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Genealogy Project for New Mexico 4-H

Genealogy Project for New Mexico 4-H. By Carol Wilson. Who am I?.

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Genealogy Project for New Mexico 4-H

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  1. Genealogy Project for New Mexico 4-H By Carol Wilson

  2. Who am I? Everyone is unique and has something individual about their lives. But we also study history to see where we came from. We want to know about the people who came before us. The tragedies they overcame can help inspire us. Their triumphs can fuel our desire to achieve and excel. So we study genealogy to find out about our roots.

  3. Tools in the toolbox • Pens and paper • D ring notebook • Camera • Inquiring mind • Tape recorder or video recorder are optional

  4. Tracing out your roots Start with self. Then go to family. Parents, grandparents, great-grandparents. Ask questions. Use 5 Ws and H. Example page 25A.

  5. Adoptions, Foster and Step families 9 out of 10 families that this program was tested with were not two-parent families with children from only that marriage. 4-H projects traditionally took the stance that only a biological genealogy would be accepted. I wrestled with this issue and finally decided that it was more important that the child learn the process of documenting genealogy. They may put “this is not a biological genealogy” on their forms and trace adopted lines or step lines. They may also alter forms to read “father” and “mother” instead of “husband” and “wife”.

  6. Important documents Old photographs Diaries Birth and death certificates Marriage certificates Newspaper articles Family bibles All must be treated with respect and care

  7. Sources Primary Sources Government and church documents Secondary sources Family bible Family oral history Traditions and legends Birth announcements

  8. Letter writing Family and other sources Be concise Be reasonable in requests Include identifying information Include SASE

  9. Major sources of information • Courthouse • Cemeteries • Church records • Genealogical Societies • Newspapers • Census Records • Land Ownership • Military Records

  10. Documenting Procedures • Instead of saying “US Census” include the year census was taken and the county and state, as well as page number if available • Don’t say “Uncle John told me”, say “John Smith told Carol Wilson 18 Apr 2011”.

  11. Using the Computer • The Pros • Material can be stored, changed, and retrieved easily. • Information only has to be entered once • NEAT!

  12. Using the Computer • Cons • Fee may be charged for use • A web based program isn’t private • Check and double check the information.

  13. For preservation’s sake • People are sharing their treasures with you. Treat them with care. Keep them out of light and humidity. Photos and important papers like to live where you live, never in basement or hot attic.

  14. Family papers • Never laminate a page • Remove all staples and paper clips • Try to keep it flat, do not fold • Do not punch holes in the original

  15. Family Photos • Photos jog the memories of family members. When you put a photo in the hands = of an elder family member, be prepared to write stories

  16. Family stories • Help define a story and give more information about real life, flesh and blood people. • Told from different viewpoints, or perspectives • Some subjective • Some objective • All should be preserved and documented.

  17. Exhibit requirements • Starts with 3 generations • Can go up to 8 generations • Designed for junior 4-H members but can be completed by younger kids with parents help

  18. Guide to Data Sheets • Precise instructions • One sheet already filled out as a guide • Individual Data Sheet • Family Group Sheet • Pedigree Chart

  19. Practice • Turn to page 28 in your project document • Review the rules for the pedigree chart. • 1) You are #1 • 2 Last name first and CAPITALIZED Continue …then do first three generations of the pedigree chart using the rules on pages 28 and 29. An example is filled out in 29A.

  20. Appendices • Master copies of worksheets • Courthouse records • Glossary of Public Land Terms • Calendar of American Wars and Campaigns

  21. Bibliography • Bibliography includes Creative Memories and thanks to Ohio State University and Purdue University for generously allowing us to use some of their material

  22. Readability Survey • Sentences per paragraph 2.9 • Words per sentence 14.1 • Characters per word 4.7 • Passive Sentences 14 percent • Flesch reading Ease 60.7 • FleschKincaid Grade Level 8.2 • Note to parents: last page of document, older 4-H members

  23. More on Readability • 5,6,7,8th grade classes in Carrizozo Schools previewed this curriculum. Style, layout and white space were minimized in this survey and will be important components of the finished curriculum. 70 percent of students reported no problems with readability. 30 percent did not read.

  24. Hopes and dreams • Hope this project will help 4-H members discover their roots • Children will find pride in their ancestry and find the strength in their family stories • Children will remember their own stories and find that everyone is unique, individual and has their own story to tell.

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