Research on Using Biographies Make TIME ...... 44 in Your Classroom ...... 5 Choose Your Own Adventure . . . . . 47 Primary Sources in This Book ...... 6 Talking Hands ...... 50 TIME Covers as Primary Sources . . . . . 6 A Complete Person ...... 53 Quotations as Primary Sources ...... 7 Time Line Game ...... 56 Texts as Primary Sources ...... 7 Change the World ...... 59 Multiple Intelligences Overview TIME Cover ...... 62 The Eight Multiple Intelligences . . . . . 8 Fun Facts Game ...... 65 Multiple Intelligences Focus Math Word Problems ...... 68 for Each Lesson ...... 9 Skits ...... 71 How To Use This Book ...... 10 Biography Role-Play ...... 74 How This Book Is Differentiated . . . . 10 TIME Magazine Biographies Summary of Biography Strategy Lessons ...... 11 Madeleine Albright ...... 79 Corazon Aquino ...... 82 Correlation to Standards Louis Armstrong ...... 85 How to Find Your State Correlations . . 13 Neil Armstrong ...... 88 McREL Compendium ...... 13 Menachem Begin and Anwar Sadat . . . 91 Biography Strategy Lessons Queen Elizabeth Bowes-Lyon . . . . . 94 Compare and Contrast ...... 17 George H . W . Bush ...... 97 Defining Greatness ...... 20 George W . Bush ...... 100 Jigsaw Puzzle ...... 23 Jimmy Carter ...... 103 Autobiography ...... 26 Fidel Castro ...... 106 Biography Mural ...... 29 Carrie Chapman Catt ...... 109 Poetry and Songs ...... 32 Cesar Chavez ...... 112 Board Game ...... 35 Winston Churchill ...... 115 Animal Comparison ...... 38 Bill Clinton ...... 118 Fact Sort ...... 41 Hillary Rodham Clinton ...... 121

TIME Magazine Biographies (cont.) Maria Montessori ...... 202 Margaret Chase Smith and Mother Teresa ...... 205 Lucia Cormier ...... 124 Richard Nixon ...... 208 Eve Curie ...... 127 Kwame Nkrumah ...... 211 Walt Disney ...... 130 Sandra Day O’Connor ...... 214 Thomas Edison ...... 133 Eva Perón ...... 217 Albert Einstein ...... 136 Ronald Reagan ...... 220 Dwight Eisenhower ...... 139 Diego Rivera ...... 223 Geraldine Ferraro ...... 142 Jackie Robinson ...... 226 Gerald Ford ...... 145 Eleanor Roosevelt ...... 229 Henry Ford ...... 148 Franklin Delano Roosevelt ...... 232 Aretha Franklin ...... 151 Jonas Salk ...... 235 Indira Gandhi ...... 154 Diana Spencer, Princess of Wales . . . 238 Mohandas Gandhi ...... 157 Joseph Stalin ...... 241 Bill Gates ...... 160 Margaret Thatcher ...... 244 Althea Gibson ...... 163 Harry S . Truman ...... 247 Mikhail Gorbachev ...... 166 Lech Walesa ...... 250 Alex Haley ...... 169 Oprah Winfrey ...... 253 Adolf Hitler ...... 172 Orville Wright ...... 256 David Ho ...... 175 Jesse Jackson ...... 178 Appendices Lyndon B . Johnson ...... 181 Appendix A: References Cited . . . . . 260 John F . Kennedy ...... 184 Appendix B: Contents of the Teacher Resource CD ...... 261 Martin Luther King Jr ...... 187 Nelson Mandela ...... 190 Mao Zedong ...... 193 Thurgood Marshall ...... 196 Golda Meir ...... 199

