Learning Unit
Family Search
We All Came To America

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

• How can we use an integrated software program to generate text and graphic material in a meaningful way?
• How can we access and explore multi-media technology (internet, CD's, and videos) in order to learn and create additional material?

NECESSARY PRIOR KNOWLEDGE

• Students will need prior knowledge of word processing basics: keying text into the word processor; saving and opening a document; editing text; and previewing and printing a document.
• They will also need to know how to use CD-ROM reference materials: i.e., an atlas or encyclopedia.
• Students will need to know how to begin a search on the internet.
• Finally, students will need to know the different countries of origin for each of their grandparents and great-grandparents.

INITIATING ACTIVITY

Students will be directed to draw upon the skills learned in earlier technology units in order to further master the use of: word processing; creating a database; using computer graphics and design; desktop publishing; electronic research on CD; and the use of the Internet. This unit will meet 8^th grade computer curriculum needs, and offer us the opportunity to tie personal discovery to an interdisciplinary study in 8^th grade computers and 8^th grade social studies.

On the day prior to the start of the Family Search Unit, students will be asked to come to class the next day prepared to list the nations of origin of their ancestors. As the students enter the classroom, they will be surrounded by posters and charts depicting various immigrant experiences and flags of the world. They will draw and color index cards representing the flags of the countries from which their ancestors immigrated. The finished cards will decorate the cover of each student's personal portfolio. The portfolios will store hard copies of the students' computer generated interviews, narratives, databases, spreadsheets, graphs, and family trees as the unit progresses.

Following the flag activity, a video will be shown which will introduce the idea of immigration and Ellis Island as a launching point for further research and investigation.

LEARNING EXPERIENCES (throughout one semester)

It will be a semester long project for all 8^th graders. Complementing the 8^th grade social studies' study of pluralism and immigration in America, each student will gather information regarding his/her own family's ancestry. With the help of specialized software students will be able to conduct electronic research on CD-ROM, and the Internet. Students will learn how to collate and preserve their own family histories and heritage. They will put together and print family trees, family timelines, personal databases, spreadsheets, bar graphs, and a culminating narrative based on personal research and interviews. They will read and research general information regarding immigration and the immigrant's experience.

Through the use of a computer simulation, students will assume the identities of young teenage immigrants and have to make difficult decisions and respond to unexpected events. With the use videos students will trace immigration from colonial times until WWII, and discover immigration processing procedures and the legacy of immigrants in America. Students will gain awareness, pride, and an appreciation of their different multicultural heritages.

Technology skills will be learned through hands on experience. The project will foster collaborative learning with technology. Students will be excited by personal investigation and families will be brought together in a cooperative effort. We will evaluate the project through the students' successful development of printed projects including: typed interviews, student prepared databases, spreadsheets, graphs, family trees, and final narrative. Rubrics will be assigned to each part of the project. The culminating activity will include preparation of personalized booklets assembles from all the parts. These booklets will be displayed in school and finally taken home at the end of the semester.

DECLARATIVE
1 CLASS

Students will discover their particular ethnic heritages. They will interview family members and gather information with the use of an immigration interview form created by the teacher.

Students will be assessed based upon successful completion of the interview form.

• Tech. Standard 2-1.3
• Soc. Stud. Standard 1-1.1*
• Soc. Stud. Standard 1-4.4*

Rubric C

PROCEDURAL
2-3 WEEKS

Each student will create his own computer generated database including ancestors' names, birth dates, immigration dates, and countries of origin. A printed copy will be generated.

Students will be assessed based upon demonstrated competence in developing a computer generated database using "Microsoft Works 3.0"

• Tech. Standard 2-1.2
• Soc. Stud. Standard 1-4.1*

Rubric A

Further research will be conducted on-line and with the use of specialized computer software. Students will continue to gather information regarding the history of the times surrounding the immigration events through the use of posters and videos.

