Social studies activity
Family Tree Art
Create a simple family tree with drawings of family members! Learn the words for family relationships: mom, dad, grandma, grandpa, sibling.
Materials and setup
- large paper
- crayons
- markers
- family photos (optional)
- glue
How this changes by age
Pre-K (ages 3–4)
Create a simple family tree with drawings of family members! Learn the words for family relationships: mom, dad, grandma, grandpa, sibling.
Steps
- Draw a big tree trunk with branches on a large paper.
- At the bottom (roots), draw or place photos of grandparents.
- On the middle branches, draw parents.
- On the top branches, draw the children.
- Label each person with their name and relationship: 'Grandma Rose', 'Brother Leo.'
Learning objectives
- Identify and name family members and their relationships
- Understand basic family structure across generations
- Create a visual representation of their family
Kindergarten (ages 5–6)
Build a detailed family tree going back to great-grandparents if possible. Interview a family member to learn family stories and traditions.
Steps
- Draw a large tree with enough branches for extended family.
- Start with the child at the top, parents below, grandparents below that.
- Write each person's name and one fun fact about them.
- Interview a grandparent or older relative: 'Where did you grow up? What was your favorite game as a kid?'
- Write or draw 2-3 family traditions or stories on the back of the tree.
Learning objectives
- Map extended family relationships across 3+ generations
- Conduct a simple interview to gather family history
- Understand and appreciate family heritage and traditions
Early elementary (ages 6–8)
Create a detailed family history project. Interview 2-3 family members, record their stories, create a timeline of important family events, and write a short 'Family History' booklet.
Steps
- Prepare a list of 5-8 interview questions: Where were you born? What was school like? What is your happiest memory? What traditions did your family have?
- Interview at least 2 family members and take notes or record (with permission).
- Create a family timeline on a long strip of paper with important dates: births, moves, weddings, special events.
- Draw or add photos for each event on the timeline.
- Write a 'Family History' booklet with one page per family member featuring their story and a drawing or photo.
- Share your booklet at a family gathering or mail copies to relatives.
Learning objectives
- Conduct structured interviews and record responses accurately
- Organize historical events chronologically on a timeline
- Write biographical narratives based on interview data
- Understand personal history as connected to broader family and community history
Upper elementary (ages 8–10)
Research your family's heritage in connection to historical events. Create a multi-generational family tree, investigate one branch's immigration or migration story, and write a research paper connecting your family history to broader historical events.
Steps
- Build a detailed family tree going back at least 4 generations. Include names, birth years, locations, and occupations where known.
- Interview the oldest family members about their parents and grandparents. What do they remember being told?
- Choose one branch of your family and research: Where did they come from? Why did they move? What historical events were happening at that time?
- Research the historical context: Was there a war, famine, economic opportunity, or other event that influenced your family's story?
- Write a 2-page research paper: 'My Family in History' connecting your family's story to at least one major historical event or movement.
- Present your findings to family, including your family tree visual, timeline, and paper.
Learning objectives
- Construct a detailed multi-generational family tree using primary sources (interviews)
- Research historical events that affected family migration and decisions
- Connect personal/family history to broader historical movements
- Write a research paper that integrates primary and secondary sources
Safety and evidence note
Read the full activity before beginning. An adult should supervise tools, heat, food, outdoor work, movement, and experiments as appropriate. Completion records that the activity was done; the child’s explanation, work sample, photo, or demonstration is stronger evidence of learning than a completion check alone.
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