This lesson is part of a project which allows students to discover their personal background and family heritage by interviewing parents, grandparents, aunts or uncles to gather information about their family's history. It introduces students to using web sites as the main research tool, and the library and CD-ROM encyclopedias as a secondary source of information. Students employ stages of the writing process to prepare essays and reports. Students will use a multimedia authoring tool to create a slide or stack presentation for their class and make a formal presentation of their discoveries.

The project is divided into four sections; this lesson is Lesson II: The Web Search For My Cultural Roots.

Objectives:

• To understand students' family heritage thereby increasing self worth as an important individual in society

• To acquire, learn, and/or enhance reading, writing, and listening skills

• To understand and use a web browser and word processing application

• To acquire skills in interviewing

• To understand and produce a bibliography using the appropriate format.

• To understand and use technological tools, specifically web browsers and word processing applications

• To use search engines for gathering information on the Internet

Materials, Tools, and Resources Needed:

Computers with word processing software, internet access, and presentation software, such as LCD projector or panel.

Prerequisite Student Knowledge:

English-Language Arts: California English-Language Arts Content Standards for Grade 8:
General knowledge appropriate for grade 8 in reading, writing, speaking, listening.

Technology: Basic computer skills (turning on computer, using the mouse, scrolling, getting online, opening and closing programs)

Teacher Preparation Notes:

For optimal learning, students should have completed the introductory lesson, “What I Know About My Cultural Roots” because it taps into students' prior knowledge, and provides the groundwork for the rest of the unit.

Procedure:

Step #1:
Web Browsing Demonstration: Teacher uses LCD projector or television connected to computer to demonstrate using a web browser and a search engine. Students take notes while teacher demonstrates the browser features: navigating, menubar, open location, bookmarks, searching on Yahoo and other search engines, examining “hits,” copying and pasting a location (address/URL) on the notepad or a Word file.

Step #2:
Teacher reviews with students the list of items for student search in Handout 2.1, which includes searching for maps, flags, important history, music, cultural traditions, and so on.

Step #3:
With their partners, students use search engines to find and bookmark at least three web sites that may assist them in your search. For this lesson, students use one search engine: Yahoo! http://dir.yahoo.com/Society_and_Culture/ which is a good starting point for students to explore different sites.

Step #4:
Students search for material that gives them insights into their personal quests, using the Internet for their main research tool. Students may use the library and electronic encyclopedias, such as Encarta, Grolier’s, or Compton’s if the Internet is not available.

Step #5:
Students create a word document called “Annotated List of Web Sites.” The notes they have gathered are prepared in the same fashion as a bibliography with useful notations:

1. Name of author if available,
2. Title of web site,
3. address (URL) of web site,
4. a brief description of what the site contains.

Step #6:
Homework: Students interview a grandparent, parent, or older member of their family. Students ask questions about their cultural background, their heritage and traditions that might be passed on to younger generations, and the physical background of the place. Students may use a tape recorder if one is available, and bring it to class to transcribe the interview.

Step #7:
Students bring notes of their interviews (or the audio tape and recorder) and write or transcribe one or two paragraphs about their interview.

Assessment:

1. The Annotated List of Web Sites. Criteria: The completed list is word processed, contains at least three sites. Each web site contains the name of author, the title of the site, the complete and accurate address, and comments about the content of the site. Names, places, and comments have been checked for spelling, punctuation, and correct usage. See Rubric #2-1: Annotated List of Web Sites

2. Interview Narrative. Criteria: The interview contains information about the interviewee’s cultural background, his or her heritage and traditions that might be passed on to younger generations, and the physical background of the place. Length of narrative should be one or two paragraphs. See Rubric #2-2: Interview Report

3. Information Obtained from the Search. Criteria: Students have copied and saved all information listed on Handout #2-1: Checklist for relevant information. See Rubric #2-3: The Web Search Results

4. Teacher Observation: Criteria: students are at work, they participate in class activities, the dynamics of collaborative group discussions are evident. Students are in attendance and on task at all times; they work productively together, and show progress throughout the allotted time.

Part II of IV: What I Know About My Culture

California English-Language Arts Content Standards Addressed:

Grades 9-10

READING

2.0 READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Structural Features of Informational Materials:
2.2	prepare a bibliography of reference materials for a report using a variety of public documents
Comprehension and Analysis of Grade-Level-Appropriate Text:
2.4	synthesize the content and ideas from several sources dealing with a single issue or written by a single author, and paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension
2.6	demonstrate use of sophisticated learning tools by following technical directions (e.g., access guides to Internet worldwide websites)
1.0 WRITING STRATEGIES
Research and Technology:
1.3	use clear research questions and coherent research methods (e.g., electronic media, personal interview) to elicit and present evidence from primary and secondary sources
WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS):
2.3. write expository compositions that
(2)	Convey information and ideas from primary and secondary sources accurately and coherently
(3)	Make distinctions about the relative value and significance of specific data, facts, and ideas
National Education Technology Standards for Students Addressed:
1.	Technology research tools
Students use technology tools to locate, evaluate, and collect information from a variety of sources. Students use technology tools to process data and report results.