My 10th grade U.S. History class at Center Point High School was presented with the objective of producing a digital family history project. The digital device could be anyone they choose. Any point-of-view was acceptable, as long as it was relevant to their activity. The rationale of this assessment was to allow my students to explore their family history and develop and expand their use of technology.
The project was based on their family history. The viewpoints that they opted to relate to their family history was creatively theirs. The instructions included the encouragement to be creative and demonstrate their knowledge of technology-based presentations.
The purpose of this assignment seemed relevantly simple in context to me. During the process, it was revealed to me that my students were not familiar with many aspects of their family. They were not knowledgeable of their genealogy, extended generations, and general information concerning their families (names, ages, date of birth, knowledge of maternal and paternal sides of the family or location of relatives). I am not sure when I start compiling this information about my family, but it always seemed part of my basic knowledge. This activity simulated conversations within each household. The student relayed to me that they interviewed family members to increase their information base. I know of two students that worked hand-and-hand with their parents to become mini-experts about their families. The level of communication that opened up between the students and their parents was inspiring. …show more content…
[RI.9-10.7]
Writing Standards: Text Types and
The project was based on their family history. The viewpoints that they opted to relate to their family history was creatively theirs. The instructions included the encouragement to be creative and demonstrate their knowledge of technology-based presentations.
The purpose of this assignment seemed relevantly simple in context to me. During the process, it was revealed to me that my students were not familiar with many aspects of their family. They were not knowledgeable of their genealogy, extended generations, and general information concerning their families (names, ages, date of birth, knowledge of maternal and paternal sides of the family or location of relatives). I am not sure when I start compiling this information about my family, but it always seemed part of my basic knowledge. This activity simulated conversations within each household. The student relayed to me that they interviewed family members to increase their information base. I know of two students that worked hand-and-hand with their parents to become mini-experts about their families. The level of communication that opened up between the students and their parents was inspiring. …show more content…
[RI.9-10.7]
Writing Standards: Text Types and