George Washington: First in War, First in Peace, and First in the Hearts of His Countrymen

This lesson addresses George Washington's leadership in forging a new government for the United States after the break from England in 1776. The historical period covered by the documents in the lesson ranges from a few days after the Declaration of Independence in 1776, to late May 1790, when Rhode Island became the last of the thirteen colonies to ratify the new Constitution. The lesson uses Washington's own words to illustrate the events leading to the establishment of our national government, and the crucial roles he played throughout that process.

Preliminary Activity:

1. Set the stage for the lesson by reviewing the events leading to the split between England and the American colonies, including the formal Declaration of Independence on July 4, 1776.

   Distribute (or use a transparency to project) an excerpt of Letter from George Washington to General Artemas Ward, July 9, 1776, in which he requests that the message of the Declaration of Independence be shared with all colonial troops.

2. Use a textbook or the Timeline to briefly review social, economic, and political events in the years 1776-1790.
   • After winning the War for Independence, what were some of the challenges faced by George Washington and his countrymen?
   • What were some of the perceived weaknesses of government under the Articles of Confederation?
   • What was Shays's Rebellion?

Discussion:

1. In order to investigate George Washington's concerns about the weaknesses of the Articles of Confederation and the revolt known as Shays's Rebellion, divide the class into six groups of students, and ask each group to read and highlight key passages from excerpts of one of six documents:
   1. George Washington to James McHenry, August 22,1785
      
   2. George Washington to David Humphreys, October 22, 1786
      
   3. George Washington to Henry Lee, October 31, 1786
      
   4. George Washington to James Madison, Jr., November 5, 1786
      
   5. George Washington to Henry Knox, December 26, 1786
      
   6. George Washington to Henry Knox, February 25, 1787
   7. Ezra Stiles to George Washington, February 7, 1787, with roughly sketched map of the area of Shay's operations

   Consider such questions as:

   • What evidence of economic problems among the states is seen in the letters?
     
   • What is the nature of the "commotions" to which Washington repeatedly refers?
     
   • What impact does Washington think Shays's Rebellion will have on the image of the United States in foreign countries?
     
   • What, as reflected in his own words, is Washington's personal view of this domestic crisis?

   Students can prepare a group presentation to share excerpts of their document with their classmates. Each group should report in turn, according to the date of their correspondence. Place a large timeline on the board, and ask one member of each group to write a key phrase from their letter that captures George Washington's growing sense of alarm and exasperation regarding developments in Massachusetts. Students should take notes during the presentations.

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2. George Washington played a key role in the drafting of the Constitution of the United States. In order to investigate how deeply involved he was in the political and philosophical development of the document, divide students again into six groups, and distribute to each group excerpts of one of six documents :
   1. George Washington to Lafayette, March 25, 1787
      
   2. George Washington to James Madison, Jr., March 31, 1787
      
   3. George Washington to David Stuart, July 1, 1787
      
   4. George Washington to Lafayette, February 7, 1788
      
   5. George Washington to Lafayette, May 28, 1788
      
   6. George Washington to James Madison, Jr., September 23, 1788

   Consider such questions as:
   

   • To whom was the document written? What role, if any, did this correspondent play in the American Revolution? What was the person's relationship to Washington?
     
   • What is Washington's view of the federal convention to be held in Philadelphia beginning in May 1787? What does he insist must happen there?
     
   • How does Washington characterize the proceedings of the Convention from his vantage point as an eyewitness to the events? What evidence exists of the famous compromises that occurred there?
     
   • What does Washington's correspondence reveal regarding the struggle in each of the states over the ratification of the Constitution?

   Students can report out key passages from their group's document, presenting the material according to chronological order. Students should take notes during the presentations, and write a summary of Washington's unique role as a participant and commentator during the writing and ratification of the Constitution of the United States.

Culminating Activity:

Ask each student to read Letter from George Washington to Marquis de Lafayette, June 3, 1790. After reading the letter, students can write an essay recounting the events of 1785-90 that were illuminated in the lesson activities. They should compare and contrast George Washington's attitude regarding the future of the United States at different points during those fifteen years.

Standards:

McREL 4th Edition Standards & Benchmarks

Civics
Standard 29. Understands the importance of political leaderships, public service, and a knowledgeable citizenry in American constitutional democracy

Historical Understanding
Standard 1. Understands and knows how to analyze chronological relationships and patterns
Standard 2. Understands the historical perspective

Language Arts
Standard 4. Gathers and uses information for research purposes
Standard 7. Uses reading skills and strategies to understand and interpret a variety of informational texts

Extension Activities

Discuss (or use a transparency to project) an excerpt from George Washington to Congress, November 19, 1794, in which he sets down his view of the importance of the U.S. Constitution.

• What did Washington's words say to his contemporaries about the creation of the American republic?
• What applications do his words have for the present generation of Americans?