The 
Gigantic Book
Of 
Famous Canadians

Project Structure and Outline:
Instructions for Teachers

Mr. P Mather
Ellenvale Junior High School
Outcomes

 Through this project, you will have the opportunity to meet many of the outcomes in Social Studies (SS), English Language Arts (ELA), and Information and Communication Technology (ICT).

Social Studies

-	research how artistic and literary expression reflects the following aspects of Canadian identity: landscape, climate, people-citizenship, history, challenges, and opportunities
-	demonstrate an understanding of how citizenship has evolved over time.
-	portray and celebrate their understanding of Canadian identity.

English Language Arts

-	Reading and Viewing 
4.1	select texts that address their learning needs and range of special interests 
4.4	read with greater fluency, confidence, and comprehension by furthering personal understanding, recognition, and use of cueing systems and strategies to read and view increasingly complex texts
5.1	access appropriate print and non-print sources with increasing independence and select information to meet specific needs with increasing speed, accuracy, and confidence 
5.2	experiment with and rely upon a range of print and non-print (e-mail, CD-ROMs) sources for accessing and selecting information
5.3	employ various relevant research strategies like generating questions, drafting an outline, or interviewing peers to determine what questions they would like answered by their research
7.1	recognize that texts need to be assessed for bias and broaden their understanding and awareness of the ways in which print and media texts can be biased; begin to question and think critically about the relevance and reliability of information when answering questions and inquiries 

-	Writing and Other Ways of Representing
8.3	begin to use various forms of note-making appropriate to various purposes and situations
9.1	continue to develop writing forms previously introduced and expand this range to produce, for example, autobiographies, drama, surveys, graphs, literary responses, biographies, illustrations, and reviews 
9.2	consider and choose writing forms that match both the writing purpose (to define, report, persuade, compare) and the reader for whom the text is intended (understand why language choice, organization, and voice used in an essay differs from that used in a media advertisement) 
9.4	keep the reader and purpose for writing in mind when choosing content, writing style, tone of voice, language choice, and text organization
10.1	build and rely upon a broad knowledge base of how words are spelled and formed; use such knowledge to spell unfamiliar words and expand vocabulary; regularly use resource texts to verify spelling; use punctuation and grammatical structures capably and accurately; use a variety of sentence patterns, vocabulary choices, and paragraphing with flexibility and creativity to engage readers 
10.2	choose, with increasing regularity, the prewriting, drafting, revising, editing, proofreading, and presentation strategies to aid in producing various texts
10.3	attempt to use various technologies for communicating to a variety of audiences for a range of purposes
10.4	demonstrate a commitment to crafting pieces of writing and other representations

Information and Communication Technology

-	Basic Operation and Concepts
BOC 9.1	operate a wide variety of school media, computer, and other educationally appropriate equipment for learning, communication, and the representation of their learning, independently and safely with teacher supervision
BOC 9.2	use and create information texts in a range of media, using specialized text features of those media to support the communication, with teacher assistance
BOC 9.3	demonstrate comfort with keyboarding and manipulation of computer input and peripheral devices as they work 
BOC 9.4	manage their electronic files and correspondence efficiently
BOC 9.5	from a range of resource options, knowledgeably select, manage, and use technological resources to solve curriculum problems and enhance their learning, with teacher guidance
BOC 9.7	work safely as they use ICT, applying basic troubleshooting techniques to assess equipment and software problems that affect their use of ICT; then provide anecdotal information which may be of help to maintenance technicians

-	Social Ethical and Human Issues
SEHI 9.2	identify and demonstrate the values and techniques of mass media, popular culture, and electronic information environments, and evaluate the effects of these techniques
SEHI 9.3	understand, model, and assume personal responsibility for the acceptable use of copyrighted and other information resources
SEHI 9.4	demonstrate an understanding of, and a commitment to, accuracy, and ethical behaviour, and personal privacy and safety as they create and distribute information about themselves, others, and curriculum topics under study
SEHI 9.6	follow the Internet Access and Use Policy

