Students interpret Benjamin Franklin’s cartoon, Join or Die. Then they examine his role as an American statesman. Next they review some of his other accomplishments and write a short report on one of them. Finally, they analyze a saying from Poor Richard’s Almanack.
Students are introduced to Benjamin Franklin and the lesson objectives, then examine his political cartoon “Join, or Die.” After reading a brief explanation of political cartoons and the historical context of the image, they respond on a class wall to explain what they think Franklin is trying to say, using the hint that the initials stand for the colonies.
Teacher MovesPresent the overview and objectives, clarify key vocabulary (opinion, exaggerate, statesman, ambassador, alliance), and guide students in interpreting the cartoon. Explain that Franklin’s message is that the colonies must cooperate and act together or they will fail, then transition students to the next scene when the class is ready.
Students view an image of Benjamin Franklin, read a short explanation of what a statesman is, and watch the video Benjamin Franklin to learn about his wide-ranging contributions. They answer a multiple-choice question about the areas in which Franklin made contributions, then read a detailed description of his political roles, including his work in the Continental Congresses, the Declaration of Independence, diplomacy with France, and major founding documents. Finally, they answer a second multiple-choice question identifying which important documents he signed.
Teacher MovesHighlight Franklin’s role as a statesman and connect the video and text to his political influence. Point interested students to the linked biography Benjamin Franklin in the Student Pack for additional research. Monitor and discuss student responses to the questions to reinforce understanding of Franklin’s contributions and the significance of the founding documents, then unlock the next scene when students are ready.
Students view an image of the painting Benjamin Franklin Drawing Electricity from the Sky and read about Franklin’s scientific experiments with electricity and his inventions, such as bifocals, the lightning rod, the Franklin stove, and the glass armonica. They then read about his public service contributions, including founding a public library, running a newspaper, organizing a volunteer fire company, and serving as postmaster, as well as his work as a writer and publisher of Poor Richard’s Almanack. Students choose one of Franklin’s activities to research further using internet or print biographies and post a short paragraph report, optionally with an image, to a class wall. They then review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesEmphasize the breadth of Franklin’s scientific, civic, and literary contributions and help students connect these to colonial life. Support students in selecting a focus for their brief report, locating appropriate sources, and summarizing information in their own words. Encourage constructive peer feedback on the wall and, if time allows, invite students to present their reports to the class before moving on.
Students view the cover of a 1758 edition of Poor Richard’s Almanack and read several of its sayings. They choose one saying and post an explanation of its meaning to a teacher-view wall, considering the advice or lesson it conveys.
Teacher MovesSelect and share interesting or exemplary student explanations with the class. Lead a discussion about why Poor Richard’s Almanack was so popular and how it reflects colonial life, prompting students to consider how it combined practical information with humor and entertainment.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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