------a GIVING THANKS gO' rna Observing Thanksgiving, Kwanzaa, and pat the Martha T. Dever and James J. Barta thE COl Thanksgiving Day of, raditionally in America, Thanksgiving In search of religious freedom, the Pilgrims tio Day is recognized as a time for giving arrived on the shores of what would become thanks and celebrated in customary Massachusetts in November 1620. The land was it Tways, While Thanksgiving is an impor- inhabited by Wampanoags, an Algonquin-speak- re tant holiday, it is not the only way people ing people living along the coasts of what are, su acknowledge and reaffirm their gratitude for now Massachusetts and Rhode Island. They lived ze what they value and enjoy in life. Since virtually in round-roofed dwellings made of poles covered jol all cultural groups have celebrations in with bark, and called wigwams. The m: which they give thanks, teachers should Wampanoags were accomplished th incorporate a study of a variety of these hunters and gardeners who befriended in celebrations in their curriculum. the Pilgrims and taught them how to Holidays can be meaningful events in fish hunt and plant crops successfully. , , , tu the lives of children. However, when hol- The Pilgrims suffered greatly during ta idays are observed in classrooms, they their first year in America, and ta should provide accurate information many died from hunger or disease. ci rather than stereotypical images of the is The settlers had brought wheat to cultures that celebrate them, 1 and be integrat- II plant, only to discover that it w~uld ed as part of a more global study of cultural rr 2 not grow in the rocky New Englan diversity. Some scholars suggest that the s soil. Squanto, a Wampanoag who spoke holiday curriculum has a place in elementary g English stayed with the PilgrimS for classrooms if the activities provide study , it several months and taught them sUl~ rather than an endorsement of celebrations 3 T able plants to grow-beans, pump , ; and if the historical and cultural meaning of celebrations is not lost. 4 com, and squash. The following. .t r autumn Captain Miles Standish mVl - The purpose of this article is to describe a , ags to r ed Squanto and other Wampano , primary grade curriculum unit organized ( join the Pilgrims for a celeb~ation in around the theme of "giving thanks" and , thanksgiving for the harvest. encompassing the holidays of Thanksgiving, ( Most still celebrate . Kwanzaa, and Day of the Dead. Consistent tl- i Thanksgiving as a time to express.gra with guidelines set forth by the National tude. During a traditional celebration, Associa~on for the Education of Young Chil- fri ds gatherto dren," this thematic unit provides integrated, extended families and en a1 developmentally appropriate learning experi- enjoy being together and share a m~ . . d hildrens ences that encompass holidays and oth Other traditions may mclu e c '_ . . . erexpres- ad on teleVl SIOnsof thanks-gIvmg from different cultures. games and viewing football and par es s-;«: .. dinner may lea sion. A traditional Thanksgiving .' sand History and Traditions ture some of the foods shared by the Pil~ UIUP- Each of the holidays-- Thankscri' K the Wampanoags, such as turkey, com, an P and D f th e-vmg, waozaa, kin or squash. " ay 0 e Dead-encompasses traditions of grvmg thanks that are historically significant to a culture or group of people Thanksa;' . KwaMM ~~~ Am' h . t>-'vmglsan encan arvest celebration that dates back to Kwanzaa was originated in 1966 by M..Ron a1har- 1:1~20s. Kwanzaa is a celebration of African and was inspired by a traditional agn~u1t~r cen ve~t festival observed thr~ugh?ut Afric: ~ late ~nc,an roots that began during the 1960s His- d parucs ill the United States remember their dead tunes. This seven-day festival IS observ ~cestors on Day of the Dead which h Its and early . ill ancient Mexico. , as I roots During the Kwanzaa festival, Afric~ Americans and others celebrate family ~.l 6 social studies & the young learner november/december 1997 • "~ ••• ";;o •• ," •• ~'~.-."'~-"'.:'--"'.7;.--' " _..•.. ~..~~.... ' ...- "0' •

