1.2 OVERVIEW

The student will describe the stories of American leaders and their contributions to our country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, and George Washington Carver.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Begin by asking the students to tell about the principal of the school and what he or she does as the principal. Make a list of the principal’s qualities, traits, or characteristics on a chart. Ask the students to identify other people who are leaders in their community and what leadership qualities they display.
• Read selected stories and books where examples of being a leader are demonstrated. After reading these selections, have the students list the leadership qualities they observed in characters in the books and stories.
• Prepare a large chart divided into three columns labeled Books, TV, and Movies. Ask the students to brainstorm a list of books, TV shows, and movies they enjoy, and record the titles of these in the appropriate column. Next, draw a horizontal line beneath each list. Ask students if they know of any leaders in these three sources. Record these names beneath the corresponding columns. Each time an example is given, have the student explain why he or she believes the character is a leader. Next to each character's name, use a different color marker to write keywords indicating leadership characteristics and accomplishments.
• What is a good leader? With the students, make a web of good leadership qualities. Keep the web for future reference when they will discuss the qualities of other leaders they are studying.
  -After completing this web activity, have students write a few sentences and draw a picture of a person or character they think is a good leader.
• Briefly review the activity of understanding what makes a good leader. Put the overhead or chart up that contains the student responses about what makes a good leader.
• Explain to the students that leaders often make contributions to the people and groups they lead. Define contributions as the act of giving or doing something.
• Review with the students the leadership qualities of the principal. These leadership qualities add to the contributions the principal makes to the school. Make a list of the principal’s contributions to the school. Ask the students to identify the contributions other people who are leaders in their community.
• Create a class chart of responses students make about the contributions of leaders.

GEORGE WASHINGTON

• Introduce George Washington to students by showing them a picture or poster of George Washington. Ask the students to share any information they already know about George Washington. Write the responses on a KWL chart about George Washington under What We Know.
• Review the Essential Knowledge the students covered in kindergarten about George Washington. He was the first president of the United States and often called the “Father of Our Country.”
• Ask students what they would like to learn about George Washington and post their questions under the What We Want to Know section of the KWL chart.
• Read a teacher-selected story or book about George Washington. Discuss the new information learned from the book and add this information to the chart. Discuss what Washington's life was like, including clothing, transportation, food, jobs, homes, etc..
• Add to the George Washington chart the following Essential Knowledge.
  -George Washington was born in Virginia.
  -He was a farmer.
  -He became a brave leader of soldiers.
  -He was the first President of the United States.
  -He is known as the “Father of Our Country.”
• Explain to the students that because George Washington was such an important person and did so many things to help our country that we want him to be remembered. Ask the students if they know ways in which people honor and remember George Washington. Write the student responses on a chart.
• Make a flip booklet about George Washington identifying him as a Virginia farmer who was a brave leader of soldiers and became the first President of the United States.
• Complete the What We Learned section of the KWL chart with student responses.

BENJAMIN FRANKLIN

• Introduce Benjamin Franklin to students by showing them a picture or poster of Benjamin Franklin. Have students share information they know about Benjamin Franklin. Write the responses on a KWL chart about Benjamin Franklin.
• Ask the students what they would like to learn about Benjamin Franklin and post their responses under the What We Want to Know section of the KWL chart.
• Read a teacher-selected book about Benjamin Franklin. Discuss what they see in the illustrations and photographs in the book as well as in the text and content. Use different graphic organizers to vary students’ ways of organizing information learned from the book. Ask students to share with the class the information they remember about Benjamin Franklin.
• Complete the KWL chart with information the students have learned about Benjamin Franklin. Add to the chart of What We Have Learned the following Curriculum Framework information.
  - Benjamin Franklin proved that electricity was present in lightning through his kite experiment.
  - Benjamin Franklin started the first library in America.
  - Benjamin Franklin started the first volunteer fire department in America.
• Use additional materials such as Web sites and videos to share additional information about Benjamin Franklin and his many accomplishments with the students. The Web sites are student sites that may be used to have students complete additional research about Benjamin Franklin. Click on Ben Franklin to learn more about his accomplishments at http://bensguide.gpo.gov/benfranklin. Benjamin Franklin: Glimpses of the Man provides background information and sample activities at http://sln.fi.edu/franklin/rotten.html. An account of Benjamin Franklin’s electricity kite experiment is available at http://www.ushistory.org/franklin/kite.
• Make a Benjamin Franklin mural by having the students draw pictures of the contributions and accomplishments Benjamin Franklin made. Help students find other things he invented to add to their mural. Hang the mural and discuss the students’ illustrations.
• Complete the What We Learned section of the KWL chart with student responses.

