Lesson Plans

The “20 Questions” series of worksheets from George Washington’s Mount Vernon are designed to guide students through a structured exploration of primary sources. Each set of questions move from concrete observations to analyses of people that lived in the past. The last questions ask students to make larger conclusions about the culture of the time in order to inform a final writing prompt. Included with each worksheet are primary sources from George Washington’s world.

This activity is designed to question students' assumptions on how labor was divided at Mount Vernon. Students will look at an artifact (the grub hoe) and then analyze primary and secondary sources to reinterpret that artifact. They will learn that enslaved women primary worked in the fields, while enslaved men usually did "skilled" tasks. This is an activity that will illustrate how gender binaries are constructed and have changed throughout history. It also reinforces students' STEM skills, such as percentages and ratios. 

This lesson highlights the global economy of the 18th century by tracing one of Washington's ale glasses through production to consumption. Students will create a story on all the different people that they think would have touched the ale glass throughout this process. This activity will make them realize the many hidden hands behind a common object.  

This activity sheet focuses students' attention on historical artifacts in the Archaeology collection to learn more about the enslaved population's lives at Mount Vernon. Students will learn how to use artifacts as a primary source, which is especially important in such cases where artifacts are some of the only primary sources left from enslaved communities. 

This activity connects students to George Washington's meticulous record keeping by equating it with modern day bullet journaling. Students will look at a 1793 Farm Report that was made by one of Washington's overseers and sent to Washington while he was President. Students will then keep a bullet journal for a week to experiment recording their own information. By reflecting on their experience, they will be able to get a better understanding of Washington.

This DBQ style lesson asks students to use multiple primary source objects from Mount Vernon’s collection to explore the concept of ownership and what it can tell them about enslaved people in the 18th century. This lesson was created by 2016-2017 Life Guard Teacher Fellow Michael Ellis.

This activity allows students to analyze a primary source and convey that information in the form of an infographic. Students will examine George Washington's List of Enslaved People, 1799 and create their own infographic to visually represent that data to convey a message. This will increase their media literary skills by analyzing the sources of infographics, while also learning more about the enslaved population at Mount Vernon in 1799.

A lesson plan that encourages students to analyze and use evidence from diverse sources to act as curators and create an interpretation plan for the Greenhouse Slave Quarters at Mount Vernon. 

This activity helps students understand the enslaved workers' housing conditions on George Washington's outlying farms. Students will measure out the dimensions of the size of a enslaved worker's cabin to think about how space was apart of the mental restrictions of slavery as well as the physical limitations.

A lesson that draws a connection between the innovative steps that George Washington took as “first farmer” and the wave of changes that comprised the American Industrial Revolution. Students will explore information from sources such as text, video, and drawings. Students will make interdisciplinary connections between history and science/engineering. This resource was created by 2013-2014 Life Guard Teacher Fellow Hannah Markwardt. 

A lesson that uses George Washington’s list of enslaved people from 1799 to understand enslavement at Mount Vernon. Students will explore information related to the institution of slavery in the 18th century.

Washington has been a symbol of the United States since the moment of its founding. Students explore the value of civic conversations about historic symbols in monuments of George Washington in our world today. Through the analysis of primary sources and a creative civics activity, this learning resource empowers students to see themselves as citizens whose voices matter and who have agency to participate in civic conversations.

This learning resource connects the concept of informed civic agency to George Washington’s significance as a national symbol in rhetoric. Two leading 19th-century African-American orators provide different perspectives on George Washington’s legacy in the century after his death. Through the analysis of primary sources and a creative civics activity, this learning resource empowers students to see themselves as citizens whose voices matter and who have agency to collaboratively confront problems in our world today.

This lesson shows how recipes are one way women documented their lives in the 18th century. Students will closely examine a recipe for hoecakes and focus on the people involved in that recipe. They will then hypothesize on the lives and interactions of those people based on the recipe. 

This activity sheet is designed to get students to look closely at a primary source document so that they can extract and analyze the information with in it. Students will use the source to learn about what happened to the enslaved people at Mount Vernon after George Washington's death. 

In this activity students will use objects from the Lives Bound Together exhibition to create their own exhibit. Students will learn to use primary sources as evidence to convey a message. 

A primary source worksheet for students focused on close reading skills. Students are asked to use historical thinking skills to source a map of George Washington's five farms. This resource was created by 2015-2016 Life Guard Teacher Fellow Marcia Motter.

A lesson that challenges students to use non-text-based sources to consider the essential question: What did George and Martha Washington want to convey to their guests in the New Room? After close examination and analysis of the architecture, paintings, and objects in Mount Vernon's New Room students debate whether George Washington created an autobiography through his home. 

This activity exemplifies George Washington's appreciation for innovation and ingenuity. Students will examine Oliver Evans' Mill Patent, which Washington adopted in his own Gristmill, and analyze how those represent both Washington's and America's values at the time. 

A primary source worksheet for students focused on using place as a primary source. Students will explore Samuel Vaughan's 1787 map of Mount Vernon to gain a better understanding of George Washington and the 18th-century world in which he lived. 

This activity uses the Slave Quarters at Mount Vernon to better understand the lives of the enslaved population who lived and worked on Mansion House Farm. Students will learn how to use place to examine American values and culture in the late 18th century. 

An infograph created by the staff at the Washington Library that visually represents information from George Washington's List of Enslaved People, 1799. 

This activity highlights the global economy that Mount Vernon was a part of in the 18th century. Students will use primary and secondary source to follow the process of how fish from Mount Vernon could become Solomon Gundy, a fish paste that was traditional in Jamaica. It also shows how George Washington was an active member of the slave trade and profiting off of the institution of slavery independent of him owning enslaved people. 

Use these pages alongside the Mount Vernon Virtual Tour to learn about George Washington, Mount Vernon, and 18th Century life.

These sheets are created by LifeGuard Teacher Fellows Mari L. Harris, Jennifer Schmidt, and Jamie Brown.

A lesson challenging students to analyze primary and secondary sources to answer the question How many enslaved individuals named Grace, Isaac, and Suckey were there at Mount Vernon from 1750-1799? Using information available to researchers and scholars at the Washington Library, students become historians as they work to answer a question that has no definitive answer. As an optional extension, students can create a biography about one of the individuals identified in their research. 

A lesson plan to help students gain an understanding of the lives of the enslaved people on Mount Vernon.  The students will use a primary source document, entitled the French’s Slave Census 1799, to research an enslaved individual in order to answer questions and write an introduction about the person. This lesson was created by 2017-2018 Life Guard Teacher Fellow Donella Smither.

In this post- distance learning program activity, students will use primary source objects, places, and documents to investigate different ways members of the enslaved community took agency over their lives while living in bondage. Students will learn about enslaved life at Mount Vernon, explore multiple perspectives, and contextualize history within a larger narrative. 

Did you know George Washington loved hoecakes for breakfast? Work together to cook a historic recipe in your kitchen. Here are other recipes you can try at home.

Explore Mount Vernon’s website and virtual tour to complete bingo! Play in a group or by yourself.

There are many shapes and colors on the Mansion. Use the virtual tour to find more shapes you can find!