Unit Title: Enlightenment Ideals As Realized by Jefferson and Others
Author: Stephen Bertetti
Grade Level: 10
School: T.C. Williams H.S.
Time Estimated: 1 Block
Overview:
This lesson works well with an honors class that has a background on the Enlightenment,
the Declaration of Independence, and parts of the U.S. Constitution that relate to the 3/5
person rule and the first 10 amendments. During this lesson, students will use primary
sources from late 18th century and early 19th century American history to judge how well
Thomas Jefferson and others’ implemented the ideals of the Enlightenment into the
Declaration of Independence and the U.S. Constitution. They will finish with a
discussion of whether Thomas Jefferson and others were justified with the limitations
they placed on the Enlightenment ideals.
Historical Background:
From the late 17th century through to the late 18th century, European thinkers were
influenced by the developments of the Scientific Revolution. These Enlightenment
philosophers wanted to use the ideas from science and apply them to the world of human
interaction. The Europeans borrowed from the Greeks and Romans building on their
notions of democracy, equality, and freedom. In turn, American revolutionaries absorbed
these Enlightenment ideas and used them as both a justification for revolution and a guide
for a new republic. However, the American writers of the Declaration of Independence,
the U.S. Constitution, and the Bill of Rights did not include a great number of people in
their interpretation of democracy, equality, and freedom. As one of the principle authors
of the Declaration of Independence and as a participant in the forming of the new nation,
Thomas Jefferson was a leading spokesman for the Enlightenment values. Besides
Jefferson, other founding fathers espoused the ideals of the Enlightenment but always
with their own limitations.
Objectives: During this lesson, students will
1. Read and interpret primary sources from late 18th century and early 19th century
America.
2. Identify ideas from the Enlightenment in the sources.
3. Describe opinions and biases in the sources.
4. Give an example from an 18th century U.S. document that reaffirms or negates the
ideas presented in the primary source.
5. Compare and contrast the opinions presented in the primary sources.
6. Predict future conflicts that will arise from the differences that are presented.
7. Evaluate and judge the creators of the United States as to how well they
incorporated the ideals of the Enlightenment into U.S. government.
Standards of Learning:
1
Skills: World Civilization II SOL 1a The student will improve skills in historical
research by identifying, analyzing, and interpreting primary and secondary
sources to make generalizations about events and life in world history
Content: World Civilization II SOL 6d The student will demonstrate knowledge
of changes during the eighteenth century by explaining the political and social
ideas of the Enlightenment and the ways in which they influenced the founders of
the United States, specifically the Declaration of Independence, the Constitution
of the United States of America and the Bill of Rights.
Materials:
• Copies of the U.S. Constitution (including the Bill of Rights) and the Declaration
of Independence (from the textbook.) They will be used as references during the
lesson. The students should already be familiar with these documents from a
previous lesson. Part of World Civilization II SOL 6d includes studying the
Enlightenment values in these documents. This should be done prior to this
lesson.
• Enlightenment resources. World History teachers will have covered the
Enlightenment in depth beforehand, as it is a large SOL in the curriculum. These
teachers can use whatever resources they have used in their previous lessons to
review background. However, American History teachers or others who have not
covered the Enlightenment and need to give background information on the
Enlightenment can go to the following website
http://chnm.gmu.edu/revolution/searchfr.php?function=find&keyword=&topEnlig
htenment=1 and look at the various documents and pick the sources that they
want to use to teach the Enlightenment. There are cartoons as well as primary
document text sources. The following links on the page are suggestions:
Voltaire’s Understanding of Inequality
Declaration of the Rights of Man and Citizen
Reason
Liberty
Equality
Fraternity
French Constitution, Rights of Man and Citizen
The Bill of Rights, 1689
Declaration of Independence, 1776
Virginia’s Declaration of Rights, 1776
Montesquieu, the Spirit of the Laws
A Vindication of the Rights of Woman
The Abolition of Negro Slavery
• Picture of Thomas Jefferson at http://etext.lib.virginia.edu/jefferson/biog/ljpic.htm
• Laptop computers (provided by ACPS for all students at T.C. Williams) with the
following website addresses that students can look at for secondary and primary
sources online.
1. http://memory.loc.gov/cgibin/ampage?collId=rbpe&fileName=rbpe14/rbpe147/14701000/rbpe14701000.db
&recNum=0&itemLink=D?rbpebib:46:./temp/~ammem_s98Y::&linkText=0
2
2.
3.
4.
5.
6.
7.
8.
