Homework: Family Tree

Each year I have students do some family tree research. Before I explain the project, let me reiterate what I tell students about the family tree project.  I completely understand why different people refuse to work on the family tree project.  Some of us are [or were] estranged from family members, some are adopted, some recently lost family members so talking about them is too difficult, and some don't want anything to do with one parent [or either of them].  I do understand.  If you would like to do an alternative project (researching the family tree of a teacher, scientist, or athlete) you can talk to me and we may be able to set something up.

I do the project for different reasons:

• We learn communication skills
• We learn history
• We learn research methodology
• We learn geography
• We are connected with our past
• We put historical events into the context of where our family was at the time.
• We get a better understanding of who we are, where we come from, and where we might be going.

We begin with two forms -- I will give you one Ancestry Chart and one Family Group Sheet.  The Ancestry Chart is a quick reference guide for you and every direct ancestor through your great-grandparents.  Begin by placing your name on the left (single) person and then continue by adding your parents in the next level (father on top and mother on the bottom).

Click either of these to print another copy:

My suggestions [and they vary for each situation] are to do the following:

1. Enter as much information as possible yourself -- in pencil is best.  
2. When you have entered as much as you [think you] know, ask each parent to look over your work.
3. When each parent is finished with the page, ask all grandparents.
4. If you are blessed to have great grandparents, definitely ask them for as much information as possible.  
5. Ask everybody that you interview:
1. the names of their parents
2. the name of their grandparents
3. if they remember their great-grandparents names -- or where they came from.  
4. middle names of family members
5. where they got their name (it may be a grandmothers name, an uncles name, etc.)
6. names of their aunts and uncles
7. when they came to Jellico... or Tennessee... or the United States... or wherever.
8. if they have pictures of their parents, grandparents or great grandparents
1. (If so, I recommend taking a picture of the picture)

I'm not grading you on how much you find -- just on how much you TRY.  

Some people have professional artists draw up their family trees.

Your homework is to research four generations of your family tree.  I will provide you with two different charts for keeping track of data, but if you would like another copy you can click on one of the small thumbnails to download one.

I give this assignment to help you understand where you come from, to put historical era's in context, and to help you organize the information you [and your family] know -- or think you know.

Please know that I understand that this is a difficult [sometimes impossible] project for some people.  Feel free to come to me if you have a question about the assignment.

Here's an online family tree maker.  It's simple (doesn't ask for dates or places) but it might help get you started.  http://kids.familytreemagazine.com/kids/familytree.pdf

Discuss Family Tree Research and Answer the Following Questions:

• Were any of the people that you interviewed uncomfortable talking about their family?
• What was the most surprising thing you discovered in your research?
• What did you think about the project?
• How could we have made the project better?
• Is there anything you would like to know about your family tree -- or would you like help finding more information?
• Use the provided map(s) to plot points where your family has lived.

Click to download PDF

National Geographic: The Human Family Tree

Momondo: The DNA Journey
Mr. Griffith's Moms Ancestry

The Human Family Tree Download the Worksheet Here The Myth of Race (Debunked in 3 Minutes)
The Human Family Tree Animation (Banrace.org):

DNA Genesis: The Children of Adam

Bill Nye The Science Guy: Race Is Race a Social Construct? (Video removed)

The First American's

Today we will explore who the first "Americans" were.  We will discuss Clovis First theory as well as the Solutreans.  We will also discuss Continental Drift and the theory of Pangaea.

The following video clips will cover:

• Continental Drift
• North American: In the Beginning
• Nova:  America's Stone Age Explorers

Who Really Discovered America?

Today we will be viewing parts of the documentary, "Who Really Discovered America?"

While watching this documentary, I want you to keep notes on the various "candidates" for the first to arrive in America.  Of course we already know that people were already here -- and possibly even Europeans -- but keep some notes (including the time period, strength of the theory, and weakness of the theory) on the people that are discussed.  I will provide a worksheet (also available here).

Note details for each of the following discoveries:

• Native Americans
• Solutrean
• Japanese
• Hebrew
• Chinese
• Irish
• Polynesia
• Viking
• Welsh

At the end of the video you can sit with another person and compare notes.  I want you to make sure you have dates because there will be a homework assignment.

HOMEWORK:

1. Use the dates in your notes to create a time line with notes (annotated) about the "Discovery of America".
2. Which of the theories has solid evidence to support it as a viable theory?
3. Why do you think there is continuing discussion/debate about the "discovery" of America?

Here are some examples of time line, although you can choose your format:

Finally, check out this clip demonstrating how similar art is throughout history.

Some things to consider:

And how about these?

Finally, where are these statues from?

Historical Perspective: True Story of the Three Little Pigs / Lies Your Teacher Told You

The Big Questions

When you think about an event in history, the event really involves 7 "Big Questions".  If you want to tell someone about the history of something, ask yourself the following questions:

Discussion: Education

We'll discuss the economic implications of changing educational paradigms and the business of testing.  We will also discuss the tendency to assume that someone is "smart" or "dumb" based on their ability to pass a given test.

Finally, we will discuss "Changing Education Paradigms" to look at education from a different perspective.

Videos: Apathy, Empathy, Education and Holding On

I have a couple videos that I want to use for class discussion.  Throughout this course I will be giving you videos or pictures such as these as journal writing topics.  Please get a notebook that you will use as a journal. Apathy: A Poem

Under the Surface: Empathy Film  

Don't Stay in School:  Finish Line: PSA Foundation [Keep Holding On]

Turning In Work

Important:  If you don't label your paper properly, one [or more] of the following may occur:

• It will take longer to grade your paper.
• You may lose points
• I may refuse to accept it
• Someone else may claim it as theirs

The Big Questions

When you think about an event in history, the event really involves 7 "Big Questions".  If you want to tell someone about the history of something, ask yourself the following questions: