Unit 14: George Washington, Part II

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President-Washington

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Unit 14 [flag bg_color=”#d6e3bc” text_color=”#9d241a”]Elementary[/flag]

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Unit Overview

Subjects Covered: Grammar, Literature, Composition, History
Time Period: Reformation and Revolutions
Grade Level: Elementary: 1 – 5
Civilization: American
Literature: Amos Fortune, Free Man – by Elizabeth Yates

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Unit Description

This unit will highlight the early life of George Washington, who learned during his youth the values and skills he would need later on to lead an untested army to victory and a young nation toward maturity.

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Leading Ideas and Biblical Principles

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History is HIS Story – God’s story of love, mercy, and redemption through Christ.
- He made known to us the mystery of his will according to his good pleasure, which he purposed in Christ, to be put into effect when the times reach their fulfillment—to bring unity to all things in heaven and on earth under Christ. — Ephesians 1‍:‍9-10
God’s providential hand governs and times all events and provides for His Creation according to His plan and purposes.
- The God who made the world and everything in it is the Lord of heaven and earth and does not live in temples built by human hands. And he is not served by human hands, as if he needed anything. Rather, he himself gives everyone life and breath and everything else. From one man he made all the nations, that they should inhabit the whole earth; and he marked out their appointed times in history and the boundaries of their lands. God did this so that they would seek him and perhaps reach out for him and find him, though he is not far from any one of us.- Acts 17: 24 – 27
Godly leadership and servanthood are necessary for one to be a true reforming influence.
- Whoever wants to become great among you must be your servant, and whoever wants to be first must be your slave—just as the Son of Man did not come to be served, but to serve, and to give his life as a ransom for many..- Matthew 20:26 – 28
God raises up and removes leaders.
- He changes times and seasons; he deposes kings and raises up others. He gives wisdom to the wise and knowledge to the discerning..- Daniel 2:21

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Unit 14 Resources: [flag bg_color=”#d6e3bc” text_color=”#9d241a”]Elementary[/flag]

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[tab_title]Lesson One: History[/tab_title]

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Lesson One Assignments:

Read the article: George Washington Part II, pages 5 – 10.
Define each vocabulary word in the context of the reading and put the word and its definition in the vocabulary section of your notebook.
After reading the article, summarize the story you read by either:
Retelling it out loud to your teacher or parent.
OR
Completing an appropriate notebook page.
Either way, be sure to include the answers to the discussion questions and an overview of key people, dates, and events in your summary.
Be sure to visit www.ArtiosHCS.com for additional resources.

Lesson One Discussion Questions:

What did Congress do on July 4th, 1776?
Where did the British go after they left Boston?
Where did Washington go?
What happened in New York?
What was the outcome of the Battle of Long Island?
What did Cornwallis do after the Battle of Long Island?
What cities did the British take?
Where was Washington’s army during the Battle of Long Island?
What happened at Saratoga?
What did the king of France do?
List four things about Benedict Arnold.
List three things about Lafayette.
Where did Cornwallis shut himself up with his army?
List four things about the surrender of Cornwallis.
What did the Frenchman say Washington did when he was being sworn in as president?
How was he made President?
What happened when he died?

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[tab_title]Literature[/tab_title]

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Literature Assignment

Enjoy a break from assigned reading during this unit, and focus all of your attention on our writing project! Of course, if you love reading as much as this writer does, you can find extra suggestions for fantastic time-period literature in the introduction to this curriculum. Now would be a great time to do that!

Composition Assignment

Pull out the folder with the rough drafts of your three creative writing pieces and your Senses Flapbook. Now it’s time to edit these.

As you’re editing, you might want to refer back to the images to help clarify your thoughts and feelings. Look for errors that need to be corrected in spelling, punctuation, and grammar, and make sure that your thoughts and ideas will be clear to your reader. You should get feedback from your parents, teachers, and peers.

Write or type copies of your three pieces of creative writing.
Then print color copies of all three images on separate pieces of paper.
Organize your project in this order: Blank front cover, Image 1, Dialogue Description, Image 2, Diary Entry, Image 3, Senses Flapbook (stapled to plain piece of paper), Found Poem.
Title your cover “Images of Slavery,” and decorate it.
Now, get out the K-W-L chart that you started at the beginning of this unit, and brainstorm and record things that you have learned about slavery throughout this literature unit. Try to answer any questions that you previously listed in the “Wonder” section, too.

Grammar Assignment

Complete the First Semester Grammar Project.

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[tab_title]Videos & Resources[/tab_title]

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VIDEOS ON THIS WEBSITE SHOULD BE PREVIEWED BY PARENTS BEFORE ALLOWING STUDENTS TO WATCH VIDEOS. SOME VIDEOS MAY CONTAIN INFORMATION ON SENSITIVE TOPICS.

Additional Maps: