1 Kindergarten

Baltimore City Public School System

Kindergarten Social Studies

Quarter 2: Social Studies Unit 4: Let’s Celebrate!

(OCR Thematic Unit 4: Wind)

Unit Title: Social Studies Unit 4: Let’s Celebrate! (OCR Unit 4: Wind)

Grade Level: Kindergarten

Subject/Topic Areas: Social Studies/ People of the Nation and the World, Geography, History, Social Studies Skills and Processes

Key Words: (search words) globe, counties, celebration, winter, customs ,tradition, north, south, east, west, equator, hemisphere

Unit Designer: Debra Santos

Time Frame: 21 days

School District: Baltimore City Public School System

χLink to Content Standards/MSA Assessment Limits (if applicable) Maryland Voluntary State Curriculum: Social Studies: 2.0 Peoples of the Nations and World: Students will understand how people in Maryland, the United States, and around the world are alike and different. A. Elements of Culture 1. Identify similarities and differences in people’s characteristics, habits, and living patterns to describe how they meet the same human needs a. Use experiences, such as class trips, classroom visitors, stories, and electronic media, to give examples of different choices people make about meeting their human needs for food clothing, shelter, and other commonalities, such as recreation, stories, and music b. Give examples of qualities, such as customs, interests, skills, and experiences that make individuals and families in their immediate environment unique 3.0 Geography: Students will use geographic concepts and processes to understand location and its relationship to human activities. A. Using Geographic Tools 1. Identify and describe how a globe and maps can be used to help people locate places c. Identify location by using terms such as near-far, above-below, and here-there d. Identify pictures and photographs that represent places on a map such as, a playground, and a fire station

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3.0 History: Students will use historical thinking skills to understand how individuals and events have changed society over time. A. Change Over Time 2. Compare daily life and objects of today and long ago a. Compare tools and toys of the past with those of today b. Tell about people in the past using informational text and features 6.0 Social Studies Skills and Processes: Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources. A. Learn to read and construct meaning about social studies 1. Develop and apply social studies vocabulary through exposure to a variety of text and portions of text. a. Acquire new vocabulary through listening to and reading a variety of grade-appropriate print and non- print sources b. Discuss words and word meanings as they are encountered in texts, instruction, and conversation. c. Make connections to prior knowledge and new vocabulary by listening, reading, and responding to a variety of texts 2. Use strategies to prepare for reading (before reading) 3. Use strategies to monitor understanding and derive meaning from text and portions of text (during reading) 4. Use strategies to demonstrate understanding of the text (after reading)

B. Learn to write and communicate social studies understandings. 1. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade a. Make and explain the connections made using prior knowledge and experiences with the text b .Contribute to a shared writing experience about a social studies topic c. Write a variety of responses to text, such as response logs, journals, and constructed responses

C. Ask social studies questions. 1. Identify a topic that requires further study a. Identify prior knowledge about the topic 2. Identify a situation of problem that requires study b. Identify prior knowledge about the problem/situation c. Pose/Ask questions about the problem/situation D. Acquire social studies information. 1. Identify primary and secondary sources of information that relate to the topic/situation/problem being studied a. Gather and read appropriate print sources, such as journals, textbooks, timelines, and trade books b. Read and obtain information from texts representing diversity in content and culture E. Organize social studies information 1. Organize information from non-print sources a. Distinguish factual from fictional information c. Display information on various types of graphic organizers and charts F. Analyze social studies information 1. Interpret information from secondary sources including pictures, graphics, maps, atlases, and timelines

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a. Compare information from a variety of sources b. Compare information to prior knowledge c. Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details G. Answer social studies questions 1. Describe how the community has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources

a. Present social studies information in a variety ways, such as plays, skits, posters, songs, poems, murals, and oral presentations

χ Brief Summary of Unit (including curriculum and unit goals) During this unit, students will "visit" different countries around the world and learn about how winter holidays are celebrated there. With you as pilot, the students will take an imaginary trip around the world stopping to visit five (or more) different locations. Students will bring their passports along as they learn about the people, culture and special celebrations in countries such as: Mexico, Sweden, Africa, the Philippines, India, Thailand, Israel, China, and the United States. Through song, dance, and role playing students will demonstrate their understanding of how different cultures come together to celebrate. Reading and listening to stories will allow students to compare cultural traditions and customs. Students will learn about people who fast in preparation for a celebration, make piñatas to burst during their reenactment of the traditional Posadas party, role-play the events on Santa Lucia’s Day, design woven placemats using traditional Kwanzaa colors, and play driedel games as the children in Israel do. Students will use maps and globes to find where different continents and countries are located. They will also read about and sample different holiday foods, discuss different types of clothing worn in each country and learn about the toys and games other children in the world play with. Note: (background information for the teacher) The month of December/winter season, is a time for many cultures/people around the world to observe “special” seasonal days, most being linked to the winter solstice in some way, especially in the northern hemisphere. This is because on that particular day, because of the tilt of the Earth’s axis, the daytime hours are at their shortest, and the nighttime hours are at their longest. (In the southern hemisphere, it is the other way around.) χ Unit Resources (including printed materials, resources and Internet Resource Links) Note: Any of these resources can be used to motivate or enhance the learning experience for your students.

Internet Resources Links and Materials Referred in Unit:

• UnitedStreaming Videos

(www.bcpss.org Resources: UnitedStreaming)

1. A Child’s Hanukah: Low She Lies (02:16)

2. A Child’s Hanukah: Dance of the Leftover Latkes (01:29)

3. A Child’s Hanukah: The Hanukah Top (01:27)

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4. A Child’s Hanukah: I Have a Little Dreidel (02:32)

5. The Night Before Christmas (06:00)

6. The Number Crew: The Christmas Party (10:00)

7. Dividing Christmas Cakes into Halves (02:21)

8. Buddy’s Family Goes to Grandma’s House for Christmas (02:01)

• Macmillan/McGraw-Hill Friends and Neighbors Teachers Edition • Macmillan/McGraw-Hill Friends and Neighbors Flipchart

Useful Websites:

• Websites for information on different countries/celebrations (These sites will provide the teacher with background information on each celebration. Many cultural celebrations have religious roots, however the similarities and differences in the celebrations is the focus of this unit. Teachers can choose the counties they “visit” during this unit and are not restricted to the suggestions listed below. The web-sites also offer printable worksheets and directions for making a variety of crafts.)

1. Israel/Hanukkah: http://www.activityvillage.co.uk/hanukkah_for_kids.htm

2. Africa & USA/Kwanzaa: http://www.activityvillage.co.uk/kwanzaa_for_kids.htm

3. China/Chinese New Year: http://www.activityvillage.co.uk/chinese_new_year.htm 4. Mexico/Posadas: www.mexconnect.com/MEX/austin/posadas.html

www.brownielocks.com/posadas.html Making a Piñata: http://www.mexconnect.com/mex_/travel/wdevlin/wdpinatahistory.html5. Sweden/St. Lucia’sDay Celebration: http://www.everythingesl.net/lessons/light_festivals.php

6. Thailand/Loi-Krathong, Philippines/Festival of Lights, India/Diwali:

http://www.everythingesl.net/lessons/light_festivals.php http://www.kckpl.lib.ks.us/YS/puzzles/CHRPHIL.HTM

• BCPSS Blackboard

www.bcpss.org (Resources Tab)

• Macmillan/McGraw Hill

www.mhschool.com

• Songs, Finger Plays and Lesson Plans:

1. www.perschooleducation.com

2. www.autoteachetstuff.com

3. www.janbrett.com

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Printed Resources Related to this Unit:

Holiday/Celebration Related Themes:

Berger, Samantha. Celebrations. New York: Scholastic, 1994. (Simple text and photographs explore various occasions for celebrations, inc. birthdays, weddings, and giving thanks.) Brett, Jan. Jan Brett’s Christmas Treasury. New York: Putnam, 2004. (Wonderful collection of Christmas stories and illustrations. Great author web-site for free downloadables: www.janbrett.com) Chandler, Clare. Harvest Celebrations. Brookfield, CN: Millbrook Press, 1998. (Discusses the significance of several of the harvest festivals around the world and describes how they are celebrated.) Chocolate, Deborah M. Newton. My First Kwanzaa Book. New York: Cartwheel Books, 1999. (Book on Kwanza and how it is celebrated, written for young children.) Cipriano, Jeri. Celebrations. Mankato, MN: Capstone, 2004. ( Simple text and photographs, introduce holidays that are observed in different countries, such as, the celebration of the Moon in Vietnam and Kwanzaa in the United States.) Grossnickle-Hines, Anna. A Season in Poems & Quilts. New York: Greenwillow Books, 2005. (This collection of poems with holiday lights as it’s theme, such as, the holiday lights of Santa Lucia, Christmas, Hanukkah, Kwanzaa, and the Chinese New Year, as well as other winter lights. Hines has created a beautiful miniature quilt to accompany each poem.) Hall, Marie. Nine Days to Christmas: A Story of Mexico. San Francisco: Puffin Books, 1960. (Ceci, a young Mexican girl, prepares to celebrate her first-ever "Posadas," a traditional Mexican celebration that occurs nine days before Christmas. Winner of the 1960 Caldecott Medal.) Halliburton, Warren. Celebrations of African Heritage. New York: Maxwell Macmillian International, 1992. (Explores the different ways in which African heritage is celebrated, both in the United States and Africa.) Kindersley, Anabel. Celebrations. New York: DK Publishing, 1997. (A calendar of celebrations which describe holidays and festivals of all major religions and cultures from around the world.) Livingston, Myra Cohn. Celebrations. New York: Holiday House, 1995. (A collection of poems on the holidays of the year from New Year’s Day through Martin Luther King, Jr. Day, Passover, Labor Day, Halloween, and others, to Christmas Eve.) Mendoza, Lunita. Philippines. Milwaukee: Gareth Stevens Publishers, 1999. (Describes how the cultural of the Philippines is reflected in its may festivals and celebrations.) Nobleman, Marc Tyler. Kwanzaa. Minneapolis, MN: Compass Point, 2005. (A brief introduction to the celebration of Kwanzaa.) Shepard, Aaron and Edelson, Wendy. The Baker’s Tale: A Story of St. Nicholas. New York: Atheneum, 1994. (Read about the real Santa Claus (Saint Nicholas) while learning about the joys of giving.) Stojic, Manya. Hello World! New York: Scholastic, Inc., 2002. (Greetings in 42 Languages Around the Globe! In this book, readers can learn how to say hello in many different languages. Beneath each word translation is the phonetic spelling. The large colorful illustrations also expose children to a world of skin colors, hairstyles, and cultural accessories.) Tabor, Nancy. Celebrations: Holidays of the United States of America and Mexico. Watertown, MA: Carlesbridge, 2004. (Describes the differences and similarities between holidays in the United States and Mexico, emphasizing the unity celebrations can bring.)

