Author Archive

Although I am no longer traveling the state as the George Washington Ambassador, I want educators to be aware of opportunities and workshops to learn more about our first President.  I will be continuing to add to this site as time allows during the school year (I am back in the classroom full time). 

This Saturday at the Oklahoma A+ Schools Statewide Conference Beth Howard from Mark Twain Elementary will have her student Art Ambassadors in a workshop on George Washington.  Beth will demonstrate how to use art featuring our Founding Father to engage students creatively.

Some of the ways I have found to use art of Washington include:

1.  Have students physically recreate the Crossing of the Delaware (interview students as the character–how are they feeling).
2. Using a picture of the Constitutional Convention, number each person in the painting.  Have students select what “number” they would want to be and why.  This is a great first day activity because students reveal a lot about themselves (i.e.  “I would be the man talking to the guy next to him because I like to talk.” (Move this student next to your desk so you can keep the “talking” under control!
3. Using Gilbert Stuart’s famous portrait, talk about Washington’s teeth.  Give each student a pair of those Halloween “vampire” plastic teeth and have them seal their mouths.  Let them look at each other and point out that is how Washington’s false teeth distorted his mouth.
4. The National Portrait Gallery has a great web site that gives detailed information about one of Gilbert Stuart’s GW portraits.  One of their suggestions is to have the students examine the painting for 30 seconds.  Have the students turn their backs to the picture and then ask them questions such as, “Is he wearing shoes or boots?  What color are they?  Describe the floor.  What is in the background? “
5. Grant Woods’ painting, “Parson Weem’s Fable” is a great discussion starter.  Ask the students if George really looked like that as a child?  Why did Woods portray him as an old man? 
   1. Note:  the fringe on the curtain is made of cherries
   2. Note:  the painting is a take-off of Charles Wilson Peale’s “The Artist in his Museum.”
6.  There are many pictures of Washington and Napoleon with the same gestures and stances.  This is a great opportunity to compare their leadership styles (George’s were much better!).
7. And, my favorite, have students design a “rumper sticker” for Nelson, Washington’s horse. 

Although I have more art ideas, it is 10:22 and my first day of school with students begins tomorrow!

Have a great year,

Jan

I have walked on “untrodden ground”.  My tenure as the first George Washington Teaching Ambassador is coming to a close.  These two years have been an opportunity of a lifetime for an Oklahoma Teacher.  I have been fortunate to stay numerous times at Mount Vernon, meet the OUTSTANDING men and women who work behind the scenes at Washington’s Estate and Gardens, dine with highly regarded historians, and become acquainted with numerous educators across Oklahoma.  I have traveled more than 30,000 miles within the Sooner State, presented to over 25,000 students and almost 5,000 teachers.  It has been an experience I will treasure in my heart. 

I would be remiss if I did not mention some very special people who have touched my life and made this journey possible.  Mrs. Bonnie Henke is one of the “Mount Vernon Ladies” who happens to be from Oklahoma.  She is the perfect example of a lady—beautiful both inside and out, intelligent, and kind to everyone (Washington would have admired her!).  Ann Bay and Nancy Hayward have been instrumental in promoting and directing the ambassador program and graciously answered all my questions and continually supported my efforts.  Crystal McCliggott, Debbie Baker, Yvonne Jones, Laurel Noe, and Meghan Rafferty helped me with technology, scheduling, and all the little “details” that needed to be accomplished—always with patience and kindness.  Steve Bashore sparked my interest in the Oliver Evan’s Grist Mill and Washington’s distillery that have been re-created at Mount Vernon.  Diana Cordray always greeted me with a welcoming hug whenever I entered the Education Center.  Assistant Curator Christina Keyser, with her great breadth of knowledge, provided detailed information on many of the objects in the mansion.  Dean Norton, Director of Horticulture, is a jewel!  He spent many hours educating me about the estate which included a tour of the gardens and pointing out various trees—even one with Civil War marking— and gave me a hands on lesson about dendrochronology.  Dennis Pogue and Esther White explained the archeological projects on the grounds and spent time showing me interesting artifacts.  Jamie Bosket smoothly arranged events—always with a smile, and Librarian Mary Thompson took time to find certain facts for me—she knows where all the information is located!  Jim Rees, the Executive Director of Mount Vernon, made me feel like an important and integral part of Mount Vernon.  His book on Washington’s leadership was instrumental in many of my presentations. 

And now to the General…These two years have truly been a journey in which I increased my knowledge and admiration for the General tenfold.  The more I know about the man, the greater my esteem for him.  Although he seemed to naturally have tremendous courage and strength, I am in awe of his continued and purposeful growth in becoming a better American.  For many years in my classroom I had a huge sign that read, “A politician thinks of the next election, a statesman thinks of the next generation.”  Washington was unquestioningly a statesman.  He has taught me to think of others, to compromise (because that is how our constitution was devised), and that a truly great person never abuses power.  I hope this is the message about our first president that I have conveyed to my fellow citizens—Washington is so much more than wooden teeth and a chopped cherry tree—he is the person ever American should aspire to be.

