Einstein Rhet2

Blueprints for Biography
STEM Series
Odd Boy Out
Young Albert Einstein
BLUEPRINTS FOR BIOGRAPHY

Odd Boy Out:
Young Albert Einstein
Blueprint developed by:

BENJAMIN HARDY
EMILY WERNSDORFER
ANN ROBINSON
Blueprints for Biography

Odd Boy Out: Young Albert Einstein
January 2015
Blueprints for Biography are dedicated to Maxine Robinson

Jodie Mahony Center for Gifted Education
University of Arkansas at Little Rock
master teacher, perfect mother.
2801 South University, SUA Rm. 101

Little Rock, Arkansas 72204
http://ualr.edu/gifted
Credits:
Ann Robinson, Ph.D.

Director, Jodie Mahony Center for Gifted Education
Blueprints Coordinator: Krista M. Smith

Writers: Benjamin Hardy and Emily Wernsdorfer
Cover: Felicia Hancock
Layout: Krista M. Smith
2
Acknowledgements
Contents
Blueprints for Biography Odd Boy Out: Young Albert Einstein
Blueprints for Biography combine the twin interests of biography as a means of

investigating talent development and as a lively curriculum art.
The decision to create a series of curriculum materials based on biographies written
for children and young adults was influenced by very marvelous people along the
way.
Introduction for Teachers......................................................................................6

About Blueprints for Biography...........................................................................8
About the Person...................................................................................................13
First, I was born into a reading family. Books were everywhere in our home. My
mother, Maxine Robinson, and my father, Frank Robinson, were avid, enthusiastic
and completely open-minded readers. They modeled the intense curiosity that can
be satisfied by reading widely and thinking carefully about what one reads. Trips to
the Platte County Library were an almost daily event throughout my childhood and
adolescence.
About the Book.....................................................................................................15
Second, I had the good fortune to find myself in a doctoral program at Purdue
University. My major professor and lifelong mentor, John Feldhusen, was a
voracious reader of biographies. He introduced me to the joys of examining a life in
print, whether for scholarly investigation or for leisure.
P- Quad: Prompt for Writing................................................................................24
Discussion Questions...........................................................................................16
P- Quad: Portrait Study.........................................................................................21
P- Quad: Primary Source Analysis......................................................................28

P- Quad: Point-of-View Analysis.........................................................................31
Ann Robinson
Little Rock, Arkansas
Experimentation...................................................................................................36
Additional Resources...........................................................................................44
Glossary..................................................................................................................46
References..............................................................................................................48
Feedback Form......................................................................................................49
Introduction for Teachers

Hello, and welcome to Blueprints for Biography. If you are new to Blueprints, please read this
brief introductory section before continuing.
What are Blueprints for Biography?

Blueprints are guides for teachers and students engaged in the study of a specific biography.
The Blueprint you are reading is a part of the STEM Starters series (Science, Technology,
Engineering, and Mathematics). STEM Starters Blueprints introduce readers in the elemenary
grades to the lives of some of historys most influential and memorable scientists and
inventors. By supplementing quality biographies written for children with targeted
discussion questions and relevant activities, we hope to provide teachers with the means
to bring both history and science alive for young students. Blueprints are developed at the
Jodie Mahony Center for Gifted Education at the University of Arkansas at Little Rock.
Who is the audience for this Blueprint?

This Blueprint is designed for primary level teachers whose students are reading Odd Boy
Out: Young Albert Einstein by Don Brown. The biography and its accompanying Blueprint
activities are suitable for fluent, advanced readers in elementary school.
How can this Blueprint be integrated into the curriculum?

Odd Boy Out: Young Albert Einstein could be integrated into a unit of study on physics, math,
or the history of scince. This Blueprint emphasizes themes of independence, nonconformity,
intellectual creativity, and individual worth.
What kinds of lessons are included in a Blueprint?

All Blueprints include discussion questions based on a specific trade book and extension
activities called P-Quads. Each Blueprint in the STEM series also contains a classroom science
experiment related to the person in the biography. Each is outlined below.
Discussion Questions - The discussion questions for a Blueprint are divided into three
sections (Robinson, 2006). The first set of questions, BEFORE THE BOOK, focuses students
attention on the biography to be read and asks them to make predictions. The second
set of questions, BY THE BOOK, includes reading comprehension, vocabulary study, and
textual and graphic analysis. The third set of questions, BEYOND THE BOOK, emphasizes an
understanding of talent development and encourages connections to the readers life.
@Jodie Mahony Center for Gifted Education, UALR. May be reproduced for classroom use only.
Introduction for Teachers

P-Quads - P-Quads are four types of activities, so named because each begins with the letter
P (Robinson & Cotabish, 2005). The activities selected as P-Quads focus on skills important
to understanding and appreciating non-fiction texts such as biography.
The first P-Quad is a PORTRAIT STUDY. Whether the portrait is painted, engraved or
photographic, rich comparisons can be made between a biography and a portrait of
the same individual. Portrait Study is best used as group activity, and is accompanied by
suggestions to assist teachers in utilizing these tools.
The second P-Quad is a PROMPT FOR WRITING. Prompts in the Blueprints emphasize
persuasive writing because of its importance throughout life and because persuasive writing
is especially relevant to non-fiction reading. This P-Quad is accompanied by a rubric to assist
teachers in grading student responses.
The third P-Quad is a PRIMARY-SOURCE ANALYSIS. The use of primary sources, documents
or artifacts written or created at the time of an event, is a means of developing historical
thinking and habits of mind in learners. The primary source may be a document such as a
letter, diary entry, newspaper article or cartoon of the period. Other primary sources are
photographs, artifacts, maps, posters, and sound recordings. Primary-Source Analysis is best
used as a group activity and is accompanied by suggestions to assist teachers in utilizing
these tools.
The fourth P-Quad is a POINT-OF-VIEW ANALYSIS. Biography often involves controversy,
conflict and complex situations. Point-of-view activities encourage learners to use critical
thinking and empathy whether they are considering the perspectives of different people
or investigating multiple interpretations of an individual historical event. This P-Quad is
accompanied by a rubric to assist teachers in grading student responses.
Experimentation A classic science experiment is included with each Blueprint in the STEM
series. These experiments should not be thought of as stand-alone lessons. Rather, they are
intended to complement the reading of the biography by allowing students to step into the
shoes of the scientist aboutwhom they have learned. Whenever possible, the subject of the
experiment reflects a theme, concept, or invention presented in the book itself. Teachers
are encouraged to integrate the lessons communicated by the biography and the other
Blueprint sections into the teaching of the experiment as well.
Other Information Each Blueprint also contains:
a biographical sketch of the person about whom the biography is written
an annotation of the biography
a list of additional resources for the teacher to consult
a glossary of literary and historical terms
@Jodie Mahony Center for gifted Education, UALR. May be reproduced for classroom use only.
About blueprints for biography

...no species of writing seems more worthy of cultivation than biography, since none can be more
delightful or more useful, none can more certainly enchain the heart by irresistible interest, or
more widely diffuse instruction to every diversity of condition. Samuel Johnson, Rambler No. 60
Why should students read biographies?

