How Did I Get Here?
Lesson Overview
This lesson has four components to form background insight into students' nation of origin. Students will view a portion of the movie "Whale Rider" and watch how the main character recites her genealogy. They will interview family elders and use the data they collect to create a time line of dates/places; and a family tree or a rap song of their genealogy and/or family stories. Students will present their finished work to the class.
Big Idea
Students will understand that they are connected to a family lineage and that their ancestral places of origin in the world may be different from where they now live.
Essential Questions
Where do I come from?
How did I get here?
Where is my family from?
How does it affect me and my family to move away from our ethnic homeland?
Evidence of Understanding
Students will create a time line showing important places to the family, and explain their heritage by illustrating a family tree or performing a rap song. A rubric will be given to students to guide execution of their family tree chart / rap song. The rubric will address creative presentation, content, and reverence toward their family genealogy.
Instructional Learning Experience Number One
Students will view a part from the movie "Whale Rider" where the main character, Paikea, recites her genealogy in a chant. Have a class discussion and define the word "genealogy" Discuss how genealogy is a significant indicator of heritage.
Formative Assessment: Check for understanding during discussion to make sure students understand how genealogies associate with culture, language, places, and shared heritage with others.
Instructional Learning Experience Number Two
Students will act as reporters and interview family elders for family stories, places of origin, native countries, nationality, language, etc. Students should ask a minimum of ten questions.
Formative Assessment: Check for understanding by previewing questionnaire answers
Instructional Learning Experience Number Three
Using the data from the questionnaire, students will create a time line to show the places and dates of family homes and either a family tree or a rap song of their genealogy and /or family stories.
Formative Assessment: Check for understanding by asking questions and guiding students while they work on their projects.
Instructional Learning Experience Number Four
Students will present their timelines, and family tree or rap song to the class.
Formative Assessment: Self-Assessments will be written as reflections of learning and personal feelings about new knowledge or understandings.
Summative Assessment: A rubric will be used to assess the student's execution of project: The rubric will address creative presentation, content, and reverence toward their family genealogy. The content of the family tree or rap song must include three generations from at least one parent's side of the family, at least three names must be mentioned, for example, self, parent, grandparent; and at least one significant place must be stated. Time line must include at least three importatnt family places for the student and/or family if possible; going back to earlier generations if possible.
Materials
Copy of the film "Whale Rider" by Niko Caro, or book by Witi Ihimaera
Family tree template
click here for link to family tree template
Oral history interview questionnaire
click here for link to interview questionnaire
Time line template
click here for link to timeline template
oral_history_interview.doc | |
File Size: | 31 kb |
File Type: | doc |
timeline.pdf | |
File Size: | 14 kb |
File Type: |