed 2 Student Introductory for incorporation into history and social Reading Material Tstudies curricula. It will introduce your eorge Washington was an extraordinary Washington was an effective and well-respected President. students to some of the events and issues that · About George Washington person living in extraordinary times. His Under his leadership, the country remained stable and shaped George Washington’s life. The activities · Chronology of George Washington’s Life G leadership, determination, and ambition helped balanced. Basic systems of government were established, should enhance your students’ knowledge of him succeed throughout his life. More than anyone else, and Washington kept the country out of conflicts with Washington and expand their horizons of this Washington proved to be the person who could hold the other nations. As our first President, he served two terms Activities and Lesson Plans country together at a time when it was new and its future and could have been reelected to a third. But he decided complex and interesting man. Please choose the was uncertain. that it was in the best interest of the country for him to retire. lessons and activities that best suit the level of 5 Looking at a National Treasure: George Washington by Gilbert Stuart (includes student worksheet and Washington grew up in Virginia, the third son of a planter. Washington spent the last few years of his life overseeing your students. Adapt them if necessary. Each activity ● ■ ▲ background information) Although his formal education lasted only a few years, his land and slaves. He was also visited by a steady stream includes suggested objectives, procedures, related he taught himself the skills he needed by watching others of well-wishers. Six months before he died, he wrote his standards in historical thinking, worksheets, and and reading books. The hardworking Washington learned will. A slave-owner all his adult life, Washington felt torn 10 The Right Stuff: What Qualified George Washington planting and land surveying. He was very tall—over six about the issue of slavery. Although he did not speak pub- other supplemental materials. The level of difficulty ● ■ ▲ to Be President (includes student worksheet) feet—and very strong. He loved horseback riding, fox hunt- licly about the need to end it, he expressed his opinions in ● for each activity is indicated with a key: elementary ing, dancing, and card playing. In  he married Martha private. In his will, he freed his personal servant, William (second grade and above), ■ middle, ▲ and upper. Dandridge Custis, a widow with large land holdings and Lee, immediately, and the other slaves when his wife, 12 Picturing George: A Pictorial Survey of the Life of numerous slaves. Martha, died. He was the only founding father to do so. The lessons meet United States History Standards George Washington ● ■ for either Era 2, Colonization and Settlement, or Era 3, While still young, Washington began to devote more Revolution and the New Nation. The complete 13 For Lands’ Sake: George Washington as Land and more time to being a soldier and a politician. He United States History Standards can be found at Surveyor (includes student worksheet and commanded forces in the French and Indian War and the background information) ● ■ ▲ American Revolution. His leadership, courage, and bravery www.sscnet.ucla.edu/nchs/standards. Please inspired the men he commanded. More than once, he note that in the primary source material, the spelling rode into the thick of battle and emerged unharmed 16 In His Own Words: Quotation Timeline (includes from enemy fire. As a young soldier, he was not always has been retained from the eighteenth century in student worksheet) ■ ▲ successful, but he learned from his mistakes. most cases. A selection of online and print sources of information about George Washington is included As commander in chief of the Continental army during the 19 Giving Speeches: George Washington’s First and American Revolution, Washington faced many challenges. at the end of this guide. We hope these materials Second Inaugural Addresses (includes student He needed to form and train an army that could do battle will enrich your students’ study of George Washington worksheet) ■ ▲ with the mighty British empire. He also faced shortages of and provide them with a deeper appreciation for his troops, food, and supplies. In spite of these obstacles, role in American history. 23 Of Human Bondage: George Washington and the Washington persevered. As time went on, his understand- Issue of Slavery (includes student worksheet) ● ■ ▲ ing of military strategy deepened. By the war’s end in , he was the most respected and popular man in the country and one of the best-known in the world. Written by Susan Silverstein Scott 26 Hidden George Washington: Word Search with a Twist (includes student worksheet) ● ■ After the war, Washington resigned his commission in the army and returned home to Mount Vernon. Soon he was back in public service. He was the unanimous choice for Funding for these educational materials president of the Constitutional Convention, which would 29 For Further Research: is made possible through the generosity create the Constitution and the new government. In  of the Donald W. Reynolds Foundation. Resources, Outside Reading, and , he was the country’s unanimous choice for and Websites President of the United States. He was so popular that he might have been chosen king, but he refused.

National Portrait Gallery, Smithsonian Institution 1 2 National Portrait Gallery, Smithsonian Institution In August, Washington suffers defeat at the Battle  Washington is unanimously elected by the elec- Student Introductory Reading Material of Long Island. toral college to serve as the first President of the United States under the Constitution. He is sworn In November, British forces occupy New York into office April . Chronology of City as Washington and his army retreat into George Washington’s Life New Jersey. Executive departments of State, War, and Treasury are created. Congress passes the Federal Judiciary In December, Washington crosses the Delaware Act that organizes the country’s judicial system. River and defeats British forces at Trenton,       February (February Old Style), Washington Washington inherits the , -acre Mount Vernon New Jersey.  Washington signs legislation calling for placing the  is born at Popes Creek, Virginia. plantation, which he had rented since . By the nation’s capital on the Potomac River and for poli-   time of his death he expanded it to , acres,  Washington is defeated at the battles of cies designed to bolster the country’s fiscal stability.  His family moves to Ferry Farm, near with more than , acres under cultivation. Brandywine and Germantown. Fredericksburg, Virginia.  Washington signs an act that creates a national  The British Parliament passes the Stamp Act, In October, American forces under Horatio Gates bank. He holds his first meetings with his depart-  Washington is appointed surveyor for Culpeper imposing new taxes on its American colonies. claim a major triumph at the Battle of Saratoga, ment secretaries, instituting the presidential County, Virginia. The act draws heated objections in the colonies. a turning point in the war. cabinet meeting. Though sympathetic to the protest, Washington  Washington goes to Barbados, West Indies, with remains uninvolved. In December, Washington’s army camps for the  Washington exercises the presidential veto for his half-brother Lawrence and contracts smallpox, winter at Valley Forge, outside of British-occupied the first time to strike down a congressional bill. which leaves him scarred for life.  Having repealed the Stamp Act, Parliament enacts Philadelphia. the Townshend Duties on various goods shipped  Washington is unanimously reelected to the  Washington is appointed a major in the Virginia to the colonies. This measure inspires anger  In June, Washington defeats the British at the presidency by the Electoral College. To avoid militia. throughout the colonies. Battle of Monmouth. American involvement in hostilities between England and France, Washington issues a  Washington carries a message from the governor  Washington helps lead Virginia’s protest against France allies itself with the colonies in the War Proclamation of Neutrality. Some criticize him of Virginia to the French at Fort Le Boeuf near the Townshend Duties in the House of Burgesses. of Independence. Lake Erie. The message demands that the French for not being more sympathetic to the French. withdraw from the Ohio Valley. They refuse to  In a protest against the British tax on tea,  In October, Washington’s army, with French  Washington authorizes the use of militia to comply. Bostonians dump overboard a cargo of tea from support, defeats the British at the Battle of suppress an uprising over a federal tax on whiskey a merchant ship. The incident prompts Parliament Yorktown. This ends the military phase of the  in western Pennsylvania. Now a lieutenant colonel, Washington leads to enact stringent measures against Boston. War of Independence. an expedition against the French in western The colonists refer to these measures as the  Washington sends the Jay Treaty, an agreement Pennsylvania and manages to subdue them. The Intolerable Acts. Negotiations for peace with Britain are entrusted with Great Britain, to the Senate for ratification. incident is said to have sparked the French and to John Jay, Benjamin Franklin, John Adams, and Regarded by many as a sell-out to English inter- Indian War.  In response to the Intolerable Acts, Washington Henry Laurens. ests, the treaty inspires some of the fiercest press joins the call in Virginia for the First Continental attacks ever made on Washington. Washington is defeated by the French at Fort Congress to be convened to protest the heavy-  The Treaty of Paris, making peace between Britain Necessity. He and his men are permitted to return handedness of British rule in the colonies. and its former colonies, is signed.  In April, Washington sits for Gilbert Stuart’s full- to Virginia unarmed. length Lansdowne painting, commissioned by  Washington resigns his commission as commander The War of Independence begins with the first Senator William Bingham of Philadelphia for the  As aide-de-camp to British Major General Edward in chief. armed resistance to British rule at Lexington and Marquis of Lansdowne. Braddock, Washington is part of the force defeated Concord in Massachusetts. by the French at Fort Duquesne in Pennsylvania.  A convention of delegates from five states meets Washington announces his intention not to seek Braddock is killed in the battle. Washington is at Annapolis and calls for a constitutional conven- Washington attends the Second Continental a third presidential term. He warns against the widely praised for his calmness and courage in the tion. Its purpose is to consider altering the Articles Congress, which appoints him commander divisiveness of political-party rivalries and the face of disaster. of Confederation, which had governed the country in chief of the colonies’ newly formed hazards of permanent foreign alliances. Continental army. since . – As commander of Virginia troops during the  Washington retires to Mount Vernon. French and Indian War, Washington oversees the  The stationing of Washington’s forces at  Washington serves as presiding officer of the defense of his colony’s frontier. Dorchester Heights, overlooking Boston, con- Constitutional Convention in Philadelphia.  While touring his plantation through rain and vinces the British army to evacuate the city. His support for the new Constitution produced by snow in the late fall, Washington contracts a  Washington is elected to Virginia’s colonial legisla- the convention is a key factor in winning approval throat infection. Weakened by the purging and ture, the House of Burgesses. The Continental Congress approves the for it from the requisite nine states. bleeding that were common treatments for such Declaration of Independence. The first printed ailments, he dies on December .  Washington marries Martha Dandridge Custis. copies are issued July , .

