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