DOCUMENT RESUME

ED 450 047 SO 032 559

TITLE Biography: Experience It. Teacher's Manual for Grades 6-12.PUB DATE 1999-00-00NOTE 37p.

AVAILABLE FROM A&E Television Networks, Attn: Community Marketing, 235 East45th Street, New York, NY 10017; Tel: 212-210-1338; Fax:212-551-1540; Web site:http://www.biography.com/class/index.html.

PUB TYPE Historical Materials (060)EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Biographies; *Curriculum Enrichment; *Documentaries;

*Educational Television; High Schools; *InterdisciplinaryApproach; Middle Schools; Social Studies; StudentMotivation; *Student Projects; Student Research; TeachingGuides

IDENTIFIERS Biodata

ABSTRACTThis guide, intended for middle and high school classes, is

interdisciplinary in approach and appropriate for civics, language arts,drama, social studies, science, personal development, and business courses.The material is based on and intended for use with the "Biography" televisiondocumentary series. The guide includes four lesson types. In "Working withBiography," students learn how to write a resume based on an individualfeatured in the "Biography" programming. "Taking a Stand with Biography"focuses on public speaking, research, and composition skills. "Character andBiography" focuses on personal development and learning about thecharacteristics and leadership skills of successful people. The "Civics andBiography" project seeks to link students to local community governmentrepresentatives. (BT)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

Biography: Experience It.Teacher's Manual for Grades 6-12.

PERMISSION TO REPRODUCE ANDLr) DISSEMINATE THIS MATERIAL HAS

r) BEEN GRANTED BY

CN1Lit24)12tvityte,1

TO THE EDUCATIONAL RESOURCESOINFORMATION CENTER (ERIC)

0

BEST COPY AVAILABLE

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATION/ CENTER (ERIC)This document has been reproduced asreceived from the person or organizationoriginating it.

O Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

-

graphyEXPERIENCE IT!USING BIOGRAPHY TO INSPIRE YOUR STUDENTS

t

ft&

.......: ,,,., ,-...

4

" .

4211.'rt

7

kx,NETWORK

TEACHER'S MANUAL FOR GRADES 6-12

:

X- COMMUNICATION.THE ANTI-DRUG.A positive relationship cannot exist without communication. Research shows

that kids believe they have valuable things to say. When mentors ask them

and listen genuinely, it helps build self-esteem andconfidence. Also it demonstrates that you

support their burgeoning independence as well as their

ability to make intelligent decisions. The importantthing to remember about drugs is that it'snot a five minute talk. It's adialogue. As kids grow, they will need more

information relevant to their exposure. In general,smoking marijuana is harmful. The younger a kid is,

the more it may be. Research shows that people who

smoke it before age 15 are 7 times morelikely to use other drugs. It also

shows that people who didn't smoke marijuana by age 21 were more likely to never

smoke it. For more information, visit www.theantidrug.com or call 800.788.2800.

Getting to know kids and staying involved with them is one of the most effective drug deterrents. Throtigh theirteenage years, this is not always easy. Even still, research shows that kids still want this to happen, even as they areexploring and growing into their own individuality. One way_to do this is to set dates to do things together and planroutine activities where you can catch up. This message is brought to you by the Office of National Drug-ControlPolicy/Partnership for a Drug-Free America'

Communication is connection.During their teenage years, kidsare exposed to an ever wideningvariety of people and influences.Know their friends and theirroutines. Tell your kids that youcare about them. Praise themwhen they do well, no matter

how small the accomplishment.Stay connected.

S rwra,

mproving the quality of public education inthis nation's cities is a high priority for TheU.S. Conference of Mayors. A qualityeducation system contributes to economic

vitality in many ways. Good schools encouragestable families to stay in cities. They make itpossible for students to enter the work force andpursue further education. They contribute tosafety and security in neighborhoods.

Through the partnership that has been formed bythe U.S. Conference of Mayors and A&ETelevision Networks, mayors are equipped tomake direct contributions to the curriculum intheir schools and to help students preparethemselves for future careers. The BIOGRAPHY ®:EXPERIENCE IT! materials that A&E is makingavailable also give mayors an opportunity to helpmiddle and high school students betterunderstand their city government and their role ascitizens.

The Conference appreciates A&E's willingness towork directly with mayors to enrich the schoolexperience for our students. We hope all mayorscan participate fully in this partnership.

J. Thomas CochranExecutive DirectorThe U.S. Conference of Mayors

.A.

AM, k-4ANETWORK

e have designed BIOGRAPHY ®:EXPERIENCE IT' to be used bydifferent groups of people. Thefirst two pages are an introduction

to the program, so that representatives frommayors' offices, local cable companies, andparticipating schools can familiarize themselveswith the highlights of the program. The followingsections are designed to be used by teachers intheir classrooms. The materials may bephotocopied for students' use. Because every classof students is unique, teachers may wish tomodify our study guides, or use them asguidelines in their approach to the subject. Webelieve that individual teachers know what worksbest in their classrooms. Soto all you educatorsfeel free to use these materials in what you judgeto be the most effective manner.

The most important goal of this program is toprovide high-quality enrichment material to ourpublic schools on a complimentary basis. We areespecially interested in teacher feedback, so thatwe can keep improving this program. Please writeor call us if you have comments or suggestions.

ttkh i4 o Ca

Libby Haight O'Connell, Ph.D.Vice President,Educational InitiativesA&E Network

iab-e of comems NETWORK

Introduction 3

Working with BIOGRAPHY' 5

Taking a Stand with BIOGRAPHY' 11

Character and BIOGRAPHY® 23

Civics and BIOGRAPHY® 27

rleraphy

is sponsored by

NETWORK

To order certificates for participating students, to receive more manuals,or for more information, please call Beth Ann Marian.

Phone: (212) 210-1338Fax: (212) 551-1540

A&E Network235 East 45th Street

New York, New York 10017

Special thanks to Kathy Bruni and Omar Souman at the Butler Junior High School in Oak Brook, Illinois, and to Terry Haight at Lake Forest CountryDay School, Lake Forest, Illinois for their help on this project.

01999 A&E Television Networks. All Rights Reserved. BIOGRAPHY', A&E, the A&E logo and BIOGRAPHY logo are registered trademarks of A&ETelevision Networks.

2

introduction

Introduction

/IN

NETWORK

IOGRAP.HY: EXPERIENCE IT! is aneducational outreach project, developedby A &E Network, that links mayors'offices, schools, and cable operators

together through a multi-faceted, positiveprogram. Designed to strengthen communityrelationships and enrich the curriculum,BIOGRAPHY EXPERIENCE IT! brings diverse,exciting, educational activities to teachers, withprinted and video materials.

In response to the feedback from teachers aroundthe country, A&E has developed a special focus onits award-winning BIOGRAPHY series for middleand high school students. This is an interdisciplinaryapproach to learning, appropriate for use in civics,

A brief description of the activities

language arts, drama, social studies, science,personal development, and even business courses.Entitled BIOGRAPHY EXPERIENCE IT!, thiscommunity outreach program gives civic leaders achance to tie in to their schools by offering a rangeof activities and projects, with the help of A&ENetwork and local cable operators. The programincludes "Working with BIOGRAPHY," "Taking aStand with BIOGRAPHY," "Character andBIOGRAPHY," and "Civics and BIOGRAPHY"The different activities require a range of class time,from two hours for "Character and BIOGRAPHY"to the long range commitment of "Taking a Standwith BIOGRAPHY f'

n "Working with BIOGRAPHY", kids canlearn how to write a resume based on anindividual featured in our BIOGRAPHY

-, programming. They will be developingresearch and note-taking skills, learning thesubstance of an individual's accomplishment, andacquiring the practical knowledge that will helpthem in future career development. They can alsodevelop the essential manners required forsuccessful job interviews. Many young people needinstruction on simple but important presentationskills such as a firm handshake, eye contact, and apolite demeanor.