National Portrait Gallery, Smithsonian Institution 3 4 National Portrait Gallery, Smithsonian Institution Teacher’s Guide I ● ■ ▲ Student Worksheet 2 Looking at a National Treasure: Looking at a National Treasure: George Washington by Gilbert Stuart George Washington by Gilbert Stuart

Objectives: portrait is an image or a likeness of a person. 2. Does this image portray a man at the beginning · To explain the definition of a portrait . Ask the students to describe any portraits they have Looking at portraits is one way to learn about of his career or near the end of his career? · To study the reproduction portrait of George Washington seen or made. people from the past. A portrait can inform the A ● Beginning ● End by Gilbert Stuart viewer about the sitter’s appearance as well as the person’s · To identify the visual clues that the artist included in character. Many portraits include visual clues that give . Ask the students to think about ways that a portrait 3. What visual information led you to this conclusion? the portrait serves as a historical document. Ask this question more information about the sitter. The background or · To compare this reproduction portrait to other images again after they have finished studying the portrait setting of a portrait may also reveal something about the of Washington of Washington and completing the worksheet. sitter’s job, interests, and place (status) in society. · To discuss the importance of portraits as visual records and historical documents . Display the poster in a prominent place in the room. Spend some time looking at this reproduction of a portrait of George Washington by Gilbert Stuart and Related standards . Distribute the “Looking at a National Treasure: then complete this worksheet. After you have finished, in historical thinking: George Washington by Gilbert Stuart” worksheet read the background information that follows. · Chronological thinking: distinguish between past, and background information to each student. 4. Does Washington look comfortable with what present, and future time he is doing? · Historical comprehension: draw upon visual sources . Allow the students, individually or in small groups, · Historical analysis and interpretation: formulate questions to spend time looking at the portrait of George ● Yes ● No to focus inquiry or analysis; hypothesize the influence Washington. If possible, they should complete the 1. the words you think best describe of the past worksheet while looking at the portrait. They should the way Washington looks in this Explain, using your observations. · Historical research capabilities: formulate historical read the background information after they have portrait. You can add other words questions; obtain historical data; marshal needed finished the worksheet. that you think are appropriate. knowledge of the time and place to construct a story, explanation, or historical narrative . Have a class discussion to review the students’ answers and observations. stern old Materials: · “Looking at a National Treasure: George Washington . Ask the students to write a title or caption for the heroic by Gilbert Stuart” student worksheet portrait. If appropriate, display their suggestions with powerful · “Looking at a National Treasure: George Washington the portrait. dignified 5. In what way(s) does the portrait show Washington’s by Gilbert Stuart” background information accomplishments? · Poster of the portrait of George Washington by . Ask the students to look for other portraits of George Gilbert Stuart (known as the Lansdowne portrait) Washington. They can look at paper and coin currency, uncomfortable · Pencils or pens newspapers, magazines, books, etc., to find other images. If possible, they should bring the images Procedures: (photocopies or originals) to school. If they cannot presidential . Convey the following information about portraiture bring in the images, they should write descriptions to the students: of them or draw them. regal a. A portrait is a likeness of a person. handsome b. A portrait can be a painting, photograph, . Create a classroom display or collage of the 6. What objects do you see that might represent content drawing, or sculpture (these are called media). Washington portraits. Ask the students to compare these accomplishments? c. Different materials (paint and canvas, pencil, their images to the Lansdowne portrait. tall chalk, clay, bronze, camera, and film) can stiff be used to create a portrait in each medium. . Have a class discussion about how images of George imposing d. A portrait gives clues about the sitter’s Washington are used today in popular culture. Discuss appearance and character. what characteristics, myths, or virtues we associate e. The sitter or the person represented in the with his image. portrait does not have to be famous. calm formal

National Portrait Gallery, Smithsonian Institution 5 6 National Portrait Gallery, Smithsonian Institution 7. The artist included many interesting objects important to George Washington and the new country. Most of 13. Which part of this portrait captures your attention 18. Is he wearing a military uniform or civilian clothes? the objects are symbols that represent ideas. Look at the clues and draw a line to the appropriate image. most? (Circle one)

face hands body setting of the room 19. Are there any significant objects included in the ? Why? portrait that give you more information or clues about him?

Same colors as the American flag

Representation of the national bird 14. Imagine that the artist asked you to pose for this portrait. Try to position your head, body, 20. Compare your answers with your classmates’ feet, and arms in a way that is similar to the answers. How many different portraits did Representation of portrait. Stand very still. Don’t move. Stand a your class think of? the calm after the little longer! How does it feel? How long do you stormy days of the think you could hold that position? American Revolution

Books titled American Revolution and Constitution & Laws of the United States

15. Have you seen other images of Washington Washington’s family before? coat of arms ● ● Yes No 21. Explain why you think this painting of George Washington is considered a national treasure. If yes, which ones?

8. Describe what Washington is wearing. 10. What would a general wear?

22. Are there any schools, roads, buildings, bridges, 16. Do they depict Washington as a young man or or monuments in your area named for George as an older man? Washington? Make a list of those places. How 9. Is this outfit appropriate for an American President? 11. What would a king wear? many geographical locations (e.g., states, cities, towns, bodies of water) can you list? If you’re ● Yes ● No stuck, try using an atlas.

Why or why not?

17. Do they depict his whole body or just his head? 12. What does George Washington look like he is about to do? ?

National Portrait Gallery, Smithsonian Institution 7 8 National Portrait Gallery, Smithsonian Institution Background Information Teacher’s Guide I ● ■ ▲

Looking at a National Treasure: The Right Stuff: What Qualified George Washington by Gilbert Stuart George Washington to Be President

Read this after you have completed the worksheet. Washington has one of the most familiar faces in American Objectives: history. From his days as the commanding general of the · To create a list of the characteristics, qualifications, and . Before continuing, students should read the introductory During his lifetime, George Washington sat for many army in the American Revolution until long after his death skills that make an effective President of the United States reading material, “About George Washington,” or other painters and sculptors. He did not particularly enjoy sitting in , he has been a popular subject for artists. One of · To determine the characteristics, qualifications, and biographical material about him. Then, in the right-hand for artists, but he accepted their requests out of a sense of the most familiar portraits of Washington is on the dollar skills that George Washington had that made him the column of the worksheet, they should put a C for duty and an appreciation for his role in the country’s history. bill. That portrait is based on another painting by Stuart right choice for President of the United States characteristic, a Q for qualification, or an S for skill next known as the “Athenaeum” portrait. · To compare and contrast the changing needs for the to the qualities they think made George Washington Gilbert Stuart, one of the most talented portrait painters job of President of the United States presidential material. They may add other words they in American history, was the artist for this portrait. It Since his death, many places have been named for think are important. was arranged and paid for by Senator and Mrs. William Washington. It is one of the ways his memory has been Related standards Bingham of Philadelphia as a gift to the Marquis of kept alive. . Compare the lists and ask the students the following Lansdowne, a British admirer of Washington. in historical thinking: questions: · Chronological thinking: explain change and continuity a. Which qualities did George Washington Stuart understood the importance of his subject and wanted over time have that are considered important for to create a portrait for posterity—one whose significance · Historical research capabilities: formulate historical any President? would last a long time. He thought carefully about the questions; marshal needed knowledge of the time and b. Did Washington have any characteristics, most meaningful way to portray Washington, the leader of place to construct an explanation qualifications, or skills that a modern President the country and a symbol of the nation’s great experiment. · Historical analysis and interpretation: formulate does not need to have? If yes, which ones? questions; compare and contrast differing sets of ideas, c. What characteristics, qualifications, or skills did To help him depict Washington’s face more accurately, values, personalities, behaviors, and institutions Washington not have that you think a modern Stuart asked the President to sit for him. Although tired President should have? of sitting for artists, Washington agreed. Stuart then Materials: d. Which characteristics, qualifications, or completed the rest of the painting without Washington · Chalkboard, chalk, and pencils skills do you consider most important for present. Later on, he asked someone else to stand in for · “The Right Stuff: Characteristics of a President” a President to have? Why? Washington so he could add the body. student worksheet e. Have the qualifications or skills for a President · “About George Washington” student introductory changed from George Washington’s presidency Stuart painted Washington wearing clothes typical of an reading material to today’s presidency? Discuss those changes. eighteenth-century gentleman. The black velvet suit is a · Additional biographical information about George good clue that this man is a civilian President, not a king Washington . Ask the students to choose one characteristic, qualifica- or a military ruler. As President, Washington wore black tion, or skill from the George Washington column. velvet on official occasions. This is the first full-length Procedures: Through research, they should find examples of how portrait painted of Washington as head of the government, . Brainstorm with your students about the qualifications, George Washington possessed that characteristic, wearing civilian clothes instead of his military uniform. characteristics, and skills of an effective President. qualification, or skill. Ask them to present the informa- tion to the class. By the time he sat for this portrait, Washington’s public . Ask the students to read the list on the worksheet, entitled and political careers were ending. Many people think he “The Right Stuff: Characteristics of a President.” Explain looks as if he is about to give a speech. However, near the that the list includes many different characteristics, qualifi- end of his second term, when Washington decided not to cations, and skills. In the left-hand column they should run for President again, he did not give a speech. Instead, put a C for characteristic, a Q for qualification, or an S he wrote a farewell address that was published in a for skill, next to the qualities they consider important Philadelphia newspaper. It was printed in a newspaper so for any President of the United States to have. They may that as many Americans as possible could read his reason add other words they think are important. for retiring and his hopes for the country’s future. George Washington by Gilbert Stuart, oil on canvas,   National Portrait Gallery, Smithsonian Institution; acquired as a gift to the nation through the generosity of the Donald W. Reynolds Foundation

