Name+Inquiry



//This wiki page features ideas for incorporating names, naming, and name inquiry into ELA teaching and learning, as well as name resources. Please post your ideas and resources that you completed for Class 4 below! Keep in mind that you will typically have a diverse group of students and, as such, you will want to be culturally responsive to names and naming practices that may be more culturally focused than historically based or entrenched.//

**Our Ideas...**
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 * I think I could incorporate this inquiry as an icebreaker on the first day of school. Students could research their names and put the information they find inside a family crest or shield, along with illustrations or symbols that represent their identity. Then, students could introduce themselves to the class and draw comparisons or point out differences from what their name means and how they view themselves in reality. I would hang the shields around the room so students could look at them to learn more about each other. (Caroline T.)
 * I could definitely incorporate a name-finding mission into my class by having students to originally write their own opinions of their names in a free write form. Later we'll actually investigate the actual meanings of the name and the students will create a visual (i.e. Venn-diagram, poster, etc) and present to the class. (Wes B.)
 * I would have students do bio name poems on each other's first names, and then after that they would look up what their partner's first name actually means, and see if it matches with what was created in the bio poem. I think it would be fun and interesting for the kids to do this, but also critical to education as students would be learning about each other and growing as a class together. (Ron O.)
 * Research your surname in order to find the history of your name. Look for influential people that have held your name or the first person that ever held your name. You are to compose a letter written by your namesake to yourself. Remember, this letter needs to be written using the language and terminology that would have been used during your namesake's lifetime. Be sure to make it authentic! The letter should be a "Welcome to the Family" letter where the influential person shares all of the history that you have researched about your family! I want to know where your name originated, how it originated, what it means, how the family got to the United States, the family motto, and more! Be creative and original. Make up some family rules that your namesake wants to impart to you. However, remember to be factual for the above requirements. The rest can be your own! (Jesse G.)
 * Students will free-write about what they know about their name – first, middle and surname, then we will go to the school computer lab for everyone to conduct an online research about their names. Back in the classroom, students will write a newspaper article declaring their birth, name, and the importance of their name and history. (Kay B.)
 * During a poetry unit, students could do research on their first names and last names, then create a poem about their names. They could be free to use any form and have to identify the form they used. Students would be learning about the history of their names as well as doing poetry. (Caroline C.)
 * When introducing the internet and what are good/effective websites to use, I thought it would be good to have students research their names and surnames. I think by doing this they can then create a family tree and decorate them then put them up in class. We would learn what are acceptable websites for class work and learn how to cite sources. (Samantha)
 * Create a family tree using ancestor.com. This would require the teacher to be a member of it, but it would be really fun for the teacher and students to track and could possibly get parents involved. (Jennifer C)
 * Each student could make a “Coat of Arms” illustrating their family name and interests. This could express some creativity and allow for students to color, draw, and research (online) information about their family’s history. They could be given the chance to inquire questions about their family. Each student’s coat of arms would look completely different and may be great hanging on the walls of the classroom. (Sarah)
 * During the first week or so of school, students could go to the computer lab or access the laptop cart. They would be instructed to look up the meaning of their first and last names on selected websites provided from them. They would take notes on what they find. Then, students could represent what they found by putting their information on a poster board. Creativity and illustrations would be suggested and encouraged. After students complete their name posters, they could be put up around the room. This would help with remembering student names during the first week of school! (Tara)
 * To begin with, conduct research on your first and last name. There will be reference books and possibly laptops in the classroom. Second, compose a letter to one of your forefathers. In the letter, address what you found in your research. Third, draw a representation of the meaning of your name (first and/or last name) on the letter. Finally, on the envelope provided, create an address that reflects where your name originates. Don't forget the stamp! Then, "deliver" your letter to a classmate that has a different address location. What similarities did you find with your names? Any differences? (Amanda)
 * I think this is something that would be neat to do at the beginning of the school year or before an immigration unit. Let’s say Dennis Lowell Stevens is researching himself. He would find the origin and meaning of his first name, middle name, and surname. He will look for a family crest and any other pertinent information. Also, he would ask his mother and father if he was named for any specific purpose. Ms. Stevens will of course have a reason, so Dennis will need to include that in his findings. This would be classwork (internet research) and then homework (Mom’s naming reasoning). The following day, all of the students whose surname primarily originated from the same location (Germany, England, etc.) will meet together. For example, Emmie Holt and Seth Scott will be in the same group because Holt and Scott have the same primary place of origin (England). Some will have surnames that originate from multiple places- those students can just choose which place of origin seems cool. In their groups, students will discuss differences and likeness in their names. Hopefully, this will generate conversation. I hope to move the conversations forward by prodding the students into thinking about migration. We will pull up the ancestry.com site which shows where the heaviest population of a surname is located. Students will then need to surmise about their ancestors. It would be cool if this project was done before an immigration unit so that we could track the patterns of migration. Each group is responsible for their own country of origin and they would do intensive research into economic issues in the country, “push pull” factors for immigrants, travels overseas, etc. The groups could put this research together into a presentable format (map of travel included) and it would be a great inquiry based project that would be both personal and educational. It could really work. (Morgan F.)
 * My assignment was very similar to Sarah’s. I would being by having my students research their first and surname in the library or computer lab, and record the meaning, origin, family crest, etc. They would then bring this information back to the classroom, and create their own “personal” crest. They should make sure to include the information that they found, but would also be able to incorporate their own hobbies, interests, family history – whatever they wanted to include. The crests would be hung around the classroom and would help students each to know their classmates. (Chelsea)
 * A possible activity that would be fun with name origin would be to have students research their last/first name, and base further research on the part of the world that there name originated. Each student would create a poster board with the countries flag, cultural facts, and historical facts. This would enable students to see about their own family's past, as well as about another country. If we had enough time it would also be a nice idea to let students make a food from their country or something similar to that. This is similar to the activity to we did in Dr. Lee's class. My hope is that it would inspire students to do further research and spark their curiosity. (Olivia)
 * I think that one possible activity would be an online search for the origins of names. You could have the students start with their own names and then hand our names that are traditional to another part of the world be see what the students could find. Then maybe have them write a short story with the main character being named the name they researched. They could use the research about the name to create who the character is, how they act, etc. (Wendy)
 * My activity is a modification of a lesson on Malcolm X that I found online. Malcolm X was known by different names during his lifetime; Malcolm Little, Detroit Red, Malcolm X, and el-Hajj Malik el-Shabazz. Many of us have been called by different names at different stages in our lives. For this activity students will work collaboratively to evaluate the four stages in the life of Malcolm X. They will consider how each name Malcolm X used reflected that period of his life. Then students will focus on what they have been called at home, by friends, and when they were younger. They can also think about what they would like to be called in the future. How do these names reflect different periods in their lives? Students will research the meaning of their names online, through personal interviews, and in resource books. Students will then create a piece which illustrates the various stages/names they have discovered. The piece can be a poem, a narrative, a power point, a video, or an artistic representation.(Suzanne)
 * I would love to create a "family interview" with students before a holiday break! They would be responsible for coming up with questions they think would be important to know about one's heritage, and this would be a class activity. These would be sent home during the holiday to be completed! (Hannah L. - this was posted before but was deleted)
 * I would have the students first research their first and last names. Then I would have students write a short, fictional story about how they think the meaning of their name came about. For example, my last name in Persian means lucky. So I would come up with a story about a Persian man who had a serious gambling addiction that left him penniless. Then one day, while he was lost in the forest in Esfahan, Iran, he fell upon a beautiful flower. This flower turned out to be a rare saffron flower-incidentally it happens to be the most expensive spice in the world. He decided to cultivate this flower and he made a huge profit. From then on, people called him Sadat because he was extremely lucky in finding that rare flower. (Zohra)
 * Make a name poem/acrostic. Students would gather information about their surname/first name and then write out their name and fill in their name with some aspect of their name's history. Then each student would present their name poem and what she/he has discovered. (Margaret)
 * For my activity, I would like my students to create their own personal crests. They can involve history of their surnames or their first names. They also can include aspects of their personality. For example, a soccer player could include a soccer ball in their crest or a musician can include music notes. This could be a good beginning of the year activity for my students to learn more about each other and their interests. (Emily W.)
 * I would have students design a collage that features their names in a bubble letters and have them fill in the bubble with words and pictures that define them. They should research their name definition online and include it in their bubble and add on any interesting facts they would like. They could include topics about their history of their name, who named them? what does their name mean. They could also include their favorite hobbies, sports, goals, food, family, friends,etc. information. They can add pictures or pictures from magazines or newspapers. After they complete this project, we could hang them up on the bulletin board so they could enjoy seeing everyone's designs and colorful display. It will add on a more personalized structure in the classroom. (Nada W.)

