George Washington and Abraham Lincoln ~Unit Plan~

George Washington and Abraham Lincoln ~Unit Plan~ Written By: Abigail Williams & Lauren Rhodes

Important Americans of The Past George Washington & Abraham Lincoln Introduction: ~2 nd Grade Social Studies~ This unit is the first in a series of three units that teaches about important Americans of the past. It specifically focuses on the two key historical figures, George Washington and Abraham Lincoln. This unit is important to teach, because it allows students to recognize the contributions and achievements made by those individuals who have come before us. Objectives: Unit Objectives: 1. In this unit the students will acquire knowledge and understanding of the lives and achievements made by George Washington and Abraham Lincoln. 2. The skills learned from this lesson include identifying George Washington and Abraham Lincoln as Americans whose contributions improved the lives of other Americans. 3. The students will acquire an appreciation for the contributions and achievements made by George Washington and Abraham Lincoln, which improved the lives of other Americans. Specific Objectives: Given a worksheet, the students will answer questions about George Washington with 80% accuracy. Given a computer the students will create a flyer about George Washington on a word document with at least three statements about how his achievements made him a good candidate for president. The students will correctly answer 4 out of the 5 questions about Abraham Lincoln using a mini book that they will create.

The students will be able to recall one fact that they learned about Abraham Lincoln from the lesson. The students will be able to participate in a discussion about Abraham Lincoln, and his involvement during the Civil War and his opposition to slavery. Given various art supplies the students will be able to create a visual representation of Abraham Lincoln with a supporting paragraph of at least 3 sentences regarding his involvement in the Civil War and his opposition to slavery. The students will be able to maintain legible printing and begin to make the transition to cursive writing within their supporting paragraph of Abraham Lincoln. Given a Venn diagram and 18 facts, the students will compare and contrast George Washington and Abraham Lincoln with 80% accuracy. Given a worksheet and coins the students will compare and contrast a quarter and a penny and count a collection of coins whose total value is $2.00 or less. The students will be able to answer 3 out of the 4 questions on the worksheet correctly. Given facts about George Washington and Abraham Lincoln, the students will participate in a relay game in which they correctly sort at least 8 of the 10 fact cards. Standards of Learning (SOLs): Main SOL: VA Social Studies SOL 2.11: - The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King Jr., as Americans whose contributions improved the lives of other Americans.

Relevant SOLs: VA Computer Technology SOL 2.6: - The student will communicate effectively with others (e.g., peers, teachers, experts) in collaborative learning situations. a. Use technology tools for individual and collaborative writing, communication, and presentation activities. Use word processing to practice writing skills. Use common graphic and presentation tools when preparing and providing presentations. b. Recognize tools useful for communication. Identify how different technologies appeal to different senses. VA Visual Arts SOL 2.9: - The student will identify and use a variety of sources for art ideas, including nature, people, images, imagination, and resource materials. VA Writing SOL 2.11: - The student will maintain legible printing and begin to make the transition to cursive. VA Mathematics SOL 2.10: -The student will count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less; and correctly use the cent symbol ( ), dollar symbol ($), and decimal point (.). VA Physical Education SOL 2.2: -The student will apply the basic movement concepts to change performance of locomotor, non-locomotor, and manipulative skills. -Use the concept of relationships (e.g., over, under, around, in front of, behind, and through) in dynamic movement situations. -Use the concepts of spatial awareness (e.g., location, directions, levels), and effort (time, force, flow) in static and dynamic movement situations.