National Portrait Gallery, Smithsonian Institution 9 10 National Portrait Gallery, Smithsonian Institution ● ■ Student Worksheet $ $ $ $ Teacher’s Guide I The Right Stuff: Picturing George: A Pictorial Survey Characteristics of a President of the Life of George Washington

Read the list of characteristics/skills/qualifications in the center column. In the left-hand column, mark those Objectives: items you think are important for a good President with a C, S, or Q. In the right-hand column, mark those · To discuss at least one part of George Washington’s life . Discuss different aspects of George Washington’s qualities that you think George Washington had that made him qualified to be President with a C, S, or Q. and explain why the event was important in his life life (jobs he held, his hobbies, important life events, · To create a pictorial representation of one aspect of his personal characteristics). Draw a chart on the Washington’s life using one of the following media: chalkboard that lists the students’ responses. Use the mural, collage, picture book, or quilt following list for additional ideas: Any President Characteristics/Skills/Qualifications George Washington · childhood at Ferry Farm Related standards · copying the “Rules of Civility” smart · relationship with and influence of his in historical thinking: half-brother Lawrence, including travel handsome · Chronological thinking: distinguish between past, to Barbados military experience or expertise present, and future time · time spent at Mount Vernon · Historical analysis and interpretation: formulate respected · land surveying questions to focus inquiry or analysis; explain causes in · farming and tobacco brave analyzing historical actions; compare different stories about · marriage to Martha cautious a historical figure, era, or event · participation in the Virginia militia · Historical research capabilities: formulate historical French and Indian War diplomatic · questions; obtain historical data; interrogate historical · involvement with Virginia politics and the intellectual data; marshal needed knowledge of the time and place House of Burgesses to construct a story, explanation, or historical narrative honest · representing Virginia at the Continental Congress college-educated Materials: · being chosen commander in chief during well-traveled · Either paints, crayons, and large uniform-sized pieces the American Revolution of paper, or scissors, glue, scraps of felt or fabric, and charismatic · presidency large, uniform pieces of felt or fabric · retirement tall · “About George Washington” student introductory strong reading material . Divide the class into small groups. Either assign or have · Additional biographical information on George Washington each group select a different aspect of Washington’s life understands business and career. Ask the groups to thoroughly research this farmer Procedures: part of his life and highlight significant events during the . Select the art activity that the students will use to strong leader period. They should also detail relevant dates or years. create a pictorial biography of Washington: mural, lawyer collage, picture book, or quilt. . Ask the students to design a pictorial image of the event. good with numbers They should make preliminary drawings or sketches . Depending on the students’ reading abilities, either of their ideas before committing to the final product. good communicator read or ask them to read at least one biography good character of Washington. . Allow the students to present their images to the class prestigious or share them with other classes. other . Organize the images in chronological or other thematic order. Display the students’ work in some way—either in the classroom or in a hallway outside the class—so that other students can view their work.

National Portrait Gallery, Smithsonian Institution 11 12 National Portrait Gallery, Smithsonian Institution Teacher’s Guide I ● ■ ▲ Background Information

For Lands’ Sake: For Lands’ Sake: George Washington as Land Surveyor George Washington as Land Surveyor

Objectives: wning land was one of the main ways a person · To discuss the importance of land ownership and the d. Describe how understanding the wilderness had wealth and status in eighteenth-century purpose of land surveying in the eighteenth century helped Washington later in life O Virginia. Washington wanted both. However, in · To read and interpret a transcript of an eighteenth-century order to acquire land, Washington first needed money. land survey . Tell the students to read the background information on Land surveying, or determining boundaries of land, offered · To reflect on the significance of George Washington’s George Washington and his interest in land surveying. a good way to earn money while also enabling a person early surveying career and how it contributed to his to explore land that might be available for purchase. personal development . Explain that Washington was appointed surveyor · To survey an area of land and create a written or visual for Culpeper County, Virginia, in , at the age of Washington was good in math, drafting, and horseback description of it seventeen. Ask the students to write a letter explaining riding, and he loved and appreciated the outdoors. These · To construct a piece of historical fiction (for example, why he would have liked the job of county surveyor, skills and interests made him an ideal candidate for a a journal entry, newspaper article, or letter) that demon- mentioning his interests in and qualifications for the job. land surveyor. He studied land surveying using his father’s strates an understanding of Washington’s qualifications surveying instruments. His half-brother Lawrence intro- for and interest in becoming a land surveyor . Distribute the worksheet, “Interpreting an Eighteenth- duced him to Lord Fairfax, the most important landowner Century Land Survey.” Ask the students to read the in Virginia. Lord Fairfax invited the fifteen-year-old land survey and answer the questions that follow. Washington to participate in a land surveying expedition. Related standards This experience inspired Washington to pursue a career in historical thinking: . Explain to the students that eighteenth-century land in land surveying, which gave him an opportunity to earn · Historical comprehension: reconstruct the literal surveying parties often consisted of up to twenty people, a living. It also allowed him to explore the wilderness and meaning of a historical passage; read historical narrative including a cook, a lead surveyor, and others who the frontier of Virginia, and enabled him to find and pur- imaginatively performed various jobs such as measuring, flagging, chase pieces of land that he liked. By the age of seventeen, · Historical analysis and interpretation: identify the author and clearing land. Tell the students that, like a surveying Washington was a successful land surveyor. He was very of a historical document party, they need to work together to complete this popular and sought-after as a surveyor because he was · Historical research: formulate historical questions; obtain project. The project can be completed as a whole class honest and accurate. historical data; marshal needed knowledge of the time or as a small group project. and place to construct a story, explanation, historical a. Ask the students to take a nature walk and imag- Washington’s interest in investing in land continued narrative, or interpretation ine that they are walking in uncharted territory. throughout his life. When the U.S. Congress voted to Have them sketch a picture of the area that move the federal capital from Philadelphia to a permanent Materials: includes as many landmarks as possible. They location, President Washington selected a site along the Potomac River, where he and others owned land. · “For Lands’ Sake: George Washington as Land Surveyor” should take notes on the area, keeping an accurate Although he was never President in this new city, now background information count of any landmarks. They must decide what known as Washington, D.C., it became the government’s · “Interpreting an Eighteenth-Century Land Survey” the boundaries will be and think about different permanent home in . student worksheet ways to mark off and measure the area. Assign the students different tasks in the marking and George Washington’s land survey for Daniel Osborne, Frederick County, · Paper Contemporary Connection Virginia, March , . The Lilly Library, University of Indiana, · Pencils or pens measuring of the boundaries. Give them a measur- Bloomington. Washington recognized that the surveys he made would · Extra-long measuring tape or other measuring tool ing tool to measure the boundary lines. stand as legal boundaries long after his death and that there · Directional compass b. Ask the students to create a written and visual description of the land they have “surveyed.” would be little value in claiming land if one were not able to measure and record its location. Today, surveying plays Procedures: c. If the “uncharted territory” is safe and nearby, allow students from another class to try to locate the same role in determining ownership. Cities, counties, . Ask the students to: the area based on the written and visual des- states, and the federal government rely on surveys when a. Define or explain land surveying and its criptions. If going to the site is impractical or considering applications for the construction of new build- importance during the eighteenth century not possible, ask other students to try to identify ings, the legality of land sales, and the ownership of water b. Explain the value of owning land during the the location based on the descriptions. and mineral rights. eighteenth century d. Display the visual and written descriptions. c. Explain why land surveying was a good career choice for George Washington

