| Title of Lesson: Family History | ||
| Grade Level(s)/Course: 5th grade | ||
| Subject Area(s): Social Studies | ||
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State Standards
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Subject Specific: E.8.2 – Give examples to explain and illustrate how factors such as family, gender, and socioeconomic status contribute to individual identity and development
Technology Specific: B. Information and Inquiry – Students in Wisconsin will access, evaluate, and apply information efficiently and effectively from a variety of sources in print, non-print, and electronic formats to meet personal and academic needs.
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| Stated Objective(s)
The student will be able to |
This assignment gets students involved in an activity in which they can work with their family, identify their ancestors, appreciate their ethnic backgrounds, understand the concept of immigration, and begin connecting events in history with the movement of their ancestors. They may become more aware of their own unique individual makeup and its cultural origins, and develop a better understanding of the United States as a melting pot.
1. Interview his or her family. 2. Gather documents and records about their immigrant ancestors. 3. Learn about his or her country or countries of origin. 4. Write a written report on their family tree. |
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| Procedures for Lesson
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We will begin the unit by going to ancestry.com to find out facts about the students’ family name (or name that is a close relative) They will learn possible ports of departure, what type of work their relatives seemed to be a part of, where their family spread out through the United States, and other interesting facts.
With this information, each student needs to go home and interview close relatives (such as parents, grandparents, great grandparents etc) and try to fill in their family tree as much as possible, asking questions that would help them learn about their family. (occupations, heritage, where they came from, etc) With the family tree filled in, we will take this and create a family tree on the computer. Students will then write a one page paper about what they learned about their family. They need to write about something they already knew, one or more things they learned, a tradition he/she participates in that is culture related, and something special about their heritage.
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| Assessment or Evaluation
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Students need to complete the interview with family members, create a family tree on the computer, and create the one page paper with all requirements. Each student can present what they found to their classmates. | |
| Enrichment
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For extra credit, students can bring in actual documents, records, and pictures about their ancestors, or research a country of their origin and summarize a brief history about that area. They could also bring in ethnic foods, materials that they are proud of and would like to share. | |
| Materials | Computer, Internet, Paper, Printer
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| Technology Resources
Other Resources |
http://www.ancestry.com/learn/facts/default.aspx
http://www.myheritage.com The main resource will be family documents, records, pictures, and interviews |
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16
May
Family Tree Lesson Plan
Mrs. Coenen
Favorite Quotes
No written word, no spoken plea can teach our youth what they should be. Nor all the books on all the shelves, it’s what the teachers are themselves.
— John Wooden