Eighth Grade · Reading · week 19

Colonial and Revolution-Era Voices: Franklin and Wheatley

Compare two very different colonial-era American voices, Benjamin Franklin's self-improvement writing and Phillis Wheatley's poetry, and explain what each reveals about eighteenth-century American life.

Whose voice got recorded at all is itself part of American history. Two people living in the same colonial-era America could have almost unimaginably different lives, and the writing each left behind reveals both a personality and an entire social world. This week sets a free, famous printer and statesman beside a poet who wrote her most remarkable work while enslaved.

In his twenties, Benjamin Franklin designed a personal system of thirteen virtues, including temperance, order, industry, and sincerity, and tracked his daily progress in a small book, focusing on one virtue per week in rotation and marking a dot every time he slipped. It is a practical, almost engineering-minded approach to becoming a better person, and it worked well enough that Franklin credited it, decades later, with much of his success. Phillis Wheatley's path to writing looked nothing like Franklin's freely chosen self-improvement project. Brought to Boston as a child and enslaved by the Wheatley family, she was taught to read and write by them, and by 1773 had become the first African American, and one of the first women in the American colonies, to publish a book of poetry. Because many white readers refused to believe an enslaved person could have written such polished verse, a group of prominent Bostonians examined her directly before her book could be published, and signed a statement confirming she was truly its author.

📋 For the teacher
Teach it (10–15 min):
  • Try Franklin's method for a single day together: pick one virtue (patience, honesty, order) and each track your own slips on a shared card -- a hands-on taste of his method makes the historical account feel far less abstract.
  • Explain plainly, without minimizing it, that Wheatley's having to be examined before being believed is a direct reflection of the racism of her era -- this is an honest, necessary, and age-appropriate historical fact, not an aside to soften.
  • Point out that we are discussing Wheatley's poetry's argument and historical significance today rather than quoting it at length, much as a study guide would for any text where the content matters more than reproducing every exact word.
  • Ask your student what a modern equivalent of "having to prove you wrote your own work" might look like today, and why that comparison does or does not feel fair.
Talk about it:
  • Why might a highly structured, chart-based method like Franklin's appeal to some personalities more than others?
  • What does it take for someone to keep writing and improving their craft under circumstances as difficult as Wheatley's?
  • Whose voice from this era do you think historians might have lost entirely, simply because they were never taught to read or write, or never had the chance to publish?

Mastery looks like: They can accurately describe both Franklin's self-improvement method and Wheatley's path to publication, and explain what each reveals about who held power and voice in colonial society.

Common stumbles: Treating both writers' circumstances as basically equivalent "historical voices" without noticing the real difference in freedom and risk behind each one; reducing either figure to a single fact without grasping the larger point about the era.

See it visually

Interactive, spoken-aloud tools that show this idea in motion.

Homework for this lessonType it, write it with a stylus, or print it for pencil & paper.open →
Records attendance + 15 min of Reading for this learner.
← Back to todayAll coursesYear planner