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The Ethical Revolution: Civics and Virtue in The Autobiography of Benjamin Franklin. by Frank Casale, Ph.D. ClassroomActivities Lesson Plan Activity #1 Lesson Plan Activity #2 Lesson Plan Activity #3 Lesson Plan Activity #4 Lesson Plan Activity #5 The Autobiography of Benjamin Franklin lends itself to a wide variety of activities, including classroom discussion, viewing videos, and taking "The Virtue Quiz." Below are five activities, as well as some ideas for extended activities. Some activities may need to be spread over several class sessions. Students should leave this module with a better understanding of the nature and importance of ethics in building and maintaining a community/country. Through the figure and words of Benjamin Franklin, students will be able to test, examine, and apply their ideas to the founding moments of The United States of America. Activity #1. Republicanism versus Aristocracy: The Good Society Debate The teacher should review the definitions of Republicanism and Aristocracy and lead a discussion of the differences between the two methods of government and society. Good discussion prompts are imagining the different types of society, listing the differences between citizen and subject, and talking about social mobility/social hierarchy. In preparation for the debate, students can also watch Liberty (Episode 1. PBS video. http://www.pbs.org/ktca/liberty/liberty_episodes.html). Make sure to have students track Franklin's appearances in the video. Discuss the differences between England and the colonies, especially in light of the above discussion of social mobility and social hierarchy. Students can be split into small groups. Give alternating groups the task of defending the concepts of Aristocracy or Republicanism. Ask them to consider as debating points: 1. How does each system treat its members? 2. Which virtues does each society encourage in its members? 3. What are the strengths and weaknesses of each sytem? Have each small group pick one member to present and debate their position. Stage a ten to fifteen minute debate. The U.S. is a "democratic republic" in which the people are represented by senators and representatives. Does that form of government attempt to accommodate some of the strengths of an aristocracy? Why might one prefer a democratic republic/representative democracy to a direct democracy? (Possible responses: 1. A representative democracy allows us to elect people whose judgment we trust - perhaps more than our own. 2. A representative democracy may allow representatives (particularly senators who serve for six years as opposed to congressional representatives who serve for two years at a time) to develop expertise in various areas. 3. The ordinary citizen does not have enough time available to become knowledgeable about political issues so as to make good judgments. 4. Direct democracy might be more liable to become "mob rule" or what Alexis de Tocqueville called a "tyranny of the majority" in which minority rights might not be respected. 5 Direct democracy might encourage people to pay more attention to short-term problems than long-term risks, whereas a bureaucratic system can slow down the process and can encourage particular representatives to take a long-term point of view. (Our Constitution and the Bill of Rights - and an independent judiciary - are all intended to secure the rule of law against rule by a tyranny of aristocracy and a tyranny of the majority. Activity # 2. Civics and Citizenship: The Virtue Quiz The teacher will define and discuss the terms Civics and Citizenship with the students. This discussion can be primed by consulting "Citizen Ben" pages available online at: http://www.pbs.org/benfranklin/l2_citizen.html as well as the ‘self improvement page" http://www.pbs.org/benfranklin/l3_wit_self.html. Have each student go online to take ‘The Virtue Quiz' which is available at: http://www.pbs.org/benfranklin/exp_virtue.html Use the quiz results to further discuss the ethics and the concept of civic virtue implied in the questions and the decisions that the students made about what course of action to take. Activity # 3. Class Discussion of Part I of Franklin's Autobiography. By this time, students should have read at least through "Part One," if not all of Franklin's text. The teacher should lead the class in a discussion of "Part One", drawing on the background material above, and the following discussion points. Try to focus the discussion on issues of Franklin's education and character formation. 1. The opening "dear son", but is the book really a letter to his son? Who might Franklin mean? Why would Franklin be writing a letter to all Americans? Also note how Franklin implies that his lessons can be learned by anyone. 2. The humble origins of his family. This is meant to show he is of common birth, and that in the new world of republican and enlightenment ethics, a person can ‘rise' in the world based on character, rather than birth. 3. Note how Franklin's character grows throughout "Part One" as he applies his ethical education to real life experiences. Note how he learns from his mistakes, and how he discovers that the virtuous path is the path that leads to success in life. This is a reflection of republican virtue. You may wish to encourage deeper critical thinking by asking whether students believe that virtue necessarily leads to success. Is there something gratifying about being virtuous - is virtue its own reward? If not, why should one try to be virtuous? These questions are likely to lead to a discussion of egoism, of which there are two types: psychological egoism contends that human beings always act only in self-interest; moral egoism contends that human beings OUGHT always to act only in their self-interest. Do students believe that altruism (acting on behalf of someone else's interest) is possible? What might be an example of true altruism? (Perhaps jumping on a grenade to save one's family or troop.) Perhaps the concept of "enlightened" self-interest can be helpful in making sense of morality and of civic virtue; perhaps human beings can (and sometimes do) identify with their families or other groups or with certain ideals for which they may risk their lives. These questions can help people to form a conception of "character" and to think about the ways in which we all seek to shape our own characters. 