According to C.N. Parke, biography combines the solid satisfaction of facts with the shaping
pleasures of the imagination (1996, pp. xiii). It is the writing of a life, as its Greek roots
revealbio for life and graph for writing. Because biography combines imaginative literary
elements with historical methods, life writing is emotionally rich, intellectually challenging,
and multidisciplinary. By examining a life, students learn about a real person in an historical
time and place, but they also learn about themselves. The subjects of biographies can
provide role models for their readers. Because biographies often focus on the challenges
faced by people, this kind of reading helps students to recognize and solve problems of their
own. Biography can teach life lessons, and well-written biographies teach life lessons in
exciting and compelling ways. Biographies are a favorite choice of adult readers; biographies
written for children will ignite interests in younger readers, too.
How have biographies been used with high-ability learners in the

past?
Biography has a documented history in the field of gifted education. For example, the
famous Terman studies included a research volume by Catharine Cox (1926) based on the
analysis of three hundred and one biographies of eminent figures in history. Insights on the
development of talent over the course of a persons life were drawn by a team of researchers
reading the biographies.
In terms of school programs and services, Leta Hollingworth used biography to enrich the
curriculum of the elementary school, for young, intellectually gifted children as early as
1923. Funded by the Carnegie Corporation, Hollingworth worked with two classes of highability students in New York City to investigate how young learners pursued their studies and
how they benefited from the study of biography in the elementary school (Hollingworth,
1926).
Hollingworths students, who were eight to ten years old, organized much of their own
instruction. After an introduction to the meaning of biography in the fall of the year, children
began spring discussions of their self-selected biographies every Tuesday morning for forty
minutes.

Two biographies were considered each week and managed by a committee of children
elected by the class. Children selected their own biographies; however, Hollingworth
noted that children did not tend to choose outside the fields of warfare, government and
mechanical invention when left without guidance. Therefore, she provided a list of possible
individuals for biographical investigation and spent time and money to acquire a classroom
library.
Instruction was organized like a seminar with children reading or reporting orally on their
biographical figure and leading a discussion. Student questions were so numerous that the
class instituted a box for questions not addressed during the time allotted for the seminar.
After working with students for a year, Hollingworth decided that one hour per week for a
year should be devoted to the study of biography with high-ability learners.
How can a teacher use Blueprints in the classroom?

Blueprints are adaptable to a variety of instructional arrangements in the classroom. They
may be used with individual learners, with small groups, or with a whole class of learners.
Study Guide or Gloss for Independent Reading. An individual student with an
intense interest can be guided toward specific biographies for reading outside the classroom
or as part of an independent reading program. The discussion questions of the Blueprint can
be provided to the student as he or she reads independently. The questions include three
sections: BEFORE THE BOOK, BY THE BOOK and BEYOND THE BOOK. Each section is separate
to allow teachers to pace individually guided instruction. Teachers can also schedule an
individual reading conference to follow up with students or can assign particular questions
to be answered in writing as part of a reading journal.
Learning Centers. Biographies enrich learning centers, and the discussion questions
and activities included in a Blueprint can be placed on task cards for a center. The P-Quad
extension activities found in a Blueprint focus on four general areas: PROMPTS FOR WRITING,
POINT-OF-VIEW ANALYSIS, PORTRAIT STUDY, and PRIMARY SOURCE ANALYSIS, including the
analysis of photographs. Lessons include reproducible prompts and facsimiles of primary
sources.
Reading buddies or reading dyads. Teachers can include biographies as part of the
reading buddy program in which pairs of students take turns reading aloud and asking
questions of one another. Again, the discussion sections, BEFORE THE BOOK, BY THE BOOK
and BEYOND THE BOOK, can be used to guide student questions and answers.

Silent Sustained Reading. A good selection of biographies can be part of the
classroom Silent Sustained Reading program (known also as Drop Everything and Read). The
biographies for which Blueprints are developed were selected for their merit and provide
choices for students casting about for something interesting to read. Busy teachers can use
the Blueprints series as a source for promising titles for their classroom libraries.
Small-group instruction. Blueprints can be used by the teacher for small-group

How does this Blueprint align to the Next Generation Science
Standards and Common Core State Standards?
This Blueprint aligns to the following Next Generation Science Standards and Common Core
State Standards. The information in parentheses lists which activity in the Blueprint fulfills
that standard.
instruction in reading or in social studies. The questions can be used by the teacher as he
or she leads a discussion of a book all students have read. Prompts can be used to develop
childrens writing skills, particularly in the area of persuasive writing which is often included
on state accountability exams. Blueprint PROMPTS FOR WRITING provides students with
opportunities to develop expertise in organizing their thoughts and using evidence to
support their arguments.
Next Generation Science Standards
Whole-class instruction. Blueprints are developed for biographies available in
NGSS 5ESS1: Earths place in the universe. (Experimentation)
paperback for reasonable prices as well as for hard cover texts. The reasonably-priced
biographies can be used as class sets just as easily as fictional paperbacks in a whole-class
setting. In addition, the P-Quads focused on point-of-view analysis and primary sources can
be implemented in small groups or with the whole class.
NGSS 3PS2-2: Make observations and/or measurements of an objects motion to provide

evidence that a pattern can be used to predict future movement. (Experimentation)
NGSS 4PS3-4: Apply scientific ideas to design, test, and refine a device that converts energy
from one form to another. (Experimentation)
Science and Engineering Practices: Asking questions and defining problems; Planning and
carrying out investigations; Constructing explanations and designing solutions; Engaging in
argument from evidence. (Experimentation)
Crosscutting Concepts: Energy and Matter; Cause and Effect; Patterns; Scale, Proportion, and
Quantity. (Experimentation)
English Language Arts Common Core State Standards

CCSSELA-Literacy W.2.1; W.3.1; W.4.1; W.5.1: Write opinion pieces in which they introduce
the topic or book they are writing about, state an opinion, supply reasons that support the
opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and
provide a concluding statement or section. (Point of View)
CCSSELA-Literacy W.3.3; W.4.3; W.5.3: Write narratives to develop real or imagined
experiences or events using effective technique, descriptive details, and clear event
sequences. (Prompt Writing)
CCSSELA-Literacy RI 2.3 & 3.3: Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text. (Primary Source
Analysis)
CCSSELA-Literacy RI 4.3: Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on specific information
in a text. (Primary Source Analysis)
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CCSSELA-Literacy RI 4.6: Compare and contrast a firsthand and secondhand account of the
same event or topic; describe the differences in focus and the information provided. (Primary
Source Analysis)
CCSSELA-Literacy RI 5.3: Explain the relationship or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or technical text based on
specific information in the text. (Primary Source Analysis)
CCSSELA-Literacy RI 5.6: Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they represent. (Primary Source
Analysis)
CCSSELA-Literacy RI 2.1: Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text. (Discussion questions)
CCSSELA-Literacy RI 3.1: Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers. (Discussion questions)
CCSSELA-Literacy RI 4.1: Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text. (Discussion questions)
CCSSELA-Literacy RI 4.3: Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on specific information
in the text. (Discussion questions)
CCSSELA-Literacy RI 4.6: Compare and contrast a firsthand and secondhand account of
the same event or topic; describe the differences in focus and the information provided.
(Discussion questions)
CCSSELA-Literacy RI 5.1: Quote accurately from a text when explaining what the text says
explicitly and when drawing inference from the text. (Discussion questions)
CCSSELA-Literacy RI 5.3: Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or technical text based on
specific information in the text. (Discussion questions)
CCSSELA-Literacy RI 5.6: Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they represent. (Discussion
questions)
Math Common Core State Standards

CCSS.Math.MP.2: Reason abstractly and quantitatively. (Experimentation)
CCSS.Math.MP.3: Use appropriate tools strategically. (Experimentation)
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About the person

