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Wakonda: 1st Grade Biographies

Libguide for the Wakonda Library

Books to use:

1st Grade Project Requirements

  • I can gather historical information about my family using one or more sources.
  • I can present historical information about my family using pictures and words. 
  • Review that historical information (history) tells true information about real events from the past.
  • Generate a list of questions students have about their family history (who, what, when, where, why questions).
  • Each student chooses question(s) to investigate.
  • Identify sources of information (parents, family members, family friends, etc.).
    • Make special consideration for students who are unable to gain information from their homes. Consider privately discussing this with them before the project begins so that they understand other options for the project and how the teacher will support him/her in gathering information.

SUGGESTION: Send home a letter explaining the project.  An example letter is included at the end of this document.


  • As a class, brainstorm a list of research ideas one could gather from a family's history (e.g., names of great grandparents, where parents were born, places the family has lived, cultural heritage recipes, family traditions).  Record on chart paper for future reference.
  • As a class, brainstorm family members who the students could interview to learn more about the family history (e.g., mom, dad, sister, brother, grandma, grandpa, cousin, aunt, uncle, foster mom, foster dad, family friend).  Record on chart paper. 
  • Discuss how the student could interview the family member (e.g., in person, on the phone, with video chat).
  • Give students think time to decide what they would like to research about their family history and who they would like to interview. Make sure students understand that the person they choose needs to be available for them to interview.
  • Students will partner share the event they chose and who they are going to interview. They will share why they chose what they chose.

Day 2

  • As a class, brainstorm who, what, where, when, and why questions for the interviews.  Record these on chart paper, for future use.

Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).

Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).