George Washington: The Living Symbol
Introduction
How does an individual become the embodiment
of a nation? Can the process be reversed to permit a glimpse
into the human life underlying the symbol?
Learning Objectives
To examine the life and legend of George
Washington as reflected in his writings and in popular commemorations
of his accomplishments; to investigate his contribution to
the legend that has grown up around him; to explore some of
the meanings that have been attached to Washington through
the course of American history; to present a statement of
findings.
1
Ask students about George Washington's role in American culture,
as both a historical individual and as a national symbol.
What do we represent with his image? What do we commemorate
with his name?
2 Have
students read two of the Washington documents in the American
Memory collection: his September
11, 1777 dispatch from Chester, Pennsylvania, reporting
his defeat at the Battle of Brandywine Creek to the Continental
Congress in nearby Philadelphia (found in the "Documents
of the Continental Congress" collection); and his First
Inaugural Address, delivered in New York City in 1789
(found in the "Words
and Deeds" collection, where it is presented in manuscript;
students should be asked to find a printed copy in the school
or their local public library.) Ask students to comment on
the stylistic differences between the two documents, the dispatch
clear and direct, the inaugural address artful and ornate.
To what extent did the style of each address suit the occasion?
3 Draw
students' attention to Washington's account of the battle.
Does he consider it a serious setback? What indications does
he give of the extent of American losses? How does he explain
what happened? You might compare Washington's dispatch with
its companion on this Revolutionary War broadside, a report
by Robert Harrison of his successful encounter earlier in
the day with the troops that drove Washington's force from
its position. How does Washington emerge in the comparison?
4 Next
turn to Washington's First Inaugural Address. Point out to
students that he opens his address with a long description
of his own frame of mind upon accepting his country's call
to become its first President. How does he portray himself
on this occasion? What is his role in relation to the Congress?
to the American people? To what extent is he striving to shape
his own public image? To what extent is he trying to underscore
the significance of the occasion itself? Have students draw
evidence from the speech to support both of these interpretations.
Follow up this comparison of the two documents by asking students
what other archival sources they would need to consult to
substantiate their conclusions about George Washington, the
man.
5 Divide
the class into research teams to explore some of the ways
George Washington has been transformed into a symbol of our
nation. Students might begin this phase of the lesson by reading
the 1994 article "The
Surprising George Washington," by Richard Norton Smith,
which can be found in the online edition of Prologue
at the National
Archives website. The article includes two "albums" of
Washington images, including mythical stories about him, such
as of his chopping down a cherry tree and of his assumption
into heaven. Students can find illustrations that highlight
Washington's accomplishments in battle in a collection of
Revolutionary War images also available at the National Archives
website. There are several portraits
of Washington at the American
Memory website as well. If your students have limited
access to the Internet, print out a selection of images from
these sources and provide each research team with a set. Students
should also be encouraged to extend their research to include
books about Washington available at the library.
6 Direct
each research team to categorize their images of George Washington
according to the role he plays: country gentleman, general,
national leader, chief executive, etc. Have them look for
similarities in the way he is portrayed in these varied settings,
and speculate on the symbolism of characteristic poses and
gestures (reining in his horse, raising his arm). Ask each
group to prepare a "gallery talk" on three representative
images of Washington in their collection, explaining what
they represent about Washington's role in our culture as well
as what they illustrate about his life.
Extending the Lesson Depending on your curriculum, you might
update this lesson by having students investigate how heroes
are created in our own time, focusing on superstars in sports
and entertainment. (See, for example, the material on
Jackie
Robinson at the National
Archives website.)
Have students ask their parents about legendary figures whom
they admired when they were growing up. How are these legends
regarded today? You might also extend this lesson by comparing
the characteristics of a national hero like Washington with
the traits of mythic heroes like Hercules and King Arthur,
or literary heroes like Shakespeare's Henry V or the
dictator in Gabriel Garcia Marquez's The Autumn of the
Patriarch.
Standards Alignment
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