Albert Einstein, 1879 1955

Albert Einstein was born into a middle-class nonobservant Jewish family in southern
Germany. As a child, he was labeled a problematic student due to his speech difficulties
and his disdain for academic structure. (Contrary to popular legend, though, he was not
a high school dropout.) 1896, Einstein entered a university in Zurich, Switzerland after an
initial failed attempt the previous year. There, Einstein fell in love with a Serbian student
named Mileva Maric, the only woman studying physics at the university. Despite his familys
strenuous objections to the pairing, Einstein and Maric were married in 1903 and soon had
two young sons.
Einsteins performance in college was mediocre, and he struggled to find a job after
graduation. Setting aside his ambitions of becoming a professor of physics, he instead
began working as a clerk at the Patent Office in Bern, Switzerland. It was here that his
epochal transformation of modern physics began. In 1905, he published several papers that
presented groundbreaking new ideas concerning the nature of light, atomic theory, and the
properties of space and time; his special theory of relativity, which was developed during this
period, gave the world the famous equation.
In the decades that followed, Einstein continued revolutionizing physics. He developed
his general theory of relativity, which describes the behavior of the universe on a cosmic
scale, and laid the groundwork for the development of quantum theory, which describes
the behavior of subatomic particles. Interestingly, though, Einstein himself did not embrace
the advances in quantum theory that were made possible by his discoveries (and that were
developed by other, younger scientists in his wake). Instead, Einstein spent the last half of
his life searching for a unified theory of physics that would discredit quantum theory and
explain the universe to his satisfaction. In this great endeavor, he failed.
The European academic community soon recognized Einsteins brilliance he became a
professor at the University of Berlin and was awarded the Nobel Prize. His theories also won
him international celebrity on a scale previously unheard of for a scientist. As he became
a public figure, Einstein grew to be as well-known for his humor and kindness as for his
physics. His fame grew still further in 1919, when measurements taken during a solar eclipse
verified effects predicted by relativity theory.
Though he may have been a reserved child, Einstein was sociable and charismatic as an adult
and maintained many friendships. However, he could be notoriously distant towards those
closest to him.
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About the person
About the Book
Albert Einstein, 1879 1955 continues

He and Mileva Maric divorced in 1919, after which he married his cousin, Elsa Einstein.
Einsteins relationship with his sons was also often strained throughout his life.
Einsteins outspoken politics also attracted public attention, often unfavorably he was
a pacifist, a Zionist, an advocate of racial equality and personal freedoms, and a socialist
(although he strongly condemned the atrocities committed by the Soviet Union). When
the Nazis gained power in Germany in 1933, Einstein immigrated to the US and settled in
Princeton, NJ, where he continued to search (unsuccessfully) for a unified theory of physics
until literally the day he died.
Title:
Odd Boy Out: Young Albert Einstein
Author:
Don Brown
Publisher: Houghton Mifflin Company, Boston

Date: 2004
Subjects: Albert Einstein
Length:
32 pages
Annotation:
Don Browns Odd Boy Out: Young Albert Einstein details the childhood of physicist Albert
Einstein. By focusing on the qualities (both good and bad) that set him apart from his
classmates and his teachers, this biography conveys an important message to readers: being
different can be a very good thing, perhaps even a sign of greatness. The book also touches
briefly on his accomplishments as a scientist, but gives few details about his adult life or the
science of his ideas. Illustrated mostly in evocative watercolors, Odd Boy Out tells the story of
the childhood of one of the greatest figures of the 20th century in a way that is humorous,
compassionate, and accessible.
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15
Before the Book
By the Book
1. The word odd has several meanings. What do you think it might mean as used in the title
of this book? Do you think that being odd is a good or a bad quality for a person to have, or
neither one? Why?
In this context, odd means unusual or strange. It means that a person or thing
is different from others in some way. Being unusual or different from others is not
a bad thing, because it is our differences that make us special and unique. Each of
us is in some way odd because of who we are. (Answers to the last question will
vary.)
2. What does it mean to be an independent person? Are people who are independent
sometimes described as being odd as well?
An independent person is someone who thinks for himself or herself and who does
not always follow others. Yes, people who are independent are sometimes also
described as being odd, because being independent often means being different
from others.
3. What are your favorite and least favorite subjects in school? Why? Does everyone have the
same favorite and least favorite subjects?
Answers will vary. No, different people are interested in different things, so not
everyone has the same favorite and least favorite subjects.
4. What words or ideas come to mind when you think of physics? Give an example of
something that a physicist might study.
Physics explains how the world around us works. Physics may bring to mind
many different words, including matter, energy, space, time, gravity, motion,
radiation, and much more. (Students may also associate the word physics with
more specific terms theyve heard, such as quarks, black holes, X-rays, etc.) A
physicist may study many different things, from very tiny objects such as atoms
to huge objects such as galaxies.
1. Look at the picture of Alberts parents watching him as a young boy. What emotions do
they seem to be feeling? Why would they feel this way?
In the picture, Alberts parents look puzzled and concerned about their son. They
are fretting (to fret means to worry) because most children his age would be
talking, but Albert still has not spoken a word.
2. The book describes two sides of Alberts personality as a young child. He could be angry
and disruptive, but he could also show a single-minded attention to certain things. What
does it mean to be single-minded? Give one example of Alberts single-mindedness and one
example of his bad behavior.
To be single-minded means to be focused on a goal very intensely. Albert
is single-minded about things he enjoys, such as building houses of cards
or thinking about interesting gadgets like his compass. However, he can
sometimes be cruel to his sister or throw nasty temper tantrums.
3. Albert receives two gifts that have great importance to him. He gets one from his from his
father when he is very young and one from his friend Max when he is older. What are these
gifts? Pick one and explain why it is important to him.
His father gives him a compass when he is very young, and Max gives him a
geometry book when he is older. The first gift is important to Albert because
it makes him wonder deeply about how things work. The second is important
because it makes him interested in math.
4. Why does Albert enjoy living in Milan, Italy? How does the illustrator use color to show the
difference between Alberts mood in Germany and in Italy?
Albert enjoys Milan because his family is there and because he can study math on
his own. The author uses dark shades of blue to show Albert alone and unhappy
in Germany. He uses bright shades of yellow to show Albert in Italy at one of his
parents parties, happily working on math problems.
5. Albert fails to get into college because he is unprepared in the school subjects he has
neglected. What does it mean to neglect something? Give an example of a subject that
Albert probably had neglected earlier, and one that he did not neglect. How does Albert
respond to being turned down from college?
Answer on the followign page.
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17
By the Book
To neglect something is to not pay enough attention to it. Albert probably

neglected to study subjects such as Greek and Latin, as the book mentions
earlier. He did not neglect subjects he enjoyed, such as math and music. After
his rejection, he spends the next year earning his high school diploma. He then
reapplies to college and passes his entrance test.
6. A simile is a figure of speech that compares unlike things by using the words like or as.
Find the two similes on page 24 and state the things that each simile is comparing. What
kind of impression do these similes give about Albert?
The first simile is Like a night sky filled with stars, Alberts mind is bright with
glowing ideas. It compares Alberts mind to the starry sky. The second simile
is And as stars are joined into images called constellations, Alberts ideas
make a picture of space and time and energy and matter that no one has ever
seen before. It compares Alberts ideas to constellations. Both similes give the
impression that Albert and his thoughts are great and grand.
7. Who did Alberts discoveries and ideas affect?
Alberts discoveries changed physics, which has greatly affected scientists. His
ideas have also affected all of us by making new inventions possible.
8. In the picture that shows Albert surrounded by stars and numbers, the author is showing
us what is happening inside Alberts mind. Why do you think the author made this
illustration look different from all the others in the book? What earlier picture also shows us
inside Alberts mind? Describe or draw (on a separate piece of paper) a scene that we might
see inside your own mind.
Answers will vary. The author probably wanted to show us how strange and
different Alberts ideas were. This is the authors way of showing us Alberts
picture of space and time and energy and matter that no one has ever seen
before. The earlier picture shows Albert as a boy surrounded by circles,
triangles, cubes, and other geometric shapes.
Beyond the Book