National Portrait Gallery, Smithsonian Institution 13 14 National Portrait Gallery, Smithsonian Institution Student Worksheet Teacher’s Guide I ■ ▲

For Lands’ Sake: George Washington as Land Surveyor In His Own Words: Interpreting an Eighteenth-Century Land Survey Quotation Timeline

Objective: Read the following eighteenth-century land survey and answer the questions. · To read and analyze a series of excerpts from George . Have the students match the correct citation to the Washington’s letters, journal, speeches, and other quotation. They should write the number of the citation documents in order to match the quotation to the event in the space next to the quotation. George Washington’s Land Survey for Daniel Osborne, Frederick County, Virginia, March 30, 1752 or date in his life (Original document at the Lilly Library at Indiana University, American History Documents) . Ask the students to create a timeline of the quotations. Related standards If there is time, ask them to create a visual image to By Virtue of a Warrant from the Proprietors Office I have Surveyed for Daniel Osborne a certain tract of waste and represent the event described in the quotation. ungranted land on Potomack joining the upper Side of Daniel Pursleys Land & Bounded as followeth Beginning in historical thinking: at two Ashes and an Elm on the river Pursleys Corner and extended up the Meanders of the River N..W. Twenty · Chronological thinking: identify the temporal order of . Ask the students to choose at least one quotation and poles . . . N..W. One hundd. and Eighty poles to a double and Single hoop Wood trees thence S.W. Two a historical narrative or story; interpret data in timelines answer the following questions about it: hundred and Sixty poles to a Large Pine on the point of a hill. thence S..E. Two hundd. and Seventy poles to a · Historical comprehension: identify the author or source a. How old was George Washington at the time white Oak and red Oak Danl. Pursleys Corner . . . thence with his Lines N..W. Two hundd. poles to two chestnut of the historical document or narrative; reconstruct the of this quotation? Oaks on the side of a hill & . . . Finally N..W. One hundd. poles to the Beginning Containing Two hundd. literal meaning of a historical passage; read historical b. How does the quotation reflect Washington’s and Seventy Acres this th: day of March . narratives imaginatively age and/or experience? · Historical research capabilities: obtain historical data; c. What led to the events described in the John Lonem . . . . interrogate historical data; marshal needed knowledge quotation? }—C.C. G:Washington of the time and place to construct a story, explanation, d. What, if any, significant events occurred Cornelius Williams or historical narrative following this quotation?

Peter Pursley—M[arker] Materials: . In small groups or individually, ask the students to create · “Quotation Timeline” student worksheet a pictorial timeline of the events described in each · Additional biographical information about of the quotations. Display the finished products in the George Washington classroom or other appropriate venue. 1. Who wrote this land survey? 6. What kind of landmarks does Washington use to · describe the land boundaries? “Chronology of George Washington’s Life” student introductory reading material Quotation Timeline Answers 2. When and where was this land survey completed? for Student Worksheet: Procedures: . Explain to the students that George Washington enjoyed , , , , , , , , , ,  3. For whom was the land survey done? writing letters and writing in his diary throughout his life. Tell them that, with the exception of his letters to Martha, most of which she destroyed, an extensive 4. How does Washington describe the land? collection of these materials survives to this day. 7. Name at least two different landmarks that ? he mentions. . Distribute the “Quotation Timeline” worksheet. Explain that the worksheet contains excerpts from letters, journals, speeches, and other documents that Washington wrote over the course of his career.

. Ask the students to read the quotations and citations. 5. Whose land joins the surveyed land? 8. What unit of measure does Washington use? Younger students should read them out loud.

9. What is the total number of acres in this land survey?

National Portrait Gallery, Smithsonian Institution 15 16 National Portrait Gallery, Smithsonian Institution Student Worksheet

In His Own Words: ? Quotation Timeline

Read the following quotations. Then read the list could be obtained at this time—and as a constitutional door Dates of dates and events on the following page. Match is opened for amendment hereafter—the adoption of it the quotation to the correct date and/or event in under present circumstances of the Union is in my opinion  Washington’s life. Write the letter of the date citation desirable.” ______a. March , : Reaction to sleeping in an isolated . September , : Letter to Patrick Henry after in the space that follows the quotation. cabin during his first time on a surveying expedition to submission of the proposed Constitution to the “I luckily escaped witht a wound, tho I had four Bullets the Shenandoah Valley and the Blue Ridge Mountains Continental Congress  Quotations through my Coat and two Horses shot under me.” ______. May , : Reaction to his first experience with . January , : Letter to Catharine Sawbridge Macaulay “The great events on which my resignation depended having hostile gunfire in a battle between his Virginia Regiment Graham, describing his thoughts on the magnitude at length taken place; I have now the honor of offering “I am again called upon by the voice of my country to  and the French during a mission to build a fort at the of his role as the first President of the United States my sincere Congratulations to Congress & of presenting execute the functions of its Chief Magistrate.” ______Forks of Ohio, in western Pennsylvania; the incident myself before them to surrender into their hands the trust is said to have sparked the French and Indian War . March , : Washington’s second inaugural address committed to me, and to claim the indulgence of retiring “War having actually commenced between France and great  Britain, it behoves the Government of this Country to use from the Service of my Country.” ______. June , : Letter to Martha Washington announcing . April , : Letter to Thomas Jefferson regarding every means in it’s power to prevent the citizens thereof his appointment as commander in chief of the Washington’s thoughts on the country’s need to remain “In the name of God amen I George Washington of Mount from embroiling us with either of those powers, by endeav-  Continental army neutral Vernon—a citizen of the United States, and lately President ouring to maintain a strict neutrality.” ______of the same, do make, ordain and declare this Instrument; . July : Letter describing events during the loss at . August , : Washington’s “Address to the which is written with my own hand and every page there- “Beloved Cherokees: Many years have passed since the Fort Duquesne in Pennsylvania, when the British Major Cherokee Nation” of subscribed with my name, to be my last Will & White people first came to America. In that long space of General Edward Braddock is killed and Washington, Testament, revoking all others. time many good men have considered how the condition his aide, survives despite intense fighting . July , : Washington’s last will and testament “Imprimus. All my debts, of which there are but few, of the Indian natives of the country might be improved; and none of magnitude, are to be punctually and speedily and many attempts have been made to effect it. But, as we . December , : Resignation from the army; address paid–and the Legacies hereinafter bequeathed, are to be see at this day, all these attempts have been nearly fruitless. to the Continental Congress discharged as soon as circumstances will permit, and in I also have thought much on this subject, and anxiously  the manner directed.” ______wished that the various Indian tribes, as well as their neighbours, the White people, might enjoy in abundance “We got our Suppers and was Lighted in to a Room & I not all the good things which make life comfortable and  being so good a Woodsman as the rest of my Company happy.” ______striped myself very orderly and went into ye Bed as they call’d it when to my Surpize I found it to be nothing but a “It has been determined in Congress, that the whole Army Little Straw-matted together without Sheets or any thing raised for the defence of the American Cause shall be put else but only one Thread Bear blanket with double its under my care, and that it is necessary for me to proceed Weight of Vermin such as Lice Fleas &c. I was glad to get immediately to Boston to take upon me the Command of up (as soon as ye Light was carried from us) I put on my it. You may believe me my dear Patcy, when I assure you, Cloths and Lay as my Companions. Had we not have been in the most solemn manner, that, so far from seeking this very tired, I am sure we should not have slep’d much that appointment I have used every endeavour in my power to night. I made a Promise not to Sleep so from that time avoid it, not only from my unwillingness to part with you forward causing rather to sleep in the open Air before and the Family, but from a consciousness of its being a   a fire as will Appear herafter.” ______trust too great for my Capacity.” ______

“I can with truth assure you, I heard Bulletts whistle “In our progress towards political happiness my station is and believe me there was something charming in the new; and, if I may use the expression, I walk on untrodden  sound.” ______ground. There is scarcely any action, whose motives may Notes not be subject to a double interpretation. There is scarcely 1. http://www.virginia.edu/gwpapers/revolution/doc.html 2. George Washington, Writings, ed. John Rhodehamel (New York: Library of America, “I wish the Constitution which is offered had been made any part of my conduct whc may not hereafter be drawn ), p. . 3. Ibid., p. . 4. Ibid., p. . 5. Ibid., p. . 6. Ibid., p. . 7. http://www.bartleby.com//pres.html 8. Washington, Writings, p. .  9. Ibid., p. . 10. Ibid., pp. –. 11. Ibid., p. . more perfect, but I sincerely believe it is the best that into precedent.” ______