#50471—Using Biographies in Your Classroom © Shell Education Introduction

How To Use This Book

This resource is divided into two parts. Many of these standards-based lessons The first part includes 20 ready-to-use are collaborative. Almost all of the 20 biography strategy lessons that can apply lessons incorporate active learning, and to any person in history. To make it teacher some are formatted as games. Use them to friendly and easy to implement, the lessons motivate your students and to enrich your refer to the biographies in the second part existing social studies curriculum. This of the book. The second part includes book also supports Howard Gardner’s TIME biographies about 60 diverse people eight multiple intelligences, with lessons who have shaped our world ethnically, for every learning type. culturally, geographically, and vocationally. Most of the people in this book are heroic, If you have favorite biography lessons of such as Martin Luther King Jr., Mother your own, consider using the TIME covers Teresa, and Mohandas Gandhi, but we have and written biographies to augment your also included as educational counterpoint lessons. Here in compact and student- some of history’s most controversial friendly format is a wealth of basic figures (Mao Zedong, Adolf Hitler, Joseph research materials, appropriate for use Stalin, and so on). with any activity. Each of the 60 people has a biography How This Book Is written in the format of an entertaining, interesting nonfiction article. With each Differentiated biography is the actual TIME Magazine One way to differentiate curriculum is by cover of the person profiled—use these using the model of multiple intelligences. valuable primary source documents to In today’s classrooms, there are a variety help students put faces to their studies. of learning styles, talents, and preferences. Each TIME cover is also included on the The multiple-intelligence model nurtures CD that accompanies this book, allowing the broad range of talents in students. It you to display these covers at greater than identifies and categorizes eight different life size and in full color, using a classroom intelligences. Each lesson in this book is projection system. Each biography also built around several different multiple has a list of key dates in the person’s intelligences, thus enabling teachers to life. Finally, strong comprehension and meet students’ needs. discussion questions are included to help your students further interact with the TIME covers and texts.

#50471—Using Biographies in Your Classroom 10 © Shell Education Biography Strategy 7 Lesson Plans

Board Game

Lesson Summary Preparation Students will research selected 1. Choose three to five TIME biographies and biographies focusing on copy all of them for your students. the challenges faced by the subjects of the biographies 2. Organize board game supplies. Bring in as they worked toward their sample board games for students to see. goals. Working in small groups, 3. Make a class list to use with the assessment. students will then use this information to create board 4. Make copies of the peer assessment in the games highlighting these assessment section. challenges. Procedure Objectives 1. Ask students to help you brainstorm a • Students will summarize definition forhero . Lead them to include in and paraphrase information this definition the idea that every hero had to in texts. struggle through adversity to achieve his or her goals. Explore famous people that students • Students will use prewriting know and ask them if they would—by this strategies to plan written definition—consider these people heroes. work (e.g., brainstorms ideas, organizes information 2. Show students copies of the TIME biographies according to type and and explore the lives of the subjects using the purpose of writing). following procedure. • Display a TIME cover. (Each image is on the Multiple Intelligences CD if you want to show them to the class • visual/spatial using a projection system.) • interpersonal • Ask students what they already know about this person. • logical/mathematical • Use popcorn reading or the classroom reading strategy of your choice to read Materials aloud the accompanying biography. • notebook paper and writing • On your classroom board, write the utensils person’s name, and then under this write • large paper, construction the headings goals and challenges. paper, cardboard • Work with your class to brainstorm and list • pens, markers, crayons the person’s goals and challenges. Leave these on the board for later use. • Repeat this procedure with this lesson’s remaining people.

Board Game (cont.)

Procedure (cont.) 3. Ask students what they know about 7. Once students have game approval, board games like Candyland®, give them the board game supplies Monopoly®, and Chutes and Ladders®. (large paper, pens, cardboard, crayons, Lead them to realize that in each etc.) and allow appropriate time for of these games there are goals and them to complete their board game challenges. If possible, explore designs (up to two full class periods). examples of each game. Ask students 8. When all groups have finished their to offer additional examples of the board games, mix groups and allow goals and challenges of board games. time to play these games. It works 4. Explain that students will now be well to have one member of the working in small groups to make original group travel with the game in board games based on the three to order to explain directions and help five people you explored earlier in troubleshoot rules as problems arise. the lesson. These board games will 9. Have groups turn in their games and highlight goals and challenges (refer display them in the classroom. students to the lists on your classroom board). Ask your class to quickly brainstorm how they could represent a few of these challenges in board game format. How are board games organized? What are some common formats? 5. Either allow students to form their own small groups (3–4 students each) or divide students into groups of your choice. 6. Ask groups to brainstorm ideas for their board games. Each group needs to offer you a quick description of its game before starting construction. This cuts down on wasted supplies.

#50471—Using Biographies in Your Classroom 36 © Shell Education Biography Strategy 7 Lesson Plans

Board Game (cont.)

