Lesson Plan Template
Title: “Thomas Jefferson—The Man, the Myth, the Legend”
Descriptive Subtitle: A Look into Jefferson’s views on education, slavery and innovations
Grade level: Upper Middle (6-8)
Topic/subject: Monticello Architecture and Furnishings Jefferson’s Inventions and Innovations, Jefferson’s Public Life and Politics, Slavery and Plantation Life, Primary Documents & Jefferson Writings, Civics, Government, History: U.S.
Name: Rhonda Watton
School: Templeton Middle School
School Address: N59 W22490 Silver Spring Drive
Duration: 60-90 min
Overview: This lesson can take place at the beginning of the Revolutionary War unit. Students will participate in stations learning about Jefferson’s multi-faceted life. They will then create a finished product demonstrating their interpretation of who Thomas Jefferson was and the impact he had on America.
Prior knowledge: Students should be familiar with events leading up to the Declaration of Independence. This lesson will provide the background into who Thomas Jefferson was before examining the Declaration of Independence.
Standards: (Based on Wisconsin State Social Studies Standards, Grade 8)
B.8.1 Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials, and evaluate the credibility of sources used
B.8.4 Explain how and why events may be interpreted differently depending upon the perspectives of participants, witnesses, reporters, and historians
B.8.5 Use historical evidence to determine and support a position about important political values, such as freedom, democracy, equality, or justice, and express the position coherently
B.8.6 Analyze important political values such as freedom, democracy, equality, and justice embodied in documents such as the Declaration of Independence, the United States Constitution, and the Bill of Rights
B.8.7 Identify significant events and people in the major eras of United States and world history
Students will demonstrate their understanding of who Thomas Jefferson was as an individual, what his beliefs were and what he valued. (big, transferable concepts and ideas represented in this lesson)
Students will be able to …
Students will know…
Steps: Provide teachers or students with instructions for completing the lesson or challenge, giving step by step directions. Indicate the time needed for each step.
(All websites and links are included on the handout)
Assessment(s): consider diagnostic, formative, and summative assessment strategies
Students will be assessed informally based on class discussions and completion of the handout.
Summative assessment will include their individual project of choice that will demonstrate
Assessment Criteria (rubric, checklist, etc.):
The project must include the following criteria:
Students may select only one station or answer partial questions at each station. They also have the flexibility to select a project option, suitable for their needs, to demonstrate what they learned about Jefferson.
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