LIBRARY OF CONGRESS
PATHWAYS ADVENTURES:
Using Historical Documents to Develop Early Literacy
Amber Pitz, Stephanie Amend, Sarah Leick, Hailey Coggins
College of Education
University of Northern Iowa
Book Backdrop Title:
Ben and Now: Benjamin Franklin’s Life and Times
Table of Contents
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Introduction........................................................................................................................2
Lesson Module
o Lesson 1-- Benjamin Franklin: The Man Behind the
Legend......................................................................................................................3
o Lesson 2-- The Electric Ben ...................................................................................6
o Lesson 3-- If Poor Richard Had a Computer...........................................................9
o Lesson 4-- Before, During, and After the Declaration of
Independence.........................................................................................................11
Appendix I: Library of Congress Resources ................................................................15
Appendix II: Bibliography and Webliography ...........................................................23
1 INTRODUCTION
Book Backdrop Title:
Ben and Now: Benjamin Franklin’s Life and Times
Focus Book Citation:
Barrette, G. (2007). Now & Ben The modern Inventions of Benjamin Franklin. New York:
Henry Holt and Company.
Focus Book Summary:
This book focuses on some of Ben Franklin’s inventions and how they have impacted the
modern world.
Book Setting:
There is no real defined setting in the book. The book takes the reader through both Ben
Franklin’s time and the modern era.
NCSS Notable Tradebook Theme: History, Life, & Culture in the Americas
Historical Period: Colonial
Grade Range:
Primary 3
2 LESSON MODULE
Four Lesson Primary Source-Based Book Backdrop Lesson Plans
Lesson 1
Title: Benjamin Franklin: The Man Behind the Legend
Learning Goals:
Knowledge
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Students will learn about the early life of Benjamin Franklin.
Students will learn about the various roles that Benjamin Franklin had at different points
in his life.
Students will be able to tell about one or more important events in the life of Benjamin
Franklin.
Skills
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•
Students will be able to identify a good source of information to base their hat design on.
Students will be able to draw descriptive illustrations to show the role of Benjamin
Franklin in various endeavors.
Dispositions
•
Students will be able to empathize with Benjamin Franklin, and understand that he had
many different aspects of his life and a lot of responsibilities.
Links to National Standards:
http://www.socialstudies.org/standards/strands
Individual Development and Identity: Personal identity is shaped by an individual’s culture,
by groups, by institutional influences, and by lived experiences shared with people inside and
outside the individual’s own culture throughout her or his development.
People, Places and Environments: During their studies, learners develop an understanding of
spatial perspectives, and examine changes in the relationship between peoples, places and
environments.
Civic Ideals and Practices: An understanding of civic ideals and practices is critical to full
participation in society and is an essential component of education for citizenship, which is the
central purpose of social studies.
General Instructional Materials:
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“The Amazing Life of Benjamin Franklin” or “Who was Ben Franklin?”
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Plain paper
Colored paper or hat outline sheet (link in excerpts section below)
Writing Utensils
Art Supplies (Markers or Crayons)
Copies of Biography Sheet for Students (link below)
Access to the excerpts and ideas from:
http://edsitement.neh.gov/lesson-plan/benjamin-franklins-many-hats
LOC Primary Source Materials:
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Appendix # 3- Autobiography: The Private Life of the Late Benjamin Franklin
Appendix # 4- Magazine printed by Franklin
Lesson Procedures:
Introduction
1. Have the students think about Benjamin Franklin. What do they know about him? What has he
done? Why is he famous? Ask students to turn to a partner to do a “Think, Pair, Share” regarding
what they know.
2. After a few minutes ask for a few students to share their knowledge, understandings, and
questions with the class while the teacher makes a list of the ideas generated.
3. Read aloud “The Amazing Life of Benjamin Franklin” or “Who was Ben Franklin?” (See
Appendix II)
4. Have the class go through the list from Step 2, deciding which ideas are correct, which are
incorrect, and which can have more information added to them.
