1. Genealogy and the School Research Assignment Donna Kearley, Denton ISD And Lynette Jones, Carrollton Public Library

2. http://www.owsley family.org

3. TEKS Look at the TEKS to see what is actually required. Look at the TEKS to see what is actually required. Most grade levels look at Culture, not an actual genealogy project. Most grade levels look at Culture, not an actual genealogy project. The only grade that mentions a family tree is first grade. A simple tree is sufficient. The only grade that mentions a family tree is first grade. A simple tree is sufficient. Look at Social Studies and Language Arts TEKS. Both mention cultural aspects of learning. Look at Social Studies and Language Arts TEKS. Both mention cultural aspects of learning.

4. Social Studies TEKS K-1 K- The student understands how people learn about themselves through family customs and traditions. K- The student understands how people learn about themselves through family customs and traditions. K- The student understands similarities and differences among people. K- The student understands similarities and differences among people. 1- The student understands the importance of family beliefs, customs, language, and traditions. 1- The student understands the importance of family beliefs, customs, language, and traditions. 1- The student understands how families meet basic human needs. 1- The student understands how families meet basic human needs.

5. TEK Grade 1 The only TEK that directly relates to genealogy is this one: The only TEK that directly relates to genealogy is this one: SS1.02 The student will (TSW) investigate aspects of one’s past by creating a family tree. SS1.02 The student will (TSW) investigate aspects of one’s past by creating a family tree.

6. LA TEKS Grade K-3 English, Spanish, and English as a Second Language K-3 – Listening, Speaking, Culture. English, Spanish, and English as a Second Language K-3 – Listening, Speaking, Culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to connect experiences and ideas with those of others through speaking and listening (k-3) and compare language and traditions (family stories) that reflect customs, regions, and cultures (K-3). The student is expected to connect experiences and ideas with those of others through speaking and listening (k-3) and compare language and traditions (family stories) that reflect customs, regions, and cultures (K-3).

7. SS TEKS 2-3 Grade 2- The student understands the significance of works of art in the local community. 2- The student understands the significance of works of art in the local community. 3- The student understands ethnic and/or cultural celebrations of the US and other nations. 3- The student understands ethnic and/or cultural celebrations of the US and other nations. 3- The student understands the role of real and mythical heroes in shaping the culture of communities, the state, and the nation. 3- The student understands the role of real and mythical heroes in shaping the culture of communities, the state, and the nation. 3- The student understands the importance of writers and artists to the cultural heritage of communities. 3- The student understands the importance of writers and artists to the cultural heritage of communities.

8. Reading/Culture The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. English, Spanish, or ESL English, Spanish, or ESL The student is expected to connect his/her own experiences with life experiences, language, customs, and culture of others (k-3) and The student is expected to connect his/her own experiences with life experiences, language, customs, and culture of others (k-3) and Compare experiences of characters across cultures (K-3). Compare experiences of characters across cultures (K-3).

10. SS TEKS Grades 4-5 4- The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. 4- The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. 5- The student understands the relationship between the arts and the times during which they were created. 5- The student understands the relationship between the arts and the times during which they were created. 5- The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. 5- The student understands the contributions of people of various racial, ethnic, and religious groups to the United States.

11. LA TEKS Grade 4-8 Listening/Speaking/Culture. Listening/Speaking/Culture. The student listens and speaks both to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student listens and speaks both to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to connect his/her own experiences, information, insights, and ideas with those of others through speaking and listening. (Grades 4-8) The student is expected to connect his/her own experiences, information, insights, and ideas with those of others through speaking and listening. (Grades 4-8)

12. LA TEKS Grade 4-8 Listening/Speaking/Culture continued. Listening/Speaking/Culture continued. The student is expected to compare oral traditions across regions and cultures (4- 8) and The student is expected to compare oral traditions across regions and cultures (4- 8) and Identify how language use such as labels and sayings reflects regions and cultures (4-8) Identify how language use such as labels and sayings reflects regions and cultures (4-8)

13. LA TEKS Grades 4-8 Reading/culture. Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to compare text events with his/her own and other readers’ experiences. The student is expected to compare text events with his/her own and other readers’ experiences.

14. LA TEKS Grades 4-8 The student will determine distinctive and common characteristics of cultures through wide reading (4-8) and The student will determine distinctive and common characteristics of cultures through wide reading (4-8) and Articulate and discuss themes and connections that cross cultures (4-8). Articulate and discuss themes and connections that cross cultures (4-8).

