BIOGRAPHY PROJECT
Objectives – by Grade Level
World Culture Studies 6
SS.6.2A
Explain the significant contributions of historic and contemporary individuals and groups from
selected societies, cultures or regions.
SS.6.20A
Using specific examples from historic and contemporary societies, Identify significant
inventors/inventions and scientific discoveries and describe the global and regional impacts
of these technological/scientific innovations.
SS.6.22D
Create written (notes, journal entries, original text) and visual (maps, graphs, charts,
illustrations) materials to express information about an event or issue in world cultural
studies.
Texas History 7
SS.7.18A
Identify the leadership qualities of elected and appointed leaders of Texas, past and present,
including Texans who have been President of the United States.
SS.7.18B
Analyze the contributions of specific Texas leaders at the national elected level such as
Henry B. González, Phil Gramm, Barbara Jordan, and Sam Rayburn.
SS.7.20F
Brainstorm a list of possible future innovations in science and technology and predict possible
economic, social, economic, and/or political/environmental issues and consequences that
may result from these discoveries.
SS.7.22D
Create written, oral, and visual presentations of social studies information related to Texas
history.
U.S. History 8
SS.8.23A
Analyze the leadership qualities exemplified by Abraham Lincoln, John Marshall, Thomas
Jefferson, George Washington, James Monroe as examples of significant elected and/or
appointed officials.
SS.8.23B
Describe the contributions of Frederick Douglass, Elizabeth Cady Stanton, and Harriet
Tubman as examples of significant leaders for social change and John Paul Jones as a
military leader.
SS.8.27A
Describe developments in art, music, literature, drama, and other cultural activities in the
history of the United States.
SS.8.24D
Analyze the economic, social, and political contributions of people of various racial, ethnic,
and religious groups to American society.
SS.8.24E
Analyze the economic, social, and political contributions of women to American society.
SS.8.31D
Create written, oral, and visual presentations of social studies information related to early
American history.
World History Studies
WHS.24C Identify the contributions of significant scientists and inventors such as Robert Boyle, Marie
Curie, Thomas Edison, Albert Einstein, Robert Fulton, Sir Isaac Newton, Louis Pasteur, and
James Watt.
WHS.23E Identify the contributions of significant scientists such as Archimedes, Copernicus,
Eratosthenes, Galileo, and Pythagoras.
WHS.25B Locate and use primary and secondary sources such as computer software, databases,
media and news services, biographies, interviews, and artifacts to acquire information about
a given topic and/or era of world history.
WHS.26C Interpret and create databases, research outlines, bibliographies, and visuals including
graphs, charts, timelines, and maps.
page 1 of 4
BIOGRAPHY PROJECT
U.S. History – High School
USH.19A
Describe qualities that determine an effective leader in a democratic society.
USH.19B
Use [established] criteria to evaluate the contributions and leadership qualities of significant
economic, social, and political leaders of the United States from different eras such as
Andrew Carnegie, Shirley Chisholm, and Franklin D. Roosevelt.
USH.21C
Analyze how the contributions of various racial, ethnic, and other culture groups have helped
to shape the national identity.
USH.21D
Identify the economic, social, and political contributions of women to American society in
various eras of American history.
Resources

wikipedia.com

Biography.com

Biographical Dictionary

Black History Month: Biographies

Hispanic Biographies

Distinguished Women of Past and Present

Biography For Kids

Profiles of World Leaders

Time Magazine's 100 People Who Shape the World
An outline for a Biography Project is available online at ReadWriteThink
http://www.readwritethink.org/lessons/lesson_view.asp?id=243
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BIOGRAPHY PROJECT
Research Suggestions
1. This project can be done by groups or individuals. If doing group projects, make
sure students sign up for specific tasks for which they will be held accountable.
Document individual participation daily on a roster or seating chart as you
monitor group work, and make this a major part of each student’s grade.
2. Narrow the focus of the biography project to fit your course objectives:
6th grade – contemporary world leaders, or movers and shakers around
the world
7th grade – famous Texans, person in the family or community (this would
require students to interview the person and document notes)
8th grade – American artists, American inventors, contemporary American
movers and shakers, cultural heroes
9th grade – contemporary world leaders
10th grade – world-famous historical figures – artists, inventors, scientists,
leaders who changed the world
11th grade – contemporary Americans, cultural heroes; Time 100
3. Create a list of acceptable subjects from which students can choose. Make sure
each subject has enough information about him or her. Print out at least one
biography from the sources above for each subject on your list. Give this article
to the student, as a starting point for research.
4. Set this rule for research, to avoid the plagiarism so common to such projects:
You cannot take notes while looking at the article.
Take the time to model taking summary notes after flipping the article over or
turning away from the computer screen. (If working in the library or a computer
lab, you may actually have students move to a separate table to take notes.)
Remind students often that if they are reading, their pens should be down, and if
they are writing, their article or book should not be visible.
5. Have students use their notes when they are filling out forms or preparing
products, rather than the articles themselves.
6. Set interim checkpoints to make sure that students are keeping up with
requirements.
7. Keep it simple – we can tend to make projects so complicated that students get
overwhelmed. Decide what one or two research or presentation skills students
need the most work on and focus on those.
page 3 of 4
BIOGRAPHY PROJECT
Product Suggestions
Students might choose from one or more of these suggested products:

Make a biography cube -- Bio-Cube online tool – Bio-Cube Planning. Bio-Cube
Pattern, Directions, Rubric

Make a collage using photocopied pictures and phrases from the person’s life.
Be sure to include sources for your quotes!

Prepare an advertisement, such as a flyer or brochure to tell about the person's
life. You can use the ReadWriteThink Printing Press at Online Brochure Maker to
create and design your ad.

Make a display using artifacts from the story that you make or gather. Use note
cards to label each item and describe its importance to the person's life.

Illustrate scenes from the story of the person’s life in a comic strip. Clearly label
the date and location of each event.

Make an illustrated map of the major events in the person’s life. Label each
event clearly.

Make a flip book of an exciting scene from the person’s life. Clearly label the
date and location of each event.

Write a bio-poem (handout included on CD).

Write a resume for the person (Education, Professional Experience, Personal
Interests, etc.)

Write a letter to the subject expressing your admiration for their
accomplishments, asking relevant questions, and relating your life to theirs in
some way. Send it (if they are still alive!)

Prepare an interview with a partner in which one of you plays the subject and the
other plays a reporter. Prepare questions that lead to sharing central
information. Make sure answers are accurate and interesting.

Create a web or mindscape (samples and web rubric included on CD). More
information about mindscapes is available at
http://www.newhorizons.org/strategies/graphic_tools/margulies.htm
-----------------------------------------------------------------------------------------------------------Adapted from Daisey, P. (1996–1997). Promoting literacy in secondary content area classrooms
with biography projects. Journal of Adolescent & Adult Literacy, 40(4), 270-278.
Project materials prepared by Gwen Tompkins for Houston ISD ABRAZO teachers