Development
1. Introduce the original copy of Benjamin Franklin’s autobiography. (See Appendix #3)
2. Discuss how we would not be able to use the first ever copy, because it was originally written
in French. Tell the students how even this English translation would be difficult for us to read,
because the writing style is old.
3. Have the students break into groups. Assign each of them a section of the biography sheet for
students
(http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/Benjamin%20Franklin%27s
%20Many%20Hats-Biography.pdf), and have them get some idea of what was happening in that
point of his life.
4. Give each group a sheet of paper and tell them to create a short presentation on what they
learned from their section of the text. Have them include a simple drawing of the main ideas
from their section.
5. Students that are not presenting should be taking notes on things they find interesting, in order
to help them with the final project.
4 Culmination
1. Introduce the idea of someone wearing a lot of hats, as in someone that does many things all at
the same time. Discuss how Benjamin Franklin was not only a politician, like he was mostly
known for, but he was a publisher and editor also.
2. Show the students the magazine printed by Franklin. (See Appendix #4)
3. Have the students generate ideas about what hats they wear in their lives.
4. Hand out the direction sheet for Benjamin Franklin’s hats activity
(http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/Benjamin%20Franklin%27s
%20Many%20Hats-Worksheets%20and%20Directions%20for%20making%20Hats.pdf), and go
over what the hats are that students may choose from. Students may also draw or create their
own if they choose to, as long as they decorate it and describe the illustrations just like the rest of
the class.
5. Have students create the hats, using drawings to show what Franklin did while wearing that
hat. They should also write a short paragraph in explanation of their drawings.
6. Share their work in a brief presentation to the class.
Assessment Strategies- Linked to Lesson Goals
1. Have students present their hat design, explaining why they chose that type of hat, what it
means, and reading aloud their sentences.
2. After all the class has shared their hat, students should discuss with small groups what they
learned from another classmate’s presentation.
5 LESSON 2
Title: The Electric Ben
Learning Goals:
Knowledge
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Students will develop an understanding of Ben Franklin's’ Kite experiment.
Students will develop an understanding of safety and electricity.
Students will develop an understanding of the importance of electricity in their lives.
Skills
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Students will collect data about electricity.
Students will adapt to a new learning environment .
Dispositions
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Students will make connections with how much electricity helps with everyday life.
Links to National Standards:
http://www.socialstudies.org/standards/strands
Time, Continuity, & Change: Social studies programs should include experiences that
provide for the study of the past and its legacy.
Individual Development and Identity: Social studies programs should include
experiences that provide for the study of individual development and identity.
Individuals, Groups, and Institutions: Social studies programs should include
experiences that provide for the study of interactions among individuals, groups, and
institutions.
Production, Distribution, and Consumption: Social studies programs should include
experiences that provide for the study of how people organize for the production,
distribution, and consumption of goods and services.
General Instructional Materials:
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Large paper
Markers
The book Now & Ben
Electricity Survey Sheets (Found at the end of the lesson)
Battery powered candles
6 LOC Primary Source Materials:
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Appendix #11- A drawing of Ben Franklin’s Kite experiment
Appendix #12- Image of Joseph Priestley
Lesson Procedures:
Introduction
1. We will introduce Benjamin Franklin’s Kite experiment with a group reading of Now & Ben
by Gene Barretta. (See Appendix II)
2. After reading, the class will talk about how important these inventions are and what life
would be like without them.
3. I will ask students, "Is electricity important?" and as a class we will create an LEA about
why electricity is important to us.
Development
1. Show the students a drawing of what Ben Franklin's kite experiment might have looked like
and talk about why we don't know what it looked like. (See appendix # 11)
2. Pose the questions: "Did Ben Franklin's kite really get struck by lightning?" and "Do you
think that is safe?"
3. After the students have given their answers, we will then talk about what his experiment
really was and why flying a kite in a storm is not safe. Ben Franklin flew his kite into the
clouds and collected the charge in the clouds. The kite was never actually struck by
lightning. (See appendix II Ben Big Idea)
4. While talking about his experiment, explain that we only know about this information from
letters Ben Franklin wrote to Joseph Priestley, who first published the experiment.