During the Kwanzaa festival, African offered to quench their are designed to capture Americans and others celebrate fami- thirst. interest and motivate ly and ancestral values, and offer grat- Children play an impor- students. Investigation itude for what they have in life. tant part in the prepara- activities guide open- One symbol of Kwanzaa, the tions for Day of the Dead. ended exploration of the kinara, is a wooden candle holder They help clean up and topic. Sharing activities containing one black, three red, and beautify local cemeteries provide ways for students three green candles. The black candle where processions are held to communicate what they represents the rich color of African to honor those buried there. have learned. American skin, the red candles repre- They also help decorate the altar Opportunities to provide sent struggles that people often face, and prepare skeleton masks to be mini-lessons on various skills should and the green candles remind partici- worn. During the somber procession, also be used. For example, when pants to look to a prosperous future. special prayers are said for the dead charting students' responses, teachers The candles also represent the seven while facing in particular directions- might note specific letters, sounds, or principles of Kwanzaa-unity, self- north for ancestors, west for women, word patterns. A giving thanks journal determination, collective work and south for infants and children, and can provide continuous and authentic responsibility, cooperative economics, east for men. The procession is fol- opportunities for writing. Mathemati- purpose, creativity, and faith. Each lowed by dancing and feasting during cal skills and concepts can frequently day of Kwanzaa focuses on one of the which people give thanks to those be integrated into activities. principles, and one candle is lit. Kwan- who have died." Because this unit focuses on fami- zaa culminates with a feast during lies and culture, many opportunities which families give thanks for food A Unit on Giving Thanks will emerge to involve parents and and each other. 7 This unit begins by connecting chil- community members in the class- dren to what they understand best, room. For example, they might be Day ojthe Dead their own experiences. After sharing invited to visit the classroom and share their experiences. (Thank you Many Hispanics in the United States personal thanksgiving traditions, the letters to guest speakers can provide are deeply connected to the culture of unit addresses the origin and meaning another writing experience following Mexico, and continue to celebrate the of our national Thanksgiving holiday. a guest speaker.) Finally, assessment ancient holiday of Dia de Muertos or Connections are then made to two should be continuous and include Dayof the Dead. Catholic mission~- other cultural thanksgiving celebra- anecdotal records, checklists, and arti- ies, believing the celebration to be evil tions-Kwanzaa and Day of the Dead. facts created by students for both for- originally tried to uproot it. But Day of The following activities are intend- mative and summative assessment. the Dead-its rituals influenced by ed to guide individual, small group, Catholic beliefs and practice-contin- and whole group study, and should be Engagement Activities ues as a holiday of thanksgiving for used selectively based on the age, Personal Experiences. Knowing the souls of departed relatives. level, and interests of the students. that children learn best when connec- Individual subject areas and related A traditional Day of the Dead - tions are made to their lives, begin the day begins at horne with families skills are naturally integrated within unit by inviting children to share per- wo kin the contexts being studied. The role of r g together to prepare an ofren- sonal and family rituals for giving the teacher is to pique curiosity, help da, or offering. Many families prepare thanks. These might be inform.al or students discover information, and an alter in their homes, where they formal practices. Parents can become provide activities for shared learning place articles such as clothing or pho- involved in this activity as children as young children begin to understand tographs honOring the dead. Candles gather information to share at school. the meaning, origin, and contempo- are placed on the alter to light the Provide opportunities for children to rary significance of these holidays. Wayfor the dead, and drinks are write about the information they have The Learning Spiral, consisting of collected, or to present it in pictorial Engagement, Investigation, and Shar- or graphic form. ing activities, has been used a:' ~. Shared Reading. Choose a piece framework for organizing actiVIties of literature to read to the class. (See within the unit. 9 Engagement activities novemberlde

gc m p~ th th Making Wigwams ferences between this African Ameri- cr and Pilgrim Houses. can holiday, Thanksgiving, and Dayof 01 Mathematics is embedded the Dead. They might analyze the simi- til in a variety of experiences larities and differences among these designed to help children holidays by creating a Venn Diagram. ci investigate Thanksgiving Creating Masks. Masks worn dur- n traditions. If possible, ing the procession are an important s1 begin this activity by read- part of Day of the Dead celebrations. Z< ing students Tapenum's Students can make masks using paper j< Day: A Wamparwag Indi- shapes and glue. This activity allows n an Boy in Pilgrim Times children to explore mathematical con- tJ by K. Waters. Figure 1 cepts related to informal geometry, u u provides directions for such as the names of shapes and their students to measure and characteristics and symmetry. Stu- t selections are An OldFashioned design wigwams for a Wampanoag dents should understand that masks t Thanksgiving by Louisa May Alcott, Village. Students might also be inter- created for Day of the Dead are to be t The of Kwanzaa by S. Saint ested in creating a life-sized wigwam honored as commemorating family ( James, and Days of the Dead by outdoors or in a large indoor area of members and more distant ancestors. Kathryn Lasky. Invite children to talk the school. This activity could be Invite students to talk and write about about personal experiences that extended to the design of houses any traditions in which they partici- come to mind during this shared characteristic of a Pilgrim settlement. reading experience. Commonalties pate wearing masks. Preparing a Feast. Each of the and differences between holidays under study involves a feast Wampanoag, Pilgrim, and contempo- Sharing Activities ., . as part of the traditional celebration. rary families can be noted and dis- Share The Book. This activity IS an Have students prepare foods for one or cussed. The process of sharing their ideal follow-up to the literature circles all of the holidays using tradi- experiences will assist students in tional recipes. This activity understanding the meaning of the provides oPPortunities for holidays portrayed in the books. students to tabulate supplies Investigation Activities needed, calculate their cost, learn cooking time and tem- Literature Circles. After discussion perature, and investigate frac- of personal experiences, the study of tions as they increase or the first Thanksgiving can begin with decrease recipe ingredients. an investigation of the historical fac- Comparing Cultures. As tors that led to the celebration enjoyed students develop an under- by the Pilgrims and the Wampanoags. Three Young Pilgrims by C. Harness standing of the Pilgrims' situ- provides excellent content informa- ation and the events leading tion for beginning the investigation. to the first Thanksgiving, help Provide the class with several other them make connections to historical selections. Then ask stu- the other two thanksgiving dents to indicate what book they are traditions. Seven Candles for most interested in reading in a small Kwanzaa by A. D. Pinkney group. (Volunteers and parents Can be offers children a rich under- enlisted to read to non-conventional ~tanding of the origin, mean- readers.) Over a few days, have stu- mg, and rituals of the dents read and discuss their books Kwanzaa holiday. Students sharing their thoughts and ideas. ' can respond to the story and look for similarities and dif-