Who is George Washington? Purpose: This is the first lesson in a series of five lesson about important American leaders. This lesson is best taught at the beginning of the unit, because George Washington was the first President of the United States. The purpose of this lesson is to introduce George Washington to the students. In this lesson the students will learn interesting facts about him and get to know more about who he was. VA Social Studies SOL 2.11 : - The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King Jr., as Americans whose contributions improved the lives of other Americans. Objectives: Given a worksheet, the students will answer questions about George Washington with 80% accuracy. Procedure: Introduction: Have the students gather on the carpet. Does anybody know who George Washington is? Let the students respond to the above question and then tell the students that George Washington was the 1st president of the United States. (auditory) Tell the students that today we will be reading a book about George Washington to learn a little more about him. Read Who was George Washington, by Roberta Edwards. (auditory)

During the reading, the students will participate in the following discussion questions: (auditory) 1. What is a President? 2. Can someone tell me what the responsibilities of a President are? 3. Does anyone know how long George Washington was President? 4. Does anyone know which state George Washington was born in? Development: After reading the book Who was George Washington, make a list of facts that were learned from reading the book. This list should be made by the teacher and the students together on a piece of chart paper. (visual) Tell the students that today they will be playing a trivia game about George Washington. Let them know that the facts they learned while reading the book Who was George Washington will help them to answer the trivia questions. (kinesthetic) To play the trivia game. 1. Get with a partner. 2. Find an open and quiet space in the classroom. 3. Lay the trivia cards out in a pile face down. 4. Take turns choosing a card from the top of the pile and reading the questions to each other. (*Don t let your partner see the answer highlighted in red on the card!) 5. When you answer a question correctly, you can color in one part of George Washington on the George Washington coloring page. (Each group of students will get one coloring sheet and both contribute to coloring in one George Washington) 6. If you answer a question wrong, place that card at the bottom of the pile. 7. NOTE: If you have cards left over in your pile after completely coloring in George Washington, get a new coloring sheet from the teacher and continue to take turns reading the questions to each other, until all questions have been answered.

During the trivia game, the teacher will walk around the room monitoring the student s participation in the game. For Advanced Students: -Include more difficult questions in the set of trivia cards for these students. For Struggling Students: -Allow these students to view the list of facts that was made on the chart paper, while playing the trivia game. -Allow these students to play the trivia game in teams instead of individually. (2 players against 2 players) Summary: Bring the students back together on the carpet. Today we learned many facts about George Washington. Who can tell me one fact that they learned? Let the students take turns sharing something they learned from the lesson. (auditory) Be sure that the students know that George Washington was the first president of the United States. Tell the students that George Washington is famous for a contribution that improved the lives of other Americans and that they will learn about that contribution tomorrow. Have the students transition back to their desks and complete the George Washington worksheet (see attached). (Visual/Kinesthetic)

Materials: Who was George Washington, book by Roberta Edwards Chart paper Trivia Cards (see attached) George Washington coloring sheet (see attached) Crayons or Markers Worksheet (see attached) Evaluation Part A: Students will be assessed by completing the attached worksheet. They will be expected to answer questions about George Washington, the 1st president of the United States. The students should be able to answer these questions based on what they learned from reading the book Who was George Washington and playing the trivia game. The students will have met the objective if they are able to correctly answer 4 out of 5 or 80% of the questions. Evaluation Part B: Did the student s meet the objective? Did the lesson meet/accommodate the needs of all students? How could you change the lesson if you were to teach it again? What were the strengths and weaknesses of the lesson? How did you manage the students while conducting the lesson?

CUT OUT AND LAMINATE THE FOLLOW QUESTIONS TO MAKE TRIVIA CARDS: George Washington grew up on a farm in what state? A. Montana B. Virginia C. Pennsylvania D. Massachusetts What was George Washington s wife s first name? A. Margaret B. Mary C. Martha D. Melanie

What was the first war that Washington took part in? A. The Civil War B. The Indian War C. The Revolutionary War D. The war of 1812 What famous river did George Washington cross on December 25 th, 1776? A. Columbia B. Missouri C. Sabine D. Delaware What was George Washington s military rank? A. Captain B. General C. Admiral D. Lieutenant