•
http://www.digitalhistory.uh.edu/documents/searchdisplay.cfm?ID=357
http://www.digitalhistory.uh.edu/documents/searchdisplay.cfm?ID=399
http://www.digitalhistory.uh.edu/documents/searchdisplay.cfm?ID=356
http://www.digitalhistory.uh.edu/documents/searchdisplay.cfm?ID=340
http://www.pbs.org/wgbh/pages/frontline/shows/jefferson/enigma/trials.html
http://www.pbs.org/wgbh/pages/frontline/shows/jefferson/true/
Copies of letters between Abigail Adams and John Adams at
http://www.gilderlehrman.org/teachers/module1/tool_is_pop2.html
9. Copy of excerpt from Laurel Thatcher Ulrich’s The Life of Martha Ballard,
Based on her Diary 1785 to 1812 pages 169 to 174 discussing the success rate
of Martha Ballard’s deliveries compared to male doctors of the time. This is
an example that women were men’s equals when given the chance.
Guided lesson worksheet with questions that will focus students’ attention on the
tasks for the lesson.
Strategies:
1. Hook
Eight Minutes
• Display an image of Jefferson on a screen using either a TV with TVator
or a computer projector. Use the website
http://etext.lib.virginia.edu/jefferson/biog/ljpic.htm for the image. Ask
students to brainstorm words that describe him. Put those words on the
board. Then, ask students which word they think best describes him and
why.
2. Introduction
Seven Minutes
• Put students into assigned groups of three and have them recall 5 ideals of
the Enlightenment. This follows a lesson on the Enlightenment so they
should be able to recall some or they can look at their notes if they need
to. For American history teachers, refer to the sources listed under the
second bullet under Materials. Call on 3 or 4 students to share some of
their thoughts with their classmates. After this warm-up, inform students
that the objective for today is to examine this question on the board
(newsprint), “How well did the creators of our nation (and specifically
Thomas Jefferson) implement the ideals of the Enlightenment?
2. Secondary Source Readings
Twenty-five Minutes
• Review with the students what a primary source is and what a secondary
source is and inform students that they are going to examine a secondary
source and some primary sources.
• To give the students some background to the argument over Jefferson,
have them go to the secondary sources on the website
http://www.pbs.org/wgbh/pages/frontline/shows/jefferson/true/ and have
them read the three short paragraphs about the relationship between Sally
Hemings and Jefferson. Then, have them go to the website
http://www.pbs.org/wgbh/pages/frontline/shows/jefferson/enigma/trials.ht
ml and have them read the first three and then the fifth and sixth
paragraphs of Wood’s essay as an introduction to the debate over Thomas
3
•
•
Jefferson. Also, have them read the second paragraph of Rakove’s essay
at the website
http://www.pbs.org/wgbh/pages/frontline/shows/jefferson/enigma/rakove.
html
Write the word presentism on the board and give the students a definition
of the term (The imposition of present-day values and assumptions on
individuals and societies of the past.) Tell students that this concept is at
the center of this debate. Put these two questions on an overhead and ask
the students which question is best to ask: Is it right that we judge
Jefferson by today’s values? Should we try to understand him in
comparison to people from his own age?
Ask the following questions for general understanding of the debate: Why
is it important that we understand Jefferson today? Does our notion of
Jefferson say something about our society today as Wood suggests?
How? Is it more important to think of Jefferson as a failure for keeping
slavery or is it more important to think of why Jefferson came to hate
slavery in a time when slavery was so popular? After knowing that
Jefferson fathered children with a slave woman, is anything Jefferson
writes on the notion of slavery creditable? Is he a hypocrite?
3. Primary Source Readings
Twenty Minutes
• Now tell the students they are going to examine these viewpoints by
looking at some primary sources as historians do.
• Pass out the guided lesson worksheet to each student.
• Assign a different primary source to each group. They should go to the
assigned website and read the selection out loud with their group and
answer the corresponding questions on the worksheet.
• After the first 3 questions are done, they should check their answers with
the teacher.
• On question #4, they should merge with another group to discuss any
similarities or differences between the primary sources for each group.
• With the other group, discuss possible answers to questions #5 and #6.
4. Class Discussion
Fifteen Minutes
• Ask one student from each group to present their findings to the class and
their conclusions.
5. Wrap Up
20 Minutes (finish rest for homework)
Using the sources they were given and any notes from the lesson, students should
write a 3 paragraph essay evaluating Thomas Jefferson and other creators of the
U.S. government. They should think about these issues:
• Should we remember the creators of the Constitution for their
successes in creating lasting documents dedicated to Enlightenment
ideas?
