West Virginia Department of Education



Electronic Resource Package Template: Social Studies

Course: Social Studies Grade level: 1

Title: Module 06 - Patriotic and Christmas Traditions around the World

Name/Email:

Big Idea:

Patriotism and Christmas Traditions at Home and Abroad

|Content Standards and Objectives |Learning Targets |

|SS.1.1 | |

|Model patriotism, cooperation, tolerance, and respect for others | |

|within the school and community |Recite Pledge of Allegiance using proper form. |

|SS.1.3 | |

|Investigate the symbols, icons, and traditions of the United |Examine patriotic symbols and sing patriotic songs. |

|States that provide a sense of community across time (e.g., Labor | |

|Day, Veterans Day, Memorial Day, Pledge of Allegiance, patriotic | |

|songs, landmarks, art and literature that demonstrate community | |

|traditions, etc.). | |

|SS.1.17 |Understand other cultures holiday traditions through storytelling and |

|Examine cultural contributions of families through the use of |books. |

|literature, primary source documents and oral accounts. | |

|DSS.K-2.6 |Create an American flag. |

|Participate in a variety of classroom experiences and tasks. |Make a dreidel. |

| |Sing patriotic songs. |

|TCS.K-2.10 |Explore websites listed in project. |

|With support and guidance, deepen learning across content areas | |

|through the use of age-appropriate technology and digital | |

|resources. | |

Focus (or Guiding) Questions:

Why do we say the Pledge of Allegiance?

Why do we sing patriotic songs?

What is a symbol?

What traditions do we observe when we celebrate Christmas?

Do all countries have the same symbols and traditions when they celebrate Christmas?

Know:

Meaning of the Pledge of Allegiance

Meaning of the flag

Words to important patriotic songs

Meanings of lyrics of patriotic songs

Similarities and differences of Christmas traditions in America and in other countries

Do:

Say the Pledge of Allegiance

Analyze the Pledge of Allegiance to determine meaning

Create an American Flag

Sing patriotic songs

Discuss the meaning of patriotic songs.

Investigate Christmas traditions from different cultures.

Participate in customs associated with Christmas celebrations.

|Introduction: Provide guidance to the teacher as to how this information might be introduced to students. |

|Have students to recite the Pledge of Allegiance. Emphasize the importance of standing straight and tall, facing the flag, and placing the |

|hand over the heart. |

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Academic Vocabulary: (May include key events and people)

Research has shown that the least effective strategy for teaching vocabulary is having students look up words and write the definitions.  For quality, research-based strategies for teaching content vocabulary, see below.

pledge

allegiance

republic

indivisible

liberty

justice

patriotic

holiday

hero

legend

|Manage the Process: |

|Stage 1: Pledge of Allegiance |

|Activity 1: After reciting the Pledge of Allegiance, have students come together. Ask students why we recite the Pledge of Allegiance. Expect|

|a variety of answers. |

|Read “The Pledge of Allegiance” by Bill Martin, Jr. Emphasize the simple meanings of the larger words such as “pledge,” “allegiance,” |

|“republic,” and “indivisible.” If that book is not available, take time to read through the pledge slowly pausing to discuss the meaning of |

|each of these words. |

|Revisit the purpose of the “Pledge of Allegiance” as a way we show loyalty and appreciation for the flag and promise to be good citizens. |

|Activity 2: The Flag |

|Ask students to take a close look at a United States flag. Have them point out characteristics of the flag, such as 13 stripes, the colors, |

|stars, etc. |

|Explain that the colors, stripes, and stars have meanings. Use this site to share the meanings. |

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|Explain that the American Flag did not always look this way. Show students examples of American flags throughout history. |

| Ask students what these flags have in common with today’s flag. Ask students to identify |

|differences. NOTE: Not all of the flags pictured on this page were official flags of the United States of America. Make certain that |

|students understand that, or you may choose to select certain flags from this website on which to focus. |

|Read the brief biography of Betsy Ross to students found at |

|Activity 3: Paper Collage Flag |

|Copy the Flag Template (See below) onto sturdy cardstock. Students are to tear red, white, and blue construction paper into tiny pieces and |

|glue to the template. Provide an image of the flag to help students place the correct colors in the correct sequence. Allow students to share|

|their flags with their peers and display in a prominent place in the hallway or school. |

|Stage 2: Patriotic Songs |

|The Star Spangled Banner: Have students stand and place their hands over their heart while listening to the Star Spangled Banner. After the |