1. Name two ways in which Albert is different from most other boys at his school. Do you
think his differences make him unhappy? Explain.
Answers may include: Albert does not like sports, he is not interested in the
military, he is Jewish, and he is slow to answer questions in class. Answers to the
second question will vary. Some students may say Albert is unhappy because
he is sometimes bullied. Others may say that he is happy because what really
matters to him are his math and music.
2. Albert was a great scientist partly because his ideas were so original. He thought
differently from other people and was very independent. Are people who are described as
original or independent also often considered odd? Describe someone you know who is
original and independent. Are they also odd?
Yespeople who are original and independent are often thought of as odd,
because being original and independent often means being different from
others. Answers will vary.
3. The book compares Alberts study of math as a teenager to his love of building card houses
when he was a young boy. Why are these two activities similar for Albert? What other point
later in Alberts life is also similar?
These two activities are similar because in both cases Albert is being singleminded and is focusing on something that interests him very much. Later, when
Albert is a young father pondering theories of physics, he seems similarly focused
and single-minded.
4. As a young boy, Albert sometimes threw temper tantrums. Do you ever get very angry?
Name something that often makes you angry. Can having a bad temper cause problems?
Explain.
Answers will vary. Yes, having a bad temper can sometimes cause problems. It
might get you into trouble, or it might hurt other peoples feelings.
5. In the book, Albert is quoted as saying, I believe that love [of a subject] is a better teacher
than a sense of duty at least for me. Is this also true for you? Think again about your own
favorite and least favorite subjects. Are your grades in your favorite subjects better or worse
than your grades in your least favorite subjects? Are there any subjects you neglect? Why do
you do this?
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19
Beyond the Book

Answers will vary, but most students will say that they make the best grades in
the subjects they like the most and perform less well in subjects they like least.
One explanation is that people usually work harder at things they enjoy. Also,
people often dislike doing things that they may think they are not very good at
because they may feel discouraged.
Portrait Study
NAME:_______________________________________________________________________
A. These two photographs of Albert were taken at different points in his life. Analyze ONE of
these two portraits by answering the prompts on the following page.
6. Albert described himself as having the sense of being a stranger with a need for solitude.
What is solitude? Do you ever need or want solitude? Is solitude good or bad for a person?
Explain.
Solitude is the state of being alone. People might want solitude because it helps
them to think more clearly or just because they are tired of being around others.
Most people want some solitude some of the time. Solitude can often be a good
thing, but it can also become lonely. Answers will vary.
7. Do you find it surprising that Albert Einstein was rejected from college on his first try? Do
you think intelligent people often fail at some tasks? What qualities other than intelligence
are necessary for a person to be successful?
Answers will vary. Yes, it is common for intelligent people to sometimes fail.
Success requires qualities other than intelligence, including determination,
perseverance, and motivation.
CCSS alignment: This activity fulfills guidelines of the CCSS. See pages 1112
Retrieved April 16, 2009 from Wikimedia Commons.
Both photos may be accessed at http://commons.wikimedia.org/wiki/Einstein
B. After analyzing one of the portraits using the Portrait Analysis Worksheet, use a Venn
diagram to list the similarities and differences between the two portraits.
Portrait Study, designed at the Jodie MahonCenter for Gifted Education is adapted from Morris, S.,
Teachers Guide to Using Portraits, English Heritage, 1989.
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May be reproduced for classroom use only.
21
Portrait Study
Portrait Study for Teachers

FACE
Explain the persons
facial expression
or mood.
AROUND THE PORTRAIT
The act of studying portraiture encourages students to think of the subject of a biography as
a real human being. Students should first be introduced to the idea of a portrait as a study
of a particular person. A person who poses for a portrait is called the sitter. But a portrait
is more than a picture of the sitter it is about that person and who he or she really is. A
portrait should capture something special about the sitter and his or her life. One could
think of a biography as a kind of portrait in words (or, one could think of a portrait as a kind
of biography in picture form).
It should be explained to students that studying the portrait of the subject of a biography
can give us a better understanding of the person. Sometimes, a picture can express
something about a person that words cannot. Also, taking a long and thoughtful look
at a picture can provide us with information that we might miss otherwise. Encourage
students to draw connections between the book they have read and the portrait they are
investigating.
As you look all around the portrait, what details or ideas do you see?
CLUES
The FACE portrait analysis tool on the preceding page is intended to be used as part of a
classroom discussion. If possible, project the image onto a screen for the entire class to see.
Instruct students to stand up and assume the pose of the sitter for fifteen seconds (including
his or her facial expression, perhaps). Then, use the FACE method to discuss the portrait.
Think about the biography you just read. In what ways does the
information in the portrait add to your understanding of the person?
EXCITING NEWS!
What did you learn from studying this portrait?
FACE created by Dr. Christine Deitz.

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23
Prompt for Writing
Prompt for Writing
NAME:_______________________________________________________________________
Choose one of the two prompts below:
A. Imagine that your family is about to move away to a different country. You have the choice
of staying at your school and living by yourself in a boarding house as Albert did. Or, you
can choose to leave along with your family and attend a new school in a foreign country.
Which will you choose? Why? If you choose to live by yourself, you must write a letter to your
current principal explaining your decision to stay. If you choose to move, you must write a
letter to the principal of your new school explaining your decision to move. Give plenty of
evidence that your choice is the right one for you.
B. The last line in this book is, For the world, Einstein comes to mean not fat baby, or angry
child, or odd boy, but great thinker. Alberts name came to represent intelligence. Today
someone who is very smart is sometimes called an Einstein. There are other people who are
also so well-known that their names represent a particular quality. For example, if someone
is called a Shakespeare, we mean that the person is a great writer. A Lincoln or a Churchill
is someone who shows great leadership. We might say that someone who fights for justice
is a Gandhi or a Martin Luther King. Think of someone who represents a certain quality
to you. He or she may be someone famous or someone you know personally. Write a letter
to the publisher of a dictionary persuading them to include that persons name as a new
word in the dictionary. Describe the quality that the person represents and why the person
represents that quality.
Give plenty of supporting details to back up your argument. Begin by completing the line
below:
A ____________________ is someone who __________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________________________________
24
NAME:_______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
___________________________________________________________________________
25
Prompt for Writing for Teachers
Prompt for Writing for Teachers
Students responses to the first prompt may take either position. Responses to the second
prompt should give specific details about traits, activities, or accomplishments of the
person the student chooses. The teacher may wish to require students to choose someone
who embodies a positive quality. The following rubric may also assist in evaluating writing
responses.
Category
4: Above Standards
3: Meets
Standards
2: Approaching 1: Below
Standards
Standards
Position
The student shows a
and
clear understanding of
Perspective both sides of the issue
and demonstrates
some sympathy
towards both.
The student
shows general
understanding
of both sides of
the issue.
The student
shows some
understanding
of both sides of
the issue.
Point-ofView
The response is The response

mostly written in is sometimes
written in
character.
character, or
only one of the
two positions
is written in
character.
The response is
consistently written
in character for both
points-of-view.
The student
shows
understanding
of only one
side of the
issue or of
neither side.
The student
does not
adopt a
characters
point-of-view
for either
position.
Category
Support
for
Arguments
4: Above Standards
3: Meets
Standards
The student provides The student
provides at
at least one clear
and compelling
least one
argument or piece of argument
supporting evidence or piece of
for both positions.
evidence for
both positions.
One or both of the
positions directly
address points that
are raised by the
opposing position.
2: Approaching
Standards
The student
provides
arguments or
evidence for only
one position.
1: Below
Standards
The student
does not
include
compelling
arguments for
either position.
Sentence
Structure
All sentences are