CULMINATING PERFORMANCE

The culminating activity will be the completion of a portfolio comprised of different activities created by the use of an interactive software package. The portfolio will be assessed with Rubric F. Included in the portfolio will be printouts of individual processings: interviews conducted with family members typed in a dialog form; and a narrative relating the story of the trials and conditions of immigration and the settling in the USA leading to today; personal ancestral immigration timelines of parents, grandparents, great-grandparents; a letter written to demonstrate the student's understanding of the trials and joys of the immigrant experience as explored in both the videos and the computer simulation. Both the interviews and the narratives will be used to motivate and focus the students' attention toward information listed regarding the names, relationship to student, countries of origin, the reason for immigration, date of immigration, and port of entry. The databases will be used to inform and guide instruction.

Spreadsheet - dates of immigration, numbers of immigrants, country of origin. The spreadsheets will provide feedback on student learning as well as provide a focus for further instruction.

Graph - converting information from the spreadsheet to a graph form.

Ultimately personal family trees will be developed by the use of a specialized computer program together with the data collected throughout the unit.

CONNECTIONS TO STANDARDS

Technology Standard 2: Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

Information Systems

Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

• Students know different types of equipment and software used to create audio, video, graphic, and text-based presentations (word processing software).
• Students know the common features and uses of spread sheets (data is entered in cells identifies by row and column; formulas can be used to update solutions automatically; spreadsheets are used in print form).
• Students use Boolean searches to execute complex searches on a database.
• Students use a spreadsheet to update, add, and delte data, and to write and execute valid formulas on data.

LEARNING EXPERIENCES
EXTENDING AND REFINING

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

• Researching and interviewing
• How to develop a database
• Electronic research
• Advanced word-processing
• Spreadsheets
• Graphing

What reasoning process will they be using?

• Classifying and error analysis
• Comparing and classifying
• Analyzing Perspectives, Constructing Support
• Constructing Support
• Classifying Error Analysis
• Comparing Error Analysis Classifying

Describe what will be done.

Conducting interviews and recording information regarding student's family history and ancestry.

Developing a computer generated database of ancestors' names, dates of birth and immigration, and countries of origin.

Gathering historical facts and background information.

Preparing a narrative with the use of advanced word processing operations: margins, tabs, justification, spellchecker, thesaurus, headers, footers, tabs and the simultaneous use of multiple and multipage documents.

Students will gather , classify, and create their own personal histories in an individual computer generated spreadsheet.

Students will prepare both pie graphs and bar graphs using information in their spreadsheets.

This exercise will be used to provide data for site-based using generations - Deluxe Ed" & "Ultimate Family Tree" CD-ROMS

• Soc. Stud. Standard 1-2.1*
• ELA Standard 1-1.5*

PROCEDURAL

Students will be guided through the use of a word-processing program. They will be instructed how to set a header, margins, and tabs. They will be expected to follow the standards for writing. Through the use of the word processing tool, students will be instructed on how to chack and edit their text for corrections in punctuation, capitalization, spelling, and grammar. A narrative will be written reflecting the family's immigration history. Students will the deliver oral presentations based on the narratives and research done so far.

Students will be evaluated on both the presentation and the content.

Using "Microsoft Office 98 - Word 6"

• Tech. Standard 2-1.1
• ELA Standard 1-1.5*
• ELA Standard 1-1.6+

Rubrics E, D

PROCEDURAL

Students will be instructed on how to create a spreadsheet. Students will be provided with a written list of step-by-step directions. As a group, the entire class will develop a sample spreadsheet together.

Using "Microsoft Works 3.0"

• Tech. Standard 2-1.2

DECLARATIVE

Using a matrix, students will gather and classify their own personal family histories.
ELA Standard 1-1.5*

PROCEDURAL
1 CLASS
They will input their personal information and create individual computer generated spreadsheets.

The purpose for this exercise is to provide practice applying knowledge and skills. Students will be evaluated on both the presentation and the content.