"Taking a Stand with BIOGRAPHY," another partof BIOGRAPHY EXPERIENCE IT focuses onteaching public speaking, research, and compositionskills. Through books and video, students study the

life of, for example, FDR, Jackie Robinson, or SusanB. Anthony, and present the life and accomplishmentsof that person in an oral presentation. The ability togather and present information in a clear, concise,and effective manner is the basis of goodcommunication and an important goal in education.

Learning about yourself, the characteristics ofsuccessful people, and specific leadership skills arepart of the "Character and BIOGRAPHY" activity,another aspect of BIOGRAPHY EXPERIENCE IT'for students. As part of a course in personaldevelopment, or as a mini-course that stands alone,this short activity helps kids think about whatpersonality traits make a person successful, fromThomas Edison (persistence, expertise) to RosaParks (courage).

3 7

0

ntroduction0 0

descnpi on

sing highlights from some of our bestBIOGRAPHY programming, A &E

Network has produced a unique videothat links teachers, students, and civic

leaders in a special "Civics and BIOGRAPHY"project. Civics is an important part of thecurriculum, but too easily it can become a drytopic presented in a dull textbook. "Civics andBIOGRAPHY" breathes new life into a traditionalsubject. Many young people lack anunderstanding of the important role local civicleaders play in their day-to-day lives. They areunaware of the responsibilities and privileges ofcitizenship within their own communities. "Civicsand BIOGRAPHY" changes that, by providing astudy guide and suggestions for teachers to use. Italso helps link them with their mayor's office,inviting a local government representative to meetface-to-face with their classes, to discuss theimportant role of municipal government andanswer any questions young people might have. Aspecial short video from the producers ofB/OGRAPHYillustrates the roles of the individualcitizen and civic leaders in our communities.

48

JERNETWORK

evraphyZPEEOER9IgE On

iing with NOGWO-

J his enrichment activity is designed toI help students develop some of the basic

skills they need when they are lookingfor a job, from baby-sitting to working at

a newspaper. While most eighth-graders are notcurrently conducting formal business interviews,the more familiar they are with this informationnow, the more it can help them at a later date.These are the same skills needed by adults whenthey are looking for a job. "Working withBIOGRAPHY" teaches students how to write aresume, and how to introduce oneself in aninterview.

Curriculum Links:By using the lives of historic figures as models forresume writing, students learn history, social studies,and critical thinking as well as the process of writinga resume. If possible, students could do part of thisproject in coordination with a computer orkeyboarding class. The use of a word processor isencouraged but not required.

Skills:Research, organization, presentation, keyboarding(when feasible).

Students completing this project are entitled toreceive a BIOGRAPHY: EXPERIENCE IT!certificate for their file.

Writing a Resume

To introduce this project, ask your students whatthey might need to get a job in the future.

5

HIPRemind them that the most important thing aperson can bring to job-hunting is a goodeducation. Some of the answers you might hearare: "Luck," "Contacts," as well as "Training," and"College Degree." All of these are correct answers.Have your class imagine that they own a smallprinting company. They need to hire one person tohelp with sales. Many people call on the phone ordrop by at the company to apply for the job. Howdoes the employer learn about a job candidate?Introduce the idea of a resume, a short outline ofa person's life and abilities. Make sure yourstudents understand that resume is pronounced"re- zoom -ay" because it is a French word meaningsummation or general overview. (Another namefor a resume is a "curriculum vitae:' which is Latinfor "running of life," or loosely translated, "thehighway of a life." Curriculum vitae is oftenabbreviated to "c.v." Generally, a c.v. is morelengthy than a one page resume, but some peopleuse the words interchangeably.) Very few peopleever get a job just by sending in a resume with anintroductory letter to a company. But writing aresume and sending one with a letter to aprospective employer is often the first step towardbeing hired.

Ask your students what they think should go intoa resume. (Name, address, phone number, jobexperience, education, brief personal information,and references are found on most resumes.)Because a resume is a brief description, itemphasizes the most important aspects of aperson's professional and/or educationalexperience. How does a resume help someone

working with BIOC

quickly learn about a person? Using an exampleincluded at the end of this section, go over theformat with your students. Note that theinformation is organized in reverse chronologicalorder.

Assignment:

Creating a Research Resume

It's difficult to write your own resume when youare a teenager. One way to practice is by writingthe resume of a famous person. Using the list atthe back of this manual, have your studentschoose an individual to study. A student may usea BIOGRAPHYvideo as a source, as well as books,articles, online information, and other sources.

A sample research resume for Eleanor Rooseveltis included at the back of this section and may bephotocopied for your students' use. Going oversome basic guidelines for resume-writing will helpthem get started. A good resume should befactual, brief, and informative. Make sure yourclass understands these criteria.

Review the concept of "action verbs" with yourstudents that help breathe more life into a resume.Point out the use of "action verbs" in the sample,which helps make a more effective presentation.Verbs they might include in this project include:achieved, attained, advised, built, composed,created, designed, developed, directed,established, improved, increased, integrated,managed, organized, performed, restored, solved,taught, wrote.

Keep a record of what individual each student isstudying. Ask for a source list to be handed in twodays before the project is due. Ideally, if yourstudents have adequate access to a computer orword processor, the resume should be printed uprather than hand written. Or you may incorporate

PHP

6

section one

this with a keyboarding dass taught in your school.The actual research and writing of a resume,however, is much more important at this stage thanthe presentation, especially if computer access islimited for your students.

Suggested Length of Time:5 days

Follow Up:Have your students present the resumes they createdin class. You may hang the resumes on a bulletinboard or in the hallway next to your dassroom.

Student Resume Activity:Now that your students have completed writing aresume, they should write one for themselves.Naturally, it will read differently than the resumeof someone like Colin Powell or EleanorRoosevelt. However, it should follow the samebasic guidelines by being brief, factual,informative, and by using action verbs. Aneffective resume should also be positive. If astudent has won an award, received specialrecognition for an activity, or been elected tostudent government, this should appear on theresume. But no one should exaggerate his or heraccomplishments. Explain to the students thatthey may use their own resume when they arelooking for a summer job, even if it's walking thedog for a neighbor. Or, they may use it when theyvolunteer to help in a community project.Resumes help any employer understand who isworking for them, where a person can be reachedin an emergency, and what special abilities he orshe brings to a position.

Referring to the sample resume for a tenth graderlooking for a summer job, students should notethe importance of volunteer experience in buildinga good resume as a young person. Also, studentsshould check to make sure the people they list asreferences can oblige, especially if they plan to usethe resume in the future, outside of class.

10

eiing with HOOP 1P1-1PWO-

One of the goals of this exercise is to encouragestudents to think about what will go on theirresume in the future.

Assignment:Write your own resume

Suggested Length of Time:3 days

Follow Up:Evaluate the resumes as soon as possible. Includecomments as well as a letter grade. You may wantto encourage students to incorporate yourcorrections on a second draft. Keep a copy of thestudents' resumes for their portfolios or files.Encourage them to keep copies for their own use.

