New+Lesson

=**Our Lesson Redesign:**= Early American Leaders Two class periods 3-5 U.S. History Students will understand the following: 1. A leader demonstrates certain traits, qualities, or characteristics 2. Leaders exist in America today and existed in early American history as well. For this lesson, you will need chart paper and markers paper and pencils
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1. In this project, students will identify men and women who are leaders in their community and in the world at large. From this more concrete experience, they will travel back to early America and learn on a more abstract level about leaders of the young nation. Begin by asking students who the principal of the school is and what he or she does. Start, on the board or on poster paper, a list of leaders' qualities, traits, or characteristics. Such a list might include the following: - Makes up rules - Rewards and punishes people - Earns respect - Helps and comforts people - Makes people work hard
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2. Go on to ask students to identify the persons who head up other groups or organizations that they may be familiar with and to list the heads' qualities, traits, or characteristics. Students may identify a person by name or by title. Consider talking about the leaders of the following groups or organizations. Add qualities, traits, or characteristics of each leader to the list you started in the preceding step: - Leader of the town or city in which students live - Leader of the fire department of the town or city - Leader of the police department of the town or city - Leader of the largest store or major business in the town or city - Leader of the local newspaper - Leader of the state - Leader of the country - Leader of another country 3. Tell students, or review with them, stories about one or more of the following: - Paul Revere and the minutemen - George Washington and the Continental Army - Thomas Jefferson and the Declaration of Independence

4. Convert the list of leadership qualities, traits, or characteristics, which you've been adding to, into a chart with the qualities, traits, or characteristics as column heads. Place the name of one early American leader in each row. Based on what students have learned about Revere, Washington, and Jefferson, ask them to tell you which leader demonstrated which qualities, traits, or characteristics—and when or how (that is, students should supply an example of when or how the leader demonstrated the quality). Have a student check off the columns that apply to Revere, Washington, and Jefferson.

5. When the chart is complete, help students interpret it. That is, ask them to look at the data and comment on them. What traits do all these leaders seem to have in common? What traits do none of them have? What traits do some but not all of them have?

**6.After the class discussion, ask students to log on to **** [] and create a 'box' for one of the following Reveere, Washington, and Jefferson. Your box should contain 6 completed sides proving that your person of choice was a good leader. Suggestions for content are: traits and qualities, pictures (no more than 3), text features, hyperlinks. **


 * WEB LINKS: **
 * Historic Valley Forge **

This site is rich in resources that a teacher may use in the classroom. Topics include a museum tour, maps, time line, writings, kids' page, unsolved mysteries, etc. In addition you may want to use keywords such as "George Washington," "Continental Army," and "American Revolution," to conduct a Web search for additional information about George Washington and life during the American Revolution. []
 * Historic Valley Forge **

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 * Educational Resources for George Washington **

This is the official White House biography of Jefferson. []
 * Thomas Jefferson: Third President 1801-1809 **

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