The Grandparent/Elder Project

Unit IV: Conducting and Presenting Research

Teacher Tips

1. Have roundtable sharing of what each student found interesting during the interview that concluded Unit II. Students sharing the interesting things that they learned during the interview process helps to generate topics for the research papers. As noted in Unit II, the teacher and the librarian should make notes about the topics mentioned by the students. Both educators should read the interview transcripts to find out more about possible topics before they lead the students through a series of questions to narrow and select their research topic.
2. Have students do some preliminary searching to ensure that the topic is neither too broad nor too limited and that sufficient resources are available. Some topics sound great, but prove extremely difficult for the student to research successfully.
3. Since the paper is a history research paper, the teacher and the librarian should direct students away from sociological topics. Most ninth grade high school students are not prepared to do the in-depth analysis required for a successful sociological research paper. On a few occasions, students may wish to do a science report. Again, as this lesson is the writing of a history research paper, direct students to choose an historical approach to a science topic.
4. Limiting the topic and writing the three questions may prove a frustrating experience for both student and teacher. However, persistence in honing the topic and the questions is essential for a successful history research paper. The process requires individual conferences with the students. These meetings may take place while students are doing preliminary research on their proposed topic. Additional conferences may occur during the time the students are conducting their research. Both the teacher and the librarian should be involved. Insisting that students write on a limited topic, circumscribed by three questions and unified with a thesis, helps to develop invaluable skills.
5. As noted in the Overview of Grandparent/Elder Project: Teacher Guide, each student should have a special folder for the materials, assignments, notes, etc. from this project. Each student should keep the work on all parts of this research paper in the folder.
6. The Assignment Calendar serves as a check sheet to track the student's progress. This calendar should be modified to suit the needs and schedule of the class.