Download Adapted from: www.sasinschool.com

Adapted from: www.sasinschool.com
Voices of the Past
Overview
In this web lesson, students "interview" influential figures from the formative period of democracy in the United
States and investigate the role, power, and function of national leadership and government. Using online
versions of significant early documents and writings, students formulate responses to interview questions that
accurately reflect the ideas of Thomas Jefferson, John Locke, or James Madison.
Purpose
To learn the beliefs and ideals of governing expressed in documents written by influential figures of the federal
system
Objectives
The student will
 Analyze early documents by Locke, Jefferson, and Madison
 Identify beliefs and opinions of the three figures concerning government and leadership
 Develop possible responses of the three figures to specific interview questions based on research available
on selected web sites
Materials and Resources
One handout: (IMPORTANT MODIFICATION for ONLINE USE: Please complete THREE worksheets, ONE
for each individual. In the small group section, compare your own findings…
Interview Worksheet is located on the next page.
External web sites:
Declaration of Independence
Includes the full document along with other related articles.
Articles of Confederation
Offers chapter-by-chapter links for the full document.
The Federalist Papers
Links to each Federalist publication.
Information related to the beliefs and opinions of Thomas Jefferson:
Thomas Jefferson on Politics and Government
Contains a searchable database for Jefferson's opinions on specific topics.
Thomas Jefferson
Links to an archives section of numerous Jefferson documents.
Information related to the beliefs and opinions of John Locke:
John Locke: Two Treatises on Government
Has chapter-by-chapter links.
Writings of John Locke
Offers additional writings on government by Locke.
John Locke
Contains biographical information and explanations of his ideas.
Information related to the beliefs and opinions of James Madison:
Famous and Important Madison Quotes
Contains a topic-based listing of quotations.
Procedures
1.
Students form small groups and research the Declaration of Independence, the Articles of
Confederation, and the Federalist Papers online. The groups take notes and discuss the
information that each of the documents details about the role of government and leadership on the
national level.
2.
Once the documents have been examined, student groups receive one of the three influential
figures to "interview" (Jefferson, Madison, or Locke). Using the Interview Worksheet, they preview
the questions and consider responses based upon their research.
3.
The groups develop and record their responses to the interview questions using the selected web
pages. They further research the responses as necessary.
4.
Upon completion of the interview questions, the groups identify and then record the ideas and
beliefs of their assigned person that became part of the United States government.
5.
After each group has completed the worksheet, students share the beliefs of each of the key
figures with the entire class.
Name(s):
Class:
Date:
Interview a Source of Influence on the United States Government
Influential person: ____________________________________
Write the name of the influential person to be interviewed in the space provided above (Locke, Jefferson, or Madison).
Research selected web sites for information concerning the person's role in the design of the United States
government. After reviewing the sites, explain the person's belief or opinion for each item below. When no direct
opinion is found, develop a hypothesis based on the person's other beliefs. For each response, include the name of
the web site that contained the information.
PART 1: Interview
1. What do you believe should be the role and power of a national government that has
broken away from the monarchical system of rule so prevalent in Europe?
2. The newly independent United States is composed of many groups, such as Native
Americans and African slaves. How do you think these other racial or ethnic groups should
be treated?
3. The first European settlers in America often came here to escape religious persecution.
What privileges should be granted to these long-standing religious groups?
4. What do you consider to be an individual's basic rights?
5. What means are necessary for breaking away from a tyrannical government? What
safeguards are necessary to ensure the United States government is free from tyranny?
6. Given the problems the original colonies in America had with King George, should the
United States government be headed by a national leader, and, if so, what powers do you
think this figure should possess?
7. In the United States, what powers should rest with individual states and communities?
8. Many women have shown support for the new government. What role do you think women
should play in the government?
9. We have seen colonial protests lead to a war with Britain. With that in mind, what place
should the right to assemble or protest have in government?
10. Explain why you agree or disagree with each of the following:

Declaration of Independence:

Articles of Confederation:

The Federalist Papers:
PART 2: Discussion
During the small-group discussion, record those ideas held by the influential person that have remained part of the
United States government.
During the class discussion, record the similarities and differences among the three influential people.

Similarities:

Differences:
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