Family History Assignment

Due: All Papers and Table/Graphs and Presentation Materials (photos, Power Points, etc.) are due November 15; Presentations will be made November 15, 20, 27, and 29. If we do not complete the presentations, we will complete them during our finals time on December 4.

Value: Self-discovery, relating your own family's experience to a larger regional history, and 125 points on your final grade.

First: Interview family members, look at family photos and other records, take notes. Learn and record information such as birth and death dates, occupation/work status, health status, place of residence, special skills or talents, military service, and other interesting facts about family members going back three generations. If you are not from the region, you may either research your own family and compare your family's experiences to those of the region OR you may "adopt" an Appalachian family to chart (the family of a friend, roommate, etc.)

Next: Connect the dots between the information you have gathered and the history and issues we have been discussing in class using course readings, discussions, lectures, and activities. YOU MUST MAKE REFERENCE TO THIS LARGER HISTORICAL CONTEXT IN YOUR PAPER AND PRESENTATION FOR FULL CREDIT.

Next: Write a narrative essay telling your family's story (over three generations--not including your own generation--for example family members from your parents, grandparents, and great-grandparents' generations), placing their experience in a larger historical and cultural context (4-5 pages, type written, double spaced).

Then:  Create a table and/or graph charting the data you have collected so that it may be compared from one generation to another easily (include your relatives' names and birth/death dates, and other information you were able to learn, such as informatio about their (a) participation in the military, (b) occupational history, (c) education, and (d) health history. Any of this information that you would like to keep private will be kept confidential--it is up to you what you share with the class in your presentation.

Then: You will create a map to show the geographic movement of your family over time. One easy way to create your map is through the new application My Google Maps. It is free, easy to use, can accommodate both U.S. and international locations, and you can (a) provide the link so that I can view the map electronically and (b) print the map. Here is a clear tutorial that will guide you through the process of creating a map that shows where your family has lived/worked over three generations: https://www.youtube.com/watch?v=fLhyr5MGi2g.

Finally: Prepare a short (5-7 minutes) presentation on one of your parents or ancestors for class. This presentation can focus on your subject’s work, life history, particular interest or talent, etc. This presentation does not have to be in a particular format (you can use Power Point, for example, or can bring actual objects to class to pass around), but you will be evaluated on your preparation for this presentation (Did you include photos, when possible? Was the presentation well organized and within the time limit? Did you discuss your family member within the larger historical context we have discussed in class? Had you completed adequate research on this family member?).

This assignment will count for 125 points; 25 for the table and/or graph of the generations and for a map showing movement over time; 75 points for the essay, and 25 for the presentation.

Below are additional guidelines for how your grade will be determined. The numbers indicate which general education learner outcome is being assessed.

Level 1 (Beginner)

Writes little or nothing

Punctuation, grammar, spelling, and mechanics are not appropriate

Documents family history using inaccurate general contextual information (1b)

Does not include significant details from readings, lectures, discussions and activities. (1b)

Does not identify the cultural, social, economic, geographic and historical dynamics that have influenced the lives of the family (1b)

Does not convey genealogical relationships using symbols, tables, or graphs (1d)  

Level 2 (Novice)

Documents family history using contextual information (1b)

Misinterprets some contextual information. (1b)

Punctuation, grammar, spelling, and mechanics are not consistently appropriate

Includes some important details from readings, lectures, discussions and activities. (1b)

Includes some analysis of the cultural, social, economic, geographic or historical dynamics that have influenced the lives of the family (1b)

Conveys genealogical relationships using symbols, tables, or graphs (1d)

Level 3 (Proficient)

Documents family history using accurate contextual information (1b)

Punctuation, grammar, spelling, and mechanics are consistently appropriate

Includes many important details from readings, lectures, discussions and activities. (1b)

Analyzes cultural, social, economic, geographic and historical dynamics that have influenced the lives of the family (1b)

Effectively conveys genealogical relationships using symbols, tables, or graphs (1d)

Level 4 (Advanced)

All the traits of Level 3, but also: 

Interprets information presented in ways that demonstrate higher level thinking (1b)  

Includes most important details from readings, lectures, discussions and activities. (1b)

Critically and thoughtfully analyzes the cultural, social, economic, geographic and historical dynamics that have influenced the lives of the family (1b)

Can apply their understanding of the cultural, social, economic, geographic and historical dynamics that have influenced this family in a global context  (1b)