4. Franklin learns/grows according to three models: a) Self-Education: Franklin claims to have taught himself reading, writing, math, foreign languages, philosophy, and the sciences. Discuss his methods, but also how education helped him to improve his ability to reason ethically. b) Moral Education by Good Example: Franklin credits a number of good moral exemplars from whom he learns -- most notably his father. His father is shown to be a man of good ethical judgment, and teaches by example of virtue in practice. The best example to use is when young Franklin steals some rocks from a construction site to build a dock. When he is caught, Franklin argues that he was justified in his action because the river needed a dock, so he was meeting a communal need. His father counters "nothing was useful which was not honest." You may wish to use this example to encourage students to think about the limits of utilitarianism (the belief that what is good is what benefits the greatest number of people). Just as there can be a "tyranny of the majority," there can be a "tyranny of utility" which would evaluate all actions based on their usefulness rather than whether they violate the rights of others. (Or, one may wonder whether Franklin's response to his father was a rationalization (the telling of a plausible exculpatory lie) rather than an honest evaluation of his real motivations. c) Moral Education by Negative Example: Franklin provides several characters who served as negative exemplars for him, people who demonstrated behavior to avoid and the practical consequences of bad character. The best examples are Governor Keith, Keimar, and Ralph. 5. His ethical code for good living: "I grew convinced that truth, sincerity, and Integrity in dealings between men were of the utmost importance to the felicity of life..." 6. The Junto, which is a society for mutual ethical and civic improvement: "every member in turn should produce one or more queries on any point of Morals, Politics, or Natural philosophy." Activity #3. Extension Activity If you wish to extend this discussion into a writing assignment, students can be given one of two short essay assignments to complete. First, students can be given a ‘case study' from Part One of The Autobiography of an ethical situation Franklin encountered, and asked to write an essay analyzing his actions. Possible case studies include his fight with his brother, his time in London, his borrowing of money, his rowing trip into Philadelphia, his wheel-barrow image, or his setting up of his own print shop. There are numerous other possibilities. A second possible assignment is to have students write a short essay detailing the ethical and character growth Franklin makes in "Part One". Activity #4. Pick Your Virtues: By this time, students should have read at least through Part Two of The Autobiography, if not all of the text. The teacher should briefly discuss Part II and lead the class in a discussion, drawing on the background material above, and the following discussion points. 1. The opening letters portray Franklin's character as exemplay of republican citizenship. Ask students why they think Franklin included these letters from the public, what parts of Franklin's character they are highlighting, and why the writers felt Franklin was a paragon of American virtue. 2. Franklin sets out an ethical code that is civic in nature and not based on any one religion or creed. 3. Review Franklin's Book of Virtues. Note 13 virtues and 13 original states. Also note how each virtue is republican in nature, to temper private passion and promote a good public character. 4. Discuss Franklin's model for acquiring the virtues and putting them into daily practice: "Contrary habits must be broken and good ones acquired and established." Not only is this a code of ethics, but, in many ways, it is an outline of the process of Americanization. On Franklin's view, anyone can be a member of the American community, as long as he or she accepts and practices these republican virtues. Have each student select two to four virtues from the book of virtues. Then have students write a short essay explaining: a) what did Franklin mean by the virtue b) how the virtue would have been appropriate to Revolutionary America, and . c) explaining how that virtue is still valuable today or has been replaced by some other virtue - citing an example that demonstrates where/when/how the virtue would be appropriate. Activity #5. For the Public Good. Students should be finished with reading the text. Lead a brief discussion that focuses on Franklin's civic projects. The following discussion points should be helpful: 1. Franklin opens "Part Three" with a discussion of the United Party for Virtue. This is a good opportunity to discuss the need of citizens to be willing to display civic virtue if they wish to join the American community, or as Franklin calls it "the society of the free and easy." Ask students to make connections among the Constitution, The United States, and Franklin's model. 2. Franklin discusses the public sphere as a place in which to instruct the public about virtue. He mentions public communication such as his almanac and his newspapers. Community institutions serve the public by instructing them in civics and offering them an opportunity to participate in the community. Does the media instruct us in virtue today? Do we believe that the media (news programs, newspapers, etc.) ought to instruct us in civics? Why or why not? Is it important to discuss civic virtues and to try to refine our understanding of them through discussion and debate? Where and how should we learn virtue, and who ought to teach it? 3. The majority of "Part Three" is a depiction of Franklin's civic projects. Any project could serve as a lesson on how to encourage civic virtue. Franklin shows each project to be democratic and community based in nature. The list includes: police, fire, sanitation, militia, street lights, library, hospital, University of Pennsylvania. What are the benefits of voluntary versus paid public services - e.g., a paid versus a volunteer fire house? Does the current structure of our society discourage civic engagement? Should we try to change it if it does? How might we encourage civic engagement? Is civic disengagement a problem, or does it run the risk of becoming a problem? Have students go online to research a local community/civic project (police services, fire department, public library, university) that they believe fulfills Franklin's definitions of a project that is democratic and community based. Ask them to briefly describe the project, its origin and history,