Differentiation Strategies Assessment • Above grade level—Define a 1. While groups are working on their specific number of challenges that board games, circulate and offer each each board game must include. student a quick score from 1–10, based Ask groups to write the rules to on effort and involvement. their game and then, instead of explaining the games orally to the 2. Have students write peer evaluations group that actually plays it, have after playing the games. Students can this second group depend on the answer yes or no to the following three written rules. Encourage students questions. If students answer no to any to give one another feedback about of the questions, they should write an their games. If time permits, allow explanation next to it. groups to revise their games. • The game rules are easy to • Below grade level—On scratch understand. paper, have groups illustrate plans • The game taught me something new for their board games before about the person. starting construction. This plan should show the general format • The game design is creative and well (What will the board look like? organized. How will pieces move?) as well as how the group plans to represent challenges and goals. If students have trouble with the planning phase, model this for them using graphic organizers. • English language learners—After listing challenges and goals on your classroom board and splitting students into groups, have each group circle one challenge and one goal they will use in their board game. Ask each group to explain verbally how they will represent their challenge and goal before allowing them to start construction. Assist these students as necessary.

Nelson Mandela

different from heading a government; Nelson Mandela Mandela will no longer seek to bring a He helped dismantle apartheid system down but to build one up. Yet his in South Africa. style of leadership is suited to his new task, for he is a seeker of unity and consensus. May 9, 1994 To black audiences, he declares that ust a short stroll from Nelson Mandela’s democracy and majority rule will not modest country house in the Transkei is change the circumstances of their lives Jthe even more humble village where overnight. At the same time, he informs he was born. The round thatched huts of white audiences that they must take Qunu have no running water or electricity, responsibility for the past—in which and shy herdboys carrying sticks tend South Africa was governed under a system the skinny cattle the same way young of apartheid, or strict racial segregation. Rolihlahla Nelson Mandela did almost 70 He adds that they will have to adjust to a years ago. Walking across the green hills future of majority rule. above the village one morning not long ago, Mandela recalled a lesson he learned as a boy. “When you want to get a herd to As president of South move in a certain direction,” he said, “you Africa, he will no stand at the back with a stick. Then, a few of the more energetic cattle move to the longer seek to bring front and the rest of the cattle follow. You a system down but to are really guiding them from behind.” He paused before saying with a smile, “That build one up. is how a leader should do his work.” Mandela does not always get his way. No one would suggest that so charismatic During his imprisonment on Robben a figure as Nelson Mandela, now 75, leads Island, he wanted to stage a strike to force from behind. But Mandela has always the warders to address prisoners with the made his authority felt on two levels: word “Mr.” But, he was always turned by standing at the head of the African down by his comrades. Last year he urged National Congress, and by forming the ANC to reduce the voting age to 14, strategy from behind. During his career as but his colleagues refused. Once he has a politician, he has at times moved ahead lost, he publicly speaks in favor of the of his colleagues and boldly created position he opposed. “I sometimes come policy. While at other times he has been to the National Executive Committee with content to plant the seed of an idea that an idea and they overrule me,” he recently bears fruit many years later. observed. “And I obey them, even when they are wrong,” he added with a smile. Next week, Mandela will become the “That is democracy.” president of the country whose government he fought against for so long. Leading a liberation struggle is a task fundamentally

Nelson Mandela

Focus: Reading for Understanding Key Dates 1. What is Nelson Mandela’s philosophy of leadership? Where did his ideas come from? 1918 Born in the Transkei 2. What position did Mandela assume in 1994? on July 18 What had he been doing before this? 3. What was Mandela’s goal as president, for 1944 Joins the African both white and black South Africans? National Congress (ANC), dedicated to 4. What is apartheid? ending apartheid in 5. South Africa Word Watch—Look up the following words and note how they are used in the article: modest, humble, charismatic, authority, Imprisoned because 1962– colleagues, boldly, content, liberation, unity, he advocated 1990 consensus, majority, segregation, strike, sabotage warders, comrades, urged, reduce, colleagues, opposed, and overrule. 1991 Becomes president of the ANC Connect 1993 Shares the Nobel What is your idea of good leadership? Make a Peace Prize with list of qualities you think a leader needs. F.W. de Klerk for dismantling Explore apartheid 1. Where is South Africa? What is the country known for, both politically and in terms of Serves as South 1994– tourism and natural resources? 1998 Africa’s president 2. Find out more about the history and accomplishments of the ANC. Who is its leader today?