Ethnic Heritage Project The United States is largely made up of people who came here from many different lands and cultures. Each group has influenced and enriched the culture of the United States. In this unit, we will examine our culture and ethnic roots, learn more about why and how our families came to be in this country, and examine the affect of multiculturalism on our society. This unit of study will consist of a number of different components: A class survey activity to determine the various cultural heritages of members of our class. An ethnic heritage interview in which you will interview a member of your family concerning your family origins. Research concerning the country or countries from which your family came. Note cards documenting the results of your research. A 3-5 minute oral report detailing your cultural and ethnic heritage and the history of your family. You must be able to locate your family’s country or countries of origin on a world map. A map of the country or countries from which your family came. A multi-cultural potluck on Friday, April 13th. Each student must bring a dish which reflects their heritage or family traditions. Optional (extra credit): A detailed, hand drawn, family tree showing both maternal and paternal sides of your family for at least three generations. Remember: history is the composite story of individuals and families. Learn how your family and your heritage have affected the history of the United States and the world. PROJECTS TO BE TURNED IN: 1. Map of the country of your origins. 2. Handout sheet of your research. 3. Interview sheet of a family member. (done as completely as possible) PROJECT TO BE PRESENTED: 1. Oral presentation of your country with PowerPoint presentation or presentation board and note cards. Ethnic Heritage Interview Form 1. From what country did my ancestors come? 2. For what reasons did my ancestors come to this country? 3. Approximately how long has our family lived in the United States? 4. What ethnic traditions or customs does our family follow? 5. Is there a traditional trade or profession followed by members of our family? If so, what is it? 6. What can you tell me about the customs or traditions of the place where we came from? 7. Are there members of our family who have become famous and why? 8. What language(s) are spoken in our home besides English? 9. Have we ever visited the country of our origin? 10. Would any of our family consider moving back to our native country and why? Ethnic Heritage Project NAME: ____________________ Research Information for oral reports Your country of origin NOTE: ALL research must be done in NOTE form, no sentences. GEOGRAPHY-Landscape, terrain, bodies of water, etc. ECONOMIC - Types of jobs, ways to earn a living, etc. CUSTOMS/TRADITIONS –What holidays it celebrates, how the country celebrates its holidays GOVERNMENT –Type of government (democracy where people elect a president, monarchy where there is a king or queen, etc.) HISTORY OF COUNTRY –How the country developed from 200-500 years ago. WHY YOUR FAMILY CAME TO THE UNITED STATES – Tell this as closely as you can. Parents or grandparents may have this information. RANDOM/INTERESTING FACT –Tell at least one fact of interest about your country of origin. Cultural Heritage Class Survey 1. Find someone in the class whose family immigrated to this country from a European country. Determine which country. 2. Find someone in this class whose family has been in this country at least 100 years. 3. Find a member of the class whose parents come from two different ethnic groups. 4. Find at least three members of the class whose family speaks a language other than English at home. Which languages? 5. Find a member of the class whose ancestors came from: Vietnam, Mexico, Korea, Germany, Ireland, Russia, The Philippines, Japan, Samoa, any other countries. 6. Find a member of the class who has a family member that speaks Tagalog. 7. Find someone in the class who knows one of their grandparents. 8. Find someone in the class who has a famous ancestor. 9. Find someone in the class who has a Native American ancestor. 10. See how many different religions you can find that are followed by families of class members. 11. Find someone in the class who has a family member who passed through Ellis Island. 12. Find someone in the class who was born in another country. Which country? 13. Find a class member who is bi-lingual. 14. Find someone in the class who has lived in Washington less than two years. 15. Find a class member who has relatives living in another country. Ethnic Heritage Week Rubric Oral Presentation Reports CATEGORY 4 3 2 1 Speaks clearly and distinctly all (10095%) of the time and does not mispronounce words Student is completely prepared and has obviously rehearsed Presentation is 3-6 minutes long Speaks clearly and distinctly al the time and mispronounces one word Speaks clearly and distinctly most (9485%) of the time and mispronounces no more than one word Student is somewhat prepared, but it is clear that rehearsal was lacking Presentation is 2 minutes long Often mumbles or cannot be understood and mispronounces more than one word Student was not prepared at all Stays on topic Stays on topic 100% of the time Stays on topic most of the time (90-99%) Uses Complete Sentences Always uses complete sentences Stands up straight and maintains eye contact with everyone in the room All 7 guidelines were included in report Very little conversation 100% focused on task, research accomplished Multi-colored, key, legend, very detailed, neatly done Mostly speaks in complete sentences Speaks Clearly Preparedness Time-Limit Posture and Eye Contact Guidelines followed Library work Map Student seems pretty prepared but might have needed a couple more rehearsals Presentation is less than 3 minutes long Stands up straight and establishes eye contact with a few people in the room Stays on topic some of the time (89-75%) Sometimes speaks in complete sentences Sometimes stands up straight and has some eye contact 6 guidelines were included in report 5 guidelines were included in report Some conversation, 85% focused on task, most research accomplished Talked a lot, partially focused on task, not all research done 2 colors (besides black, white, brown), many details, key, legend very basic, neatly done Not colored, some details, key, legend very basic, neatly done Presentation is less than 2 minutes or more than 6 minutes It was hard to tell what the topic was Rarely speaks in complete sentences Slouches and/or does not look anyone in the eye 4 guidelines were included in report Too much talking and not enough work done Incomplete and minimal details and/or messy