Heritage Project

6TH Grade

Calhoun Middle School

Short Term Goals--RESEARCH

Due Date / Notes I need to have finished
1. / Interview a family member about what countryyour family originally came from (not the United Stated). If needed, Google your last name to find heritage.
2 / Location & Geography
3 / Flag & Climate
4 / Government
5 / Culture & Traditions #1
6 / Culture & Traditions #2
7 / Culture & Traditions #3

Short Term Goals—WRITING

In your draft, underline your topic sentence for each paragraph.

Due Date / Paragraphs I need to have properly written out before typing information into the booklet in the computer lab.
1. / Introduction
2. / Location & Geography
3. / Flag & Climate
4. / Government
5. / Culture & Traditions #1
6. / Culture & Traditions #2
7. / Culture & Traditions #3
8. / Your connection to your country
9. / Conclusion
Due Date / Booklet section completed
1. / Introduction
2. / Location & Geography
3. / Flag & Climate
4. / Government
5. / Culture & Traditions #1
6. / Culture & Traditions #2
7. / Culture & Traditions #3
8. / Your connection to your country
9. / Conclusion

Heritage Research and Publication

For the next three weeks, you will be taking an exciting adventure through a country in which you have a connection other than the United States. While on this adventure, you will learn about your country by researching your chosen country, writing about your country based on your research, and creating a booklet.

The adventure begins here:

  1. You will be using the computer lab and school databases for your research using Google Classroom.
  2. You will record your information on Cornell Notes. As you use a source, you will write the information for Works Cited on the citation part of your Cornell notes.
  3. You will write about your research and publish your research in a booklet that will be printed.

ABSENT? BEHIND?

If you become behind or are absent any day, you MUST arrange to stay late to work in the computer lab A107 on Wednesdays from April 18-24th. You should arrange to be picked up by 4:30.

Research requirements:

Due Date: April 11, 2016

  1. LOCATION AND GEOGRAPHY (geography=landforms such as deserts, mountains, plains, etc.)

●Continent

●Geography

●Border countries

●Major bodies of water

●Major cities

●Two maps of your country

oCountry close-up

oContinent with arrow pointing to country

  1. FLAG

●Flag of your country

●History of flag

●Meaning of symbols on the flag

  1. CLIMATE

●Wildlife (fauna)

●Vegetation (flora)

●Weather patterns

●Type of climate (such as tropical, temperate, arctic, etc.)

  1. GOVERNMENT

●Type of government (such as democracy, republic, monarchy, etc.)

●Type of law-making body (such as legislature, parliament, congress, etc.)

●Current head(s) of government (such as president, king, dictator, prime minister, etc.)

●Population

●Capital city

  1. CULTURE AND TRADITIONS (Choose AT LEAST 3 areas)

●Major religion(s)

●Special traditions and rituals

●Holiday celebrated (unique to that country)

●Patriotic/National holiday

●Food

●Sports

●Family life

●Schooling and life for kids

  1. YOUR CONNECTION TO YOUR COUNTRY

●Who in your family came from this country?

●How old were they when they came to America?

●How long ago?

●Why did they come to America?

●Any other information you can include about YOUR connection to this country. For example: if you have visited before or have heard stories from relatives about festivals, holidays, and so on that take place in this country, include that in this section. Make this project personal to you!

●Reflection: How has learning about your heritage changed you?

●If you cannot answer these specific questions, include any and all information you were able to collect.

Good luck and have fun learning more about a part of your heritage.

Publication Requirements:

Due Dates: April 22, 2016

  1. Do NOT use colored backgrounds on any page!!
  2. Make your booklet attractive.
  3. Spell check, write in full sentences, and indent your paragraphs.
  4. Use consistent font types and sizes. (For example, all text is in Times New Roman, font size 20)
  5. Do NOT print anything.

Page 1: Cover – Name of country
●Picture/decoration to make it look very attractive
●Country name
●Your name
●Language & Literature class period
Page 2: Introduction (You might want to do this last.)
●Write at least two paragraphs explaining what you learned about your country, about how to research, and about writing and creating the project.
Page 3: Location/Geography
●Write at least one paragraph.
●Your paragraph should have a topic sentence.
●Map 1: Country close-up
●Map 2: Continent with arrow pointing to country
Page 4: Flag
●Include a picture of the country’s flag.
●Write a full paragraph explaining the meaning or history of the flag.
●Your paragraph should have a topic sentence.
Page 5: Climate
●Write at least one paragraph.
●Your paragraph should have a topic sentence.
Page 6: Government
●Write at least one paragraph.
●Your paragraph should have a topic sentence.
CULTURE AND TRADITION PAGES
Choose three of the following topics: Major religion(s), Special traditions and rituals, Holiday celebrated (unique to that country), Patriotic/National holiday, Sports, Food, Family life, Schooling and life for kids).
Page 7: Culture and Traditions –Topic one
●Write one paragraph on your first culture and traditions topic.
●Your paragraph should have a topic sentence.
Page 8:Culture and Traditions –Topic two
●Write one paragraph on your second culture and traditions topic.
●Your paragraph should have a topic sentence.
Page 9: Culture and Traditions –Topic three
●Write one paragraph on your third culture and traditions topic.
●Your paragraph should have a topic sentence.
Page 10: Connection/ Conclusion
●Think about a way to share your connection to your country. You can:
●Write your family’s immigration story. Who came here? When? Why? Write this as a way for your family’s story to be passed on.
●Write a conclusion that reflects on what you’ve learned as you worked on this project
●Interview family members from the other country. Take pictures.
●Reflection: Write about how learning about your heritage has changed you.
Page 12: Works Cited
●Entries are listed alphabetically by the author's last name.
●Alphabetize works with no known author by their title.

