Students explore and describe Emmanuel Leutze's painting, "George Washington Crossing the Delaware," and research the artist, the Revolutionary war at the time depicted, and the work itself. They then write and perform a one-act play dramatizing the events and action leading up to the crossing.

1. George Washington Crossing
the Delaware: A Study of
Setting and Character
Intended Grade Level: Middle School
Lesson Purpose: Students will explore and describe, in detail, the painting, “George
Washington Crossing the Delaware,” and research the artist, the Revolutionary war at
the time depicted, and the work itself. Students will write and perform a one act play
illustrating the events and action leading up to Washington and his troops crossing the
Delaware River on December 25, 1776, the first step in the surprise attack against
Hessian forces at Trenton, New Jersey.
Lesson Objectives:
• Students will analyze a painting in order to re-enact the Revolutionary War
events that led to the crossing of the Delaware River.
National Standards:
NSS-USH.5-12.3 ERA 3: REVOLUTION AND THE NEW NATION (1754-1820s)
• Understands the causes of the American Revolution, the ideas and interests involved in forging
the revolutionary movement, and the reasons for the American victory
• Understands the impact of the American Revolution on politics, economy, and society
• Understands the institutions and practices of government created during the Revolution and how
they were revised between 1787 and 1815 to create the foundation of the American political
system based on the U.S. Constitution and the Bill of Rights
NL-ENG.K-12.5 COMMUNICATION STRATEGIES
Students employ a wide range of strategies as they write and use different writing process elements
appropriately to communicate with different audiences for a variety of purposes.
NL-ENG.K-12.8 DEVELOPING RESEARCH SKILLS
Students use a variety of technological and information resources (e.g., libraries, databases, computer
networks, video) to gather and synthesize information and to create and communicate knowledge.
NL-ENG.K-12.12 APPLYING LANGUAGE SKILLS
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning,
enjoyment, persuasion, and the exchange of information).
NA-VA.5-8 MAKING CONNECTIONS BETWEEN VISUAL ARTS AND OTHER DISCIPLINES

2. • Students compare the characteristics of works in two or more art forms that share similar subject
matter, historical periods, or cultural context
• Students describe ways in which the principles and subject matter of other disciplines taught in
the school are interrelated with the visual arts
Timeframe: Approximately five class sessions
Materials:
• Overhead transparency of the painting, “George Washington Crossing the
Deleware” (Emanuel Gottlieb Leutze, 1851) and one laminated color copy of the
same for each student (one class set)
http://www.metmuseum.org/explore/gw/el_gw.htm
• Overhead transparency of the painting, “George Washington Crossing the
Deleware” with each man in the boat identified with a number
• Folders in which students will keep their work
• White butcher paper and felt tip markers
Procedure:
1. Display the painting for the class and give students two minutes of silence to
examine it in detail. At the conclusion of two minutes, ask, “What do you see?”
List their responses on butcher paper. When answers seem to slow, ask about
clothes, weather, other boats, and animals.
2. Use a tape measure and masking tape to draw a rectangle on the floor that is the
size of the actual painting (approximately 12 feet high and 21 feet long). This
allows students to see the huge size of the work, which reflects the enormity of
the Revolutionary War.
3. Students complete, either in groups or individually, the handout Details of
‘George Washington Crossing the Delaware’ (included below).
4. Have students use the Internet and library to research the painting, the artist
and the history and culture of the time, December, 1776. Students will complete
the handout, Research Guide to ‘George Washington Crossing the Delaware”
(included below) and review the answers as a class.
5. Display the painting again but with all twelve people in the boat assigned a
number over their head (write this on the painting itself). This is how the
student will know which character they will sketch and portray in the play.

3. Each student will receive a number assignment from 1-12, since there are twelve
characters, or people, in the boat. The teacher decides how to assign each
student a number.
6. Pass out the “Character Profile” handout (included below). Students are to
complete this worksheet based upon their character. If there are multiple
students with the same character number, have them work on the worksheet
together. Teacher makes copies of each “Character Profile” and places them in
file folders marked with the character’s number on the outside of the folder.
7. Form teams of four, making sure that each person in the group is a different
character. Groups will need to find out which characters are “missing” from
their group and obtain written character sketches from the numbered folders in
order to “know” the other eight characters which they will write into their plays.
Only the four characters physically part of each group will have speaking parts
in the play they write.
8. Explain that their plays must include three different scenes with the ending scene
being that of the painting “George Washington Crossing the Delaware.” Pass
out copies of the handouts, “Scene 1,” “Scene 2,” “Scene 3,” and “Story Plot
Construction” (included below). Recommend that they begin with scene 3, then
do their “Story Plot Construction” and work backwards to complete their scenes.
9. After students have completed their scene construction, they will write the script
for each scene. Remind students that less is more in theater. Go for historical
accuracy, action and conveying the plot. If they would like to have any of the
other eight characters as “extras” in their play (especially the crossing scene),
they will need to arrange for the student who developed the other character
profiles be in their play.
10. Play scripts are submitted to the teacher and copied so that each cast member
and the teacher have a copy. Most students will likely perform in more than one
play. Students will need practice time either in class or as homework. Each play
is then performed for the rest of the class.
Adapted from a lesson submitted by Sandra Gonnerman,
George Washington Teachers’ Institute

4. George Washington Teachers’ Institute 2008

5. Details of “George Washington
Crossing the Delaware”
NAME ___________________________________
PERIOD___ DATE_______________________
Instructions: Use this sheet to place the details we listed in class in categories. Some
you might use are: clothes, tools, animals, land features, geography, colors, articles,
“odd things,” confusing things and more… make your categories and list, in each, the
items we picked out of the painting… some things might be in more than one category. You may
use the back of this sheet.

6. Research Guide to “George
Washington Crossing the Delaware”
NAME ___________________________________
PERIOD___ DATE_______________________
1. Who is the artist? Where is he from? When and where did he live? How old was he
when he painted this piece?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
2. What details did you learn about the painting? Who are the people? What kind of
boat is it? Where are they going? What time is it? Where are they? What are they
about to do? What else did you find out about the painting?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
3. What was happening in this country in 1776? What event does this painting depict?
What was going on culturally in 1776? In what ways would the people in the boat be
different? In what ways would the people in the boat be alike?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

7. Character Profile
Character #___
Student Names:____________________
Character Name
Age
Family
Career
Hometown

8. Scene 1
Time:
(month, day of week, season, time of day and more)
Place:
(at the park, in Williamsburg, Virginia, in a field, in a tavern, on a slide in the playground, color of the
grass, color of walls, accessories in room- be detailed!)
At Rise:
(When the curtain rises, what does the audience see? What is the image as we begin to watch what is
happening here?)

9. Scene 2
Time:
(month, day of week, season, time of day and more)
Place:
(at the park, in Williamsburg, Virginia, in a field, in a tavern, on a slide in the playground, color of the
grass, color of walls, room accessories- be detailed!)
At Rise:
(When the curtain rises, what does the audience see? What is the image as we begin to watch what is
happening here?)

10. Scene 3
Time:
(month, day of week, season, time of day and more)
Place:
(at the park, in Williamsburg, Virginia, in a field, in a tavern, on a slide in the playground, color of the
grass, color of walls, room accessories- be detailed!)
At Rise:
(When the curtain rises, what does the audience see? What is the image as we begin to watch what is
happening here?)

11. Story Plot Construction
What happens in SCENE 1?
What happens in SCENE 2 (a different setting)?
What happens in SCENE 3 that ends as everyone is in the boat moving towards the
opposite shore on the Delaware River?