Civic Virtue and America’s Cincinnatus, George Washington

Cynthia Burgett, Rachel Carson Middle School, Herndon, Virginia

DESIGN LEVEL: Middle School-High School

 

Overview

In creating our Constitution, the founders believed civic virtue would be essential to ensure the success of our new republic. This lesson plan explores the historic foundations of civic virtue in the United States by closely examining the role George Washington played as a role model of civic virtue. The goal is for students to realize that civic virtue remains a necessity if a lasting republic to succeed. Additionally, this lesson can be used as a precursor to a service learning project.

 

Objectives

Students will:

  • Analyze the role of George Washington in setting the standard of civic virtue for a national leader.
  • Identify the role of civic virtue in our Constitution.
  • Identify and recognize current examples of civic virtue.
  • Collaborate to develop a community project that demonstrates civic virtue.

 

Materials

 

Recommended Time 

Two 45-60 minute class periods (not including post-lesson service project).

 

Activity 

Day 1:

Have students read “Eighteenth-century Depictions of Cincinnatus.”

Show students the video segment “Civic Virtue Means Citizen Obligations.”

Show students the video clip of Malala Yousafzai’s interview.

Explore the meaning of civic virtue as a class, and discuss why Malala is described as having civic virtue. Emphasize that civic virtue involves action not just thought.

Have students rotate through four of the eight stations to analyze a series of primary and secondary sources. Ask students to think about and answer the questions below for each source.

    1. When was this source created?
    2. What is the purpose of this source?
    3. Who is the audience for this source?
    4. How does this source relate to the idea of civic virtue?
    5. Why is this source important today?

 

At each table share opinions about the sources before moving to the next station. After all stations have been completed, conduct a whole class debrief on these resources.

STATION 1—George Washington’s response to his appointment to become commander-in-chief from Journals of the Continental Congress, 1774-1789, Friday June 16, 1775, page 92.

STATION 2—George Washington, Letter to Martha Washington, Philadelphia, PA, June 18, 1775.

STATION 3—Continental Congress to George Washington, Commission as Commander in Chief, Philadelphia, PA, June 19, 1775.

STATION 4—”Newburgh Conspiracy and Civic Virtue” video segment, and Continental Army orderly book (transcription at Library of Congress. “The American Revolution, 1763-1783.”), pages 37-54.

Day 2:

Show students the video segment “Washington as the Modern Cincinnatus.”

Have students rotate through the remaining four of the eight stations (those they did not visit on Day 1) to analyze a series of primary sources. Ask students to think about and answer the questions below for each source.

  1. When was this source created?
  2. What is the purpose of this source?
  3. Who is the audience for this source?
  4. How does this source relate to the idea of civic virtue?
  5. Why is this source important today?

 

At each table share opinions about the sources before moving to the next station. After all stations have been completed, conduct a whole class debrief on these resources.

STATION 5—George Washington, Circular Letter to the States, Newburgh, New York, June 8-20, 1783, pages 7-12 and 22-23.

STATION 6—United States Constitution (emphasis on Article II – Sections 1, 2 & 3).

STATION 7—Sketch for the Society of the Cincinnati medal; First in war, first in peace, and first in the hearts of his country : to the honorable the Society of the Cincinnati : this monument of Genl. George Washington is very respectfully inscribed by the artist; George Washington mantel clock; Commemorative jug depicting the marquis de Lafayette and George Washington; George Washington statue.

STATION 8—Rather than answering questions, brainstorm service learning projects to be conducted either in small groups or as a whole class.

 

Assessment 

Compose a reflective essay for homework to synthesize the role civic virtue has contributed to the continued success of the American experiment in republican democracy, citing examples from notes taken from each of the eight stations as well as a “current events” example of a present-day citizen who demonstrates civic virtue.

 

Extension 

As a class decide on a service learning project to be conducted either as a class, in small groups or individually in the community.

 

Standards Addressed

COMMON CORE: English Language Arts Standards—History/Social Studies—Grade 6-8
Historical Analysis and Skills Development: Reading, Writing, Speaking, Listening; Writing: Key Ideas and Details; Craft and Structure: Integration of Knowledge and Ideas

HISTORY AND SOCIAL SCIENCE STANDARDS OF LEARNING FOR VIRGINIA PUBLIC SCHOOLS—March 2015
Civics and Economics
CE.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
a) analyzing evidence from primary and secondary sources;
e) constructing informed, evidence-based arguments from multiple sources;
i) applying civic virtue and democratic principles to make collaborative decisions (examples include voting, volunteering, organizing a community group, attending a city or school board meeting);
j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.