Using "Microsoft Works 3.0"

• Tech. Standard 2-1.1

Rubric G

PROCEDURAL

Students will be directed on how to convert spreadsheet information to create a pie graph. Pie graphs will then be produced to display the percents of ethnicities within each individual student's heritage.

The purpose for this exercise is to provide practice applying knowledge and skills. Students will be evaluated on both the presentation and the content.
Tech. Standard 2-1.2
Rubric G

DECLARATIVE
3 DAYS
The individual spreadsheet information will be gathered and used to develop a bar graph representative of the entire class.

This exercise will be used to motivate and focus student attention and effort.

• Tech. Standard 2-3.1

Rubric B

DECLARATIVE
2 DAYS

Electronic research will be conducted on-line and by CD to find the state determined breakdown of individual ancestry in New York State as reported in the last census.

This exercise will be used to provide data for site-based management.
Tech. Standard 2-1.3

DECLARATIVE
1 CLASS
Students will compare the results of their individual ancestries, the total class breakdown, and the statewide census.

This exercise will provide feedback on student learning.

• Tech. Standard 2-1.2

DECLARATIVE
1 CLASS
Students will imagine that they are immigrant teenagers around the beginning of the 20^th century. They will play a computer simulation game. At the successful completion of the game, students will compose letters to relatives still in their native lands. The letters will either encourage or discourage family members about immigrating. They will explain the processes of Ellis Island and the experiences of this new country.

This exercise will provide feedback on student learning. Using "Ellis Island: An Immigrant Experience" and "Microsoft Works 3.0"

• Tech. Standard 2-1.1
• ELA Standard 1-2.1+

Rubric E

• Students gather information from on-line telecommunication services.
• Students use a variety of sources to gather information for a specific topic (e.g., local and national media libraries, museums, governmental agencies, industries, and individuals).

Knowledge of the impacts and limitations of information systems is essential to its effective and ethnical use.

• Students know that incorrect data entry may affect the accuracy of information displayed on the computer.

Information technology can have positive and negative impacts on society, depending upon how it is used.

• Students use graphical and statistical software in presentations (e.g., desktop publishing software, database software)

SOCIAL STUDIES STANDARD 1: History of the US and New York State

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

The study of New York State and United States history requires an analysis of the development of American culture, its diversity, and multicultural context, and the ways people are unified by many values, practices, and traditions.

• Students know how an American's identity stems from belief in and allegiance to shared political values, principles, beliefs, patterns of behavior, and traditions; and how this identity differs from that of most other nations, which often base their identity on such things as ethnicity, race, religion, class, language, gender, or national origin.

Study about the major social, political, economic, cultural, and religious developments in New York State and US history involves learning about the important roles and contributions of individuals and groups.

• Students know about individuals and groups who represent different ethnic, national, and religious groups, including Native Americans, in New York State and the US at different times in different locations.

The skills of historical analysis include the ability to explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

• Students know how to elaluate the reliability of historic documents, narratives, or artifacts.
• Students understand historic events through the eyes and experiences of those who were there.

ELA STANDARD 1: Language for Information and Understanding

Students will read, write, listen, and speak for information anf understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply and transmit information.

Speaking and Writing

Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.

• Students use a variety of prewriting strategies (brainstorm, buil background knowledge)
• Students use a variety of strategies to edit and publish written work (e.g., edit for grammar, punctuation, capitalization, and spelling at a developmentally appropriate level; proofread using reference materials, word processor, and other resources; edit for clarity, word choice, and language usage; use a word processor to publish written work).
• Students use style and structure appropriate for specific audiences and purposes.

READING AND WRITING

Written communication for social interaction requires using written massages to establish, maintain, and enhance personal relationships with others.

• Students write business letters and letters of request and response

RUBRICS

RUBRIC A: Database activity

P++

• Outstanding work, extraordinary effort and accomplishment. Reserved for the perfect work containing no errors in details or mechanics.

P+

• Fully developed; good logical organization.
• Can create a database from scratch - defining fields and creating layouts.
• Can sort and print the information in appropriate layout form.

