Franklin Group Activity Prompts
The first group will respond in writing to the prompt. Teacher will keep time. At the end of theallotted time, sheets will be passed in a circular fashion to the next group. The second groupmust also respond to the prompt but should not simply repeat or endorse what has alreadybeen written. Subsequent responses must add, amend, dispute, etc. This rotating processcontinues until each group has responded to the six prompts. You will rotatethe responsibility for recording the group’s response on the sheet so that everyone writesat least one response.
Because each subsequent round involves increased reading of previous responses, time allowedmust increase slightly as responses are added(ex. 4 minutes, 4 minutes, 4.5 minutes, 4.5minutes, 5 minutes, and 7 minutes).
The final groupwill beresponsible for evaluating, summarizing, and presenting the class responses to that prompt. Groups should summarize the main points made, identify any points of contention, andevaluate the logic and textual support utilized.Whilelistening to group presentations, take notes.
After presentations: Write a response to the following prompt: What would be your own list of (7 – 10) targeted virtues? Offer a brief elaboration aftereach named virtue, as Franklin does.
Prompts:
1. Would adherence to Franklin’s virtues foster good citizenship? Specifically identify which ofhis virtues are most relevant for citizenship and explain why. Would you add any additionalvirtues in order to promote good citizenship? Would you remove or revise any of his virtues inorder to promote good citizenship? Would these virtues make good human beings? Are thereany differences in which virtues would make good citizens, and which good human beings?
2. What connections do you see between Franklin’s selected virtues and his Puritan upbringing?Be specific. Which Puritan values seem to be reflected in his choices? Explain. Do any of hisvirtues seem to be in conflict or tension with Puritan values?
3. Evaluate Franklin’s process. How will he work to master these 13 virtues? Why focus on oneat a time? What is his process for recording his progress, and what is the purpose of thisrecording? What do his decisions about procedure/process reveal about his understanding of
human nature? Would you suggest any changes to his process?
4. Franklin says that he acquired the “appearance” rather than the “reality” of humility. Hesuggests that it is worthwhile to cultivate the appearance of virtue in such cases, even whenthere is no sincere internalization of the virtue. Do you agree? Is it beneficial to feign a virtue?In practical terms? In moral terms? Can this practice improve a person? Does it make him/her ahypocrite? What tone does Franklin adopt in discussing his own pride?
5. Do Franklin’s virtues appear to have anything in common? If so, what? Can we generalize atall about his 13 selections? Do you see any connections between the different virtues? Do thereseem to be any outliers that make surprising additions to the group, or are they all of a similarkind?
6. Franklin initiated this project in his early 20s and writes about it here in his late 70s. Does heseem to have any greater perspective on the project from his later vantage point? To whatextent does he deem the project a worthwhile success? Does he still believe in the possibility ofachieving moral perfection? What seems to be his purpose in articulating the details of hisproject?