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The Power of the Pen, Writings of Thomas Jefferson


Randi Dorman


United States Constitution_Dorman


            While most of the founding fathers were also the framers of the Constitution, there were a few who were not present in Philadelphia for the summer of 1787 at the Constitutional Convention.  For example, Thomas Jefferson wrote the Declaration of Independence and was very active in the affairs of the government for Virginia.  Although he was serving the country as minister to France in 1787, his correspondence with various statesmen had influence on the drafting of the Constitution, as well as its growth in power during his service as the first Secretary of State, vice-president, leader of a political party, and third president of the United States for two full terms.

 

            Students will examine primary documents of letters written by Thomas Jefferson concerning the development of the Constitution and interpret the voice of the letters in order to create historical posters of some of the famous quotations.


Internet access/computer printer

Attachment #1 Constitution Lesson 5 Letter to William Smith

Attachment #2 Constitution Lesson 5 Letter to James Currie

Attachment #3 Constitution Lesson 5 Letter to James Madison

Attachment #4 Constitution Lesson 5 Notes of Thomas Jefferson

 

Quill pen set or homemade feather pen, website: http://www.libertybellmuseum.com/MuseumShop/quills.htm

 

How to make a quill pen, website:

http://www.libertybellmuseum.com/MuseumShop/quills.htm

 

http://www.loc.gov/exhibits/jefferson/jefffed.html  website for primary documents of Thomas Jefferson

 

Poster board, art supplies, (optional) overhead with prepared transparencies such U.S. flag, eagle, Jefferson, etc.  Suggestions for transparencies as background to the poster can be downloading from a free clip-art website:

http://etc.usf.edu/clipart/index.htm

Research websites:

http://www.worldalmanacforkids.com/explore/presidents/madison_james.html  Madison

http://www.usconstitution.net/const.html  Constitution with Bill of Rights


Two fifty minute periods


5


 

How does the "power of the pen" {writings} influence historical and future events?


Teacher has two options: 

http://www.libertybellmuseum.com/MuseumShop/quills.htm

 

The teacher may display examples of handwriting from the Constitution Era.  The Constitution itself provides examples of signatures of thirty-nine delegates.  Explanation should be given for quill set and/or how quill pens were made. The teacher may elect to have the students try some writing using the quill pen by signing their names to a copy of the Constitution.


 The teacher should engage the class into a discussion about ways of communicating among towns, states, and the nation.  Discussions should lead to the influence of writing to communicate one's ideas and beliefs.  Examining the signatures of the Constitution, the students will locate the signatures of George Washington, President of the Constitutional Convention, William Few and Abraham Baldwin of Georgia (select the students' home state), and Thomas Jefferson. [Students will note that Thomas Jefferson's signature is not there.]  Emphasize that Thomas Jefferson wrote the Declaration of the Independence and would have probably been part of the Virginia delegation to the Philadelphia Convention in May, 1787.  Note that Thomas Jefferson was serving the nation in France as the minister or representative of the nation.  A glance at a world map or globe should explain the distance to travel from France to Pennsylvania in a time period when transportation was by horses and boats.  Even though Thomas Jefferson was thousands of miles away from Philadelphia, he had the power of the pen through his correspondence to family and statesmen in America.  His writings influenced the thinking of statesmen and continue even today as profound ideas that live within the Constitution.


Using the website:   http://www.loc.gov/exhibits/jefferson/jefffed.html  for primary documents, students will examine a digital copy of Jefferson's writings in order to analyze Jefferson's opinions concerning the Constitution and events of that time period.

There are four attachments with directions and more websites for understanding each quotation from writings of Thomas Jefferson.  Students may work alone or in small groups to create a flier or poster that displays the quotations from the writings of Jefferson.  Graphics can be obtained through the website:

http://etc.usf.edu/clipart/index.htm.  Transparencies of an eagle, a flag, Jefferson, etc. can be prepared for the class to use with an overhead for a poster or the graphics can be inserted directly from the Internet onto copying paper as a flier (mini-poster) to display in the classroom.  Art materials should be present for students to decorate posters or fliers.  Each colorful poster/flier should have the quotation stated.  Calligraphy might be used by interested students.


Teacher should make observations of student's worksheet based on teacher created rubric for evaluation.  Small group and/or individual conferences could be established for understanding of quotations and the influence of writings. Posters/flyers of the students should be hung around the room.

At the end of this activity, students should address the essential question:

How does the "power of the pen" influence historical and future events? (Extend students' thinking to having them identify specific ways in which Jefferson's writings influence contemporary society. Also, guide  conversation to their identifying writings of other authors, both past and present, which impact American society.)


None


Constitution Attachment_James Madison_3 LP5 Dorman
Constitution Attachment_James Currie_2 LP5 Dorman
Constitution Attachment_1 LP5 Dorman
Constitution Attachments_Notes of Jefferson_4 LP D

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