Heritage Project
TH
6
Grade
Calhoun Middle School
Short Term Goals--RESEARCH
Due Date
Notes I need to have finished
1.
Interview a family member about what country your family originally came
from (not the United Stated). If needed, Google your last name to find heritage.
2
Location & Geography
3
Flag & Climate
4
Government
5
Culture & Traditions #1
6
Culture & Traditions #2
7
Culture & Traditions #3
Short Term Goals—WRITING
In your draft, underline your topic sentence for each paragraph.
1.
Paragraphs I need to have properly written out before typing information
into the booklet in the computer lab.
Introduction
2.
Location & Geography
3.
Flag & Climate
4.
Government
5.
Culture & Traditions #1
6.
Culture & Traditions #2
7.
Culture & Traditions #3
8.
Your connection to your country
9.
Conclusion
Due Date
Due Date
Booklet section completed
1.
Introduction
2.
Location & Geography
3.
Flag & Climate
4.
Government
5.
Culture & Traditions #1
6.
Culture & Traditions #2
7.
Culture & Traditions #3
8.
Your connection to your country
9.
Conclusion
Heritage Research and Publication
For the next three weeks, you will be taking an exciting adventure through a country in which you have a
connection other than the United States. While on this adventure, you will learn about your country by
researching your chosen country, writing about your country based on your research, and creating a
booklet.
The adventure begins here:
1. You will be using the computer lab and school databases for your research using Google
Classroom.
2. You will record your information on Cornell Notes. As you use a source, you will write the
information for Works Cited on the citation part of your Cornell notes.
3. You will write about your research and publish your research in a booklet that will be printed.
ABSENT? BEHIND?
If you become behind or are absent any day, you MUST arrange to stay late to work in the
computer lab A107 on Wednesdays from April 18-24th. You should arrange to be picked up
by 4:30.
Research requirements:
Due Date: April 11, 2016
1. LOCATION AND GEOGRAPHY (geography=landforms such as deserts, mountains, plains, etc.)
● Continent
● Geography
● Border countries
● Major bodies of water
● Major cities
● Two maps of your country
o Country close-up
o Continent with arrow pointing to country
2. FLAG
● Flag of your country
● History of flag
● Meaning of symbols on the flag
3. CLIMATE
●
●
●
●
Wildlife (fauna)
Vegetation (flora)
Weather patterns
Type of climate (such as tropical, temperate, arctic, etc.)
4. GOVERNMENT
● Type of government (such as democracy, republic, monarchy, etc.)
● Type of law-making body (such as legislature, parliament, congress, etc.)
● Current head(s) of government (such as president, king, dictator, prime minister, etc.)
● Population
● Capital city
5. CULTURE AND TRADITIONS (Choose AT LEAST 3 areas)
● Major religion(s)
● Special traditions and rituals
● Holiday celebrated (unique to that country)
● Patriotic/National holiday
● Food
● Sports
● Family life
● Schooling and life for kids
6. YOUR CONNECTION TO YOUR COUNTRY
● Who in your family came from this country?
● How old were they when they came to America?
● How long ago?
● Why did they come to America?
● Any other information you can include about YOUR connection to this country. For
example: if you have visited before or have heard stories from relatives about festivals,
holidays, and so on that take place in this country, include that in this section. Make this
project personal to you!
● Reflection: How has learning about your heritage changed you?
● If you cannot answer these specific questions, include any and all information you were
able to collect.
Good luck and have fun learning more about a part of your heritage.
Publication Requirements:
Due Dates: April 22, 2016
1. Do NOT use colored backgrounds on any page!!
2. Make your booklet attractive.
3. Spell check, write in full sentences, and indent your paragraphs.
4. Use consistent font types and sizes. (For example, all text is in Times New Roman, font size 20)
5. Do NOT print anything.
Page 1: Cover – Name of country
● Picture/decoration to make it look very attractive
● Country name
● Your name
● Language & Literature class period
Page 2: Introduction (You might want to do this last.)
● Write at least two paragraphs explaining what you learned about your
country, about how to research, and about writing and creating the
project.
Page 3: Location/Geography
● Write at least one paragraph.
● Your paragraph should have a topic sentence.
● Map 1: Country close-up
● Map 2: Continent with arrow pointing to country
Page 4: Flag
● Include a picture of the country’s flag.
● Write a full paragraph explaining the meaning or history of the flag.
● Your paragraph should have a topic sentence.
Page 5: Climate
● Write at least one paragraph.
● Your paragraph should have a topic sentence.
Page 6: Government
● Write at least one paragraph.
● Your paragraph should have a topic sentence.
CULTURE AND TRADITION PAGES
Choose three of the following topics: Major religion(s), Special traditions and
rituals, Holiday celebrated (unique to that country), Patriotic/National holiday,
Sports, Food, Family life, Schooling and life for kids).
Page 7: Culture and Traditions –Topic one
●
Write one paragraph on your first culture and traditions topic.
●
Your paragraph should have a topic sentence.
Page 8: Culture and Traditions –Topic two
●
Write one paragraph on your second culture and traditions topic.
●
Your paragraph should have a topic sentence.
Page 9: Culture and Traditions –Topic three
●
Write one paragraph on your third culture and traditions topic.
●
Your paragraph should have a topic sentence.
Page 10: Connection/ Conclusion
●
Think about a way to share your connection to your country. You can:
●
Write your family’s immigration story. Who came here? When? Why?
Write this as a way for your family’s story to be passed on.
Write a conclusion that reflects on what you’ve learned as you worked on
this project
Interview family members from the other country. Take pictures.