|song concludes, ask students to relate the song to another activity that requires them to stand with their hands over their hearts. (The |

|Pledge of Allegiance) Explain that the song is called The Star Spangled Banner. Have students to guess what the star spangled banner |

|represents in our country. Discuss the meaning of national anthem as being the song that stands for our country. Read the history that |

|describes what inspired Francis Scott Key to write this song. |

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|Present the text of the first stanza on sentence strips. As a group, analyze the song, discuss the lyrics and have students to visualize and |

|discuss what is happening during each sentence. Students can choose their favorite few words or a sentence and illustrate it. |

|Teach kids the words to the Star Spangled Banner. Use the following midi file to accompany your group while singing. |

| |

|A Stars and Stripes Forever Parade: Ask students to think about parades -- what they see, experience, etc. when they go to a parade. Tell |

|students about John Phillip Sousa who wrote patriotic marches, and that they are going to march around the room as if they were in a parade |

|while listening to one of his songs. First, have students make handheld streamers using dowel rods about the diameter of pencils with about |

|a three to four foot piece of red, white and blue streamers attached to the end. Give each child a streamer and have them march about in a |

|large circle waving and twirling their streamers while patriotic marches play in the background. |

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|As a group, listen to the lyrics to “Yankee Doodle Boy” at . Ask students how some of the words|

|are important in terms of showing patriotic spirit. (Yankee, Uncle Sam, 4th of July)   Explain that the song was written after the |

|Revolutionary War and that it was one way that people expressed their pride at being Americans and separate from the British. (This website |

|contains many other patriotic songs that you might like to use with your students.) |

|Listen to the lyrics again. Have students practice each line until the class can sing it through. Use this midi file and sing along with it.|

| |

|My Country T’is of Thee: Write the lyrics on sentence strips so that class can see each grouping of words. Use only the first stanza, as the |

|song is rather long. Choral read through the stanzas. Ask students to identify any key words or phrases that make them think of America. |

|Lead students in discussion about key terms such as “liberty,” “Who were the fathers that died, and why?” “Why did the pilgrims come here, why|

|was it their pride?” |

|Practice the song phrase by phrase until the students have the words. Practice with the midi file and sing aloud. |

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|Note to Teacher: Consider teaching this module over an extended period of time so that students have plenty of time to learn the songs and |

|understand the meaning of patriotism and various ways in which it can be displayed. Be sure to model ways in which respect for the country is|

|displayed during the singing of the national anthem. Explain to your students that every country has its own flag, pledge, national anthem, |

|and patriotic symbols and respectful actions should be displayed when any country’s national anthem is being played. |

|Use the idea of showing respect for all countries symbols of patriotism to transition to the remainder of this module where we will be looking|

|at Christmas traditions held by various cultures. |

|Stage 3: Christmas Traditions |

|Activity 1: America - Bring children together on a carpet or small group. Read the poem “The Night Before Christmas.” This text can be found |

|as a richly illustrated book or simple text. Have students identify how they know the story is about Christmas. Students should be able to |

|point out items such as stockings, St. Nick, sleigh, etc. |

|Discuss the term “tradition” and give an example of a Christmas tradition at your house. Have students to discuss any traditions that they |

|follow at their homes and discuss the typical American Christmas traditions. |

|Have students to create Christmas cards that depict traditions. Provide wrapping paper, ribbons, glitter, glue and different festive papers |

|for the construction. Provide an example. Have students to share their cards with their peers and explain the Christmas traditions |

|illustrated. Display Christmas cards in the classroom and allow students to take home. |

|Activity 2: Mexico. Introduce students to the country of Mexico. Show them the country on the map. Read students the traditions of the |

|Mexican people from the site . |

|Show students a live poinsettia or a picture of a poinsettia. Have students explain where they have seen this flower and when they see it. |

|Students should be able to identify it as a flower that they see around Christmas. Explain that the flower comes from a country called |

|Mexico. Tell the story of the origin of the poinsettia or use “The Legend of the |

|Poinsettia” by Tomie dePaolo. |

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|To conclude your study of Mexico, buy or create a small piñata for your Christmas celebration. Directions for making a simple piñata can be |

|found at this website: |

| Have students take turns trying to hit the piñata and break it and let |

|students scramble for the treats. |

|Activity 3: Hanukkah   An excellent resource for teaching students about Hanukkah is available at this website: |