-	Productivity
PTS 9.1 	use software to brainstorm, develop a thought web, outline, and map ideas under study with independence
PTS 9.3	explore the curriculum through a wide range of print and electronic forms; accessing and processing information by means of the specialized techniques associated with the technology they select
PTS 9.4	create and manipulate sound, images and video, using digital equipment and computer-based editing, to represent their learning for particular audiences and purposes, independently with teacher supervision
PTS 9.5	develop multimedia presentations, based on sound principles of design, with increasing confidence,  efficiency and independence

-	Communication 
CT 9.1 	use language, in a range of aural, print, media and electronic forms to explore and express their perceptions, feelings, ideas and attitudes; refine their thinking; and interact, negotiate and collaborate with others in order to build their understanding 
CT 9.2	design and build intranet or Internet websites of student-produced pages about a curriculum topic, in small groups with teacher supervision 
CT 9.3	critically evaluate how style, form, source, and medium influence the accessibility, validity and meaning of information with independence

-	Research, Problem Solving, and Decision Making 
RPSD 9.2	create and use electronic charts, maps, tables, graphs, spread sheets and databases to collect, analyse and display data independently 
RPSD 9.3	write and represent their research using the structures, features, conventions, and techniques of specialized publication and presentation formats with growing fluency
RPSD 9.4	assess the quality, comprehensiveness, biases, and perspectives of print, media and electronic resources for use in their curricular studies, with teacher guidance
RPSD 9.5	critically evaluate how style, form, source, and medium influence the accessibility, validity, and meaning of information independently
RPSD 9.6 	select and refine a research topic, according to teacher-provided criteria, to fulfill a curriculum requirement, with teacher assistance 
RPSD 9.7	assess the strengths and limitations of different approaches to research, then select those approaches which more efficiently meet their learning needs, with teacher assistance
RPSD 9.9 	accurately and independently cite information sources

The Gigantic Book of Famous Canadians

 The goal of this project is to create a gigantic book that illustrates and informs readers about the lives of some of our nation’s famous people and their impact on Canadian history and culture. There have been many great individuals from Canada who have influenced society on local, national, continental, and global scales.

 Recently, in 2004, the CBC conducted a survey and produced a program on the 100 Greatest Canadians as voted on by the people of Canada. This was a ground-breaking series that opened up the eyes of our nation to the progress, talents, and innovations that some famous Canadians have made. It has also allowed people to recognize and appreciate the past, live in the present, and strive for the future. This project is an excellent way for us to portray and celebrate our understanding of Canadian identity.

 The book will be created and developed by the class as a whole with individual pages produced by individual students. Each page of the book will be made of bristol board following guidelines agreed up in class in terms of layout and formatting. Upon completion of the pages of the book, the book will be bound and displayed within the classroom and school. Below is a sample page from a book.

Introductory Activity

	Although some students may have an awareness, appreciation, and knowledge of many famous Canadians and their lives, the majority do not. Often students’ knowledge of famous Canadians is limited to the people of present day. This introductory word search gives the students some exposure to some names of famous Canadians, past and present. Many of the names will be new to students and this provides an excellent opportunity to increase awareness and possibly stir some interest. The word search as well as some other possible introductory activities can be found at   http://www.cbc.ca/greatest/teachers/Guide_and_worksheets.pdf 

Estimated Time: 30-60 minutes

1)	Give students a copy of the word search and they can begin finding the names.

2)	While students are completing the word search, use an lcd projector to project your computer screen image onto the screen. 

3)	The Historica website http://www.histori.ca/  has some great information that you can display as they work. Especially effective is the History by the Minute page that allows you to view and play: http://www.histori.ca/minutes

i.	Historica minutes (commercial vignettes)
ii.	Footprints
iii.	Radio Minutes

Some of the names on the word search are people that have been featured in some of these “minutes”. (AgnesMcPhail, Emily Carr, Sir Sanford Fleming, Nellie McClung, etc.) As the students see some of the minutes, they make connections between the names they are searching for and the vignettes they have seen.

4)	Many of the names are not featured in the “minutes” but can easily be found on the internet by searching for their names using a search engine (www.google.ca , www.yahoo.ca , etc.) You could use this simply to find a picture of the individual or a summary of their life. This also indirectly shows students how they could find information in the future when they need to.