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Van Allsburg, Chris, The Polar Express. New York: Houghton, 1938. (Classic children's book for the Christmas holiday. On Christmas Eve, a young boy boards the Polar Express, a mysterious train that is headed for the North Pole.) children in kindergarten through third grade.) Walsh-Anglund, Joan. Christmas Alphabet. New York: Harcourt Brace, 1999. (This is a fun Christmas pop up book.) Ward, Helen. Animal’s Christmas Carol. New York: Millbridge Press, 2001. (Beautiful ink and watercolor artwork complements the story based on the French Christmas Carol "The Friendly Beasts".) New Year’s Themes: Demi, Happy New Year! Kung-Hsi Fa-Ts’Ai. New York: Crown, 2003. (Delve into the mysteries of the Chinese New Year in this ritually illustrated picture book. Find out how people prepare for the holiday, what happens on the special day, and what the rituals mean.) Erlbach, Arlene. Happy New Year Everywhere. New York: Scholastic, 1998. (Learn about New Year celebrations in 20 countries, including Belgium, Haiti, Iran, and Israel. Each two-page spread includes dates, the traditional greeting (and pronunciation), a brief description of customs and rituals, and a related recipe, craft, or activity.) Hoyt-Goldsmith, Diane. Celebrating Chinese New Year. New York: Holiday House, 1998. ( Meet Ryan, a young Chinese-American boy living in San Francisco, and join him and his family as they prepare for the coming Chinese New Year. ) MacMillan , Dianne M. Tet: Vietnamese New Year. New York: Enslow, 1994. (Simple text and black-and-white illustrations explain the origins of the monumental Vietnamese celebration which falls on the same day as the Chinese New Year. Learn how families prepare for Tet, how they celebrate, and what various holiday traditions and symbols mean.) Schuh, Mari. New Year's Day (Holidays and Celebrations). New York: Dutton, 2001. (Simple text and photographs describe the history of New Year's Day and the many ways in which it is celebrated.)

January: National Soup Month:

Brown, Marcia. Stone Soup. Glenview, IL: Scott Foresman, 1987. (Clever tale of how hungry soldiers persuade reluctant villagers to make a big pot of soup.) Ehlert, Lois. Growing Vegetable Soup. San Diego: Harcourt Brace, 1990. (Beautifully illustrated book about the vegetables used to make vegetable soup.) Sendak, Maurice. Chicken Soup with Rice. Glenview, IL: Scott Foresman, 1991. (Classic children’s poem about eating chicken soup.)

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Poems and Songs:

POEMS:

Christmas Candy

I took a lick of my peppermint stick,

(Pretend to lick candy.) And was it ever yummy!

(Lick lips.) It used to be on my Christmas tree,

(Form tree shape with hands.) Now, it's in my tummy!

(Rub stomach)

Five Little Bells (poem can be used for a variety of

celebrations) Five little bells hanging in a row,

(Hold up five fingers.) The first one said, "Ring me slow."

(Hold up one finger.) The second one said,

"Ring me fast." (Hold up two fingers.)

The third one said, "Ring me last."

(Hold up three fingers.) The fourth one said, "I'm like a chime."

(Hold up four fingers.) The fifth one said,

"Ring us all at _________time." (Hold up five fingers.)

Shy Santa

Isn't it the strangest thing, That Santa is so shy?

(hide face with hands) We can never, never catch him,

(make fingers run) No matter how we try.

It isn't any use to watch, (hold hand to eyes and look)

Because my parents said, "Santa Claus will only come

When children are in bed!"

(shake finger)

Giant Jumbo Jet

One giant jumbo jet, Ready for the flight. One giant jumbo jet, Doors closed tight.

The engines start a-roaring, Everything is fine;

Start down the runway Following a line.

The wings are all a-silver, The jets are all a-glow. Pull back the joystick

And up we go.

by Brian Thompson

Railroad Train

One is the engine, shiny and fine; It pulls the coaches all in a line. Two is the baggage car, big and strong; It carries the suitcases and trunks along. Three is the express car with double locks; Send what you wish in a package or box. Four is the mail car, red, white, and blue; It carries letters to me and to you. Five is the passenger car, on its way; It carries people both night and day. Six is the sleeper car with berths one and two; Where we can sleep the whole night through. Seven is the dining car with tables so neat; It's where I go when I want to eat.

Light the Kwanzaa Candles (Count off on fingers as rhyme indicates) Seven little candles in a row, Waiting to join the holiday glow. First night we light a candle for Umoja, It's candle number one. Kwanzaa has now begun. The second night we light a candle for kujichagulia, It’s candle number two Kwanzaa's here and there's lots to do. The third night we light a candle for Ujima It’s candle number three Kwanzaa's here and there's lots to see. The fourth night we light a candle

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Little Airplane Little silver airplane

Up in the sky, Where are you going to

Flying so high? Over the mountains

Over the sea Little silver airplane

Please take me.

Eight is the observation car that gives a wide view; It lets you see the countryside as you pass through. This is the train all clickety- clack it goes, Through sunshine, wind, and rain, and snow.

for Ujamaa, It’s candle number four. Burning brightly as part of Kwanzaa lore. The fifth night we light a candle for Nia, It's candle number five, Kwanzaa has really come alive. The sixth night we light a candle for Kuumba, It's candle number six Kwanzaa's here and there's food to fix. The seventh night we light a candle for Imani, It's candle number seven, Now the glow of all the Kwanzaa candles reaches up to Heaven.

Going to Africa I'd like to go to Africa, (Point to self) Where natives build straw huts like this. (Join fingertips of hands to form roof) Where elephants have big, gray trunks. (clasp hands and swing arms in front like a trunk) Where natives’ arrow seldom misses. (Pretend to shoot arrow) Where lions shake their manes and roar. (Shake head & roar) I'd like to go to Africa. (Point to self)

Friends

Friends care Friends share

We need friends Everywhere!

My Friend

My friend is nice. We like to play

We play together every day. We laugh and cry And laugh again

Because, you see, we're Friends Friends Friends!

by Jane S. Zion

Happy Chinese New Year

"Gung Hay Fat Choy!" In China, every girl and boy

Celebrates the New Year In a very special way.

With fireworks and dragons, colored red and gold.

They welcome in the new year and chase away the old!

By Helen H. Moore

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SONGS:

I'm a Tiny Evergreen Tune: "I'm a Little Teapot"

I'm a tiny evergreen, can't you see, All the other evergreens are taller

than me. But I'll keep on growing and one

day I'll be, A great big Merry Christmas tree!

Reindeer Poky Tune: "The Hokey Poky"

You put your antlers in. You put your antlers out.

You put you antlers in and you shake them all about.

You do the Reindeer Poky and you turn yourself around.

That's what it's all about!

You put your hooves in.... You put your red nose in.... You put your fluffy tail in...

You put your reindeer body in...

Let's All Do a Little Clapping Tune: “We Wish You A Merry

Christmas”

Let's all do a little clapping, let's all do a little clapping,

let's all do a little clapping, & spread Christmas

cheer.

Other Actions: Jumping Snapping Twirling Stomping Stretching Bending

Old St. Nicholas Had a Tree Tune: “Old McDonald Had a

Farm”

Old St. Nicholas had a tree (form tree with arms)

Ho, ho, ho, ho, ho! And on that tree he had some

horns, Ho, ho, ho, ho, ho!

With a toot, toot here and a toot, toot there,

Here a toot, there a toot, Every where a toot, toot.

Old St Nicholas had a tree, Ho, ho, ho, ho, ho!

lights: flash, flash candy canes: yum, yum drums: boom, boom bells: ring, ring birds: peep, peep stars: twinkle, twinkle snowflakes: flutter, flutter

Ring the Bells It's Christmas Time

Tune: “London Bridge”

Ring the bells it's Christmas time, Christmas time, Christmas time.

Ring the bells it's Christmas time, Merry Christmas time!

Play the drums it's Christmas time Tap the sticks it's Christmas time Clap your hands it's Christmas time.

Way Up in the Christmas Tree Tune : “Twinkle, Twinkle Little

Star”

Way up in the Christmas tree, Two little candy canes

smiled at me! I shook that tree

just as hard as I could, Down came the candy canes

Mmm... they were good! * Add other verses by substituting other Christmas tree ornaments: two pretty lights....twinkled at me! two shiny bulbs ....glistened at me! two tiny dolls....winked at me! two yellow stars....sparkled at me!

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Anchor on the Ship

Tune: “Wheels on the Bus”

The anchor on the ship goes up

and down Up and down, up and down

The anchor on the boat, goes up and down

Across the blue ocean. People on the ship... lots of fun Captain on the ship... says, "All

aboard!" Engine on the ship... goes Rrr, rrr,

rrr.

One Little Candle Tune: “Ten Little Indians”

One little, two little, three little candles,

Four little, five little, six little candles,

Seven little candles shine for Kwanzaa

Shining in the kinara.

Three little red and three little green ones,

Black in the middle shines a little taller,

Shine little candles, shine for Kwanzaa

shining in the kinara.

Here Tune: "Three Blind Mice"

Red, green, black, Red, green, black. Kwanzaa's here, Kwanzaa's here.

The decorations are quite a sight, We light a candle every night, The holiday is filled with light.

Kwanzaa's here.

A Brand New Year Tune: "Do You Know the

Muffin Man?"

It is time to say good-bye, To say good-bye, to say good-bye. It is time to say good-bye To 200__. Now we have a brand new year, A brand new year, a brand new year. Now we have a brand new year. 200__'s begun. * Insert correct year in blank.

Months of the Year Tune: "Ten Little Indians"

January, February, March, and April, May, June, July, then August, September, October, November, December -- These are the months of the year.

See the Fireworks Tune: "London Bridge"

See the fireworks paint the sky, Paint the sky, paint the sky.

See the fireworks paint the sky, New Year's here!

A New Year Has Begun Tune: "If You're Happy and You

Know It"

A new year has begun -- clap your hands! {clap} {clap} A new year has begun -- clap your hands! {clap} {clap} A new year has begun; a new year

Lion Dance Song

Tune: "Mary Had a Little Lamb"

See the lion dance and prance, Dance and prance, dance and

prance. See the lion dance and prance, On Chinese New Year's Day.

Hear the firecrackers pop, Pop, pop, pop; pop, pop, pop!

Chinese Hello Song

Tune: "The Farmer in the Dell"

Let's wave and say, "Ni hao.” (nee how)

Let's wave and say, "Ni hao." Let's say hello to all our friends,

Let's wave and say, "Ni hao."

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has begun; A new year has begun -- clap your hands! {clap} {clap}

-A new year has begun -- stomp your feet! {stomp} {stomp} -A new year has begun -- give a shout! {HURRAH!}

Hear the firecrackers pop, On Chinese New Year's Day.

