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• Guns For General Washington Summary
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Students will understand the following: 1. A leader demonstrates certain traits, qualities, or characteristics. Leaders exist in America today and existed in early American history as well. For this lesson, you will need:. Chalkboard or poster paper 1. In this project, students will identify men and women who are leaders in their community and in the world at large. From this more concrete experience, they will travel back to early America and learn on a more abstract level about leaders of the young nation.

Begin by asking students who the principal of the school is and what he or she does. Start, on the board or on poster paper, a list of leaders' qualities, traits, or characteristics. Such a list might include the following:.

Makes up rules. Rewards and punishes people. Earns respect.

Guns For General Washington Summary

Helps and comforts people. Makes people work hard 2. Go on to ask students to identify the persons who head up other groups or organizations that they may be familiar with and to list the heads' qualities, traits, or characteristics. Students may identify a person by name or by title. Consider talking about the leaders of the following groups or organizations.

Add qualities, traits, or characteristics of each leader to the list you started in the preceding step. Leader of the town or city in which students live.

Leader of the fire department of the town or city. Leader of the police department of the town or city. Leader of the largest store or major business in the town or city.

Leader of the local newspaper. Leader of the state. Leader of the country.

Leader of another country 3. Tell students, or review with them, stories about one or more of the following:. Paul Revere and the minutemen. George Washington and the Continental Army.

Thomas Jefferson and the Declaration of Independence 4. Convert the list of leadership qualities, traits, or characteristics, which you've been adding to, into a chart with the qualities, traits, or characteristics as column heads. Place the name of one early American leader in each row. Based on what students have learned about Revere, Washington, and Jefferson, ask them to tell you which leader demonstrated which qualities, traits, or characteristics—and when or how (that is, students should supply an example of when or how the leader demonstrated the quality). Have a student check off the columns that apply to Revere, Washington, and Jefferson. When the chart is complete, help students interpret it. That is, ask them to look at the data and comment on them.

What traits do all these leaders seem to have in common? What traits do none of them have? What traits do some but not all of them have?

After the class discussion, ask students to write one paragraph answering the following questions:. What does it take to be a leader?. Why is Revere, Washington, or Jefferson considered a leader? Tell students the stories about Revere, Washington, and Jefferson. Then ask them to tell you which of the men fit each of these categories:.

Someone who bravely took on a difficult job. Someone who worked hard and made other people work hard.

Someone who gave the country something to remember 1. Are people born as heroes, or do they have to learn how to become heroes? Explain your answer. Why do you suppose most of the early American heroes we study about are men? How are American leaders today like Revere, Washington, and Jefferson? How are American leaders today different from those men? Why do some people want to become heroes?

Guns For General Washington Questions

Have there been or are there heroes whose names we don't know? Explain your answer.