COURSE TITLE:
DISCOVER YOUR HERITAGE
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
INSTRUCTOR:
EVA VARGA, M.A.
eva_varga@me.com
CLOCK HRS:
OREGON PDUs:
30
30
541/388-5004
HOL ASSIGNMENT CHECKLIST
This assignment checklist will help you plan your work. Please check off completed items.
CLOCK, PDU, 400 LEVEL, or 500 LEVEL ASSIGNMENTS
A.
INFORMATION ACQUISITION
___ #1: Introduce yourself, describing your own cultural heritage and ancestry in 1-2 pages. Post online.
___ #2: Read the book Roots for Kids and write 2-3 page reaction paper. Post online.
___ #3: Research your family history and complete a family tree showing 5 generations. Post online.
___ #4: Select one culture in your family tree. Research and describe regionʼs food, visual arts (2-3 pgs).
___ #5: Select one culture. Research and describe regionʼs literature and/or music (2-3 pgs). Post online.
___ #6: Create an annotated bibliography of 7-10 publications or websites. Post online.
NOTE: If you are doing this course for Clock Hrs or PDUs then you are done.
400 & 500 LEVEL ASSIGNMENTS
B.
LEARNING APPLICATION:
___ #7: Select one skill from Assignment #4 to learn yourself. Submit samples of your work online.
___ #8: Prepare 3 lesson plans on any aspect that integrates what you have learned in this course with
your teaching situation. Post online.
500 LEVEL ASSIGNMENT
___ #9: In addition to the 400 level assignments, complete one of the following:
Option A) Create a scoring guide to help guide and assess the work of 2-3 students. Post online.
Option B) Construct a newsletter describing cultural heritage and your plan to implement. Post online.
Option C) Choose another application assignment of your own with the instructorʼs prior approval.
400 & 500 LEVEL ASSIGNMENT
C.
INTEGRATION PAPER:
___ #10: Complete a 2-3 page Integration Paper by responding online to 5 questions.
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• If working collaboratively, each participant must post all joint assignments in their assignment
response boxes.
• Alternatives to written assignments (video, audio tape, photo collage, a collection of products,
letters to editor, brochure and Web pages) may be submitted as substitute assignments with the
instructorʼs prior approval.
• To maintain privacy, please do not refer to students in your papers by their actual names, but
rather use an alias or designation such as “Student A.”
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COURSE TITLE:
DISCOVER YOUR HERITAGE
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
INSTRUCTOR:
EVA VARGA, M.A.
eva_varga@me.com
CLOCK HRS:
OREGON PDUs:
30
30
541/388-5004
LEARNING ENVIRONMENT:
This course requires assignment responses to be posted in a password-secured ONLINE website hosted
by The Heritage Institute.
COURSE DESCRIPTION:
Immigrants from all over the world have come to the United States to live. Our population consists of
individuals and groups who have different ethnic, cultural, racial, and religious backgrounds. It is indeed a
small world. However, with each passing generation, our connection to our ancestral home is lost. For
success in the future, it is not only important to be familiar and sensitive to other cultures, it is critical to
develop an appreciation for our own cultural heritage as well as build a solid foundation of our ancestry
and history. This course will help elementary educators to develop an integrated heritage unit for your
classroom. The purpose of this course is to promote and to preserve the heritage and culture of oneʼs
ancestry and to celebrate our relationship with other countries. Course text Roots for Kids is $16 in print
on Amazon and free as a Google download.
LEARNING OUTCOMES:
Upon completion of this course, participants will have:
1.
Gained additional knowledge of their own ancestry which they can incorporate into their
teaching.
2.
Gained experience in doing genealogical research that they can incorporate into their
curriculum.
3.
Researched genealogy projects on the Internet that participants will be able to incorporate into
their classes.
4.
Developed a better understanding of the cultural diversity and ancestral heritage of our nation.
5.
Promoted the preservation of their own culture as well as the cultures of their students.
COURSE REQUIREMENTS:
Participants will complete assignments and post responses online to specific questions outlined for each
assignment. Completion of all specified assignments is required for issuance of hours or credit. The
Heritage Institute does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participantʼs their choice of 30 Washington State Clock Hours or 30 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
1. Completion of Information Acquisition assignments
30%
2. Completion of Learning Application assignments
40%
3. Completion of Integration Paper assignment
30%
CREDIT/NO CREDIT
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is on the back of the transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits for
your purpose.
ADDITIONAL COURSE INFORMATION
COURSE MATERIAL and/or TECHNICAL REQUIREMENTS
You will need high-speed (DSL) Internet access in order to easily view online resources. Some of the
reading materials may be provided in the online course environment as PDF documents, a format
readable by computers with Adobe Acrobat Reader. You may download a free copy of Acrobat Reader
from our website, www.hol.edu, if it is not already on your computer.
REQUIRED TEXT
Roots for Kids: A Genealogy Guide for Young People by Susan Provost Beller, 1997.
Purchase from Amazon for $2.41 and up, used or $16 new. Also available as a Google ebook for $9.99:
http://books.google.com/books/about/Roots_for_Kids.html?id=aE1aQe8toiwC
MATERIALS FEE
None required.