Introducing yourself

Many young people are growing up today withoutlearning a basic skill how to introducethemselves. It's one thing to meet a new classmateand say, "Hi!" or "How you doing?" with a casualwave or smile. It's another to be introduced to thenew principal, or a prospective employer, or eventhe mayor of your city. The ability to looksomeone in the eye in a friendly way, give a firmhandshake, and clearly introduce oneself does notjust occur out of the blue with no training.Traditionally, parents were supposed to teachtheir children how to do this, but many kids nolonger get this information at home. This is notthe easiest thing to teach to a group ofadolescents, however. Make sure that yourstudents understand that this is an important skill.Take it seriously and your class will, too.

Suggestions:Introduce the British proverb, "First impressionsmake lasting ones." What does this mean? Whatdoes it mean to say that someone has "poise"?

7

section one

Although we are taught that, "You can't judge abook by its cover," some of our strongestimpressions about people are created at the timewe first meet them. This is not always fair, but it isreality. Discuss this with your class. (Adolescentsare particularly concerned with the type ofimpression they make, especially on their peers.)

Tell your class that everyone needs to know howto introduce themselves. It's important in life toknow how to shake hands appropriately, how tolook someone in the eye, and how to say one'sname clearly.

It's more than good manners. It shows respect to theother person while demonstrating one's own poise.

Hints for your students:Shaking hands requires a firm grip, that neithercrushes the recipient's fingers nor feels like alimp rag.

Eye contact should not be a swift glance at theperson's face, but should engage the eyes of therecipient.

A friendly smile is necessary as well.

When enunciating one's name, be sure to speakclearly and not too fast. Pause for a secondbetween the first and last names. Too manyyoung people elide their names, so that InezSanchez sounds like "Inezanchez" and "MattO'Connell" sounds like "Mattoconnell."

Ask for a class member to come to the front ofthe class. Have him or her shake your hand andsay, "How do you do, Ms./Mrs./Mr. (your name)I'm (student's name)." You should respondappropriately with " How do you do, (name). Itis nice to meet you" or "How do you do (name).How are you today?" You and your volunteercan also say "Hello" instead of, "How do youdo?", depending on your inclination.

working with BIOGII) IPI/DT®

You may choose to use a little role-playing forthis exercise. Invite two volunteers in front ofthe class. One should pretend to be the mayor.The other should pretend to be a personintroducing him or herself

The first time, the student should be too casualwith the "mayor." Just a wave, no eye-contact,and a "What's happening?" or "Hi!" What iswrong with this approach? How will the "mayor"remember this individual?

The second time, the student should pretend tobe really nervous, say his or her name too fast,and not repeat the "mayor's" name. What sort ofimpression does this make?

The third time, have the student follow theguidelines you've suggested. Point out to theclass that a polite introduction is more thangood manners. It re-enforces your name in aperson's memory, and conveys a positiveimpression of a responsible, honest individual.

Students should practice this skill in class, if theycan do so without getting too silly.

Encourage your students to practice this at homeand in their community.

Follow Up:Inform your class that they will be practicing thislesson the following day. Arrange for your school'sprincipal to arrive toward the end of the period.On the way out the door, each student shouldshake the hand of the principal and introduce himor herself.

"8

section one

Extra Credit:A fun group research project is learning howpeople in different cultures introduce themselves.What is good manners in one country may beconsidered rude in another country. Somecultures have different rules for women and girlsthan they have for men and boys. In somecountries, eye contact is considered aggressive.Ask your students to tell the class about theirfindings.

12

WO riing 1PHY®

Sample Resume for Research Activity

section one

Eleanor RooseveltValkill CottageHyde Park, New York(1884-1962)

Professional Experience:1960-1962:Chairwoman, US Commission on the Status of Women.

1945-1952:U.S. Delegate, United Nations. Chaired Committee on Human Rights, Guided passage of "UniversalDeclaration of Human Rights," 1947, upholding the rights of people around the world to basic freedoms.

1932-1945:First Lady of the United States, Diplomat, Social Activist, Author. Civil Rights activist, promoted equalrights in the armed forces during World War II. Flew with the all-black Tuskegee Airmen Corps,demonstrating the competency of black pilots. Supported the cause of black performing artists, such asMarion Anderson, for equal access to concert halls. Worked for social justice on behalf of American poor,especially in Appalachia. Traveled extensively as personal representative of Franklin D. Roosevelt,President of the United States, whose travel was limited by his polio. Met with international statesmen asinformal representative of the United States. Wrote "My Day:' a syndicated series of newspaper articles.

1920-1932:Organized women's political activity for the Democratic party. Established legislative program forWomen's League of Voters. Active in teaching and labor movements, especially involving women.

1917-1919:Volunteer, military hospitals, Washington, D.C., during World War I.

Education:Allenswood SchoolLondon, Great Britain1902

Personal:Widowed, six children.

References:John F. Kennedy, President of the United StatesThe White House1600 Pennsylvania AvenueWashington, D.C.

1

Adlai StevensonU.S. Delegate to the United NationsWaldorf TowersNew York City, NY

wo-iing with BIOGI 113,11P

Sample Resume for Students

Lucy Harper235 Maple St., Apt 7FHuntington, New York 11743516-549-8881

section one

OBJECTIVE:Summer position in catering or cooking service.

EXPERIENCE:1996 (summer):Part-time Sales Assistant, South Street Gourmet Shop. Helped process orders for catering and soldprepared food items to customers.

1995-1997:Worked as a waitress for volunteer community events, including Save the Children of Long Island's annualbenefit party, Family Service League's Family Dinner, and St. John's Church monthly church suppers.

1995:Volunteer assistant, Huntington Head Start Program.

EDUCATION:Present: Huntington High School, Class of 1999. 1996: Attended after-school course at HuntingtonYMCA, entitled "Contemporary Cuisine."

ACTIVITIES:1995-Present: Girl's Lacrosse Team (Junior Varsity)1995-Present: Alto, High School Chorus

INTERESTS:Cooking, science, sports, and art.

REFERENCES:Mrs. Susan LassenSave the Children of Long IslandP.O. Box 36Cold Spring Harbor, NY 11742

10

Mr. Dante AmatoSouth Street Gourmet Shop366 South StreetHuntington, NY 11743

14

En3gEomigrg Hug

iaking a Land with NOG PHP

C6r aking a Stand with BIOGRAPHY"I focuses on public speaking,

research, and composition skills.Through books, articles, and

videos, students study the life of a famousindividual, and give a 4 to 6 minute oralpresentation on that person's life andaccomplishments. This activity strengthens thestudents' ability to gather and present informationin a clear, and concise manner, which is the basisof effective communication. And developingeffective communication skills is an important goalof a good education.

Researching the life of an individual, writing anoutline, a speech, and giving an oral presentationrequires a long range time commitment on thepart of a student. Evaluating a written speech andan oral presentation for every class memberrequires a lot from a teacher. Of all the projects inBIOGRAPHY EXPERIENCE IT.' this one is themost demanding. However, teachers who haveused this project in their school have found it sorewarding for their students that they haveincorporated it into their curriculum permanently.

Working with a team of teachers to evaluate thestudents' oral presentation helps make this projectmore manageable for teachers and informative forstudents.

As part of the final evaluation, the top three to fivestudents chosen by their teachers for outstandingpresentations may give their speech to the mayor ofyour city, or representatives from your mayor's office.