Sample Letter to Parents: Refer to the OCR Teacher Resource Book for sample letters to parents. (A sample letter to parents for this unit is included in the appendices. Center Activities/cross Curricular Connections: WRITING/WORD WORK: Letter Match (letter recognition) Make flashcard sets of upper and lower case letters, using holiday symbols from different countries. Let students work in pairs or alone to match upper and lower case letters. Holiday & Thank You Cards Have students make holiday cards for their friends and family. Supply students with paper, markers, crayons, stickers, glitter, etc. After the holiday’s students can create thank you notes for the gifts they received. Party Invitations Students can create party invitations for a variety of holidays, such as Christmas, St. Lucia Day, Posadas, Hanukah, Tet, etc. Post invitations in the center or on a theme board. Christmas Lists Provide students with magazines or ads and let them cut-out 3-5 gifts they would like to receive during the holidays. Have them create lists by gluing the pictures to a sheet or paper and then labeling the pictures. Provide assistance to those students that need help with writing or spelling. Post student’s work in the center. Have you Been Naughty or Nice? Have students write a persuasive letter to Santa and/or their families telling them why they deserve gifts this year. Provide assistance to those students that need help with writing or spelling. Provide envelopes for the students and they can “mail” the letters to the North Pole or to their homes. New Year’s Resolutions Provide students with sentence strips and let them write their resolutions for the new year. Let students share their work with the class. Post their resolutions in the center or the room. What’s in a Name? Discuss the use of initials to represent you/your signature, using MLK/Martin Luther King as an example. Provide students with a list of the student’s names and some magnetic letters or two set of cards, one with the

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students names on them and the other their initials. Have students work together or in pairs to match initials to the correct name or identify the initials of their classmates using the magnetic letters. MATH: Jingle Bell Sorting (Attributes/Sorting) Collect several types of real bells or create a collection of paper shaped bells with different attributes (size, color, shape, pattern, etc.). Have the children sort the bells first by color or size, and then let them choose an attribute of their own. Students can draw how they have sorted. Post student work in the area. Chain Patterns Provide students with strips of paper in a variety of colors. Let students make paper chains reflecting a variety of patterns, such as ABA, AABBAA, ABBABBA, etc. Have students share their patterns. Use the paper chains to decorate the room. Holiday Hats Use foam shapes or paper cut-outs to make patterns on a sentence strip, and then turn it into a holiday hat by gluing the ends together. Numbers Match Provide pictures of objects and number cards. Have students count the number of objects in the picture and match to the correct total. Pictures of objects can reflect the different countries visited in the unit or a holiday tradition. (Mexico: candy in a piñata, Sweden: candles on a St. Lucia wreath, USA: ornaments on a tree, Kwanza: fruits and vegetables of harvest, Hanukah: candles on a menorah, etc.) Calendar Math Provide students with a calendar of the month. Have students find dates on the calendar marking the different holidays they have learned about in the unit. Let students practice saying the complete dates they have circled (month, day, year). 2. Provide students with a set of calendar pages for the new year. Let students personalize the pages by drawing a picture for each month of the year and the cover. Attach the pages together with staples or yarn to make a holiday gift. ART: Crafts from Around the World Provide materials from students and let them make a variety of crafts from around the world or make paper bag puppets reflecting the people from each county talked about in the unit. The following web-sites provide a variety of craft suggestions that reflect many different cultures, customs, and countries.

• http://www.dltk-kids.com/world/index.html • www.enchantedlearning.com/crafts/mexico • www.enchantedlearning.com/crafts/aftica

READING/LIBRARY CORNER: Book Search Have students work in pairs or individually to find examples of stories reflecting cultures from around the world. Give students sticky-notes so they can flag the pages to be shared with the class. Put a basket or container in the area where students can put these books so that other students can also look at them.

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Role Play After reading selections about other cultures/countries to the students, let students work together to act out the stories. Students can dress up as the different characters or make costumes and props for their presentation. Students can perform for the class or students in other classes. THEME/BULLENTIN BOARD: Post a large map of the world. As each country is visited, have students mark it’s location on the map and label the name of the country. Students can draw or find pictures of children/families from around the world that can be added to the board. Samples of student work form the unit can also be displayed. χ What enduring understandings are desired? Students will understand that:

• Holidays are celebrated all around the world. • People develop their own customs and traditions. • Customs and traditions are passed on through generations. • When people relocate to new countries they take their customs and traditions with them. • In some cultures, people honor certain seasonal days as holidays. • The world is made up of many different countries/each with their own customs and traditions.

A χ What essential questions will guide this unit and focus teaching and learning?

• How do people in other countries celebrate winter holidays? • How do people in the United States celebrate the winter holidays? • How are these customs and traditions alike? How are they different? • Why do people honor certain seasonal days as holidays?

B χ What key knowledge and skills will students acquire as a result of this unit? Students will know that:

• Different cultures celebrate holidays according to their own customs and traditions.

• Many cultures celebrate in the same way as other cultures.

• Environmental factors play a role in cultural customs and traditions.

• Dance, song, and foods are usually part of a person’s customs or traditions.

• Through story telling some customs and traditions have remained the same over time and others have changed.

Students will be able to:

• Identify similarities and differences in people’s characteristics, habits, and living patterns to describe how they meet human needs. (2.A.1.a.)

• Give examples of qualities such as customs, interest, skills, and experiences that make individuals and families in their immediate environment unique. (2.A.1.b)

• Identify and describe how a globe and maps can be used to help locate places. (3.A.1.a)

• Identify pictures and photographs that represent places on a map such as a playground and a fire station. (3.A.1.b)

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Key vocabulary terms: globe, counties, celebration, winter, customs ,tradition

• Identify a location by using terms such as near-far, above-below, and here-there. (3.A.1.c)

• Compare tools and toys of the past with those of today. (5.A.2.a)

• Tell about people in the past using informational text and features. (5.A.2.b)

C What evidence will students understand? χ Performance Tasks (summarized) Our Trip Around the World Photo Album

Students will create a photo album of pictures and drawings from their imaginary trip around the world they took together in this unit. Students will be asked to choose one of the locations they learned about and draw a picture showing a traditional holiday/cultural celebration from that part of the world. They will be asked to share their work with the class, name the country they chose, explain what is happening in their drawing, and tell how it relates to the holiday/celebration of that country. Students can add words, phrases, captions, or sentences to their drawings. When all students have finished sharing, their pictures can be added to the class photo album, which can be placed in the reading/library area of the room.

D OTHER EVIDENCE χ Pre Assessments, Quizzes, Tests, Prompts, and Work Samples (summarized)

Type of Assessment Brief Description Type of Activity Location in Sequence ofTeaching

Pre-Assessment Informal assessment, teacher develops definition of countries, customs, and traditions.

Whole Class Activity #1

Work Samples/Drawings that may have writing or verbal explanations

On-going assessments of students’ understanding of concept

• Worksheets • Center Activities • Class book • Drawings

Individual, after group/partner work

Activities #1-#16

Journal Opportunity Students respond to prompt by answering a question using a drawing,

Individual Activities #1, #3, #7, #11-#14

15 Kindergarten

labeling, or sentence writing.

Quiz/Unit Test Formal assessment opportunities (created by the teacher) where students respond to pencil and paper tasks that demonstrate their understanding of unit concept.

Individual Teacher Choice, as needed

Review Activities Teacher leads the group through a review of all concepts covered during the unit.

• Games • Songs • Poems • Center Activities

Whole Group Activities #7, #9, and #16

Role Playing

Opportunities for students to demonstrate their understanding of cultural customs and traditions.

Individual students share with class

Activities #4, #5 and #15

E

χ Unprompted Evidence χ Student Self-Assessment

• Teacher observation during partner/group/individual work

• Teacher observation during partner/group/individual presentation

• Questions asked by students • Student/teacher discussions • Student responses during review activities

F

• Participation/answers given during group/individual work

• Participation during sharing activities • Completion of independent activities • Grades and feedback on class work and

assessments

G

D ▬▬▬▬▬▬▬▬▬▬▬▬ Task Title: A Photo Album-Our Class Trip Around the World Appropriate Time Frame: (40-60 minutes / 2 days)

16 Kindergarten

χ What desired understandings/content standards will be assessed through this task? K.2.A.1

Identify similarities and differences in people’s characteristics, habits, and living patterns to describe how they meet the same human needs.

K.6.B.1 Compose oral, written, and visual presentations that express personal ideas, inform, and persuade.

K.6.G.1.a Present social studies information in a variety ways, such as plays, skits, posters, songs, poems, murals, and oral presentations.

χ What is the purpose of this assessment task? Formative X Summative χ Through what authentic performance task will students demonstrate understanding? TASK: A Photo Album: Our Class Trip Around the World Goal: After taking an imaginary trip around the world to learn about winter holidays celebrated on different continents or in different countries, each student will complete a memory page for a class photo album showing a traditional holiday celebration from that part of the world. Role: Students will create photographs for the class photo album, by drawing pictures of winter holiday celebrations they learned about in this unit. Audience: Classmates and school community. Situation: Students have been learning about the way different cultures around the world celebrate winter holidays. They have been asked to create a page for a class photo album that reflects one of the countries and a tradition or custom associated with that country’s winter holiday celebration. The pages will be bound into a class book reinforcing the concept of customs and traditions, and also reminding the students how people of the world are both alike and different from one another. Product of Performance: Students will design a page for the photo album by drawing a picture of a traditional winter holiday celebration from one of the continents/countries visited during this unit. Their pictures may include words, phrases, or sentences describing what is in the picture. Students will also be able to name the continent/country represented in their picture and explain the celebration that they have depicted. Standards and criteria for Success:

• Students will demonstrate their understanding of the unit concept through illustrations and explanation of what they chose to include on their page.

• Differentiation Instruction: 1. Students who are to write can label their drawing with the country and the holiday there are sharing

for the album, others who need assistance can dictate their ideas to the teacher or other adult in the room.

2. Students can find pictures in magazines instead of drawing. 3. Differentiation for Beginning English Language Learners: Student can find pictures in a magazine to

depict different cultural holiday celebrations. Additionally, some ELL students may prefer to respond non-verbally. Teacher may accommodate students by asking yes/no questions, questions which require only one-word answers, or allowing the students to point to different parts of the illustrations as a response to teacher/student questions.

17 Kindergarten

4. Differentiation for students with IEP’s: teacher should make identified accommodations as needed, such as, repetition of directions, giving the students additional time, working with an adult/small group, finding pictures in a magazine instead of drawing, etc.

TASK DIRECTIONS: A Photo Album: Our Class Trip Around the World We have traveled around the world on our holiday vacation visiting many continents and countries, learning about their customs and traditions. Now that our trip is over, we are going to create a class photo album to help us remember all of the fun we had on our trip learning about winter holidays celebrated all over the world. You will pick one of the places that we visited and draw a picture showing a traditional holiday celebration from that part of the world. You will be asked to share your work with the rest of the class. When you share, you will have to name the country you chose, explain what is happening in your drawing, and tell about the holiday/celebration of that country. You can add words, phrases, captions, or sentences to your drawings if you would like. When everyone has finished sharing, we are going to put them all together in a class photo album called Our Class Trip Around the World. We will put our album in the reading/library area of the room so we can remember what a good time we had learning together. Teacher Notes:

• As a class, generate a list of all of the locations you have visited during the unit. Locate where they are on the map. Using the charts and samples of student work, review the different holiday celebrations celebrated in each country or on each continent.

• Create a list of words, or phrases that students might want to include on their drawings. • Explain the activity and review the criteria. • Have each student complete a picture showing the concept of a custom or tradition they have learned

about in this unit. Monitor the student’s as they work, providing assistance where needed. • Let each student share their work with the class.

