Creating Lives: An Introduction to Biography

Strategies and Implementation

As students identify and interpret the relationships of lives of others, an evaluation of the effects of these relationships of those closest to them will occur. Opportunities for this realization may be obtained by "incorporating various types of literature into the history classroom in the form of diaries, journal accounts, newspaper articles, historical fiction, poetry, biography, and autobiography." ¹⁶ Comparison of texts is further discussed by Hynd as a way of helping students to recognize bias and rhetoric as they relate to persuasion. Students can compare conflicting accounts of events and evaluate the arguments in groups or as a class.

The primary strategy implemented is a modified version of the Self-Regulated Strategy Development (SRSD) model ¹⁷ which includes the following six stages: develop background knowledge, discuss it, model it, memorize it, support it, and independent performance. I selected this model because it can be modified according to the level of the student, and time is regulated according to student ability and pace. Though this model was originally designed for students with learning disabilities, I felt it would be applicable to a variety of learning levels and the division into smaller steps provided clarity for instruction. We will omit the memorization portion as it does not provide additional insight toward the goals of the unit.

Develop Background Knowledge: The unit will begin with a history of biographical writings. Students will be exposed to a variety of biographical writings and discuss how such writings are perceived. The discussion will include moral and ethical issues surrounding how the lives of others are documented. Point of view, historical references, and forms of media will be included. Staying true to being a learner first, I placed myself in the role of the student and selected subjects who shared a similar background, researched the "good and the bad" in their lives, and took what I thought was valuable. It is reasonable that your students may seek other models to research and you may wish to present the unit using people who you or your students can relate and there is a vast amount of information published about them.

Due to the demographics of my students, I have selected President Jimmy Carter as the opening subject of biography. Like many of my students, he grew up in a small, rural, poverty-stricken agricultural town in Georgia (very close to my hometown of Camilla, Georgia). Known as a humanitarian, he is not considered to be a popular or successful president by many. Many of his decisions were extremely controversial, but he remained true to his faith and core beliefs instilled by his family. These characteristics are important as students evaluate how others perceived him in conjunction with facts surrounding his life and presidency. Writings of his mother, Lillian, and his wife, Roaslynn, will also be introduced as additional resources as we follow the example of many biographers and study of the lives of people around the subject. Themes of media impact and change in perception will be discussed.

Another famous Georgian will be included in this portion of the unit. Ray Charles (also from a town very close to my upbringing) will serve as a of reference point as students evaluate the gifts, challenges, and flaws of a talented human being. Charles is best known in Georgia for his memorable performance of the state song "Georgia on My Mind". He was adored and admired by many, but was known as a drug addict and philanderer. Despite his flaws, he was a keen businessman and insisted that his blindness would not define his success. As in the case of Carter, a variety of references will be selected to discuss his portrayal. I specifically selected his story due to the recent portrayal of Charles in the Oscar-winning movie Ray. ¹⁸ Students are familiar with several of the actors in the film and are aware of his story. I hope this will encourage a more broad body of background information which will elicit greater discussion.

I made a point of informing you about my links to both of these subjects to further provide a personal connection. Their personal histories are linked to mine, as the biography of environment comes into play when utilizing biography for self examination. I was confronted (as were they) with issues such as race, southern tradition, and poverty, which are strong factors in character development. These factors may not all be applicable to the lives of my students, but I will be sure to stress the meaning behind my biographical selection for my personal growth and to practice what I preach!

Discuss It: I will use Categorization methods to allow students to compare and contrast biographical representations. Students take conflicting excerpts about Carter and divide them according to their similarity. Students then review the relationship between the biographers and Carter and create inferences regarding the purpose of the writing. This portion of the lesson is of particular importance because students should identify how the relationship drives the writing and shapes the opinions they form while reading.

Model It and Support It: I will ask Students to review biographies of a relevant person they select based on criteria designed by the teacher. Aware of the needs of the student audience I teach, I require the use of variety of sources and substantial biographical information in order to create a broad view of the subject, (i.e., they must have several different types of sources). Students may not have experience in selecting information that provides the most accurate accounts and will need some guidance. I feel it is necessary to clarify the importance of choosing meaningful and appropriate readings. Hynd offers the following methods as parameters for sources:

1. As many selections as possible should be primary sources.
2. [Make sure that the] perspectives held by participants during the period are represented.
3. The literature should fit the variety of student reading levels.
4. Along with historical fiction, a variety of nonfiction, especially biography, should be included.
5. A careful balance must be found between enjoying the literature selected as art and using literature as data for social science analysis. ¹⁹

The first suggestion Hynd offers is an example of why an explanation is necessary before students select biographies. For example, as a teacher you cannot assume that students understand how a primary source differs from a secondary source, even if they are high school students. This first concept is important because the student will identify the value primary sources and in turn relate the importance to their own fact-finding process. The result is a student who seeks accurate, first-hand information. Students can compare methods of other and examine the quality of information given. The aim of this portion is to create relevance to their personal lives and hopefully invite questioning into what students want to learn when they read a biography and what challenges may occur when investigating the lives of others.