Author:
Woodson Collaborative
Subject:
U.S. History
Material Type:
Lesson
Level:
Lower Primary
Tags:
  • Calendar
  • Celebration
  • Holiday
  • K-2
  • Time
  • Woodson Collaborative
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Downloadable docs, Text/HTML

    Interactive Calendar

    Interactive Calendar

    Overview

    This learning tool was developed and designed to facilitate teacher/student and student/student discussion and recognition of significant events, holidays and celebrations within their lives, families and communities and those of their peers.

    Kindergarten/First Grade/Second Grade

    Author: Chad Gangwer (Virginia Beach City Public Schools)

     

    Task Overview:

     

    This learning tool was developed and designed to facilitate teacher/student and student/student discussion and recognition of significant events, holidays and celebrations within their lives, families and communities and those of their peers.

     

    Targeted SOLs:

     

    SOL K.1; SOL 1.4; SOL 2.5

    The student will develop an understanding of how communities express patriotism through events and symbols by recognizing holidays and people associated with holidays

    Skills Objectives: K.1c, e, j; 1.1c, e, j; 2.1c, e, i

     

     

    Unpacked Standards: Complete the K.U.D. Chart

    Know (facts)

    Understand (concepts)

    Do (skills)

    • A holiday is a day that has been made special by laws or traditions where normal activities (like school or work) are paused to allow people to celebrate.
    • Major holidays are celebrated throughout the year
    • The reasons for celebrating the major holidays

     

     

     

    • Virginia is home to a group of diverse citizens who each celebrate and recognize different holidays
    • My class has students who each celebrate similar and different holidays and traditions

    K.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
    c)   gathering and classifying information, sequencing events, and separating fact from fiction to improve understanding of the community

    e)   comparing and contrasting people, places, or events

    j)    developing fluency in content vocabulary and comprehension of oral, written, and visual sources

     

    1.1

     

    c)   using and creating graphs, diagrams, and pictures to determine characteristics of people, places, or events to support an understanding of Virginia history

    e)   comparing and contrasting people, places, or events in Virginia history

    j)    developing fluency in content vocabulary and comprehension of oral, written, and visual sources

     

    2.1

     

     

    c)   using and creating graphs, diagrams, and pictures to determine characteristics of people, places, or events to support an understanding of American history

    e)   comparing and contrasting people, places, or events in American history

    i)    practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom activities

     

     

     

     

    Social Justice Standards

    ID.K-2.1- I know and like who I am and can talk about my family and myself and name some of my group identities.

     

    ID.K-2.2- I can talk about interesting and healthy ways that some people who share my group identities live their lives.

     

    ID.K-2.5- I see that the way my family and I do things is both the same as and different from how other people do things, and I am interested in both

     

    DI.K-2.8- I want to know about other people and how our lives and experiences are the same and different.

     

    DI.K-2.10- I find it interesting that groups of people believe different things and live their daily lives in different ways.

     

    Instructor Directions:

     

    Introduction

    *Teacher Note: This tool is ideally introduced during the early part of the school year and becomes a revisited part of the student’s social-emotional learning as the school year progresses.

     

    • During a shared learning time, introduce students to one of the versions of the interactive calendar.
    • Begin discussion by asking students what a calendar can be used for
      • Example answers may include keeping track of important dates like birthdays and holidays
    • Ask students, ‘What is a holiday?’ and ask students to name some examples
      • These may be recorded on a class concept map or list
    • Explain to students that a holiday is a day that has been made special by laws or traditions where normal activities (like school or work) are paused to allow people to celebrate.
    • Tell students that throughout the school year we will use the calendar to remind us about when holidays happen. When we talk about holidays and celebrations, we will learn that some holidays will be recognized and celebrated by all of our friends (or many of them), while other holidays might only be celebrated by some or a few students.

    TEACHER NOTE: In this early part of the year as students are becoming part of the classroom community, the holidays and celebrations that students take part in and the ways that they celebrate can be cultivated as ways for students to recognize their identity and how that identity contributes to classroom diversity. The remainder of the ‘Introduction’ section allows students to conduct a ‘holiday highlight’ on Independence Day as a way to practice describing their identity and describe ways they are similar and different from people in their classroom community.

    • Explain to students that one way we can learn more about holidays and each other is to ask questions and learn more. One way to do that is using a Holiday Highlight Calendar, where we will learn more about a holiday and how it is celebrated.
    • Tell students we will start by focusing on Independence Day, or what many people know as the Fourth of July. Display the Holiday Highlight tool-Color and/or distribute the Holiday Highlight tool-B&W for students.
    • Complete the top box with the name of the holiday as well as the ‘When is it?’ and ‘What does it celebrate?’ questions with students.
      • Students may use words or pictures to complete the graphic organizer
    • Allow students to complete the remaining two sections of the organizer as they are able, or begin gradual release by surveying student responses in the ‘How do people celebrate this holiday?’ section by completing this section using a variety of student responses and allowing students to add to their own organizer.
    • Next, allow students to complete the final section, ‘How I celebrate!’ using their own experiences to write or draw their response.
    • Once complete, have students share the ways that they celebrate with members of their table group or with a partner. While doing so, ask students to look for things that are the same, and things that are different.
    • To close, explain to students that today we have highlighted a holiday that people in the United States celebrate. We also learned that while many people may celebrate this holiday, we each celebrate in ways that are special to us and to our family and friends. This makes a class community diverse and allows us to learn from one another. Throughout the year, we will learn from each other about other holidays and celebrations that friends in our class unique.

     

     

    Implementation

    • As students participate in calendar-based activities throughout the year, prompt them with opportunities to explain holidays or celebrations that they might be participating in.
      • Examples might be through ‘show and tell’ or prompts at the beginning/end of a week like ‘This week, I will…’,  ‘This week I am celebrating..’ or ‘This weekend my family…’
        • While a variety of community events and celebrations are encouraged, student birthdays are not recommended for use in this activity
    • As students recognize events, holidays and celebrations that they are participating/participated in, allow them to complete a ‘Holiday Highlight’ on their own, or with the help of their family. As students return with the information, allow them to highlight the date on the calendar as well as the information included in the Holiday Highlight.
      • Encourage students to include images of their participation in their holidays and celebrations so that they might be added to the Community Calendar.
        • Whenever possible, including multiple examples of ways in which holidays are celebrated is encouraged
      • If multiple students recognize a holiday, allow all students to share some part of their celebration and encourage the class to note the similarities and differences.
    • As the months change throughout the year, highlight the different celebrations that took place in the preceding month and what the class was able to learn about one another through their community sharing.   Use the Calendar Template to create your own classroom calendar.

     

     

    Resources:

     

     

    Calendar Template (Word) or download one from Calendarlabs.com

    January 2022 Calendar (Example)

    June 2022 Calendar (Example)

    October 2022 Calendar (Example)

    Holiday Highlight Tool-Color

    Holiday Highlight Tool-B & W

    Teacher Version-Holiday Inquiry

    Student Version-Holiday Inquiry

     

     

     

     

     

     

     

    STUDENT PAGE

     

    Directions: Use this community calendar and the Holiday Highlight below to share more about how you celebrate various holidays and events in your community.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

      By the Dr. Carter G. Woodson Collaborative, 2021