Lesson 3: George Washington: The Precedent President
Gilbert Stuart portrait of George Washington.
George Washington became President—reluctantly—at a critical time in the history of the United States. The Confederation had threatened to unravel; the weak central government (which included a weak executive with the sole responsibility of presiding over meetings of Congress and no special power to initiate laws beyond that of any member of Congress, enforce laws, or check acts of Congress) created by the Articles of Confederation had failed. As part of its goal to form a "more perfect" government, The Constitution of the United States defined a new role for the executive, the President, in a much stronger federal system. However, a definition on paper and a President in practice could be two very different things. In this activity, students review the responsibilities and powers of the President as intended by the Founders and as practiced during Washington's precedent-setting terms in office.
Review the chart "The Chief Executive" that the class filled in on the previous day or during Lesson Two, Chief Executives Compared: The Federalist Papers, paying special attention to items 4 through 9 under the Constitution.
Guiding Questions
What important developments occurred during George Washington's tenure as the first President of the United States?
How did Washington's administration affect the future of the U.S. and the office of the President?
Interpret primary and secondary sources to determine the precedents set during George Washington's time in office.
Evaluate the decisions President Washington made that continue to influence the office of the President of the United States.
Subjects & Topic:
History & Social Studies
Before and Beyond the Constitution: What Should a President do?
Grade: 6-8
Lesson Plan Author:
Updated by EDSITEment team on 07/03/19
Lesson Plan Details
NCSS.D2.His.1.6-8. Analyze connections among events and developments in broader historical contexts.
NCSS.D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.
NCSS.D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
NCSS.D2.Civ.3.6-8. Examine the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.
NCSS.D2.Civ.4.6-8. Explain the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in the United States and in other countries.
Review the lesson plans in this unit. Locate and bookmark suggested materials and other useful websites. Download and print out documents you will use and duplicate copies as necessary for student viewing.
Download the Master PDF file. Print out and make an appropriate number of copies of any handouts you plan to use in class.
Activity 1. George Washington the Precedent President
Gather a list of accomplishments of George Washington in his tenure as the first President of the United States from your textbook and other sources. Some EDSITEment-reviewed websites are:
"George Washington - Key Events," a link from UVA's Miller Center, featuring a brief chronology of significant achievements during Washington's two terms.
Slides detailing the events of George Washington's life, designed for middle- and high-school students, from the Papers of George Washington (especially slides 7-9).
"George Washington: Domestic Affairs" and "George Washington: Foreign Affairs" from U.S. Presidents.
Match Washington's accomplishments with your class list of the powers and responsibilities of the President.
After viewing the short video on George Washington's life, have each student write on one page, in large, neat letters, an executive power or responsibility. Then students should illustrate on another page a matching event from George Washington's Presidency, including an appropriate caption. These could be put together to make a book, but first they will be used for a game (see the Assessment section).
Guiding Discussion Questions:
Can students find statements about the powers and responsibilities Hamilton discussed?
Are any aspects of the Executive as described in the Constitution different from Hamilton's discussion?
Remind students that, as the first President under the Constitution, George Washington was constantly setting precedents. He did a lot to define in practice what was written in the Constitution.
Put on display some or all of the illustrated events from Washington's Presidency. Then read aloud a power or responsibility of the President. Can students find the match?
After teaching this lesson, as a homework assignment, ask students to locate in a newspaper, magazine, or Internet article about a current event involving the President. See if it can be matched with a Presidential power or responsibility from the Constitution. Return to the concept of Presidential powers throughout the school year
Lesson Extensions
For more specific information on the role of President under the Articles of Confederation, consult the companion EDSITEment curriculum unit Lost Hero: Who Was Really Our First President?
Before and Beyond the Constitution: Worksheet 1
Lesson 1: The President Under the Articles of Confederation
Lesson 2: Chief Executives Compared: The Federalist Papers
Emanuel Leutze's Symbolic Scene of Washington Crossing the Delaware
What Made George Washington a Good Military Leader?