Primarily George is a distance learning broadcast featuring educators from Mount Vernon, the Massachusetts Historical Society, the National Archives, the Gilder Lehrman Institute of American History, and the Papers of George Washington. These educators highlight online primary source documents, in their respective collections, that can be used to teach students about various aspects of George Washington and the founding and also give brief overviews of the online collections that can be used to access the sources.
Primarily George Selected Documents- This list of documents and lesson plans highlights those discussed by the panelists and explains how they may be useful for classroom use.
For fifth grade: Early survey plan, with focus on evolution of Washington’s career or A Display of the United States of America, Amos Doolittle, 1794, with a focus on Washington as a symbol of the new nation.
Lesson plan: Centerpiece of a Nation
For eighth grade: 1799 Slave Census created by Washington in the summer of 1799 in anticipation of preparing his will. This detailed document not only reveals Washington as a meticulous businessman but also open discussion of Washington as a slave owner and the institution of slavery in the 18th century.
Lesson plan: Washington & Slavery
For eleventh grade: Circular to the State Governors, George Washington, 1783. (Gilder Lehrman owns in broadside format). This document is considered by many historians as one of Washington’s seminal writings in which he outlines the “four pillars of republican government” he feels are essential to establishing a viable nation.
Lesson plan: Exploring George Washington
Massachusetts Historical Society
For fifth grade: A Letter from John Adams in Philadelphia to Abigail Adams (11-17 June 1775) describing the appointment of Washington as Commander of the army: description of Washington's character, reasons he was picked, hopes for how he will be welcomed and how much depends on him -- all in two short paragraphs. The focus would be on JA's choice of words as he writes to his wife, and what those particular words tell us about his view of Washington and what Adams admires in this man. Good combination of Language Arts and Social Studies.
For eighth grade: "George Washington's Terrible Dilemma": Letter from Washington to Secretary of War Benjamin Lincoln (5 June 1782) seeking his old friend's advice about whether to execute a young British prisoner in retaliation for the killing of an American prisoner of war. Middle school is great age for exploration of dilemmas and this was a particularly tough and terrible one that brings out interesting aspects of Washington's approach to making agonizingly difficult decisions. It also underscores that even great leaders were conflicted and that situations are rarely black and white - much more complex.
For eleventh grade: "The General most earnestly requires…": The Artemus Ward orderly book 3-8 July 1775 contains notes from his predecessor (now one of his key officers) on Washington's rules and requirements for the new Continental Army in Cambridge. These regulations can provide students with insights about the severe problems Washington faced (why were these particular orders necessary?) as he took command. This document can demonstrate well how to look for clues -- how teachers and students can piece together evidence in their investigations and how much historical research is like good detective work.
For fifth grade: A Photograph of the Washington Monument under construction (possibly paired with a document from Senate records in 1799 proposing a monument). Focus would relate to how George Washington was/is commemorated and remembered.
For eighth grade: Letter From George Washington to the President of the Confederation Congress: 03/21/1781 in which he congratulates Congress on the Articles of Confederation. Focus would relate to the evolution of George Washington--at the time he had no idea what else was in store for him.
For eleventh grade: Page one of George Washington's First Inaugural Address: 04/30/1789. Focus on responsibility and duty--character traits.
For fifth grade: Engraving of the Boston Massacre by Paul Revere, 1770. Titled "The Bloody Massacre perpetrated in King-Street Boston on March 5th 1770 by a party of the 29th Reg." Hand-colored, first edition. Crispus Attucks is colored in, indicating that he was an African American. The depiction of the event and a poem printed below the engraving vilifies the British Army. The casualties, described as "unhappy sufferers," are listed at the bottom.
For eighth grade: George Washington to Henry Knox, 1 April 1789. One of Washington's most famous letters, written shortly before going to New York for his inauguration. Washington writes about his apprehensions on assuming the presidency: "my movements to the chair of Government will be accompanied with feelings not unlike those of a culprit who is going to the place of his execution: So unwilling am I, in the evening of a life nearly consumed in public cares, to quit a peaceful abode for an Ocean of difficulties, without that competency of political skill-abilities & inclination which is necessary to manage the helm..." Promises integrity and firmness at his post.
For eleventh grade: George Washington to Jonathan Trumbull, 21 July 1799. Discussing his unwillingness to accept a third term, political parties and his "ardent wishes to pass through the vale of life in retirem[en]t undisturbed in the remnant of the days I have to sojourn here[,] unless called upon to defend my country (which every citizen is bound to do)...."