"The great accomplishments of man have resulted from the transmission of ideas and enthusiasm." ~ Thomas J. Watson ~

TEACHER INFORMATION

Enduring Understanding and Essential Questions For our project, we wanted students to have an enduring understanding of how biographies help us understand ourselves and our world. To reach these understandings, we posed these essential questions: What characteristics do individuals need to realize their potential? In what ways do people impact others? How complete are depictions of people in biographies/ autobiographies?

Student Outcomes Our entire project (classroom experiences and online research module) addresses Maryland Learning Outcomes for English Language Arts, National Educational Technology Standards, and Maryland Learning Outcomes in Library Media. Cecil County English Language Arts Content Standards (as of 2001) 1.7.1A Activate prior knowledge by reviewing content, structure and vocabulary. 1.7.2.B Use the organizational structure of data-based indexes and resource links to gain meaning. 1.7.3.B Draw inferences and conclusions and support them with textual evidence. 1.7.3.D Clarify main ideas and concepts and connect them to other sources, related topics, or prior experience. 1.7.3.F Paraphrase important information. 1.7.4.C Assess the adequacy and accuracy of an author's use of details to support claims, noting instances of bias. 3.7.2.A Identify topics, ask questions, and develop ideas leading to inquiry and research. 3.7.2.B Understand and use the organizational features of printed text to locate relevant information. 3.7.2.C Use appropriate traditional and electronic library resources to retrieve and verify information for specific purposes. 3.7.2.D Give credit for quoted information in a bibliography using a consistent and sanctioned format. 3.7.2.E Write research report for an intended audience and purpose that conveys a clear and accurate perspective on the subject. 3.7.3.B Revise writing to improve organization, sharpen focus, and refine language as needed to enhance communication. 3.7.4.E Produce various types of writing in various genres. (biography and memoir) 3.7.5.B Offer evidence in the form of facts, details, and examples to support the main idea or thesis. 4.7.2.E Use language fluently and appropriately when writing. National Educational Technology Standards Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. Students use technology to locate, evaluate, and collect information from a variety of sources. Students use technology resources for solving problems and making informed decisions. Maryland Learning Outcomes in Library Media The independent learner will locate and use information resources and technologies effectively and efficiently. The independent learner will demonstrate the ability to review, evaluate and select media for an identified information need. The independent learner will retrieve and manage information. The independent learner will comprehend content in various types of media. The independent learner will apply research and critical thinking skills to organize information. The independent learner will create materials in various formats. The independent learner applies ethical behavior to the use of information. The student will plan, monitor and evaluate his/ her own learning. The student will think creatively, critically and strategically to make effective decisions, solve problems and achieve goals.

Student Products During the course of this unit, students will complete projects in the classroom before they complete the online research module and produce a research paper. We have included a description of these products and the resources you would need to complete the learning experiences in your own classroom. a written description with a clear point of view a memoir a graphic organizer in response to the A&E Biography video center a class debate a Hyperstudio project

Resources for Classroom Learning Experiences McDougal Littel Language of Literature grade 7 textbook is the basis for our classroom activities. We used an excerpt from Boy by Roald Dahl as an example of a good memoir. We used the excerpt from Commodore Perry in the Land of the Shogun by Rhoda Blumberg as the basis for our classroom debate. Click here for our template for students' notes on COMMODORE and the organizer for the DEBATE. A&E Biography© Experience It! (a FREE, yes, absolutely FREE, resource from A&E) includes videos and a teacher resource book which give an interdisciplinary approach to teaching language arts, drama, social studies, science, career skills and personal development. We used this resource as a stations activity for students to learn about people they selected (prior to focusing on one person to research for the final paper). The series provides a graphic organizer for taking notes on the videos. We used the topics on A&E's graphic organizer as the basis for our questions for students' research papers. We gave them these questions already printed on NOTE CARDS. For A & E ordering information, phone 212-210-1338. We taught a mini lesson on parenthetical notation before beginning the research paper. We provided directions on using Hyperstudio (a presentation software) when students made their final guessing game cards.

Learning More About Online Research Modules and Webquests If our project has fired you up with the possibilities of the Internet, you may want to look at these other sites which inspired us. If you like our project, bookmark it before you click on these other links, and thank you for the compliment! Upper Shore Summer Technology Satellite Site http://www.kent.k12.md.us/kcps/mt/projects.html Special thanks goes to the Kent County High School Summer 2001 satellite site. They provided the training and resources for us to learn about webquest design and to create this research module. This link takes you to projects created by participants at various summer sessions. The I-Question Research Lesson Generator http://66.39.15.72/listing.html These are online Research Lessons which are web-delivered instruction that teaches information literacy in an active, collaborative, and authentic learning environment based on current teaching theories. These lessons structure the complex research process by providing targeted Internet resources, appropriate assessments, and guiding questions. The online research lessons model the High School Assessments and MSPAP prototypes, integrate technology at "no risk", and produce collaboration between librarian and teacher. Online Research Modules by Jamie McKenzie http://www.fno.org/sept97/online.html Online research modules make the Net work. They structure student activities efficiently and effectively. They protect teachers from unreasonable demands. They deliver the goods. Maryland Technology Academy http://cte.jhu.edu/techacademy/web/matrix/projects.html Check out individual web-based learning projects which were designed by teachers who participated in the Maryland Technology Academy summer programs. Projects are research modules, webquests, or hybrids of both formats. Research Modules Supporting the Essential Curriculum and Information Literacy http://www.bcpl.net/~sullivan/modules/ Baltimore County Public Schools Towson, Maryland Sample online research modules (k-12) and guidance on creating your own research modules.

Home | Task | Question | Plan | Gather | Sort | Synthesize & Evaluate | Product |
 | Teacher Information | Student Rubrics|