5)	Another excellent site that could be used now is the Greatest Canadian site from CBC. This site allows you to view the top 100 Canadians from the 2004 survey with a small paragraph summary of each. 

6)	Although completion of the crossword is desirable, the purpose and goal of the activity is to raise awareness and make connections.

Topic Selection

Estimated Time: 	30-60 minutes (research ideas) (Internet access is necessary**)
			<30 minutes (draft) 

1)	Each student will be expected to create one page for our “Gigantic Book of Famous Canadians”. Pairing of students is an option for the project as well but it will limit the number of pages/individuals that will be studied. Another option is to allow partner work but the group must complete pages for two individuals.

2)	Hand out a list of the Famous Canadians to the students. There are over one hundred names on the list and more could certainly be added. Often students will gravitate to the names of people they already know, people that are in entertainment or sports, and neglect political leaders, scientists, humanitarians, etc. Encourage students to look for individuals who are not that familiar. This will encourage new learning.

3)	Some names on the list tend to be more popular than others. The reality is that some students are not going to get their first choice of topic subject. In order to alleviate the “How come Johnny gets to do that one? I wanted that one!” I have found that holding a ‘draft’ works well. It is a fair process and usually there are no complaints. See below for more details.

4)	Allow students time to do quick searches of the individuals on the list that they don’t know using the Internet. It is amazing how many students realize the variety of people on the list and end up choosing individuals they would not have picked otherwise. For example, Ernie Coombs – ‘Mr. Dress-Up’–students had no idea that he had a ‘real name’!

5)	Encourage students to explore the list and highlight 5–10 individuals that they would be satisfied with as a research subject. Remind them that their first choice may not be the one they actually do.

6)	The next step is to have a draft to select their topics. Randomize the students’ names in the class (in a hat, box, or other method) and draw names. Students choose their selected individual and mark off each name as it is taken. Hopefully, everyone will end up with someone of interest to them.

The Gigantic Book of Famous Canadians

Sir William Stephenson	Neil Young	Dr. Charles Best	Pierre Trudeau	
Craig Kielburger	Dr. Wilder Penfield	Rick Mercer	Sandra Schmirler	
Senator Anne Cools	Wayne Gretzky	Mike Weir	Sheila Fraser	
Sir John A. MacDonald	David Suzuki	Glenn Gould	Tommy Burns	
Randy Bachman	Nellie McClung	Margaret Atwood	David Thompson	
Tim Horton	Emily Murphy	Samuel Cunard	Jean Vanier	
Marshall McLuhan	Sarah McLachlan	Sir Sanford Fleming	Jean Chretien	
Tommy Douglas	Maurice Richard	Mary Maxwell	George Dixon	
Brian Mulroney	Kurt Browning	Alexander Graham Bell	The Great Antonio	
Louis Riel	Mordecai Richeler	Jean Beliveau	Michael J. Fox	
Elijah Harper	Tecumseh	Izaak Walton Killam	Billy Bishop	
Gordon Lightfoot	J.S. Woodsworth	John Diefenbaker	Terry Fox	
Gen. Sir Arthur Currie	Leonard Cohen	Lucy Maud Montgomery	James Naismith	
Chief Dan George	Frederick Banting	Ron Joyce	Lloyd Robertson	
Roberta Bondar	Sam Steele	Peter Jennings	Rick Hansen	
Louis B. Mayer	Mario Lemieux	Sir William Edmond Logan	Geddy Lee	
Rene Levesque	K.C. Irving	Peter Gzowski	Anne Murray	
Preston Manning	Bret Hart	Joe Shuster	John Candy	
Lester B. Pearson	Gideon Sundback	Stan Rogers	Scott Abbott	
Paul Henderson	Joseph Howe	Emily Carr	Don Cherry	
Harrison McCain 	Laura Secord	Robert Munsch	Burton Cummings	
Stompin’ Tom Connors	Monty Hall	Dr. Norman Bethune	John McCrae	
William Edmond Logan	William Shatner	Timothy Eaton 	Gordie Howe	
Patrick Roy	Harold Rogers	Mike Myers	Dan Aykroyd	
Shania Twain	W.L. Mackenzie King	Farley Mowat	Izzy Asper	
Gen. Sir Isaac Brock	Jack Warner	Elijah McCoy	Stephen Lewis	
Louise Arbour	Sir Wilfred Laurier	Dr. Henry Morgantaler	Marc Garneau	
The Group of Seven	James Gosling	Jim Carrey	Bryan Adams	
Bobby Orr	Sir James Dunn	Joseph Armand Bombardier	Ernie Coombs	
John Molson	Elizabeth Arden	Lord Stanley of Preston	Walter Ostanek	
Conrad Black	Gen. Romeo Dallaire	Donovan Bailey	Joni Mitchell	
Leslie Nielsen	Mistahimaskwa	John Peters Humphrey	Wilfred Bigelow	
Pierre Berton	Robert Baldwin	Raffi	Celine Dion	
Louis-Joseph Papineau	Alex Trebek 	Sir John William Dawson	David McTaggart	
The Unknown Soldier	J.C. Fields	Avril Lavigne	George Brown	
Dionne Quintuplets	Oscar Peterson	Sir Robert Borden	James Cameron	