GETTING STARTED
• After registering for the course, you will be sent an email with the website address, password and
course key you need to access your online course, along with log in instructions.
• Access each assignment listed here in the online course environment and enter your responses.
• Write your responses in a WORD document and then ʻcopy/pasteʼ them into the Responses box.
• When all assignments are completed, CLICK the 'ALL ASSIGNMENTS COMPLETED'. The instructor
will be notified that you have completed all assignments.
• After the instructor reviews your work and enters his responses you will be notified by email. You will
be instructed to log in and view those responses. SAVE a copy of assignments and responses.
NOTES TO ALL PARTICIPANTS
• You are not required to be present (i.e. online) specific days or times. You will work at your own pace.
• All responses will be posted online. Large documents, files, photographs or PowerPoint presentations
may be attached as part of your response by using the “Share A File” option.
• You may work collaboratively and submit similar responses on all assignments except the Integration
Paper, which must be individually authored.
• To maintain privacy, please do not refer to students in your papers by their actual names, but rather
use an alias or designation such as “Student A.”
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ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
Introduce yourself, describing your own personal cultural heritage and ancestry in 1-2 pages. Post your
paper in the response box.
Assignment #2:
Read the book Roots for Kids: A Genealogy Guide for Young People and write a 2-3 page reaction paper
describing how you would use this book in your professional situation. Post your paper in the response
box or upload using the “Share A File” Option.
Assignment #3:
Research your own family history and complete a family tree showing at least 5 generations. Write a 1-2
page paper describing your own experience doing genealogical research. Post your family tree and
paper in the response box or upload using the “Share A File” Option.
Assignment #4:
Select one culture within your family tree. Research and describe the food, handcrafts and/or visual arts
of that region in 2-3 pages. Post your paper in the response box or upload using the “Share A File”
Option.
Assignment #5:
Select one culture within your family tree. Research and describe the literature and/or music of that region
in 2-3 pages. Post your paper in the response box or upload using the “Share A File” Option.
Assignment #6:
Create an annotated bibliography of 7-10 publications or websites. Post your bibliography in the response
box or upload using the “Share A File” Option.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit.
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
(Required for 400 and 500 Level)
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood, at a local public library or parks department facility (they will often be glad to sponsor
community-based learning), or with students in another teacherʼs summer classroom in session.
Assignment #7:
Select one skill from Assignment #4 to learn yourself. Post samples of your work in the online response
box or upload using the “Share A File” Option.
Assignment #8:
Using either the Lesson Plan Template attached or your districtʼs lesson plan format, prepare three (3)
lesson plans on any aspect that integrates what youʼve learned in this course with your teaching situation.
If this course is being completed during the school year, teachers should implement one or more of the
lessons and include a summary of the results (what went well, what could be improved) and share some
student work, or anecdotes about the results with students. If teachers donʼt have access to students
(summertime), they could work with children in their neighborhood, their own children, or summer school
students and include a summary of the results as described above. Post your lesson plans in the
response box or upload using the “Share A File” Option.
Assignment #9: (500 level only)
In addition to the 400 level assignments, complete one of the following:
Option A) Create a scoring guide or rubric by which you help guide and assess the work of 2-3 students
(identify by “Student A”, “Student B”, etc.), which showcases their own heritage research / cultural skills.
Submit the rubric, student work samples as well as a one to two (1-2) page paper explaining how you
scored each and what you and the students gained from the use of this rubric. Please select students of
varying abilities and backgrounds. Post your paper in the online response box or upload using the “Share
A File” Option.
OR
Option B) As a teacher we often need the support of our studentsʼ parents and administrators.
Construct a newsletter which enlightens these key supporters of the importance of heritage education and
cultural awareness. Describe your desire/plans for implementing/expanding heritage education in the
curriculum. Post your newsletter in the online response box or upload using the “Share A File” Option.
OR
Option C) Choose another application assignment of your own with the instructorʼs prior approval.
Continue to the next section for additional assignments required for University Quarter Credit.
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
C.
INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #10:
Complete the requirements for university quarter credit by submitting a final 2-3 page Integration paper.
A heading is required. Please use the following format:
Your Name:
Date:
Course Name:
Course Number:
Number of Credits:
Level: (400 or 500)
Advisor Name:
Respond online to each of the 5 questions below. (First list the question and then write your answer)
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
INSTRUCTOR COMMENTS ON YOUR WORK:
Be sure to mark the “All Assignments Completed” section in the online course environment as
this will notify the instructor that you have completed the course.
Upon receiving notification of your completion of all your course assignments, your instructor will post final
written comments in the HOL online environment.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Eva Varga, M.A., born and raised in Oregon, has a deep respect for history and nature. Her father
instilled the knowledge of tree identification and an appreciation for geography and natural resources at
an early age. As an undergraduate, she pursued a dual degree in General Science and International
Studies and graduated in 1994. During this time, she spent a summer abroad in San Miguel de Allende,
Mexico. Thereafter, she began graduate work at Oregon State University in Elementary Education,
earning a Master of Arts in Teaching degree in 1995.