The selected finalists will each receive a special

11

award from A&E and your mayor's office. Allstudents who successfully complete the projectwill receive a certificate of participation from A&Eand the U.S. Conference of Mayors.

The following project is designed for studentsgiving a presentation about a fascinatingindividual. Some classes have enjoyed giving thepresentation in the first person, acting in the roleof the individuals they've studied. Very minimalprops or costumes are necessary for this approach,which can be a lot of fun for everyone involved.

Recommendation:Getting Started in Public Speaking, by James Payneand Diana Prentice Carlin (National TextbookCompany, Lincolnwood, IL), is a great handbookfor this project.

Curriculum Links:History, performing arts, speech, social studies,critical thinking, and language arts. This projectworks very well as an interdisciplinary effort.

Skills:Research, note taking, writing, oral presentations,communications

Suggested Length of Time:4 weeks

Introducing the Project:Why is public speaking important? Have yourclass look at different situations. How does it helpat school? What about in a business environment?Community and political involvement? Somepeople avoid public speaking because it frightens

15

s,2ind with BIOGP 1P.HP

them. Many adults are scared by the idea ofspeaking in public. They avoid the opportunity ofexpressing their opinion, even if they are anexpert on the subject. People who can stand up infront of a group of people and presentinformation in an organized way have a strongadvantage in our world, from a high school to theWhite House. The best way to becomecomfortable speaking in public is to practice.A lot.

Assignment:Each student should choose an individual toresearch. A three to four page paper (font 12) isrequired as the basis for a 4-6 minute oralpresentation. A list of suggested names, whichcoincide with BIOGRAPHY videos, is provided atthe back of this manual. Students may studyindividuals who are not on this list.

Research:Using a variety of sources books, articles, onlinematerials, videos students should research thelife of the individual they have chosen, and takenotes on their findings. The use of note cards,where the student writes the source, pagenumber, and information or quote, is very helpful.That way, when the students begin writing theiroutline, they can use their note cards as bases fortopics. (Encourage the use of primary sourceswhere possible. Quotes by the person a student isstudying help breathe life into a presentation.)Handing out photocopies of model bibliographyformats is very helpful for students. It is suggestedthat you follow the format used in your district'shigh schools. Point out the special punctuationrequired. Have your students submitbibliographies for your review. Although anencyclopedia is a good starting point, othersources should be required.

12

Getting Focused:When the students have finished their research,they should write one sentence about the purposeof their speech. About whom have they chosen towrite? One example might be, "The purpose ofthis speech is to inform the class about the impactEleanor Roosevelt had on civil rights7 By writingout the purpose of their presentation, students canfocus their ideas before they begin an outline.

Outlines:A good paper or speech has three main partsthe introduction, the body, and the conclusion.The introduction presents the topic or purpose,the body provides the information, and theconclusion summarizes the main ideas of thepresentation. Many speakers develop the outlineof the body first. It helps them focus their materialin an organized way. The introduction andconclusion become easier to write when the bodyof the speech is "under control."

Since the students will be studying the lives ofdifferent individuals, it makes sense to organizetheir material in chronological order. (Othertypes of informational speeches, such as a talkabout the world wide web today, might beorganized topically rather than chronologically.)

Each student should prepare an outline of theirspeech, based on their research. If necessary,review the process of outlining with your class.Writing the outline is something you may assignas homework or as work during class time.

Transitions:Once the students have finished their outlines,they should work on transitions. A transition isthe sentence or sentences that lead from onesection into the next. It indicates where thespeaker's thoughts are going. So another way ofdescribing a transition is a "directional signal." Itsays to the listener or reader, "I've been drivingon one lane on this highway. Now I'm moving into

1 6

2,:aking siand with BIOGP

another lane." A good transition, or signal, keeps alistener informed about the direction of thespeech in a smooth, comprehensible way.

See the sample outline at the end of this section.You may photocopy this for your class membersas a model. Notice how transitions have beenplaced in between each topic. Getting students toadd transitions to their outlines assists the writingprocess, especially with class members who findwriting a challenge. It is recommended thatstudents write their transitions during class time.They may sit in small groups and work together, ifthat suits you. (Often, students will modify theirtransitions when they create their final copy.That's fine.)

Once the students have completed their outlinesand transitions, they should composeintroductions and conclusions.

Introduction:There are four major points in an effectiveintroduction for this project. You may wish towrite these on the board so that your students cansee them and discuss them with you.

1. Introduce the subject matter.

2. Get the audience's attention.

3. Present the thesis of the paper.

4. Forecast the important points to be covered.

That's a lot of information to convey in a short time.

Help your class brainstorm about what makes agood introduction. Is it more effective toannounce, "This paper is about FrederickDouglass." Or to begin, "Born a slave, FrederickDouglass devoted his life to fighting injustice?"Students should try to "hook" their audience withan introductory sentence that grabs their interest.Although "Taking a Stand..." focuses on

section two

informational speech rather than persuasivespeech, it is still important to include a thesis, ortheme, for each presentation. For example, astudent studying Douglass might continue, "Hiscourage and his commitment to the battle forracial equality made him one of the mostinfluential leaders in nineteenth-century America."A "forecast" should follow the thesis, pointing outthe direction of the speech for the audience. "Byexamining Douglass's leadership as an abolitionistand his role in creating the first black regimentsduring the Civil War, we can learn how oneprivate individual shaped our history." Thisindicates what aspects of Douglass's life thestudent will cover in the speech.

Conclusion:A good speech ends with a strong conclusion. Itdoesn't just run out of material, or say, "That is theend." A conclusion has three objectives:

1. Informs the audience that the speaker isreaching the close of the speech.

2. Reinforces the main points of the speech.

3. Ends with an idea to remember.

Good speakers tie their conclusion back to theintroduction. Rephrasing the thesis is one way todo this. For example, a student might write, "Manypeople, black and white, struggled for racialequality in ante-bellum America. Thousands gavetheir lives for this cause. But Frederick Douglass,through his fight against slavery and hisperseverance on behalf of black soldiers,demonstrated how one individual can have anenormous impact on society. Although he lived inthe nineteenth century, Douglass remains a rolemodel for all of us as we venture into the nextmillennium." This refers back to the sampleintroduction and leaves the audience with astrong image at the end of the talk.

131 7

-Laking si an with NOG PEPWriting the Body of the Speech:By now your students should have anintroduction, an outline with transitions, and aconclusion. It's time to start on writing the bodyof the speech. Just like an outline, the compositionshould move from the general idea to the specificexample. Ask your class to give examples ofgeneral ideas. Then ask for specific information.Underscore the importance of specific informationin any type of presentation. This should follownaturally if your students have created well-organized outlines. Their papers should be 3 to 4pages long, in 12 point font.

Your class should write their manuscripts oncomputers if access is possible. This will give thema chance to make revisions as necessary.(Ultimately, it also enables them to increase thefont size for their speech, so that it is easier toread in public.)

Remind your class to use "action verbs" in theirwriting. See if the students can list 25 action verbsduring class time, on the board. You also mightintroduce using a thesaurus to expand theirvocabulary. Professional writers and speakersemploy a thesaurus to help them pinpoint theexact word for which they are searching. Perhapsyou can borrow one from your school library forstudents to refer to while they are writing duringclass time, if you don't have one in your classpermanently. At the end of this section, you willfind a list of editing suggestions that you mayphotocopy for your students. Each class membershould go over this list before they begin to write,and again when they have finished, as part of aself-editing process. Later, this list can be used forpeer review of the manuscript.

