Sandra Tague Grade 7, English Title: Timelines and oral accounts of history

Note: This lesson follows an intense research project on the Palestinian-Israeli dilemma from the late 19th century to present day. Students wrote essays depicting a common thread which prevailed throughout the timeline. Students also read and briefly discussed the 2013 inaugural poem, One Today, by Richard Blanco. The theme of this poem is a unified people.

Essential Questions How do we define ourselves? How does ancestral history shape identity? Lesson Objective: (40 minutes) Students will develop a framework of interview questions, construct an ancestral timeline and write a well-constructed paragraph with 15-20 sentences reflecting the interview and timeline of your ancestors stories.

CCSS ELA Grade 7: Writing, interview and research standards CCSS.W.7.1a, b, c, d CCSS.W.7.3a, b, e

Anticipated Student Skill Proficiencies Brainstorm and create interview questions to ask their oldest living relative or family friend about their ancestral history dating back to the point of immigration to the U.S.A. Construct a chronological timeline based on oral history. Organize and develop a paragraph.

Sandra Tague Grade 7, English Title: Timelines and oral accounts of history Anticipated Student Knowledge Proficiencies Learn about personal history and make connections with other cultures. Understand the culture of the U.S.A. is a blend of all cultures. Understand where they fit into their families, their community, their country and the world. Materials: Student laptops Paragraph Quick Outline form Assignment Whiteboard / markers Teacher: iPad & projector

Vocabulary: (5 minutes within the lesson) Heritage tradition Ancestral / ancestry one from whom a person is descended and who is usually more remote in the line of descent than a grandparent Embattled to exist is a state of war or discord Discord - conflict Immigrate to enter a new land, My grandmother immigrated to the United States. Emigrate to leave another land, My grandmother emigrated from Norway.

Procedure: Introduction: (10 minutes) Students will be introduced to my ancestral connection to Syria. Grade 7 students are studying Syria in Mr. Onkens World Cultures course. I will display my 3D Timeline of my familys journey to America starting in 1918. Keep a running list of new vocabulary words / terms on the board and define them as the words come up in discussion. (See vocabulary above.) Ask students if they have any questions. (2-3 minutes maximum)

Sandra Tague Grade 7, English Title: Timelines and oral accounts of history Brainstorming: (10 minutes) I will let students know that they will construct a timeline based on their family background. I will ask students to think of their oldest living relative or friend. What questions can we think of that you would like to ask them about your heritage? (Be sensitive to students who may not have any relatives. Do not make this about blood connections for those who may be adopted.) Brainstorming questions will be written on the board and students will record them on their computers or notes.

Brainstorming should be student directed. Some suggestions if students need guidance: Where did our relatives live before arriving in America? What year did our first relative arrive? What was it like in that country? Was it an embattled or peaceful place? Why did they leave? Was it by choice? What made them decide to immigrate to the U.S.A? How did they travel here and where (port, airport) did they first arrive in the U.S.A? What was the journey like? How many travelled together?

Sandra Tague Grade 7, English Title: Timelines and oral accounts of history Brainstorming questions will be written on the board and students will record them on their computers or in their notes.

Wrap-up: (10 minutes) I will tell students that their assignment is to first construct a chronological timeline based on the information they learn by interviewing their oldest living relative or friend. After the timeline is pieced together, students will write a personal narrative essay. 1-Students will use the standard outline format to write their first draft. 2-Start with an interesting anecdote or fact you learned from the interview. 3-Thesis statement is one sentence introducing who you interviewed and how you know this person. 4- Write at three to five big ideas you learned about how your ancestral history shapes who you are. 5-Conclusion: write some concluding remarks about what you learned by constructing your personal timeline.

Assessments (Remaining 5 minutes) (Clearly explain the assignment. Handout printed assignment sheet.) Students will construct a chronological timeline tracing family history to ancestry prior to arriving to the U.S.A. Students may choose how to display timelines. Students will write a narrative essay explaining their timeline.

Sandra Tague Grade 7, English Title: Timelines and oral accounts of history If there is time, students may set up their interview question until the end of class.

Technology Integration I will use Timeline 3D (Apple App) to display my timeline model.

Resources Merriam-Webster Dictionary App for iPad Students will interview relatives, refer to family photo albums or any resources available to them.

Differentiated Instruction 3D Timeline display provides a visual aid to accompany teachers introduction. (This is a free app for MAC and students are welcome to utilize it.) Writing brainstorming ideas on the board reinforces what students need to record in their notes. Printed Guidelines for writing a narrative essay to clearly explain writing expectations.