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1 Benjamin Franklin Curriculum Unit Amy Scullane Benjamin Franklin Curriculum Unit Amy Scullane “A More Perfect Union” The Origins and Development of the U.S. Constitution TAH Program for CHARMS, Bi-County, and North River Group September 23, 2010 1 LESSON I: Rediscovering a Great Man: 10th Grade US I History A. ORGANIZING QUESTION Do American high school students have an awareness of the remarkable achievements of Benjamin Franklin as a scientist, diplomat, patriot, and Founding Father? B. LESSON OBJECTIVES 1. To identify the contributions that Franklin made in scientific fields. 2. To examine the efforts that Franklin made on behalf of the colonies, including his mistakes, in Great Britain and France. 3. To analyze the decision that Franklin made to turn away from loyalty to King George and empire, and towards the colonies and independence. 4. To examine Franklin’s position among the founding fathers and the significant contributions that he made. Massachusetts State Standards Covered: Directly: USI.7 Explain the roles of various founders at the Constitutional Convention. Describe the major debates that occurred at the Convention and the “Great Compromise” that was reached. Major Debates: A. the distribution of political power B. the rights of individuals C. the rights of states D. slavery Founders: A. Benjamin Franklin B. Alexander Hamilton C. James Madison D. George Washington Seminal Primary Documents to Read: the U.S. Constitution Indirectly: USI.11 Describe the purpose and functions of government. USI.12 Explain and provide examples of different forms of government, including democracy, monarchy, oligarchy, theocracy, and autocracy. 2 HISTORICAL HABITS OF THE MIND USED: 1. To understand the significance of the past to their own lives, both private and public, and to their society. 2. To perceive past events and issues as they were experienced by people at the time, to develop historical empathy as opposed to present-mindedness. 3. To grasp the complexity of historical causation, respect particularity, and avoid excessively abstract generalizations. 4. To appreciate the often tentative nature of judgments about the past, and thereby avoid the temptation to seize upon particular "lessons" or history as cures for present ills. 5. To recognize the importance of individuals who have made a difference in history, and the significance of personal character for both good and ill. C. BACKGROUND/JUSTIFICATION FOR LESSON Benjamin Franklin is always included amongst the greatest Founding Fathers. Yet, to a student in 2010, it is not readily apparent that this was not the case necessarily in his lifetime, at least among Americans. Also, they might not be aware that he had a very different background than most of the other early leaders. For a career spanning decades from the Albany Plan of Union, to his opposition to the Stamp Act, to his diplomatic missions abroad, to his participation in the Constitutional Convention, Franklin is today celebrated. What is perhaps most impressive is his equally astounding achievements in science, diplomacy, as a patriot, and as a politician. D. ACTIVITIES (3 days) Day One 1. Small Group Work Divide the class into small groups (3-5 students per group). Ask each group to brainstorm on Document A about what they already know about Benjamin Franklin and classify it under the correct heading. Have students pick which they consider to be his most important role. 2. Large Group Discussion/PowerPoint to Slide ___ (depends on class pace). After discussion about Activity 1, present Franklin PowerPoint (Document B). 3 3. Homework Ask students to read Document C, Rules By Which A Great Empire May Be Reduced To A Small One. They will choose two of the points that Franklin makes, and put them into their own words. Day Two 1. Large Group Discussion/PowerPoint to End. After a quick review of Day One, present Franklin PowerPoint to the end. 2. Class Work/Reading At the appropriate place in the PowerPoint, distribute “Virtues” worksheet (Document D). 3. Small Group Work In their groups from the day before, ask each group to go back and fill in more information on Document A. 4. Homework Ask students to re-examine Document A and respond to the following question in writing (Document E): Benjamin Franklin played many important roles in the early development of the United States. I feel his most important role was as a __________. These are my reasons why. Their responses can be used in tomorrow’s class discussion and/or collected for evaluation. Day Three 1. Large Group Discussion After a quick review of Day Two, discuss how Franklin’s legacy is in our everyday lives in ways they may not have realized. Show class the website http://www.benandverse.com/poorben/index.shtml, in which the reader is able to look up Franklin’s many quotes by topic. Allow the class to pick a few to illustrate Franklin’s prolific statements about life. Point out a few that have become part of the vernacular (e.g. There are no gains without pains). 