The Two Georges An ADE Social Studies Trade Book Lesson

Author ADE Content Specialists Grade Level 5th Grade Duration 2 class periods

Aligns To Connects To Social Studies Strand 1: American History Concept 4: Revolution and New Nation PO 3. Identify the impact of the following individuals on the Revolutionary War: a. Benjamin Franklin b. Thomas Jefferson c. George Washington d. Patrick Henry e. Thomas Paine f. King George III

Reading Strand 1: Reading Process Concept 6: Comprehension PO. 4. Use graphic organizers in order to clarify the meaning of the text.

Writing Strand 3: Writing Applications Concept 2: Expository PO 2. Write an expository paragraph that contains: a. a topic sentence b. supporting details c. relevant information

Overview George Washington and King George III were on different sides during the Revolutionary War but had a great deal in common. By hearing about their lives before and during the Revolutionary War, students will better understand the roles of these two men in their countries’ affairs.

Purpose This lesson will illustrate the lives and roles of George Washington and King George III during the American Revolution.

Arizona Department of Education 1 Two Georges

Materials • George vs. George by Rosalyn Schanzer • Student worksheets – one per student -or regular paper can be used (a Venn Diagram can be used if the teacher prefers) • Writing materials

Objectives

Students will: • Identify the impact of George Washington and King George III on the Revolutionary War • Write a paragraph comparing George Washington to King George III

Lesson Components

Prerequisite skills: Students will have completed study of Strand 1, Concept 4, PO 1 and 2; a study of the events leading to and during the Revolutionary War. This lesson identifies the impact of two individuals on those events.

For this lesson, we will be using various pages of this book, rather than the entire book. If time permits, you can use or assign the reading of the entire book.

Session 1

1. Introduce the lesson by reviewing key events and individuals students have learned about in their study of the Revolutionary War. State that today students will hear parts of a book titled George vs. George that looks at the American Revolution from both sides.

2. Begin by reading the Introduction (p.7). Hand out the 3 student worksheets for students to use. As you read the next sections of the book (p. 8-15), have students begin to fill out the charts, listing ways in which the two men were similar and different (one page for Washington, one for King George, one for how they’re alike).

3. Discuss ways in which the men were alike in their backgrounds. Share that when the American Revolution began, these two men led their countries into battle and greatly impacted the outcome of the war. Tell students that you will continue reading in this book and they will learn more about these two important people and their impact on the war. As you read, students will be listening for ways in which George Washington and King George III influenced or reacted to events of the Revolutionary War. They will list them on the worksheet included in the lesson. Tell them they will later use their lists to write a paragraph comparing the two men.

4. To show the extent of their impact as the war began, read aloud the paragraph about King George on the top of page 32 and the paragraph on George Washington on the top of page 34.

5. Next you will be reading “The Tides of War 1776-1783” (pp. 38 - 47) and “The Final Battle” (pp. 50 - 53) aloud, with students continuing to record notes as before. For this

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section, you can set the stage by saying,” The war has begun, the Declaration of Independence has been signed, and we continue with the story on Christmas, 1776.”

6. When you have finished reading, tell students that next time they will be using information from their notes to write a paragraph comparing the lives and roles of George Washington and King George III during the Revolutionary War.

Session 2

1. Have students review their notes about the two Georges. Remind them that they will use those notes to write a paragraph comparing the lives and roles of George Washington and King George III during the Revolutionary War. They must include at least 3 facts about each man’s life and 3 facts about the role or actions of each man during the war (total of 12 facts).

2. After paragraphs are completed, review with students what they have learned about the two Georges.

Assessment Student writing will be used for assessment. Mastery will be 2 correct facts about each man’s life and 2 correct facts about each man’s role or actions during the war.

Student writing can also be assessed using a 6 Traits Rubric concentrating on traits of the teacher’s choice.

Extensions Students may enjoy hearing the “end” of the story – what happened to King George III and what George Washington did next. Read pages 54 – 57 to the students.

Sources Schanzer, R. George vs. George. Washington D.C.: National Geographic, 2004. ISBN 0-7922- 7349-4.

Arizona Department of Education 3 Two Georges

Teacher Key- possible answers for student notes

Similarities- Had light blue eyes and reddish-brown hair Were athletic and dignified in appearance Over 6 feet tall Honest and popular with the public Liked simple food and preferred plain clothes Interested in farming Were excellent horsemen and loved hunting

Roles/ actions during the war

George Washington He took command of the Continental Army on July 3, 1775. He took immediate steps to build a professional army. He decided to chance a surprise attack on the Hessians (Trenton) He crossed ice-choked Delaware River in blinding sleet and snow His army won the Battle at Trenton and several more to turn the entire war around. Washington and his men suffered through another freezing winter without supplies. Washington accepted the British surrender at Yorktown.

King George III He officially stated the colonists were rebel outlaws “misled by dangerous and ill-designing Men …traitorously preparing War.” He enlisted more troops in Britain. He hired German troops. He sent ships to blockade the American coast so the colonists couldn’t get any outside supplies. At first thought loyal subjects would return their allegiance to the crown. He was thrilled at the British take over of Philadelphia, America’s capital city. He agonized and was concerned over loss at Saratoga. He hid his concern by making merry in public and paid no attention to anyone who thought the British would lose. He was so humiliated by the loss that he almost gave up his throne.

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