• WELCOME TO FAMILY HISTORY!
     
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    The class that changes lives... 
     
     

    Welcome to Family History!  During this one trimester course we will study the general history of American families and the social history of the United States while we investigate our own personal genealogical backgrounds.  History has had a tremendous impact upon your existence. This class will examine the impact of historical events and trends upon family composition, family functions, and family life.  The capstone of the class will be the research and compilation of one’s own pedigree along with a historical narrative. 

     

    Family History is not for the faint of heart. If you’re expecting an easy, relaxing elective with little to no work, reconsider your options. Be ready to research, read primary and secondary sources, sort through boxes of dusty family paperwork, and, of course, be ready to talk to your relatives. Also, be ready to accept the realities of your family, both the good and the bad, because not everybody gets to trace their family tree back to the good presidents and the honorable kings and queens. Some of us get to discover robbers and murderers and other unsavory characters. Be ready for anything on this wild journey we are about to embark on together!

     

     

    Unit Plans

    Each unit in Family History will have a history and genealogy component. At the beginning of each unit, students will receive the appropriate readings, notes, and materials for the unit, as well as a calendar with all upcoming due dates.

    Binder

    You will compile a binder that documents the history of your own family (and you will create your own definition of family). The binder will meet the requirements given to you in class. You will be assessed through regular binder checks. The final binder will be worth half of your final exam score.

     

    Family Story

    During the final weeks of the course, each student must write a Family Story that summarizes the history of his/her own family, with a brief mention of origins, and which touches on themes we have studied in this course. The Family Story must reflect research done specifically for this course. More specific information will be distributed to students later this trimester. 

     

    Final Grade

    The final exam (with both a cumulative portfolio-style assessment and test-based portion) will be worth 20% of your overall trimester grade. The remaining 80% will be the 12-week marking period grade. The Course Competency Assessment for Family History is the final exam, which includes an essay portion as well as a portfolio assessment. Students who violate an attendance contract must score a 78% or above to earn credit, and only credit, for this course.

     

     

     

     

     

     

     

    Assignment- 7 Jan 2020

     

    RACE ACTIVITY- FAMILY HISTORY

     

     

    1. Sorting people exercise http://www.pbs.org/race/002_SortingPeople/002_00-home.htm
    2. Click Begin Sorting

    Right click- select PLAY

    Wait -- don’t click NEXT until teacher says so!

    Write down how you scored. How did you feel while sorting these people? How did you feel when the results were revealed? Were you surprised by any of the answers?

    1. “More Than Meets the Eye”

    What did Bliss Broyard learn about her father that she didn’t know before?

     

    What choices did Anatole Broyard have when applying for his Social Security card? Do you think these choices presented him with any problems?

     

    1. “A Fine Mocha”

     

    Before viewing this clip- What percentage of African Americans do you think have 100% African DNA?

     

    Do you wish to revise your answer after watching this clip? Do you still think your guess is accurate or do you want to revise it? Explain your reasoning for your number.

     

    1. “Mixed Race Ancestry”

     

    According to the people in this video clip, what does it mean to be black?

     

    1. One drop

     

    Use the internet to find out what the “one drop” rule is and how it relates to previous American conceptions of race.

     

    1. . “Black, White, or Other?”

    “It’s Still There”

     

    Is it more difficult to define whiteness or blackness, or are they equally complicated to define? Provide reasoning from the video clips.

     

     

    1. FINISH THIS SENTENCE:

     

    Race in America is _____.

     

    What word or words did you choose? Why would you choose that word? How did today’s lesson influence your word choice?