Created by NHPRC Teacher Participant/Creator: Michael Freydin: Adaptable to other grades. Cumulative assignment for the end of the year. During previous lessons, student have evaluated their own place in history, and in our nation’s history. This final project builds on their understanding of history by conduct an interview to connect neighborhood/family history to world history events.

Created by NHPRC Teacher Participant/Creator: Sean McManamon to meet NYC Social Studies Scope and Sequence  for World History. Adaptable to other grades. Cumulative assignment for the end of the year. Assignment asks students to connect family history interview to World History periodization.

Created by NHPRC Teacher Participant/Creator Kenneth Porter for his Senior Leadership class. We all have different stories, reasons and various paths that we personally took or our relatives traversed to arrive at this nation of ours. This assignment tasks the student with researching the story of a relative/guardian who emigrated to this country. The student will learn the when, the what, the why and the how behind their story, in order to reveal to the student more about their own story.

Created by NHPRC Teacher Participant/Creator Lucas Rule for Global 9/10 Course; Adaptable to other grades. A series of 8 assignments that connect the significance of objects, story telling, place, tradition and community research both to family history to world history events. Student choose 4 completed assignments for a portfolio to represent their work for the course.

In this interdisciplinary seminar, we explore a variety of visual and written tools for self exploration and self expression. Through discussion, written assignments, and directed exercises, students practice utilizing a variety of media to explore and express who they are.

Students interview family members, and then create graphic family timelines based on important and memorable family events.

Created by NHPRC Teacher Participant/Creator Steve Haller for AP World History; Adaptable to other grades. In this project, students interview a family member about why they immigrated to the United States (or a person who might know the story). The student then places this story into world history and explains the push and pull factors that the family experienced. The student will be writing a biography for the family member in a historical context.

Summary/ Description Overview:
Created by NHPRC Teacher Participant/Creator Nancy Condon for her Grade 10 US History course; Adaptable to World History and to other grades. The goal of this scaffolded project is for students to research their own family immigration history looking into the reasons they left their home country and why they chose to settle in the United States. The project requires the student to do multiple stages of research, including an interview, origin country research, US research, and geographic research before handing in a final project in a choice of format – essay, poster board or website – to connect family immigration, and US History to world history events.

Created by NHPRC Teacher Participant/Creator Marc Shoichet for Grade 10 Global History Course; Adaptable to other grades. During the year, we explore world history by analyzing the causes of events, understanding why they occurred, and comparing these events as well as the outcomes; in this end-of-year assignment we explore the relationship of our families/ancestors and neighborhood changes to the events of world history.

Created by NHPRC Teacher Participant/Creator Judith Jeremie for her AP World History course; Adaptable to other grades. This assignment asks students to make meaningful connections between the past and their family/neighborhood history by conducting an interview of / researching a relative, gathering and organizing evidence of a historical moment / theme that has impacted that relative, and presenting their findings through art (graphic novel/ comic strips) or writing (narrative/poem).

Generation ID Index

Short Description:
An index of people in the Clounch/Claunch and Girlington families. Supports genealogical study of family groups.

Long Description:
A generational index of Claunch,Clounch, Girlington and related families. The Tapestry: Castles to Cactus describes the journey of one family from the European middle ages to the new world of the modern American west. Volume 8 indexes all the family members in the study, assigning a unique identifier to each person.

Word Count: 16895

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Holidays video clip prompts students to write about two of their favorite family traditions. ***Access to Teacher's Domain content now requires free login to PBS Learning Media.

"Through completing the Family Interviews Activity, students will learn about the importance of oral histories and the tradition of Day of the Dead/Día de los Muertos. They will begin to develop identity connections as they gain a stronger understanding of the histories of their family members."

Created by NHPRC Teacher Participant/Creator Jeremy Mellema, for his US Government class, Adaptable to other courses and grades. This immigration mapping project asks the student to create 3 maps, and to gather data through research and conducting an interview. Finally, students write an essay connecting what they have learned from this project to American Democracy, and to current immigration law or events.

Created by NHPRC Teacher Participant/Creator Michelle Barretta Fallon for her Global History class. Adaptable to US History as well. She offers a scaffolded 3-part assignment to allow students to connect research from family history to research about Global History. Part 1 (Family Interview) and Part 2 (Country Research) could be used separately.

Students in grade two explore the lives of actual people who make a difference in their everyday lives. They differentiate between events that happened long ago and events that happened yesterday by studying their family histories. A number of projects are completed that preserve the past, capture the present, or impact the future, including analyzing information and drawing conclusions about how and why the world has changed. The unit concludes with students creating family history time capsules that preserve the past and present for the future.

This unit plan was originally developed by the Intel® Teach program as an exemplary unit plan demonstrating some of the best attributes of teaching with technology.

(Version: 22 Mar 2021)

Short Description:
A family history of my great-grandmother Barbara (Kraus) Kirmse and her relatives from Franconia, Bavaria.

Long Description:
Barbara Kraus immigrated to Perry County, Missouri, USA from the Hutschdorf, Bavaria. This book is a summary of the results of family research to learn about Barbara Kraus, and her relatives of Franconia, Bavaria heritage.

Word Count: 42815

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Past and present come together when students interview their parents and create a skit that compares their parents' experiences as middle schoolers with the students own lives.

Julius Kirmse Ancestral Home and Emigration (Version: 2 Apr 2019)

Short Description:
A summary of family research to learn about Julius Kirmse's Saxe-Altenburg relatives.

Long Description:
A family history of Julius Kirmse, my great-grandfather, and his ancestral relatives.

Word Count: 24933

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Research Journal - Documentation (Version: 06 Feb 2019)

Short Description:
Documentation of Julius Kirmse's Saxe-Altenburg relatives.

Long Description:
Documentation of Julius Kirmse’s Saxe-Altenburg relatives.

Word Count: 50796

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)