Last updated: September 5, 2023
Lesson Plan
Benjamin Franklin and Slavery: A Document-Based Question
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- Grade Level:
- High School: Ninth Grade through Twelfth Grade
- Subject:
- Social Studies
- Lesson Duration:
- 60 Minutes
- Common Core Standards:
- 9-10.RH.1, 9-10.RH.2, 9-10.RH.3, 9-10.RH.5, 11-12.RH.1, 11-12.RH.2, 11-12.RH.5, 11-12.RH.8
- Additional Standards:
- N.C.S.S. D2.His.1.9-12
N.C.S.S. D2.His.8.9-12
N.C.S.S. D2.His.10.9-12
N.C.S.S. D3.3.9-12 - Thinking Skills:
- Remembering: Recalling or recognizing information ideas, and principles. Understanding: Understand the main idea of material heard, viewed, or read. Interpret or summarize the ideas in own words. Analyzing: Break down a concept or idea into parts and show the relationships among the parts.
Essential Question
How did Franklin's views on slavery change over time?
Objective
Students will use critical thinking skills to analyze primary source documents related to the life of Benjamin Franklin and his relationship with slavery.
Background
Benjamin Franklin (1706-1790) lived his 84 years during a period of sweeping change in America and in Europe. People began to question the authority of absolute monarchs. Individual achievement and social mobility were beginning to be seen in a positive light. Global trade, travel, and communication opened up nations, communities, and families to new ways of looking at the world and to scientific advancements. Revolutionary ideas that men by nature were equal and entitled to liberty began to etch away at the justifications for African enslavement. Franklin embraced- and sometimes led- these new ways of thinking. His life, full of curiosity with an independent nature, was shaped by the exciting developments of the century of Enlightenment. The accomplishments and legacy of Benjamin Franklin have inspired politicians and teachers, explorers and inventors, students and scientists. Benjamin Franklin was one of the founders of our nation, a man who stood up for independence, crafted political and diplomatic victories, and was vital in the creation of our early republic. Benjamin Franklin was a scientist and inventor whose discoveries and inventions changed politics, education, civic life, and the private lives of individuals around the world. Franklin is fundamentally Philadelphian and fundamentally American. A self-made man who rose from humble beginnings and prided himself on his industriousness and frugality, he was an innovator, a political strategist as well as a charming personality. He was wealthy enough to retire from active participation in printing at age 42 so that he could pursue his goal of being “useful.” Franklin is a historic figure of national and international significance, a relevant revolutionary who changed the course of history, on scales grand to minute.
Benjamin Franklin and Slavery
Over a period of about fifty years, the Franklin household included free, white servants, and at least several enslaved servants of African descent. Among the enslaved servants were Peter and Jemima, a married couple, purchased by the Franklins sometime before 1750. After preparing a will in which Peter and Jemima would be freed in the event of Franklin’s death, Franklin and his son William left for London in 1757. They brought Peter and another enslaved manservant named King with them. Jemima stayed behind with Deborah Franklin, along with a young boy named Othello, who may have been Peter and Jemima’s son. When Franklin died many years later, he no longer owned any slaves.
Slavery in America
Slavery fueled the nation's economy. Enslaved men, women, and children worked in homes and on farms, and in shops and on docks, and on plantations. Enslaved laborers toiled as blacksmiths, field hands, midwives, coopers, domestic servants and more while enslavers reaped the benefits. Part of the colonial experience since 1619, slavery contributed to the wealth of the entire nation. People participated in the business of slavery in different ways - directly, indirectly, and sometimes with little awareness of the economic consequences of their purchases. Despite some movement to end slavery after the Revolutionary War, the institution became even more entrenched by 1815.
Preparation
Download and review the lesson plan. Note that there are two versions: a longer version with 11 documents and a shorter version with 8 documents. The annotated bibliography at the end of each version is the answer key for the teacher. It explains each document and how it relates to Franklin's views on slavery.
Once you have selected a version, print out copies of the student guide and background essay for your students. Print out the accompanying annotated bibliography/answer key for the teacher.
Materials
Lesson Hook/Preview
Begin with a warm up activity. Suggestions:
- Show students a picture of Benjamin Franklin and write facts about him.
- Play a short video from YouTube (see the Ken Burns series of short videos on YouTube at #benfranklinpbs).
- Have the students explore the benfranklin300.org website
Procedure
1. Distribute the student guide for the DBQ lesson. Tell students that they will use the documents to answer the question: How did Franklin's view on slavery change over time?
2. Review student tips for success:
- Read the prompt carefully, highlighting any key words
- Read the background essay to familiarize yourself with the topic being presented
- Study each primary source carefully
- Take notes in the space provided after each source
- Separate documents into three different categories
- Review all notes to come up with an evidence-based conclusion
4. Review one of the documents with the students and again, be mindful to make sure they are thinking about the context of the time period.
5. Make notations on the board or screen to help guide students as to how the document relates to the prompt and to what level of annotations you are looking for.
6. Assign students to analyze the rest of the documents individually, in pairs, or in small groups as you see fit.
7. Review the categories students placed the documents in and discuss their choice. Students should spend the rest of the period completing a culminating activity to demonstrate knowledge gained from document review. Suggested culminating activities include: essay, debate, or class discussion.