**Resources:**
>> //(2010). What's in a Name? Discovering Malcolm X. Retrieved Sep. 7, 2010, from Discovery Education. Website: []//
 * Sarah
 * (2010). //Meaning of the Name Sarah.//Retrieved Sep. 8, 2010, from fatnewt.com. Web site: [].
 * Caroline T.
 * Swyrich Co. (2010). Tucker Family Crest. Retrieved Sep. 8, 2010, from Swyrich Corporation, Kingston, ON. Web site: http://www.houseofnames.com/xq/asp.fc/qx/tucker-family-crest.htm.
 * Brook, C. (2007). The Internet Surname Database. Retrieved Sep. 9, 2010, from Name Orgin Research, Republic of Ireland. Web site: http://www.surnamedb.com/Surname/Rae.
 * Public forum. (2009). WikiName. Retrieved Sep. 9, 2010, from Project:About, United States. Web site: http://wiki.name.com/en/Caroline.
 * Caroline C.
 * (2005-2010). //First Names and What They Mean.// Retrieved Sep. 8, 2010, from Zelo. Web site: http://www.zelo.com
 * Auther, W. (2010). //Free Genealogy Search.// Retrieved Sep. 8, 2010, from Ancestor Search. Web site: http://genealogy.about.com/od/surname_meaning/p/clark.htm
 * Oxford Dictionaries. (2010). //Oxford Dictionaries Online.// Retrieved Sep. 8, 2010, from Ask Oxford, New York, NY. Web site: http://oxforddictionaries.com
 * Samantha
 * Babynames. (2010). //ThinkBabyNames.// Retrieved Sep. 8, 2010. []
 * Tara
 * Hanks, P. (1988). A //Dictionary of Surnames//. New York: Oxford University Press.
 * Loughead, F. (1958). //Dictionary of Given Names, with Origins and Meanings.// Glendale: A.H. Clark Co.
 * Behind the Name. (2010). //The etymology and history of first names//. Retreived September 7, 2010, from http://www.behindthename.com/
 * Morgan
 * //Ancestry.com//. (2010). Retrieved from []
 * Sadowski, P. (2005). //What Your name means (numerology)//. Retrieved from [|http://www.paulsadowski.com/NameData.as]
 * Chelsea
 * Swyrich Co. (2010). //Perkins Family Crest.// Retrieved Sep. 8, 2010, from Swyrich Cooperation, Kingston, OH. Web site: [].
 * (2010). //Meaning of the name Chelsea.// Retrieved Sep. 8, 2010, from Think Baby Names. Web site: [].
 * Wendy
 * Seitz. (n.d.) Ancestory.com database. Retrieved from http://www.ancestry.com/facts/Seitz-family-history.ashx?fn=Gwendolyn&Submit=Check+meaning
 * Gwendolyn (n.d.) Babyzone.com name database. Retrieved from http://www.babyzone.com/babynames/girl/Gwendolyn
 * Johanna. (n.d.) Babyhold.com name list. , from Parents ://www.babyhold.com/list/Hebrew_Baby_Names/Johanna/details///
 * //Olivia//
 * //(2010). Meaning of Olivia. Retrieved Sep. 7, 2010, from Parents Connect. Website: []//
 * //Gibson, Lee. (July, 22, 2008) The Meaning, History, and Origin of the name Olivia. Retrieved from: []//
 * //(2010). Behind the Name. Retrieved Sept. 7, 2010=//
 * //(2010) Meaning of the name Olivia. Retrieved Sep. 7, 2010, from Behind the Name. Website: []//
 * //Suzanne//
 * Hannah L.
 * Ancestry.com
 * //Ron//
 * //Hanks, P., Hodges, F. (2001)// The Concise Dictionary od First Names//. Retrieved September 8, 2010, from Oxford University Press, Oxford, England. Website: []//
 * //W. Gray, personal communication, September 7, 2010//
 * //Hanks, P., and Hodges, F. (1989)// A Dictionary of Surnames//. Oxford University Press, Oxford, England.//
 * //Emily W//
 * (2006). //Baby Names Country: Baby Names from All Over the World.// Retrieved Sept. 5, 2010, from She Knows Family, Washington, DC. Website: www.babynamescountry.com/meanings/Emily.html
 * //Nada W.//
 * Bill, Ward, and Tonya Singer. "Classroom Activities: Welcoming Back Middle-School Students." //Classroom Activities//. TM; Scholastic Inc, 2010-1996. Web. 27 Sep 2010. .

