Education 333: Where I Come From Lesson

Where I Come From

Grade: 5th

Time: Two 45 minute class periods

Brief Overview:
In this lesson, students take research into their heritage a step beyond the construction of a family tree. They will explore their sense of connection to these places in their past through the production of a travel log.

Objectives:
Identify countries, states and cultures that are part of their family heritage.
Locate these places on a map.
Characterize their sense of attachment to these places in their past.

Materials:
· Family log cover page
· Paper, lined to journal
· Computers with printers and the Internet (1 computer for every two children, 1 printer linked to all computers)
Access to the Xpeditions website: http://www.nationalgeographic.com/xpeditions/
· Colored pencils, makers, and/or crayons
· Glue
· Scissors
· Pens or pencils
· J.R. Watkins article
· Photos of J.R. and Paul Watkins families (3)
· Watkins family tree

Goals:
Students will identify and locate countries and states, events and cultural features that play an important role in the history of the United States.

Procedure:
1. Prior to this lesson students will have been asked to find where their family came from in the world. Began the lesson by asking students what parts of the world their families have come from. (4 minutes)

2. Have students create a family travel log. The travel log will be a paper book. Students will need to create this book in class. Pass out 5 pages and the cover page to students. Fold the pages in half hamburger style, with the cover page being on front. One page will be set aside for each place where their family members have lived in the past. The cover page should be decorated well, displaying the student’s last name in a creative way. Students will be asked to research both sides of their family if possible. There should be at least 4 pages in the book. It will be okay if some of the pages are from the same country/state. Explain the family history of the Watkins family in Winona, Minnesota.
a. Paul Watkins’ family was originally of Walsh descent (British Isle). Read the article on the Late Joseph Ray Watkins. Explain to children that J.R. is the uncle of Paul Watkins.
b. Paul Watkins’s book would look like this:
i. Watkins family originally from Walsh (British Isle)
ii. Great Grandfather of J.R. from New Jersey
iii. Grandfather of J.R. from New Jersey
iv. Father of J.R. from Ohio
v. J.R. Watkins, uncle of Paul Watkins from Ohio
vi. Paul Watkins from Winona, Minnesota
His book would contain five different pages with four different maps. (21 minutes)

3. For each place traveled by the student’s family, the student will print a map from Xpeditions website. Have students use the Atlas section of the site to find and print out maps of the places that are part of their family history. Students will then add this map by cutting and pasting it to their travel logs. Nex t students will mark or color map to show where their family lived. Make sure students label which one of their family members lived there. (15 minutes)
4. After students have worked on their family travel logs, ask where their families have come from. What surprised you about your family? Have or do you want to visit these places? Tell students they may bring their logs home to ask their grandparents and parents about their family’s past. (5 minutes)

5. Continue work on family travel logs and maps the next class period. When students are finished, compile book together stapling it to form a booklet.
Assessment:
Students will be assessed on their ability to name and locate specific locations on a maps and their ability to name these locations correctly.

Resources:
http://edsitement.neh.gov/view_lesson_plan.asp?id=309#SELECTED
http://www.nationalgeographic.com/xpeditions/