When did George Washington become president? A. March 30 th, 1788 B. March 30 th, 1789 C. April 30 th, 1788 D. April 30 th, 1789 What was one of Washington s first acts as President? A. To form a national bank B. To open land to settlers C. To build roadways D. To start mail service How many stars were on the flag when Washington first became president? A. 11 B. 13 C. 15 D. 17

When did George Washington die? A. 1798 B. 1799 C. 1800 D. 1801 EXTRA CARDS FOR ADVANCED STUDENTS: George Washington served two terms as president. How many new states joined the country during his presidency? A. 2 B. 3 C. 4 D. 5

Before he was a Planter Owner, or a man of war, what job did young George Washington do for Lord Fairfax? A. Planted his crops B. Trained his horses C. Made his furniture D. Surveyed his land Folklore says when George was young he got in trouble for cutting down a tree. What kind of tree was it? A. Apple B. Cherry C. Plum D. Pear

GEORGE WASHINGTON Directions: For each correct answer during the trivia game, color in one part of George. Parts to Color: 1. Hair 2. Face 3. Neck 4. Tie 5. Shirt 6. Jacket

NAME: DATE: 1.Which state did George Washington grow up in? 2.What was George Washington s wife s first name? 3.What was the first war that George Washington took part in? 4. When did George Washington become President? 5. When did George Washington die?

Purpose: What Made George Washington a Good Leader? This second lesson will focus on the achievements of George Washington. In this lesson the main focus will be on how he led the fight for freedom from England and established a new country. The student should already have some background knowledge of who George Washington is, making this lesson a good for day two in the unit. VA Social Studies SOL 2.11: - The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King Jr., as Americans whose contributions improved the lives of other Americans. VA Computer Technology SOL 2.6: - The student will communicate effectively with others (e.g., peers, teachers, experts) in collaborative learning situations. b. Use technology tools for individual and collaborative writing, communication, and presentation activities. Use word processing to practice writing skills. Use common graphic and presentation tools when preparing and providing presentations. b. Recognize tools useful for communication. Identify how different technologies appeal to different senses. Objectives: Given a computer the students will create a flyer about George Washington on a word document with at least three statements about how his achievements made him a good candidate for president.

Procedure: Introduction: We will begin the lesson by discussing characteristics of a good leader (auditory). The students will work with a partner for five minutes to determine a few characteristics that make up a great leader. They can write these down on a piece of notebook paper (visual/kinesthetic). Let the students share some of the characteristics that they have come up with. Be sure that the following characteristics are mentioned: (auditory) -Trustworthy -Confident -Committed George Washington was a great leader! Discuss as a whole class how George Washington was a leader and talk about some of George Washington s achievements (auditory). To aid in this discussion, show the students the George Washington PowerPoint (see attached) (visual). Development: Tell the students that today they will be making flyers about George Washington. These flyers will convince others that George Washington made a good leader. The students will need to include at least three statements on their flyers of why he was an exceptional leader, based on his achievements. (See attached flyer as an example) (visual/kinesthetic) Assign each student a partner. Give each group a laptop and walk the students through the steps to opening a word document. Give the students 30-45 minutes to complete their flyers. For Advanced Students: -Allow these students to include more statements on their flyers.

For Struggling Students: -Give these students a copy of the PowerPoint presentation about George Washington s achievements to look at while they write their statements on their flyers. Summary: Have the students transition to the carpet. Allow the groups to take turns presenting their flyer to the class. (Project the flyers up onto the smart board so that all students can easily see. (auditory/visual) **The student s flyers can be printed out and hung up in the classroom. Materials: PowerPoint about George Washington (see attached) Laptops (COW) Evaluation Part A: The students will be assessed based on the flyer that they create. They will be expected to include at least 3 statements about how George Washington s achievements made him a good leader and a good candidate for President. The student s will have met the objective when they are able to correctly identify 3 of George Washington s achievements that made him a good leader and candidate for President. They will also have met the objective if they can successfully use a word processor to complete the flyer.