Most sentences About half the
Most sentences
are wellsentences are
are not wellwell-constructed,
constructed.
well-constructed. constructed.
and there is some
variation in sentence
structure.
Grammar
&
Spelling
The student makes

no more than one
errorin grammar or
spelling that distract
the reader from the
content.
Caitalization The student makes

&
no more than one
Punctuation error in capitalization
or punctuation that
distract the reader
from the content.
The student
makes 2-3
distracting
errors in
grammar or
spelling.
The student
makes 4-5
distracting errors
in grammar or
spelling.
The student
makes 5 or
more distracting
errors in
grammar or
spelling.
The student
makes 2-3
distracting
errors in
capitalization
or punctuation
.
The student
makes 4-5
distracting errors
in capitalization
or punctuation
The student
makes
more than 5
distracting
errors in
capitalization or
punctuation
CCSS alignment: This activity fulfills guidelines of the CCSS. See pages 1112.

26
27
Primary Source Analysis
Primary Source Analysis
NAME:_______________________________________________________________________
NAME:_______________________________________________________________________
President Franklin Delano Roosevelt received a now-famous letter from Albert Einstein in
1939. It warned that Germany might be creating powerful bombs and urged the President to
start constructing similar weapons in the United States. The letter was actually written by a
physicist named Le Szilrd, but it was signed by Einstein, who was a friend and colleague of
Szilrd. The letter caused the President to start the Manhattan Project, which was a research
and development program to create atomic bombs.
Step 1. Observation
The letter is on display at the Franklin D. Roosevelt Library in Hyde Park, New York. You can
see the National Archives copy of it by visiting http://media.nara.gov/Public_Vaults/00762_.
pdf.
3. From what website was the letter accessed?
1. Where and when was this letter written? To what location was it sent
2. Where is the original letter?
Step 2. Comprehension
1. What element does the letter say can be used as a new source of energy?
2. According to the letter, where are good sources of ore located?
3. What are the two recommendations the letter makes for a person working between the
administration and the group of physicists working on chain reactions in America?
Step 3. Questioning and Inference
1. What was going on in the world around 1939? Why would it concern the United States if
Germany were building bombs?
2. Why do you think Albert Einstein signed the letter even though he did not write it?
3. Write a question that this letter brings to mind.
28
29
Primary Source Analysis for Teachers

Primary sources are valuable instructional tools for many reasons. Historical artifacts
whether written documents, videos, photographs, or some other objects or pieces of media
allow students to connect with the past in an immediate way. When used to supplement a
biography, primary sources can breathe life into the subject of the biography, transforming
him or her from simply another character in a book into a real person. Focusing on a primary
source also encourages observation and inference on the part of students.
The worksheet on the preceding page is intended to be used as part of a classroom
discussion. Words on the worksheet such as infer may need to be defined for students
beforehand, and certain people or concepts from the letter might need to be briefly
explained. If possible, the teacher should project the letter onto a screen for the class to view.
Students should be encouraged to think as historians in order to gather information from
the letter and answer the questions as a group.
Finally, if teachers are interested in including more primary-source material to further
supplement the biography, many other photographs and documents about Dr. Carver are
available online at http://www.nps.gov/museum/exhibits/tuskegee/gwcgallery.htm and the
sources listed under the Additional Resources section at the end of this Blueprint. Further
information about teaching with primary source documents can be found at the National
Archives at http://www.archives.gov/education
Point-of-View Analysis
NAME:_______________________________________________________________________
Choose one of the two prompts below:

A. Re-read the pages in the book about young Alberts terrible temper and how he frightened
away a tutor. Examine the picture carefully and try to imagine what Albert has done to upset her so
badly. First, pretend that you are the tutor. Write a letter to Alberts parents explaining why you fled.
Describe in detail Alberts tantrums and why you will not be coming back. Then, imagine you are
Albert. Write a note to your parents giving your version of what happened. Explain why you have
temper tantrums and how they make you feel.
B. As a boy, Albert loved math and music but ignored other subjects. Re-read the pages in the book
which discuss his performance in school. First, imagine that you are Albert as a young student. You
are annoyed that you have to study subjects you dislike. Write a letter to your teacher explaining
why you think you should not have to take those subjects and give at least two reasons why. Then,
imagine you are Alberts teacher. You know that he is very intelligent, but you are frustrated with his
attitude. Write a letter to Albert explaining why it is important to be well-rounded in school. Give
at least two reasons, and warn him about what could happen later if he continues to neglect his
schoolwork.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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31
NAME:_______________________________________________________________________
NAME:_______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
32
33
Point-of-View for Teachers
Point-of-View for Teachers
Students should use evidence from the book to argue for both sides of their issue in turn and
may or may not favor one position over the other. In the first prompt, both responses should
reference the same event of Albert frightening his tutor. In the second prompt, Alberts letter
may mention his great talents in math and the fact that he finds it hard to learn a subject he
does not love. The teachers letter should warn Albert that he may fail to get into college if he
neglects his studies. Responses may also include different arguments entirely. The following
rubric may assist in evaluating writing responses.
Category
4: Above Standards
3: Meets
Standards
2: Approaching 1: Below
Standards
Standards
Position
The student shows a
and
clear understanding of
Perspective both sides of the issue
and demonstrates
some sympathy
towards both.
The student
shows general
understanding
of both sides of
the issue.
The student
shows some
understanding
of both sides of
the issue.
Point-ofView
The response is The response

mostly written in is sometimes
written in
character.
character, or
only one of the
two positions
is written in
character.
The response is
consistently written
in character for both
points-of-view.
The student
shows
understanding
of only one
side of the
issue or of
neither side.
The student
does not
adopt a
characters
point-of-view
for either
position.
Category
Support
for
Arguments
4: Above Standards
3: Meets
Standards
The student provides The student
provides at
at least one clear
and compelling
least one
argument or piece of argument
supporting evidence or piece of
for both positions.
evidence for
both positions.
One or both of the
positions directly
address points that
are raised by the
opposing position.
2: Approaching
Standards
The student
provides
arguments or
evidence for only
one position.
1: Below
Standards
The student
does not
include
compelling
arguments for
either position.
Sentence
Structure
All sentences are

Most sentences About half the
Most sentences
are wellsentences are
are not wellwell-constructed,
constructed.
well-constructed. constructed.
and there is some
variation in sentence
structure.
Grammar
&
Spelling
The student makes

no more than one
error in grammar or
spelling that distract
the reader from the
content.
Caitalization The student makes

