Exploring Family Traditions and Histories
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Exploring Family Traditions and Histories

Grade 2EnglishSocial StudiesHistoryArt30 days
The 'Exploring Family Traditions and Histories' project is designed for second-grade students to delve into their personal and cultural identities through storytelling and art. By engaging in activities such as creating cultural collages, producing podcasts about family traditions, and participating in a community culture celebration, students learn to appreciate the diverse backgrounds in their classroom. The project aims to enhance students’ understanding and respect for different cultures by encouraging them to express their heritage using various creative means and articulate their findings through presentations and storytelling exercises.
Cultural IdentityStorytellingFamily TraditionsArt ExpressionDiversity AppreciationSecond GradeCommunity Engagement
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we use storytelling and art to explore and express our personal and cultural identities while learning to appreciate and respect the diverse backgrounds in our community?

Essential Questions

Supporting questions that break down major concepts.
  • What is cultural identity and how does it shape who we are?
  • How do family traditions reflect our cultural heritage?
  • In what ways can storytelling help us learn about our family history?
  • How can we express our identity through art and creative projects?
  • Why is it important to understand and respect diverse cultural backgrounds within our community and classroom?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to articulate their understanding of personal and cultural identity through storytelling and art.
  • Students will learn to appreciate and respect diverse cultural backgrounds in their community and classroom.
  • Students will develop skills to investigate and recount their own family traditions and histories.
  • Students will compare past and present cultural practices related to family traditions.
  • Students will creatively express their personal and cultural identity using various art forms.

Common Core State Standards

CCSS.ELA-LITERACY.SL.2.4
Primary
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.Reason: Students will use storytelling to explore and express their personal and cultural identities, which aligns with the standard of telling a story with relevant details.
CCSS.ELA-LITERACY.W.2.7
Primary
Participate in shared research and writing projects.Reason: Students will engage in writing projects about their family traditions and histories, fitting the requirement of participating in shared research and writing projects.

C3 Framework for Social Studies

D2.His.2.K-2
Primary
Compare life in the past to life today.Reason: By exploring family histories, students will compare past and present cultures and family traditions.
D2.Civ.8.K-2
Supporting
Identify and explain how rules function in public (school) settings.Reason: Understanding diverse cultural backgrounds includes recognizing communal rules and respecting them, which ties to civic understanding.

National Core Arts Standards

Anchor Standard #1
Secondary
Generate and conceptualize artistic ideas and work.Reason: Students will express their identity through art and creative projects, aligning with the standard of generating artistic ideas and work.

Entry Events

Events that will be used to introduce the project to students

Cultural Show-and-Tell

Begin the project with a 'Cultural Show-and-Tell' day where students bring an item or story from their family tradition to share with the class. This could be a piece of clothing, a special dish, or a photo. This event immediately connects to the core project by encouraging students to share and learn about personal and cultural histories in a tactile way.

Family History Interview Introduction

Students are introduced to the project by interviewing a family member about their cultural traditions and histories using a provided questionnaire. Class discussion follows where students share interview highlights, opening avenues for deeper inquiry into personal and cultural identities.

Interactive Heritage Map

Kick off the project with an activity where students place pins on a world map representing their family's countries of origin. They can share one interesting fact or a family tradition from their heritage. This visually engaging entry event sets a global context for further exploration and understanding of diverse identities.

Family Recipe Swap

Organize a 'Family Recipe Swap' where students bring a simple recipe from their family traditions. This culinary journey not only introduces students to diverse cultural practices but also encourages them to explore and share the stories behind these recipes, making connections to personal and cultural identities.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Cultural Connection Collage

In this introductory activity, students create a visual collage to represent their family traditions and cultural background. They will gather photos, magazine cutouts, or illustrations that resonate with their family history to make a collage that tells their cultural story visually.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce students to the concept of cultural identity using examples and class discussions.
2. Provide students with materials like magazines, scissors, glue, and construction paper to begin gathering images and symbols related to their culture.
3. Ask students to create a collage that includes at least five images or symbols representing their family traditions or cultural identity.
4. Encourage students to prepare a short presentation explaining the significance of their collage.

Final Product

What students will submit as the final product of the activityA cultural collage representing family traditions and cultural identity, accompanied by a brief presentation explaining its elements.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.2.4 by encouraging storytelling through visual elements and speaking coherently about the collage.
Activity 2

Family Traditions Podcast

Students will work to create a podcast episode where they interview a family member about cultural stories and traditions. This activity involves planning, scripting, recording, and editing a podcast episode.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce students to basic podcast elements and play a sample episode as a guide.
2. Have students draft a set of interview questions focusing on family traditions and cultural stories.
3. Guide students through recording their interview using simple audio recording tools.
4. Assist students with editing their audio using beginner-friendly software or apps.
5. Facilitate sharing the podcast episodes in class or through a shared platform.

Final Product

What students will submit as the final product of the activityA recorded podcast episode sharing an interview about family traditions and cultural stories.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.2.4 by offering opportunities to tell a story and share details in a creative audio format.
Activity 3

Heritage Timeline Storybook

In this activity, students research their family history and produce a storybook that outlines significant family traditions and cultural shifts over generations.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Teach students to conduct research by interviewing family members and utilizing family resources or memorabilia.
2. Help students organize their findings on a chronological timeline highlighting key family traditions and events.
3. Guide students in writing short narratives for each timeline event, integrating descriptive details.
4. Provide art supplies for students to illustrate their books, encouraging creative expression.
5. Organize a class story-sharing session where students read from their books.