Many others could be selected and studied but it must be approved by the teacher. 	

Assessment and Evaluation

There are many possible ways to assess and evaluate the process and the product. Although there are numerous correlations to the outcomes in SS, ELA, and ICT, it is likely more efficient to evaluate in terms of the process that students went through and the product that they created.

Suggestions for Assessment/Evaluation (Examples)

Sample Numerical Assessment:

Process 	Product	
Area	Score	Max.	Area	Score	Max	
Selection of Topic		10	Formatting Guidelines		10	
Technology Skills		10	Creativity 		10	
Organization of materials		10	Clarity and Organization		10	
Following Instruction		10	Accuracy of Information		10	
Effort		10	Referencing sources		10	
		50			50	

Total Score = _____ / 100	

Generic Letter Grades:

A)	Outstanding Project. All aspects of the project completed were of high quality demonstrating competence and ability. Student has demonstrated mastery of most of the outcomes.
B)	Above Average Project. All aspects of the project were completed. Student has demonstrated competence and ability in meeting many of the outcomes.
C)	Average Project. Most of the aspects of the project were completed. Student has demonstrated competence in meeting many of the outcomes although while not meeting some of the requirements. 
D)	Below Average Project. Many of the aspects of the project were completed. Student demonstrates competence in meeting some of the outcomes. 
E)	Poor Project. Many aspects of the project were incomplete or poorly done. Student demonstrated minimal competence in meeting outcomes. 

Sample Rubric

Making A Poster : Gigantic Book of Famous Canadians
Teacher Name: ________________________________

Student Name:     ________________________________________ 	

CATEGORY	4	3	2	1	
Use of Class Time 	Used time well during each class period. Focused on getting the project done. Never distracted others. 	Used time well during each class period. Usually focused on getting the project done and never distracted others. 	Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. 	Did not use class time to focus on the project OR often distracted others. 	
Content - Accuracy 	At least 7 accurate facts are displayed on the poster. 	5-6 accurate facts are displayed on the poster. 	3-4 accurate facts are displayed on the poster. 	Less than 3 accurate facts are displayed on the poster. 	
Graphics - Relevance 	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. 	All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. 	All graphics relate to the topic. Most borrowed graphics have a source citation. 	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. 	
Knowledge Gained 	Student can accurately answer all questions related to facts in the poster and processes used to create the poster. 	Student can accurately answer most questions related to facts in the poster and processes used to create the poster. 	Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster. 	Student appears to have insufficient knowledge about the facts or processes used in the poster. 	
Attractiveness 	The poster is exceptionally attractive in terms of design, layout, and neatness. 	The poster is attractive in terms of design, layout and neatness. 	The poster is acceptably attractive though it may be a bit messy. 	The poster is distractingly messy or very poorly designed. It is not attractive. 	
Title 	Title can be read from 6 ft. away and is quite creative. 	Title can be read from 6 ft. away and describes content well. 	Title can be read from 4 ft. away and describes the content well. 	The title is too small and/or does not describe the content of the poster well. 	
Mechanics 	Capitalization and punctuation are correct throughout the poster. 	There is 1 error in capitalization or punctuation. 	There are 2 errors in capitalization or punctuation. 	There are more than 2 errors in capitalization or punctuation. 	
Grammar 	There are no grammatical mistakes on the poster. 	There is 1 grammatical mistake on the poster. 	There are 2 grammatical mistakes on the poster. 	There are more than 2 grammatical mistakes on the poster. 	