&
no more than one
Punctuation error in capitalization
or punctuation that
distract the reader
from the content.
The student
makes 2-3
distracting
errors in
grammar or
spelling.
The student
makes 4-5
distracting errors
in grammar or
spelling.
The student
makes 5 or
more distracting
errors in
grammar or
spelling.
The student
makes 2-3
distracting
errors in
capitalization
or punctuation.
The student
makes 4-5
distracting errors
in capitalization
or punctuation
The student
makes
more than 5
distracting
errors in
capitalization or
punctuation

34
35
Experiment
Experiment
Introduction for Students

When Albert had become a great physicist, he was asked by many people what had made
him interested in science. He would tell them about the compass that his father gave him
when he was a boy. Once he was quoted as saying this:
I can still remember or at least I believe I can rememberthat this experience
made a deep and lasting impression on me. Something deeply hidden had to be
behind things.
Before you make your own compass, there is one more fact you need to know about
magnets: they can make other objects into magnets!
To understand why, think about what happens when you put a pot of water on a hot stove.
Heat flows from the stove into the pot and the water, making the water hot. In the same way,
the magnetic field from a magnet can flow into another object and make it magnetic. When
this happens, we say the object becomes magnetized.
In this experiment, you will be making your own compass by magnetizing a paper clip. The
paper clip will become your compass needle.
The deeply hidden thing that makes a compass work is a force called magnetism. An object
that is magnetic is called a magnet. A magnet creates a magnetic field, which you can
imagine as a kind of invisible glow around the magnet. When certain types of objects get
close enough to the magnet to feel the magnetic field, the magnet attracts the objects,
which means it pulls them closer. Some examples of everyday objects that magnets can
attract are nails, paper clips, scissors, and other magnets. Can you figure out what these
objects have in common? Two magnets can sometimes also repel one another, or push each
other apart. Why do you think this happens?
Materials
A bar magnet. Which end is the north pole and which is the
south pole?
Cold tap water
Some magnetic fields are strong, and some are weak. Some are large, while others are small.
Every magnetic field is strongest at points on the magnet which are called the poles. Every
magnet has two poles, a north pole and a south pole. Where have you heard the terms north
pole and south pole before? What do they make you think of?
Many people think of the North Pole and South Pole of the planet Earth when they hear
these terms. There is a reason that the poles of a magnet are named the same way as the
poles of the Earth: the planet itself is actually a gigantic magnet! Our planet creates a
magnetic field so big that it covers every place on Earth and even goes into space. And as
with any magnet, the Earths magnetic field is strongest near its poles.
The Earths magnetic field is very, very large, but it is not very strong. We usually do not
notice it at all. However, it is strong enough to attract the magnet inside of a compass. The
magnet in a compass is a small piece of metal called the needle. A compass needle is a very
weak magnet and does not have enough power to stick to your refrigerator or pick up a nail.
However, it can still feel the pull of the Earths magnetic field. This attraction causes the
needle to point towards the North and South Poles of the planet.
36
A clear plastic food storage container

A large, straightened paper clip
A cork or other float
A magnet
Procedure
1. Bend your paper clip into a straight line.
2. Hold the straightened paper clip flat on the table in front of you. With your other hand,
stroke one end of the magnet across the paper clip. You do not need to press down hard.
3. Lift the magnet up from the paper clip and repeat the motion using the same end of
the magnet. You must lift the magnet up and you must move the magnet in only one
direction. Do not simply rub it back and forth on the paper clip! You and your partner
should repeat this motion about thirty times each. This will magnetize the metal in the
paper clip.
4. Your paper clip has now become a compass needle. Observe it carefully. Does it look
any different than before? Follow your teachers instructions about how to insert the
needle into the cork. Then, clear all objects from your workspace, including the magnet.
Otherwise, your compass may not work.
37
Experiment
Experiment
5. Add about two inches of cold water to your plastic container. Place the cork and needle
in the water. Then, stand back and observe. Make sure that you are not rocking the table,
breathing on the water, or moving the container in any way. If the cork gets stuck against
the side of the container, gently nudge it back towards the middle of the water.
6. When the needle stops moving, find a spot on the wall in the direction that it is pointing.
Choose one person in your group to be the spotter and one to be the pointer. The
spotter will stand against the spot on the wall so that the needle is pointing right at him or
her.
7. While the spotter stays against the wall, the pointer will follow these directions: Reach into
the container and turn the cork so that the needle points in a different direction. Let go
of the cork and observe it until it stops moving again. In what direction is the compass
needle pointing now? Move the needle a second time, and observe it again until it stops
moving.
8. Pointers and spotters will now switch places. Repeat the last step and observe whether
or not the same thing happens. Afterwards, the person who is now the spotter should
continue standing against the wall for the moment.
Analysis
1. Compare results with the other groups. What do you notice about where the spotters are
standing? Why is this happening? (The spotters may now sit down.)
2. Pretend you are talking to Albert as a young boy. You show him your compass and he asks
you how it works. How would you respond?
3. You were told earlier to clear your work area. Now, well see what happens if you do
bring another object near your compass. Fill out the chart below with predictions about
whether any of the objects will have an effect on the compass. The last two columns
should be objects of your own choosing.
Scissors
Pencil
Metal
Spoon
Magnet
Cell
Phone
Prediction
(Y or N)
4. One by one, place each of the objects against the side of container and observe what
happens. (Do not rock the water!) Then, in the table below, record whether or not the object
moved the compass. Use the following scale:
1. Strongly affected
2. Slightly affected
3. Did not affect at all
Scissors
Pencil
Metal
Spoon
Magnet
Cell
Phone
Movement
of Compass
5. Why do some objects affect your compass? Were any of your results surprising? Do the
objects that affect the compass have anything in common?
Bonus Question:
If four-year-old Albert were lost on the streets of Munich, could he find his way home using
your compass as a guide? Why or why not? How could your compass be improved?

38
39
Experiment for Teachers
Introduction and Sources
Safety Concerns and Considerations
This experiment is intended to pique students curiosity about one mysterious aspect of the
physical world: magnetism. Students will construct a simple compass and be asked to think
critically about how it functions. The experiment does not directly relate to Albert Einsteins
theories of physics (although, of course, the principles that Einstein described do hold true
for magnetism). Instead, students should be encouraged to put themselves in the place of
young Albert, eager to explore the hidden thing that makes a compass work. The same
spirit of invention and experimentation that led Albert to ask questions about his compass
as a child eventually led him to find solutions to great questions about space, time, and the
universe.
The needle of the homemade compass is made from a straightened paper clip
(recommended) or a straight pin, which must be inserted into a buoyant material. This can
be difficult. If the teacher allows students to perform this step of the experiment themselves,
they must be closely supervised to avoid injury.
Although this experiment is not intended to present a comprehensive lesson on magnetism,

even students who have not been previously exposed to the physical science concepts it
contains should come away with some understanding of magnets. In particular, students
should be able to define the terms magnetic field, attract, and repel. Students should also
be able to explain how a compass works and identify some properties of materials that are
attracted to magnets.
To perform this experiment properly, strong magnets are required. Powerful magnets are not
toys a finger pinched between a magnet and metal could be seriously injured. Magnets are
also capable of damaging electronic equipment, and you may wish to gather cell phones,
music players, or other electronic devices from students before performing this experiment.
Materials
Clear plastic food storage containers. The container should be deep enough to hold at
least an inch of water and should be large enough in surface area to allow the needle to
float freely (see below).
Large paper clip. Straight pins or sewing needles may also be used but may be less safe.
This experiment is adapted from several sources. The website below contains a version of the
experiment, including helpful diagrams and a good explanation of how compasses work:
Corks or pieces of cork. Instead of cork, you may also make a float from other materials.
Cutting the bottom half-inch from a small Styrofoam coffee cup works well.
http://adventure.howstuffworks.com/outdoor-activities/hiking/compass2.htm
Magnets. You may use everyday ceramic magnets or a stronger type (such as a
neodymium magnet). Use caution if working with strong magnets, as they can pinch
fingers. Refrigerator magnets may not work properly for this experiment.
A video demonstration of a variation on this experiment may be found here:

