Applying Standards Based Constructivism:
A Two-Step Guide for Motivating Students
Explorer's Resume

Popular Name: Explorers' Resume
Grade Level: 7th and 11th Grade
Discipline: Social Studies
Standards:
  • ELA: Students will make effective use of details, evidence, and arguments and presentation strategies to influence an audience to adopt their position.
  • SS: Students will investigate the role of individuals and groups in relation to key social, political, and cultural, and religious practices throughout world history.
Learning Objectives:

Students will:
  • Engage in historical research
  • Make a persuasive presentation based on historical research.
EXPLORATORY PHASE:
  • As a class, students will select three popular figures.
  • As groups, students will develop a job resume for one the three popular figures they selected. (The resumes are to be for jobs they might apply for.)
DISCOVERY PHASE:
Performance Task
  • Students will assume the identity of an explorer from the Age of Exploration and will create a resume and cover letter, and will interview before a panel attempting to secure a new exploration assignment.

Explorers' Resume
Popular Name: Explorers' Resume
Grade Level: 7th and 11th Grade
Discipline: Social Studies
Standards and Performance Indicators Context
 
ELA Standard 3
   
Students will listen, speak, read, and write for critical analysis and evaluation.
  • Make effective use of details, evidence, and arguments and presentation strategies to influence an audience to adopt their position.
Social Studies Standard 2

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history form a variety of perspectives.
  • Investigate the role and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout world history.
  • Present geographical information in a variety of formats including maps, tables, graphs, charts, diagrams, and computer-generated models.
Core Curriculum Outline Connection

 Writing
  • Understand the purposes for writing; for example, explain, describe, narrate, persuade, and express feelings.
  • Identify the intended audience.
  • Use tone and language appropriate for audience ad purpose.
Speaking
  • Speak to present opinions and judgments in , for example:
  • Small and large group discussions and presentations
  • Speeches
  • Debates
  • Interviews
  • Multimedia presentations.
  • Present content, using strategies designed for the audience, purpose, and content.
  • Adapt language and presentational features for the audience and purpose.
  • Use volume, pitch, and rate appropriate to content and audience.
  • Use visual aids and nonverbal communication to enhance the presentation
  • Establish and maintain eye contact with audience.

Social Studies
  • European knowledge was based on a variety of sources including accounts of early explorers and a variety of different maps.
  • The technological improvements in navigation
  • Desire to break into Eastern trade markets.
  • Geographical factors influenced European exploration and settlement in North and South America.
  • Expansion of Portuguese spice trade to Southeast Asia and its impact on Asia and Europe
  • Exploration and overseas expansion
  • The extent of European expansionism
Learning Objectives (which will become the dimensions of the assessment’s rubric.)
The student will:
  • Engage in historical research.
  • Make a persuasive presentation based on historical research that includes:
  • The development of a resume, and a cover letter, and
  • A presentation through an interview. 
EXPLORATORY PHASE
(Estimated time: 25 minutes)
  • In groups of three, students are asked to identify an historic figure or a popular figure whose life interests them.
  • The groups report out and the teacher records their responses.
  • The groups are then asked to pick from the recorded individuals their top three choices.
  • The groups report out and the teacher tallies the votes by putting marks next to the individuals voted for.  
  • The groups of students are then given an example of a resume as a model and asked to begin to develop a brief resume for one of the top three vote getters-remembering that the purpose of a resume is to get a particular job or type of job.
  • After a few minutes, a group that has selected a particular individual writes what it has come up with on the board. (The idea is to have one example for each of the individuals selected by the groups.)
  • The class then views the listed items from the resume and those who have selected the same individual add their listings etc.
  • This process continues with the teacher using this activity as an opportunity to point out various aspects and issues regarding writing resumes. Again, particular focus should be put on the fact that resumes are written to get a job and that this should be reflected in the resume.
  • (It is hoped that this process will be somewhat humorous, since the individuals selected will probably be from the students’ popular culture.)
  • The fact that there is the potential for three prototype-resumes, should give the teacher several opportunities to direct attention to the important aspects regarding the writing of resumes.
DISCOVERY PHASE
(Estimated time: 5 _ hours)
  • Research: One and a half 45 minute class periods and homework
  • Resume preparation: One 45 minute class period and homework
  • Cover page : One 45 minute class period and homework
  • Interview preparation: One half 45 minute period and homework
  • Conducting interviews: Two 45 minute periods
  • Panel reports one 45 minute period and homework
Performance Task
Students will assume the identity of an explorer from the Age of Exploration who is attempting to secure a new exploration assignment.  The explorer’s efforts to secure the assignment will include a resume, cover letter, and interview before a panel.
  • Student assumes the identity of an explorer from the Age of Exploration. (The way a student selects or is assigned an explorer needs to be taken into consideration. The process could be random (pulling one out of a hat) or by some form of selection. But whatever the process, the students should feel it was fair.)
  • Students research the explorer they have chosen.
  • Students prepare a resume and cover letter, which they submit to a panel of students who represent officials in charge of reviewing requests for financial and other official support for new voyages of exploration. This new voyage should be one that the explorer never took. It should be the one he “would have wanted” to take at the end of his career. If the explorer died on a voyage of exploration, the student should ignore this unfortunate fact and have him surviving to interview for a new expedition.
  • Students interview before the panel of officials.
  • The panel of officials writes a report to be submitted to the government or the company they represent.
Task Specifications for Developing the Student-Generated Product/Process
  • The resume should be one or two typed pages long.
  • The cover letter should be one typed page long containing at least three paragraphs.
  • The interviewee should prepare for a 5 to 10 minute interview.
  • The interview panel members should prepare questions for the same 5 to 10 minute interview.