National Portrait Gallery, Smithsonian Institution 17 18 National Portrait Gallery, Smithsonian Institution Teacher’s Guide I ■ ▲ Student Worksheet

Giving Speeches: George Washington’s Giving Speeches: George Washington’s First and Second Inaugural Addresses First and Second Inaugural Addresses

Objectives: Read both speeches carefully and then answer the questions that follow. · To interpret George Washington’s first and second 4. Ask the students to discuss the following: inaugural addresses a. America’s new government was untried and · To compare and contrast the information in each speech experimental—not the inevitable success that George Washington’s · To write an imaginative historical narrative based on it appears to be today, in hindsight. In what First Inaugural Address the events of the two inauguration days ways did the failure of the previous American government under the Articles of Confederation Fellow-Citizens of the Senate and of the House of Representatives: human defect, that His benediction may consecrate to the Related standards act as a springboard for this new and innovative AMONG the vicissitudes incident to life no event could liberties and happiness of the people of the United States a in historical thinking: approach to the presidency? How did this have filled me with greater anxieties than that of which the Government instituted by themselves for these essential approach to government differ from that of notification was transmitted by your order, and received on purposes, and may enable every instrument employed in its · Historical comprehension: reconstruct the literal America’s government under the Articles of meaning of a historical passage; identify the central the fourteenth day of the present month. On the one hand, administration to execute with success the functions allot- Confederation? Compare this with how other question(s) in the historical passage; read historical I was summoned by my country, whose voice I can never ted to his charge. In tendering this homage to the Great countries were being governed at the time. narratives imaginatively hear but with veneration and love, from a retreat which I Author of every public and private good, I assure myself b. What might have happened if the new · Historical analysis and interpretation: identify the author had chosen with the fondest predilection, and, in my flat- that it expresses your sentiments not less than my own, or source of the historical document or narrative; government had failed? tering hopes, with an immutable decision, as the asylum of nor those of my fellow-citizens at large less than either. hypothesize the influence of the past c. What might have happened if someone other my declining years—a retreat which was rendered every No people can be bound to acknowledge and adore the · Historical research: obtain historical data; interrogate than Washington had been elected President? day more necessary as well as more dear to me by the Invisible Hand which conducts the affairs of men more historical data d. In what ways had the country changed in the addition of habit to inclination, and of frequent interrup- than those of the United States. Every step by which they four years between the first and second tions in my health to the gradual waste committed on it by have advanced to the character of an independent nation Materials: inaugurations? How did those changes affect time. On the other hand, the magnitude and difficulty of seems to have been distinguished by some token of provi- Washington’s approach to his second term the trust to which the voice of my country called me, dential agency; and in the important revolution just accom- · Biographical information on George Washington in office? · Transcripts of George Washington’s first and second being sufficient to awaken in the wisest and most experi- plished in the system of their united government the tran- inaugural addresses enced of her citizens a distrustful scrutiny into his qualifica- quil deliberations and voluntary consent of so many dis- 5. Distribute copies of the inaugural addresses and the · “Giving Speeches: George Washington’s First and tions, could not but overwhelm with despondence one tinct communities from which the event has resulted can worksheet, “Giving Speeches: George Washington’s Second Inaugural Addresses” student worksheet who (inheriting inferior endowments from nature and not be compared with the means by which most govern- First and Second Inaugural Address.” Have them com- unpracticed in the duties of civil administration) ought to ments have been established without some return of pious plete Part One of the worksheet. Discuss their answers. be peculiarly conscious of his own deficiencies. In this con- gratitude, along with an humble anticipation of the future Procedures: flict of emotions all I dare aver is that it has been my faith- blessings which the past seem to presage. These reflections, . Discuss the purpose of the President of the United . Ask the students to write a newspaper article about ful study to collect my duty from a just appreciation of arising out of the present crisis, have forced themselves too States giving an inaugural address. Washington’s first or second inaugural address. They every circumstance by which it might be affected. All I strongly on my mind to be suppressed. You will join with should assume the role of a newspaper reporter covering dare hope is that if, in executing this task, I have been too me, I trust, in thinking that there are none under the influ- . Ask the students to: the content of the speech and any events surrounding much swayed by a grateful remembrance of former ence of which the proceedings of a new and free govern- a. Describe their impressions of any inaugural inauguration day. Remind them to include the “who, instances, or by an affectionate sensibility to this transcen- ment can more auspiciously commence. speeches they have heard or read what, when, where, and why”of good journalism. b. Reflect on the mood or spirit of the country dent proof of the confidence of my fellow-citizens, and on inauguration day Consider This have thence too little consulted my incapacity as well as By the article establishing the executive department it is disinclination for the weighty and untried cares before me, made the duty of the President “to recommend to your c. Describe events or festivities that surround George Washington’s inauguration as the first President of my error will be palliated by the motives which mislead consideration such measures as he shall judge necessary current inaugurations the United States might have also been the last. The govern- me, and its consequences be judged by my country with and expedient.” The circumstances under which I now ment of the new nation had been invented by the people . Ask the students to: some share of the partiality in which they originated. meet you will acquit me from entering into that subject fur- whom it would govern. This had never happened before, a. Research the circumstances and events leading ther than to refer to the great constitutional charter under and many believed that this “great experiment” would fail. up to Washington’s first inauguration Such being the impressions under which I have, in obedi- which you are assembled, and which, in defining your The situation called for a person of unimpeachable charac- b. Describe the mood and spirit of the people ence to the public summons, repaired to the present sta- powers, designates the objects to which your attention is ter—a leader who was recognized and respected by all, of the country at the time of Washington’s tion, it would be peculiarly improper to omit in this first to be given. It will be more consistent with those circum- whether they agreed with his policies or not. George first inauguration official act my fervent supplications to that Almighty Being stances, and far more congenial with the feelings which Washington was the only person in the nation who was c. Explain the importance of this particular who rules over the universe, who presides in the councils actuate me, to substitute, in place of a recommendation of held in such high esteem, and he was unanimously elected inauguration of nations, and whose providential aids can supply every particular measures, the tribute that is due to the talents, to the newly created office of President.

National Portrait Gallery, Smithsonian Institution 19 20 National Portrait Gallery, Smithsonian Institution the rectitude, and the patriotism which adorn the characters my duty required that I should renounce every pecuniary ? selected to devise and adopt them. In these honorable compensation. From this resolution I have in no instance qualifications I behold the surest pledges that as on one departed; and being still under the impressions which side no local prejudices or attachments, no separate views produced it, I must decline as inapplicable to myself any Part One Second Inaugural Address 1. What is the message of Washington’s second nor party animosities, will misdirect the comprehensive share in the personal emoluments which may be indispens- inaugural address? and equal eye which ought to watch over this great assem- ably included in a permanent provision for the executive First Inaugural Address blage of communities and interests, so, on another, that department, and must accordingly pray that the pecuniary 1. How does Washington feel about being elected the foundation of our national policy will be laid in the estimates for the station in which I am placed may during President of the United States? pure and immutable principles of private morality, and the my continuance in it be limited to such actual expenditures preeminence of free government be exemplified by all the as the public good may be thought to require. 2. Why do you think Washington kept this speech attributes which can win the affections of its citizens and so short? command the respect of the world. I dwell on this prospect Having thus imparted to you my sentiments as they have with every satisfaction which an ardent love for my country been awakened by the occasion which brings us together, 2. Why does Washington accept the job if he has can inspire, since there is no truth more thoroughly estab- I shall take my present leave; but not without resorting reservations? lished than that there exists in the economy and course of once more to the benign Parent of the Human Race in nature an indissoluble union between virtue and happiness; humble supplication that, since He has been pleased to between duty and advantage; between the genuine maxims favor the American people with opportunities for deliberat- 3. How does this speech differ from the first of an honest and magnanimous policy and the solid ing in perfect tranquillity, and dispositions for deciding inaugural address? rewards of public prosperity and felicity; since we ought to with unparalleled unanimity on a form of government for be no less persuaded that the propitious smiles of Heaven the security of their union and the advancement of their can never be expected on a nation that disregards the happiness, so His divine blessing may be equally conspicuous eternal rules of order and right which Heaven itself has in the enlarged views, the temperate consultations, and the 3. To what is he referring when he uses the word ordained; and since the preservation of the sacred fire of wise measures on which the success of this Government “experiment”? Characterize the significance of this liberty and the destiny of the republican model of govern- must depend. experiment and reflect on what was at stake if it 4. Is what Washington referred to as the “experiment” ment are justly considered, perhaps, as deeply, as finally, failed. In what way could this experiment also be still working? How? staked on the experiment entrusted to the hands of the From: http://www.bartleby.com//pres.html called the “second American Revolution”? American people.