5. Read about Ben Franklin's experiment from page 217 of The History and present state of
Electricity. While reading, show Joseph's picture. (see appendix #12 for the picture and
appendix 2 for the link to the book online to read)
6. Ask the students what it would be like to live without electricity and tell them we are going
to finish the day without electricity in the classroom. We will have to make some
exceptions, such as the phone and whatever the class uses as a light source. The class will
use battery candles and we will explain that having little fires around the room would be
unsafe at school. This is to show the students how important electricity is to people today.
Culmination
1. Have the students write about what was hard about not having electricity in the classroom,
what they liked about not having electricity, and which way of life they would choose.
7 2. Give the students an electricity survey to document the number of item they use at home that
take electricity to run.
Assessment Strategy Linked to Lesson Goals
1. The students will discuss Ben Franklin’s experiment and the safety of the experiment in small
and large groups.
2. The students will write about how they felt without having electricity in the classroom and
whether or not they would want to live without electricity.
3. The students will collect data about the items outside of school that use electricity by using the
electricity survey sheets.
Electricity Survey Sheets
Please write down any items that use electricity that you used outside of school. You should also
write where the item was used and whether or not the item is important to you. If it is important,
please explain why. For your explanations of the items’ importance, please use a separate sheet
of notebook paper, and label the explanations with the item numbers.
Items Name
Where the items is used
1
2
3
4
8 Is the item important to you
LESSON 3
Title: If Poor Richard Had a Computer
Learning Goals:
Knowledge
1. Students will research information about the history of almanacs.
2. Students will consider how forms of conveying information found in almanacs have
changed over time.
Skills
1. Students will participate in writing, designing, and producing an almanac.
2. Students will begin exploring various types of primary sources such Poor Richards
Almanac and an illustration detailing Poor Richards Almanac.
3. Students will identify key elements and features of almanacs.
Dispositions
1. Students will begin to better understand the role and importance of almanac in colonial
America.
2. Students will begin to develop an ability to think critically about the past.
Links to National Standards:
http://www.socialstudies.org/standards/strands
Culture: Social studies programs should include experiences that provide for the study of
culture and cultural diversity.
Time, Continuity, & Change: Social studies programs should include experiences that provide
for the study of the past and its legacy.
Individual Development and Identity: Social studies programs should include experiences that
provide for the study of individual development and identity.
Science, Technology, and Society: Social studies programs should include experiences that
provide for the study of relationships among science, technology, and society. 11
General Instructional Materials:
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Copies of current, modern day almanacs (Farmer’s Almanac)
Computers with Internet access
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Copies of Appendix #1
Copies of Appendix #2
Graphic Organizer
Access to the excerpts and ideas from:
http://www.pbs.org/benfranklin/teachersguide.html
LOC Primary Source Materials:
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Appendix # 1- Benjamin Franklin, Editor and Writer (photograph)
Appendix # 2- Poor Richard, 1739. An Almanac for the Year of Christ 1739.
Lesson Procedures:
Introduction
1. Hook student’s interest by asking how students get information about the seasons and
weather. Then ask how people in colonial times got their information about seasons and
weather since they didn't have cable with the weather channel or Internet sources. This
allows for an introduction to the concept of almanacs.
2. Introduce students to Benjamin Franklin by showing the photograph of him as editor and
writer of Poor Richard’s Almanac. (See Appendix #1) Ask the student, “What is this?
What can you tell me about it?” Give the students a few clues about the document if they
lack background knowledge about Ben Franklin.
3. Inform students that during Benjamin Franklin’s time period people used almanacs to get
their information about the seasons and weather. Almanacs provided predictions about
the weather, observations about planting and growing seasons, and other practical or
entertaining information.
Development
1. Provide students some modern-day almanacs; let them examine these in small groups.
2. Ask students, “What would you include in an almanac?” List these examples for students
to refer to at a later time, if they wish.
3. Show the Poor Richard, 1739. An Almanac for the Year of Christ 1739 (See Appendix
#2) to students. “What is this? What can you tell me about it?” Give the students a few
clues about the document if they lack background knowledge about Almanacs. Explain
that this is a primary source because it is a picture of Benjamin Franklin’s almanac.
