Valdosta State University Department of Psychology PSY310  Educational Psychology Instructor: John H. Hummel, Ph.D.

Direct Instruction Lesson Plan Ima A. Student PSY 310A

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SUBJECT AREA: Language Arts

TITLE: A Computer-based Research Paper on One's Ancestors

AUTHOR: Kathy S. Howry Ada Middle School Ada, OK

MAJOR OBJECTIVE: *To appreciate the importance of one's family history

GRADE LEVEL: 7

MATERIALS CHECKLIST: *Multiple computers; printer *Software: word processing, graphics *Ancestor charts; family group charts

TIME REQUIRED: approximately 5 weeks

ACTIVITIES AND PROCEDURES: *Assign the students to prepare a minimum 300 word autobiography entitled "The Three Tenses of My Life." Have them use the word processor to write, proof, edit, and print out a final copy to include in a family research project. *Give the students ancestor charts to help them gather and organize information on their family histories. *The research paper should include: (1) cover; (2) cover sheet; (3) table of contents; (4) list of possible sources of research; (5) sources used; (6) two ancestor charts; (7) three family group charts; (8) story; (9) family poem; (10) interview with older relative; (11) origin of their surname; (12) copies of family documents; and (13) a conclusion. *Take students to a library, preferably a historical or genealogical one, to acquaint them with all the available sources. *Have the students use the word processing software to prepare many of the sections and have them use the graphics software to prepare a cover for their report.

Revision of Howry’s "A Computer-based Research Paper on One's Ancestors" Into a Direct Instruction Lesson

Requirements of the PSY 310 Assignment: Lesson Plan: One of the huge benefits of being "network literate" is the incredible amount of curricular materials available for you to use in your classes. Reinventing the wheel is not an efficient use of your time; adapting what others have developed to meet the needs of your students and class will help make you more effective. To help you gain experience with what is available on the Internet, each of you will download and print a lesson plan you've selected from among those available at the AskEric WWW site. For this LP you will prepare (a) an advance organizer, (b)4-5 behavioral objectives, (c) either an appropriate written exercise (step four of the LP) reflecting cooperative learning or an individual seatwork assignment, and (d) a test (step 6) over the LP with at least 10 select and 3 supply items that represent a mix of the Bloom, Engelhart, Furst, Hill, and Krathwohl (1956) taxonomy of objectives. Your report will be APA style and will include the downloaded LP. Components of a DI LP: 1. Orient students. Advance Organizer, Behavioral Objectives (here or at the beginning of step 3)-each BO follows the "ABCD" format (audience, behavior, conditions, and degree). 2. Review prerequisites. Background skills. 3. Present new material(s). 4. Probes. Informal (i.e., they do not affect the students’ course grades) assessments used to (a) help them learn new material, (b) provide feedback to the teacher about their progress (should pace be changed? does material need to be retaught?), (c) and as one form drill of drill and practice. Three types: Oral (questions), physical, and written (exercises) requirements the students must complete. 5. Independent practice. A seatwork assignment that is a formal (i.e., the score is recorded and affects the students’ grades) assessment that is given after students have learned the material. This additional practice is to help them achieve fluency. 6. Quizzes, tests, and exams. Traditional formal assessments reflecting objective (select and supply) and nonobjective (select and supply) items over what students have learned. 7. Distributed practice. Work done both in and out of class that is a formal assessment designed to (a) keep newly content fresh, and (b) to help students integrate new content with previously learned information.

Advance Organizer How many of you have heard of these people: George Washington? Marie Antoinette? Pancho Villa? Susan B. Anthony? Rosa Parks? All of these famous people are the ANCESTORS of people who are living today! Doing research on one’s lineage was recently popularized by Alex Haley’s book (and the miniseries of the same name), "Roots." In it, Haley traced his family’s origins in the United States back to Africa before they were captured as slaves. Learning about your own roots will help you to realize who each of you are, and to better know the other members of your family, both those alive and dead. Behavioral Objectives. After the lesson on family history is completed, each student will: 1. Word process a minimum 300 word report titled, "The Three Tenses of My Life." The report will have no more than five grammar errors and will include the following: (1) cover; (2) p. 1: cover sheet (i.e., the title page) (3) p. 2: table of contents listing each section of the paper (4) Appendix A: list of possible sources of research; (5) sources used; (6) at least one ancestor/family chart that goes back at least 3 generations; (7) at least one family group chart; (8) story; (9) family poem; (10) interview with older relative; (11) origin of their surname; (12) copies of family documents; and (13) a conclusion

2. Define, identify, use, and explain the differences between the terms: nuclear family, extended family, immediate and distant relatives, family chart, family history, genealogy and ancestor correctly in their spoken and written responses with at least 75% accuracy

3. (when provided the name of a person) write or tell the sequential steps one would follow to secure at least 4 sources of genealogical information on the person and his/her family.

4. Write a minimum of 3 paragraph essay that explains at least 3 reasons why it is important/valuable for people to be able to trace their ancestry.