Evaluation Part B: Did the students meet the objective? What were some of the strengths/weaknesses of the lesson? Did the lesson accommodate the needs of all of the students? How would you change the lesson if you were to teach it again? How did you manage the students while conducting the lesson?

Slide 1 George Washington Slide 2 George Washington was born on February 22, 1732 in a Virginia farmhouse.

Slide 3 Young George liked to fish and go boating. He watched the ships that sailed past on the nearby river. But most of all he liked to ride his horse. Slide 4 George learned to read and write in school. He practiced his handwriting. But his favorite subject in school was arithmetic.

Slide 5 Legend has it that when George was a boy, he chopped down a cherry tree. He was honest about it, and admitted what he had done. Slide 6 When George was eleven, his father died. George helped his mother run their farm and watch his younger sister and brothers.

Slide 7 When George was sixteen, he was given a job surveying, or measuring, land in the Virginia wilderness. Slide 8 When George was twenty-one, he joined the Virginia army. He led the Virginia soldiers against the French in the French and Indian War. He was known as a brave soldier and good leader.

Slide 9 When George was twenty-six he fell in love with Martha Custis. They got married and moved to Mount Vernon, a home in Virginia. Slide 10 The English won the war against the French. King George wanted the colonists to help pay for the war, so he taxed them. The colonists refused to pay the taxes. They dressed up like Indians and dumped the tea in the water rather than pay the tax on it.

Slide 11 In 1775, the colonists began to fight with England. They wanted to be free from England. George Washington was chosen to lead the Continental Army. Slide 12 The war was hard for Washington s soldiers. Often there were not enough uniforms, food, blankets, and guns for the soldiers.

Slide 13 The war lasted eight years. In 1783, George Washington s army won the war. George was a hero. Slide 14 The thirteen colonies became thirteen states. People in America loved George Washington, and he became the first president of the United States in 1789.

Slide 15 After eight years as president, George Washington returned to his home at Mount Vernon. Slide 16 In 1799 George Washington became ill and died. He was sixty-seven years old.

Slide 17 George Washington was a great leader. He has been called the Father of Our Country.

Who was Abraham Lincoln? Purpose: This is the third lesson in a series of five lessons about famous American leaders. This lesson is best taught on day 3 because the students will already have background knowledge on the responsibilities of a President and the characteristics of a good leader. The purpose of this lesson is to introduce Abraham Lincoln, the 16th President of the United States. In this lesson the students will focus on the importance of Abraham Lincoln as President, and as an important American in society. VA Social Studies SOL 2.11 - The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King Jr., as Americans whose contributions improved the lives of other Americans. Objectives: The students will correctly answer 4 out of the 5 questions about Abraham Lincoln using a mini book that they will create. The students will be able to recall one fact that they learned about Abraham Lincoln from the lesson. Procedure: Introduction: Introduce the lesson by showing the students a picture of Abraham Lincoln. This can be any picture from the internet. (Project the picture onto the smart board so that all students can see) (visual)

Ask the students the following questions: (auditory) -Does anybody know who this person is? -What do you know about him? Be sure to let the students know that Abraham Lincoln was the 16th president of the United States. Tell the students that today we will be creating mini-books that will teach us about Abraham Lincoln. (kinesthetic) Development: Give each student a mini-book packet (see attached) Have the students cut out each page and put them in order. The teacher will staple the pages for each student. (kinesthetic) Go through the mini book as a whole class. Have the students take turns reading the pages. (auditory) Stop after each page is read and review the information on that page. Allow the students to make comments and give feedback on what is being taught. (auditory) After reading the mini-book as a class, let the students color the pages. For Advanced students: -These students will be given extra resources, such as books about Abraham Lincoln, and articles on Abraham Lincoln so they can research facts about him, and create their own page in the mini book. For Struggling Students: -These students will receive one on one help from the teacher.