The Ethical Revolution: Civics and Virtue in The Autobiography of Benjamin Franklin.

by Frank Casale, Ph.D.

ClassroomActivities

The Autobiography of Benjamin Franklin lends itself to a wide variety of activities, including classroom discussion, viewing videos, and taking "The Virtue Quiz." Below are five activities, as well as some ideas for extended activities. Some activities may need to be spread over several class sessions.

Students should leave this module with a better understanding of the nature and importance of ethics in building and maintaining a community/country. Through the figure and words of Benjamin Franklin, students will be able to test, examine, and apply their ideas to the founding moments of The United States of America.

Activity #1. Republicanism versus Aristocracy: The Good Society Debate

The teacher should review the definitions of Republicanism and Aristocracy and lead a discussion of the differences between the two methods of government and society. Good discussion prompts are imagining the different types of society, listing the differences between citizen and subject, and talking about social mobility/social hierarchy.

In preparation for the debate, students can also watch Liberty (Episode 1. PBS video. http://www.pbs.org/ktca/liberty/liberty_episodes.html). Make sure to have students track Franklin's appearances in the video. Discuss the differences between England and the colonies, especially in light of the above discussion of social mobility and social hierarchy.

Students can be split into small groups. Give alternating groups the task of defending the concepts of Aristocracy or Republicanism. Ask them to consider as debating points: 1. How does each system treat its members? 2. Which virtues does each society encourage in its members? 3. What are the strengths and weaknesses of each sytem?

Have each small group pick one member to present and debate their position. Stage a ten to fifteen minute debate.