From First Draft to Final Draft:For this project, a first draft should give yourstudents a chance to perfect their work for a finalcopy. Each manuscript should be typed on a

14

section two

computer/word processor if at all possible. Thefinal draft should incorporate the suggestions youhave made on the first copy. There should be asimple title page, numbered pages, and anattached bibliography. The process for studentsincludes the following steps:

I. Students should review the writingsuggestions you have handed out anddiscussed.

2. Students should use their outlines,introductions, transitions, and conclusions asbasis for their work.

3. Students should practice reading their firstdraft aloud at home.

4. Students should carefully edit their ownmanuscripts.

5. Students should exchange their manuscriptswith a classmate for "peer review:' Commentsshould be recorded by the "reviewer:'

6. After peer review is completed, manuscriptsshould be evaluated by teacher withcomments and suggestions. A letter grade canbe assigned each manuscript, with theunderstanding that a student, by following theteacher's advice, can improve his or her grade.

7. Incorporating suggestions, students shouldcomplete final draft.

From Writing to Speaking:Now that your students have a final papercompleted, it's time to work on public speaking.And public speaking takes practice. In some ways,it's like learning a new sport. If you have neverplayed basketball before, all the rules and thetechniques can seem overwhelming. Buteventually, with practice, it can become secondnature. Public speaking is similar. At first it seemsthat there's a lot to remember pitch, posture,eye contact, enunciation, volume, etc. Withpractice and concentration, a student can deliver a

18

a Land with BIOGP IIPHPspeech fluently and effectively.

Nerves:It is normal to be nervous before addressing agroup of people. Even professional speakers canexperience "butterflies" in their stomach, asensation of dryness in their throat, or wobblyknees. Just because you are well-prepared doesn'tmean that you won't be nervous. But it does meanthat the audience won't notice. They'll be too busylistening to the speech.

Vocal Delivery:Poor vocal delivery can sabotage a perfectmanuscript. A voice is like an instrument that aspeaker can control. The better the control, thebetter the speech. The following points should bediscussed in class:

1. Appropriate volume: If the audience cannothear a speaker clearly, the speech is lost. It isvital that a student speak loudly enough so thateveryone in the room can hear. Students canalso alter the volume to emphasize certainpoints, without shouting or whispering.

2. Speed: Sometimes when people are nervous,they speak very fast, making it hard to follow alltheir points. Speaking too quickly can also leadto skipping words or syllables, or stringingwords together. Students should pacethemselves carefully, without dragging out theirpresentation. An effective speaker will vary therate of the speech, speaking slowly withemphasis at some points, and more quickly atother times. When in doubt, slow down.Pausing before making an important point canstrengthen a point, and grab the audience'sattention.

3. Pitch: The pitch, or inflection, we give to wordscontribute to their meaning. Think of thesimple word, "you." Have your class giveexamples of how the meaning of the word,

sections two"

"you," changes with inflection. "You" can mean"you did it?," "you're chosen:' or "you did it!" Inpublic speaking, pitch is important for emphasisand in avoiding a monotonous style which canbore your audience.

4. Pronunciation and enunciation: Every wordshould be pronounced correctly in the speech.And every word should be clearly enunciated,not slurred together. Your class can practice"tongue-twisters" as a fun way to emphasizeenunciation.

Nonverbal Delivery:When teaching public speaking, there are certainnonverbal techniques that should be reinforcedwith your class. Nobody has to memorize theirspeech to use these suggestions. However,students should know their papers so well thatthey can look at the audience regularly duringtheir presentations. Below are some suggestionsfor effective nonverbal delivery.

1. Posture and stance: Good posture is important.Giving a speech is different than appearing onan afternoon talk show, where the host strollsaround and the guests lounge in chairs.Standing in an upright position is important. Onthe other hand, a speaker should not stand likea frozen robot. Do not stand with feet exactlyparallel and close together it's too easy to rockor sway when you are in that position. Feetfirmly planted, slightly apart, allows smallnatural movements. (But no pacing, please.)

2. Eye contact: Making eye contact with differentpeople in the audience during the speech ispart of effective communication. The speakershould not stare out into space in one direction,because it seems like he or she is ignoring thepeople in the room. Neither should a studentbe glued, head down, to the speech on paper.

3. Facial expressions: Faces communicate more

15 1st

a sta-i with 111001) 11311P

than many people recognize. Looking bored ortoo casual during a presentation says to theaudience, "This really isn't very interesting!'

4. Gestures: What about hand movements? Manybeginning speakers grasp the sides of apodium, or grip their paper tightly. But innormal conversation, most people use handgestures to help them communicate. It is verydifficult, for example, to describe a spiralstaircase without using your hands.Incorporating natural gestures into a speechcreates a visual connection with the audienceand helps the speaker feel more relaxed.

5. Appearance: It is not necessary to be formallydressed when presenting a speech in school.Clothing should be neat, clean, and showrespect for the audience. Elaborate clothes orjangling jewelry is distracting, not only for theaudience, but for the speaker as well.

6. Practice, practice, practice!: Students shouldpractice their speech in front of the mirror athome, in front of family members, and in frontof classmates, for their comments on deliverytechniques. Using a video camera to tape atleast some of the class can help everyone learn.

The Audience:Before the final presentations begin in front of theclass, you should go over the role of the audience.Every listener should demonstrate respect for thespeaker, by sitting quietly and paying attention.An active listener concentrates on what thespeaker is saying, takes notes when appropriate,and thinks about the information beingpresented. Disrupting the class during apresentation is self-centered and thoughtlessespecially since the rude individual might bespeaking in front of the class the following day.

Scheduling the Presentations:Finally, your class is ready. All of the students have

16

section two

practiced their speeches aloud, not just in theirheads. They understand about verbal andnonverbal delivery. And they feel confident abouttheir subject. Now it's time for the presentationsand for evaluations. The speeches should takebetween four and six minutes. You may want toschedule the speeches so that three students givetheir presentations during each class time, over aweek and a half. If this project has been part of asocial studies and language arts interdisciplinarycourse, you might be able to schedule morespeeches during one week. In general, it may beproblematic to fill the entire class time withpresentations. Use your best judgment for this.

Evaluations:At the end of this section is an evaluation form,taken from Getting Started in Public Speaking, byJames Payne and Diana Payne Carlin. You mayphotocopy the form to evaluate a speech, or use itas a basis for your own evaluation. Using aseparate piece of paper for each speaker, classmembers (the audience) should write the name ofthe speaker, the topic, and give one specificcomment about something they liked about thepresentation, with their signature. Each speakershould also turn in a completed outline and adouble-spaced copy of their final draft, for yourevaluation.

Certificates and Awards:Every student who completes the project isentitled to receive a certificate from A&E and theU.S. Conference of Mayors. Three to five studentswho have written outstanding papers andpresented excellent speeches are entitled toreceive a special award from A&E and theirparticipating mayor's office. The mayor or arepresentative should be invited to the school tohear these outstanding speeches, and may handout the awards and the certificates to the students.

20

i:aking Land with HOOP 'CEPSample outline with introduction, transitions, and conclusion

Kareem Abdul-.Tabbar

I. Introduction

section two

Picture a 7 foot 2 inch center standing right by the boards, ready to grab the rebound, rundown the basketball court and complete the amazing Sky-Hook. The player magically leaps into the air,his hand fully extended, his wrist flicks, the ball floats towards the rim. The net flies up, up, up, and hescores. The crowd goes wild with excitement. Pat Riley quotes, "The Jabbar Sky-Hook is probably themost awesome weapon in the history of basketball7 This is one of the reasons why Kareem Abdul-Jabbar is ranked as one of the best players in the Hall of Fame. (Thesis)

Transition: This is one of the reasons why Kareem Abdul-Jabbar is ranked as one of the best players in the

Hall of Fame.

