As you read, imagine you are the protagonist.
- What challenges are you facing?
- What fears or concerns might you have?
- What may prevent you from acting in the way you ought?
- What was Jefferson’s identity as he penned the Declaration? How did that role continue to remain a part of his identity until his death and in his legacy since then?
- Why was Jefferson called upon to write the document above other great leaders on the committee such as John Adams or Benjamin Franklin?
- What experiences and knowledge did Jefferson have that helped him write a persuasive Declaration?
Discuss the following questions with your students.
- What is the historical context of the narrative?
- What historical circumstances presented a challenge to the protagonist?
- What civic and/or moral virtues did the individual exhibit? How and why did the individual exhibit these moral and/or civic virtues in facing and overcoming their challenges?
- How did the exercise of the virtue benefit civil society?
- How might exercise of the virtue benefit the protagonist?
- What might the exercise of the virtue cost the protagonist?
- Would you react the same way under similar circumstances? Why or why not?
- How can you act similarly in your own life? What obstacles must you overcome in order to do so?
- Students will understand how knowledge and experience affects one’s identity.
- Students will analyze Thomas Jefferson’s identity related to writing the Declaration of Independence.
- Students will apply their knowledge of their own identity in actions in their own lives.