4. Provide students with a compare and contrast worksheet. Provide them with Internet
access and modern-day almanacs to research current almanacs and colonial period
almanacs. This is to be done individually.
5. Place students in cooperative learning groups to create an almanac that includes: history
of almanacs to explain the importance of almanacs in the colonial period, and other
standard features that were standard to traditional almanacs: weather, predictions,
10 astrology charts, sunrise/sunset information, and advice on personal and business matters.
Their compare and contrast worksheet can provide them with information.
Culmination
1. Groups will present completed almanacs to the class.
2. Audience members will supply presenters with compliments and suggestions.
Assessment Strategy Linked to Lesson Goals
1. Student’s projects are evaluated based on completeness of information, interesting
content, and creativity in design.
2. Individually students are to complete a self-evaluation, evaluating his/her contributions to
the project and performance during presentation, as well as other group members.
11 Lesson 4
Title: Before, During, and After the Declaration of Independence
Learning Goals:
Knowledge
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Students will learn what the Declaration of Independence is.
Students will learn about the important people who signed the Declaration
Students will begin to better understand the important role Benjamin Franklin had with
the Declaration.
Skills
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Students will begin exploring various types of primary sources such as the Declaration
and artwork.
Students will participate in a Readers’ Theater of a conversation that could have taken
place about the true reasons why American colonists decided to declare their
independence.
Students will examine a primary source of a photo that was painted when the Declaration
of being signed and note the major signees and misconceptions of the picture.
Students will participate in signing their names using the type of pen the signees used to
sign the Declaration.
Dispositions
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Students will develop an understanding of the United States Independence and why we
celebrate on the Fourth of July.
Students will begin to develop an ability to think critically about the past and understand
the complexity of historical issues.
Links to National Standards:
http://www.socialstudies.org/standards/strands
Time, Continuity, & Change: Social studies programs should include experiences that
provide for the study of the past and its legacy.
Civic Ideals & Practices: Social studies programs should include experiences that
provide for the study of the ideals, principles, and practices of citizenship in a democratic
republic.
People, Places, and Environments: Social studies programs should include experiences
that provide for the study of people, places, and environments.
12 Individuals, Groups, and Institutions: Social studies programs should include experiences that
provide for the study of interactions among individuals, groups, and institutions.
Power, Authority, and Governance: Social studies programs should include experiences that
provide for the study of how people create interact with, and change structures of power,
authority, and governance.
General Instructional Materials:
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Copy of The Journey of the One and Only Declaration of Independence
Quill Pen
Copies of Appendix # 5
Copies of Appendix # 7
Copies of Appendix # 6
Copies of Reader’s Theatre Appendix #10
Paper that looks old (Put in coffee, etc.)
Copies of Appendix #9
Copy of Appendix #8
LOC Primary Source Materials:
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Appendix # 5 - Image: Declaration of Independence (1776)
Appendix # 6 - Artwork: Painting done by John Trumbell of the signing of the
Declaration
Appendix # 7- Image/Artwork: U.S. Capitol Paintings. Declaration of Independence by
John Trumbull in U.S. Capitol, detail II.
Appendix # 8 - Image: This is an image of Benjamin Franklin reading draft of
Declaration of Independence, John Adams seated, and Thomas Jefferson standing and
holding feather pen and paper, around table.
Appendix # 9- Image: The Declaration typed out
Lesson Procedures:
Introduction
1. Hook student interest by showing them the image of the Declaration of Independence (See
Appendix # 5). Ask students, “What is this? What can you tell me about it?” Give students a few
clues about the document if they lack background knowledge about the Declaration.
2. As soon as some students have identified the declaration introduce the book, The Journey of
the One and Only Declaration of Independence. Tell students that this book is about how the
Declaration came about, who was all involved, and why it was so important.
3. Read the book, making sure to stop throughout the read aloud to highlight illustrations, ask
pertinent questions to check student comprehension, and elicit student engagement.