II. ChildhoodA. ParentsB. NamesC. Religious names

Transition: In eighth grade, sporting a height of 6'10; he made his first dunk and was already an excellent

basketball player.

III. Basketball/schoolA. HeightB. BasketballC. College

Transition: When Kareem finished his college career he had an average of 29 points per game, 15.5rebounds per game, and a shooting average percentage of 68.

IV. ReligionA. WifeB. Religion

2117

zaking siancl0

V h NOG PET®Sample outline with introduction, transitions, and conclusion (continued)

section two

Transition: Thus far Kareem Abdul-Jabbar's early life, schooling and religious beliefs have been revealed.However, the most important, and perhaps most exciting aspect of this athlete was his professional career.

V. CareerA. AchievementsB. 1973 playoffsC. 1969-70 N.B.A. draftD. JobsE. Sky-hookF. Retirement

Transition: He was one of the tallest players in the NBA, to his advantage.

VI. Conclusion

Even though Kareem Abdul-Jabbar has retired, his career continues to have an impact onbasketball's history. Today people such as Hakeem Olajuwan and Shaquille O'Neal try to execute the Sky-Hook shot. It seems likely that no one will master the Sky-Hook shot as Kareem did. He remains as oneof the all-time basketball greats a superb athlete and an outstanding human being.

2218

taking a si1/4,and NOG PffP section two=

0

Before you hand in an outline or a manuscript, double check what you've written by following these reminders.

All sentences begin with capital letters.

All sentences have correct ending punctuation.

All sentences are complete.

All paragraphs are indented.

Commas are used in compound sentences, and for the listing of items in a series.

All quotation marks are used correctly.

Spelling is accurate.

Apostrophes are used correctly.

All verb tenses are correct.

Subjects and predicates agree.

Pronouns reflect the nouns they replace.

Proper nouns are capitalized.

Colons and semi-colons are used correctly.

Parentheses are used correctly.

Dashes are used correctly.

Signature:

1943

a s- and with _B.10011) 1P_Hr

Suggestions for writing and peer review.

Name of Writer:

Name of Reviewer:

If you are writing a paper, use this checklist to help with self-editing.

If you are reviewing a peer's work, use this to make suggestions for improvement. Remember to bespecific. Share your responses with the writer.

What is the writer's purpose? Is it clear?

Does the introduction make you want to keep reading? Why or why not?

Does the information move from general statements to specific examples?

Does the writer use action verbs and a variety of adjectives? What words might you suggest to improve

the quality of writing?

Could the vocabulary be more specific? If so, where?

Does the writer use analogies, quotes, and/or statistics effectively?

Are the ideas presented in a logical order? Do the transitions between major points flow smoothly?

Does the paper need to be reduced or increased in length?

Does the conclusion tie back to the introduction?

What do you like best about the paper?

20 24

iaking a Land PIOG PEPTEACHER'S EVALUATION FORM

Evaluator:

section two

Informative Speech

Student Speaker's Name:

Instructions: Each category will be reacted on a scale of 1 5: 1-poor, 2-fair, 3-good, 4-very good,5-excellent. Within each category, individual requirements are to be rated with a + or - .

I. Specific Assignments Criteria: 1

Speech met the 4-6 minute time limit.Speech met criteria for an informative speech.Speech was presented in outline form.Speech showed evidence of research.

II. Analysis: 1

Speech adhered to general and specific speech purposes.Speech was narrow enough to be fully developed and handled adequatelyin time allotted.Topic was appropriate for an informative speech.Topic was appropriate for the audience.

2 3 4 5

2 3 4 5

III. Supporting Materials: 1 2 3 4 5

Speech utilized sufficient clarifying materials (i.e., examples, illustrations, etc.).Speech utilized a variety of supporting materials.Sources were identified where necessary.

IV. Introduction and Conclusion: 1 2 3 4 5

Introduction was properly developed:Gained audience attention and created interest.Oriented audience to the speech.Included a clear and precise thesis statement.Major ideas were forecast.

21 25

:aking a Land0

1/4sh NOG PEPConclusion was developed properly:

Summarized the speech content.Provided a link back to introductory comments.Provided an idea for the audience to remember.

V. Internal Organization: 1 2 3 4

Organization of the speech (overall) was clear and easy to follow.Transitions provided necessary links between ideas.Speech utilized appropriate signposts and internal summaries.Organizational pattern was appropriate for topic and type of speech.

VI. Delivery Techniques: 1 2 3

Stance and posture were appropriate.Eye contact was appropriate.Facial expressions helped to convey/clarify ideas.Gestures added emphasis and description.

Vocal delivery was effective:Appropriate volumeConversational styleClear enunciationVocal variety

section two

5

4 5

Appropriate rateEnthusiasticUsed pauses correctlyFluent delivery

VII. Word Use/Language: 1 2 3

Language was direct and made the speaker's point clearly.Words were used appropriately.Grammar was appropriate.Word pronunciations were correct.Language was suitable for the audience.

Total Score:

Comments and suggestions for improvement:

4 5

This form is reprinted from Getting Started in Public Speaking, by James Payne and Diana Prentice Carlin. (National Textbook Company, Lincolnwood, IL. 1996) pp. 112-113and used with permission.

22 26

EcDgEogRgigg Ovg

charac,er and PIOGP 'IPilY®

I

elping students to understand thecharacteristics of successful people, andto identify specific leadership skills arethe focus of the "Character and

BIOGRAPHY" enrichment activity. As part of acourse in personal development, or as a minicoursethat stands alone, this activity helps kids think aboutwhat personality traits make a person successful,from Thomas Edison (persistence, expertise) toRosa Parks (courage). It also gives them a chance tothink about their own abilities, and whatcharacteristics they would like to develop forthemselves.

Curriculum links:Because the individuals that can be studied rangefrom scientists to civil rights leaders, theinterdisciplinary aspects of this activity areextensive and include social studies, science,government, history, language arts, and personaldevelopment.

Skills:Research, note-taking, outlining, critical thinking,and verbalization.

Students completing this project are entitled toreceive a BIOGRAPHY: EXPERIENCE IT!certificate for their file.

There are two ways of approaching this project.Suggestion One involves independent research onthe part of each student. Suggestion Two usesgroups or teams of students working together.Each student/group may choose or be assignedone individual to study.

23

To introduce this project, establish that yourstudents are familiar with the concept of abiography and the idea of character. The followingquestions are suggested to guide your classdiscussion.

What do we learn by studying a biography? (thestory of someone's life, when they lived, what theydid, etc.) Why do we study a person's life?(because they are..., because we can learn abouttheir accomplishments, because an individual's lifecan teach us about history, inspire us, etc.) Whatare some characteristics we find in an individualworth studying? You or a student may write thecharacteristics on the board. Create two columnsfor positive and negative attributes. Some words orphrases may be on both the positive and thenegative side. For example, "strong leadership"could describe an evil genius like Hitler as well asa great abolitionist like Frederick Douglass.