16. SS TEKS Grades 6-8 6- The student understands the smilirities and differences within and among cultures in different societies. 6- The student understands the smilirities and differences within and among cultures in different societies. 6- The student understands that certain institutions are basic to all societies, but characteristics of these institutions may vary from one society to another. 6- The student understands that certain institutions are basic to all societies, but characteristics of these institutions may vary from one society to another. 6- The student understands relationships exist among world cultures. 6- The student understands relationships exist among world cultures.

17. SS TEKS Grade 6-7 The student understands the relationship that exists between artistic, creative, and literary expressions and the societies that produce them. The student understands the relationship that exists between artistic, creative, and literary expressions and the societies that produce them. 6- The student understands the relationships among religion philosophy, and culture. 6- The student understands the relationships among religion philosophy, and culture. 7- The student understands the concept of diversity within unity in Texas. 7- The student understands the concept of diversity within unity in Texas.

18. SS TEKS Grade 8 8- The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17 th, 18 th, and 19 th centuries. 8- The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17 th, 18 th, and 19 th centuries. 8- The student understands the major reform movements of the 19 th century. 8- The student understands the major reform movements of the 19 th century. 8- The student understands the impact of religion on the American way of life. 8- The student understands the impact of religion on the American way of life. 8- The student understands the relationship between the arts and the times during which they were created. 8- The student understands the relationship between the arts and the times during which they were created.

20. What we’ve learned… There is no TEK written which requires teachers to trace a family tree back several generations. This is impossible to do in the time frame of a school assignment. There is no TEK written which requires teachers to trace a family tree back several generations. This is impossible to do in the time frame of a school assignment. We do teach common characteristics of different cultures and how our own cultural heritage influences our own beliefs and prior knowledge through speaking or reading about different cultures. We do teach common characteristics of different cultures and how our own cultural heritage influences our own beliefs and prior knowledge through speaking or reading about different cultures.

21. As librarians, we can… Redirect the assignment to the TEKS Redirect the assignment to the TEKS Help the teacher adapt the assignment Help the teacher adapt the assignment Give ideas of how to meet the TEKS in other ways Give ideas of how to meet the TEKS in other ways

22. Be cognizant of… how stressful this assignment is to non-traditional families how stressful this assignment is to non-traditional families Adoptive families Adoptive families Children of divorced parents Children of divorced parents Foster children Foster children Alternative lifestyles Alternative lifestyles

23. Help the teacher Plan for different ways the assignment can be completed Plan for different ways the assignment can be completed Be accepting of all results Be accepting of all results Alternatives can include a “make believe family” based on some person in history Alternatives can include a “make believe family” based on some person in history

25. Useful websites: 30 Genealogy Sites for Young People and Teachers: http://www.newenglandancestors.org/edu cation/articles/research/special_topics/co mputer_genealogist/kids_genealogy_30_g enealogy_sites_for_young_peopl_659_201 03.asp 30 Genealogy Sites for Young People and Teachers: http://www.newenglandancestors.org/edu cation/articles/research/special_topics/co mputer_genealogist/kids_genealogy_30_g enealogy_sites_for_young_peopl_659_201 03.asp http://www.newenglandancestors.org/edu cation/articles/research/special_topics/co mputer_genealogist/kids_genealogy_30_g enealogy_sites_for_young_peopl_659_201 03.asp http://www.newenglandancestors.org/edu cation/articles/research/special_topics/co mputer_genealogist/kids_genealogy_30_g enealogy_sites_for_young_peopl_659_201 03.asp Family Tree Lesson Plans http://genealogy.about.com/od/lesson_pla ns/ Family Tree Lesson Plans http://genealogy.about.com/od/lesson_pla ns/ http://genealogy.about.com/od/lesson_pla ns/ http://genealogy.about.com/od/lesson_pla ns/

26. Additional Websites Family History in the Classroom http://www.genealogy.com/74_taylor.html Family History in the Classroom http://www.genealogy.com/74_taylor.html http://www.genealogy.com/74_taylor.html My History is America’s History is available on the National Endowment for the Humanities Website which includes sample lesson plans My History is America’s History is available on the National Endowment for the Humanities Website which includes sample lesson plans Adoptive Families http://www.adoptivefamilies.com/articles. php?aid=1201 Adoptive Families http://www.adoptivefamilies.com/articles. php?aid=1201