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Discuss with the students the components of a biography (includes the significant dates and events in a person’s life, provides an overview of an individual’s entire life, may focus on one event). Review with them the difference between an autobiography and a biography. Have the students create a biography of their lives to date, focussing on 10 specific events that have taken place in their lives: birth, births of siblings, moves, entering school etc. Students could create a timeline highlighting one major event in each year of their lives.

Have students view Clip 1 and Clip 2, as well as the article “Dying to Win,” found under the Relevant Hyperlinks section.

From the information they gather, students should write a biography of Ben Johnson’s life. They should include information about where he trained, who his doctor was, and the successes he achieved on the track. Students might consider adding notes about the choices made by Ben Johnson, and their own analysis of those choices.

If necessary, students can visit other Web sites that would provide background information on Ben Johnson’s life. Students should type and hand in their biography.

Divide the class into small groups of 3 or 4 students and have them compare their biographies. Each group will create a ‘master’ biography that they will present orally to class. After the presentations, assess the similarities and differences in the biographies and discuss some of the choices Johnson made in his athletic career. Pose the question, “Did Ben Johnson knowingly take performance-enhancing drugs to win the gold medal?”

Students can research Ben Johnson’s arch rival, Carl Lewis, and write a biography of Lewis. Students should compare and contrast the personal backgrounds and athletic successes of the two sprinters.