4. Discuss the book after it is completed to check for student understanding. Ask them what they
13 thought was important about the story.
Development
1. Tell students that they are going to have a chance to learn more about the
Declaration of Independence by doing a reader’s theatre (Appendix # 10) between two very
important people Samuel Adams and John Hancock prior to the Declaration. Ask for two student
volunteers and pass out the Reader’s theatre.
2. One the reader’s theatre is complete, debrief by asking students to explain, “Why did the talk
of Declaration begin?” and “What do you think Samuel Adams and John Hancock do or say that
was important?” and “What are some new understandings you have about the Declaration of
Independence based on the reader’s theatre?”
3. Discuss some of the words students did not understand throughout the passage, discuss more
in detail about Tea Party, etc. if students have questions.
Culmination
1. Show students the typed version of the Declaration of Independence (See Appendix # 9).
2. Support students analyzing the document in small groups. Ask students, “What is this
image of?” “Who signed the image? Is there anyone you recognize?” “What kinds of
questions would you want to ask the people who signed this?” “What do you think
specific people who signed this document are thinking or feeling based on what you know about
the Declaration? Record student ideas on the board.
3. Support students recognizing Benjamin Franklin as one of the signees.
4. Show students the image of Benjamin Franklin reading the draft of the Declaration (Appendix
#8). Explain the image and why Thomas Jefferson wanted Benjamin Franklin to revise it.
5. Talk to students about the type of pen the signees used to sign their signature.
6. . Have students use a quill pen to sign their signatures on an old paper to understand how
important it was.
Assessment Strategy Linked to Lesson Goals
1. Give students each a copy of the Painting of the day the Declaration was signed (See
Appendix # 6) and have them add dialogue or thought bubbles for at least 4-5
individuals in the image.
2. Students should apply their new understandings about the Declaration through applying their
knowledge to their creative ideas.
2. Give students each a copy of the close up Painting of the day the Declaration was signed (See
Appendix # 7) and have them make a key numbering it 1-5 and name five people they recognize
in the photo correctly.
3. Students’ key will be graded by using a point scale and the students will get a point for each
correct person identified.
14 APPENDIX I:
Library of Congress Resources
1. Image
Benjamin Franklin, Editor and Writer.
http://memory.loc.gov/cgibin/query/i?ammem/detr:@field%28NUMBER+@band%28det+4a27818%29%29:displayType=
1:m856sd=det:m856sf=4a27818
2. Image
Poor Richard, 1739. An Almanack for the Year of Christ 1739.
http://www.loc.gov/exhibits/treasures/images/bf0053s.jpg
15 3. Image
The Private Life of the Late Benjamin Franklin
http://www.loc.gov/exhibits/treasures/images/bf0060s.jp
4. Image
Magazine printed by Franklin (1741)
http://www.loc.gov/exhibits/treasures/images/bf0045s.jpg
16 5. Image
The Declaration of Independence (1776)
http://www.nps.gov/history/history/online_books/declaration/introb.htm
17 6. Image/Painting
Painting done by John Trumbell of the signing of the Declaration
http://www.loc.gov/pictures/resource/thc.5a51218/
7. Image/Painting
U.S. Capitol Paintings. Declaration of Independence by John Trumbull in U.S. Capitol, detail II.
http://www.loc.gov/pictures/resource/thc.5a50954/
18 8. Image
This is an image of Benjamin Franklin reading draft of Declaration of Independence, John
Adams seated, and Thomas Jefferson standing and holding feather pen and paper, around table.
http://www.loc.gov/pictures/item/89707223/
9. Image/Documents
This is a document of the Declaration of Independence that is typed out.
http://www.loc.gov/rr/program/bib/ourdocs/DeclarInd.html
19 10. Reader’s Theatre- Based on the main ideas behind the Declaration of Independence.
http://www.americanheritage.org/AHEF_National_Elementary_Extraction_08_4_DeclarationofI
ndependence.pdf
**This is a radio theatre. The characters are set in front of real or imagined
microphones. They can sit or stand. The inflection of their voices along with
the script will tell the story. The title, author, and list of characters are introduced to the
audience by the narrator.