//**Other Resources:**//

 * Text-Based Resource//s//**

AUTHOR. (YEAR). Dictionary of Proper Names, Oxford University Press

Evans, C. (2008). A note on U.S. immigrants' choice of baby names. Names: A journal of onomastics, 56(1), 39-40.

Hanks, P., & Hodges, F. (YEAR). A Dictionary of First Names and A Dictionary of Surnames.

Lansky, B. (1991). The Best Baby Name Book In the Whole Wide World. Deephaven, MN: Meadowbrook, Inc.

Levitt, S. D., & Dubner, S. J. (2005). Ch. 6: Perfect parenting, p.ii; or: Would a Roshanda by any other name smell so sweet? Freakonomics: A rogue economist explores the hidden side to everything. NY: HarperCollins.

Macleod, I., & Freedman, T. (1995). The wordsworth dictionary of first names. Chatham, (Michael)

Stewart, G. R. (YEAR).American Given Names.

Toynbee, P. (1914). Concise dictionary of proper names and notable matters in the works of Dante. Oxford: Clarendon Press.

Dunkling, L. & Gosling, W. (1983). The Facts on File Dictionary of First Names. New York, New York: Facts on File Publications.

Hey, D. (2000). //Family Names and Family History.// Lancaster, LA: Carnegie Publishing.


 * Online Resources:**

Behind the Name: The etymology and history of first names



Dictionary of American Family Names

from Answers.com: []

The Internet Surname Database: //[]//

Oxford Concise Dictionary of First Names:// []