P

• Satisfactory development; good organization. Understands the use of a database and can locate information within a given database. Can add or delete data in a database.

P-

• Shows weakness in organization. Unable to adequately edit data in a database.

F

• Little or no organization. Does not understand the use of a database.

RUBRIC B: Pie/Bar Graph activity

P++

• Outstanding work, extraordinary effort and accomplishment. Reserved for the perfect work containing no errors in details or mechanics.

P+

• Fully developed. Can successfully open, print, and update a chart linked to a source sheet.

P

• Satisfactory development. With some help, can open, print, and update a chart linked to a source sheet.

P-

• Unable to create a pie/bar graph without substantial help.

F

• Does not understand how to create a pie/bar graph.

RUBRIC C: Interview form, Timeline, & Family tree

P++

• Outstanding work, extraordinary effort and accomplishment. Reserved for the perfect work containing no errors in details or mechanics.

P+

• Fully developed; good logical organization. Uses accurate and relevant facts or examples.

P

• Satisfactory development; good organization. Uses mostly accurate and relevant facts or examples.

P-

• Shows weakness in organization. Shows some accurate or relevant facts.

F

• Minimally develops topic. Little or no organization. Has little or no relevant facts or examples.

RUBRIC D: Oral Presentation

P++

• Outstanding work, extraordinary effort and accomplishment. Reserved for the perfect work containing no errors in details or mechanics.

P+

• Engaging, creative, very good command of topic, high quality presentation, strength demonstrated

P

• Average presentation, some creativity, average command of topic, strength not clearly demonstrated.

P-

• Below average, little creativity, shows little command of topic, strength poorly demonstrated.

F

• Poor quality, little or no creativity, shows no command of topic, no strength demonstrated.

RUBRIC E: Family History Narrative/Word Processing

P++

• Outstanding work, extraordinary effort and accomplishment. Reserved for the perfect work containing no errors in details or mechanics.

P+

• The family history narrative is very appropriate for topic and communicates superior knowledge and investigation into the topic. The report is very clearly presented with high quality and shows much clearer margins and tabs were all used successfully. The material was spell-checked and edited. There were no mistakes in punctuation, capitalization, spelling, and grammar.

P

• The family history narrative is appropriate for topic and communicates knowledge and investigation into the topic. The report is presented with good quality and shows some creativity.

• Headers, margins and tabs were used successfully. The material was spell-checked and edited. There were very few mistakes in punctuation, capitalization, spelling, and grammar.

P-

• The report is not appropriate for topic and may be incomplete. It communicates little knowledge of topic. Unclear or poor quality; shows little creativity.
• Below average standards regarding headers, margins and tabs. The material was poorly spell-checked and edited. There were several mistakes in punctuation, capitalization, spelling, and grammar.

F

• The report is too short or not completed and is not appropriate for topic. Shows no knowledge of topic and no creativity. Quality is very poor and reflects little or no effort. Word processing skills are not executed appropriately.

RUBRIC F: Final Portfolio Exhibit

P++

• Outstanding work, extraordinary effort and accomplishment. Reserved for the perfect work containing no errors in details or mechanics.

P+

• Exhibit is very appropriate for topic and communicates superior knowledge of topic. Exhibit is very clearly presented with high quality and shows much creativity.

P

• Exhibit displays topic but not completely appropriate. Communicates some knowledge of topic but may not be completely clear or show much creativity.

P-

• Exhibit is not appropriate for topic and may be incomplete. Communicates little knowledge of topic. Unclear or poor quality; shows little creativity. Below average standards.

F

• Exhibit is not completed and is not appropriate for topic. Shows no knowledge of topic and no creativity. Quality is very poor and reflects little or no effort.

RUBRIC G: Spreadsheet activity

P++

• Outstanding work, extraordinary effort and accomplishment. Reserved for the perfect work containing no errors in details or mechanics.

P+

• Fully developed; good logical organization. Can create a spreadsheet from scratch - using labels, formulas and cell references. Can sort and print the information in appropriate layour form.