|. If no one in your community is available to come to the classroom to explain Hanukkah and its|

|traditions to your students, consider using this website for guidance in teaching about the traditions associated with Hanukkah (i.e., |

|Menorah, dreidel, etc.) along with activities that reinforce those traditions. |

|Some additional resources that might be helpful in helping students learn about and experience a dreidel include the following: |

|1) How to play dreidel: (Explain that the letters that decorate the sides mean “a great |

|miracle happened here.”) |

|2) A pattern for making a dreidel: . Students may need some assistance in making their own |

|dreidels or they may not spin very well. If you choose to play dreidel, you may want to substitute markers of some sort for pennies. |

|3) The Dreidel Song: This site has the lyrics as well as a wav file that demonstrates the rhythm and tones|

|of the song for easier teaching. |

|Activity 4: Christmas Traditions in other Countries |

|Many countries have Christmas traditions that students would enjoy learning about. There may even be some students in your class who have |

|relatives or who have lived in other countries with unique Christmas traditions. Poll your class to determine if this is the case. If so, |

|contact their parents to see if they would be willing to come to your class to share these traditions with the students. If not, identify two|

|or three other countries to study. An online search for Christmas traditions around the world will yield many suggestions. |

|Activity 5: During Activity 1, students created Christmas cards on which Christmas traditions from America were illustrated. Conclude this |

|module by having students illustrate a Christmas tradition they would learned about from another country. Have students present and explain |

|their illustrations. |

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Electronic Resources

|Acquisition of Background Knowledge |Suggestion for Utilization of Resource Cited |

|Enter each resource separately |Add additional rows by clicking the Tab Key while the curser is |

| |in the last box. |

|Flag Time Line |Use this website to show students how the flag has evolved over |

| |time. Note: some of the flags shown on this page were never |

| |flags of the USA. |

|Betsy Ross Biography |Use this site for background history on Betsy Ross and the flag |

| |she created. |

|NIEH Kids Pages – “Star Spangled Banner” |The words and music (midi file) for “The Star Spangled Banner” |

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|htm | |

|NIEH Kids Pages – “Yankee Doodle Dandy” |The words and music (midi file) for “Yankee Doodle Dandy” |

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|Free Music – Patriotic and Traditional |Patriotic selections for students to listen to. |

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|Christmas in Mexico |This website will provide background information about Christmas|

|. |traditions in Mexico. |

|Poinsettias at Christmas |Use this site to provide background information on the legend of|

| |the poinsettia. |

| | |

|Jacqueline Jules: How to Play Dreidel |Directions for how children use the dreidel to play a game. |

| | |

|Make a Dreidel |Pattern for making a paper dreidel. |

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|The Dreidel Song |The lyrics and music for the Dreidel Song are available on this |

| |website. |

|The American Flag |Use this site for facts about the American Flag. |

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|3XvIU | |

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|The Star Spangled Banner |Use this site for the story behind the writing of the Star |

| Banner. |

|s-government/87-star-spangled-banner-1814 | |

|Hanukkah Facts |This site can be used to teach the story of Hanukkah. |

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|Make a Piñata |Directions to make a paper bag piñata. |

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|Expansion of Knowledge |Suggestion for Utilization of Resource Cited |

|Enter each resource separately |Add additional rows by clicking the Tab Key while the curser is in |

| |the last box. |

|NIEH Kids Pages – “Stars and Stripes Forever” |Instrumental version of “Stars and Stripes Forever” |

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|htm | |

|Hymn Site |My Country Tis of Thee lyrics and midi file for sing along |

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|Hanukkah Menorah Shape Collage |Menorah craft project- Teach about the menorah’s meaning to the |

| people. Construct one and light for each day. |

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|Products, Investigations, and/or Assessments |

|Collage Flag |

|Illustrate the “Star Spangled Banner” |

|Discuss and explore how songs show pride in our country |

|Sing Patriotic songs to show patriotic spirit |

|Create a Christmas card to depict a family tradition |

|Participate in the Mexican tradition of hitting the piñata |

|Make a Dreidel |

*Not Provided

Student Reflection:

How are we like people all over the world in the way we show patriotism and celebrate Christmas? How are we different?

Teacher Reflection:

After this lesson, students will have a greater understanding of patriotism and Christmas traditions in America as well as in other countries. In what ways was this module successful in meeting its goals and how might it be improved?

Knowledge Rating Scale

|Word |Know It Well |Have Seen or Heard It |Have No Clue |

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