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Read Chapter 7: “Facing the Atlantic” – Chapter 10: “Around the World;” Complete Student Packet Worksheets for Chapters 7-10

Explain to students that there are some events in our lives that are significant, while there are other events in our lives that change us forever. Give an example from your own life to help paint the picture for your students.

Ask for one student volunteer who has had a life changing experience to come to the front of the classroom. Have the rest of the class act as “biographers” and ask the volunteer student interview questions about the event. Scaffold this activity by prompting students with sample questions, such as: "Describe how it happened. When did this happen? Who was involved? How did the event make you feel? How did your life change? Why was it important?"

will explain that when I read a biography, I am reading about the important events that happened in a person’s life. Some events are benchmarks, like the ones we charted on our timeline in Lesson 2, but other events impact a character by making them grow, change, or realize something about the world. Sometimes these are wonderful, important events, but other times they are difficult obstacles, just like the ones we mentioned in our interviews. I want to be able to explain how events impact and affect a main character.

To explain the life-changing events or other events with a great impact main character in a biography, I will first identify a life-changing event or an event with a great impact that happened earlier in the story. These events must make a character grow, change, or realize something about the world. Then, I will list the effects of the event, and use them to explain the impact of the event on the life of the main character.

I will model explaining the impact of life-changing events in the life of Amelia Earhart. I will record the life-changing events on Events and Effects Chart 1. First, I will describe a life-changing event or an event with a great impact that happened to Amelia. I will focus on her father’s alcoholism. This is not an event that would go on the timeline, but I know that it seriously affected Amelia. I will describe the event using Who?, What?, Where?, When?, Why?, and How? Questions and record the information on the Events and Effects Chart 1. Note: See Events and Effects Chart 1 for specific examples.

Then, I will write the effects of this event by looking for evidence in the text. I know that because of her father’s alcoholism, Amelia and her sister were afraid to speak at mealtime and home began to feel like an unsafe place. Her father was unable to take her to the father-daughter dance, and her family had to relocate to several different cities. It was very difficult for her father to find a job, and her family struggled to make ends meet. Her parents eventually separated for a short time while Amelia was in high school. Ultimately, Amelia forgave her father for the things that he did as an alcoholic.

Finally, I will use this event to explain how it impacted her. I will record the impact on the Events and Effects Chart 1. Amelia never took a sip of alcohol because she saw how it destroyed a person and made it difficult to work. She remained committed to her goals and her employment. Also, because Edwin’s alcoholism took a toll on the family, Amelia was reluctant to get married until she knew that she could be independent. Since she came to grips with her father’s alcoholism and forgave him, Amelia was able to have confidence in Fred Noonan, the man who accompanied her on her flight around the world. While he also had a history of alcoholism, Amelia had learned to forgive people who had overcome similar addictions.

Ask, "How do I explain the impact of life-changing events on a character?" Students should respond that you identify an event that helped a character change, grow, or realize something about the world. You describe that event and its effects, and use the effects to explain how the event was life-changing or made a great impact.

will examine the impact of Amelia’s first flight across the Atlantic and record our thoughts on the Events and Effects Chart 2. Note: See Events and Effects Chart 2 for specific examples.

First, we will describe the event using our reporting questions—Who?, What?, Where?, When?, Why?, and How? We will list the effects of this event in as noted in subsequent chapters. For example, when the crew landed, they were greeted by fans and the press. Amelia became known across the world, and people held parades for her in many U.S. cities. Yet another effect of her flight was that she was bothered by the fame. She felt that because she had not physically piloted the plane, she did not deserve the parades and praise. As a result, she decided to get away from the public spotlight by staying with George Putnam and writing the story of the flight.

Finally, we will explain how Amelia was impacted by the event. Because of the flight, Amelia gained much notoriety, but more importantly, Amelia wanted to earn praise for actually piloting the plane herself, not simply sitting in the passenger seat. This drove Amelia to break more and more flight records (both for women and for men) on her own. Amelia went on to fly solo across the Atlantic.

will act like a reporter and describe Amelia’s first solo flight across the Atlantic on the Events and Effects Worksheet in your Student Packet. You will also list the effects of the flight on Amelia and those around her. What happened as a result of her first solo flight? Finally, you will use that information to explain how the event made an impact on Amelia’s life. (See Student Packet pages 16-17.)

will come together to discuss how Amelia’s first solo flight made an impact on her long-term ambitions. We will discuss how it feels to do things for ourselves for the first time, rather than have other people help us. Ask: "What does it feel like to succeed at a goal we’ve set for ourselves? How does it impact us?"