Final Product

What students will submit as the final product of the activityA timeline storybook that depicts family traditions and cultural shifts, accompanied by illustrations and narratives.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.2.7 by engaging in shared research and writing projects, and with D2.His.2.K-2 by comparing past and present cultural practices.
Activity 4

Identity Expression Art

Through this art project, students express their personal and cultural identity by creating an art piece that incorporates elements they connect with their cultural heritage and personal experiences.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce different art techniques and mediums that can be used to express cultural identity.
2. Encourage students to brainstorm cultural symbols, colors, or figures that represent their personal identity.
3. Guide students as they create their individualized art piece using materials like paints, clay, or textiles.
4. Host an art exhibition in class where students display and explain their art to peers.

Final Product

What students will submit as the final product of the activityAn art piece that creatively represents the student’s personal and cultural identity, showcased in a class exhibition.

Alignment

How this activity aligns with the learning objectives & standardsSupports Anchor Standard #1 by helping students generate and conceptualize artistic ideas and work.
Activity 5

Community Culture Celebration

Conclude the project with a classroom event celebrating the diverse cultural backgrounds of the students. They will plan and participate in a celebration showcasing their learning and creative projects.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Facilitate a planning session where students decide on various presentation mediums: performances, displays, or demonstrations.
2. Assist students in preparing their chosen presentation format.
3. Coordinate with families to involve them in the celebration to enhance community engagement.
4. Conduct the event, encouraging students to share their projects and stories with the school community.

Final Product

What students will submit as the final product of the activityA classroom event showcasing student projects, fostering an environment of appreciation and respect for diversity.

Alignment

How this activity aligns with the learning objectives & standardsConnects with D2.Civ.8.K-2 by identifying and explaining community interaction and respect, using collaboration and expression.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Cultural Identity Exploration Rubric

Category 1

Understanding of Cultural Identity

Assesses the student's comprehension and articulation of their cultural identity through various media.
Criterion 1

Articulation of Identity

Measures how well the student can describe and explain their understanding of cultural identity.

Exemplary
4 Points

Student articulates their cultural identity with depth, using specific examples and connecting personal experiences meaningfully.

Proficient
3 Points

Student describes their cultural identity clearly, using some examples and relevant personal experiences.

Developing
2 Points

Student gives a basic description of their cultural identity with limited examples or personal connections.

Beginning
1 Points

Student struggles to describe their cultural identity, providing minimal examples or unclear connections.

Criterion 2

Depth of Cultural Exploration

Evaluates the thoroughness in exploring cultural traditions and histories.

Exemplary
4 Points

Student demonstrates extensive exploration into family traditions and history, offering detailed accounts and multiple perspectives.

Proficient
3 Points

Student explores family traditions and history well, providing detailed information with some diversity of perspectives.

Developing
2 Points

Student shows limited exploration of family traditions and history, providing some general information.

Beginning
1 Points

Student shows minimal exploration, providing insufficient or unrelated information on family traditions and history.

Category 2

Creative Expression

Assesses the originality and creativity in students' use of storytelling, art, and presentation.
Criterion 1

Originality in Art

Measures the creativity and uniqueness of art or creative projects expressing personal and cultural identity.

Exemplary
4 Points

Student creates highly original and visually engaging art, incorporating unique symbols and inventive artistic techniques.

Proficient
3 Points

Student creates creative and appealing art using appropriate symbols and techniques.

Developing
2 Points

Student shows some creativity in art, though originality and engagement are limited.

Beginning
1 Points

Student displays limited creativity, using few symbols and simple techniques.

Criterion 2

Storytelling Innovation

Evaluates the innovation in narrative techniques used in storytelling activities, such as podcasts or presentations.

Exemplary
4 Points

Student uses innovative storytelling techniques, presenting narratives in an engaging and fluent manner with clear thematic connections.

Proficient
3 Points

Student uses appropriate storytelling techniques, presenting narratives clearly with thematic ties.

Developing
2 Points

Student shows basic use of storytelling techniques, with some narrative clarity.

Beginning
1 Points

Student struggles to use effective storytelling techniques, resulting in unclear narratives.

Category 3

Presentation and Communication

Evaluates the effectiveness and fluency in presentation and peer communication.
Criterion 1

Presentation Clarity

How clearly the student presents their ideas and findings through various formats (orally, visually, etc.).

Exemplary
4 Points

Student presents ideas with extreme clarity, confidence, and engagement across all formats.

Proficient
3 Points

Student presents clearly and confidently in most formats.

Developing
2 Points

Student presents ideas with occasional clarity and confidence.

Beginning
1 Points

Student struggles with clear presentation and confidence.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How has exploring your family traditions and cultural identity through storytelling and art influenced your understanding of yourself and others?

Text
Required
Question 2

On a scale of 1 to 5, how effectively do you feel you communicated your personal and cultural identity through the projects in this unit?

Scale
Required
Question 3

Which activity did you enjoy the most, and why?

Multiple choice
Required
Options
Cultural Connection Collage
Family Traditions Podcast
Heritage Timeline Storybook
Identity Expression Art
Community Culture Celebration
Question 4

Why is it important to respect and celebrate diverse cultural backgrounds within our classroom and community?

Text
Required
Question 5

What is one new thing you learned about a classmate's cultural background, and how did it help you appreciate diversity?

Text
Optional