GRADE 6

Lesson 5: First Five Presidents

Essential Question:
How do political parties compromise?

Objective:
Students will be to discuss the major contributions of the first five presidents.

Standards:
USI.1
The student will demonstrate skills for historical and geographical analysis and responsible
citizenship, including the ability to
a) identify and interpret primary and secondary source documents to increase
understanding of events and life in United States history to 1865
b) make connections between the past and the present;
c) sequence events in United States history from pre-Columbian times to 1865;
d) interpret ideas and events from different historical perspectives;
e) evaluate and discuss ideas orally and in writing
USI.7
The student will demonstrate knowledge of the challenges faced by the new nation by
a) describing the historical development of the Constitution of the United States
ENG 6.1
The student will participate in and contribute to small group activities
a) Communicate as a leader and contributor
ENG 6.2
The student will present, listen critically, and express opinions in oral presentations
b) Present a convincing argument
c) Paraphrase and summarize what is heard.
d) Use language and vocabulary appropriate to audience, topic, and purpose
VISUAL ARTS 6.16
The student will identify how visual language communicates personal meaning..

Materials:
Teacher:
BrainPop: Political Party origins
Laptop
SmartBoard
First Five Presidents PowerPoint (FCPS eCART)
Presidents foldable (FCPS eCART)

Student:
GRADE 6
Foldable
White comic paper
Colored pencils

Learning Procedures:
LINK/HOOK:
Previously you learned about the development of government and the Constitution.
Today, we are going to learn about the first presidential leaders in the United States,
and their major contributions.
Group brainstorm: as a class, brainstorm and record all the Presidents students can
name.
o Extension: name the time period, or something the person was famous for.
ENGAGE/EDUCATE:
Use the FCPS PowerPoint to educate students about the first five Presidents. [Visual-
spatial]
Students can actively take notes using their foldable. [Bodily-kinesthetic, Visual-spatial]
Discuss important contributions or events that occurred during each of the first five
presidencies.
George Washington
o Federal court system was established
o Bill of Rights added to the Constitution
o Plans for development of Washington D.C.
Mention Benjamin Banneker
John Adams
o Two-party system
o Show BrainPop: Political Party origins [Musical, Visual-spatial]
Thomas Jefferson
o Louisiana Purchase
o Sent Lewis and Clark to explore new land
Link to next unit Growth and Change
James Madison
o War of 1812 (caused European nations to gain respect for the United States).
James Monroe
o Monroe Doctrine (warned European nations not to interfere with the U.S.).
All Virginians except John Adams (Massachusetts)
ACTIVITY:
Students will create a cartoon depiction of one of the first five Presidents.
[Intrapersonal]
The cartoon should be large, and somehow show what they are famous for.
GRADE 6
Can also show where they are from.
Students can use their notes, information in their textbook, or other resources in the
classroom.
Encourage students to be creative! [Visual-spatial]
Model a cartoon depiction of yourself.
o Include things in the setting, your expression, and what you are wearing that
show the students how it is you.
o Talk to them about how you chose to include what you did.
o They can do the same with the Presidents.
SUMMARIZE/REFLECT/NEXT STEPS:
Exit ticket: 5 Presidents
The contributions of the Presidents will set the stage for our next unit about Growth and
Change.
The next meeting will be a summative assessment in which you will demonstrate your
knowledge about the progression of government in the United States.
Extension:
Students can create a board game similar to the game Guess Who
Include all key people from the unit, including people from the Constitutional
Convention and the Presidents.
Students can play the game with a partner as a way to review and talk about the
individuals. [Interpersonal, Linguistic, Logical-mathematical]
Assessment:
Formative: Use the exit ticket, class discussion, cartoons, and anecdotal notes to formatively
assess understanding. Use data to inform review and any clarification necessary prior to
summative assessment.
Differentiation:
Student will choose the President they depict based on interest and personal connection.
ELL Students: Students will have the option to demonstrate understanding through art instead
of writing. Notes will be scaffolded in a visually appealing way with the foldable.
Low-Readiness: Students will have choice based on interest for President. Notes will be
scaffolded with a foldable. Opportunity for one-on-one or small group scaffolding with cartoons
as needed.
High-Readiness: Students with high-readiness will have extension activities available.
GRADE 6
Special Education: Not applicable for this class, but can make individual accommodations where
necessary. Option for one-on-one help during individual work, as well as scaffolded notes, and
oral assessment.
Multiple Intelligences addressed throughout.