Day 1: Meet Young George and His Family

Objective

By the end of the lesson, the learner will be able to identify important members of George Washington’s family, place major childhood events in order, define five vocabulary words, and write a paragraph using evidence from a reading passage.

Introduction: Hook and Preview

Ask: “What might daily life be like for an 11-year-old living on a farm almost 300 years ago, without electricity, cars, or the internet?”

Tell the learner: “This week we will study George Washington as a real child—not only as a famous president. We will investigate his family, schoolwork, home, interests, and responsibilities.”

Lesson

I Do: Teacher or Parent Modeling

Explain that George was the oldest child of Augustine Washington and Mary Ball Washington. He had older half-siblings from his father’s first marriage and younger brothers and sisters. When George was 11, his father died. George did not become the head of the family, but this event changed family life and placed more responsibility on his mother and older brothers.

Model a simple timeline:

• 1732: George Washington is born.
• Childhood: He lives in colonial Virginia and attends school.
• About age 7: His family moves to Ferry Farm near Fredericksburg.
• 1743: His father dies when George is 11.
• Teen years: George becomes interested in surveying and land.

Model how to turn a fact into an evidence sentence: “George’s father died when he was 11, so his family probably had to make important changes.” Explain that “probably” signals an informed conclusion rather than a proven fact.

We Do: Family and Timeline Investigation

1. Read an age-appropriate passage about George’s family and Ferry Farm together.
2. Circle facts that are directly stated in the passage.
3. Place the five timeline events in order.
4. Discuss: “Which event might have changed George’s daily life the most? Why?”

Reading focus: Find the main idea and two supporting details.

Language focus: Identify nouns, verbs, and adjectives in the sentence: “Young George carefully watched the busy farm.”

Spelling words: family, father, mother, brother, sister, school, farm, Virginia.

You Do: Independent Work

Write one paragraph of five to seven sentences answering: “What was George Washington’s family life like as a child?” Include at least three facts from the reading and one conclusion marked by words such as probably, may have, or this suggests.

Quick Check for Understanding

1. Where did George Washington grow up?
2. Who were his parents?
3. How old was George when his father died?
4. Name one fact and one reasonable conclusion about his childhood.

Success Criteria

• I can name important people in George’s family.
• I can place childhood events in the correct order.
• I can separate facts from conclusions.
• My paragraph includes accurate details and complete sentences.

Day 2: Schoolwork, Numbers, and the Rules of Good Conduct

Objective

By the end of the lesson, the learner will be able to solve practical arithmetic problems connected to colonial life, identify the main idea and details in a historical passage, and write clear sentences using correct capitalization and punctuation.

Introduction: Hook and Preview

Ask: “If you lived in the 1740s, what school supplies would you have if you had no printer, computer, or calculator?”

Explain that George practiced reading, writing, arithmetic, and careful penmanship. Many children learned through copying, memorizing, and solving practical problems.

Lesson

I Do: Modeling Historical Math

Explain that George’s family and neighbors used arithmetic for measuring land, counting animals, buying supplies, and keeping records. Model a word problem:

Example: A farm has 4 fields. Each field contains 18 rows of corn. How many rows are there altogether?

Show: 4 × 18 = 72 rows. Then check by adding 18 + 18 + 18 + 18.

Explain that George is often connected with a list called Rules of Civility. He copied these rules when he was a teenager, not necessarily when he was a young child. The rules encouraged habits such as listening carefully, speaking politely, and showing respect.

We Do: Read, Discuss, and Calculate

1. Read a short adapted passage about colonial schooling and George’s practice of writing.
2. Identify the passage’s main idea and three details.
3. Solve these problems together:
   • A family plants 6 rows with 12 plants in each row. How many plants are there?
   • A trip takes 3 days. The travelers walk 8 miles each day. How many miles do they walk?
   • A shopkeeper has 48 candles and packs them equally into 6 boxes. How many candles go in each box?
4. Discuss which “rule of civility” would be most useful during a disagreement.

Language focus: Revise this sentence together: “george washington studied reading writing and arithmetic.” Correct it to: “George Washington studied reading, writing, and arithmetic.”

Spelling words: arithmetic, writing, reading, copying, polite, respect, careful, conduct.