The U.S. is a "democratic republic" in which the people are represented by senators and representatives. Does that form of government attempt to accommodate some of the strengths of an aristocracy? Why might one prefer a democratic republic/representative democracy to a direct democracy? (Possible responses: 1. A representative democracy allows us to elect people whose judgment we trust - perhaps more than our own. 2. A representative democracy may allow representatives (particularly senators who serve for six years as opposed to congressional representatives who serve for two years at a time) to develop expertise in various areas. 3. The ordinary citizen does not have enough time available to become knowledgeable about political issues so as to make good judgments. 4. Direct democracy might be more liable to become "mob rule" or what Alexis de Tocqueville called a "tyranny of the majority" in which minority rights might not be respected. 5 Direct democracy might encourage people to pay more attention to short-term problems than long-term risks, whereas a bureaucratic system can slow down the process and can encourage particular representatives to take a long-term point of view. (Our Constitution and the Bill of Rights - and an independent judiciary - are all intended to secure the rule of law against rule by a tyranny of aristocracy and a tyranny of the majority.

Activity # 2. Civics and Citizenship: The Virtue Quiz

The teacher will define and discuss the terms Civics and Citizenship with the students. This discussion can be primed by consulting "Citizen Ben" pages available online at: http://www.pbs.org/benfranklin/l2_citizen.html as well as the ‘self improvement page" http://www.pbs.org/benfranklin/l3_wit_self.html.

Have each student go online to take ‘The Virtue Quiz' which is available at: http://www.pbs.org/benfranklin/exp_virtue.html

Use the quiz results to further discuss the ethics and the concept of civic virtue implied in the questions and the decisions that the students made about what course of action to take.

Activity # 3. Class Discussion of Part I of Franklin's Autobiography.

By this time, students should have read at least through "Part One," if not all of Franklin's text. The teacher should lead the class in a discussion of "Part One", drawing on the background material above, and the following discussion points. Try to focus the discussion on issues of Franklin's education and character formation.

1. The opening "dear son", but is the book really a letter to his son? Who might Franklin mean? Why would Franklin be writing a letter to all Americans? Also note how Franklin implies that his lessons can be learned by anyone.

2. The humble origins of his family. This is meant to show he is of common birth, and that in the new world of republican and enlightenment ethics, a person can ‘rise' in the world based on character, rather than birth.

3. Note how Franklin's character grows throughout "Part One" as he applies his ethical education to real life experiences. Note how he learns from his mistakes, and how he discovers that the virtuous path is the path that leads to success in life. This is a reflection of republican virtue. You may wish to encourage deeper critical thinking by asking whether students believe that virtue necessarily leads to success. Is there something gratifying about being virtuous - is virtue its own reward? If not, why should one try to be virtuous? These questions are likely to lead to a discussion of egoism, of which there are two types: psychological egoism contends that human beings always act only in self-interest; moral egoism contends that human beings OUGHT always to act only in their self-interest. Do students believe that altruism (acting on behalf of someone else's interest) is possible? What might be an example of true altruism? (Perhaps jumping on a grenade to save one's family or troop.) Perhaps the concept of "enlightened" self-interest can be helpful in making sense of morality and of civic virtue; perhaps human beings can (and sometimes do) identify with their families or other groups or with certain ideals for which they may risk their lives. These questions can help people to form a conception of "character" and to think about the ways in which we all seek to shape our own characters.

4. Franklin learns/grows according to three models:

a) Self-Education: Franklin claims to have taught himself reading, writing, math, foreign languages, philosophy, and the sciences. Discuss his methods, but also how education helped him to improve his ability to reason ethically.
b) Moral Education by Good Example: Franklin credits a number of good moral exemplars from whom he learns -- most notably his father. His father is shown to be a man of good ethical judgment, and teaches by example of virtue in practice. The best example to use is when young Franklin steals some rocks from a construction site to build a dock. When he is caught, Franklin argues that he was justified in his action because the river needed a dock, so he was meeting a communal need. His father counters "nothing was useful which was not honest." You may wish to use this example to encourage students to think about the limits of utilitarianism (the belief that what is good is what benefits the greatest number of people). Just as there can be a "tyranny of the majority," there can be a "tyranny of utility" which would evaluate all actions based on their usefulness rather than whether they violate the rights of others. (Or, one may wonder whether Franklin's response to his father was a rationalization (the telling of a plausible exculpatory lie) rather than an honest evaluation of his real motivations.

c) Moral Education by Negative Example: Franklin provides several characters who served as negative exemplars for him, people who demonstrated behavior to avoid and the practical consequences of bad character. The best examples are Governor Keith, Keimar, and Ralph.

