Meet Thomas Jefferson
Topic: This lesson will cover the wide range of talents and interests of our third President.
CORE CURRICULUM CONTENT STANDARDS
HISTORY: 8.3.6 A. Identify and explain the political and cultural contributions of individuals
and groups to United States history from Beginnings to 1824.
I. OBJECTIVES
Long Range Goals: The students will understand that as an emerging power, the United States will face many new challenges.
At the conclusion of the lesson, the student will be able to:
1. List at least three accomplishments of Thomas Jefferson.
2. Explain how Jefferson’s epitaph proved him to be a very modest and simple person.
II. TEACHING MATERIALS
15 papers showing Jefferson’s accomplishments Colored pencils
Transparency, "Thomas Jefferson" notes Blank computer paper
Overhead projector
III. INTRODUCTORY MOTIVATION
On the board will be a question: "What makes a person worth studying in history? Explain and give an example." They will complete this exercise in their journals.
IV. LESSON INTRODUCTION
We will go over answers to the warm up question. I am looking for answers that state how a person must do something great. I will introduce the students to a person who is most definitely worth studying.
V. LESSON DEVELOPMENT
As I ask a question, students will raise their hands. The first person to answer correctly will receive that paper and stand in front of the classroom.
What is Mark Geragos’ occupation? (lawyer)
Before running for President, what was John Kerry? (Senator)
What is Stephen King? (author)
Aside from actor, what is Arnold Schwarzenegger? (Governor)
Aside from actress, what is Angelina Jolie? (ambassador)
What was Colin Powell’s previous position? (Secretary of State)
What is Dick Cheney? (Vice President)
What is George Bush? (President)
What do the Toll Brothers do? (Developer)
What is John Mayer? (musician)
What is Derek Jeter? (athlete)
What is Thomas Edison? (inventor)
What is Mr. McNeill? (educator)
What is a person who studies plants? (botanist)
What was Old MacDonald? (farmer)
After all papers are handed out, the students will repeat the answer and read the caption showing how Thomas Jefferson fit into each particular category. The students will see how Jefferson had the skills of many men in one. I will collect the papers and all students will take notes on this same material that I have prepared on the transparency.
The students will then look at Thomas Jefferson’s epitaph (on the transparency) and discuss how or why he only selected a few of his accomplishments. What does this say about him?
VI. LESSON CLINCHING
The students will be divided into groups of three, where they will select the three most important accomplishments (in their opinions) and create a new epitaph. I will give them computer paper and colored pencils to create a new tombstone. They will present these to the class, thus serving as their check for understanding.
VII. SUMMARY
I will return the Benjamin Franklin biographies to them and they will give me one question they would ask Franklin in order to prepare them for the assembly.