Assessment of Performance Task
Dimensions
for making a persuasive presentation as an explorer applying for a new exploration assignment

 Criteria for a score of
4
 Criteria for a score of
3
 Criteria for a score of
2
 Criteria for a score of
1
Research
 Evidence cited and demonstrated by the interviewee/explorer includes most of the following regarding the explorer:
  • His previous accomplishments & contributions
  • His knowledge of the science and technology of navigation
  • His knowledge of geography and the impact of geography on the exploration assignment he is seeking.
  • The importance of the assignment he is seeking to the sponsoring country or backers. 
  • His relationship w/ his crew/men
  • His relationship with his previous sponsors/backers
Evidenced cited and demonstrated by the interviewee/explorer includes many of the following regarding the explorer:
  • His previous accomplishments & contributions
  • His knowledge of the science and technology of navigation
  • His knowledge of geography and the impact of geography on the exploration assignment he is seeking.
  • The importance of the assignment he is seeking to the sponsoring country or backers. 
  • His relationship w/ his crew/men
  • His relationship with his previous sponsors/backers
Evidence cited and demonstrated by the interviewee/explorer includes some  of the following regarding the explorer:
  • His previous accomplishments & contributions
  • His knowledge of the science and technology of navigation
  • His knowledge of geography and the impact of geography on the exploration assignment he is seeking.
  • The importance of the assignment he is seeking to the sponsoring country or backers. 
  • His relationship w/ his crew/men
  • His relationship with his previous sponsors/backers
Evidence cited and demonstrated by the interviewee/explorer includes few of the following regarding the explorer:
  • His previous accomplishments & contributions
  • His knowledge of the science and technology of navigation
  • His knowledge of geography and the impact of geography on the exploration assignment he is seeking.
  • The importance of the assignment he is seeking to the sponsoring country or backers. 
  • His relationship w/ his crew/men
  • His relationship with his previous sponsors/backers
Analysis and Synthesis
  Both of the following make effective use of the student’s research to make a persuasive presentation:
  • The resume
  • The cover letter
  Both of the following make use of most of the student’s research to make a persuasive presentation:
  • The resume
  • The cover letter
  Both of the following make use of some of the student’s research to make a persuasive presentation:
  • The resume
  • The cover letter
  Both of the following make little use of the student’s research to make a persuasive presentation:
  • The resume
  • The cover letter
Interview presentation skills