Summary: Have the students open their mini- books to the last page and answer the review questions. (visual/kinesthetic) When the students are finished, have them transition to the carpet and discuss the answers as a whole class. Before transitioning to the next activity of the day, ask each student to state one fact that they learned in today s lesson about Abraham Lincoln. (This could be done as the students are lining up for recess, cleaning up their materials, transitioning to the next activity, etc.) Materials: My Book about Abraham Lincoln packet (see attached) Abraham Lincoln picture from the internet (projected on the smart board) Crayons Evaluation Part A: The students will be assessed on the questions that follow the mini book that they created. They will be expected to recall knowledge of Abraham Lincoln s Presidency and Abraham Lincoln as an important American leader. The students will have met the objective when they are able to correctly answer 4 out of 5 questions from the mini book packet provided to them. They will also have met the objective if they are able to correctly state one fact about Abraham Lincoln before transitioning to the next activity of the day. Evaluation Part B: Did the students meet the objective? Did the lesson meet/accommodate the needs of all students? How could you change the lesson if you were to teach it again? What were the strengths and weaknesses of the lesson? How did you manage the students while conducting the lesson?

Abraham Lincoln s Achievements Purpose: This is the fourth lesson in a series of five lessons about important American leaders. This lesson will focus on Abraham Lincoln s achievements, specifically on how he helped to free African Americans. The students will already have an understanding of who Abraham Lincoln was before this lesson is taught making it an ideal lesson for day four. VA Social Studies SOL 2.11: - The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King Jr., as Americans whose contributions improved the lives of other Americans. VA Visual Arts SOL 2.9: - The student will identify and use a variety of sources for art ideas, including nature, people, images, imagination, and resource materials. VA Writing SOL 2.11: - The student will maintain legible printing and begin to make the transition to cursive. Objectives: The students will be able to participate in a discussion about Abraham Lincoln, and his involvement during the Civil War and his opposition to slavery. Given various art supplies the students will be able to create a visual representation of Abraham Lincoln with a supporting paragraph of at least 3 sentences regarding his involvement in the Civil War and his opposition to slavery. The students will be able to maintain legible printing and begin to make the transition to cursive writing within their supporting paragraph of Abraham Lincoln.

Procedure: Introduction: Show the students the BrainPOP video about Abraham Lincoln (http://www.brainpop.com/socialstudies/famoushistoricalfigures/abrahamlin coln/preview.weml) (visual/auditory) After viewing the video, the students will participate in a whole-class discussion about the information they have learned. Use the following questions to aid in this discussion: (auditory) -Can you tell me about Abraham Lincoln? -How involved was Abraham Lincoln in the Union war effort during the Civil War? -What inspired Abraham Lincoln to oppose slavery? Tell the students that today they will be making visual representations of Abraham Lincoln and writing a supporting paragraph about his achievements. (visual/kinesthetic) Development: Put various art supplies on each group of desks. Project the following picture on the smart board for the students to see: (visual) Have the students create their own versions of the above Abraham Lincoln, using the various materials that have been placed on their desks. (kinesthetic)

Have the students write a paragraph about Abraham Lincoln s achievements to go along with their art project. The students will use the information learned in the BrainPOP video to write their paragraph. The paragraph should be written in cursive. (The students should have previously had a lesson on cursive writing. A short review on cursive letters can be done if the students need it.) (visual/kinesthetic) For Advanced Students: -These students can write more than one paragraph. (Abraham Lincoln s hat can be made taller to accommodate more than one paragraph.) For Struggling Students: -These students can be given specific facts from the teacher to write in their paragraphs. (see attached facts sheet) Summary: Allow students to share their Lincoln art projects and read their paragraphs to the class. (auditory) The student s projects can be hung up in the classroom. (visual) Materials: Art Project Picture: BrainPOP video (http://www.brainpop.com/socialstudies/famoushistoricalfigures/abrahamlin coln/preview.weml) Various Art Supplies (construction paper, glue, markers, etc.) Fact Sheet about Abraham Lincoln (see attached)

Evaluation Part A: Students will be assessed on the visual representation of Abraham Lincoln that they create. The students will be expected to attach a supporting paragraph about Abraham Lincoln to their visual representation that maintains legible printing, while writing in cursive. The students will have met the objective if they are able to create a visual representation that includes a supporting paragraph about Abraham Lincoln s achievements and what they have learned about Abraham Lincoln freeing the African Americans from the BrainPOP video. Evaluation Part B: Did the students meet the objective? What were the strengths and weaknesses of the lesson? Did the lesson accommodate the needs of all the students? How would you change the lesson if you could teach it again? How did you manage the students while conducting the lesson?

