Lesson Plan : Creating a Family Tree

Teacher Name:
 Mr. Bates
Grade:
 Grade 7-8
Subject:
 Social Studies

Topic:
 7.4.2 CA Content Standard - Analyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa.
Content:
 Genealogy, family member responsibilities, domestic work, nuclear family, extended family, household
Goals:
 Students will become familiar with the creation of a family tree. Students will understand the different jobs each family member has, and how they contribute to the functioning of the family. Students will understand the similarities between the family unit in Ghana and today.
Objectives:
 Students will be able to create a family tree that includes the different members of their family (household), their (2) jobs/tasks, and their names, and their relationship to you (the student).
Materials:
 Blank paper, pencils, white board, dry erase markers, eraser
Introduction:
 Relate their family unit to the Ghana family unit. Using the fruit tree as a model for a family tree. Explain why we study genealogy. After the students copy down the agenda and answer the warm up question, the students will be told to put everything away.
Development:
 1) Ask a single student to raise their hands and to answer questions about the name of their grandparents, their parents and siblings; create the family tree on the white board while they answer the questions. 2) Remind the students the image of a tree: who goes at the bottom (roots) and who is at the top (offspring)? 3) Students will pass out the "Across the Centuries" textbook, and read the first three paragraphs of "Cow-Tail Switch" on Pg 128, and identify the various duties of Ghanan children. 4) Teacher will have students bring out their journals and have them write down their answers to the questions written on the white board: what tasks did the father do? what tasks did the mother do? what tasks did the sons do?
Practice:
 1) Teacher will provide students with a word bank of familial terms and tasks on the worksheet. 2) Students will organize and place these terms according their appropriate position in the family tree in their notebook.
Accommodations:
 Accomodations will be according to each student's IEP.
Checking For Understanding:
 Students will then use the practice as a model and create their own family (household) tree with: 1) family member name 2) relation to student 3) two (2) jobs/task of each member (write down examples of tasks on the worksheet.) Word Bank term suggestions: mother, father, sister, brother, grandfather, grandmother, aunt, uncle, cousin, cook, clean dishes, clean bathroom, clean bedroom, clean kitchen, vacuum/mop, gardening, watering, washing car, walking dog/taking care of pets, job/occupation to bring home money, taking care of children, taking children to activities.
Closure:
 Students will write five (5) sentences in their journal how their duties differ from the those of the "The Cow-Tail Switch"
Evaluation:
 1) Does each family member on the family tree have a corresponding name, relationship and tasks? 2) Does each family member fit accordingly in the family tree?

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