Performance Task Materials:

• chart paper • marker • stock paper (album pages) • pencils, crayons, markers • stapler • construction paper (for album cover)

χ What student products/performances will provide evidence of desired understandings? Individual page our classroom album showing a cultural celebration.

Student can name the country/culture/continent depicted in their drawing.

Student can name the holiday being celebrated and explain the activity/customs in their picture.

χ By what criteria will student products/performances be evaluated?

Content Accuracy Appropriateness of Answers Justified Answers Explanation of Activity/Answers Rubric Teacher Observation

χ What type of scoring tools will be used for evaluation?

X Analytic rubric X Holistic rubric Criterion (performance) list Checklist

EFG ▬▬▬▬▬▬▬▬▬▬▬▬ χ What other assessment evidence beyond the performance task will be collected during this unit? (including progress monitoring)

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E. Pre Assessments, Quizzes, Tests, Prompts, and Work Samples X List : See Section E

X Pre-Assessment X Assignments X Quiz/Test

Other: _________ X Observation X Work Sample/Crafts

Other: _________

F. Other and Unprompted Evidence ●What will be assessed? X Knowledge

Skill X Understanding ●How will evidence be collected? X Teacher notes ●What type of assessment will be

used? X Selected response X Academic prompt

Brief constructed response ●What is the assessment’s

purpose? X Diagnostic X Formative

Summative

G. Student Self-Assessment ●What will be assessed? X Knowledge

Skill

X Understanding ●How will evidence be collected? X Quiz/Test X Teacher notes ●What type of assessment will be used? X Selected response X Academic prompt

Brief constructed response ●What is the assessment’s

purpose? X Diagnostic X Formative X Summative

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●Describe the assessment and state the prompt (if applicable). -Activities that ask student s to identify the holiday customs and traditions of different people from and the around. ●By what criteria will student

responses be evaluated? (Complete if applicable.) Content Accuracy Justified Answers

●Describe the assessment and state the prompt (if applicable). -Work samples where students have been asked to draw/label/write about different cultural celebrations. ●By what criteria will student

responses be evaluated? (Complete if applicable.) Content Accuracy Justified Answers

●Describe the assessment and state the prompt (if applicable). -Students will participate in self evaluation during participation in group activities and by reflecting on the work they have done. ●By what criteria will student

responses be evaluated? (Complete if applicable.) Content Accuracy Justified Answers

●What type of scoring tools will be used for ●What type of scoring tools will be used for evaluation? (Check if applicable.) evaluation? (Check if applicable.)

X Analytic rubric Checklist X Analytic rubric Checklist Holistic rubric X Answer key Holistic rubric X Answer key χWhat Sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? TEACER NOTES:

1. There are fewer lessons than there are days allotted for in this unit and there are many additional optional activities. This is to allow you, the teacher, to extend and enhance the unit as appropriate, and to use teacher judgment to make accommodations to reinforce/introduce/extend selected concepts as well as take more time on one or two activities as needed.

2. Because this unit falls at the end of Quarter 2, the BCPSS Winter Break will separate this unit into two parts. Based on your schedule, you have the flexibility to choose which countries you visit before the break, and after. Lesson suggestions for before the break (November/December) will focus on holiday traditions and customs that are most like Christmas celebrations, where after the break (January) the lessons focus on days of celebration. All lessons offer you and your students the opportunity to “travel” to many places around the world. The Planning Guide (in the Appendices) will reflect suggestions for how to prepare to teach this unit.

3. For each country you choose to learn about in this unit, it is suggested that you: • Locate the continent/country/state/city on the map • Present some background information about the location using books, videos or pictures • Talk about customs and traditions in the celebrations • Identify similarities and differences between the celebrations • Include poems, books, video clips (where available), games and crafts related to each

celebration/location. Crafts can be saved and sent home as gifts. • If possible, invite parents or community members from other countries to share information

about their culture with your students

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UNIT ACTIVITIES PART 1: Getting Ready to Learn (Activities #1 - #3) The first three activities of this unit are to help you get your students ready to “visit” other countries and learn about their customs, traditions, and celebrations. You will have the opportunity to pre-assess what your students know, introduce some basic map skills, and make a passport that students will take with them as they travel and learn. Activity #1: PRE-ASSESSMENT: Let’s Celebrate! (20 minutes) Write the word celebrate on the board or a piece of chart paper. Ask: Does anyone know what the word celebrate means? What kinds of things do we celebrate? Record student answers and come to agreement on what celebrate means. Discuss how some things we celebrate are done with just our families/friends (graduation, birthday), while other celebrations happen in many places (New Year, harvest, religious holidays).Journal Activity: Have students choose an event/occasion that they celebrate with their family and draw a picture of it. Students can also add words or sentences. Provide assistance to those students that need help with spelling or writing.

Materials: • Chart paper/marker • Journals/crayons/pencils

Activity #2: MAPS & GLOBES: How to Get There (20 minutes) (Note: This is not a lesson on map/globe features, so you do not need to spend a lot of time on these concepts during this unit. Geography will be explored in depth during Quarter 4.) Share a book or video on celebrations around the world. Make connections to discussion in Activity #1. Share maps and globe with students. Identify where we are on the map/globe in Baltimore. Talk about other features such as, land, water, and continents. Identify the equator on the map/globe. Discuss how places closest to the equator are warm most of the year and the farther away you are from it the temperature gets cooler. Make connection to the weather in Baltimore in relation to where we are located on the map from the equator. Talk about some of the places mentioned in the book and identify them on the map or globe. Talk about how far these places are and how you would travel to visit those places. (boat, bus, plane, car) Provide students with magazines and newspapers and have them find pictures of different modes of transportation. Let students share what they found and then paste their pictures on a large sheet of paper or board.

Materials: • Chart paper/marker • Map/globe • Book/video on celebrations around the world (see Resources list for suggested titles) • Magazines/newspaper • Scissors/glue

Activity #3: MAKING A PASSPORT (20-40 minutes) Share a book like, Hello World! by Manya Stojic. Discuss the focus of this unit and review the different places on the map that will be visited to learn about their winter celebrations. (Mexico, USA, Africa, Sweden, Israel—or/and any other countries you would like to introduce to your students). Mark the countries on the map/globe. Ask: Has anyone visited another country? Make sure that the students understand that this will be an imaginary trip. Share with students that to travel to other countries you need to have a passport so people know who you are and where you are from. Share what a passport looks like with students. Talk about how it has your name,

21 Kindergarten

where you are from and your picture in it. Tell the students that for every country you visit, you get a stamp in the passport. (If you do not have a real passport, share a completed passport that they will be making.) Tell the students that they will be making passports so they can visit different places. Explain that the passport they will be making is a make-pretend passport for the class’ imaginary trip around the world. When students are finished, collect the passports for other lessons. They will get a stamp in their passport after their visit to each country/location (you can use a sticker or a favorite classroom stamp). Journal Activity: (Optional) Have students respond to the following prompt: I want to visit__________. Let students draw a picture of themselves traveling to that country/place. Let students share their work and share why they picked that location.

Materials: • Book on different countries like: Hello World, by Manya Stojic (see Resources for list of suggested

titles) • Map/globe • Sentence strips/marker (to label map) • Materials for passports • Journals/crayons/pencils

Making a Passport:

Materials Directions • blue construction paper • 6 index cards per child

(one for their name and picture and also one card for each country visited)

• stapler • crayons • stamps/stickers • markers/pencil/pen

1. Fold the construction paper in half, place the index cards inside, staple the index cards in place (on the fold so the blue construction paper looks like a cover of a book, with the index card as the pages).

2. On the cover of the book help the students write the word Passport across the top and United States of America at the bottom of the page. You could also add a gold sticker or picture of an eagle (for them to color) to the center of the cover to make the cover look more “official”.

3. Inside on the first white page have the students write their name and draw a picture of themselves.

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UNIT ACTIVITIES PART 2: Let’s Travel! (Activities #3 - #12) The following activities focus on different countries/continents, each having a different Winter Celebration reflecting the traditions and customs of each culture visited. You have the flexibility to make adjustments to this part of the unit based on your schedule, the cultures represented in your class/school and the amount of time you will have to teach Social Studies. You may choose to visit one location for each lesson or spend more time in each place, depending on the activities you choose for your students. It is recommended that you “visit” and learn about 4-5 different celebrations, including how we in the United States celebrate at this time of the year so that you can compare and contrast the cultural traditions. Web-sites have been provided to help the teacher with background information for each location and suggestions for activities, songs and crafts. Bon Voyage! Activity #4: MEXICO: Posadas Celebrations (Background Information: In Mexico, Christmas is an important holiday season with strong traditions. One of the most colorful traditions is the Posada Party, celebrated every evening from December 16 to 24. These celebrations commemorate Mary and Joseph's cold and difficult journey from Nazareth to Bethlehem in search of shelter. "Posada" in Spanish, simply means lodging or shelter. Each one of these nights before Christmas, a party is held in a home in the neighborhood. There is plenty of food and drink, with candies and fruit for the children. At dusk, all the guests gather outside the house. A small child dressed as an angel leads, followed by children carrying figures of Mary and Joseph. Boys and girls dressed in silver and gold robes constitute the procession, followed by the adults and musicians. Everyone sings melodious songs as they walk slowly along, carrying their lit candles. When they reach the house, the group divides in two. One half remains outside and begs for shelter from the other half, which is inside the house. The doors are then opened, the religious part of the celebration ends, and the fun begins. The happy end to each posada has always been the piñata. A piñata is a fragile earthenware jar covered with paper mache, traditionally made in the shape of a star, to recall the one that so mysteriously guided the Three Kings to the newborn Jesus. Now piñatas come in all shapes and sizes and are filled with candy, toys, and sometimes money. ) Share with the students that they are going to start their trip today. Talk about what they will learn as they visit each location, such as, where the place is located, the temperature, what is their celebration called, what are the traditions, what do they eat, what do they wear, etc. Decide how you will record this information (list the ideas, chart them by topic, web their ideas, etc.) Locate Mexico on the map/globe. Discuss where it is located in the world in relation to the equator and what the temperature is usually like there. Give each student their passport. Read the poem “Giant Jumbo Jet” by Brian Thompson together. Have the students role-pay boarding a plane, finding their seats, and taking off. Read a book or share a video clip like, Nine Days to Christmas by Maria Hall. Discuss the celebration and record the student’s responses. Complete one or more of the following activities, as time allows:

1. Make sombreros (traditional large-brimmed hats) from craft paper. Let students decorate with markers, stickers or crayons. Dance the Mexican Hat Dance.

2. Sing a familiar song in Spanish.

3. Learn how to say hello, good-by and thank you in Spanish. (Hola, Adios, Gracias)

23 Kindergarten

4. Role-play visiting homes in the village asking for shelter. Students can also visit from class to class, sharing what they have learned about this celebration.

5. Share what a poinsettia looks like. Read The Legend of the Poinsettia by Tomi DePalo. Make poinsettia placemats by having students use red paint to make hand prints on pieces of craft paper. Have students stamp their handprints four times in a circle (fingers pointing out) so that it resembles the red leaves of the plant. Students can use their fingertip to put yellow dots in the center of their poinsettias. Placements can be laminated and used in the classroom or set home as a holiday gift.