Fun Fact 1 Fact Sheet on Abraham Lincoln Fun Facts on Abraham Lincoln for kids Abraham Lincoln was born on February 12, 1809 in Hodgenville, Hardin County, Kentucky Fun Fact 2 Fun Fact 3 Fun Fact 4 Fun Fact 5 Fun Fact 6 Fun Fact 7 Fun Fact 8 Fun Fact 9 Fun Fact 10 He was born in a log cabin to an extremely poor family He was largely self-educated and taught himself law Abraham Lincoln was 6 feet 4 inches tall, and was reported to have kept money in his stove pipe hat! He became the 16th president of America in 1861, when he was 52 years of age, he served for 4 years until 1865 Major events which happened during the presidency of Abraham Lincoln included the Civil War which lasted from 1861 until 1865 and the raising of the Emancipation Proclamation which secured the liberty of slaves Abraham Lincoln hated having his name shortened to Abe, and often chose to use his surname/last name, Lincoln. Sources suggest that even his wife even called him Mr. Lincoln! Abraham Lincoln was the first American President to wear a beard! When Abraham Lincoln was called two-faced by a rival, he was quoted as saying "If I had another face, do you think I'd wear this one?" The Emancipation Proclamation was issued by Abraham Lincoln in January, 1863 and slavery ended with the passage of the 13th amendment Fun Fact 11 Abraham Lincoln married Mary Todd Lincoln on November 4, 1842, together they had 4 children, they were all boys

Fun Fact 12 Fun Fact 13 Fun Fact 14 Fun Fact 15 He led the Union into the Civil War to protect the nation and put an end to slavery His celebrated career came to an end when he was assassinated on April 15 1865, five days after the Confederate armies surrendered the Civil War A sculpture of Abraham Lincoln's head, measuring 60-foot high (18m) is carved into the granite of Mount Rushmore, South Dakota Abraham Lincoln died on April 15, 1865, the day after being shot at Ford's Theatre in Washington, D.C. He was assassinated by John Wilkes Booth and was buried at Oak Ridge Cemetery, Springfield, Illinois

George Washington vs. Abraham Lincoln Purpose: This is the last lesson in a unit consisting of five lessons about Important Americans of the past. This lesson is ideal to teach last because the students have been learned about George Washington and Abraham Lincoln as individuals and about their achievements. They will now begin to compare and contrast George Washington and Abraham Lincoln. The purpose of this lesson is to identify the similarities and differences in George Washington and Abraham Lincoln s lives. VA Social Studies SOL 2.11: - The student will identify George Washington, Abraham Lincoln, Susan B. Anthony, Helen Keller, Jackie Robinson, and Martin Luther King Jr., as Americans whose contributions improved the lives of other Americans. VA Mathematics SOL 2.10: Measurement -The student will count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less; and correctly use the cent symbol ( ), dollar symbol ($), and decimal point (.). VA Physical Education SOL 2.2: Movement Principles and Concepts -The student will apply the basic movement concepts to change performance of locomotor, non-locomotor, and manipulative skills. -Use the concept of relationships (e.g., over, under, around, in front of, behind, and through) in dynamic movement situations. -Use the concepts of spatial awareness (e.g., location, directions, levels), and effort (time, force, flow) in static and dynamic movement situations. Objectives: Given a Venn diagram and 18 facts, the students will compare and contrast George Washington and Abraham Lincoln with 80% accuracy. Given a worksheet and coins the students will compare and contrast a quarter and a penny and count a collection of coins whose total value is $2.00 or less. The students will be able to answer 3 out of the 4 questions on the worksheet correctly.