Suggestion One: Individual Project

Allow students to choose an individual theyadmire to study. They may use BIOGRAPHYproductions, library resources, and/or onlinesources, if available. Names of suggestedindividuals are listed at the back of this manual.(In-depth research is not required this dependson how much time you want your students tocommit to this project.)

Assignment:The students should research the life of theindividual they have chosen, and write a short,one-page outline of the person's life and his or her

4 if

cha_nme and BIOGII) 1PHY®

most important achievements. They shouldinclude a short bibliography or list of the sourcesthey have consulted. During their research, thestudents should consider what characteristics orpersonality traits are essential attributes of theindividual they have studied. What traits made theperson successful?

Suggested length of time:3 days

When the students have completed their researchand outline, a classroom discussion should follow,centering on what they have learned. A worksheet is provided that may be photocopied foreach student. The work sheet should becompleted in class.

Classroom discussion:Using the work sheet, make sure that the studentsunderstand what the characteristics mean. What isthe difference between aptitude and proficiency?Although a brief definition is provided, the classshould be able to provide their own definitions.What other character traits are important? Guideyour students from a general discussion to specificexamples from their research. When you feel thatthey are familiar with the terms, give them time tofill out the work sheet. Upon completion, haveyour students tell the class whom they studiedand what characteristics were displayed by theperson they chose. Remind them to be specific.

24

section three

Suggestion Two: Group Project

Divide the class into groups of two to fourstudents. Each group should choose oneindividual to study together. Explain that theymight not get their first choice, so they shouldhave a second choice. Use the list at the back ofthis manual so that each group has access to aBIOGRAPHY video.

Assignment:Working together, the group should research thelife and accomplishments of the individual theyhave chosen. Each group is responsible forcreating a poster about that individual. The postermight include a time line of the person's life,quotations by or about the person, andinformation about his or her greatestachievements. Illustrations will help make theposter more visually interesting and informative.Each group should attach a short bibliography orlist of the sources they have consulted. Duringtheir research, the students should consider whatcharacteristics or personality traits are essentialattributes of the individual they have studied.What traits made the person successful?

Suggested length of time:3 or 4 days

When the students have completed their researchand poster, a classroom discussion should follow,centering on what they have learned. A worksheet is provided that may be photocopied foreach student. The work sheet should becompleted by groups in class.

28

cha (Dacier and B10011) 'IPHP

Student's Name:

Class:

Person Studied:

Date:

section three

Leaders in history, sports, science, government, and the arts tend to share certain personal characteristics.Use this worksheet to list examples of behavior illustrating each quality that pertains to the individualyou studied. Not every characteristic will apply to "your" person. You may discover more than oneexample for each trait.

Characteristics Behavior that illustrates characteristic

Perseverance (persistent belief in ones' goals; holding to a course of action without giving up)

Industriousness (willingness to work hard)

Proficiency (quality of being an expert or highly skilled in a specific field)

Assertiveness (ability to express oneself forcefully)

Ingenuity (inventive skill; imagination)

Aptitude (natural talent, gift or tendency)

Courage (daring; willingness to risk social disapproval)

Persuasiveness (ability to communicate ideas effectively, bring people to agreement)

25 29

characte- d ,sx#41#G PHP

Discussion Questions:

Which characteristics contributed most to thisperson's success? What characteristics would youadd to this list that played a significant role in thisperson's success? Which traits do you share withthis famous person? Which qualities do you mostadmire in this person? In others? Whatcharacteristics do you think make up thepersonality of a successful person?

What about the personality of an "everyday"person someone who is not famous? Being asuccessful person does not mean being a celebrity.How does someone's character effect their life?What characteristics would you like to develop inyourself?

26

section three

I (TraphyEAFgEOgKigE

civics and P10011)

any young people lack anunderstanding of the important rolelocal civic leaders play in their day-to-day lives. They receive information

about our federal and state governments throughtextbooks and news sources. Frequently, however,the value and impact of local government isoverlooked. That's why A&E and the U.S.Conference of Mayors has developed a projectentitled, "Civics and BIOGRAPHY ," withsuggestions for teachers and an original video foruse in class. The mayor of your city or arepresentative from the mayor's office may beinvited to participate at the end of the project. Youshould preview the video tape, "Civics,BIOGRAPHY and You," without your students,before presenting this project to your class.

Curriculum Links:Social studies, urban history, civics, government,citizenship, language arts, graphic arts.

Skills:Media literacy, verbalization, creative writing,design, budgeting.

Suggested length of time:This project can be limited to two class periods.(If your students create posters, or writenewspaper articles, more time should be allotted.)

Introduction:Start with the word "civics." Does your class knowwhat it means? What other words share the sameorigin (civil, civility, city, citizen, civilization)?How do those words relate to each other? Discuss

27

the concept of citizenship. What are the privilegesof citizenship in our country? What are theresponsibilities? Have a class member write yourstudents' responses on the board. Now ask aboutthe role of the citizen in a city. How are theprivileges and responsibilities similar? How dothey differ?

Who is the mayor of your city? Make sureeveryone in the class knows your mayor's nameand how to spell it. Does he or she work with acity council, or does the mayor and council workwith a city manager?

At the back of this section is a list ofresponsibilities of a mayor's office. Your citygovernment may include more responsibilities, orfewer. (You may call city hall and ask which ofthese areas apply in your city. Ask for the mayor'spress office.) You may photocopy this list as ahandout for your class. See if they can give you aspecific example of your city government'sinvolvement in these areas.

Perhaps one of your city government's biggestresponsibilities is setting the budget. Money fromtaxes, grants, and municipal bonds (where the citygovernment is actually borrowing money fromindividual and institutional investors) is used tosupport the various areas of responsibilities.

In class assignment:Photocopy the list of a mayor's responsibilities,located at the end of this section, and distribute toeach student. Their job is to allocate funds foreach area. Give them one million dollars as apretend budget. How would they disperse the

31

CR-Vila and BIOCI 1PFIP

funds? Your class can work in teams orindividually. Give them 5-10 minutes to completethe task. Ask for volunteers to present theirbudgets. Why did they give more money to someareas than to others?

After completing the city "budgets," lead yourstudents in a discussion to help them think aboutsome of the issues mayors face. A mayor's job ischallenging and complicated. Running a big cityin the United States is like governing a smallcountry in other parts of the world. Have yourstudents think about what questions they wouldlike to ask the mayor or a city hall representativewhen he or she visits your school. They may writeout their questions or keep them to themselves.

Now introduce another angle. Every city has itsown identity, with its own history and uniqueattributes. It has its own biography. More storiesand information are being added to thatbiography every day. The mayor helps write thebiography of your city. And so do the otherindividuals and groups of people who live there.What can young people do to help write thebiography of their city in a positive way? Again,students should think about their answers.

Ideally, arrangements should be made to have themayor or a city hall representative visit yourschool. Your cable company representative shouldbe invited to attend at this event. Your class andother participating classes should screen the"Civics, BIOGRAPHY and You" video with themayor. The students should direct questions tothe mayor about governing the city. They shouldalso be able to respond to the question, "What canI do to contribute to the city I live in?"

Students completing this project are entitledto receive a BIOGRAPHY- EXPERIENCE IT!certificate for their file.

28

Extra Credit

section four

1. Students may create posters about their city.Posters can advertise special landmarks,museums, or a unique part of the city's identity.Posters can also encourage voting people to getinvolved in their city, through recycling,gardening, arts, or other projects.

2. Students may write newspaper articles or chartsabout their city. What makes their city special?What is the history of their city? Or they maywrite a short biography of an important personin your city's history or current life.