6. Make a class piñata and let students take turns trying to burst it open using a plastic bat. To make a piñata, students can use paper mache` strips to cover a large balloon or simply decorate the outside of a large paper bag. (Note: Take all necessary safety precautions if you choose this activity.)

At the end of the lesson(s), fill in and discuss the information learned on the class chart started at the beginning of the lesson. Have the students write the name of the place they visited on the first page of their Passport and be sure to “stamp” the page (you can use any stamp or sticker). Students can draw a picture of one thing they learned about the Mexican culture or the Posadas Celebration on the page. Let students share what they learned. Collect the Passports for the next activity.

Materials: • Chart paper/marker • Map/globe • Poem: “Giant Jumbo Jet” • Book/video on a Posadas Celebration in Mexico (see Resources list for suggested titles) • Materials for teacher selected activity/craft • Student Passports (from previous activity) • Web-sites for teacher information and ideas (see Resources section for links)

Poem:

Giant Jumbo Jet

One giant jumbo jet, Ready for the flight. One giant jumbo jet, Doors closed tight.

The engines start a-roaring, Everything is fine;

Start down the runway Following a line.

The wings are all a-silver, The jets are all a-glow. Pull back the joystick

And up we go.

By Brian Thompson

24 Kindergarten

Activity #5: SWEDEN: St. Lucia’s Day Celebration (Background Information: St. Lucia’s Day is a winter holiday celebrated on December 13 in Sweden in honor of St. Lucia, who lived in the third century and is regarded as the patron of light. Santa Lucia was a little girl . When Santa Lucia’s mother became ill, she prayed for her. Her mother got better. Santa Lucia Day is celebrated in honor of this little girl’s faith. Sweden celebrates Santa Lucia Day by having the oldest girl in each family dress in a white robe and wear a wreath of holly leaves with lighted candles on her head. The girl wakes up her family and serves them, sweet rolls and coffee.) Briefly review what was learned on the trip to Mexico. Share that they will be traveling to Sweden to learn about the St. Lucia’s Day Celebration. Start a chart/web for the information the students learn on this trip. Locate Sweden on the classroom globe/map. Discuss how they would travel to get there, noting that they must cross an ocean to get there. You can repeat the role-play for taking a plane to get to Sweden or share the song, “The Anchor on the Ship” and act out sailing on a boat. Make sure that students have their Passports before you start the lesson (they can be placed at their seats during instruction). Share a video or book like, A Season in Poems & Quilts by Anna Grossnickle-Hines. Discuss the celebration and record the student’s responses. Complete one or more of the following activities, as time allows:

1. Make a St. Lucia’s wreath. To make this holiday wreath cut out the center of a paper plate, keeping the outside ring. Have children tear or cut green scraps to look like holly leaves and glue them on the paper plate ring until no white is showing (both sides). The children can use a hole-punch and red paper scraps to make the berries. Use strips of stiff paper (index cards, manila folders) to make candles by bending the bottom portion for the glue and then putting them on the wreaths. Yarn can be added to the wreaths so they will stay on the children’s heads.

2. Read additional stories about Sweden.

3. Have tea and cookies to re-enact the oldest girl serving the family coffee and sweet rolls on St. Lucia Day. The oldest girl in the class can play this role for the day.

4. Re-enact a St. Lucia’s Day procession on the way to the cafeteria or else where in the school. Let the students put on their wreaths and then pretend to light the candles for each other.

At the end of the lesson(s), fill in and discuss the information learned on the class chart started at the beginning of the lesson. Have the students write Sweden on a page of their Passport and be sure to “stamp” the page (you can use any stamp or sticker). Students can draw a picture of one thing they learned about the Swedish culture or the St. Lucia’s Day Celebration on the page. Let students share what they learned. Collect the Passports for the next Activity.

Materials: • Chart paper/marker • Map/globe • Optional: Song: “Anchor on the Ship” • Book/video on the St. Lucia’s Celebration in Sweden (see Resources list for suggested titles) • Materials for teacher selected activity/craft • Student Passports

25 Kindergarten

Song: Anchor on the Ship

Tune: “Wheels on the Bus” The anchor on the ship goes up and

down, Up and down, up and down.

The anchor on the boat, goes up and down,

Across the blue ocean.

- -Captain on the ship... says, "All

aboard!" -Engine on the ship... goes Rrr, rrr, rrr.

-People on the ship... lots of fun.

Activity #6: ISRAEL: Hanukkah (Background Information: Hanukkah (also known as Chanukah) is the Jewish Festival of Lights and lasts eight days. It usually falls in late November or December. Jews celebrate Hanukkah to remember the Miracle of the Oil to honor the Jews defeating the Syrians. As part of the celebrations they lit an oil lamp which should have been kept burning all the time, even though they could only find enough oil to keep it burning for one night. But a miracle occurred, and the oil lamp stayed lit for eight days, which was the time it took to make new oil for the lamp. This was the Miracle of the Oil. It was then declared that every year, Jews would remember the day with an eight-day Festival of Lights and celebrate the miracle of the oil by placing eight candles in a Menorah (a special candlestick) and lighting one candle for each evening of the celebration. The Menorah is displayed at a prominent window or near the front door. During Hanukkah, people exchange gifts, share festive holiday meals; plays games, sing songs and give to the poor and needy. ) Share with students that they will next visit Israel to learn about the celebration of Hanukkah. Start a chart/web for the information the students learn on this trip. Locate Israel on the classroom globe/map. Give out the Passports and tell students that they will get back on the plane to get there. Have students “fly” to their seats and leave their Passport there until the end of the lesson. Show one of the UnitedStreaming videos about Hanukkah with the class. Discuss the celebration and record the student’s responses. Complete one or more of the following activities, as time allows:

1. Make driedels with the students. (template and directions are in the Appendices). Cut out paper coins or let students use counting chips to represent money as they play the game. Provide small prizes or treats for the game winners.

2. Learn and sing the “Dreidel Song”.

3. Read other books about Hanukkah.

4. Make latkes (potato pancakes), a traditional food eaten during Hanukkah.

At the end of the lesson(s), fill in and discuss the information learned on the class chart started at the beginning

26 Kindergarten

of the lesson. Have the students write Israel on a page of their Passport and be sure to “stamp” the page (you can use any stamp or sticker). Students can draw a picture of one thing they learned about the Jewish culture or the Hanukkah Celebration on the page. Let students share what they learned. Collect the Passports.

Materials: • Chart paper/marker • Map/globe • Optional: Song: “Driedel Song” • Book/video on Hanukkah (see Resources section for suggested list of titles) • Materials for teacher selected activity/craft • Student Passports

Song: Dreidel Song

I have a little dreidel, I made it out of clay.

And when it’s dry and ready, Then dreidel I shall play.

Chorus: O dreidel, dreidel, dreidel I made it out of clay, And when it’s dry and ready Then dreidel I shall play.

It has a lovely body, With legs so short and thin.

And when my dreidel’s tired, It drops and then I win.

Repeat the Chorus

My dreidel’s always playful, It loves to dance and spin. A happy game of dreidel,

Come play now, let’s begin.

Repeat the Chorus

Activity #7: THAILAND: Loi-Krathong (loy-kruh-thong) (Teacher Background: This holiday is celebrated in Thailand in November of each year. “Loy” means “to float” and a “Krathong” is a lotus shaped vessel made of banana leaves. The Krathong usually contains a candle three joss-sticks (incense sticks), some flowers, and coins. The festival starts at night when there is a full moon in the sky. People carry their Krathongs to the nearby rivers. After lighting the candles and making a wish, they place the Krathongs on the water and let them drift away. People are offering thanks to the Goddess of water. It is believed that the Krathongs carry away bad luck. The wishes that people make for the New Year will start. It is a joyful and happy time as all bad luck floats away.)

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Share with students that they will next visit Thailand to learn about a celebration of lights called Loi-Krathong (loy-kruh-thong). Make connection to the use of candles in the other countries visited. Begin to talk about how the celebrations are similar and different. Start a chart/web for the information the students learn on this trip. Locate Thailand on the classroom globe/map. Ask: How should we travel to get to this country? Give out the Passports and “travel” (student choice) to Thailand. Have students leave their Passport at their seat until the end of the lesson. Find pictures of Thailand on the internet or in books and share them with the class. Locate the rivers in Thailand and share how most of the people live near the rivers and that the rivers are very important to the people in this country. Ask: Why do you think most people live near the rivers in Thailand? Share how the people in Thailand celebrate during this festival. Discuss the celebration and record the student’s responses. Complete one or more of the following activities, as time allows:

1. Make a Krathong boat from green paper that looks like large banana leaves. Have student fill their boats with paper candles, paper flowers, paper coins, and three joss-sticks (incense) made from paper sprayed with perfume. Create a river from blue paper or streamers and let students act out the procession to the river and the launching of the boats. Make sure that students make their wishes.

2. Brainstorm a slit of bad feelings that they would like to have float away. Have students complete a journal entry about the launching of the boats. Let them respond to the prompt: I want _______ to float away. They can draw a picture of themselves launching their boat.

3. Share books on Thailand and other celebrations.

At the end of the lesson(s), fill in and discuss the information learned on the class chart started at the beginning of the lesson. Have the students add Thailand to a page of their Passport and be sure to “stamp” the page. Students can draw a picture of one thing they learned about the Thai culture or the Loi-Krathong Celebration on the page. Let students share what they learned. Collect the Passports.

Materials: • Chart paper/marker • Map/globe • Materials for teacher selected activity/craft • Student Passports

Activity #8: INDIA: Diwali (dhe-vah-ly) (Teacher Background: Diwali, meaning array of lights, is a Hindu festival of lights that takes place at the beginning of November. It marks the New Year for this culture. It symbolizes the triumph of light over darkness, good over evil. Fireworks are set off to chase away bad luck and lights are set outside the house to welcome in the good luck. Homes are cleaned and decorated. This is a Festival of Prosperity and good wishes for the future. Books, fruits and grains, money, and jewelry, all symbolizing good fortune, are placed on the table so they are the first thing that is seen in the new year. Forgiveness and fresh starts are emphasized on New Year’s Day. It is a time to put all quarrels behind you. Children are expected to behave especially good. It is one of the most important celebrations in India.) Share with students that they will next visit India to learn about a celebration of lights called Diwali (deh-vah-ly). Make connection to the use of candles in the other countries visited. Continue the discussion about how the celebrations are similar and different. Start a chart/web for the information the students learn on this trip. Locate India on the classroom globe/map. Ask: How should we travel to get to this country? Give out the

28 Kindergarten

Passports and “travel” (student choice) to India. Have students leave their Passport at their seat until the end of the lesson. Find pictures of India on the internet or in books and share them with the class. Share how the people in India celebrate during this festival. Discuss the celebration and record the student’s responses. Complete one or more of the following activities, as time allows:

1. Let the students help tidy up the room as people living in India do to prepare for this celebration.

2. Discuss how in the Indian culture women paint their hands with fancy symbols and patterns using a natural dye called henna. Give students a sheet of paper and have them trace their hands. Let them decorate their hands using a deep red or rust colored crayon symbolizing the henna dye. Have students explain why they chose the symbols/decorations they drew. Post the pictures in the classroom.

