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Family stories project
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Transcript of Family stories project
FAMILY STORIES PROJECT
Rationale: The What and The WhyStudents will engage in a project
based learning activity in which they have a choice in creating products such as storytelling or poetry for
digital publication by collecting family stories, they can interview family
members about family artifacts and create a living museum, a photo
gallery or videos.The reason why I chose this project is
because throughout my years of teaching, I noticed that many of my students had no knowledge of their
family’s history. I feel possessing this knowledge is essential to shaping self-identity and awareness. I also like the idea of this project because it forces families to do something that we are
now often too busy to engage in – conversation.
The focus on exploring their family history is an experience in which self-
perceptions can be affirmed, challenged or reinvented.
“Strike the Imagination”: Story
of My Grandmother’s IronPass it around! Feel the
weight of it!Explain the process of heating the iron on the
stove.It was used during the Spanish Influenza of
1918.You had better duck! A
flying iron was a deterrent against coming home
late!Part of my history.
Driving Question
How can family stories help us in shaping our self-perceptions and identity?
Inquiry
Inquiry: Set Team Goals
• What are roles of the team members?
• How will students collaborate during meetings? What is the format of the
meetings?• Who will do what?• Will teams have daily
meetings?• What is the goal of
the project?
Inquiry: Planning• What tools and resources will be
used?• Who will be interviewed and/or
what artifacts will be collected?• How will data from interviews
be captured? What preservation methodology will
be employed?• How long will interviews approximately take? How many
will you conduct?• What supplemental texts (if
any) can be utilized as a resource?
• What is the plan for accomplishing the goal?
• Will genealogists or museum educators need to be contacted
or visited?• How will the project be presented (what’s the format?)
and evaluated?• Planning Deadlines?
Inquiry: Questioning
After students determine interviewees and/or
artifacts, what interview questions do students want
to ask family members?Review: open versus closed
questions.Question and challenge
assumptions.Students must be prepared to return to interviewees to ask additional questions.
Inquiry: Finding and Evaluating Sources of Information
Corroborating family Interviews EBSCO.com Photographs archives.govFamily records library
Inquiry: Application
• Conduct interviews via video, mobile
recording• Find artifacts• Take pictures
• Meet with genealogists and museum
specialists for advice or guidance.
• Meet to analyze data.• Finalize group product.
Application: CreationWriting digital stories/poetry
blogsCreating videos
Designing classroom museums
Product
Product
Product
ReflectionWhat did you learn about yourself throughout the process?
What worked? What didn’t?How was the collaboration process?
If you could describe the experience in one word, what would it be and why?
Sources
John, L. (2015, May 1). Why We Changed Our Model of the "8 Essential Elements of PBL" (by BIE) Project Based Learning. BIE. Retrieved September 20, 2015.
John, L. & Mergendollar, J. (2010, September). Seven Essentials for Project-Based Learning. Retrieved September 20, 2015.