You Do: School-Day Journal

Write a short journal entry from the viewpoint of an 11-year-old colonial student. Include:

• One subject the student studies
• One chore or responsibility
• One challenge of learning without modern technology
• At least three correctly punctuated sentences

Quick Check for Understanding

1. What subjects did George practice?
2. Why was arithmetic useful on a farm?
3. Correct this sentence: “george copied rules about being polite”
4. Solve: 7 groups of 9 equal how many?

Success Criteria

• I can solve multiplication and division problems in a historical setting.
• I can identify a reading passage’s main idea.
• I can capitalize names and begin sentences correctly.
• I can write from a historical viewpoint without pretending every detail is proven.

Day 3: Maps, Measurement, and Surveying

Objective

By the end of the lesson, the learner will be able to explain why surveying interested George Washington, use a scale to measure distance on a map, identify prepositions and transition words, and write an organized description of a route.

Introduction: Hook and Preview

Ask: “How could you make a map of your neighborhood if you had only paper, a ruler, and a compass?”

Explain that George became interested in surveying as a teenager. A surveyor measured land and created maps. Although George was still learning when he was 11, his childhood studies helped prepare him for this work.

Lesson

I Do: Model Map Scale

Draw a simple map showing a house, river, road, and school. State: 1 inch represents 1 mile. Measure a route that is 3 inches long and explain that the real route is 3 miles.

Model a route description using precise language: “Begin at the house. Walk along the road, turn beside the river, and continue toward the school.” Point out that words such as at, along, beside, and toward are prepositions.

We Do: Map and Measurement Challenge

1. Create or examine a simple map of Ferry Farm and nearby landmarks.
2. Use a ruler to measure three routes.
3. Convert each route using the scale.
4. Discuss why an accurate map would be important to a farmer, traveler, or landowner.
5. Read a short passage about surveying and underline words that show sequence, such as first, next, and finally.

Math practice: If 1 centimeter represents 2 miles, how many miles do 4 centimeters represent? How many miles do 7.5 centimeters represent?

Spelling words: measure, distance, direction, survey, surveyor, compass, map, location.

You Do: Create a Surveyor’s Map

Make a simple map of a familiar place, such as a room, yard, neighborhood, or imaginary colonial farm. Include:

• A title and a compass rose
• At least five labeled landmarks
• A scale
• One measured route
• A five-sentence written description using at least four prepositions or transition words

Quick Check for Understanding

1. What does a surveyor do?
2. If 1 inch equals 2 miles, how far is a 5-inch route?
3. Name two prepositions used in a route description.
4. Why would accurate maps matter in George’s world?

Success Criteria

• My map has a title, labels, direction, and scale.
• My distance calculations match the scale.
• My route description is easy to follow.
• I can explain how surveying connected to George’s education.

Day 4: Fact, Story, and Historical Evidence

Objective

By the end of the lesson, the learner will be able to distinguish between a documented fact, a possible inference, and an unproven story; compare two accounts; spell commonly confused words; and write a short evidence-based response.

Introduction: Hook and Preview

Ask: “If someone tells a story about something that happened long ago, how can we decide whether it is reliable?”

Explain that historians compare sources. A story may be entertaining but not fully proven. Good historians ask, “What evidence supports this?”

Lesson

I Do: Model Three Levels of Evidence

• Documented fact: George Washington was born in 1732.
• Reasonable inference: George may have had responsibilities at home after his father died.
• Unproven story: The famous cherry-tree story is often told as a childhood event, but historians do not consider it proven.

Model a source check by asking:

1. Who created the source?
2. When was it created?
3. Does it give evidence?
4. Does another source support it?

We Do: Source Detective Activity

Read two short accounts: one describing documented information about George’s family and schooling, and one retelling the cherry-tree story. Sort statements into three categories: Known Fact, Reasonable Inference, and Unproven Story.

Discuss:

• Why do people enjoy stories about famous people?
• Can a story teach a lesson even if it is not proven?
• Why is it important to label a story accurately?

Language focus: Practice quotation marks and reporting verbs: said, explained, claimed, and reported.

Spelling words: truth, story, evidence, source, history, believe, receive, reliable.