P

• Satisfactory development; good organization. Understands the use of a spreadsheet and is able to change the format by changing column widths and text style.

P-

• Shows weakness in organization. Unable to adequately edit data in a spreadsheet.

F

• Little or no organization. Does not understand the use of a spreadsheet.

RUBRIC H: Friendly Letter

P++

• Outstanding work, extraordinary effort and accomplishment. Reserved for the perfect work containing no errors in details or mechanics.

P+

• The letter is very appropriate for topic and communicates superior knowledge and understanding of the topic. The letter is very clearly presented with high quality and shows much creativity.

• Headers, margins and tabs were all used successfully. The material was spell-checked and edited. There were little or no mistakes in punctuation, capitalization, spelling, and grammar. All parts of a letter were completed correctly.

P

• The letter is appropriate for topic and communicated knowledge and understanding of the topic. The letter is presented with good quality and shows some creativity.
• Headers, margins and tabs were used successfully. The material was spell-checked and edited. There were very few mistakes in punctuation, capitalization, spelling, and grammar. Most parts of the letter were completed correctly.

P-

• The letter is not appropriate for topic and may be incomplete. It communicates little knowledge of topic. Unclear or poor quality; shows little creativity.
• Below average standards regarding headers, margins and tabs. The material was poorly spell-checked and edited. There were several mistakes in punctuation, capitalization, spelling and grammar.

F

• The report is too short or not completed and is not appropriate for topic. Shows no knowledge of topic and no creativity. Quality is very poor and reflects little or no effort. Word processing skills are not executed appropriately.

SOURCES

"Ellis Island (Video)." A&E Television Networks, The History Channel. Greystone Communication, Inc. 1997.

Video narrated by Mandy Patinkin. It tells the story of immigration through rare archival film and photographs. 3 VHS videocassette set. Closed Captioned. Black-and-white and color. Total time: 150 minutes

"Ellis Island (Posters)." Amawalk, New York: Jackdaw Publications. 1997.

Collection of 12 posters and guide which portrays immigrants from many ethnic groups disembarking at Ellis Island.

"Ellis Island: An Immigrant Experience (Computer Game)." Freeport, New York: Educational Activities, Inc. 1994.

In this computer simulation, students travel back in time to 1892 and assume the identities of teenage immigrants from Italy. Mac disks and guide.

"Ellis Island Immigration Museum." Online http://www.ellisisland.org

An online, electronic tour of Ellis Island, the Wall of Honor, etc.

"Family Search Internet Genealogy Service." Online http://www.familysearch.org

An online genealogy search tool provided by the Mormons.

"Generations - Deluxe Edition." CD-ROM. Bellevue, Washington: Sierra On-Line, Inc. 1998.

A thoroughly interactive program for Windows 95/3.1 created to help search, record and share your family's history. Includes online searches.

"Microsoft Office 98 Macintosh." CD-ROM. Redmond, Washington: Microsoft, 1998.

An integrated software program for the power Mac; including: word processing, spreadsheet, communications, and draw tools.

"Microsoft Works 3.0, Macintosh." Disks. Bothell, Washington: Microsoft, 1990-1994.

An integrated software program for the Mac; Including: word processing, spreadsheet, database, Communications, and draw tools.

"The National Genealogical Society."

Online http://www.new-jerusalem.com/genealogy.

Guided searches of immigration records, state-by-state.

Netting Your Ancestors: Genealogical Research on the Internet.

Genealogical Publishers Co. 1997.

A guide to demonstrate different ways to conduct a family search.

Pasework, Sr, William R. Microsoft Works 3.0 Macintosh Version: Tutorial & Applications. Cincinnati, Ohio: South-Western Publishing Co., 1994

A textbook which uses a hands-on approach to learning about integrated Software.

"Ultimate Family Tree." CD-ROM. Palladium Interactive, Inc. 1997

Internet linked, Mac and Windows 95/3.2 compatible. Software to search and create family trees and family journals.