Grade level(s): 3rd and 4th
Subjects:
Social Studies
Reading
Learner Outcomes:
Students
will:
1. Read chapters
9, 10, and 11 of Ben and Me.
2. Gain an understanding of the way American colonists were regarded by
the
English government through researching Internet sites such as: A
Biography of
Benjamin
Franklin.
3. Recognize Franklin as a member of the committee that wrote the
Declaration
of
Independence and as a signer of this important document.
4. Explain Franklin's role in the Revolutionary War effort as a diplomat
to France.
5. List qualities and personality traits of Ben Franklin that made
him an effective
and popular statesman.
6. Become proficient users of encyclopedias on CD-ROM.
Time Frame: three 45 minute class periods.
Materials: reference materials, Ben and Me by Robert Lawson, a copy of What's the Big Idea, Ben Franklin? by Jean Fritz.
Technology Tools/Courseware: Internet, World Book 1999 Multimedia Encyclopedia, Microsoft Word, What's the Big Idea, Ben Franklin? videocassette, produced by Weston Woods.
Teacher Notes:
If you choose to use the video, have a TV and VCR set up and ready.
Procedures:
Since this
lesson is the fourth in this series, certain procedures have already been
established. Students will continue to read Ben and Me and answer
the discussion questions. In order to understand that this fictional account
does have some factual basis, explain that we will be embarking on some
research to find out how close to the truth Amos' account really was. The
Internet will play a large part in this lesson to answer questions and
to stimulate discussion. We will also be using the 1999 World Book Multimedia
Encyclopedia to research various situations in which Ben Franklin played
a major diplomatic role in our country's history.
1. After reading
the required chapters, answering the discussion
questions, and
making sure
that students understand what has happened so far in the story,
introduce Ben
as a statesman. Up to this point, we have seen him as the
son
of a "Leather
Apron" colonist. He has defied the usual apprenticeship track
taken by most
boys of the time. He has become an independent, successful
printer in
Philadelphia and has made contacts with many influential people
in the colonies
and abroad. Amos, for his own obvious reasons, chooses
to stay in
Philadelphia while Ben goes to England to plead the case for the
colonists.
At this point, Ben is still a British American. When he returns to
Philadelphia,
he has been humiliated by the Parliament (An
American Citizen in
England)
and has become an American. Students
need to understand the
position of
the American colonists since Franklin was one of them and his
diplomacy played
a major role in our achieving independence.
2. Using a
digital projection device, demonstrate the use of the 1999 World Book
Multimedia
Encyclopedia. Do a search on Franklin, Benjamin and note that
there
are approximately
35 other articles in the encyclopedia which mention Benjamin
Franklin. Read
some of the introductory information and then browse the list of
other articles,
particularly the Declaration of Independence (The Continental
Congress)
and Jefferson, Thomas (The Declaration of Independence). While
discussing
these two other articles, demonstrate how to highlight and print out
specific paragraphs.
It would also be appropriate here, if you wish, to show
them how to
copy these paragraphs and paste them to a clipboard. Do not
forget to remind
them to site the source. Create a class folder entitled "Our Scoop
about Ben" for this research on the desktop of an Internet accessible computer.
Review the procedures for saving a file in a folder. Tell students
that they will be saving their research under a file using their own name
and that you will be going to that folder to check their work.
3. After you
have finished with this demonstration, proceed to assign the class
more detailed
searches concerning Franklin's role as a diplomat and statesman.
Explain that he went to France at the request of George Washington to enlist
their help to win the Revolutionary War. Ask them to find out what Franklin
did in Paris. Internet sites such as Franklin
and Independence, The
French American give students a good insight into Franklin's abilities
as a diplomat.
4. Reading
the book, What's the Big Idea, Ben Franklin? by Jean Fritz
is
another wonderful
source of information. If there is not time to read it aloud,
show the the
Weston Woods video production of it. Explain that Americans
considered
Ben "America's best arguer and America's most famous citizen."
Because of
this, he was selected as a member of the Continental Congress and placed
on 10 different
committees. Even though it was Thomas Jefferson who authored the
Declaration
of Independence, Franklin made significant changes.
5. This leads
into an investigation of the writing and signing of the Declaration
of Independence.
In Ben and
Me, Amos talks about Red accompanying Thomas Jefferson to
Philadelphia.
He also explains Red's "Manifesto" -- a list of grievances mice
had suffered
at the hands of their master, Man. This, according to Amos,
becomes our
Declaration of Independence.
Modifications: Teachers should determine specific needs of students as indicated on Individual Educational Plan.
Enrichment activities: Start a discussion of grievances students might have about being their age. In the book, Red composed his own Manifesto. After airing their concerns, ask students to write their own "manifesto" and present it to the class. They may either do this orally by reading their work or use PowerPoint to present it to the class (and parents may be invited).
Evaluation/Assessment: As
students complete their research and save them in the desktop folder "Our
Scoop on Ben" you will proceed to examine what they have found
West Virginia Instructional Goals and Objectives:
English/Language Arts
Listening/Speaking 3.2
Reading Comprehension 3.15, 3.16, 3.20
Computer
Technology 3.90
Social Studies
History 4.34, 4.39, 4.40
References:
Kids Discover Ben Franklin,
Volume 4, Issue 9, November 1994
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