My Lesson Plans for Teaching about George Washington as a Military Leader SSUSH4c

I’m thrilled to share my lesson plans for teaching about George Washington’s role as a military leader during the American Revolution! This one-day plan is designed for a 90-minute class period, but feel free to adapt it as needed. You know your students best, and the pacing may look a little different in your classroom.

If you’ve been here before, you know how much I love blending ELA skills with social studies content. You’ll see that many of the activities in this lesson draw on nonfiction reading and RI standards to deepen students’ historical understanding while strengthening literacy skills at the same time.

We’re covering SSUSH4c. Analyze George Washington as a military leader, including but not limited to the influence of Baron von Steuben, the Marquis de LaFayette, and the significance of Valley Forge in the creation of a professional military.

 Bell-Ringers 

In your opinion, what makes a strong military leader? List 3 traits and explain why one is most important.

Optional: Sentence stems for support

Optional: Advanced students: compare traits needed in the 1700s vs. modern day

Students write, then discuss in pairs.

TEACH:

Mini-Lesson/Guided Notes (15–20 minutes)

1. Introduce Washington’s challenges and leadership using 3 visuals:

• Map showing Valley Forge location

• Painting/illustration of Washington at Valley Forge

• Portraits of Von Steuben and Marquis de Lafayette

2. Highlights: 

• Washington’s background (French & Indian War experience)

• Initial weaknesses of the Continental Army (lack of training, supplies, unified command)

• Winter at Valley Forge (disease, weather, shortages, morale)

• Influence of

• Baron von Steuben: training, drills, discipline, sanitation recommendations

• Marquis de Lafayette: securing French aid, fighting alongside troops, morale leadership

• How these combined to create a more professional, unified army

2. MODEL – (10 minutes). Teacher Think-Aloud with Nonfiction Text
Use one paragraph from your nonfiction text to demonstrate:

• How to annotate for leadership traits

• How to identify cause & effect (ex: Von Steuben → improved training → stronger army)

• How to answer a constructed-response question using evidence

Teacher Script Example:

“Here, Washington is described as ‘instrumental’ and recognizing the army was weak. I’m highlighting that because it shows his awareness and strategic thinking. Next, when it says he reorganized the army, I note this as evidence of leadership…”

This sets students up for independent practice.

3. PRACTICE Part 1 – Nonfiction Reading & Annotation (20 Minutes). Read (independently or in pairs) the nonfiction reading packet, annotate, and complete the graphic organizer on pg. 7. Discuss whole-group. 

Task: Annotate for the following:

• Washington’s leadership actions

• Challenges faced by the Continental Army

• Contributions of Von Steuben

• Contributions of Lafayette

• Significance of Valley Forge

Supports:

• Chunk the reading with small “pause-and-jot” boxes

• Provide vocabulary support (militia, drill, rations, sanitation, etc.)

Extension:

• Annotate for long-term military impacts

• Annotate for relationships between foreign leaders and Washington 

4. PRACTICE Part 2- Nonfiction Reading Multiple Choice & Writing Prompt (20 minutes) Complete pages 4-5 of the nonfiction reading packet. 

Summarizer (Reinforce)

1. Ticket Out the Door (pg. 6 of nonfiction packet). 

2. As a class, create a 5-item “Professional Army Checklist” that Washington would need to win the war, based on the evidence.

Checklist might include:

• Standardized training

• Unified command structure

• Adequate supplies & sanitation

• Foreign military support

• Improved morale & discipline

Differentiation Ideas

For Struggling Readers

• Vocabulary front-load

• Chunked text with guiding questions

• Sentence stems (e.g., One challenge was…, Von Steuben contributed by…)

• Teacher-created guided notes

• Option to annotate digitally with text-to-speech

For English Learners

• Word banks

• Images for every key figure

• Partner reading

• Graphic organizer with icons

• Simplified constructed-response option

For Students Who Need Behavioral/Executive Support

• Timer for each segment

• Color-coded tasks

• Checklists for reading + questions

• Clear expectations for group roles or paired reading (leader, mapper, evidence gatherer, reporter)

Partner Pairing

• Pair students strategically: strong reader + developing reader

• Allow independent work for students who prefer it or work faster