You Do: Evidence Paragraph

Write a paragraph answering: “What can we know with confidence about George Washington’s childhood, and what should we treat carefully?”

Use this structure:

1. State one documented fact.
2. Give evidence from the week’s readings.
3. Identify one reasonable inference.
4. Explain why the cherry-tree story should be labeled unproven.

Quick Check for Understanding

1. What is the difference between a fact and an inference?
2. Why is the cherry-tree story not treated as a proven fact?
3. What is one question historians ask about a source?
4. Choose the correct word: “The historian wants to ______ the evidence.” (review/reviewed)

Success Criteria

• I can classify information as fact, inference, or unproven story.
• I can explain why evidence matters.
• I can use reporting words and punctuation correctly.
• My paragraph includes a claim and supporting evidence.

Day 5: Create a Young George Washington History Project

Objective

By the end of the lesson, the learner will be able to combine information from the week into a clear presentation or written project, solve a practical historical math problem, use accurate spelling and grammar, and explain how George’s childhood experiences helped prepare him for adulthood.

Introduction: Hook and Preview

Ask: “If you could show one younger student what George Washington was really like as a child, what would you include?”

Review the week’s focus: family, schooling, arithmetic, maps, surveying, evidence, and writing.

Lesson

I Do: Model a Final Project Plan

Demonstrate how to organize a project with a clear beginning, middle, and ending:

• Beginning: Introduce George, his family, and where he lived.
• Middle: Explain his schoolwork, family responsibilities, and interest in surveying.
• Ending: Explain what these experiences may have taught him.

Model a concluding sentence: “George’s childhood did not make him a perfect hero, but his family experiences, education, and responsibilities helped shape the skills he used later in life.”

We Do: Project Workshop

Choose one project format:

1. Mini museum exhibit: Create four display sections with captions, a timeline, a map, and a fact-versus-story card.
2. Historical newspaper: Write a front-page article titled “A Day in the Life of Young George Washington.” Include a headline, article, map or illustration, and fact box.
3. Traveling surveyor’s journal: Create a map, calculate distances, and write three journal entries about learning, family, and surveying.
4. Short presentation: Give a three- to five-minute talk supported by note cards, a timeline, or a poster.

Complete this final math challenge together:

Challenge: A surveyor measures three land sections: 24 acres, 37 acres, and 19 acres. What is the total area? If the land is divided equally among 4 people, how many acres does each person receive, and how many acres remain?

Language and spelling review: Choose ten words from the week’s spelling list. Write each word correctly, use five in original sentences, and proofread the final project for capitalization, punctuation, spelling, and complete sentences.

You Do: Final Project and Reflection

Complete and present the chosen project. Include at least:

• Five accurate facts about George’s childhood or family
• One timeline or sequence of events
• One math calculation connected to colonial life or surveying
• One map, diagram, or visual organizer
• One explanation of a fact versus an unproven story
• Correctly spelled vocabulary and edited writing

After presenting, answer in writing:

1. What surprised you most about George Washington as a child?
2. Which school subject from the week was most useful for understanding his life?
3. What is one question you still have about his childhood?

Quick Check for Understanding

1. Name three accurate facts about George’s childhood.
2. How did math or surveying connect to his life?
3. What is one story about George that should be labeled unproven?
4. What skill did you improve most this week: reading, math, language, spelling, or writing?

Final Success Criteria

• My project is historically accurate and clearly organized.
• I use evidence rather than treating every story as fact.
• I include math, reading, language, spelling, and writing skills.
• My explanations are written in complete sentences.
• I can explain how George’s childhood experiences connected to skills he used later.

Assessment and Differentiation

Formative assessment: Use the daily quick checks, timeline ordering, map calculations, source sorting, spelling practice, and paragraph reviews.

Summative assessment: Evaluate the final project using the success criteria. Award one point for each of the six criteria, for a total of six points.

Scaffolding: Provide sentence starters, a word bank, an audio reading, partially completed timelines, multiplication charts, or a map with some labels already added.

Extension: Compare George Washington’s childhood education with that of another colonial child, research Mary Ball Washington’s role in the family, or calculate distances and areas on a more detailed map.