Memoir

The Stuff of Our Lives

By Ms. Jackson

C. S. 133

Memoir

Truthfully, Provokingly

Intriguing, Fascinating, Spellbinding

A very important event

Memory

How does knowing and reflecting on your past help you to understand who you are as a person today? How does that make you feel about yourself? Did this affect your self-esteem?

There was a child went forth every day,

And the first object he looked upon and received with

wonder or pity or love or dread, that object he became,

And that object became part of him for the day or a certain

part of the day . . . or for many years or stretching

cycles of years.

The early lilacs became part of this child,

And grass, and white and red morning-glories, and white and

red clover, and the song of the phoebe-bird,

And the March-born lambs, and the sow’s pink-faint litter,

and the mare’s foal, and the cow’s calf, and the noisy

brood of the barnyard or by the mire of the pond-side

. . . and the fish suspending themselves so curiously

below there . . . and the beautiful curious liquid . . . and

the water-plants with their graceful flat heads . . . all

became part of him.

from “There Was A Child Went Forth”

by Walt Whitman

Everything we have seen and touched and heard and experienced has, in some way, made us who we are. Our past life experiences have an affect on who we are as people today. People, places, things and experiences are just some of the things that leave an imprint on our lives. These imprints can affect our self esteem negatively and or positively.

People’s view about themselves is known as their self-esteem. It is important to society in general because of its impact on the way people behave towards other people. Low self-esteem among large numbers of people can become a serious social problem and require involvement by the government. Part of your research will be into how governmental policies can affect people’s self-esteem and bring about improvements that aid society as a whole.

For the following webquest you will have to think about your life. Is there a memory that you feel played a part in how you feel about yourself as a person today? You will express this memory through an essay, artistic expression, or oral presentation.

Who am I? A warm-up Activity

Using the activity worksheet sheet provided, make a list of influences on your life that you can write about later. Of course, there is room on the sheet for you to create your own categories, and you may want to share these with others. After creating your list, choose just one of the items to write about in your notebook. At various times throughout the study, you may want to return to these lists, either to add to them or to use them for inspiration in your writing of a memoir.

Themes and Variations

A list could also be created simply by noting all the details of a single day, as does Whitman in his poem. Carry your notebook with you and, jot down all the people and events that cross your path from morning to night. What do you notice? What’s important that might become part of your personal memoir? Be sure to consider people such as your relatives, friends, teachers, etc.

Definition of A Memoir

A memoir is a piece of autobiographical writing which is often shorter than a comprehensive (complete) autobiography. The span of time covered in the memoir is often brief compared to the person's complete life span. The memoir often tries to capture certain highlights or meaningful events in one's past. Included in the memoir is a contemplation of the meaning of that event at the time of the writing. The memoir may be more emotional and descriptive, and concerned with capturing the feelings of the event, rather than documenting every fact and detail of a person's life. A memoir usually has a particular focus of attention, focusing on the selected events from a perspective that may not include other facts and details from the person's life. In other words, the memoir is highly focused and selective in the memories it includes.

A memoir does the following:

· Explores an event or series of related events that remain lodged in memory

· Describes the events and then shows, either directly or indirectly, why they are significant or in short, why you continue to remember them

· Is focused in time; doesn't cover a great span of years -- that's an autobiography

· Centers on a problem or focuses on a conflict and its resolution and on the understanding of why and how the resolution is significant in your life.

Your WebQuest study will include four key components:

First, you will have to use the internet to view sites relating to self-esteem (see names of sites under resources). You will then take this information to help you complete the Public Policy Analyst worksheets (see worksheets).

Second, you will have to brainstorm ideas about events that you could possibly write about that happened in your life that you believe affected your self esteem. These ideas will be expressed using any form of artistic expression you choose such as posters, cartoons, photos or diorama.

Third, you will have to choose one of these ideas and write a two page essay about this experience. You must include your findings from your research about self esteem.

Fourth, you will have to present an oral presentation of your findings to Ms. Jackson and the class that should take at least 8 minutes long.

The class will be divided into groups of five. Each member of the group will have a specific role in the group.

1)   Researcher- This student will use the internet resources in the resource section of the web quest to find solutions to the problem.

2)   Orator- This student will present the oral presentation for the group with input from all members.

3)   Group Leader- This person is in charge of making sure all students are on task and assist other group members as needed.

4)   Artistic Director- This person will develop and design the artistic expression with input from all members.

5)   Writer- This person will write out the report of the group’s findings with input from all members.

