ALEX | Alabama Learning Exchange

Conducting a Genealogical Study

Classroom Resource Information

Title:

Conducting a Genealogical Study

URL:

https://amhistory.si.edu/ourstory/pdf/women/women_genealogy.pdf

Content Source:

Smithsonian

Type:

Learning Activity

Overview:

In this learning activity, students learn about the methods and tools necessary to conduct a genealogical interview to research women's history in their family.

Content Standard(s):

Social Studies
SS2010 (2010)
Grade: 2
Living and Working Together in State and Nation

3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.

Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts

Unpacked Content

Strand: History

Course Title: Living and Working Together in State and Nation

Evidence Of Student Attainment:

Students:

Reconstruct a past event using various primary sources, including calendars and timelines.

Teacher Vocabulary:

primary sources
calendars
timelines
reconstructing
past

Knowledge:

Students know:

How to use a calendar.
How to interpret a timeline.
Vocabulary: primary sources, calendar, timeline, past, historical letter, artifacts

Skills:

Students are able to:

Read a calendar.
Create and use a timeline.
Analyze a historical document.
Utilize maps, photographs, and other visual historic resources.

Understanding:

Students understand that:

Primary sources play an important role in reconstructing the past.

Alabama Alternate Achievement Standards

AAS Standard:
SS.AAS.2.3- Use various primary sources, including calendars and timelines, for reconstructing the past.

Social Studies
SS2010 (2010)
Grade: 3
Geographic and Historical Studies: People, Places, and Regions

11 ) Interpret various primary sources for reconstructing the past, including documents, letters, diaries, maps, and photographs.

• Comparing maps of the past to maps of the present

Unpacked Content

Strand: History

Course Title: Living and Working Together in State and Nation

Evidence Of Student Attainment:

Students:

Interpret legends, stories, and songs to identify the contributions each made to the development of the cultural history of the United States.

Teacher Vocabulary:

interpret
legends
stories
songs
contributed
development
cultural history
tall tales
folk heroes

Knowledge:

Students know:

The purpose and essential elements of legends, stories, and songs.
Examples of legends, stories, and songs that contributed to United States' cultural history including American Indian Legends, African American Stories, Tall Tales and stories of Folk Heroes.
Vocabulary: legends, stories, songs, cultural history.

Skills:

Students are able to:

Interpret legends, stories, and songs.
Identify the purpose and essential elements of legends, stories, and songs.
Identify the contribution that specific legends, stories, and songs had on the development of cultural history of the United States.

Understanding:

Students understand that:

There are legends, stories, and songs that have contributed to the development of the cultural history of the United States.

Alabama Alternate Achievement Standards

AAS Standard:
SS.AAS.3.11- Compare documents, letters, diaries, maps, and photographs and explain how they are used to reconstruct the past.

Tags:

family, genealogy

License Type:

Custom Permission Type
See Terms: https://www.si.edu/termsofuse/
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Accessibility

Comments

This resource provided by:

Author:

Ginger Boyd

ALEX Classroom Resource

Conducting a Genealogical Study