• Or, should we remember them for their failures to address the issues
of slavery and women’s rights?
Assessment:
4
1. Completion of the guided lesson worksheet for each student in the pair. All
questions need to be answered in complete sentences.
2. Participation in the discussion on the creators of the U.S. government.
3. A three-paragraph essay evaluating the creators of the U.S. government (students
can use the notes from the lesson,). Teachers should use the rubric for the essay
to evaluate the essay
4. Working on task throughout the lesson. Teachers should use the rubric for
assessing class work
Differentiation:
Groups should be mixed ability. Instead of reading the two secondary source essays, the
teacher could give the students a quick synopsis of the debate. For the primary sources,
you could read a few together as a class and with the teacher guiding the students through
the sources. The teacher can also assist in helping students answer the questions on the
worksheet. If you do this, you won’t need to cover seven primary sources, but perhaps
read only three, and keep the focus solely on Thomas Jefferson.
Resources:
Wilson, Douglas, “Thomas Jefferson and the Meanings of Liberty,” Portrait of America,
Volume 1: to 1877, edited by Stephen Oates and Charles Errico, pp. 101 – 113.
McGinty, Brian, “Sunrise at Philadelphia,” Portrait of America, Volume 1: to 1877,
edited by Stephen Oates and Charles Errico, pp. 116 to 131.
Activity 1.2, “Debating the Ideal Form of Government: A Meeting of Minds”, History
Alive, Volume 7, Modern Europe, Teachers’ Curriculum Institute.
Kerber, Linda K., “The Revolutionary Generation: Ideology, Politics, and Culture in the
Early Republic,” The New American History, edited by Eric Foner, pp. 31 – 54.
Ulrich, Laurel Thatcher, A Midwife’s Tale.
Kerber, Linda K., “’Ourselves and Our Daughters Forever’: Women and the Constitution,
1787 – 1876,” One Woman, One Vote: Rediscovering the Woman Suffrage Movement,
ed. Marjorie Spruill Wheeler, pp. 21 – 36.
Websites:
Virginia Slave Laws, Digital History Website
http://www.digitalhistory.uh.edu/documents/searchdisplay.cfm?ID=217
The Three-Fifth Compromise, Digital History Website
http://www.digitalhistory.uh.edu/documents/searchdisplay.cfm?ID=306
Slavery and the American Revolution, Digital History website
http://www.digitalhistory.uh.edu/documents/searchdisplay.cfm?ID=414
Slavery and the American Revolution, Digital History website
http://www.digitalhistory.uh.edu/documents/searchdisplay.cfm?ID=301
5
Thomas Jefferson, Digital History website
http://www.digitalhistory.uh.edu/documents/searchdisplay.cfm?ID=397
Dearest Friend, John and Abigail Adams, PBS American Experience website
http://www.pbs.org/wgbh/amex/adams/sfeature/sf_letters.htm
6
Questions for Primary Sources
Directions: Read the primary source from late 18th century and early 19th century and
answer the following questions.
1.
Identify ideas from the Enlightenment that are being considered in the sources.
2.
Describe the general opinion of the author of the source and name his or her bias
(who or what do they represent or support).
3.
Give an example from an 18th century U.S. document (Declaration of
Independence or U.S. Constitution) that reaffirms or negates the ideas presented in the
primary source.
4.
Meeting with another group, compare (find any similarities) and contrast (find
any differences) the opinions that are presented in the primary sources that you have.
5.
Predict the future conflicts that will arise in the United States from the different
views that are presented.
6. Evaluate and judge the creators of the United States as to how well they incorporated
the ideals of the Enlightenment into U.S. government. (You can use the back of this
paper if you need to.)
7
Rubric for answer sheet, working together as group, and class discussion
Teacher Name:
Student Name:
________________________________________
CATEGORY
Focus on the task
4 Excellent
3 Good
2 Satisfactory
1 Unsatisfactory
Consistently stays
Focuses on the task Focuses on the task Rarely focuses on
focused on the task and what needs to be and what needs to be the task and what
and what needs to be done most of the
done some of the
needs to be done.
done. Very selftime. Other group
time. Other group
Lets others do the
directed.
members can count members must
work.
on this person.
sometimes nag, prod,
and remind to keep
this person on-task.
Contributions
Routinely provides
useful ideas when
participating in the
group and in
classroom
discussion. A definite
leader who
contributes a lot of
effort.
