Research and Writing

 

 

Level:                   Middle/Secondary

 

Subject:                English/History

 

Objective:             Students will develop skills in research and report writing.

 

Background:          A number of Americans, both native born and immigrants, have provided substantial contributions to the advancement of the submarine and underwater exploration – from its early stages of development to the United States Navy’s current modern nuclear submarine fleet.

 

Materials:              Russian Submarine Museum Curriculum Guide
Library
Internet

 

Activity:                Have students select a famous submariner, such as Admiral Rickover, Simon Lake or John Holland (see curriculum guide for additional suggestions). Students will then complete a report on the life of the individual. Provide students with the following questions. The answers are to be included in the body of their paper.

 

                                    When did this famous individual first show an interest in submarines? What was that interest?

 

                                    How did the individual’s education and early years affect their career?

 

                                    What specific event(s) led the person to enter a career in submarines?

 

                                    Was the individual recognized as a pioneer in underwater science/warfare/exploration during his/her lifetime? In what way and by whom (fellow submariners, scientists, government, general public) were they recognized?

 

                                    What was the long-term impact of the individual’s contribution to submarines and underwater science/warfare/exploration?

 

                                    Why did you select this person?

 

What qualities did the person possess which you admire? Why?      

 

You may have students present their reports to the class as part of a submarine and underwater exploration focus, or turn in copies to you.

 

Circumstances of performance: This student work is to be produced under the following work conditions:

 

__ alone                                  __ in a group

__ in class                               __ as homework

__ with teacher feedback         __ timed

__ with peer feedback             __ opportunity for revision

 

Standards addressed:

 

Middle School

 

E2e. The student produces a persuasive essay that:

·      Engages the reader by establishing a context, creating a persona, and otherwise developing reader interest;

·      Develops a controlling idea that makes a clear and knowledgeable judgment

·      Creates and organizes a structure that is appropriate to the needs, values, and interests of a specified audience, and arranges details, reasons, examples, and anecdotes effectively and persuasively;

·      Includes appropriate information and arguments;

·      Excludes information and arguments that are irrelevant;

·      Anticipates and addresses reader concerns and counter-arguments;

·      Supports arguments with detailed evidence, citing sources of information as appropriate;

·      Provides a sense of closure to the writing.

 

High School

E2e. The student produces a persuasive essay that:

·      Engages the reader by establishing a context, creating a persona, and otherwise developing reader interest;

·      Develops a controlling idea that makes a clear and knowledgeable judgment

·      Creates and organizes a structure that is appropriate to the needs, values, and interests of a specified audience, and arranges details, reasons, examples, and anecdotes effectively and persuasively;

·      Includes appropriate information and arguments;

·      Excludes information and arguments that are irrelevant;

·      Anticipates and addresses reader concerns and counter-arguments;

·      Supports arguments with detailed evidence, citing sources of information as appropriate;

·      Uses a range of strategies to elaborate and persuade, such as definitions, descriptions, illustrations, examples from evidence, and anecdotes;

·       Provides a sense of closure to the writing.