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Thomas Jefferson

Thomas Jefferson. Group Members: Ally Beck, Brad Bentley, Dru Lockridge , Joe Mabry, Stacie Siers , & Claire Whitby. Use of Biography/Constructivist Theory. Student curiosity Importance of biography Activities Choose a person they know (Living Links Paper) Choose a historical figure .

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Thomas Jefferson

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  1. Thomas Jefferson Group Members: Ally Beck, Brad Bentley, DruLockridge, Joe Mabry, Stacie Siers, & Claire Whitby

  2. Use of Biography/Constructivist Theory • Student curiosity • Importance of biography • Activities • Choose a person they know (Living Links Paper) • Choose a historical figure By: Stacie

  3. Stanislavki Before They Were: Students write a letter from Jefferson at the age of twenty describing what awaits him in the future. Picture This: 2 dollar bill Beyond Rhubarb: How has James Callender affected Thomas Jefferson? By: Brad

  4. Stanislavki The Common Man: Students will draft a conversation from the perspective of a person who had a personal relationship of some sort with Jefferson; e.g. slave, neighbor, personal aid at Constitutional Convention. Of Janus and Men: list good and bad qualities of Jefferson and let students decide for themselves. The Superobjective: Political man vs. Monticello Man. Students come up with an opinion. By: Joe

  5. Stanislavski • Deconstructing Icons: • Examine the portrait of Thomas Jefferson (left) • What does this portrait say about him? • How does this compare to what you have learned about Jefferson? • Why did the artist choose to depict him this way? • Deconstructing The Declaration of Independence: • Often, aspects of a writer’s own life and opinions come across in their work. • Draw connections between what you have learned about Thomas Jefferson and The Declaration of Independence. • Emotional Connections Journal Entry: • In what ways can you relate to Thomas Jefferson? • Have you experienced any of the same things that he experienced or struggled with in his life. • How does this effect the way that you view Jefferson? http://www.archives.gov/exhibits/charters/declaration_transcript.html http://www.monticello.org/podcasts/media/jeffersons_words/draft_declaration.mp3

  6. A.N. Whitehead Romance: Fresh President of Independence Hall Precision: FACTS Generalization: Jefferson’s Instagram Posts By: Claire

  7. Fresh President of Independence Hall “Now this is the history all about whenMy Declaration got written, and signed by BenAnd I'd like the Congress to hear me rambleI'll tell you how I wrote up the PreambleIn old Philadelphia written and raisedIn the House of Burgesses I spent most of my daysLegal work, farming, in my Monticello HomeAnd way before the Octagonal DomeWhen a couple of Red Coats, they were misunderstoodStarted shooting people in John Adams’ neighborhoodBoston Massacre fight and I had to worryI left for Philly up in a hurryI rode a horse and buggy as I came near theCity had British troops it was clearIf anything I had one thing to DeclareBut I thought, forget it, Revolution’s in the airI wrote that document up and it got draftedAnd yelled to George "Yo, king you got shafted!"Looked at the colonies about to go warA tyrant can’t sit on our throne after July 4th.”

  8. Jefferson’s Weather Journal

  9. Critical Thinking/Teaching • Students should be critical thinkers. • Students need to look at sources and tell whether they are viable resources. • Student should be able to pull facts from their reliable sources. By: Dru

  10. Example

  11. Sources Brodie, Fawn M. Thomas Jefferson: An Intimate History. New York, NY. Norton, 2010. Teacherspayteachers.com

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