Presentation Requirements:

Due Dates: April 26 & 27

For our Heritage Project Presentations, all booklets will be displayed and shared within each class period. You will give an oral presentation to the class regarding your country.

Reading Rubric

Criterion B: Organizing

Maximum: 8

Students should be able to:

i.employ organizational structures that serve the context and intention

ii.organize opinions and ideas in a logical manner

iii.use referencing and formatting tools to create a presentation style suitable to the context and intention.

Achievement level / Level descriptor
0 / The student does not reach a standard described by any of the descriptors below.
1–2 / The student:
i.makes minimal use of organizational structures, though these may not always serve the context and intention
ii.organizes opinions and ideas with a minimal degree of logic
iii.makes minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and intention.
3–4 / The student:
i.makes adequate use of organizational structures that serve the context and intention
ii.organizes opinions and ideas with some degree of logic
iii.makes adequate use of referencing and formatting tools to create a presentation style suitable to the context and intention.
5–6 / The student:
i.makes competent use of organizational structures that serve the context and intention
ii.organizes opinions and ideas in a logical manner, with ideas building on each other
iii.makes competent use of referencing and formatting tools to create a presentation style suitable to the context and intention.
7–8 / The student:
i.makes sophisticated use of organizational structures that serve the context and intention effectively
ii.effectively organizes opinions and ideas in a logical manner with ideas building on each other in a sophisticated way
iii.makes excellent use of referencing and formatting tools to create an
effective presentation style.

English Rubric

Criterion C: Producing text

Maximum: 8

Students should be able to:

i.produce texts that demonstrate thought and imagination while exploring new perspectives and ideas arising from personal engagement with the creative process

ii.make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience

iii.select relevant details and examples to support ideas.

Achievement level / Level descriptor
0 / The student does not reach a standard described by any of the descriptors below.
1–2 / The student:
i.produces texts that demonstrate limited personal engagement with the creative process; demonstrates a limited degree of thought or imagination and minimal exploration of new perspectives and ideas
ii.makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited awareness of impact on an audience
iii.selects few relevant details and examples to support ideas.
3–4 / The student:
i.produces texts that demonstrate adequate personal engagement with the creative process; demonstrates some thought or imagination and some exploration of new perspectives and ideas
ii.makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating some awareness of impact on an audience
iii.selects some relevant details and examples to support ideas.
5–6 / The student:
i.produces texts that demonstrate considerable personal engagement with the creative process; demonstrates considerable thought or imagination and substantial exploration of new perspectives and ideas
ii.makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience
iii.selects sufficient relevant details and examples to support ideas.
7–8 / The student:
i.produces texts that demonstrate a high degree of personal engagement with the creative process; demonstrates a high degree of thought or imagination and perceptive exploration of new perspectives and ideas
ii.makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating clear awareness of impact on an audience
iii.selects extensive relevant details and examples to support ideas.

Criterion D: Using language

Maximum: 8

Students should be able to:

i.use appropriate and varied vocabulary, sentence structures and forms of expression

ii.write and speak in an appropriate register and style

iii.use correct grammar, syntax and punctuation

iv.spell (alphabetic languages), write (character languages) and pronounce with accuracy

v.use appropriate non-verbal communication techniques.

Achievement level / Level descriptor
0 / The student does not reach a standard described by any of the descriptors below.
1–2 / The student:
i.uses a limited range of appropriate vocabulary and forms of expression
ii.writes and speaks in an inappropriate register and style that do notserve the context and intention
iii.uses grammar, syntax and punctuation with limited accuracy; errorsoften hinder communication
iv.spells/writes and pronounces with limited accuracy; errors often hindercommunication
v.makes limited and/or inappropriate use of non-verbal communication techniques.
3–4 / The student:
i.uses an adequate range of appropriate vocabulary, sentence structures and forms of expression
ii.sometimes writes and speaks in a register and style that serve the context and intention
iii.uses grammar, syntax and punctuation with some degree of accuracy; errors sometimes hinder communication
iv.spells/writes and pronounces with some degree of accuracy; errorssometimes hinder communication
v.makes some use of appropriate non-verbal communication techniques.
5–6 / The student:
i.uses a varied range of appropriate vocabulary, sentence structures and forms of expression competently
ii.writes and speaks competently in a register and style that serve the context and intention
iii.uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication
iv.spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication
v.makes sufficient use of appropriate non-verbal communication techniques.
7–8 / The student:
i.effectively uses a range of appropriate vocabulary, sentence structures and forms of expression
ii.writes and speaks in a consistently appropriate register and style that serve the context and intention
iii.uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and communication is effective
iv.spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is effective
v.makes effective use of appropriate non-verbal communication techniques.