8 social studies & the young learner november/december 1997 ---..l Figure 1 Wampanoag wigwam, adapted from Highline Indian Education Materials

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activity.Using a variety of materials, meaningful study of their world, while and D. Hobbs, "The Learning Spiral: students create a presentation of their guiding them toward awareness, Taking the Lead from How Children book intended to convince other stu- understanding, and acceptance of oth- Learn" (manuscript submitted for pub- dents to read it. The resulting artifact ers within it. .:. lication, 1996). mighttake the form of a poster, a 10. B. Fisher, Joyful Learning: A Whole dramatization, a newspaper article, or Notes Language Kindergarten (portsmouth, a wall mural, to name a few possibili- 1. M. Sapon-Shevin, R. King, and S. F. NH: Heinemann, 1991). ties. Each presentation should high- Hanhan, "The Holiday-centered Cur- lightwhat students have learned about riculum," Education and Society (Fall Children's Literature the meaning and origin of the holiday. 1988): 26-31. Alcott, Louisa May. An OldFashioned Artistic,literacy, and mathematical 2. L. Derman-Sparks and ABC Task Thanksgiving. Nashville: Ideals Chil- skillsare some ofthe opportunities for Force, Anti-bias Curriculum: Tools dren's Books, 1993. integration that occur. for Empowering Young Children Harness, C. Three Young Pilgrims. New Writing. Journals provide an (Washington, DC: National Association York: Simon & Schuster, 1992. opportunity for students to write daily for the Education of Young Children, Lasky, Kathryn. Days of the Dead. New or weekly about what they are learn- 1989). York: Hyperion, 1994. ing.Teachers should also incorporate 3. S. B. Zakariya, "Celebrate the Holiday Pinkney, A.D. Seven Candlesfor Kwan- opportunities for writing thank you Season by Teaching Kids About Their zaa. New York: Dial Books, 1993. notes following a guest speaker or World," The American School Board Saint James, S. The Gifts of Kwanzaa. fieldtrip. Journal (December 1984): 4041. Morton Grove, IL: Albert Whitman & Dramatic Play. Appropriate 4. P. H. Porter, "Rethinking the Holidays," Company, 1994. Waters, K. Tapenum's Day: A props will invite dramatic play with Social Studies and the Young Learner Wampanoag Indian Boy in Pilgrim younger children. For example, gar- (NovemberlDecember 1993): 23-25. Times. New York: Scholastic, 1996. den props might be used for scenar- 5. S. Bredekamp, ed., Developmentally ios representing how the Pilgrims Appropriate Practice in Early Child- About the Authors: learned to plant suitable crops in hood Programs Serving Childrenjrom Martha T. Dever has experience as an America. Food props might generate Birth through Age 8 (Washington, DC: elementary teacher, and is currently an play around the feast tradition com- National Association for the Education assistant professor teaching graduate mon to each of the holidays. of Young Children, 1987). and undergraduate COU1-sesin elemen- 6. Highline indian Education Program Conclusion (Seattle, WA: unpublished manuscript) tary and early childhood education at Utah State University. 7. A. D. Pinkney, Seven Candlesfor Theunit described here introduces James T. Barta has experience as an ele- Kwanzaa (New York: Dial Books, but does not exhaust, possibilities for menum) and resource teacher, and is 1993). students to learn about thanksgiving currently an assistant professor teach- holid e- 8. D. Hoyt-Goldsmith, Day of the Dead:A ays and make connections among ing graduate and undergraduate courses Mexican-American Celebration (New c~tures and sub-cultures. Hopefully, it in elementary, early childhood, and York: Holiday House, 1994. Will ~elp students to appreciate the mathematics education at Utah State 9 D. E. Hobbs, M. Dever, and M. Tadlock, multitude of ways in which human University. beingsexpress gratitude in their cele- "A Curriculum Learning Tool: The ~rations.As such, it provides a model Learning Spiral," Transescence 23, 2 or engaging students' interest in. a (November 1995): 28-33; M. T. Dever

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