GPS: SS1H1.a.The student will read about and describe the life of historical figures in American history.(Benjamin Franklin). SS1H1.b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation). SS1G1.The student will describe the cultural and geographic systems associated with the historical figures in SS1H1a.(Benjamin Franklin). SS1CG1.The student will describe how the historical figures in SS1H1a display positive character traits of fairness, respect for others, respect for environment, conservation, courage, equality, tolerance, perseverance, and commitment. Lesson Title: Ben Franklin Timeline Lesson Length: approx. 3 class periods Essential Question: What contribution(s) did Benjamin Franklin make to improve our country? How have his inventions improved our country? What kind of positive character traits did Benjamin Franklin have? Materials: scissors, construction paper, old magazines, felt tipped pens, colored pencils, crayons tag board, butcher paper, or bulletin board paper Teaching Procedures: 1.) Ask students to research and write a paragraph about one of Benjamin Franklin's life and many accomplishments. The following are some key events and ideas to focus on: - Franklin's success as a printer and author (Poor Richard's Almanac) - His success as a public servant (started a fire department & a public library, reorganized the mail service, raised money to build a hospital, founded a school which later became a university) - His role as an inventor and scientist (experiments with electricity, his invention of the lighting rod). - His role in politics (diplomat, coauthor of the Declaration of Independence, revolutionary). - Franklin's home and culture. - Similarities and differences of his everyday life compared to present day life. Make sure all topics are covered by partnering or assigning student topics. 2.) Ask students to create an illustration or collage depicting the events described in the paragraph they have written. Instruct students that their collages and illustrations should incorporate quotes and symbols. Students should add appropriate dates for their events or accomplishments they have written about. Instruct students to use scissors, construction paper, old magazines, felt tipped pens, colored pencils, and crayons to create scenes. 3.) After they have completed their paragraphs and collages, have students use tag board, butcher paper, or bulletin board paper and assemble them all into a Benjamin Franklin timeline. Have students read their paragraphs aloud and lead discussion on Franklin's importance in our history. Prompt students to discuss what kind of positive character traits Franklin had. *Adaptations- Have students dictate their stories instead of writing them, have them work with an upper-grade student, or dictate to them what they are to depict. Assessment: Students will research topic concerning Benjamin Franklin, depict related scene, and read their paragraph aloud.