The Ethical Revolution: Civics and Virtue in The Autobiography of Benjamin Franklin.
by Frank Casale, Ph.D.
Benchmarks
New State of Florida Sunshine State Standards
Benjamin Franklin
Language Arts Grades 11
Vocabulary Development
Standard: The student uses multiple strategies to develop grade appropriate vocabulary.
The student will:
LA.1112.1.6.2 - listen to, read, and discuss familiar and conceptually challenging text;
LA.1112.1.6.3 - use context clues to determine meanings of unfamiliar words;
LA.1112.1.6.4 - categorize key vocabulary and identify salient features;
LA.1112.1.6.5 - relate new vocabulary to familiar words;
LA.1112.1.6.6 - distinguish denotative and connotative meanings of words;
LA.1112.1.6.9 - determine the correct meaning of words with multiple meanings in context;
LA.1112.1.6.10 - determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools
Reading Comprehension
Standard: The student uses a variety of strategies to comprehend grade level text.
The student will:
LA.1112.1.7.2 - analyze the author's purpose and/or perspective in a variety of text and understand how they affect meaning;
LA.1112.1.7.3 - determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details and facts;
LA.1112.1.7.4 - identify cause-and-effect relationships in text;
Nonfiction
Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the
information presented.
The student will:
LA.1112.2.2.2 - use information from the text to answer questions or to state the main idea or provide relevant details;
LA.1112.2.2.3- organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing,
summarizing, comparing, contrasting, outlining);
LA.1112.2.2.5
- select a variety of age and ability appropriate nonfiction materials (e.g., biographies and
topical areas, such as science, music, art, history, sports, current events) to expand the
core knowledge necessary to connect topics and function as a fully literate member of a
shared culture.
Informative Writing
Standard: The student develops and demonstrates expository writing that provides information related to real-world tasks.
The student will:
LA.1112.4.2.3 - write informational/expository essays that speculate on the causes and effects of a situation, establish the connection between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include introductory, body, and concluding paragraphs;
Listening and Speaking
Standard: The student effectively applies listening and speaking strategies.
The student will:
LA.1112.5.2.1 - demonstrate effective listening skills and behaviors for a variety of purposes, and demonstrate understanding by critically evaluating and analyzing oral presentations;
LA.1112.5.2.2 - apply oral communication skills in interviews, formal presentations, and impromptu situations according to designed rubric criteria;
LA.1112.5.2.4 - use appropriate eye contact, body movements, and voice register for audience engagement in formal and informal speaking situations;
LA.1112.5.2.5 - research and organize information and demonstrate effective speaking skills and behaviors for a variety of formal and informal purposes.
National Standards
English (National Council of Teachers of English & International Reading Association)
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
Social Studies (National Council for the Social Studies)
Thematic Strand: Time, Continuity and Change
Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time.
Thematic Strand: Individual Development and Identity
Social studies programs should include experiences that provide for the study of individual development and identity.
Thematic Strand: Individuals, Groups and Institutions
Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.
Thematic Strand: Power, Authority and Governance
Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.
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