Review How to use the WP. Parts of a report. Using the library. Present New Content 1. Formal and informal research about lineage. A. Heraldry-"the science of recording genealogies and blazoning coats of arms" (Webster's, 1966, p. 233) (aristocracy) 1. Coats of arms a. European war shields and banners; family crests; mottos (e.g., the Marine's "Semper Fidelis") B. Genealogy-"history of the descent of families: the pedigree of a particular person, or family. Genealogist-one who studies or traces genealogies or descents" (Webster's, 1966, p. 211). C. Family history-a narrative that describes one’s (a) origins (including the family’s name(s), (b) significant migrations within the family, (c) ties to other families, and (d) any of the significant/interesting points associated with individuals, family traditions, etc. D. Family chart-this is diagram that is similar to an company’s organizational chart (show examples of both types). It starts with the immediate members of your family and links them with more distant relatives.

Probe: "How would you describe the characteristics of one’s immediate family?" the people who live in your household-parents, siblings. (the people who live in one’s house are also called the NUCLEAR FAMILY).

"People who are close blood relatives but who don’t live in your household, are they part of your NUCLEAR FAMILY? IMMEDIATE? ARE THEY DISTANT RELATIVES? WHAT’S THE DIFFERENCE(S) BETWEEN THESE? They are part of immediate, not nuclear. Nuclear requires that they live in the same household and/or be within one generation (parents and children). Grandparents, aunts, uncles, first cousins are often referred to as one’s EXTENDED FAMILY. --- "If you were to trace your family tree back for a couple hundred years, what would you be searching?" genealogy, family history

" What is a synonym for genealogy?" heraldry. What is the distinction between formal heraldry and informal genealogy? Anyone can trace some of their ancestors. Heraldry is where a person does it as their profession--for a fee they trace one’s family tree.

"What is a family tree?" a chart of one’s immediate-to-more-distant relatives that diagrammatically shows relationships.

Ok, now I want you to individually do the first part of this worksheet, then you’ll get into groups to complete part B of it.

Family History Worksheet Part A. Use your dictionary to define lineage, relative(s), ancestor, heraldry, and genealogy. First, copy the definitions from the dictionary, then restate each in your own words. After you’ve paraphrased the definitions, for each term write a unique sentence using it correctly.

Part B. Identify at least five sources one could use to learn information about one’s ancestors. The group that lists the most will get to use the library first next week.

2. Well, it looks like you’ve all come up with a bunch of different sources. I’ll start a list on the board and will add new ones from each group.

A. Circle and explain the ones that they will likely want to use in their assignment. Add (with explanation) any omissions. Examples: family albums; family bibles; living relatives; existing family trees; bureaus of vital statistics, library sources (indexes for family name(s), etc.). 1. Questions to ask in an oral history. (Use a tape recorder as well as pen and paper). Name, age, where born, when married, to whom, occupation(s), significant events you remember (WWI, Vietnam, Depression, hippies, etc.), schooling, where all you’ve lived.

3. Show them examples of family histories and charts.

Quiz on Family History Lesson:

1. A diagram one makes that shows the relationship between one’s nuclear and other other family members is called one’s" (K or C; BO #2) A. heraldry B. family history C. family chart D. genealogy

2. The origins of a family’s coat of arms would most likely be identified through which of the following. (K or C; BO #2) A. heraldry B. family history C. family chart D. genealogy

3. Which of the following is the most LOGICAL starting point for developing a FAMILY HISTORY? (Ap. or Anal.; BO 3) A. library sources B. interview a relative C. family documents D. both A and C

4. Which information sources are most likely to correctly inform one about a family’s migrations? (BOs #s 2 and 3; anal.) A. family charts and history B. library and governmental records C. library and family histories D. governmental records and family histories.

5. Write an essay that describes the sequential steps you’d follow to research your family’s genealogy, and explain which step will be, and why, the most difficult to accomplish. (BO #s 3 and 4; synthesis)

6. Which of the following is most likely to be inaccurate? (BOs 2 and 3; evaluation) A. genealogical chart b. family chart c. information from family documents (Bibles, deeds, etc.) D. information from an interview of a relative.

7. Describe three reasons why it is valuable for students to research their family’s history. (BO 4; C or An.)

8. Explain the difference between a genealogy chart develop by a herald and a family chart one produces personally. (BO 2; anal.)

9. Which term best describes your great great uncle Stanley? (BO 2; Comp.) A. distant family member B. part of one’s extended family C. both A and B D. too indirect to be considered a member of one’s family.

10. Which activity should one do before interviewing a relative? (BO 2 and 3; C or Ana.) A. create a list of items you want addressed in the interview B. produce a family history C. produce the family chart D. secure and summarize the various family and governmental documents related to the family.

11. Among the following relatives, who would NOT be a member of your nuclear family? (BO 2; C or Ana.) A. Great Uncle Henry B. Aunt Dinah C. Great Grandma Jones who lives with you D. your father’s ex-wife’s stepchildren from her current marriage (the ex-wife is your mother) E. none of the above F. A, B, and D

12. "Genealogy is to __________ as family chart is to family history." (BO 2; ana.) A. heraldry B. immediate relatives C. ancestor(s) D. lineage

13. Which of the following is NOT a good reason to research one’s family origins? (BO 4; eval.) A. to find out if you descend from royalty B. to better understand one’s history C. to make the lives of one’s ancestors more personal D. to help develop research skills that can be applied to other areas.

Last Updated: July 15, 1997