2. Class Reading 4 Pass out Document F. As a class read the background paragraphs about Poor Richard’s Almanac. Ask the class what their impressions are about someone who would write such statements. 3. Individual Work Ask the students to pick one of the statements listed, paraphrase it, and explain why they agree or disagree with it. 4. Homework For homework, have the students write their own motto for life, mirroring Franklin’s style. EVALUATION: Hand out Document G. Have students pick one aspect of Franklin’s career: Scientist, Diplomat, or Patriot, and ask them to create a poster illustrating that aspect. References 5 "Building a History Curriculum: Guidelines for Teaching History In Schools." JSTOR: An Error Occurred Setting Your User Cookie. Web. 23 Sept. 2010. <http://www.jstor.org/stable/494598>. "Current Curriculum Frameworks." Massachusetts Department of Elementary and Secondary Education. Web. 23 Sept. 2010. <http://www.doe.mass.edu/frameworks/current.html>. Dreisbach, Daniel L. "Founders Famous and Forgotten." The Intercollegiate Review Fall (2007). Print. Martin, David. Franklin. 1766. Oil Painting. "Poor Richard's Almanack Was First Published in 1733. - ReadWriteThink." Homepage - ReadWriteThink. Web. 23 Sept. 2010. <http://www.readwritethink.org/classroom-resources/calendar- activities/poor-richard-almanack-first-20378.html>. "Poster Rubric." Alan Shawn Feinstein Middle School of Coventry. Web. 23 Sept. 2010. <http://asfms.net/SocialStudiesDepartment/Rubrics/PosterRubric1.htm >. Wood, Gordon S. The Americanization of Benjamin Franklin. New York: Penguin, 2004. Print. Www.oah.org/teachingunits. Web. 20 Aug. 2010. <www.oah/pub/teachingunits>. Scullane Document A 6 Directions: In your group, brainstorm about what you already know about Benjamin Franklin and classify it under the correct heading. When you can’t think of anything else that he did, pick what you consider to be his most important role. Scientist Diplomat Patriot 7 Scullane Document C Rules By Which A Great Empire May Be Reduced To A Small One First appeared in The Public Advertiser, September 11, 1773. Directions: Choose two of the points that Franklin makes and explain them in your own words. 8 An ancient Sage valued himself upon this, that tho' he could not fiddle, he knew how to make a great City of a little one. The Science that I, a modern Simpleton, am about to communicate is the very reverse. I address myself to all Ministers who have the Management of extensive Dominions, which from their very Greatness are become troublesome to govern, because the Multiplicity of their Affairs leaves no Time for fiddling. I. In the first Place, Gentlemen, you are to consider, that a great Empire, like a great Cake, is most easily diminished at the Edges. Turn your Attention therefore first to your remotest Provinces; that as you get rid of them, the next may follow in Order. II. That the Possibility of this Separation may always exist, take special Care the Provinces are never incorporated with the Mother Country, that they do not enjoy the same common Rights, the same Privileges in Commerce, and that they are governed by severer Laws, all of your enacting, without allowing them any Share in the Choice of the Legislators. By carefully making and preserving such Distinctions, you will (to keep to my Simile of the Cake) act like a wise Gingerbread Baker, who, to facilitate a Division, cuts his Dough half through in those Places, where, when bak'd, he would have it broken to Pieces. III. These remote Provinces have perhaps been acquired, purchas'd, or conquer'd, at the sole Expence of the Settlers or their Ancestors, without the Aid of the Mother Country. If this should happen to increase her Strength by their growing Numbers ready to join in her Wars, her Commerce by their growing Demand for her Manufactures, or her Naval Power by greater Employment for her Ships and Seamen, they may probably suppose some Merit in this, and that it entitles them to some Favour; you are therefore to forget it all, or resent it as if they had done you Injury. If they happen to be zealous Whigs, Friends of Liberty, nurtur'd in Revolution Principles, remember all that to their Prejudice, and contrive to punish it: For such Principles, after a Revolution is thoroughly established, are of no more Use, they are even odious and abominable. IV. However peaceably your Colonies have submitted to your Government, shewn their Affection to your Interest, and patiently borne their Grievances, you are to suppose them always inclined to revolt, and treat them accordingly. Quarter Troops among them, who by their Insolence may provoke the rising of Mobs, and by their Bullets and Bayonets suppress them. By this Means, like the Husband who uses his Wife ill from Suspicion, you may in Time convert your Suspicions into Realities.
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