Family History Investigation

1. Supplemental Readings and Resources.

1.1. Family Tree Charts - to add an Art component.

1.1.1. I am sure we read the same book and I am doing a similar project. For art they can do a family shield, a family quilt, self or family portraits. Also they can do a recipe cook book. (I think the cookbook would be really fun and of course you can try out recipes as well!) Monica

2. Prioritize Ideas

2.1. Investigate Family History and Write about the experience.

2.2. Investigate Historical Events / how family was affected.

2.3. Learn to read official documents of history. Birth Certificates, Marriage Certificates, Land Records...

2.4. I really like the ideas that you have for this section. I am slightly confused exactly what you mean by "prioritize ideas" though. I really like the task of investigating students family history. Have you considered having the students either bringing in significant pictures or objects that represent their families or maybe even having each student draw/explain things that best describe their families.-Holly K.

3. Plan

3.1. Goals

3.1.1. We will create community in our own classroom by sharing our stories and engaging in cooperative learning opportunities.

3.1.2. We will discover how cultural values can influence individuals and through that influence, change a community.

3.2. Goals

3.2.1. We will explore curiosities about our families and community.

3.2.2. We will develop an appreciation of various family dynamics and the ethnic and cultural values that might differ from our own.

3.3. We’ll practice interviewing strategies and become familiar with research techniques.

3.4. We will sharpen our skills for evaluating and sharing data and will learn to interpret historical documents.

3.5. IDEAS: Interviews with family members, friends, or community leaders; The examination of historical documents such as marriage, death, and birth certificates as well as census records; Writing about what we've learned and constructing either a family tree or community even time-line; Going public with a reception attended by family, friends, and community members where student work is displayed.

3.6. SOCIAL ACTION: Students will invite a local historian or community leader to the classroom and learn about the history of the community as well as the current needs in the community. Students will respond collectively to a community need with a planned campaign to help.

4. Problem

4.1. Students Reluctant to Talk to Family

4.1.1. If this occurs, students would possibly write down the interview questions and then simply hand hem to their family members or friends and have them write the answers instead of a formal interview. -Courtney

4.2. Students from Non-Traditional Families: Because this course of study is personal in nature, the introduction will also address sensitive topics such as varying family types, adopted children, and alternatives to featuring family in the study. Educators can explain to students that “family” can be one person or a group of people whom you are close with. It is important to discuss varying family structures so that students feel comfortable about their own family situation (Zemelman et al., 2000).

5. Students interview family members to learn about their geneology.

5.1. Students can use family friend if no information is available from family.

5.1.1. Sub Idea 1

5.1.2. Sub Idea 2

5.2. Audio recorded interviews with families, friends, or community leaders.

5.3. In addition to having a community leader or historian visit the class, a parent or grandparent of a student can also visit the class to talk about the history of the community and how it relates to individual families.

5.4. A parent, grandparent, or community member can describe to the class how they came to live in America.

5.5. You might also consider allowing one of the parents of family members to come in and speak to the class. Maybe an individual who can describe how his/her family came to America and where they originate from. -Courtney

5.6. I really like the idea of students interviewing family members to learn about their family and their history. I had to do an assignment similar to this and it is amazing how much you really learn about your family history that you may not have known before. --Holly K.

6. "If you could ask them." Students write letters to decendents asking them questions about life and historical events years ago.

6.1. Judy, This is a great idea! Letter writing is so important. During this technology age, many students do not know how to write letters. This would be a great lesson for students. Letter writing may really connect with some students as well and they may choose to write letters to their friends! Monica