Using The Student Study Sheets In The Classroom

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between the most memorable passage of Jefferson's document and a parallel passage from George Mason's nearly simultaneous "Declaration of Rights" should help students appreciate that Jefferson was but one voice in a chorus reciting the reasons for self-government and, more importantly, help them tune into the special music of his voice, which has made his words seem the incantation that called our nation into being. A transcript of Jefferson's original draft for this passage is provided to illustrate for students that Jefferson worked hard to achieve the "tone and spirit" that have made his words immortal. You might underscore this point by having a member of the class read Jefferson's first draft aloud.

Discussion

In comparing these different statements of a common set of ideas, students will probably notice that Jefferson's final version is more concise, more direct and more positive. The most revealing aspect of Jefferson's style is his dramatization of these ideas. ...

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was serving as minister to France. Students are asked to consider why Jefferson had a reputation as an enemy to religion depite his lifelong commitment to freedom of conscience. Because Jefferson so frequently mentions God in his writings, students may find it hard to believe that his contemporaries could call him an atheist or infidel. You might sharpen the situation with this anecdote from John Adams: During the whole time I sat with him in [the Continental] Congress...the most of a speech he ever made in my hearing was a gross insult on religion...for which I gave him immediately the reprehension which he richly merited. What sort of "gross insult" could have come from this man who ...

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