Besides the ordinary objects submitted to your care, it will George Washington’s remain with your judgment to decide how far an exercise Second Inaugural Address 5. How does the “experiment” continue to work after of the occasional power delegated by the fifth article of the he decides not to seek another presidential term? Constitution is rendered expedient at the present juncture Fellow Citizens by the nature of objections which have been urged against the system, or by the degree of inquietude which has given I AM again called upon by the voice of my country to birth to them. Instead of undertaking particular recommen- execute the functions of its Chief Magistrate. When the dations on this subject, in which I could be guided by no occasion proper for it shall arrive, I shall endeavor to lights derived from official opportunities, I shall again give express the high sense I entertain of this distinguished way to my entire confidence in your discernment and honor, and of the confidence which has been reposed in 4. In what document is the power of the President pursuit of the public good; for I assure myself that whilst me by the people of united America. designated? you carefully avoid every alteration which might endanger Part Two the benefits of an united and effective government, or Previous to the execution of any official act of the President which ought to await the future lessons of experience, 5. How does Washington describe the government? the Constitution requires an oath of office. This oath I am Imagine you are a newspaper reporter. You are covering the a reverence for the characteristic rights of freemen and now about to take, and in your presence: That if it shall a regard for the public harmony will sufficiently influence inaugural addresses by George Washington for your local be found during my administration of the Government newspaper. Write a news story about Washington’s first your deliberations on the question how far the former I have in any instance violated willingly or knowingly the can be impregnably fortified or the latter be safely and or second inaugural address. Like every good journalist, injunctions thereof, I may (besides incurring constitutional remember to answer the following questions in your story: advantageously promoted. punishment) be subject to the upbraidings of all who are 6. Describe what you think is the overall message Washington is trying to convey in this address. now witnesses of the present solemn ceremony. a. Who attended the inauguration? To the foregoing observations I have one to add, which b. Where did the address take place? will be most properly addressed to the House of Represen- From: http://www.bartleby.com//pres.html c. When did the address take place? tatives. It concerns myself, and will therefore be as brief d. What—if anything—happened during as possible. When I was first honored with a call into the the address? service of my country, then on the eve of an arduous e. How well did George Washington do as a struggle for its liberties, the light in which I contemplated ? public speaker on these occasions?

National Portrait Gallery, Smithsonian Institution 21 22 National Portrait Gallery, Smithsonian Institution Teacher’s Guide I ● ■ ▲ Student Worksheet

Of Human Bondage: George Washington Of Human Bondage: George Washington and the Issue of Slavery and the Issue of Slavery

Objectives: Procedures for Read the following documents by George Washington . To Lawrence Lewis (a nephew of Washington), and then answer the following questions for each one. · To read and interpret four documents George Washington elementary-level students: August ,  wrote regarding his slaves and the issue of slavery “Dear Sir: Your letter of the th ulto has been received, . Distribute the four passages written by George · and I am sorry to hear of the loss of your servant; but it To analyze the reasons why Washington was conflicted Washington relating to slaves and the slavery issue. You Documents is my opinion these elopements will be MUCH MORE, over the issue of slavery may wish to abridge the longer documents. Have the . To Josiah Thompson (captain of the schooner Swift), · before they are LESS frequent: and that the persons making To discuss the evolution of Washington’s attitude toward students read them once on their own. Then, read the July ,  them should never be retained, if they are recovered, as slavery documents out loud together as a class. · To explain the significance of Washington’s eventual “Sir, they are sure to contaminate and discontent others. I wish from my soul that the Legislature of this State could freeing of his slaves . Ask the students to answer the questions from Part One With this Letter comes a Negro (Tom) which I beg the see the policy of a gradual Abolition of Slavery; It would of the “Of Human Bondage: George Washington and favour of you to sell, in any of the Islands you may go to,  prevt. much future mischief.” Related standards the Issue of Slavery” worksheet. Have them answer the for whatever he will fetch, & bring me in return for him questions out loud in class to ensure their understanding. One Hhd of best Molasses in historical thinking: One Ditto of best Rum . Last Will and Testament, July ,  · Chronological thinking: identify the temporal structure “Item Upon the decease of my wife, it is my Will and desire . Tell the students to make a timeline of the documents One Barrl of Lymes—if good & Cheap of a historical narrative; establish temporal order in that all the Slaves which I hold in my own right, shall to help them trace the development of Washington’s One Pot of Tamarinds—contg about  lbs. constructing historical narratives; create timelines receive their freedom. To emancipate them during her life, thoughts on slaves and slavery. They should include the Two small Do of mixed Sweetmeats—abt  lb. each · Historical comprehension: identify the author or source would, tho’ earnestly wished by me, be attended with such document’s date, type (letter, will, etc.), and purpose. And the residue, much or little, in good old Spirits of the historical document or narrative; reconstruct the That this Fellow is both a Rogue & Runaway (tho. insuperable difficulties on account of their intermixture by literal meaning of a historical passage; identify the central . Ask the students to discuss how Washington’s attitude he was by no means remarkable for the former, and Marriages with the Dower* Negroes, as to excite the most question(s) the historical narrative addresses; read toward slavery changed. Ask them to discuss the never practised the latter till of late) I shall not pretend painful sensations, if not disagreeable consequences from historical narratives imaginatively; appreciate and evidence significance of his freeing his slaves in his will. to deny—But that he is exceeding healthy, strong, and good the latter, while both descriptions are in the occupancy of historical perspectives at the Hoe, the whole neighbourhood can testifie & partic- the same Proprietor; it not being in my power, under the · Historical analysis and interpretation: compare and contrast tenure by which the Dower Negros are held, to manumit Procedures for middle- ularly Mr Johnson and his Son, who have both had him differing sets of ideas, values, personalities, behaviors, and under them as foreman of the gang, which gives me reason them. And whereas among those who will receive freedom institutions; consider multiple perspectives; analyze cause- and upper-level students: to hope he may, with your good management, sell well, according to this devise, there may be some, who from old and-effect relationships and multiple causation, including . Ask the students to read the four passages from if kept clean & trim’d up a little when offerd to Sale. age or bodily infirmities, and others who on account of the importance of the individual and the influence of ideas documents written by George Washington relating to I shall very chearfully allow you the customary their infancy, that will be unable to support themselves; it · Historical research capabilities: formulate historical slaves and the slavery issue. Have them complete the Commissions on this affair, and must beg the favour of you is my Will and desire that all who come under the first and questions; obtain historical data; interrogate historical data; worksheet, “Of Human Bondage: George Washington (least he shoud attempt his escape) to keep him handcuffd second description shall be comfortably cloathed and fed marshal contextual knowledge and perspectives of the time and the Issue of Slavery,” for each document. till you get to Sea—or in the Bay—after which I doubt not by my heirs while they live; and that such of the latter and place to construct a story, explanation, historical but you may make him very useful to you. description as have no parents living, or if living are unable, narrative, or interpretation . Divide the class into three groups. Assign each group I wish you a pleasant and prosperous Passage, and a or unwilling to provide for them, shall be bound by the · Historical issues-analysis and decision making: identify one of the three sides of George Washington listed safe & speedy return, being Sir, Yr Very Hble Servt” Court until they shall arrive at the age of twenty five years; issues and problems in the past; analyze the interests and below. Ask the students to research the topic and and in cases where no record can be produced, whereby values of the various people involved; identify causes of prepare a presentation on it. . “Reflection on Slavery,” circa ‒ their ages can be ascertained, the judgment of the Court a problem or dilemma; formulate a position or course a. George Washington as a politician “The unfortunate condition of the persons, whose labour upon its own view of the subject, shall be adequate and of action on an issue; evaluate the implementation of a b. George Washington as a human being in part I employed, has been the only unavoidable subject final. The Negros thus bound, are (by their Masters or decision c. George Washington as a businessman of regret. To make the Adults among them as easy & as Mistresses) to be taught to read and write; and to be comfortable in their circumstances as their actual state of brought up to some useful occupation, agreeably to the Materials: . Ask each group to select a spokesperson to present ignorance & improvidence would admit; & to lay a founda- Laws of the Commonwealth of Virginia, providing for the · Biographical information on George Washington that their remarks. Hold a class discussion following the tion to prepare the rising generation for a destiny different support of Orphan and other poor Children. And I do mentions the slavery issue oral presentations. from that in which they were born; afforded some satisfac- hereby expressly forbid the Sale, or transportation out of · “Of Human Bondage: George Washington and the tion to my mind, & could not I hoped be displeasing to the the said Commonwealth, of any Slave I may die possessed Issue of Slavery” student worksheet justice of the Creator.” of, under any pretence whatsoever. And I do moreover · Pencils or pens most pointedly, and most solemnly enjoin it upon my

