| Introduction
Setting
the Stage: Questions to Think About:
What
is “virtue”? What are “virtues”?
What
are the virtues that Franklin emphasizes in his Autobiography?
According
to Franklin, what does it mean to be a virtuous person?
How
are the virtues outlined in Franklin’s Autobiography
republican in nature (i.e., supportive of a government based on
the rule of law rather than rule by monarchy or dictatorship)?
What
are the most desirable virtues? Why are they desirable?
What
virtues promote the development of good citizenship?
Why
is the pursuit of excellence desirable in a society?
Why
is cooperation considered necessary for a society—particularly
a democracy—to function effectively?
Introduction: The Autobiography of Benjamin
Franklin is a classic of both American Literature and American
History, and is widely taught in U.S. high schools and colleges.
In the text, Franklin describes growing up in Colonial America,
an experience which mirrors the growth of the colonial environment
around him. Franklin highlights the formation of his character,
focusing on his education and his acquisition of various virtues.
In this module, students will discover the ethical and civic components
of Franklin’s Autobiography, and learn about the
culture of Republicanism which fed the revolutionary period.
Educational Objectives:
1.
Students will understand how central civics, ethics, and virtues
were to the revolutionary period and how those three elements
are reflected and discussed in Franklin’s Autobiography.
2. Students
will understand the concepts of civic virtue and personal virtue
during the revolutionary period and be able to discuss Franklin’s
presentation of the two types of virtue in his writings.
3. Students
will understand the role of civics and virtue in forming a democratic
and republican government and community, and reflect on the ethical
nature of living in a democracy/republic. Students will also be
able to discuss Franklin’s idea of a good citizen.
4. Students
will be able to demonstrate an understanding of the differences
between a republican and an aristocratic basis for society and
government.
Competency
Based Curriculum:
#2. “Recognize
how works and or themes in American Literature are reflective
of and reactive to contemporaneous historical events and cultural
and social settings.”
#6. “Discuss
techniques a writer uses for developing character and articulates
how a character changes through the course of a work.”
#9. “Examine
own values in light of those expressed in American Literature,
and cite similarities and differences.”
#10.
“Read a variety of American Literature to enrich his/her
understanding”.
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