3. Have students design a Rangoli tile, which is a good luck symbol that is placed outside the door of the house to bring good fortune to the people that live there. Give students squares of black or dark blue or deep purple paper and a piece of white chalk. Let them draw a design on their tiles with the white chalk and then fill it in with colored chalk. Have students explain why they chose the symbols/decorations they drew. Post the pictures outside the classroom door.

4. Bring rice cakes and let students sample. Rice is a grain that is a symbol of prosperity and is given to friends for good luck in the new year.

5. Share books on India and other celebrations.

At the end of the lesson(s), fill in and discuss the information learned on the class chart started at the beginning of the lesson. Have the students add India to a page of their Passport and be sure to “stamp” the page. Students can draw a picture of one thing they learned about the Indian culture or the Diwali Celebration on the page. Let students share what they learned. Collect the Passports.

Materials: • Chart paper/marker • Map/globe • Materials for teacher selected activity/craft • Student Passports

Activity #9: THE PHILIPPINES: Festival of Light at Christmas (Teacher Background: The Philippines is the only country in Asia that is predominately Christian and celebrates Christmas. The festival of light is marked by the sight of “parols” or star lanterns. The shape of the star symbolizes the star that led the Three Kings to Bethlehem. On Christmas families process to church reenacting the search for shelter ending at church for midnight mass. Parols are displayed outside peoples houses. In some parts of the Philippines there are contests to pick the most beautiful parols. Families may pass down their expertise in parols making from one generation to another. Christmas day is celebrated much the same way we do in the United States, but visiting friends, exchanging of gifts and a big family meal. Those that are more fortunate, share with those in need.) Share with students that they will next visit the island nation of the Philippines to learn about their winter holiday celebration. Continue the discussion about how the celebrations of the countries they have visited are

29 Kindergarten

similar and different. Start a chart/web for the information the students learn on this trip. Locate the Philippines on the classroom globe/map. Ask: What do you notice about this country that makes it different from all the rest? Discuss how it is made up of many small islands. Give out the Passports and “travel” (student choice) to the Philippines. Have students leave their Passport at their seat until the end of the lesson. Find pictures of the Philippines on the internet or in books and share them with the class. Explain that they celebrate Christmas in much the same ways we do here in the United States. Share other facts about how the people in the Philippines celebrate during this time of year. Discuss the traditions and customs of this culture and record the student’s responses. Complete one or more of the following activities, as time allows:

1. Make red and white paper streamers or chains and decorate the room or hang them from the classroom door.

2. Make parols and decorate them with star shapes. Have students choose a sheet of colorful paper and cut slits in it. Roll the paper in a tube and glue or tape it together. Bend it slightly so the slits in the lantern open a bit, as if it would let candle light out. Hang them from the ceiling to decorate the room. Have another adult come in and judge which star is the best. Provide a small prizes or a treat for the winner.

3. Make star-shaped ornaments to be given as gifts. Use heavy paper and let students decorate with crayons, markers, stickers or glitter. Punch a hole at the tip of one of the points and use string, ribbon or yarn to make a loop from which the star can be hung.

4. Share books on India and other celebrations.

At the end of the lesson(s), fill in and discuss the information learned on the class chart started at the beginning of the lesson. Have the students add the Philippines to a page of their Passport and be sure to “stamp” the page. Students can draw a picture of one thing they learned about the Filipino culture or how they celebrate Christmas. Let students share what they learned. Collect the Passports.

Materials: • Chart paper/marker • Map/globe • Materials for teacher selected activity/craft • Student Passports

Activity #10: TRADITIONS FROM AFRICA IN THE UNITED STATES: Celebrating Kwanzaa ( Teacher Background: Kwanzaa is an African-American holiday celebrated mainly in the US for the week between December 26th and January 1st each year. The holiday was established in 1966 to help African Americans remember and celebrate their heritage. The word “Kwanzaa” comes form the Swahili language and means “first fruits”. Each day of the seven days is dedicated to one of “The Seven Principles of Kwanzaa” , which are:

1. umoja - to maintain unity in the family and community 2. kujichagulia – self-determination, to be responsible and speak for oneself 3. ujima – collective work and responsibility, to build and maintain a community 4. ujamaa – economic co-operation, to help and profit from one another 5. nia – purpose, to build and develop the community for the benefit of the people 6. kuumba – creativity, to do everything possible to leave the community more beautiful and beneficial for future generations 7. imani – faith, to believe in parents, teachers and leaders

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A candle is lit each day on the special candlestick, the “kinara”, to represent these principles. The kinara is placed on a “mkeka”, a traditional straw mat, and one ear of corn is also placed on the mat for each child in the family. A fruit basket, called a “mazao” is also displayed, along with a special unity cup, out of which everyone drinks. Families decorate their homes with traditional African crafts. The colors red, green, and black, representing the African flag are used. Gifts, known as “zawadi” are given on the last day of Kwanzaa.

Share with students that they will learn about Kwanzaa, an African-American holiday celebrated mainly in the US for the week between December 26th and January 1st, to help African Americans remember and celebrate their heritage. Ask: Does anyone celebrate Kwanzaa? What do you know about Kwanzaa? Chart student responses. Save the chart so that more information can be added at a later time. Share the poem, “Going to Africa”. Give out the Passports and “travel” (student choice) to the Africa. Have students leave their Passport at their seat until the end of the lesson. Locate the continent of Africa on the map/globe. Discuss what continent means and how Africa is made up of many countries. Name some of the countries from the map. Talk about how the countries differ in by location and topography (dessert, savannah, rainforest, etc.) and how the people that live in the countries are also very different. Discuss how The word kwanza is from the Swahili language that many of the people in Africa understand even though many speak their own languages. Ask: What other facts do you know about Africa? Add the student responses to the chart. Find pictures, books, of video clips on Africa showing the diversity between countries. Have students pretend that they are on the flight back from Africa as you start your discussion of Kwanzaa so that they understand that it is not a celebration that takes place in Africa. Explain that Kwanzaa is a celebration that mainly takes place in the US. Share books/videos on Kwanza celebrations. Discuss the traditions and customs of Kwanzaa and record the student’s responses. Complete one or more of the following activities, as time allows:

1. Make a kinara using paper tubes or from paper towel/toilet tissue rolls covered in black, red, and green paper. Collect seven paper tubes and cover one in black paper, three in red, and the others in green to represent the seven candles on the kinara and the seven principles of Kwanzaa. Arrange the tubes so that the black candle is in the center and then put the three green candles on one side and the red on the other. Attach all the candles together with tape or glue. When the candlestick is assembled, let students glue a yellow flame at the top of each candle. Once the glue is dry, the students can fold down the flame and then lift it back up when it is time to “light” each candle. The kinaras can be sent home as gifts to be presented to the family on January 1st, the seventh day of Kwanzaa.

2. Share pictures of the many different flags of Africa. Discuss what the colors represent. Make colorful flags using red, green and black paper. Use them to decorate the classroom.

3. Let students paint macaroni pieces with red, black, and green paint. When they dry, let the student make necklaces using yarn or ribbon. Encourage students to use patterns in their designs.

4. Make a mkeka, like the traditional woven placemats, using the colors red, green and black. Using black paper, cut openings in the paper about an inch apart, starting an inch in from each side to form a weaving mat. Provide students with strips of red and green paper and demonstrate how to weave their mat. Encourage students to create patterns with the red and green strips. The mats can be laminated and used at school or sent home as gifts.

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5. Make a colorful corn picture. To make this craft you will need yellow, blue, and green construction paper, crayons, and glue. Have students put hand on the yellow paper and keeping their fingers held together, trace their hand. Then have them cut-out their handprint and glue it onto a piece of blue paper. Next cut out corn husk pieces from the green paper and add them to the picture. Add corn kernels with crayon all over the entire handprint, or add pre-cut yellow corn kernel shapes with glue. When they are finished, punch a hole in the piece of corn and use a piece of string or ribbon to hang the corn in the room. These can also be sent home with students for gifts.

6. Share additional books on Africa and Kwanzaa.

At the end of the lesson(s), fill in and discuss the information learned on the class chart started at the beginning of the lesson. Have the students add the Africa to a page of their Passport and be sure to “stamp” the page. Emphasize that Kwanzaa is a celebration that mainly takes place in the US, but has African roots. Students can draw a picture of one thing they learned about Africa, not Kwanzaa in their Passport. Let students share what they learned. Collect the Passports.

Materials: • Chart paper/marker • Map/globe • Poem: “Going to Africa” • Books, videos, or pictures of the different countries in Africa • Materials for teacher selected activity/craft • Student Passports

Poem:

Going to Africa I'd like to go to Africa, (Point to self) Where natives build straw huts like this. (Join fingertips of hands to form roof) Where elephants have big, gray trunks. (clasp hands and swing arms in front like a trunk) Where natives’ arrow seldom misses. (Pretend to shoot arrow) Where lions shake their manes and roar. (Shake head & roar) I'd like to go to Africa. (Point to self)

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Activity #11: THE UNITED STATES & COUNTRIES AROUND THE WORLD- CELEBRATING MUSLIM TRADITIONS: Eid-ul-Ftir (Teacher Background: The way this Muslim Winter Holiday tradition is celebrated has changed over time. Then: Muslims believe that more than 1,300 years age, in the month they call Ramadan, the prophet Mohammed received the Koran (Muslim’s holy book). Muslims show their love for the Koran and Allah, by praying and fasting during this month. Now: For the month of Ramadan, fasting is still done between sunrise and sunset. Very small children and older adults do not practice this tradition because they may get ill from no food during the daylight hours. Children fast when their parents think they are old enough. Each night during the month of Ramadan, families have a small meal together and at the end of the month, they break the fast with the 3-day festival of Eid-ul-Ftir (Eid=holiday, ul= the, Ftir= fast or Celebration of the Fast). During the festival days, families visit one another and exchange good wishes. The handshakes and hugs are a mark of love toward others. Parents sometimes give small gifts and coins to their children. The feeling of brotherhood is present during this time and families share their good fortune with others by donating to charities. It is a time when all bad feelings should be wiped away and everyone can begin the new year with a fresh start. Children and their parents may take a day off from school and work to celebrate.) Play a “Handshake Game” with your students. Discuss why people shake hands (a friendly greeting) and what they say to one another as they shake hands. Have students stand in a circle and then going around the circle, have each student shake hands with the person next to them and offer them a greeting. You can start this activity to model what the students should do. Discuss the kinds of greetings given to one another and how they were expressions of friendship. Share with students that they will learn about the Muslim celebration of Eid-ul-Ftir where showing signs of friendship toward others is very important. Explain to the students that there are people that practice the Muslim religion that live all over the world, including here in the United States. Point out to the students that large populations of Muslims live in the middle-eastern part of the world, showing them where those countries are on the map/globe. Begin a chart for facts about the celebration of Eid-ul-Ftir. Share information about this celebration using a video clip or reading a book or like, Muslim Child by Rukhsana Khan. Discuss the traditions for this holiday in the Muslim community. Record responses on the chart. Complete one or more of the following activities, as time allows:

1. Learn and recite friendship poems or sing friendship songs.

2. Have students use their handprints to make a friendship wreath. Give each student a piece of paper with a circle drawn in the center, marking the center of the wreath. Have each student put their paper at their seat. Using tempra/washable paint let each child make a handprint on every child’s wreath. When they are dry, write My Friendship Wreath in the center (Provide assistance to those that need help with writing of spelling.). Students can attach a bow to their wreaths. Display them in the classroom.