So now my job as the George Washington Ambassador is nearing its conclusion and I will go back to my classroom next year, but I plan to continue spreading the greatness of Washington to the next generation of Americans.  After my last school presentation I received some thank you notes from the students.  One of those read, “Thank you for making us know that George Washington was a hero!”

“Tis Well”,

Jan

      Recently a lady, who I admire greatly, presented me with a griffin pin. George Washington’s family’s crest includes this unique mythical creature.  How, I wondered, did a griffin reflect the first president?  “The griffin is a legendary creature with the body of a lion and the head and wings of an eagle.   As the lion was considered the ‘king of beasts’ and the eagle the ‘king of the air’, the griffin was thought to be an especially powerful and majestic creature.”  Mmmm…that certainly sounds like characteristics of Washington—majestic and powerful.  Also, griffins are usually heroic symbols.  “They are well known for their speed, eyes like an eagle and the strength and courage of a lion”—Strength and courage—that definitely sounds like the Revolutionary War hero!  In heraldry the griffin is “used to denote strength and military courage and leadership…and combines intelligence and strength”—obviously, the griffin is the perfect symbol for Washington!  One interesting fact I found was that the College of   William and Mary in Virginia changed its mascot to the griffin in April 2010.  The griffin was chosen because it is the combination of the British lion and the American eagle…British lion?  I think Washington would find something amusing in that!

Information came from:

http://www.mythicalcreaturesguide.com/page/Griffin         http://en.wikipedia.org/wiki/Griffin http://www.wm.edu/about/mascot/about/index.php

Recently I have been to Norman’s McKinley Elementary and in Union’s McAuliffe Elementary.  It was such a beautiful day in Norman that the kindergarten students, after I taught them about Washington’s innovative farming and his farm animals, went outside and created chalk drawings about what they had learned.  A re-occurring theme was his horse, Blueskin, his dog, Sweet Lips, and, of course, Washington.  After speaking to several groups in Union where the librarian had Washington’s portrait prominently displayed, I took a picture of several of the students with Mrs. McCoy (the Librarian).

I am so excited!  Today my home school, Claremore High School, has George hanging in our hallowed halls (Actually, the library!)  I gathered as many faculty members as I could to have a photo op with our First President!  What a great-looking assemblage of educators (and a pretty handsome General, too)!

Two of the schools I visited this week, Russell Babb Elementary of Harrah and Mitchell Elementary of Tulsa, are full of patriotic enthusiasm for George Washington.  In Harrah the hallways were decorated with students’ artworks which included several drawings of the General.  Mitchell Elementary had the Peale Porthole Portrait (and Leutze’s painting of the Washington Crossing the Delaware) on the stage when I arrived for the presentation.  It is exciting to see students so enthused about our First (and Finest) President!

Driving from workshops in Norman to my next presentations in Goodwell (a 6 hour drive) I traveled through Fort Supply.  If you are not from Oklahoma you may not know that the town was first referred to as “Camp Supply,” the place from which the infamous George Armstrong Custer launched his “first stand.”  In November of 1868 the Seventh Regiment of the US Cavalry left Camp Supply and traveled south to Black Kettle’s village on the banks of the Washita River.  The brash, glory-seeking Lieutenant Colonel Custer and his troops killed more than 100 men, women and children, including Black Kettle.  Custer also ordered the shooting of over 800 Native American ponies—so much slaughter occurred that some refer to this episode as the “day the river ran red with blood.”   George Washington and George Custer were opposites.  Although both men were military leaders, Washington was always concerned with his troops, while Custer thought of only of himself.  Washington’s courage, honor, and trustworthiness led him to the presidency.  Although he coveted the executive office, Custer’s recklessness, self-promotion, and unreliability led him down the path to his “last stand.”  Maybe, by comparing these two men, students of today could better understand the greatness of an outstanding leader—-General George Washington. 

Note:  I think Washington would have preferred the Cheyenne Chief, Black Kettle, who is still honored as a prominent leader who never ceased striving for peace.

Some information for this article was taken from:  http://www.nps.gov/archive/waba/home.htm

Two more schools in Oklahoma are very proud of their George Washington Portraits.  Lawton’s Sullivan Village gathered around the painting for this picture and then their counselor (a friend of mine and an A+ Fellow), Brenda Walker, sent it to me.  The other photograph is of George Washington Elementary in Miami, Oklahoma.  When they received their artwork of the first president, they had a special ceremony.  The students of the elementary school all gathered around the flagpole and they hoisted the flag (that accompanied the portrait) above their school.  The flag had flown above Mount Vernon, so it is a very special flag.  They proudly display Washington’s painting in  a prominent place in the office.  In fact, it is the first thing people see when they walk in Washington Elementary.