List of Characters:
Narrator
John Hancock
Samuel Adams
Chorus of 10 students or more
Narrator: This event is set in Boston, in the colony of Massachusetts,
several years before 1776. This fictional play reflects a conversation that
could have taken place between two good friends and American patriots, John
Hancock and Samuel Adams. Their conversation reveals some of the true
reasons why the American colonists decided to declare their independence.
Samuel Adams: I’ve been reading over the Navigation Acts. Did you know it
means that all goods that come in to or go out of our colony have to be
inspected by the British and transported on their ships? We can’t even ship
our own goods.
John Hancock: It’s so the British can make money from the American
colonies.
Chorus: WE GOT TO GET INDEPENDENCE!
Samuel Adams: And did you know that the British government won’t allow us
to trade with other countries without British permission and regulation?
John Hancock: That will greatly hinder the colonies’ success.
20 Chorus: WE GOT TO GET INDEPENDENCE!
Samuel Adams: It also says that we’re not allowed to manufacture products
in our colonies that are already made in Britain. We have to buy from them.
John Hancock: Where will we get the money to pay for those things?
Chorus: WE GOT TO GET INDEPENDENCE!
John Hancock: I’ve been reading over the Stamp Act. Did you know the
British government could tax us fifty-five ways from this act alone?
Samuel Adams: The colonists did not agree to it.
Chorus: WE GOT TO GET INDEPENDENCE!
John Hancock: When I graduated from college, they charged a tax on my
diploma. And when a friend wrote his will, there was a tax on that too. They
put taxes on every kind of document!
Samuel Adams: Why don’t they let us make our own laws?
Chorus: WE GOT TO GET INDEPENDENCE!
John Hancock: Do you know about his other acts? Now the British are stationed at all of our
ports, and they have search warrants to make sure we don’t
ship anything without their permission. We can’t get fair trials if we go to their
courts about it.
Samuel Adams: Will they ever learn how much we value liberty?
Chorus: WE GOT TO GET INDEPENDENCE!
John Hancock: I’m not buying or drinking that tea shipped to the colonies
from one of their companies. There’s a tax on it, too! They think we won’t
notice, and they just want to control our colony.
Samuel Adams: I know what to do. Do tea leaves mix with salt water?
John Hancock: What are you planning?
Samuel Adams: There’s tea waiting to be unloaded on the ships in Boston
harbor. Let’s disguise ourselves tonight and dump it overboard!
John Hancock: The fewer people who know the better.
Chorus: WE GOT TO GET INDEPENDENCE!
Samuel Adams: The king is sending his redcoat soldiers over here. Can you
believe his Intolerable Acts? He has closed our ports until the tea is paid for.
He forbids us from getting together in town meetings. And he’s using our
buildings to house his soldiers.
John Hancock: Intolerable!
Chorus: WE GOT TO GET INDEPENDENCE!
John Hancock: The king said I was a dangerous man. He put a price on my
head, dead or alive. Now, I have to hide!
Samuel Adams: Me too!
Chorus: WE GOT TO GET INDEPENDENCE!
Samuel Adams: Let’s get together with our friends and other colonists and
declare our independence as a country. If we have to, we’ll fight!
All: WE GOT TO GET INDEPENDENCE!
11. Image/Document
Drawing of Ben Franklin and his son doing the kite experiment by Currier & Ives. (June 1752)
http://www.americaslibrary.gov/aa/franklinb/aa_franklinb_electric_2_e.html
21 12. Image/Document
This is an image of Joseph Priestley.http://www.loc.gov/pictures/resource/cph.3c04753/
22 APPENDIX II:
Bibliography and Webliography
Bibliography of Related Children’s Literature:
Adler, D. (1996). A Picture Book of Benjamin Franklin. New York. Holiday House.
Barrette, G. (2007). Now & Ben The modern Inventions of Benjamin Franklin.New York: Henry
Holt and Company.