Attitude
Never is publicly
Rarely is publicly
critical of the project critical of the project
or the work of others. or the work of others.
Always has a positive Often has a positive
attitude about the
attitude about the
task(s).
task(s).
Accuracy of Facts
(Content)
All supportive facts
are reported
accurately.
Almost all supportive Most supportive facts NO facts are reported
facts are reported
are reported
OR most are
accurately.
accurately.
inaccurately reported.
Support for Topic
(Content)
Relevant, telling,
quality details give
the reader important
information that goes
beyond the obvious
or predictable.
Supporting details
Supporting details
and information are and information are
relevant, but one key relevant, but several
issue or portion of the key issues or
storyline is
portions of the
unsupported.
storyline are
unsupported.
Usually provides
useful ideas when
participating in the
group and in
classroom
discussion. A strong
group member who
tries hard!
Sometimes provides
useful ideas when
participating in the
group and in
classroom
discussion. A
satisfactory group
member who does
what is required.
Rarely provides
useful ideas when
participating in the
group and in
classroom
discussion. May
refuse to participate.
Occasionally is
publicly critical of the
project or the work of
other members of the
group. Usually has a
positive attitude
about the task(s).
Often is publicly
critical of the project
or the work of other
members of the
group. Often has a
negative attitude
about the task(s).
Supporting details
and information are
typically unclear or
not related to the
topic.
8
Interpreting Primary Sources:
Impact of the Revolution
Abigail Adams’ Letter to John
Reading 1:
I desire you would Remember the Ladies, and be more generous and favorable to them than your
ancestors. Do not put such unlimited power into the hands of the Husbands. Remember all Men
would be tyrants if they could. If particular care and attention is not paid to the Ladies we are
determined to foment a Rebellion, and will not hold ourselves bound by any laws in which we have
no voice, or Representation.
Abigail Adams to John Adams, 1776
Reading 2:
As to your extraordinary Code of Laws, I cannot but laugh. We have been told that our Struggle has
loosened the bands of Government every where. That Children and Apprentices were disobedient-that schools and colleges were grown turbulent--that Indians slighted their guardians and Negroes
grew insolent to their masters. But your letter was the first intimation that another tribe more
numerous and powerful than all the rest were grown discontented....
Depend upon it, we know better than to repeal our masculine system. Although they are in full
force, you know they are little more than theory. We dare not exert our power in its full latitude. We
are obliged to go fair, and softly, and in practice you know we are the subject. We have only the
name of masters, and rather than give up this, which would completely subject us to the despotism
of the petticoat, I hope General Washington, and all our braves heroes would fight.
John Adams to Abigail Adams, 1776
http://www.gilderlehrman.org/teachers/module1/tool_is_pop2.html
9
A Midwife’s Tale
169
Laurel Thatcher Ulrich
10
11
12
13
14
15
Judging Thomas Jefferson and the Founding Fathers
Teacher Name:
Student Name:
________________________________________
CATEGORY
Focus on Topic
(Content)
8 Excellent
There is one clear,
well-focused topic.
Main idea stands out
and is supported by
detailed information.
7 Good
6 Satisfactory
Main idea is clear but Main idea is
the supporting
somewhat clear but
information is
there is a need for
general.
more supporting
information.
4 Poor
The main idea is not
clear. There is a
seemingly random
collection of
information.
Support for Topic
(Content)
Relevant, telling,
quality details give
the reader important
information that goes
beyond the obvious
or predictable.
Supporting details
Supporting details
and information are and information are
relevant, but one key relevant, but several
issue or portion of the key issues or
storyline is
portions of the
unsupported.
storyline are
unsupported.
Supporting details
and information are
typically unclear or
not related to the
topic.
Accuracy of Facts
(Content)
All supportive facts
are reported
accurately.
Almost all supportive Most supportive facts NO facts are reported
facts are reported
are reported
OR most are
accurately.
accurately.
inaccurately reported.
Grammar & Spelling Writer makes no
(Conventions)
errors in grammar or
spelling that distract
the reader from the
content.
Sentence Structure
(Sentence Fluency)
Writer makes 1-2
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes 3-4
errors in grammar or
spelling that distract
the reader from the
content.
All sentences are
Most sentences are Most sentences are
well-constructed with well-constructed with well-constructed but
varied structure.
varied structure.
have a similar
structure.
Writer makes more
than 4 errors in
grammar or spelling
that distract the
reader from the
content.
Sentences lack
structure and appear
incomplete or
rambling.
16