Summary
Students look at the various precedents set by George Washington’s presidency, examining the idea of precedent and applying it to the actions of Washington as described in a text. They will use that information to create a Bento Box illustrating those precedents and summarize their learning with the 3 - 2 - 1 strategy.
Essential Question(s)
Where should power and authority lie? How do decisions of the past impact the present?
Learning Objectives
Identify the major characteristics of George Washington’s presidency.
Examine the importance of the precedents set by George Washington’s presidency.
Snapshot
Engage
Students will watch a short video of a performance of “One Last Time” from the musical Hamilton and answer questions about its meaning.
Explore
Students will use a Frayer model to explore the idea of precedent.
Explain
Students will read about the precedents that George Washington set and use the Why-lighting strategy to analyze the text.
Extend
Students will use the Bento Box strategy to examine the various precedents that George Washington established.
Evaluate
Students will demonstrate their understanding and share questions using the 3 - 2 - 1 strategy.
Materials
Lesson Slides (attached)
Frayer Model handout (attached; one per student)
George Washington’s Precedent-Setting Presidency handout (attached; one per student)
Highlighters
Pencils
Preparation
Source a definition of the term “precedent” that is appropriate for your students as this may be a term that is new for them. Copy Frayer model handouts and reading handouts for each student prior to class.
Engage
10 Minute(s)
Begin the lesson by introducing the lesson’s essential questions and learning objectives on slides 3 and 4.
Preview the video with students by walking through the questions on slide 5 so that they know what to look for as they view the clip. On slide 6, watch the video of “One Last Time” from the musical Hamilton and ask students to record their answers to the questions. (You may choose to watch the video once, then play it again, and let students answer the questions.)
Explain to students that they will be looking at Washington’s presidency and exploring some of the items mentioned in the song as important issues within his presidency.
Explore
15 Minute(s)
Distribute the Frayer Model handouts.
Show students the instructions for completing the Frayer model on slide 7. If students have not used a Frayer Model before, demonstrate how to complete the Frayer model by using a familiar concept. Then, give students time to fill in the diagram.
Once the diagram has been completed, let the students share their ideas with a partner or group, modifying their diagrams as they accept new information. Students can also share out their thoughts with the whole class, if time allows.
Explain
25 Minute(s)
Distribute the George Washington’s Precedent-Setting Presidency handout, and transition to slide 8 and show students the Why-lighting instructions. Have students read through the text, highlighting passages they deem important to their understanding of the text as they go.
Ask students to write why they highlighted any particular passage in the margins next to each highlighted passage. Once they are finished, in groups of 3 or 4, have students discuss the passages they chose and why they chose them.
Extend
30 Minute(s)
Using slide 9, explain to students that they will be using what they’ve learned about Washington’s precedents to create a Bento Box project. Let students know they will “translate” their research into images related to what they’ve learned.
Assign students to create one image made up of 4-5 different image components, similar to the composition of Japanese bento box-style meals served in a compartmentalized box. This can be done on paper or using Google Slides, Canva, or other tool of your choice. Share with students that they will need to explain their choice of each image in their bento box.
Once they have had time to finish, have each student write a very brief summary of their images on their project.
Evaluate
10 Minute(s)
As an exit ticket, pose the following 3 - 2 - 1 questions listed on slide 10: What are three things you learned about precedents? What are two questions you still have? What is one thing you found interesting? Have students answer the questions and either share out or turn them in as they leave class.
Resources
K20 Center. (n.d.). 3-2-1. Strategies. https://learn.k20center.ou.edu/strategy/117
K20 Center. (n.d.). Bento box. Strategies. https://learn.k20center.ou.edu/strategy/1128
K20 Center. (n.d.). Frayer model. Strategies. https://learn.k20center.ou.edu/strategy/126
K20 Center. (n.d.). Why lighting. Strategies. https://learn.k20center.ou.edu/strategy/128
George Washington’s Mount Vernon, https://www.mountvernon.org/
Cook, Scott & Klay, William. (2013). George Washington’s Precedents: The institutional legacy of the American Republic’s founding public administrator. Administration & Society. (47)1. https://doi.org/10.1177/0095399713503464
Takaya, Asaki. (2021, January 16). One Last Time - Hamilton (Original Cast 2016 - Live) [HD] [Video]. YouTube. https://youtu.be/mgoFrstrYNk?si=LaOjfSi_ZuMPKeUf