National Portrait Gallery, Smithsonian Institution 23 24 National Portrait Gallery, Smithsonian Institution Executors hereafter named, or the Survivors of them, to see 7. How would you interpret Washington’s attitude that this clause respecting Slaves, and every part thereof be toward slavery based on this document? Teacher’s Guide I ● ■ religiously fulfilled at the Epoch at which it is directed to take place; without evasion, neglect or delay, after the Crops which may then be on the ground are harvested, Hidden George Washington: particularly as it respects the aged and infirm; Seeing that Word Search with a Twist a regular and permanent fund be established for their Support so long as there are subjects requiring it; not trust- ing to the uncertain provision to be made by individuals. Objectives: Procedures for middle- And to my Mulatto man William (calling himself William · To identify significant people, places, events, and Lee) I give immediate freedom; or if he should prefer it Part Two and upper-level students: milestones in George Washington’s personal and (on account of the accidents which have befallen him, and Compare and contrast the documents. . Ask the students to read an overview of George professional life which have rendered him incapable of walking or of any Washington’s life to become familiar with the people, · To find the words hidden in a word search puzzle active employment) to remain in the situation he now is, it 1. Do the four documents show a change in places, events, and milestones in his personal and shall be optional in him to do so: In either case however, Washington’s attitude regarding his slaves professional life. I allow him an annuity of thirty dollars during his natural and slavery? Explain your answer. Related standards life, which shall be independent of the victuals and cloaths in historical thinking: . Ask the students to complete the “Hidden George Washington: Word Search with a Twist” clues he has been accustomed to receive, if he chuses the last · Chronological thinking: distinguish between past, present, worksheet by filling in the answers in the appropriate alternative; but in full, with his freedom, if he prefers the and future time; establish temporal order; interpret data spaces. Make sure their answers are correct before first; and this I give him as a testimony of my sense of his presented in timelines attachment to me, and for his faithful services during the they continue with the word search!  · Historical analysis and interpretation: compare and contrast Revolutionary War.” differing sets of ideas, values, personalities, and behaviors; . After the students have answered the questions, ask analyze cause-and-effect relationships and multiple causa- them to list the correct words on a separate piece of *Dower Negroes refers to those slaves brought to the tion, including the importance of the individual, the marriage by Martha Washington. paper. Tell them to use the correct word answers to influence of ideas, and the role of chance solve the word search puzzle. 2. What do you think contributed to Washington’s changing attitude? Materials: Answer Sheet · Biographical information about George Washington Hidden George Washington: Word Search Clues and Puzzle Part One · “Chronology of George Washington’s Life” student . Virginia . American Revolution 1. When was the document written? introductory reading material . Ferry Farm . Commander in chief · “Hidden George Washington: Word Search with a Twist” . Surveyor . Trenton . Horseback riding . Valley Forge clues student worksheet . William Lee . President 2. How old was Washington when he wrote it? · “Hidden George Washington: Word Search with a Twist” . Planter . The Jay Treaty puzzle worksheet . Rules of Civility . Political parties · Pencils or pens . Mount Vernon . Two terms . Martha Custis 3. What was Washington’s occupation at the time he wrote it? Procedures for T N E D I S E R P N H I J R P A Y G Y T T Z Part Three YGTMEKAGAQBQSUOMQJQXWT 1. Explain how slavery might be justified by an elementary-level students: F E R R Y F A R M Y P L O L L E M A T I O A 4. Was the document personal and private or public? eighteenth-century Virginian. . Hand out the “Hidden George Washington: Word A U B T Y A N Q K W M I S E I R X R R T I I G M W Z W I F Z D A Q I P S T I V M E B E N Search with a Twist” puzzle worksheet. Z N E V G O B Y I N T L K O I C P M N A R I S V I R A Z T G R S A J S F C A P V T O M G 5. What type of document is it? . Give the students the list of hidden words from the F O I D I L D E U N C Z N C A N J I O D S R N V N R I O L C T J E U P I L R O W N Z Q I answer sheet. Explain that all of the hidden words are T C X G V R A E H M E F T V P E Y I I F I V people, places, events, or milestones that were important R E X I O H R N Y T S E D I A V T L L D K T in Washington’s life. Ask them to find the words hidden L W L N T J U C R F R C A L R O A L J F H S I S M R B S W A A E O L T I T L E L G P X R in the puzzle. C H A S I S L A G B V R Q T I U R I K T N I 6. What is the main message or purpose of ? F M O G N I S D Y S E O G Y E T T A Q P J F the document? . After they have found the hidden words, discuss with A I X L T X O V W A J S L E S I Y M K B I Y G N I D I R K C A B E S R O H O A L B Q Y I the students the importance of each in Washington’s life. Z O M E L N P U B J I A P O T N J E R P D N G N T P S U R V E Y O R P B H I E E V T G K R T Z E N E P K J W H M X G I U H X Z J N J F E I H C N I R E D N A M M O C T N Y C E X Notes M O U N T V E R N O N T I L I C Q W E I X R 1. George Washington, Writings, ed. John Rhodehamel (New York: Library of America, ), p. . 2. Ibid., pp. –. 3. Ibid., p. . 4. Ibid., pp. –.

National Portrait Gallery, Smithsonian Institution 25 26 National Portrait Gallery, Smithsonian Institution Student Worksheet Student Worksheet

Hidden George Washington: Hidden George Washington: Word Search with a Twist q Word Search with a Twist H Part One Part Two

Word search clues: Answer the following questions about George Washington. Word Search Find the answers hidden in the word search puzzle worksheet. Using the answers from the word search clues, circle the words hidden in the puzzle. They may be written for- wards, backwards, or on the diagonal. Hint: Multiword answers are not separated by a space in the word search. 1. Washington was born in this colony: ______2. He grew up here and inherited it when his father died: ______T N E D I S E R P N H I J R P A Y G Y T T Z 3. In his first job, he determined the boundaries of farms and was called a land ______. YG TMEKAGAQBQSUOMQJQXWT 4. This sport was one of Washington’s favorite daily activities. He was considered an expert at it. F E R R Y F A R M Y P L O L L E M A T I O A ______A U B T Y A N Q K W M I S E I R X R R T I I 5. The personal servant who was freed after Washington’s death: ______G M W Z W I F Z D A Q I P S T I V M E B E N 6. When not serving as a soldier or a politician, Washington was a ______. Z N E V G O B Y I N T L K O I C P M N A R I 7. He copied these in his best handwriting. They gave him ideas about how an S V I R A Z T G R S A J S F C A P V T O M G eighteenth-century gentleman should behave. ______F O I D I L D E U N C Z N C A N J I O D S R 8. Washington’s beloved home: ______NVNRIOLCT J EUP I LROWNZQ I 9. She was five feet tall and brought to their marriage thousands of acres of land and many slaves: T C X G V R A E H M E F T V P E Y I I F I V ______R E X I O H R N Y T S E D I A V T L L D K T 10. The war fought for independence from Great Britain was the ______. L W L N T J U C R F R C A L R O A L J F H S

11. George Washington’s position during the American Revolution: I S M R B S W A A E O L T I T L E L G P X R ______C H A S I S L A G B V R Q T I U R I K T N I 12. Washington defeated British forces here, in a surprise nighttime attack on Christmas Day, 1776: F M O G N I S D Y S E O G Y E T T A Q P J F ______A I X L T X O V W A J S L E S I Y M K B I Y 13. Washington and his troops spent a harsh winter here in 1777: ______G N I D I R K C A B E S R O H O A L B Q Y I 14. Washington was the unanimous choice for this position twice: ______Z O ME L N P U B J I A P O T N J E R P D N 15. It allied the country with our former enemy, England, at the expense of our ally, France. G N T P S U R V E Y O R P B H I E E V T G K ______R T Z E N E P K J W H M X G I U H X Z J N J 16. During his presidency, Washington worried about the rise of these: ______F E I H C N I R E D N A M M O C T N Y C E X

17. Washington served ______, setting a precedent for limits of presidential M O U N T V E R N O N T I L I C Q W E I X R power by not seeking an additional one.