●
●
Reflection: Write about how learning about your heritage has changed
you.
Page 12: Works Cited
●
●
Entries are listed alphabetically by the author's last name.
●
Alphabetize works with no known author by their title.
Presentation Requirements:
Due Dates: April 26 & 27
For our Heritage Project Presentations, all booklets will be displayed and shared within
each class period. You will give an oral presentation to the class regarding your country.
Reading Rubric
Criterion B: Organizing
Maximum: 8
Students should be able to:
i.
employ organizational structures that serve the context and intention
ii.
organize opinions and ideas in a logical manner
iii.
use referencing and formatting tools to create a presentation style suitable to the context and intention.
Achievement level
0
Level descriptor
The student does not reach a standard described by any of the descriptors below.
The student:
i.
1–2
ii.
iii.
makes minimal use of organizational structures, though these may not always
serve the context and intention
organizes opinions and ideas with a minimal degree of logic
makes minimal use of referencing and formatting tools to create a
presentation style that may not always be suitable to the context and intention.
The student:
i.
3–4
ii.
iii.
makes adequate use of organizational structures that serve the context and
intention
organizes opinions and ideas with some degree of logic
makes adequate use of referencing and formatting tools to create a
presentation style suitable to the context and intention.
The student:
i.
ii.
5–6
iii.
makes competent use of organizational structures that serve the context and
intention
organizes opinions and ideas in a logical manner, with ideas building on each
other
makes competent use of referencing and formatting tools to create a
presentation style suitable to the context and intention.
The student:
i.
ii.
7–8
iii.
makes sophisticated use of organizational structures that serve the context
and intention effectively
effectively organizes opinions and ideas in a logical manner with ideas building
on each other in a sophisticated way
makes excellent use of referencing and formatting tools to create an
effective presentation style.
English Rubric
Criterion C: Producing text
Maximum: 8
Students should be able to:
i.
produce texts that demonstrate thought and imagination while exploring new perspectives and ideas arising from
personal engagement with the creative process
ii.
make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an
audience
iii.
select relevant details and examples to support ideas.
Achievement level
0
Level descriptor
The student does not reach a standard described by any of the descriptors below.
The student:
i.
1–2
ii.
iii.
produces texts that demonstrate limited personal engagement with the creative
process; demonstrates a limited degree of thought or imagination and minimal
exploration of new perspectives and ideas
makes minimal stylistic choices in terms of linguistic, literary and visual devices,
demonstrating limited awareness of impact on an audience
selects few relevant details and examples to support ideas.
The student:
i.
3–4
ii.
iii.
produces texts that demonstrate adequate personal engagement with the
creative process; demonstrates some thought or imagination and some
exploration of new perspectives and ideas
makes some stylistic choices in terms of linguistic, literary and visual devices,
demonstrating some awareness of impact on an audience
selects some relevant details and examples to support ideas.
The student:
i.
5–6
ii.
iii.
produces texts that demonstrate considerable personal engagement with the
creative process; demonstrates considerable thought or imagination and
substantial exploration of new perspectives and ideas
makes thoughtful stylistic choices in terms of linguistic, literary and visual devices,
demonstrating good awareness of impact on an audience
selects sufficient relevant details and examples to support ideas.
The student:
i.
7–8
ii.
iii.
produces texts that demonstrate a high degree of personal engagement with the
creative process; demonstrates a high degree of thought or imagination and
perceptive exploration of new perspectives and ideas
makes perceptive stylistic choices in terms of linguistic, literary and visual devices,
demonstrating clear awareness of impact on an audience
selects extensive relevant details and examples to support ideas.
Criterion D: Using language
Maximum: 8
Students should be able to:
i.
ii.
iii.
iv.
v.
use appropriate and varied vocabulary, sentence structures and forms of expression
write and speak in an appropriate register and style
use correct grammar, syntax and punctuation
spell (alphabetic languages), write (character languages) and pronounce with accuracy
use appropriate non-verbal communication techniques.
Achievement level
0
Level descriptor
The student does not reach a standard described by any of the descriptors below.
The student:
1–2
i.
ii.
iii.
iv.
v.
uses a limited range of appropriate vocabulary and forms of expression
writes and speaks in an inappropriate register and style that do not serve the context and intention
uses grammar, syntax and punctuation with limited accuracy; errors often hinder communication
spells/writes and pronounces with limited accuracy; errors often hinder communication
makes limited and/or inappropriate use of non-verbal communication techniques.
The student:
i.
ii.
iii.
3–4
iv.
v.
uses an adequate range of appropriate vocabulary, sentence structures and forms of expression
sometimes writes and speaks in a register and style that serve the context and intention
uses grammar, syntax and punctuation with some degree of accuracy; errors sometimes hinder
communication
spells/writes and pronounces with some degree of accuracy; errors sometimes hinder communication
makes some use of appropriate non-verbal communication techniques.
The student:
i.
ii.
iii.
iv.
5–6
v.
uses a varied range of appropriate vocabulary, sentence structures and forms of expression
competently
writes and speaks competently in a register and style that serve the context and intention
uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder
effective communication
spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective
communication
makes sufficient use of appropriate non-verbal communication techniques.
The student:
i.
ii.
iii.
iv.
7–8
v.
effectively uses a range of appropriate vocabulary, sentence structures and forms of expression
writes and speaks in a consistently appropriate register and style that serve the context and intention
uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and
communication is effective
spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is
effective
makes effective use of appropriate non-verbal communication techniques.