3. Have students write in their journals about friendship. Let then share their thoughts with the class.

4. Have students trace their handprint and write kind words or compliments about a friend of classmate

and then give it to then as a sign of friendship.

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5. Make a “Helping Hands” jar or box. For one month have students bring in pennies or change and put it in the jar. At the end of the month, count how much they have saved and decide which charity to donate their money to.

6. Make cards or draw pictures for children or elderly patients in a local hospital.

7. Collect toys or clothes for children living in a shelter.

At the end of the lesson(s), fill in and discuss the information learned on the class chart started at the beginning of the activity. Have the students add the United States to a page of their Passport, because this celebration takes place in this country. Be sure to “stamp” the page. Students can draw a picture of one thing they learned about this celebration. Let students share what they learned. Collect the Passports.

Materials: • Chart paper/marker • Map/globe • Books, videos, or pictures on Eid-ul-Ftir and other Muslim celebrations and traditions • Materials for teacher selected activity/craft • Student Passports

Activity #12: UNITED STATES: Christmas Holiday Traditions Discuss how the United States is sometimes called a “melting pot” because people from all over the world now live in our country. Using the map/globe, make connections to the countries/continents and the celebrations that have already been discussed. Ask: Does anyone know someone the lives here now that was born in a different country? Make connections to the many cultures that are represented in Baltimore’s diverse neighborhoods and the countries they came from. Talk about the many ways that people traveled to get to this country. Share songs like “We’re Coming to America” or “Love Train” and have students dance to the music or role play the many ways people from all over the world got to this country. Share that in the United States the majority of people that live here now celebrate Christmas. Brainstorm a list holiday traditions with the students. When you are finished, make connections to the other charts that you have made with other traditions to show the students how we are all connected by living in this country. Complete one or more of the following activities, as time allows (you may substitute any other holiday activities that you choose):

1. Make holiday cards for friends and family 2. Learn Christmas poems and songs. Go caroling in the school, visiting other classrooms or locations in

the building. Re-enact one of the many processions learned about during other lessons.

3. Have students write in their journals about how they celebrate this holiday in their family.

4. Make gifts or ornaments for family members.

5. Complete a Christmas craft.

6. Share books and videos about the Christmas holiday.

7. Have a Christmas party. Invite other classes and parents to join you. Serve foods from countries around the world or make red and green Christmas themed snacks.

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At the end of the lesson(s), fill in and discuss other information learned about Christmas traditions in this country. Again, have the students add the United States to a page of their Passport and draw a picture of a Christmas celebration. Be sure to “stamp” the page. Let students share what they learned. Collect the Passports.

Materials: • Chart paper/marker • Map/globe • Dance music (optional) • Books, videos, or pictures on Christmas celebrations and traditions • Materials for teacher selected activity/craft • Student Passports

UNIT ACTIVITIES PART 3: January Celebrations (Activities #13-#15) Review and Assessment (Activities #17 and #18) The following activities focus on celebrations happening during the month of January. Students can still use their passport for Activity #15: Chinese New Year. This unit ends with a day of review of all information learned and tow days for the Performance Task: Our Trip Around the World Photo Album. Teachers have the flexibility to add to or adjust the length of these activities as needed. Activity # 13: UNITED STATES: Happy New Year! Sing song “A New Year has Begun” together. Discuss what a “new year” means. Ask: How did you celebrate the start of the new year” List student’s responses on a chart. Make connections to the many celebrations where the concept of starting “fresh or new” for the new year are included. Share a book like, Happy New Year, Everywhere by Arlene Erlbach. Discuss the different new year’s traditions and add ideas to the chart as needed. Complete one or more of the following activities, as time allows:

1. Have a New Year’s toast. Talk about what is said during a toast. Discuss other occasions where toasts are made (weddings, parties, etc.) Make connections to the many cultures that show expressions of good-will toward others in various ways (handshakes, hugs, donating to charity, etc.). Use punch or juice or have students toast one another using their milk cartons at lunch.

2. Read other books about New Year celebrations in this country and around the world.

3. Discuss New Year’s resolutions and have students write resolutions of their own.

4. Learn additional poems and songs about the new year. (see Resources section for suggestions)

5. Have students write in their journals what they hope to accomplish in the new year.

6. Make New Year hats using sentence strips. Have students glue the numbers of the new year on the

front of their hats and they can add other decorations with crayons, markers or stickers. Let students wear their hats home.

7. Make “Fireworks Pictures”. Lay out newspaper on the students tables. Provide students with a sheet

of paper and let them dot glue all over the page in a fireworks pattern. Provide students with a handful

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of glitter and confetti or small pieces of colorful torn paper. Holding their hands over their paper, have the students gently toss the glitter and paper in the air so that it falls on their paper. Have students shake what does not stick to their paper on to the newspaper or trash can. Their pictures should look lie a fireworks explosion. Once they dry, have students write about what their “explosion” looks like. Display the pictures in the classroom or hallway.

Materials: • Chart paper/marker • Poem: “A New Year Has Begun” • Books, videos, or pictures on Christmas celebrations and traditions • Materials for teacher selected activity/craft

Poem:

A New Year Has Begun Tune: "If You're Happy and You

Know It"

A new year has begun -- clap your hands! {clap} {clap} A new year has begun -- clap your hands! {clap} {clap} A new year has begun; a new year has begun; A new year has begun -- clap your hands! {clap} {clap}

-A new year has begun -- stomp your feet! {stomp} {stomp} -A new year has begun -- give a shout!{HURRAH!}

Activity # 14: UNITED STATES: Martin Luther King, Jr. Day Share with students that they will learn about the celebration for Dr. Martin Luther King, Jr. Post three male cut-outs in three sizes, representing a child, a teenager and an adult, making sure they are large enough to write on (or they can be drawn on sheets of chart paper). Tell students that the cut-outs represent different times in the life of Dr. King. Ask: Does anyone know a fact about Dr. King as a child? Teenager? Adult? Record the students’ responses on the shape that best matches the facts the students share. Read a book like, Happy Birthday, Martin Luther King by Jean Marzollo or watch many of the videos on the life of Dr. King (Note: Because of the wealth of books and videos about Dr. King that are available, be sure to choose ones that are age appropriate and explain the events in his life so that students will understand the information presented.) Discuss the information in the book/video. Add additional facts to the cut-outs. Post the cut-outs in the room or hallway. Complete one or more of the following activities, as time allows:

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1. Color pictures of Dr. King and display them in the classroom or hallway. There are many

downloadable pages available at www.primarygames.com .

2. Listen to/watch parts of Dr. King’s “I Have a Dream” speech and talk about the events of that day. Practice saying some of the words.

3. Make birds of peace to display in the classroom.

4. Complete a class Acrostic Poem using the letters in Dr. King’s name or the word peace. Display it in

the hallway. (Note: An Acrostic poem is one where a thought is written for each letter of the word chosen for the topic of the poem. The thoughts/lines of this type of poem begin with each letter in the name.)

5. Have students write in their journals abut their hopes for the future. Have parents write their hopes for

the future for their children and send them in to school. Share their thought with the class and compare them to what the students wrote.

6. Share additional books on Dr. King. Materials: • Chart paper for three cut-out shapes, in three sizes (representing a child, teenager and an adult) • Books, videos, or pictures on Dr. King • Materials for teacher selected activity/craft

Activity # 15: CHINA: Chinese New Year (Teacher Background: Chinese New Year is the most important of the Chinese holidays and is a time of feasting with the family, celebration, fireworks, and gift giving. It is a 15 day holiday beginning on the first day of the new moon and ending with the full moon on the day of the Lantern Festival. It is based on the lunar year, so the date changes every year. The Chinese calendar follows a 12 year pattern with each year named after a different animal. Ancient Chinese legends include stories about Nian, a man-eating beast that lived in the mountains and came out every winter to feast on humans that lived in the villages. To scare the Nian away, the people used loud noises and firecrackers. At Chinese New Year’s parents, family and friends give money to children in red envelopes. The red color symbolizes good luck. Homes are cleaned so that all the bad luck of the previous year is swept away. Often houses are freshly painted red, thought to bring good luck in the new year. Homes are decorated with fresh flowers and paper cut-outs. Large red posters are hung outside the door of the house that are decorated with symbols that represent thoughts of good wishes for all who enter during the year.) Sing song, “Chinese Hello Song”. Practice saying hello to one another. Share with students that they will be traveling again to learn how people in China celebrate the New Year. Give out the Passports and “travel” (student choice) to the China. Have students leave their Passport at their seat until the end of the lesson. Locate the China on the map/globe. Discuss how China is part of Asia, making connections to the other countries in that part of the world that they learned about. Talk about how the countries differ in by location and topography (mountain, jungle, coastal, etc.). Find pictures, books, of video clips on China or Chinese New Year. Discuss the customs and traditions of this celebration. Make connections to how we celebrate in the United States (fireworks were invented in China, family meal, share good wishes with each other, etc.). Complete one or more of the following activities, as time allows:

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1. Make a Chinese lantern to decorate the classroom Have students choose a sheet of colorful paper and fold it in half the long way. Starting with the folded edge, have the students cut slits in the paper about an inch apart, stopping about an inch from the open edges. (Note: You may need to make one cut for each student so they understand how it should be done.) When they are finished, open the paper and then roll it to make a lantern shape and tape the edges together. Students can decorate their lanterns and glue or staple paper streamers from the bottom.

2. Talk about the 12 animals that represent the 12 calendar years. Let students name the year they were born and make an animal puppet that corresponds to that year using paper plates or paper bags. Talk about the characteristics of each animal and how they are supposed to represent people’s character traits. Find stories about the legends of the 12 animals and compare and contrast them. (One of the more simple legends says that Buddha [the Emperor] invited all of the animals to join him for a New Year celebration, but only 12 came. To reward the animals that did come, Buddha named a year after each of them in the order that they arrived in, starting with the Rat, followed by Ox, Tiger, Rabbit, Dragon, Snake, Horse, Goat, Monkey, Rooster, Dog and Pig. Depending on the year you were born, you are believed to have the various character traits of that year’s animal.)

3. Using a Venn diagram compare and contrast the New Year traditions of China with one of the other countries studied in this unit.

4. Make two sets of cards with pictures of the 12 animals of the Chinese calendar. Show students how to play a game of Memory using the cards.

5. Practice making the sound of the 12 animals of the Chinese calendar. Play the game “Animal Noises”. Divide the class into two groups. Whisper the name of one of the 12 animals in each student’s ear, repeating the same thing for the other team. Have each group of students move to opposite sides of the room. When you give the signal have the students start walking around while making their animal sound. The goal it to find the student that is making the same sound on the other team. The first pair to be matched wins. Repeat the game, giving students different sounds to make, as time allows.