National Portrait Gallery, Smithsonian Institution 27 28 National Portrait Gallery, Smithsonian Institution Teacher’s Guide I For Further Research www.georgewashington.si.edu

Resources, Outside Reading, and Websites An additional lesson plan, “The Proper Gentleman: George Washington and the Rules of Civility,” is available on the National Portrait Gallery’s Lansdowne website, at www.georgewashington.si.edu

Books Welsbacher, Anne. George Rosenburg, John M. First in Peace: Magazines Internet http://www.virginia.edu/gwpapers http://www.ushistory.org/ The National Portrait Washington. Minnesota: ABDO George Washington, the Constitution Documents and articles provid- valleyforge/washington/index.html Publishing Company, . and the Presidency. Connecticut: Gallery thanks the Elementary level “George Washington.” Cobblestone: Encyclopedia biographies ing biographical information The website for Historic Valley Brief illustrated biography that Millbrook Press, . The History Magazine for Young on George Washington Forge, which includes historical following members also includes charts, glossary, A biography that highlights from the George Washington background information Adler, David A. A Picture Book People , no.  (April ). http://www.bartleby.com// of our National and recommended Internet sites. Washington’s life and career Papers on the University of and transcripts of primary of George Washington. New York: Issue devoted to articles about ws/WshngtnG.html Holiday House, . from his involvement in the George Washington as a farmer, Virginia’s website. source material. Grassroots Educator Middle- and upper-level Constitutional Convention A general biography designed A short illustrated biography soldier, President, and owner for grades six and above from Advisory Board for to his death in ; primary http://www.virginia.edu/ Online sources that include accompanied by an audio book of slaves. the Columbia Encyclopedia. for elementary level students. Falkof, Lucille. George Washington: source material from gwpapers/faq/survey.html biographical information, as reviewing this Teacher 1st President of the United States. Washington’s journals and Image of the survey of well as links to other sites “Slavery at Mount Vernon.” http://gi.grolier.com/presidents/ Resource Guide: Oklahoma: Garrett Educational other writings are included. the turnip field surveyed about George Washington D’Aulaire, Ingri, and Edgar Parin Footsteps: African American History , ea/bios/pwash.html Corporation, . by George Washington, D’Aulaire. George Washington. New no.  (November–December ). A general biography designed Biography of Washington’s Sims, Camelia, and Laura Gore. in , from the George http://.../Almanack/ York: Doubleday, . Articles related to the slaves who for grades six and above from William E. Amburn life from his childhood George Washington: A Timeless Hero. Washington Papers. people/bios/biowash.htm Simple, illustrated biography worked at Washington’s home, Encyclopedia Americana. that highlights major events in through his death; includes Los Angeles: ZANA International, Washington’s changing views Brief biography of George Sandranel Bahan an annotated bibliography. . Online exhibitions and Washington and other informa- Washington’s life. on slavery, and current archaeo- http://gi.grolier.com/presidents/ Peder C. C. Butenhoff Straightforward biography historic sites related to tion on Colonial America logical projects. nbk/bios/pwash.html Kelly S. Curtright Fontes, Ron. George Washington: Ferrie, Richard. The World Turned that traces major events in George Washington from Historical Almanack. Upside Down: George Washington Washington’s life and explores A general biography of Solider, Hero, President. New York: Washington designed for grades Susan J. Gabbard and the Battle of Yorktown. New issues of character and http://www.americaslibrary.gov/ http://www.theamericanpresiden- Dorling Kindersley, . three through eight from the York: Holiday House, . religious beliefs. cgi-bin/page.cgi cy.net/st.htm Linda Guiffreda-Baker Biography of Washington that New Book of Knowledge. discusses his childhood and life A look at George Washington’s “Meet Amazing Americans: Background information Bretta Noble Gunther role in the Battle of Yorktown, Upper level America’s Story from America’s and a bibliography on George as a farmer, statesman, general, http://www.wbol/wbPage/na/ which led to the defeat of the Library,” from the Library of Washington with links to Kathy Hanson and President. ar/co/ British during the American Flexner, James Thomas. Washington: Congress; includes biographical related websites, from the Lynnette Jordan An extensive general biography Revolution. The Indispensable Man. Boston: information and primary website The American Presidency: Giblin, James. George Washington: for grades five and above Richard H. Killgore A Picture Book Biography. New Little Brown, . source material. Selected Resources. Foster, Genevieve, and Joanna One-volume biography that from World Book Online Lana J. Mahoney York: Scholastic, . Americas Edition. An illustrated biography that Foster. George Washington’s World. explores Washington’s http://www.hsd.org/GW.htm http://www.americanpresident.org John F. Mueller highlights Washington’s family Massachusetts: Beautiful Feet multifaceted life and complex “George Washington, Man, Myth, Information from the website Books, . character in detail. Online sources for Denise North life and career. The book also primary materials Memory,” from the Delaware for the PBS television series includes information on myths, Illustrated look at the life and History Museum’s website. The American President. Amy Oxley times of George Washington Washington, George. Writings. legends, and monuments to him. http://www.bartleby.com// that includes period information Edited by John Rhodehamel. http://lcweb.loc.gov/ammem/gw http://www.nara.gov/ Susan Turner Purvis pres.html on women, Native Americans, New York: Library of America, html/gwhome.html publications/prologue/george.html Gross, Ruth Belov. If You Grew Up Text of Washington’s two Anthony Quarles and African Americans. . The largest collection of original “The Surprising George with George Washington. New York: inaugural addresses from Extensive collection of the Washington documents in the Washington,” an article by Timothy Rose Scholastic, . Bartleby.com. A description of what it was like Kallen, Stuart A. George Washington. writings of George Washington world is the George Washington Richard Norton Smith from Candy Schneider Minnesota: ABDO Publishing from  to . Papers from the Library of the National Archives’s website. to grow up in the times of http://www.indiana.edu/~liblilly/ Company, . Congress; consists of approxi- Deborah Schwartz George Washington. history/george.html Illustrated biography that looks mately , documents. http://www.potus.com/ Two documents written by Alice W. Schwarz at major events in Washington’s gwashington.html Harness, Cheryl. George Washington. Washington, including his letter life; includes timeline, http://www.mountvernon.org/ Background information on Barb Schwarz Washington, D.C.: National to John Langdon accepting the recommended Internet sites, The home page for George George Washington with links Geographic Society,  presidency, April , , and Lonni Skrentner and a glossary. Washington’s Mount Vernon to related George Washington Illustrated biography that covers his survey of Daniel Osborne’s Estate and Gardens, which websites from the Internet Public Derek Treichelt Washington’s childhood, life as land, March , . From the Marrin, Albert. George Washington includes many educational Library, POTUS. a farmer, participation in the American History Documents Clyde Etta Tyler and the Founding of a Nation. resources appropriate for American Revolution, and role collection at Indiana University’s New York: Dutton Children’s students and teachers, including Don L. Warren, and as the first President. Lilly Library. Books, . a good biography of Washington. Rebecca Whitfield. A richly illustrated biography Keller, Kristin Thoennes. George http://www.mountvernon.org/ Miscellaneous that focuses on Washington’s http://www.npg.si.edu/exh/gw/ Washington. Minnesota: Bridgestone education/biography/civility.asp military career, but also includes gwexh.htm http://library.thinkquest.org/ Books, . Information about the “Rules of information on most aspects “George and Martha: Portraits /contents/personalities/ Illustrated biography that Civility” from the official Mount of his life, politics, and views from the Presidential Years,” gwashington/gw.html highlights important events in Vernon website. Washington’s life; includes on slavery. from the National Portrait Information on politics and Gallery, Smithsonian Institution, political campaigns from the maps, timeline, glossary, and http://www.padrak.com/ recommended print and Old, Wendie C. George Washington. website. ThinkQuest Library website. Berkeley Heights, N.J.: Enslow masonry/THANKSG.html Internet sources. Washington’s “Thanksgiving Publishers, . http://www.state.ma.us/sec/ http://www.sscnet.ucla.edu/ Proclamation” from PADRAK A general biography. mus/musexe/muswash/ nchs/standards/ Santella, Andrew. George (Personal Assistance and washtext.htm#inmass Internet site for National Washington. Minnesota: Compass Development through Research Resources related to the time Standards for History. Point Books, . and Acquired Knowledge). Brief illustrated biography George Washington spent that covers major events in in Massachusetts, from the http://www.surveyhistory.org Washington’s life; includes Commonwealth of Internet site for the Virtual important dates and glossary. Massachusetts’s website. Museum of Surveying.

National Portrait Gallery, Smithsonian Institution 29 30 National Portrait Gallery, Smithsonian Institution Smithsonian National Portrait Gallery

©2002 Smithsonian Institution

These educational materials were produced in conjunction with “George Washington: A National Treasure,” an exhibition organized by the National Portrait Gallery, Smithsonian Institution, and made possible through the generosity of the Donald W. Reynolds Foundation.

The Museum of Fine Arts, Houston Houston, Texas

Las Vegas Art Museum Las Vegas, Nevada

Los Angeles County Museum of Art Los Angeles, California

Seattle Art Museum Seattle, Washington

The Minneapolis Institute of Arts Minneapolis, Minnesota

Oklahoma City Museum of Art Oklahoma City, Oklahoma

Arkansas Arts Center Little Rock, Arkansas

The Metropolitan Museum of Art New York, New York