Directions for the Family Tree Project
Goal: Students identify ancestral origins. To demonstrate a personal knowledge or family lineage (Adoptive/foster families included!) students will conduct phone or in-person interviews with relatives. Students will trace their family tree as far back as possible. Most students will show origins outside of the Americas.
Product: Students will make and present a family tree on poster board or electronically connecting themselves with the origin of their ancestors. The presentation will be short – 2-3 minutes, and include at least one interesting/fascinating/cool story about a relative. As a grade, we will collectively mark a world map, showing where we are from.
Importance: We are largely a nation of immigrants. This fact has greatly influenced the character and spirit of our Nation. We are all active participants in the continual evolution and re-invention of the American story.
Assessment: It is understood that students will have varying degrees of success with their interviews. Not all families are the same, and some are scattered or unfamiliar. Students will be expected to conduct at least 2 interviews and produce a family tree. This is largely an exercise of effort and pride in work.
Evidence of interviews conducted. 1 2 3 4 5 6 7 8 9 10
Synthesis – Product/Tree completed on time, with care and precision. 1 2 3 4 5 6 7 8 9 10
Presentation – Student was prepared and spoke clearly 1 2 3 4 5 6 7 8 9 10
Comments:
Thursday, December 20, 2007
Bullying classes after break...please read!
Dear Parents/Guardians: Please read the following important message!
School counselors will be doing a 2 day presentation through your history classes on Jan 2nd and Jan 3rd --
covering the following areas:
adolescence
peer pressure
making good choices
warning signs of depression
bullying prevention
Students will also watch a 30 minutes video titled, Teen Truth: An Inside Look at Bullying and School Violence. This is an educational video by Human Relations Media. This video contains sensitive material on bullying and school violence. If your son/daughter will be uncomfortable with this subject matter, please let their history teacher know so necessary arrangements can be made.
If you have any questions, please contact the Student Center at 733-4234.
School counselors will be doing a 2 day presentation through your history classes on Jan 2nd and Jan 3rd --
covering the following areas:
adolescence
peer pressure
making good choices
warning signs of depression
bullying prevention
Students will also watch a 30 minutes video titled, Teen Truth: An Inside Look at Bullying and School Violence. This is an educational video by Human Relations Media. This video contains sensitive material on bullying and school violence. If your son/daughter will be uncomfortable with this subject matter, please let their history teacher know so necessary arrangements can be made.
If you have any questions, please contact the Student Center at 733-4234.
Sunday, December 16, 2007
Final week of 2007
Welcome back from the weekend! I hope all had a safe and fun couple of days.
This week, students will be exploring the innovations and functions of the Declaration of Independence and identifying applications to their own lives. On Friday, students brainstormed and shared in groups what they already knew about the Declaration, then read short passages "What's in it for Me? -- Frequently asked Questions on the Declaration". We then viewed an historic public reading of the document on its 225th anniversary and discussed both the drafters' shortcomings and their bravery of innovation.
Monday: To develop a better historical perspective, students will create an equality time capsule that compares equalities of various demographic groups from the colonial era with today. The big questions: How should/can we judge the drafters of the Declaration? How have the ideals of the Declaration been met or not met? If time allows, students will begin the Thomas Paine re-enactment that was not realized last week.
Tuesday: Get ready to get involved! Students will demonstrate and expand their own awareness of the Declaration's impact on their lives by investigating prompts on local, state and national civics.
Wednesday: Be a truth detective! The Declaration of Independence helped define our rights and liberties as Americans. Do not always believe what you read! Find the errors and truths in a partially factual article regarding the origins of Declaration.
Thursday: An introduction to the family tree project. Students will be asked to conduct interviews with family members over the winter recess. Interviews can be conducted over the phone. Interview guides will be provided, but not required. What is required is interaction with personal histories! Obviously, in our age, the shape of the family has changed. Students who were adopted or with alternative living situations will still be required to investigate some facet of their adoptive or foster families. The goal is to have students identify, recognize and share their own immigrant trails out of North America (or within N. America for American Indians) and share at least one family story.
Stay tuned for activities on the final day before break.
This week, students will be exploring the innovations and functions of the Declaration of Independence and identifying applications to their own lives. On Friday, students brainstormed and shared in groups what they already knew about the Declaration, then read short passages "What's in it for Me? -- Frequently asked Questions on the Declaration". We then viewed an historic public reading of the document on its 225th anniversary and discussed both the drafters' shortcomings and their bravery of innovation.
Monday: To develop a better historical perspective, students will create an equality time capsule that compares equalities of various demographic groups from the colonial era with today. The big questions: How should/can we judge the drafters of the Declaration? How have the ideals of the Declaration been met or not met? If time allows, students will begin the Thomas Paine re-enactment that was not realized last week.
Tuesday: Get ready to get involved! Students will demonstrate and expand their own awareness of the Declaration's impact on their lives by investigating prompts on local, state and national civics.
Wednesday: Be a truth detective! The Declaration of Independence helped define our rights and liberties as Americans. Do not always believe what you read! Find the errors and truths in a partially factual article regarding the origins of Declaration.
Thursday: An introduction to the family tree project. Students will be asked to conduct interviews with family members over the winter recess. Interviews can be conducted over the phone. Interview guides will be provided, but not required. What is required is interaction with personal histories! Obviously, in our age, the shape of the family has changed. Students who were adopted or with alternative living situations will still be required to investigate some facet of their adoptive or foster families. The goal is to have students identify, recognize and share their own immigrant trails out of North America (or within N. America for American Indians) and share at least one family story.
Stay tuned for activities on the final day before break.
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