 							Sample created at http://rubistar.4teachers.org
Research Process Example

Estimated Time:  30-90 min.

Although many students have used the World Wide Web for research purposes in the past and believe they are experts, I have found many major flaws in how they research and use information gathered on the internet. This project provides an opportunity to address many of these flaws. (navigation, search strings, organizing, plagiarizing, etc.)

We are in an era where plagiarism and copyright violation is rampant and educators need to address this issue and teach our students how to reference and cite information sources effectively. There are numerous websites and documents that demonstrate the different methods and styles to cite sources. Here is a basic but appropriate site from Naples High School Library Media Center http://www.collierschools.com/nhs/lmc/citations.htm. This may be an appropriate discussion topic to explore.

1)	Discussion of Appropriate Referencing 

2)	Discussion of appropriate information to find
•	Vital statistics (birth/death/birthplace)
•	Major accomplishments
•	Education
•	Pictures and captions
•	Impact that they made
•	Awards/Honours
•	Interesting facts
•	Other useful information

Determine as a class, what information is to be found and try to organize a structure to their research prior to the actual research time. This will help minimize or reduce the “I don’t know what to look for” comments.

I have also found that demonstrating the research process for them ahead of time is very useful because often computer availability is limited and effective use of research time is important.

Using an LCD projector in the classroom, you can demonstrate the research process for them and they can put it into practice when the time comes. Show them how to use a search engine, how to find appropriate information, what to do with it, and how to reference it. Here is a very basic example…

Students should be aware that the use of photographs copied from the Internet is a violation of copyright. They should be encouraged to search for photos on sites which provide copyright clearance, such as Wikipedia (http://www.wikipedia.com) or Library and Archives Canada (http://www.collectionscanada.gc.ca) 
Research Process Example: Lord Stanley of Preston

1)	Choose your subject/topic

2)	Know what information you are looking for (ex. Birth/birthplace/death)

3)	Open up a Microsoft Word document so you will be able to gather links and information that is useful. (Some students spend their time in front of a computer with a pencil and paper…why?)

4)	Rather than just searching using a random search engine, visit sites that were used in class and search within them if possible. Examples…

CBC.ca – The Greatest Canadian http://www.cbc.ca/greatest/
CBC Archives http://www.cbc.ca/archives
Historica http://www.histori.ca/
Famous Canadians http://www.canadians.ca/
Famous Canadians theme Page http://www.cln.org/themes/famous.html

5)	If you find information that is appropriate or possible useful, document where you found it. Key information in referencing (Author, Page Title, Web Address, Date Accessed, etc) If you are attempting to copy and paste information, be careful. You can put it into your Microsoft word document but you cannot use it in your presentation as it is. Even if you use the information and change it into “your own words”, you MUST cite and reference your sources. You must also reference any pictures that you use and be aware of copyright laws.

6)	Make sure you save your work to the appropriate place. Especially on older computers. Who know when the power might go off or something, be prepared, save early and often.

7)	Once you’ve searched some specific site, then you could use a search engine to find information. You will probably find that much of the information you come across is the same on multiple sites. Try narrowing your search and making it more specific.

8)	You may then want to search for related topics. Ex. Lord Stanley of Preston was Governor General of Canada but many people don’t know what the Governor General does, what the role his, etc. (This might be useful). He also donated the Stanley Cup….maybe this deserves a small section on the page as well.

9)	The more information you gather the better. Even though some of it may be repetitive, you can cut it down later. More than enough information is better than not enough information. 

10)	Try to keep your information organized and in sections. You are now ready for research.
Research Time

Estimated Time: 	2–6 hours (this varies greatly)
Rule of Thumb – if they are effectively using their time and are accomplishing the task, I will extend the time. 

