Thomas Jefferson Historical Investigation

Middle School History Activity about Jefferson's Position on Slavery

Mar 30, 2009

Examining primary sources as part of a historical investigation helps students understand Thomas Jefferson's position on slavery.

Using the historical investigation framework, teachers can help students understand Thomas Jefferson’s complex views on slavery. Author of the Declaration of Independence, Jefferson struggled with the slavery issue. Some historians claim Jefferson was a hypocrite who spoke of independence and freedom while also owning slaves. Other historians contend that Jefferson opposed slavery but needed his slaves to maintain social status, gain wealth, and pay debts. Of course, there are multiple interpretations of Jefferson’s position on slavery. In this investigation, titled “A Wolf by the Ears,” students develop their own interpretations based on primary sources.

Engage Students with History

To effect curiosity, teachers should access students’ prior knowledge or use a “hook.” Political cartoons depicting Thomas Jefferson often spark student interest. Another popular “hook” is the story of Thomas Jefferson’s relationship with Sally Hemings. Students can read an excerpt of the controversy or the teacher can read to the entire class. Typically, students become curious about Thomas Jefferson after hearing about his affair with Hemings. The teacher can easily transition from the Jefferson-Hemings story to the investigation. While students ponder the relationship, the teacher presents the focus question to the class

Conduct the Historical Investigation

The teacher tells students they will examine several sources to determine Jefferson’s position on slavery. Using a teacher created graphic organizer, students work in groups to answer the following questions about the primary sources.

Carefully chosen sources force students to compare, contrast, and judge reliability. This framework allows them to corroborate details between sources and critically evaluate each text.

Thomas Jefferson and Slavery Primary Sources

There are numerous sources available for the investigation. Teachers should intentionally choose conflicting documents, however, to encourage historical thinking. Popular sources include the following.

These sources provide various points-of-view for students to consider. Some conflict while others may agree. As students sort through the evidence, they struggle, just as historians do, to generate an interpretation of Thomas Jefferson’s views on slavery. These texts are often difficult for students to comprehend, particularly considering late 18th and early 19th century language. Teachers, however, can juxtapose the actual source with a student friendly explanation to ease comprehension difficulties of document text.

Answer Focus Question

As students complete the graphic organizer, they develop an initial interpretation of Jefferson’s position on slavery. They discuss their views in their groups but also present their interpretations as part of a whole class discussion. Finally, students report their individual interpretations in a persuasive or argumentative essay. Depending on the teacher, students follow guidelines for citing evidence and using proper formats. To extend the activity, students can also debate their interpretations.

Summary

The historical investigation framework helps students effectively build the cognitive capacity to better understand Jefferson’s position on slavery. By comparing diverse sources and judging their reliability, students work as historians and develop their own interpretations grounded in evidence. Such an approach, therefore, encourages them to think critically and enhances their historical consciousness.

VanSledright, Bruce. In Search of America's Past: Learning to Read History in Elementary School. New York: Teacher's College Press, 2002.

Wineburg, Sam. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia: Temple University Press, 2001.

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