http://www.metacafe.com/watch/391289/water_compass/
Magnetism is a complex and fascinating topic, and teachers may need to review their own
knowledge of the science behind this hidden force. This website is a good resource:
http://www.ndt-ed.org/EducationResources/HighSchool/Magnetism/magnetismintro.htm
Finally, for further science activities or experiments that can be related to Albert Einstein,
try the American Physical Societys unit The Search for Einsteins Hidden Treasure. This
PhysicsQuest unit is intended for grades 6-9, but activities can be adapted for younger
grades as well. http://www.physicscentral.com/experiment/physicsquest/past/pq05.cfm
40
Cold tap water. Warm water may produce convection currents that could affect the
movement of the compass and skew the experiment.
Several objects to be tested for magnetism: a scissors, a pencil, a metal spoon (stainless
steel), a plastic spoon, a cell phone, and other objects of your choice.
A compass purchased at a store (for comparison of accuracy)
Waterproof paint (optional)
Pliers (optional)
41

Procedure
1. Divide the class into groups of two and describe safety precautions regarding this
experiment. Tell the students they will be making their own compasses. Each pair of students
should receive a plastic container, a paper clip, a cork (or other float), and a magnet.
2. Instruct students to magnetize their paper clip as described in their Procedure section.
To properly magnetize the paper clip, the same end of the magnet must stroke the paper
clip in the same direction every time. This motion transfers magnetism to the metal of the
paper clip. (For the sake of student comprehension, it is useful to think of a kind of transfer
taking place when a material is magnetized, but this is not strictly accurate. The metal in
the paper clip actually becomes magnetic because the motion of the magnetic field of the
magnet changes the alignment of the magnetic fields of the atoms in the paper clip. The
analogy given in the student instructions above that of conductive heat transfer on a stove
is therefore imperfect, but should grant students an intuitive sense of how a material can
become magnetized.)
3. Inform students that they have created a compass needle. The needle must now be
inserted into a float. If you are using cork or a similarly tough material, you will probably want
to insert the needle yourself using a pair of pliers. If you use a Styrofoam float, you may wish
to allow students to perform this step on their own. The needle should be inserted so that
equal halves are sticking out of either side of the float.
4. Students must clear all objects from their workspace except for their worksheets and
materials. In particular, the magnet used to create the needle should be distanced at least a
yard away from the compass. Other metallic objects may also affect the magnetic field of the
compass needle and interfere with the experiment.
5. Students should add cold water to their container and place their needle and cork in
the water. Students must be instructed to avoid disturbing the water with their breath or
movements. The container must be kept completely still.
6. The cork will slowly turn until the needle is pointed along a north-south axis. If the cork
gets stuck against the side of the container, it may be nudged towards the center of the
water.

needle will always turn back to point towards the spotter. The pointer and spotter will then
switch places and repeat this step.
8. Compare each students compass with the store-bought compass.
Analysis
1. Students should observe that all the spotters in the room are either standing against one
wall or standing against the opposite wall. This happens because the needle of the compass
is pointing in the direction of the magnetic poles of the Earth. (Thus, the spotters are
gathered near the north and south ends of the room.) The attraction between the magnetic
field of the Earth and the magnetic field of the compass needle causes the needle to point
north-to-south (or south-to-north).
2. Answers will vary, but should include a brief explanation that the compass needle is
attracted to the Earths magnetic field.
3. The attraction between the compass needle and the Earths magnetic field is disrupted if
another object interferes. Since the needle is a magnet, it will be attracted to the same type
of objects that other magnets are attracted to: those containing certain metals, principally
iron. An object with a strong magnetic field (such as the magnet that was originally used to
magnetize the needle) will have an even stronger effect on the movement of the compass.
Students should observe that objects not made of metal will not affect the compass. Perhaps
surprisingly, a cell phone causes the compass needle to move. This is because a phone
contains a speaker, and every speaker contains a magnet. Some students may also discover,
to their surprise, that some metals (such as aluminum) will not strongly attract a magnet.
Bonus Question
If Albert was lost and trying to use this compass, he might have a problem knowing which
direction is north and which is south. The needle draws a straight line from north to south,
but we do not know which end is which. However, we could solve this problem by using
other information (perhaps a map, or the position of the sun) to figure out which way is
north. We could then mark the end of the needle that points in that direction. Students may
also think of other ways to improve the compass.
7. One student (the spotter) will stand against the wall so that the needle is pointing at him
or her. While the spotter remains standing in the same spot, the other student (the pointer)
will manually shift the position of the cork in the water. Students should observe that the
42
43
Additional Resources
Additional Resources
Published Resources
Einstein, American Museum of Natural History. http://www.amnh.org/exhibitions/einstein/

An in-depth but accessible exploration of Einsteins ideas, along with a brief biography.
Berne, J. (2013) On a Beam of Light: A Story of Albert Einstein. San Francisco: Chronicle Books.
Recommended as a supplemental source for this Blueprint. This book is longer than
Odd Boy Out and goes into more depth about the later life of Einstein in addition to
his childhood and scientific accomplishments, but may be easier for younger readers.
Biography. Reading level: age 7 & up.
Isaacson, W. (2007) Einstein: His Life and Universe. New York: Simon & Schuster, Inc.
An excellent comprehensive biography of Albert Einstein, and the first full biography
of the great scientist since the entirety of his papers and letters became publicly
available. Reading level: Adult.
Instructional Resources
College Board Pre-AP. (2002). The AP vertical teams guide for English (2nd ed.). New York:
College Board.

Jackdaw Publications, www.jackdaw.com

This company offers for sale thematic collections of authentically reproduced
documents with support materials.
Library of Congress, www.loc.gov/teachers
Calaprice, A. (Ed.) (2002) Dear Professor Einstein: Albert Einsteins Letters to and from
Children. New York: Prometheus Books.
Collected letters from Einstein to and from different children with an introduction by
Evelyn Einstein. Reading level: All ages.
A government source that provides free, downloadable lesson plans and activities with
media analysis tools for more than 10 million primary sources online.
National Archives, www.archives.gov/education
A government source that provides free, downloadable primary sources, lesson plans,
activities, analysis tools, and teacher training.
Internet Resources
Albert Einstein, American Institute of Physics: http://www.aip.org/history/einstein/
The definitive source on literary analysis, close reading, rhetoric, and writing tactics.
This exhibit includes both a full biography of Einstein and an abbreviated version.
It also contains many pictures and a collection of Einsteins essays, as well as links to
other helpful websites about Einstein and physics.
Einsteins Miracle Year, Physics Central (American Physical Society)

http://www.physicscentral.com/explore/einstein/miracleyear/index.cfm
A 15-minute movie that briefly explains three of Einsteins greatest discoveries and
inspires students to continue their study of physics.
Einsteins Big Idea, NOVA (PBS), http://www.pbs.org/wgbh/nova/einstein/

A companion to the PBS documentary about Einstein, this website features a variety of
interactive, a variety of stimulating articles about Einstein and physics, and a teachers
guide to the documentary.
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Glossary
Glossary
Autobiography is a biography of a person written by that person.
Mood is the atmosphere or predominant emotion in a literary work.
Bias is a personal and often unreasoned preference or an inclination, especially one that
inhibits impartial judgment.
Narration is the telling of a real or invented story in speech or writing.
Biography is an account of a persons life written, composed, or produced by another.

