A fictionalized exchange of letters between a little girl and Thomas Jefferson accounts events of the 1800s.
Thomas Jefferson's Bible: The Life and Morals of Jesus of Nazareth
Grade Range: 5-12
Resource Type(s): Reference Materials, Primary Sources
Date Posted:
5/15/2012
Students can explore each page of the bible, read translations, and view short videos about the bible’s history and conservation. This volume, created by Thomas Jefferson in 1820, is an 84-page assemblage of passages from the first four books of the New Testament, a project undertaken by Jefferson personally to better understand Jesus' moral teachings.
National Standards
United States History Standards (Grades 5-12)
Era 4: Expansion and Reform (1801-1861)
1: United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans
2: How the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions
3: The extension, restriction, and reorganization of political democracy after 1800
4: The sources and character of cultural, religious, and social reform movements in the antebellum period
2: How the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions
3: The extension, restriction, and reorganization of political democracy after 1800
4: The sources and character of cultural, religious, and social reform movements in the antebellum period
World History Standards (Grades 5-12)
Era 7: An Age of Revolutions, 1750-1914
1: The causes and consequences of political revolutions in the late 18th and early 19th centuries
2: The causes and consequences of the agricultural and industrial revolutions, 1700-1850
3: The transformation of Eurasian societies in an era of global trade and rising European power, 1750-1870
4: Patterns of nationalism, state-building, and social reform in Europe and the Americas, 1830-1914
5: Patterns of global change in the era of Western military and economic domination, 1800-1914
6: Major global trends from 1750-1914
2: The causes and consequences of the agricultural and industrial revolutions, 1700-1850
3: The transformation of Eurasian societies in an era of global trade and rising European power, 1750-1870
4: Patterns of nationalism, state-building, and social reform in Europe and the Americas, 1830-1914
5: Patterns of global change in the era of Western military and economic domination, 1800-1914
6: Major global trends from 1750-1914
Historical Thinking Standards (Grades 5-12)
Historical Thinking Standard 3: Historical Analysis and Interpretation
3A: Compare and contrast differing sets of ideas.
3B: Consider multiple perspectives.
3C: Analyze cause-and-effect relationships.
3D: Draw comparisons across eras and regions in order to define enduring issues.
3E: Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence.
3F: Compare competing historical narratives.
3G: Challenge arguments of historical inevitability.
3H: Hold interpretations of history as tentative.
3I: Evaluate major debates among historians.
3J: Hypothesize the influence of the past.
3B: Consider multiple perspectives.
3C: Analyze cause-and-effect relationships.
3D: Draw comparisons across eras and regions in order to define enduring issues.
3E: Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence.
3F: Compare competing historical narratives.
3G: Challenge arguments of historical inevitability.
3H: Hold interpretations of history as tentative.
3I: Evaluate major debates among historians.
3J: Hypothesize the influence of the past.
Historical Thinking Standard 4: Historical Research Capabilities
4A: Formulate historical questions.
4B: Obtain historical data from a variety of sources.
4C: Interrogate historical data.
4D: Identify the gaps in the available records, marshal contextual knowledge and perspectives of the time and place.
4E: Employ quantitative analysis.
4F: Support interpretations with historical evidence.
4B: Obtain historical data from a variety of sources.
4C: Interrogate historical data.
4D: Identify the gaps in the available records, marshal contextual knowledge and perspectives of the time and place.
4E: Employ quantitative analysis.
4F: Support interpretations with historical evidence.