As part of your study, be sure to fill out the worksheets listed below. Each is designed to focus your group’s study on a specific aspect of dealing with the social problems low self-esteem presents to people in our schools, neighborhoods and country.

· Identify the nature of a social problem

Here you will define the social problem of low self-esteem.

· Gather evidence to support the existence of the problem

Here your will find evidence that the problem exists.

· Determine the causes and factors contributing to the problem

Here you will find causes for the problem of low self-esteem.

· Evaluating existing public policies

Here you will find public policies that have been used in the past to deal with issues involving low self-esteem.

· Developing public policy solutions

Here you will develop solutions in your group. Should new policies be developed? Existing ones strengthened, etc.

· Selecting the best public policy solution

Here you will decide on the BEST solution to the problem of school violence

Notes

· You will use the INTERNET sites in the resource section to complete the PPA worksheets.

· The group members will make certain that each worksheet is completed accurately and in detail.

· After the six worksheets of the PPA are completed, your group will then complete the task. You PPA worksheets will be handed in with your report.

- Discuss your essay with team members.

- Decide upon the best answers for EACH worksheet.

Defining the problem and solutions

Helping to Build Children's Self-Esteem - New York Times

ABC News: Researchers Design Games to Boost Self-Esteem

Help for Anxiety, Phobias, OCD and Depression.

Building Self Esteem: A Few Steps for Fighting Depresseion

How Can We Strengthen Children's Self-Esteem?

About Self-Esteem in Children.

Developing Your Child's Self-Esteem

Your Child’s Mental Health: Building Self-Esteem in Children ...

Guide to Getting Along How can this presentation be helped by having good self esteem?

https://www.google.com/

http://www.yahoo.com/

Written Tasks

CATEGORY	4 EXCELLENT	3 SATISFACATORY	2 NEEDS IMPROVEMENT	1 UNSATISFACTORY
Organization	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized. 8)
Amount of Information	All topics are addressed and all questions answered with at least 2 sentences about each.	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.
Sources	All sources (information and graphics) are accurately documented in the desired format.	All sources (information and graphics) are accurately documented, but a few are not in the desired format.	All sources (information and graphics) are accurately documented, but many are not in the desired format.	Some sources are not accurately documented.
Paragraph Construction	All paragraphs include introductory sentence, explanations or details, and concluding sentence.	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Internet Use	Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.	Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.	Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.	Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Diagrams & Illustrations	Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.	Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.

Oral Presentation Rubric:

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNSATISFACTORY
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Props	Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better.	Student uses 1 prop that shows considerable work/creativity and which make the presentation better.	Student uses 1 prop which makes the presentation better.	The student uses no props OR the props chosen detract from the presentation.
Stays on Topic	Stays on topic all (100%) of the time.	Stays on topic most (99-90%) of the time.	Stays on topic some (89%-75%) of the time.	It was hard to tell what the topic was.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.

Congratulations! You have helped Principal Craig, your school, your community and your fellow students. You should have learned from this web quest that low self esteem is a critical social problem and must be addressed by all involved. Low self esteem creates an atmosphere that that makes individual adjustment to school and society very hard and prevents each citizen’s “unalienable” right to an education. You have also learned the importance of the “public policy analyst” in our democratic society. The PPA analyst can evaluate critical social problems and find solutions that can benefit all of us in America. We need more of these critical thinkers to make our democracy safe and viable. We thank you for your participation in this web quest. Let’s hope you made a difference and let’s hope you will make a difference in your future academic endeavors.

Standanrd 1: Students will read, write, listen, and speak for information and understanding.

Standard 3:   Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4:   Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Standard 3:

The student will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- local, national, and global- including the distribution of people, places, and environments over the Earth’s surface.

Standard 5:   Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Problem Solving

a	Design a Product, Service, or System: Identify needs that could be met by new products, services, or systems and create solutions for meeting them.
b	Improve a System: Develop an understanding of the way systems of people, machines, and processes work; troubleshoot problems in their operation and devise strategies for improving their effectiveness.

Communication Tools and Techniques

a	Make an oral presentation of project plans or findings to an appropriate audience

Information Tools and Techniques

a	Gather information to assist in completing project work.
b	Use information technology to assist in gathering, organizing, and presenting information

Learning and Self-management Tools and Techniques

a	Learn from models.
b	Keep records of work activities in an orderly manner.

Tools and Techniques for Working With Others

a	Work with others to complete a task.
b	Show or explain something clearly enough for someone else to be able to do it.