Constructed conversation is undocumented, created dialogue between characters in a
biography.
Corroboration is the process of strengthening or supporting with evidence that some fact
or statement is true.
Point of view is the perspective from which a narrative is told.

Portrait is a painting, drawing, or photograph for which there was a consciously posed
person or group and in which the sitters identity is the main object of study.
Primary sources are original works in various media that are recorded at the time of an
event.
Diary is a personal daily record of events, experiences, and observations.
Secondary sources are works that record an event which are removed from that event by
time or place.
Diction is word choice intended to convey a certain effect.
Self-portrait is a portrait in which the artist is the subject.
Document analysis is the process of critically inspecting artifacts, cartoons, written

documents, maps, photographs, posters, or sounds and making connections and inferences
regarding them.
Setting is the time and place of the action in a story, novel, play, or poem; also, surroundings
or environment.
Engraving is a print made from an engraved or etched plate or block.

Foreshadowing is the use of hints or clues in a narrative to suggest future action.
Group biography is a biography of a collective number of individuals sharing a common
characteristic.
Sitter is a person who poses or models as the subject of a portrait.

Tone is the attitude a literary work or author takes toward its subject and theme.
Unreliable narrator is a speaker whose version of the details of a story are consciously or
unconsciously deceiving; such a narration is usually subtly undermined by details in the story
or the readers general knowledge of facts outside the story.
Historical fiction is a story set in a specific time period, having characters, setting and plot
which are both imaginary and historically documented. Where fictional, the characters,
settings and plot events are portrayed authentically as if they actually could have happened.
Imagery is the written representation of people, objects, actions, feelings or ideas through
works or phrases which appeal to the senses.
Letter is a written message addressed to a person or organization.
Memoir is a written account of the personal experiences of an individual.
Milieu is an environment or setting.
Glossary terms adapted from the following sources: AP Vertical Teams Guide for English (College
Board, 2002), www.dictionary.com, http://www.wwnorton.com/college/english/litweb/glossary,
http://www.gale.com/warehouse/glossary/
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Glossary terms adapted from the following sources: AP Vertical Teams Guide for English (College
Board, 2002), www.dictionary.com, http://www.wwnorton.com/college/english/litweb/glossary,
http://www.gale.com/warehouse/glossary/
47
References
Feedback Form
Cox, C. (1926). The early mental traits of three hundred geniuses. Stanford, CA: Stanford
University Press.
Hollingworth, L.S. (1925). Introduction to biography for young children who test above 150
I.Q. Teachers College Record, 2, 277287.
Parke, C. (1996). Biography: Writing lives. New York, NY: Twayne.
Robinson, A. (2009). Blueprints for biography: Differentiating the curriculum for talented
readers. Teaching for High Potential, Fall, THP-78.
Please provide us with feedback about this Blueprint! If you have any comments about
Blueprints, copy this page and send it to the address below. Please be specific about the
items to which your comments apply.
____ I use biography in my curriculum in the following ways:
Robinson, A. & Cotabish, A. (2005). Biography and young gifted learners: Connecting to
commercially available curriculum. Understanding Our Gifted, Winter, 36.
Robinson, A. & Schatz, A. (2002). Biography for talented learners: Enriching the curriculum
across the disciplines. Gifted Education Communicator, Fall, 1215, 3839.
_____I would like to recommend a childrens or young adult readers biography as a subject
for a Blueprint. My recommendation(s) follows:
Additional photo credits

Front cover: United States Postal service
_____I have comments about the questions and/or activities in this Blueprint:
Back cover: Electric lamp patent to Thomas Edison, National Archives, retrieved from http://
www.ourdocuments.gov May 20, 2009.
Sketches by Charles Darwin, Leonardo Da Vinci, and Galileo Galilei, retrieved from http://
commons.wikimedia.org July 10, 2009.
Date:
Your name and address (optional):
48
49
Feedback Form
Please send your feedback to:

Dr. Ann Robinson
Jodie Mahony Center for Gifted Education
University of Arkansas at Little Rock
2801 South University, SUA Rm 101
Little Rock, AR 72204
Email: giftedcenter@ualr.edu
Visit us at ualr.edu/gifted
50
STEM Series Blueprints for Biography are guides

for teachers and students engaged in the
study of a specific biography of a great figure
in science, mathematics, or engineering. Each
Blueprint contains questions, activities, and
resources to be used in the classroom.
For more information, please contact the Jodie
Mahony Center for Gifted Edication at the
University of Arkansas at Little Rock.
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Blueprints for Biography

Odd Boy Out

Young Albert Einstein

BLUEPRINTS FOR BIOGRAPHY

Blueprint developed by:

Blueprints for Biography

Blueprints for Biography are dedicated to Maxine Robinson

master teacher, perfect mother.

2801 South University, SUA Rm. 101

Ann Robinson, Ph.D.

Blueprints Coordinator: Krista M. Smith

Blueprints for Biography combine the twin interests of biography as a means of

Introduction for Teachers......................................................................................6

About the Book.....................................................................................................15

P- Quad: Prompt for Writing................................................................................24

P- Quad: Primary Source Analysis......................................................................28

Introduction for Teachers

What are Blueprints for Biography?

Who is the audience for this Blueprint?

How can this Blueprint be integrated into the curriculum?

What kinds of lessons are included in a Blueprint?

Introduction for Teachers

About blueprints for biography

Why should students read biographies?

How have biographies been used with high-ability learners in the

About blueprints for biography

How can a teacher use Blueprints in the classroom?

Study Guide or Gloss for Independent Reading. An individual student with an

About blueprints for biography

Small-group instruction. Blueprints can be used by the teacher for small-group

About blueprints for biography

Next Generation Science Standards

Whole-class instruction. Blueprints are developed for biographies available in

NGSS 5ESS1: Earths place in the universe. (Experimentation)

NGSS 3PS2-2: Make observations and/or measurements of an objects motion to provide

English Language Arts Common Core State Standards

About blueprints for biography

Math Common Core State Standards

About the person

Albert Einstein, 1879 1955

About the person

About the Book

Blueprints for Biography Odd Boy Out: Young Albert Einstein

Albert Einstein, 1879 1955 continues

Blueprints for Biography Odd Boy Out: Young Albert Einstein

Odd Boy Out: Young Albert Einstein

Publisher: Houghton Mifflin Company, Boston

Before the Book

Blueprints for Biography Odd Boy Out: Young Albert Einstein

Blueprints for Biography Odd Boy Out: Young Albert Einstein

To neglect something is to not pay enough attention to it. Albert probably

Beyond the Book

Beyond the Book

May be reproduced for classroom use only.

Portrait Study for Teachers

AROUND THE PORTRAIT

FACE created by Dr. Christine Deitz.

May be reproduced for classroom use only.

May be reproduced for classroom use only.

Prompt for Writing

Prompt for Writing

Blueprints for Biography Odd Boy Out: Young Albert Einstein