5. His ethical code for good living: "I grew convinced that truth, sincerity, and Integrity in dealings between men were of the utmost importance to the felicity of life..."

6. The Junto, which is a society for mutual ethical and civic improvement: "every member in turn should produce one or more queries on any point of Morals, Politics, or Natural philosophy."

Activity #3. Extension Activity

If you wish to extend this discussion into a writing assignment, students can be given one of two short essay assignments to complete. First, students can be given a ‘case study' from Part One of The Autobiography of an ethical situation Franklin encountered, and asked to write an essay analyzing his actions. Possible case studies include his fight with his brother, his time in London, his borrowing of money, his rowing trip into Philadelphia, his wheel-barrow image, or his setting up of his own print shop. There are numerous other possibilities. A second possible assignment is to have students write a short essay detailing the ethical and character growth Franklin makes in "Part One".

Activity #4. Pick Your Virtues:

By this time, students should have read at least through Part Two of The Autobiography, if not all of the text. The teacher should briefly discuss Part II and lead the class in a discussion, drawing on the background material above, and the following discussion points.

1. The opening letters portray Franklin's character as exemplay of republican citizenship. Ask students why they think Franklin included these letters from the public, what parts of Franklin's character they are highlighting, and why the writers felt Franklin was a paragon of American virtue.

2. Franklin sets out an ethical code that is civic in nature and not based on any one religion or creed.

3. Review Franklin's Book of Virtues. Note 13 virtues and 13 original states. Also note how each virtue is republican in nature, to temper private passion and promote a good public character.

4. Discuss Franklin's model for acquiring the virtues and putting them into daily practice: "Contrary habits must be broken and good ones acquired and established." Not only is this a code of ethics, but, in many ways, it is an outline of the process of Americanization. On Franklin's view, anyone can be a member of the American community, as long as he or she accepts and practices these republican virtues.

Have each student select two to four virtues from the book of virtues. Then have students write a short essay explaining:

a) what did Franklin mean by the virtue

b) how the virtue would have been appropriate to Revolutionary America, and .

c) explaining how that virtue is still valuable today or has been replaced by some other virtue - citing an example that demonstrates where/when/how the virtue would be appropriate.

Activity #5. For the Public Good.

Students should be finished with reading the text. Lead a brief discussion that focuses on Franklin's civic projects.

The following discussion points should be helpful:

1. Franklin opens "Part Three" with a discussion of the United Party for Virtue. This is a good opportunity to discuss the need of citizens to be willing to display civic virtue if they wish to join the American community, or as Franklin calls it "the society of the free and easy." Ask students to make connections among the Constitution, The United States, and Franklin's model.

2. Franklin discusses the public sphere as a place in which to instruct the public about virtue. He mentions public communication such as his almanac and his newspapers. Community institutions serve the public by instructing them in civics and offering them an opportunity to participate in the community. Does the media instruct us in virtue today? Do we believe that the media (news programs, newspapers, etc.) ought to instruct us in civics? Why or why not? Is it important to discuss civic virtues and to try to refine our understanding of them through discussion and debate? Where and how should we learn virtue, and who ought to teach it?

3. The majority of "Part Three" is a depiction of Franklin's civic projects. Any project could serve as a lesson on how to encourage civic virtue. Franklin shows each project to be democratic and community based in nature. The list includes: police, fire, sanitation, militia, street lights, library, hospital, University of Pennsylvania. What are the benefits of voluntary versus paid public services - e.g., a paid versus a volunteer fire house? Does the current structure of our society discourage civic engagement? Should we try to change it if it does? How might we encourage civic engagement? Is civic disengagement a problem, or does it run the risk of becoming a problem?

Have students go online to research a local community/civic project (police services, fire department, public library, university) that they believe fulfills Franklin's definitions of a project that is democratic and community based. Ask them to briefly describe the project, its origin and history,