Fink, Sam. The Declaration of Independence. New York, NY: Scholastic Inc. , 2002. Print.
Fradin, B. (2002). Who was Ben Franklin? New York: Grosset & Dunlap.
George, Judith, and Will Hillenbrand. The Journey of the One and Only Declaration of
Independence. Philomel Books, 2005. Print.
Giblin, J.C. (2000). The Amazing Life of Benjamin Franklin. New York: Scholastic Press.
Harness, C. (2008). The Remarkable Benjamin Franklin. Washington: National Geographic
Society.
Satterfield, K. (2005). Ben Franklin A Man of Many Talents. New York: Harper Collins
Publishers.
Schanzer, R. (2002). How Benjamin Franklin Stole the Lighting. New York. Hapers Collins.
Webliography of Supporting Online Resources for Students:
Misconceptions about the Declaration of Independence Painting
An interactive opportunity for students to experience what it was like sitting in the room when
the Declaration was signed. Students can place their cursor over the signees in the room.
Students can also click on red dots to read about misconceptions about the picture.
http://www.history.org/foundation/journal/Winter11/painting/#
Ben Franklin an Extraordinary Life. An Electric Mind.
This website offers many different ways to research Ben Franklin; you can research him as a
citizen, his wit, Inquiry Mind, and World of Influence that are listed at the top of the website.
This website breaks the facts down into manageable chucks. There is also a list of words that
are associated to Ben Franklin many of these might be new for the students.
http://www.pbs.org/benfranklin/
23 The Electric Ben Franklin: A quick Biography of Benjamin Franklin.
This website has a full biography about Benjamin Franklin. It is a quick biography but it does
cover from his birth to death. This website does break his life into section to that the reading
flows better.
http://www.ushistory.org/franklin/info/index.htm
Webliography of Supporting Online Resources for Teachers:
Readers Theatre: How the Declaration Began
A lesson plan that can be used for teaching about the Declaration of Independence. The lesson
plan offers many resources and activities for the students. There is also a prewritten Readers
Theatre between Samuel Adams and John Hancock.
http://www.americanheritage.org/AHEF_National_Elementary_Extraction_08_4_DeclarationofI
ndependence.pdf
Freedom Documents
This website provides information and primary resources on the topic of the Declaration of
Independence. The website also provides fun activities teachers can have their students do to
learn about the Declaration.
http://government.mrdonn.org/declaration.html
Benjamin Franklin: Teachers’ Guide
This is an online list of different activities that are available to teach about the different phases of
Benjamin Franklin’s life. There are lessons that are created to tie in with the PBS special about
the life of Franklin, and they can be adapted to any age.
http://www.pbs.org/benfranklin/teachersguide.html
Fun with Franklin
This is a site that students can use to do some experiments like Franklin did, or to do puzzles or
play games. They all contain information about Franklin, or directly link to something that he
invented or discovered.
http://www.ushistory.org/franklin/fun/index.htm
Ben Franklins Community Contributions
This website provides resources for teachers to use when creating lessons on community and Ben
Franklin’s involvement helping to found institutions such as lending library, hospital, school, fire
brigade, insurance company, learned society, and militia.
http://www.benfranklin300.org/_edu_pdf/BF300Plans_Elementary6.pdf
24 PBS Teachers Guide: Ben Franklin
This guide provides activities and eight lesson plans that encourage students to use their own
curiosity to explore Ben Franklin’s world and his accomplishment. Students can work
individually or in cooperative groups to complete lessons and projects in language arts, social
studies, and science.
http://www.pbs.org/benfranklin/teachersguide.html
Ben's Big Idea
This is a site that explains the kite experiment so that the reader understand what was done and
why Ben Franklin was not hurt by the experiment.
http://www.codecheck.com/cc/BenAndTheKite.html
Joseph Priestley
This is a link to Joseph Priestley’s book, it describes Ben Franklin’s Kite experiment on page
217 first paragraph.
http://books.google.com/books?id=RkpkAAAAMAAJ&printsec=frontcover&source=gbs_ge_su
mmary_r&cad=0#v=onepage&q&f=false
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