"How Can One Person Change The World?" is a guide for researching the greatest risk takers in history. This guide provides a meaningful and purposeful way conduct biographical research. To start, students research to answer a big essential question, rather than just collect facts. A research notebook is included with additional questions and space for taking notes on these three items: accomplishments, character, and contributions. Students will evaluate how these factors help one to change the minds of many. There are also pages for students to "publish" their own books about how the person they've researched changed the world (or country, business, education, science, etc.). Additional pages are provided for a classroom book - this works best as a compilation (as in students have all researched someone different individually or in small groups).
* I have done this with first grade students - it is challenging and rewarding!
College, Career, and Civic Life (C3) Framework for Social Studies State Standards
D2.Civ.2.K-2. Explain how all people, not just official leaders, play important roles in a community.
D2.His.1.K-2. Create a chronological sequence of multiple events.
D2.His.2.K-2. Compare life in the past to life today.
D2.His.3.K-2. Generate questions about individuals and groups who have shaped a significant historical change.
D2.His.4.K-2. Compare perspectives of people in the past to those of people in the present.
D2.His.6.K-2. Compare dif¬ferent accounts of the same historical event.
D2.His.9.K-2. Identify differ¬ent kinds of historical sources.
D2.His.14.K-2. Generate possible reasons for an event or development in the past.
D2.His.16.K-2. Select which reasons might be more likely than others to explain a his¬torical event or development.
Common Core State Standards
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Recall information from experiences or gather information from provided sources to answer a question.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
Develop the topic with facts, definitions, and details.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Provide a concluding statement or section.
Conduct short research projects that build knowledge about a topic.
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Habits of Mind
Taking Responsible Risks: Being adventuresome; living on the edge of one’s competence. Try new things constantly. Venture Out!