SUMMARY
It's been 250 years since Thomas Jefferson wrote the Declaration of Independence, a document that declared all men equal even while hundreds of thousands of people remained enslaved. Judy Woodruff traveled to his Virginia home of Monticello to learn more about the third president and how his own contradictions reflected the nation's. It's part of her series, Crossroads: America at 250.
View the transcript of the story.
NOTE: If you are short on time, watch the video and complete this See, Think, Wonder activity: What did you notice? What did the story make you think about? What would you want to learn more about?
News alternative: Check our recent segments from the News Hour, and choose the story you’re most interested in watching. You can make a Google doc copy of discussion questions that work for any of the stories here.
WARM-UP QUESTIONS
- Who is Annette Gordon-Reed, and what is her background?
- What is the significance of the new memorial site at Monticello? How many people’s names are listed on it?
- Who was Sally Hemings? What was her relationship to Jefferson, and what’s the importance of her name and role being known and understood now?
- What time period does Gordon-Reed say made us look more closely at Jefferson?
- How do Jefferson’s words in the Declaration contradict his actions?
ESSENTIAL QUESTIONS
- In the video, Gordon-Reed emphasizes that the problem at hand isn’t necessarily Jefferson, but rather society at the time where he grew up. Yet, as an important political figure, he had outsized influence over government policies and the administration of his estate. How can we think of Jefferson’s actions in context with the time and social climate, but also consider his personal feelings about slavery and refusal to free the majority of the people he enslaved?
- How does this broader discussion on race and history play into the debates we have today? What lessons can we learn 250 years past the founding of our country, and what does this discussion reveal about our future?
Media literacy: Gordon-Reed says that Jefferson “was trying to carefully shape how history would remember him”, wanting to be “remembered for the revolution and for the University of Virginia and the statute of religious freedoms”. Yet, his writings also reveal “particular views about race, particular views about African American people”.
How important is it to analyze these important figures and discuss their immense contributions alongside their actions that we’d deem wrong today?
WHAT STUDENTS CAN DO
Read this page on Jefferson’s views on slavery from Monticello.org. Consider how the foundation that is directly responsible for communicating his legacy presents this discussion. Students should read through their explanations and context for his writings, and then discuss the following questions:
- Is the way that Jefferson is presented here different from how Gordon-Reed explains his views? What motives may each have for communicating or emphasizing certain key points while omitting or barely touching on others? Why is it important to research from a wide variety of perspectives?
- How can learning about all aspects of history, and especially of a president’s history, help inform our understanding of the country’s founding? What context does more understanding of the past give to our analysis of the present and predictions for the future?
Written by Alyssa Tinoco, News Hour Classroom intern, and PBS News Hour's Luke Gerwe
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