  All of the following is used to make his interview  persuasive:
  • The synthesized arguments are supported by the research.
  • The tone and language are appropriate.
  • The pitch is appropriate.
  • The rate of the presentation is effective.
  • The is an effective use of nonverbal communications
  • There is an effective use of visual aids.
  • There is an effective use of eye contact.
  • The explorer displays a confidence.
  • The explorer is courteous and friendly.
   Most of the following is used to make his interview  persuasive:
  • The synthesized arguments are supported by the research.
  • The tone and language are appropriate.
  • The pitch is appropriate.
  • The rate of the presentation is effective.
  • The is an effective use of nonverbal communications
  • There is an effective use of visual aids.
  • There is an effective use of eye contact.
  • The explorer displays a confidence.
  • The explorer is courteous and friendly.
   Some of the following is used to make his interview  persuasive:
  • The synthesized arguments are supported by the research.
  • The tone and language are appropriate.
  • The pitch is appropriate.
  • The rate of the presentation is effective.
  • The is an effective use of nonverbal communications
  • There is an effective use of visual aids.
  • There is an effective use of eye contact.
  • The explorer displays a confidence.
  • The explorer is courteous and friendly.
  Little of the following is used to make his interview  persuasive:
  • The synthesized arguments are supported by the research.
  • The tone and language are appropriate.
  • The pitch is appropriate.
  • The rate of the presentation is effective.
  • The is an effective use of nonverbal communications
  • There is an effective use of visual aids.
  • There is an effective use of eye contact.
  • The explorer displays a confidence.
  • The explorer is courteous and friendly.
Resources to Be Made Available to Students
  • Sample resumes
  • The rubric for assessing the performance task. (Class activities that require students to “score” student work using the rubric are recommended.)
  • See also the scaffolding suggestions in section below, “Suggestion for the Teacher”.
Suggestions for the Teacher

Resume , Cover Letter, and Interview
Scaffolding or interventions may include:
  • Resume format and/or a cover letter format.
  • Examples of actual resumes and cover pages
  • Student research into resume and cover letter formats online.
  • Modeling through whole-class participation in all or part of the process.
  • Exemplars from students’ work-products from previous years.
Resources
Scaffolding or Interventions may include:
  • Providing a listing of resources
  • Bookmarking Internet web sites
  • Assistance of a librarian/media specialist.
  • Preparing packets of research materials for special needs students to avoid overwhelming them with research. Or compiling a specific list of books and noting the pages that have appropriate information.
Panel of Officials
Possible ways to assist panelists include:
  • Turn the presentation-rubric into a reaction form or checklist that panelists can use to judge the cover letter, resume, and interview.
  • Provide or have panels develop their own guidelines for judging the presentation.
  • Have panels prepared questions for the interview portion of the presentation.
  • Assist panelists in developing a way to harmonize their individual judgments into one panel report.
  • Develop a process to turn a panel’s judgment into a grade.
  • Provide a way that explorer/interviewees can rehearse and get feedback from peers before their panel interview.
Writing Conventions
  • Rough draft checkpoints may need to be established.
  • Writing process interventions may be called for.
  • Criteria regarding the mechanics/conventions of English may need to be introduced in some fashion.
Time and Scheduling Considerations
  • Suggested time allotments, in particular for the Exploratory Phase, may need to be expanded for 7th graders.
  • Suggested procedure regarding panel presentations/interviews.
    • Have 3 panels of 3 plus one “explorer” per panel (12 students) going at the same time in different parts of the room. The other students can continue to work on their resumes/cover letters/interviews. Or act as an additional audience for the interviews they select.
    • If each panel presentation takes 10 minutes 4 rotations can be accomplished in a 45-minute class period.
    • Two class periods would then provide enough time for 24 “explorers” to complete their interviews.
    • Write-up time for panel reports would also have to be factored in. 
This lesson incorporates ideas found in a learning experience titled, “ Exploration Resume Project”, created by Constance A. Miller, which was peer reviewed by the New York State Academy for Teaching and Learning.