Family History Project

Topics: Family, Assessment, Eleventh grade / Pages: 7 (1668 words) / Published: Apr 9th, 2016
My 10th grade U.S. History class at Center Point High School was presented with the challenge of producing a digital family history project. The digital device could be anyone they choose. Any point-of-view was acceptable, as long as it was relevant to their family. The rationale of this assessment was to allow my students to explore their family history and develop and expand their use of digital technology in the educational process.
The project was based on their family history. The viewpoints that they opted to relate to their family history was creatively theirs. The instructions included the encouragement to be creative and demonstrate their knowledge of technology-based presentations.
The purpose of this assignment seemed relevantly
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Use parallel structure.* [L.9-10.1a]
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. [L.9-10.1b]
c. Apply rules of subject-verb agreement when the subject is compound in form but singular in meaning and when the subject is plural in form but singular in meaning. (Alabama)
38.) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.9-10.2]
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. [L.9-10.2a]
b. Use a colon to introduce a list or quotation. [L.9-10.2b]
c. Spell correctly. [L.9-10.2c]
Vocabulary Acquisition and Understanding
42.) Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.9-10.6] (ALEX - Alabama Learning Exchange,
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The class was offered a broad range of options, in which to produce their projects, based on a classroom brainstorming activity. They formulated the following options: Prezi(http://prezi.com/bf4rmrsf9gpu/?utm_campaign=share&utm_medium=copy&rc=ex0share). My History Project.com, Fakebook (http://www.classtools.net/FB/1236-yyZ7sR), storybook creator, PowerPoint (file:///E:/Threadford%20Powerpoint.pdf), Interactive posters (https://onedrive.live.com/?cid=775EFD624204B25F&id=775EFD624204B25F%21402&parId=775EFD624204B25F%21397&o=OneUp), Piktochart and Scratch. I was surprised that with the vast options available to them, my students went with what they felt was more comfortable, a basic poster or tri-fold presentation ( https://onedrive.live.com/redir?resid=775EFD624204B25F!400&authkey=!AMT6Nbx7k0ZYuvU&v=3&ithint=photo%2cJPG). The majority of the tools available to produce these projects were limited in digital technology, even though an entire week was available in the computer lab at school. I witnessed that with too many options available that my student population became uncomfortable and lacked confidence. They inquired multiple times for step-by-step instructions. Throughout the process, students continuously asked, “Can I do this?” My general response was, “Does it relate to your family history? ”The students were standoffish when this material was

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