6. Teach students how to make origami animals or flowers.

7. Read about the Lion Dancers that are part of every Chinese New Year celebration. Make a lion costume(s). Using a large cardboard box, work together to decorate the box to look like the head of the lion. Cut holes in the front of the box so that the student that will be the head of the lion can see where to walk and dance. Attach paper streamers or pieces of fabric or scarves to the back of the box. Practice lining up and making the shape of the lion. Have one student control the lion’s head and the others cover themselves with the fabric or just hold on to the streamers. Play some music and have students act out being in a parade. Sing the Lion Dance song. (in the Resources section) Let students take turns being the lion’s head and leading the dance.

8. Make “Egg Carton Dragons”. Have students bring in paper egg cartons. Let each student paint one of the whole egg cartons red (keep them closed). Cut up another carton so that each student gets two of the egg cups that are connected together. Lay the two attached egg cups on their side and glue them to the top of the painted egg carton at one of the ends, so the flat bottom is pointing to the front of the carton and resembles two big eyes of a dragon. Let students paint the two egg cups a different color. When everything is dry, cut out two black circles and glue them to the two small egg cups for eyes. Cut a nose from paper and glue it to the front of the carton. Using colorful paper, cut out shapes that look like flames and glue them to the sides of the carton so they look like flames or scales. Draw black scales on the top of the red egg carton using pain, marker or crayon. Say the Happy Chinese New Year poem. Display the dragons in the room.

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9. Read other books about Chinese celebrations and their traditions and customs.

At the end of the lesson(s), fill in and discuss the information learned on the class chart started at the beginning of the lesson. Have the students add the China to a page of their Passport and be sure to “stamp” the page. Students can draw a picture of one thing they learned about the Chinese culture or how they celebrate the New Year. Let students share what they learned. Collect the Passports.

Materials: • Chart paper/marker • Song words: ”Chinese Hello Song” • Books, videos, or pictures on China and Chinese New Year • Materials for teacher selected activity/craft • Student Passports •

Song:

Chinese Hello Song

Tune: "The Farmer in the Dell" Let's wave and say, "Ni hao.” (nee how)Let's wave and say, "Ni hao." Let's say hello to all our friends, Let's wave and say, "Ni hao."

Activity #17: AROUND THE WORLD: Unit Review (20-40 minutes) During this lesson take time to review the information learned during the whole unit, using the charts/webs/ Venn diagrams developed during each activity. Complete one or more of the following review activities, as time allows:

1. Give students their Passports and let each student share one of their drawings from the different places visited during the unit.

2. Play a“Where in the World” game. Review the different places visited using the map/globe. Give a few clues to different locations related to the celebrations they learned about. Have students guess the country/continents the clues relate to. (Ex: This country celebrates Christmas. This country is made up of many small islands. It is usually warm in this country. Children carry star-shaped parols to light the streets on their way to church. – the Philippines) Repeat the process of using clues until all locations have been identified. Share additional books on world celebrations (see Resources list for suggested titles).

3. Using the charts and other information displayed in the room, review the different celebrations learned about in the unit. Make a paper airplane. Have students stand in a circle. Toss the paper airplane to a student. That student must share one thing that he/she learned during the unit. Let that student fly the plane to another student who must share. Repeat this process until all students have had a turn tofly the plane and share something different with the class.

Activity #18: PERFORMANCE TASK: A Photo Album-Our Class Trip Around the World Have students complete the Performance Task. (See Section D for complete directions and materials.)

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Activity #19: (Optional) CULMINATING ACTIVITY: Around the World Party Host an Around the World Party. Students can plan the menu and make traditional snacks from different countries. Decorate the room using the craft and art projects made by the students. Sing and dance to music and songs from different countries. Have students wear costumes that represent different cultures. Play games or complete additional craft activities. Students can invite their families and share the many pictures in their Passports or from the class photo album. (visit the suggested web-sites for snack ideas, games, and additional craft ideas)

H

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Appendices: PACING GUIDE- Unit 4: Let’s Celebrate! (suggested) DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 PART 1: Getting Ready to Learn Activities #1-#3 (3 days) Activity #1: Pre-Assessment/ Journal Writing (20-40 minutes) -Students talk about celebration, Journal Activity: family celebrations

Activity #2: Maps & Globes (20-40 minutes) -Students learn about different locations

Activity #3:Activity #3: MMaakkiinngg aa PPaassssppoorrtt ((2200--4400 mmiinnuutteess)) --SSttuuddeenntt wwiillll mmaakkee PPaassssppoorrttss ttoo ttaakkee aann iimmaaggiinnaarryy ttrriipp aarroouunndd tthhee wwoorrlldd

PART 2: Let’s Travel! Activities #4-#12 (2 weeks) Note: Teacher selects the countries to visit and study, 2 weeks are allocated to complete this part of the unit * 2 Weeks of

Activities

Choices described in this unit, you may substitute others: • Mexico • Sweden • Israel • Africa/USA • India • Philippines • Thailand • Muslim

Traditions • Christmas

DAY 6 DAY 7 DAY 8 DAY 9 DAY 10

DAY 11 DAY 12 DAY 13 DAY 14 DAY 15

PART 3: January Celebrations/

Review & Assessment

Activities #13-#18 (8 days) Activity #13: Happy New Year! (40 minutes) -Students talk about new year traditions in the US

Activity #14: MLK Day

(60+ minutes) -Students learn about Dr. King and ways to celebrate this national holiday * 2 Day Activity

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DAY 16 DAY 17 DAY 18 DAY 19 DAY 20 Activity #14: -Continued

Activity #15: Chinese New

Year (40 minutes)

-Students learn Chinese New Year traditions

Activity #16: Unit Review (40 minutes) -Review all unit concepts

Activity #17: Performance Task: Our Class Trip Photo Album (60 minutes) -Students create a class photo album of their class trip * 2 Day Activity

Activity #17: -Continued

DAY 21 Activity # 18: Culminating Activity: Class Party (60 minutes) -Celebrate everything that was learned during the unit by planning a class party

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Sample Parent Letter: Dear Family,

Our new Social Studies unit is called Let’s Celebrate! In this unit, students will "visit" different countries around the world and learn about how winter holidays are celebrated there. With you as pilot, the students will take an imaginary trip around the world stopping to visit five different locations. Students will bring their passports along as they learn about the people, culture and special celebrations in: Mexico, Sweden, Africa, Israel, and the United States. Through song, dance, and role playing students will demonstrate their understanding of how different cultures come together to celebrate. Reading and listening to stories will allow students to compare cultural traditions and customs. Students will use maps and globes to find where different countries are located. They will also read about and sample different holiday foods, discuss different types of clothing worn in each country and learn about the toys and games other children in the world play with.

During this unit we will use magazines to look for pictures of people of all ages that live in different countries. If you have any magazines with pictures that are appropriate for young children, we would appreciate your donation. Please send them to school with your child by _________________________. Thank you!

You can support your child’s learning at home with some of these fun activities: • As a family talk about talk about your family’s holiday traditions and customs. • Have your child help you make/cook something for the holiday meal or bake cookies

that can be given as gifts. • Make cards for family and friends. • Find the seven continents and major oceans on a map or globe and label them. You

can also locate the countries from our unit. • Ask your child what they have been learning about in school during our unit. • Borrow books from the library about different cultures and their holiday customs that

will relate to our unit.

Sincerely, ______________________ Your Child’s Kindergarten Teacher

How to Make a Driedel and Game Rules: Background Information: Children are often given dreidels for Hanukkah. Dreidels are tops that have four Hebrew letters on them. One letter is on each side of the dreidel. The letters are nun, gimel, hay, and shin. So your students will know what to do when their tops land on one of the four sides, make a chart that shows the Hebrew letters and what each means. You will need to model this game a few times before students can play by themselves. The Dreidel Game Rules The dreidel game is usually played using chocolate in the shape of a coin, often wrapped in gold foil. You can substitute paper coins or use counting chips instead of candy. To start, each player puts a coin in the “pot”. They then take turns spinning the dreidel. The letter the dreidel lands on will determine what happens next.

Hebrew Letters (one to be written on each side of the driedel, the class chart will tell them what the letters represent and should do)

Nun = nothing happens – נ Gimel = you get the whole pot – ג Hay = you take half of the pot – ה Shin = you put a coin into the pot -ש

If the pot ends up being empty, each player has to add a coin. If someone loses all their coins, they’re out of the game. Whoever gets the most coins in the end wins. Template You can make your own dreidel using stiff paper and this template. Pre-cut the shapes and write the letters on the sides for the students. Help students fold the sides to form a box and then tape it together. Tape the pointed edges together to make the point of the top. Tape down the top flap to complete the toy. Have fun!

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Sample Martin Luther King, Jr. template:

(Find more Martin Luther King, Jr. coloring pages at www.primarygames.com)

Dr. Martin Luther King, Jr.

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Sample Student Rubric: Holistic: A Photo Album: Our Class Trip Around the World (Note: Teachers should choose either the faces or the numerals for the rubric based on what their students are most comfortable with.)

☺ or 3 or 2 or 1 • Student accurately draws a

picture depicting part of a winter celebration.

and • Student accurately names the

country represented in their drawing.

and • Student explanation of their

picture is complete and reflects an accurate understanding of an aspect of the celebration from the country they chose.

• Student partially draws a picture depicting part of a winter celebration.

and • Student can name the country

represented in their drawing.

and • Student explanation of their

picture is partially complete and reflects an accurate understanding of an aspect of the celebration from the country they chose.

• Student inaccurately/does not draw a picture depicting part of a winter celebration.

and • Student was not able to name

the country represented in their drawing.

and • Student explanation of their

picture is in complete and does not reflect an accurate understanding of an aspect of the celebration from the country the chose.

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Sample Teacher Assessment Tool – A Photo Album: Our Class Trip Around the World Checklist and Assessment: (NOTE: Individual success with this can be used as evidence for the Social Studies and Language Arts-Speaking indicators on MMSR Kindergarten checklist.)

STUDENTS

DRAWING WORKING TOGETHER

EXPLANATION OF WORK

COMMENTS

Student was able to accurately draw a picture depicting part of a winter celebration.

Student accurately names the country represented in their drawing.

Student explanation of their picture is complete and reflects an accurate understanding of an aspect of the celebration from the country they chose.

NOTE: List your students’ names’ in the column. This form then becomes an assessment record for this unit. POINTS SCORING RUBRIC 3 Student demonstrates a complete understanding of the skill/concepts required by this activity.

2 Student demonstrates partial understanding of the skills/concepts required by this activity.

1 Student does not demonstrate understanding of the skills/concepts required by this activity.

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χ Unit Design Packet

Contents Status X Completed template pages X Completed blueprint for each performance task X Completed blueprint for other evidence X Directions to students and teachers X List of materials and resources X Suggested accommodations X Suggested extensions

X Initial draft (date: 7//21/08 ) X Revised draft (date: 8/2/08 ) X Peer reviewed (date: 7/26/08) ο Content reviewed ο Field-tested ο Validated ο Anchored