Title: Historical Figure Research

Grade Level:11-12

Subject/Content:World History

Summary of Lesson: Students will research a significant historical figure and compose journals based on their research.

Focus Question:What are the thoughts, motives, emotions, and experiences of a historical figure?

Resource:World History in Context

Procedures:

Steps/Activities by the Teacher:

  • Introduce lesson by asking students to think about historical figures who have made major contributions to society.
  • Have students pick a historical figure to research.
  • Define parameters for subjects to be researched. You may want to limit the students to a certain time period such as the Renaissance or to a specific event such as the civil rights movement.
  • Approve students' choices before allowing them to start their research.
  • Provide students with access to World History in Context and with copies of the directions and notes sheets (below).
  • After students have completed their research, direct students to write six journal entries describing significant events in their subject's life. These journal entries should be from the perspective of the historical figures.
  • Direct students to write a brief paper that will be part of their presentation on their historical figure, including a bibliography.
  • Allow time for work
  • Remind students that they can/should include visual aids in their presentations such as charts, pictures, and timelines.
  • Provide class time for students to give their presentations.

Steps/Activities by Student(s):

  • Think about a historical figure that interests you. You may choose someone you are familiar with or someone you wish to learn more about.
  • After your teacher approves your historical figure, log ontoWorld History in Context to find information about your subject.
  • Keep track of the sources you use. You will need to hand in a bibliography at the end of this assignment.
  • Use the instructions listed on the direction sheet to help you complete your assignment.
  • Take careful notes in the notes sheet provided by your teacher. These notes will count toward your final grade.
  • Create six journal entries from the perspective of your subject that explain important events in his or her life. While most of these entries should be based on facts you uncover, you should use your creativity to explain the emotions your subject may have experienced during important events in his or her life. Each journal entry should be two to three paragraphs in length and must be based on the research you have conducted.
  • Complete a brief (1 page) paper about your subject. This paper will be part of a class presentation about your historical figure. Your presentation may also include visual aids such as charts, pictures, and timelines.

Handouts and Project Rubric

Historical Figure Research Assignment

The Task:

Choose one historical figure to research using World History in Context. You will use your research to create six journal entries from the historical figure's perspective as well as a brief paper that explains the overall historical significance of this person.

The Steps

  1. After your subject has been approved by your teacher, begin your research usingWorld History in Context. You will need to turn in a formal bibliography, so be sure to keep track of the sources you use.
  2. Take notes using the notes sheet provided by your teacher. Make sure your notes are clear and accurate as they will count toward your final grade.
  3. Use your research to create six journal entries that describe some of the most significant experiences in the life of your subject. These entries should be written from the perspective of the historical figure you have chosen. While you should base these entries on historical fact, you should use your creativity to describe the emotions and motivations of your historical figure when writing about significant experiences in his or her life. Each journal entry must be two to three paragraphs long and must be based on your research.
  4. You are encouraged to include graphics and pictures as part of your journal entries.
  5. Write a brief (1 page) paper that explains the overall historical significance of this person. This paper will be part of a class presentation that provides an overview of the life of your subject, including their historical significance. Your presentation may also include visual aids such as charts, pictures, and timelines.

Grading

See the attached rubric for further details and grading guidelines.

Historical Figure Research Rubric

Task / Excellent / Above Average / Average / Below Par / Incomplete
Research Notes—Accurate and thorough / 5 / 4 / 3 / 2 / 1
Bibliography—3 sources minimum and correct format / 5 / 4 / 3 / 2 / 1
Journal Entries—Accurate research, in your own words, thoughtful, creative / 5 / 4 / 3 / 2 / 1
Significance Writing—Accurate and thoughtful / 5 / 4 / 3 / 2 / 1
Class Presentation—Accurate, interesting, practiced / 5 / 4 / 3 / 2 / 1
Spelling and grammar / 5 / 4 / 3 / 2 / 1
Overall effort and depth / 5 / 4 / 3 / 2 / 1

Total __/35

Historical Figure Research Notes

Name ______Topic______

Event & Year / Description / Significance / Resource / Citation Information

Outcome:Students will gain a better understanding of the emotions, goals, and motivations of important historical figures

Related Activities:

English

  • Put students into groups of six. Have students choose one of the historical figures presented in class to write a skit about. Remind students that the skit should clearly illustrate how the subject made a significant contribution to society. Encourage each group to perform their skit for the rest of the class.

Learning Expectation: Students will use their research and writing skills to prepare a paper on a historical figure. Students will use their creativity and creative writing skills to prepare journal entries from the perspective of their historical figure. Students will demonstrate their presentation skills as they share work with the class.

Standards Alignment

Common Core State Standards

CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (Anchor Standard)

CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. (Anchor Standard)

CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. (Anchor Standard)

CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Anchor Standard)

CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. (Anchor Standard)

CCSS.ELA-Literacy.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (Anchor Standard)

CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. (Anchor Standard)

CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. (Anchor Standard)

CCSS.ELA-Literacy.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Anchor Standard)

CCSS.ELA-Literacy.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (Anchor Standard)

CCSS.ELA-Literacy.RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. (11)

By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently. (12)

CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (11-12)

CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (11-12)

CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (11-12)

CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (11-12)

CCSS.ELA-Literacy.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (11-12)

CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.(11-12)

CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (11-12)

CCSS.ELA-Literacy.L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (11-12)

CCSS.ELA-Literacy.L.11-12.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (11-12)

Standard Source: Common Core State Standards Initiative (2010)