She taught for six years in the public schools (four as an elementary science specialist and two as a fifth
grade classroom teacher) and has received numerous awards and grant honors for the development and
integration of non-native species curriculum. In 2001, she was selected as an Oregon state finalist for the
Presidential Award of Excellence for Math and Science Teaching. In June 2001, she volunteered with an
Earthwatch team studying parasitism of rainforest caterpillars in Ecuador. In the fall, she was awarded
National Board Certification.
She presently homeschools her two young children and writes a middle level secular science curriculum
called Science Logic. In her spare time she enjoys reading, traveling, learning new languages, and above
all, spending time with her family.
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DISCOVER YOUR HERITAGE
BIBLIOGRAPHY
Variable depending upon studentʼs own heritage but would include fiction and non-fiction selections.
Each participant would be required to research his/her own heritage (literature, handcrafts, music, etc.)
while simultaneously developing a unit to use in his/her classroom.
BOOKS
Beller, Susan Provost. Roots for Kids: A Genealogy Guide for Young People (Google eBook).
Genealogical Publishing Company, 1997, 128 pages.
This book is an introduction to genealogy with instructions on how to use sources at home and do
research at local, state and national levels.
Chang, Gilda. Diversity Diaries: Kids Genealogy. Bloomington, IN: Authorhouse, 2006.
What's different about this book is that it is aimed directly at the grandparent and the child to spend quality
time together and to pass down generational wisdom. It is family history given directly to the child to log
and keep track of.
Leavitt, Caroline. The Kidsʼ Family Tree Book. New York: Sterling Publishers, 2005.
With research ideas and creative projects, young would-be genealogists can get the knowledge they
crave. Written for grade 2 and up.
Orr, Tamra. How to Research Your Ancestry (Kid's Guide to Genealogy). Mitchell Lane Pub Inc, 2011,
48 pages, ISBN 1584159502
Tracing your roots is like a puzzle that just keeps growing. Check out these tips on how to get started.
Taylor, Maureen Alice. Through the Eyes of Your Ancestors. Houghton Mifflin Harcourt, 1999, 86 pgs.
Readers are told how to access a variety of resources including vital records, cemetery records, land
records, citizenship papers, passenger lists, church records, newspapers, city directories, military
records, websites, and genealogical libraries. The suggestions for potential sources are interspersed with
anecdotes and quotes from people who have studied their family roots. Written for grades 4-8.
Wolfman, Ira. Climbing Your Family Tree: Online and Offline Genealogy for Kids. Workman Publishing,
2002, 228 pages.
This is a revised and updated edition of Do People Grow on Family Trees? (Workman, 1991). Wolfman
enthusiastically and thoroughly covers all aspects of genealogy, from forms, heirlooms, interviews, and
names to immigration, documents, adoption, and Internet resources. The book even has a companion
Web site that includes links to useful URLs, downloadable charts and checklists, tips, quizzes, and
games. Written for grades 5-9.
ONLINE RESOURCES
Genealogy Projects for Kids of All Ages
http://www.familytreemagazine.com/article/genealogy-activities-for-kids-of-all-ages
Family Tree Template for Kids
http://genealogy.lovetoknow.com/Family_Tree_Template_for_Kids
Genealogy for Children
http://www.genwriters.com/children.html
Family Tree Kids!
http://kids.familytreemagazine.com/kids/parentssites.asp
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DISCOVER YOUR HERITAGE
ONLINE COURSE
LESSON PLAN TEMPLATE
Grade Level:
Subject:
____________
______________________________________________________________________
Theme/Topic:
______________________________________________________________________
Student Outcomes: (with Connection to State Standards)
Required Materials and Equipment:
Agenda: (The major events of the day posted for public viewing. Schedule warm-up, bathroom breaks,
surprises (pop quiz), guest speakers, specials, assemblies, movie clips, outside assignments etc. so
students can manage their time with you.)
Warm Up: (A one to two sentence task, written or drawn on the board, to be completed alone or in
groups prior to the beginning of the lesson. At the elementary level it would be used for classroom
transitions, and in grades 7-12 to define one content area from another. The warm-up is designed to
access learning from the previous lesson and settle students into the flow for the present lesson on
hand.)
Anticipatory Set: (Attention Getter to kindle student interest)
Direct Instruction (10-20 mins): (Input, Modeling/demo, giving directions, check for understanding)
Guided Practice (x mins): (Under teacherʼs direct supervision, students individually apply or practice
what they have just learned and receive immediate feedback)
Closure (x mins): (Actions designed to cue in students that they have arrived at an important point in the
lesson or at the end of the lesson; often closure consists of review and clarifying key points)
Independent Practice: (Student directed, may be incorporated before closure or as outside assignment.
The aim is repetition in enough different contexts so that the learning may be applied to any relevant
situation, not only the context in which it was originally learned.)
Assessment and Follow-Up: (Self-reflection, collaborative rubric, other rubric, anecdotal evidence,
teacher created quiz/test etc., peer review, standardized test, exhibition, portfolio piece(s))
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