Objectives:

• To discuss at least one part of George Washington’s life and explain why the event was important in his life
  
• To create a pictorial representation of one aspect of Washington’s life using one of the following media: mural, collage, picture book, or quilt

Related standards in historical thinking:

• Chronological thinking: distinguish between past, present, and future time
  
• Historical analysis and interpretation: formulate questions to focus inquiry or analysis; explain causes in analyzing historical actions; compare different stories about a historical figure, era, or event
  
• Historical research capabilities: formulate historical questions; obtain historical data; interrogate historical data; marshal needed knowledge of the time and place to construct a story, explanation, or historical narrative

Materials:

• Either paints, crayons, and large uniform-sized pieces of paper, or scissors, glue, scraps of felt or fabric, and large, uniform pieces of felt or fabric
  
• Student introductory reading material
  
• Additional biographical information on George Washington

1. Select the art activity that the students will use to create a pictorial biography of Washington: mural, collage, picture book, or quilt.
   
   
2. Depending on the students’ reading abilities, either read or ask them to read at least one biography of Washington.
   
   
3. Discuss different aspects of George Washington’s life (jobs he held, his hobbies, important life events, his personal characteristics). Draw a chart on the chalkboard that lists the students’ responses. Use the following list for additional ideas:
   
   childhood at Ferry Farm
   copying the “Rules of Civility”
   relationship with and influence of his half-brother Lawrence, including travel to Barbados
   time spent at Mount Vernon
   land surveying
   farming and tobacco
   marriage to Martha
   participation in the Virginia militia
   French and Indian War
   involvement with Virginia politics and the House of Burgesses
   representing Virginia at the Continental Congress
   being chosen commander in chief during the American Revolution
   presidency
   retirement
   
   
4. Divide the class into small groups. Either assign or have each group select a different aspect of Washington’s life and career. Ask the groups to thoroughly research this part of his life and highlight significant events during the period. They should also detail relevant dates or years.
   
   
5. Ask the students to design a pictorial image of the event. They should make preliminary drawings or sketches of their ideas before committing to the final product.
   
   
6. Allow the students to present their images to the class or share them with other classes.
   
   
7. Organize the images in chronological or other thematic order. Display the students’ work in some way – either in the classroom or in a hallway outside the class – so that other students can view their work.