32

c-Incs and NOG HIPMayor's Responsibilities

section four-

Please note: The responsibilities of different mayors vary from one city to the next.

PoliceFireStreets/trafficSanitationCable T.V. franchisesSchoolsHealth care and emergency medical servicesEmployment trainingArtsParks and recreationUrban development and preservation

Other

What People are saying

Biography

"Without quality public schools, cities can't expect to attract, or keep, the stable families that produce

stable communities. This A&E initiative will help mayors help their schools. The A&E materials will help

students understand their cities, their career opportunities, and their potential."

Richard Daley,

Mayor of Chicago

President of the U S. Conference of Mayors.

"Time Warner Cable has a long-standing commitment to enhancing educational opportunities.BIOGRAPHY: EXPERIENCE I77 is a great example of the exciting materials we bring to schools in our

cities to augment their classroom studies."

Lynn Yaeger,

Senior Vice President, Corporate Affairs

Time Warner Cable.

"B/OGRAPHYprogramming has really helped spark the interest and enthusiasm of my students!"

Kathy Bruni,

Teacher,

Butler Junior High School, Oak Brook, IL.

"Programs like BIOGRAPHY: EXPERIENCE IT.'recognize the importance of providing our young people

with the best possible education for each student's future and the future of our country!"

Marc Moria4

Mayor of New Orleans.

30

I graphyEgEDgEogHigg Oug

BIOGRAPHY: EXPERIENCE IT! Video List

Arnold SchwarzeneggerBill ClintonBabe RuthCharles DickensColin Powell

Donald TrumpDr. Martin Luther King, Jr.Eleanor RooseveltEvita

Gloria SteinemHillary Rodham ClintonJackie RobinsonKellogg BrothersMalcolm X

31

MarconiPocahontasSusan B. AnthonyWilliam ShakespeareThomas EdisonBen FranklinAndrew JacksonAlexander Graham BellTeddy RooseveltHoudiniJackie KennedyFidel CastroRosa Parks

looking for something new to do with your students?

The "Fast Lane" Spider-Man Media Literacy Comic Book Serieswww.marvel.com/fastlane/poster.html

The "Straight Scoop News Bureau: for student journalists, teachers, and advisors"www.straightscoop.org

"Straight Scoop" Road Tour Documentarywww.straightscoop.org

"Straight Scoop" Journalism Contestwww.straightscoop.org

"Freevibe.com" Teachers' Guide for use with the "Freevibe" Web Sitewww.theschoolzone.org/guide

"Anti-Drug Education with The New York Times" Educator's Guidewww.nytimes.com /learning

National FFA Organization Youth Public Service Announcement (PSA) Contestwww.ffa.org

For information and links for all of these programs and more ...www.mediacampaign.org

Sponsored by the White House Office of National Drug Control Policyand the National Youth Anti-Drug Media Campaign

For a list of more than 400 Biography® titlesavailable for purchase and use in schools,

study guides, A&E Classroom calendars andprogram descriptions, visit us online at:

Iliography.com.

BEST COPY AVAILABLE

© 1999 A&E Television Networks. All Rights Reserved.OR K BIOGRAPHY is a registered trademark of A&E Television Networks.

U.S. Department of EducationOffice of Educational Research and Improvement (OERI)

National Library ofEducation (NLE)

Educational Resources. Information Center (ERIC)

REPRODUCTION RELEASE(Specific Document)

I. DOCUMENT IDENTIFICATION:

. 0E ICSO

Title:Biography: Experience It

Author(s):

Corporate Source:

Ast- E Tel-evisior) Nt+vocks

Publication Date:1995 (sevcel

II. REPRODUCTION RELEASE:

In order to disseminate as widely as possible timely and significant materials of interest to the educational community, documents announced in the

monthly abstract journal of the ERIC system, Resources in Education (RIE), are usually made available to users in microfiche, reproduced paper copy,

and electronic media, and sold through the ERIC Document Reproduction Service (EDRS). Credit is given to the source of each document, and, if

reproduction release is granted, one of the following notices is affixed to the document.

If permission is granted to reproduce and disseminate the identified document,please CHECK ONE of the following three options and sign at the bottom

of the page.The sample sticker shown below will be

The sample sticker shown below will be

affixed to all Level I documentsaffixed to all Level 2A-documents

PERMISSION TO REPRODUCE AND

DISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

I

Level 1

Check here for Level I release, permitting

reproduction and diSsemination inmicrofiche or other

ERIC archival media (e.g., electronic) and paper

copy.

Signhere,-)please

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL IN

MICROFICHE. AND IN ELECTRONIC MEDIA.

FOR ERIC COLLECTION SUBSCRIBERS ONLY.HAS BEEN GRANTED BY

\.(2)

TO THETHE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

2A

Level 2A

Check here for Level 2A release, permitting

reproduction and dissemination in microfiche and in

electronic media for ERIC archival collectionsubscribers only

The sample sticker shown below will be--affixed to all Level 28 documents

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL IN

MICROFICHE ONLY HAS BEEN GRANTED BY

2B

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

Level 2B

Check here for Level 28 release, permittingreproduction and dissemination in microfiche only

Documents will be processed as indicated provided reproduction quality permits.

If permission to reproduce Is granted, but no box is checked, documentswill be processed at Level 1.

I hereby grant to the Educational Resources Information Center (ERIC) nonexclusive permission to reproduce and disseminate this document

as indicated above.Reproduction from the ERIC microfiche or electronic media by persons other than ERIC employees and its system

contractors requirespermission from the copyrightholder. Exception is made for non-profit reproductionby libraries and other service agencies

to satisfy information needs of educators in response to discrete inquiries.

?jOrganization/Addr ss:

a-rm,L.5--. as-'4sY, I 0-11)017-

Telephone:c.R/0

E-Mail Address:

FAX 567 5 (laDate: A,S.oi

(over)

III. DOCUMENT AVAILABILITY INFORMATION (FROM NON-ERIC SOURCE):

If permission to reproduce is not granted to ERIC, or, if you wish ERIC to cite the availability of the document from another source, pleaseprovide the following information regarding the availability of the document. (ERIC will not announce a document unless it is publiclyavailable, and a dependable source can be specified. Contributors should also be aware that ERIC selection criteria are significantly morestringent for documents that cannot be made available through EDRS.)

Publisher/Distributor:

ASQ,/4.1)12LThv kit4A/k-1,r/LSPt ti-h: comfy) M,0-rWiAjX35 4541>" S1V'f,c1Dre., NJ (00 l7

Address:

Price:

k)

IV. REFERRAL OF ERIC TO COPYRIGHT/REPRODUCTION RIGHTS HOLDER:

If the right to grant this reproduction release is held by someone other than the addressee, please provide the appropriate name andaddress:

Name:

Address:

V. WHERE TO SEND THIS FORM:

Send this form to the following ERIC Clearinghouse:

ERIC/CHESS2805 E. Tenth Street, #120

Bloomington, IN '17108

However, if solicited by the ERIC Facility, or if making hittkiik§fORARbution to ERIC, return this form (and the document beingcontributed) to:

ERIC Processing and Reference Facility1100 West Street, 2" Floor

Laurel, Maryland 20707-3598

Telephone: 301-497-4080Toll Free: 800-799-3742

FAX: 301-953-0263e-mail: ericfac@ineted.gov

WWW: http://ericfac.piccard.csc.comEFF-088 (Rev. 9/97)