1)	The amount of time required for research varies greatly and is dependent on the student, computer/internet accessibility, the topic chosen, etc. If students are using their time effectively and are actively engaged in the learning process, try to extend it.

2)	The difficulty is trying to keep students at roughly the same point throughout the project. Some students are able to complete research much quicker than others. This does provide an opportunity for students to possibly help others with the research process.

3)	As research progresses, try to give time benchmarks for completion of research. Ex. “By the end of tomorrow’s class you should have all of your research completed, if you are not at this point, you will need to work on it outside of class time to be ready for the next stage of the project on Monday”

Other technology extensions that could be taught/shown include:
-	organizing folders within their network space
-	emailing work home to themselves as attachments
-	bookmarking links etc.

4)	Much of the information gathered may be repetitive. Students can then go through their work and try to cut out the repetition or sections that are unnecessary.

5)	Take all of the web addresses and internet sources and create an accurate reference list/bibliography. This will be used on the back of their page. Accuracy is very important because if someone wishes to check out the information source, the reference must direct the reader to the source correctly.

6)	Organize the information that you have into sections. 
Ex. Lord Stanley of Preston 
sections were created for 	a) Stanley Cup info
			 	b) Governor General info
				c) Stanley Peak
				d) Stanley Park
				e) Vitals
				f) Lifetime Accomplishment
				g) Reference List

Creating the Page Information

Estimated Time: 	- 2 to 4 hours (create information)
- 30-60  min.  (formatting discussion)

Create Information
1)	Students will have a lot of information but hopefully it will be somewhat organized. Some will require more assistance than others. The teacher can assist or this is an opportunity for students to help students.

2)	Open up a new Microsoft Word document for all of the good copies of information and pictures.

3)	Create text boxes for information sections. (Text boxes can be difficult to work with at the start but are very effective in sizing the text spaces later). The process of creating a text box may be new to many students and will require a demonstration but is pretty basic.
-Insert
-Text Box
-Left click and hold
-Draw the size of your box, this can be adjusted later.
 
4)	Create appropriate information in each of the text boxes for the various sections. Point form or small paragraphs are fine. Try to avoid long paragraphs and information that is tough to follow. 

5)	When you think they have completed all of the text boxes, get them to check over their own work to try and catch any obvious mistakes.

6)	Be sure to spell check and grammar check your writing. 

7)	Students should also get someone else reliable to check their work as well. Set a time benchmark for the completion of the information creation process.

Formatting Discussion
1)	Take time as a class to discuss how the organization and production of information will take place.

2)	With guidance, try to let the students determine the fonts, sizes, styles, borders, and other page features. I have found that they really enjoyed this and it made the project feel like it was becoming “their” creation instead of the teacher telling them what they had to produce. This does require guidance. The book should have a similar style from start to finish so that it looks consistent but each page will ultimately have its own uniqueness. 

3)	Here is a sample…
Gigantic Book of Famous Canadians 
Formatting and Styles

 You now should have all of your research completed, your information created and be ready to format so that our book has a similar style. If you are not to this point yet, you have fallen behind in the research process and you will need to work on this outside of class to catch up. Please follow these guidelines to create a product that is similar in style to other students in the class. 

2)	You should open up a new Microsoft word document for your final copies of information. We want to conserve paper as much as possible so please use your space effectively.

3)	We will be using the font style “Tahoma” for all sections and pages.

Page Title

-	The title of the page is simply the name of your individual (if your individual has a nickname/title that is more commonly known, you can use that as long as you also indicate the real name)
-	The title section should also include the years that this person was alive               (if your individual is still alive, you can leave it open-ended (1946 -         )
-	Font Size = 48 (bold) for the main title
-	Font Size = 28 for a subtitle if you have one
-	Font Size = 24 (bold) for the date

Lord Stanley of Preston
Sir Frederick Arthur Stanley
(1841-1908)

Ex.

Page Sections

-	Title Font Size = 14 (Bold) and in the center
-	Text size = 12 (Bold)
-	Text can be in point form or in small paragraphs. It is your choice. You may vary this on your page. This should be left aligned, not centered.
-	Did you reference your information?