Given facts about George Washington and Abraham Lincoln, the students will participate in a relay game in which they correctly sort at least 8 of the 10 fact cards. Procedure: Introduction: We have been learning about Abraham Lincoln and George Washington. Today we are going to compare and contrast them Give each student a copy of the Venn diagram activity (see attached). (visual) Have the students compare and contrast George Washington and Abraham Lincoln by cutting out the facts at the bottom of the Venn diagram activity page and gluing them to the correct place on the Venn diagram. (visual/kinesthetic) After the students have finished the Venn diagram activity review the answers with them. (auditory) Development: Can anyone think of a place where they see George Washington and Abraham Lincoln everyday? (on quarters and pennies) Tell the students that they can find George Washington s face on a quarter and Abraham Lincoln s face on a penny. Put a bucket of coins on each group of desks. Have the students pick out the quarters and pennies and discuss the similarities and differences. They can also practice counting out various amounts that the teacher calls out. (kinesthetic) Have the students complete the Counting Makes Cents with Washington and Lincoln worksheet. (visual/kinesthetic)

For Advanced Students: -These students can be given larger amounts to count out using the quarters and pennies. For Struggling Students: -These students can work in partners or groups to complete their counting worksheet. Summary: We are now going to play a relay game to help us review what we have learned about George Washington and Abraham Lincoln Split the class into four groups. Clear a space in the classroom, or take the students outside to the playground. Have each group line up in a straight line. The students in each group will take turns running to one end of the classroom or playground and picking up one fact card out of their fact card pile. They will bring it back to their group and decide whether or not the fact is about George Washington or Abraham Lincoln. They will then tape the card to the chart paper that says George Washington or Abraham Lincoln. (visual/kinesthetic) Have the students in each group continue taking turns running to pick up a fact card until all of the fact cards have been sorted under the category Washington or Lincoln. Review the answers with the students after the game in finished. (auditory) To bring closure to the unit, have the students come to the carpet and let them take turns sharing what they learned about George Washington and Abraham Lincoln. (auditory)

Materials: Venn Diagram Activity (see attached) Bucket of Coins Counting Makes Cents with Washington and Lincoln worksheet (see attached) Washington and Lincoln Fact Cards (see attached) Chart Paper with the headings George Washington and Abraham Lincoln Evaluation Part A: The students will be assessed on the Venn diagram about George Washington and Abraham Lincoln. The students will be expected to transfer 15 out of the 18 facts correctly into the Venn diagram about George Washington and Abraham Lincoln (80% accuracy) in order to meet the objective. The students will also be expected to compare and contrast a quarter and a penny and count out various amounts up to $2.00. We will know the students have met the objective when they can correctly answer 3 out the 4 questions on the counting worksheet. Lastly, the students will participate in a relay game given fact cards about George Washington and Abraham Lincoln. The students will have met the objective when they are able to correctly sort 8 out of the 10 fact cards. Evaluation Part B: Did the students meet the objectives? What were the strengths and weaknesses of the lesson? Did the lesson accommodate the needs of all the students? How would you change the lesson if you could teach it again? How did you manage the students while conducting the lesson?

Name: Date:

I was born in a log I was lsfdskdjf cabin to an extremely poor family. I was largely selfeducated and taught myself law. I issued the Emancipation Proclamation in January, 1863 and slavery ended with the passage of the 13th amendment.

I married Mary Todd on November 4, 1842, and together we had 4 children. I led the Union into the Civil War to protect the nation and put an end to slavery. I became the 16th president of America in 1861, when I was 52 years of age, and I served for 4 years until 1865.