ABRAHAM LINCOLN

• Introduce Abraham Lincoln to students by showing them a picture or poster of Abraham Lincoln. Ask the students to share any information they already know about Abraham Lincoln. Write the responses on a KWL chart about Abraham Lincoln under What We Know.
• Ask students what they would like to learn about Abraham Lincoln and post their responses under the What We Want to Know section of the KWL chart.
• Read a teacher-selected book about Abraham Lincoln. Discuss what they see in the illustrations and photographs in the book as well as in the text and content. Use different graphic organizers to vary students’ ways of organizing information learned from the book. Ask students to share with the class the information they remember about Abraham Lincoln.
• Complete the KWL chart with information the students have learned about Abraham Lincoln. Add to the chart of What We Have Learned the following Curriculum Framework information.
  -Abraham Lincoln was born in a log cabin.
  -Abraham Lincoln taught himself how to read.
  -Abraham Lincoln became a United States President.
  -Abraham Lincoln was known as “Honest Abe.”
• With the students’ help, make a chronological list of the major events in Abraham Lincoln’s life such as his birth in a log cabin, his childhood chores in Kentucky, going to school, reading and learning on his own, his early job as a shop keeper, becoming a lawyer, and becoming a President. Have the students work in pairs to draw pictures of the different events in Abraham Lincoln’s life. Have the students describe their pictures and write the event under each picture. Post the completed pictures in chronological order to create a time line of Abraham Lincoln’s life.
• Have students work in small groups to examine pennies. Discuss the images on both the front and the back of the penny. The students can do rubbings of Abraham Lincoln’s image on the front of the penny and the Lincoln Memorial on the back of the penny.
• Make a class chart comparing Abraham Lincoln and George Washington. The chart could include the ideas of where they lived, education, jobs, family, problems our country faced at the time, and how we honor these two presidents.
• Use additional materials such as Web sites and videos to share additional information about Abraham Lincoln and his many accomplishments with the students. The Web sites are student sites that may be used to have students complete additional research about Abraham Lincoln. See above Web sites listed below on Abraham Lincoln.
• Complete the What We Learned section of the KWL chart with student responses.

George Washington Carver

• Introduce George Washington Carver to students by showing them a picture or poster of George Washington Carver. Ask the students to share any information they already know about George Washington Carver. Write the responses on a KWL chart about George Washington Carver under What We Know.
• Ask the students what they would like to learn about George Washington Carver and post their responses under the What We Want to Know section of the KWL chart.
• Read a teacher-selected book about George Washington Carver. Discuss what they see in the illustrations and photographs in the book as well as in the text and content. Use different graphic organizers to vary students’ ways of organizing information learned from the book. Ask students to share with the class the information they remember about George Washington Carver.
• Complete the KWL chart with information the students have learned about George Washington Carver. Add to the chart of What We Have Learned the following Curriculum Framework information.
  -George Washington Carver was an African American who studied science and plants.
  -George Washington Carver became a teacher.
  -George Washington Carver developed hundreds of uses for peanuts, sweet potatoes, and soybeans.
• Discuss with the students and make a chart of the many uses of the peanut that George Washington Carver discovered. Complete a Think-Pair-Share activity. Individually, have students think of the various things that are made from peanuts or contain peanuts. In pairs, have students share the products they have thought of. In a large group, have the students contribute to a class list of all of the products they have thought of. Some examples include margarine, salad oil, soap, medicines, paperboard, and plastic filler.
• Complete the What We Learned section of the KWL chart with student responses.

WEB SITES

http://www.eduplace.com/graphicorganizer/
A collection of graphic organizers can be used in lessons with students.

http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm
Here are more graphic organizers that may be used in the unit.

http://www.EnchantedLearning.com/history/us/pres/washington/index.shtml
Check out the time lines, activities, crafts, and coloring printouts about George Washington.

http://www.educationalsynthesis.org/famamer/Washington.html
Famous Americans by Anne Pemberton features George Washington.

http://bensguide.gpo.gov/benfranklin/index.html
Learn more about this statesman, inventor, librarian, and printer at this site from the U.S. Government Printing Office.

http://sln.fi.edu/franklin/rotten.html
Benjamin Franklin: Glimpses of the Man provides background information and sample activities.

http://www.ushistory.org/franklin/kite/
Here is an account of Benjamin Franklin’s electricity kite experiment.

http://www.EnchantedLearning.com/history/us/pres/lincoln/index.shtml
Time lines, activities, crafts, and coloring printouts about Abraham Lincoln are available here.

http://www.educationalsynthesis.org/famamer/Lincoln.html
Famous Americans by Anne Pemberton features Abraham Lincoln.

http://www.invent.org/hall_of_fame/30.html
Here is a brief biography about George Washington Carver.

http://inventors.about.com/library/weekly/aa041897.htm
Learn more about George Washington Carver’s many inventions.

http://chumby.dlib.vt.edu/melissa/posters/firstposter.html
Social studies curriculum resources poster sets are available for grade one.

LITERATURE LINKS

George Washington

Schaefer, Lola M.
George Washington. Mankato, MN: Pebble Books, 1999.
This is a simple biography about the man who led America through the Revolutionary War and became our first President.

Benjamin Franklin

Krensky, Steven.
Ben Franklin and His First Kite. (No information available.)
This fictionalized book is based on fact, and accurately depicts eighteenth century life. A timeline of important events in Franklin’s life is included.

Mara, Wil.
Benjamin Franklin. New York: Children’s Book Press, 2003.
This beginning biography briefly introduces the life of Ben Franklin and focuses on his contributions as an inventor and statesman.

Abraham Lincoln

Schaefer, Lola M. Abraham Lincoln. Mankato, MN: Pebble Books, 1999.
This is a brief biography of the Illinois lawyer who led our country through the Civil War.

Walker, Pamela.
Abraham Lincoln. New York: Children’s Press, 2001.
An introductory biography of Abraham Lincoln, the president also known as “Honest Abe.”

George Washington Carver

Aliki (Illustrator).
A Weed Is a Flower: The Life of George Washington Carver. New York: Aladdin Library, 1988. This book presents the life of a man who became a scientist and devoted his life to helping improve agriculture.

McLoone, Margo.
George Washington Carver: A Photo-Iillustrated Biography. Bridgestone Books, 1997.
This is a brief biography of the African American scientist who overcame tremendous hardship to make important discoveries in the field of agriculture.