Lifetime Accomplishments

-	Lord Stanley was ranked 95th in the Greatest Canadian survey done by the CBC in 2004 as a nationwide poll.

-	Was appointed as a member of the Royal Victorian Order.

Ex

Pictures

-	Pictures can be difficult to deal with and it may take some time.
-	Pictures can be stretched or shrunk to an appropriate size. Make sure the image is still a clear picture though.
-	Pictures should be in grayscale, right click on your picture and choose format picture, then change colour from automatic to grayscale.
-	You should add a border to your pictures if possible. By right clicking on the picture, choose borders and shading, choose box, change the line width to 3pt and click OK
-	Make sure your pictures are copyright cleared. Did you provide citations of the sources of your pictures?

Before			After         

Referencing Information

-It is crucial that you accurately reference your information sources. You need to create a text box that will go on the back of your Bristol Board page that includes a list of your sources. You need to include the Web page name, the web address, and the date that you accessed the page.

Title – Font Size = 14 (Bold) center
Web Page title font size = 12
Hyperlink font size = 12
Date font size = 8 (in brackets)

Ex.

Reference List

List of Governor Generals of Canada – Wikipedia, the free encyclopedia (04/11/05)
http://en.wikipedia.org/wiki/List_of_Governor_General_of_Canada

CBC- The Greatest Canadian Top 100 (04/11/05)
http://www.cbc.ca/greatest/greatcanadians/includes/TOP_100.pdf

 

Final Checks and Printing

-	You need to spell-check and grammar check your work. You should also have a friend take a look at what you’ve created and see if there are things you may have over looked. Make the necessary changes.

-	When you are happy with your work, make sure you and check a print preview. Choose file and then print preview. Make sure your work looks the way you want it to. 

-	Conserve as much paper as you can by fitting sections efficiently on each page. You may now print here at the school (uses some of your print limit) or you can email your document home and print there. 

-	Make sure you don’t crinkle, rip, fold, or wreck any of your printed materials. Keep them in good shape. We will assemble the pages together in class.

Putting The Pages Together

Estimated time: 1-2 hours

1)	Students should now have all of other information, pictures and reference lists printed off.

2)	Assuming all students have their own Bristol Board now, they are ready to cut out their pieces of information (text boxes) and other sections.

3)	Students should experiment with possible layouts and ask for suggestions from other students to help organize their page.

4)	When satisfied with the layout, students can carefully affix their sections to the Bristol Board to complete their page. Don’t forget to attach the reference list to the back of the page.

5)	All that remains to be completed is to create a cover page for the front and an index/table of contents page for the book.

Hopefully, this project will be an effective, informative, and enjoyable experience for students. Enjoy learning.

Alternate Project Ideas and Opportunities

Originally the idea for this project was to create a hard copy of a product that could be displayed, viewed, and used regularly within the classroom without the need for technology. However, the opportunities for viewing this product would be limited to a few individuals at a time and the viewers would need to be where the book is. This is limiting and in an increasingly virtual world, this project could be extended or adapted using technology to make the end product available to more people in many places. Although many of process for the project remain similar, here are some ideas.

PowerPoint Presentation

-	Create a PowerPoint presentation for a famous Canadian
-	The research process could be done in the same manner
-	Discuss formatting so that presentations have a similar feel if that is desirable.
-	All of the presentations could then be merged to form one “Gigantic Flipbook of Famous Canadians”
-	This project could then be burned to cd and used within the class or have copied burned for students in the class to take home and keep as a reference.
-	See the sample file at 
http://lrt.ednet.ns.ca/PD/ict_projects/greatest_canadian/sample_presentation.ppt 

Web Page Creation

-	Each student could create a web page using Front Page or other page creator for a famous Canadian.
-	The research process could be done in the same manner
-	Discuss formatting so that pages have a similar feel if that is desirable.
-	All of the pages could eventually be linked to form a collection of pages.
-	These pages could then be published to the internet in an appropriate place (ex,. Teacher webspace, class webspace, etc.)
-	This could be added to in the future by other students and classes as well.

Considerations
-	more computer time will be needed
-	student/teacher competence with PowerPoint may be an issue
-	student/teacher competence with Web page creation may be an issue