Six Presidential Tips for Kindergarten and 1st Grade Teachers
1.   John Adams's son also became a president. Once you have asked , "Can you name another presidential father and son?" (and have pointed out that the Harrisons were Grandpa and Grandson) ,ask your students, "If your child was getting ready to be the president, what good advice would you give him or her?"

2.   Make a Presidents' Day Tree. Decorate either a recently retired artificial Christmas tree or a blue-or-white-painted treebranch set in a coffee can base. Red, white, and blue crepe paper. 50 white stars. Small student-drawn, colored, pasted pictures of all of the presidents. Geo. W.'s cherries. Abe's stovepipe hat. Eagles. [Once a greeting card artist, always a ....]

3.   Speaking of decorations - Assign a president or 2 or 3 to each child who will draw or paste that president's picture and, perhaps, write the president's name on a rectangular piece of paper. These pictures could be made into a swell paper chain which would be the whole presidency, all the way from George to George. [this would also be good as a taped-together chain of "illuminated" paper dolls]......How 'Martha' is this!?!
4.   Or each child could, with construction paper and markers,yarn etc. , make a finger puppet [or paper sack mask] of his or her president and do a tiny bit of living history: " My name is Abraham Lincoln, President No. 16."
5.   Draw an olden-days picture of your favorite president when he was a little boy. Would there be cars? What else might or might not be in his world? Horses? Brothers and sisters? Boats?
6.   Suggest that each student draw him- or herself as President of the United States. Discuss this question: "What do you want to do to make your country better, President _______?"
Presidential Tips for 2nd and 3rd Grade Teachers
1.   Write a paragraph using such presidential words as:
decision    White House    Air Force One     Oval Office
              election     speech    First Lady
2.   Have your students look up some basic facts about the president whose name the student has drawn from the proverbial hat. Now that the student has become something of an authority, he or she answer questions from the "press:" fellow students who have given some consideration to questions such as Where were you from? Were there any wars when you were president? When's your birthday? If you're dead, when did you die? Did you and your wife have any children?
3.   President John Adams was the first to live in the brand new, not-yet-finished White House. George Washington and Thomas Jefferson had plenty of ideas about what the President's House should look like. "If you were starting a new country, could you design its leader's house?" Pointy towers? A dome-shaped room with a big round table inside? A suggestion box by the front door?
4.   One of the very first things President Adams did when he moved to Washington was to write a letter about his hopes and feelings. If you had just moved into the White House and you were writing a letter to your best friend, what would you want to say?
5.   With a bright lamp and a pencil, students can trace around their partners' shadows thereby making the pattern for a cut-out black paper silhouettes mounted on white. Underneath this "presidential portrait" and name (President ________) each student may write his or her campaign promise. "As president, I shall....."
6.   Giant Timeline. Allowing 1/2 inch per year each man lived, make strips of different colored (numbered, lettered, decorated, collaged) paper for each president. You'd have, for example 45 inches of Herbert Hoover who was pretty old when he died in 1964. Paste all the presidents on to a vertically-ruled LONG piece of paper. World events and inventions could be added.
Presidential Tips for 4th, 5th, and 6th Grade Teachers
1.   In 1800, on the day after President Adams moved to Washington D.C. in he wrote to his wife Abigail about his wishes for the White House. Perhaps your students might finish this sentence:
     "May all the future presidents - . "
2.   I confess my weakness for illustrated timelines and chronologies. They are such a perfect way to convey the idea that each president represents a different chapter in the story of the United States. When events, other notable people breathing the same air, battles, inventions, achievements, and discoveries are added to the span between birth and death, you get a clearer notion of that world. And to what extent times made the men and men made the times. If timelines for each president were the same scale, all together they would make a colossal mega-timeline, 1789 to now and heaven knows what next.
3.   At the end of one of my school visits, I was presented with a book. It was the product of a very cool student project. On each page were a few statements about the man, for example: "I was born in New York City. I won the Nobel Peace Prize... Who am I?" When I turned the laminated page, I'd find a swell drawing of President Theodore Roosevelt.
4.   I was given a totally neat book at another school- in Iowa, I think. With construction paper, the students had made pop-up pages illustrating the different rooms in the White House complete with furniture and presidents!
5.   In one of my books, ghosts are spooking about the White House. Why not have your students study a few dead presidents enough to write a short skit in which they talk about their very different times.