My career came to an end when I was assassinated five days after the Confederate armies surrendered the Civil War. I died on April 15, 1865, the day after being shot at Ford's Theatre in Washington, D.C. I was assassinated by John Wilkes Booth and was buried at Oak Ridge Cemetery, Springfield, Illinois I was the 1 st President of the United States of America.

I led the fight for freedom from England and established a new country. I was known as the Father of my Country. There were only 13 stars on the United States flag when I became President.

John Adams was my Vice President. After many battles, I became a colonel and the leader of the Virginia Militia. I married Martha Custis in 1759.

In 1787, I presided over the Constitutional Convention in Philadelphia, Pennsylvania, during which the U.S. Constitution was written.

President Puppet Project Dear Parents, For the past week in Social Studies your student has been learning about important Americans of the past whose contributions have improved the lives of other Americans. We have specifically focused on the 1st president of the United States, George Washington and the 16th president, Abraham Lincoln. In this unit we have talked about the achievements that these two individuals have made. The students should have acquired knowledge and understanding of the lives of these two presidents, as well as the contributions they have made for other Americans. This new found knowledge will aid the students in completing this President Puppet Project! For this project STEP 1: Your student will be expected to create TWO puppets, one of George Washington and one of Abraham Lincoln. Students can personalize their puppets any way they would like. Attached you will find a gallon sized Ziploc bag with a few various materials to help your student get started. However, students are not limited to these materials. I encourage you to use additional materials of your own. *NOTE: Please do not feel like you have to go out any buy special materials for this project. Various items found around the house make great craft materials! Provided Materials (see attached Ziploc bag): 2 Paper Bags 2 Index Cards Black and Blue Construction Paper Cotton Balls Black Pom Poms SUGGESTED Materials: Coffee filters Popsicle sticks Crayons, Colored pencils, Markers etc. Paint Toilet Paper Rolls Googly eyes STEP 2: After creating both an Abraham Lincoln and George Washington puppet, your student will use the provided index cards to write TWO facts about each President. Please attach the index cards, with facts, to the back of each puppet. STEP 3: Your student should be prepared to present their puppets and share their facts in class! DUE DATE:

Unit Materials/Resources: DAY 1: Who was George Washington, book by Roberta Edwards Chart paper Trivia Cards ( attached to DAY 1 lesson plan) *Trivia Cards created by Abigail Williams. George Washington coloring sheet (attached to DAY 1 lesson plan) *Coloring sheet created by Abigail Williams. George Washington image found on Google images. Crayons or Markers Worksheet (attached to DAY 1 lesson plan) *Worksheet created by Lauren Rhodes. DAY 2: PowerPoint about George Washington (attached to DAY 2 lesson plan) *PowerPoint found on https://teacher.ocps.net/donald.hilyer/media/washingtonspresidency.ppt Laptops (COW) DAY 3: My Book about Abraham Lincoln packet (attached to DAY 3 lesson plan) *Abraham Lincoln book found on https://www.teachervision.com/presidents/printable/43294.html Abraham Lincoln picture from the internet (projected on the smart board) *Choose any Abraham Lincoln picture from Google images. Crayons

DAY 4: Art Project Picture: *Picture found on Pinterest BrainPOP video *http://www.brainpop.com/socialstudies/famoushistoricalfigures/abrahamlincoln/preview.w eml Various Art Supplies (construction paper, glue, markers, etc.) Fact Sheet about Abraham Lincoln (attached to DAY 4 lesson plan) *Fact sheet found on http://www.fun-facts.org.uk/american-presidents/abrahamlincoln.htm DAY 5: Venn Diagram Activity (attached to DAY 5 lesson plan) Bucket of Coins Counting Makes Cents with Washington and Lincoln worksheet (attached to DAY 5 lesson plan) *Worksheet created by Abigail Williams. Washington and Lincoln Fact Cards (attached to DAY 5 lesson plan) *Fact Cards created by Lauren Rhodes. Chart Paper with the headings George Washington and Abraham Lincoln