Tanenbaum Curriculum

Religions in My Neighborhood, p. 97

Lesson Name

Observing Religious Holidays

Grade Band

Elementary (Grades 3-5)

Middle School (Grades 6-8)

Required Materials

• Have chart paper and markers.
• Have copies of the homework assignment, enough for each student with extra copies available if needed.

Standards / Competencies

CASEL Core Competencies

• Self-Awareness
• Self-Management
• Social Awareness
• Relationship Skills
• Responsible Decision-Making

Common Core ELA-Literacy Standards

• Speaking and Listening
• Writing
• Reading Informational Text

NCSS Social Studies Themes

• Individual Development and Identity
• Culture
• Individual Groups and Institutions

Recommended Time

2 days

Essential Question

Why is it important to understand and respect different holidays and religious traditions?

Learning Objectives

• Identify religious and non-religious days observed by their families
• Explain the meaning of the day and why it is observed
• Recognize the similarities and differences between how different days are observed
• Explain why it is important to respect people’s holy days and holidays that are different from one’s own

Activating Prior Knowledge

Day 1

Say: Last night your homework assignment was to complete the Religious and Non-Religious Days My Family Observes During the Year chart and bring it to class today. By a show of hands, how many people found doing this assignment was easy? How many enjoyed doing it? Ask: Why did you enjoy doing it? Get responses from two or three students.

Core Instruction

Divide the class into groups of no more than five students per group. Give each group a piece of chart paper titled “Religious and Non-Religious Days We Observe” that is divided into four columns: Name, Date, Do and Why. Give each group one black marker and two markers of different colors (e.g., one red marker and one blue marker). All the groups should have the same color markers.

Tell the class they have 10 minutes to fill in their chart using the black marker; this way all the special days that members of the group have on their homework sheets are represented on the group chart. (Monitor group work and at eight minutes ask by a show of hands how many people need more time to complete the group chart. Give additional time as needed.)

When the groups have completed their charts, ask for a group to volunteer to go first. Tell the groups that are listening to pick one person who will use the red marker when the teacher gives the instructions to do so. Ask the reporting group to share what is on their chart. When the group is finished reporting, post the chart on the wall.

Tell the groups that are listening to put a red check next to each special day on their chart that was mentioned by the reporting group. Then ask the student in the listening groups who made the red check to raise their hand if their group’s chart has a special day that was not mentioned. Pick a group to share only the days that were not mentioned by the first group and ask the student with the red marker in each group to check off the days the second group shares if any are on their charts. Repeat this procedure until all the days have been shared and all the charts are posted.

Day 2

Thank the groups for their work yesterday. Ask students to take out their individual worksheets and to sit with the group they were in yesterday.

Review the list of special days posted on the charts around the room. Make sure that all students’ voices have been heard and that students who may be in the minority regarding religious or secular beliefs have had input into the charts.

To ensure that the special days include both those associated with religious beliefs, as well as those that are or can be secular in nature, on a separate piece of chart paper add “your” days, such as Veterans’ or Memorial Day, the 4th of July, Thanksgiving, Halloween, Valentine’s Day, Labor Day, Spring or Autumn Equinox, 9/11, etc. Also include days such as Mardi Gras and St. Patrick’s Day, which have a religious foundation and are also celebrated by people from a secular point of view.

When the teacher’s list is done, ask the class to look at their individual sheets and at the charts on the wall.

Ask: What are some of the things you notice about what these special days have in common? Chart student responses.

(Possible responses may include: family gets together, we eat together, we have special food, we go to church, synagogue, mosque, or temple, we put lights on the tree, we decorate the outside of the house with lights and other things, we light candles, we say prayers, we set off fireworks, we give presents, we wear our good clothes, we wear costumes, we fast/don’t eat and then we have a special meal together, we remember the people we lost, we say prayers for people, we read from the Qur’an, the Bible, the Old Testament, etc., we give candy or flowers or another gift to someone we love, we wear green (or another color), we invite all our relatives)

Be sure to ask follow-up questions to elicit complete answers regarding the traditions and rituals the students in the room engage in with their families. Be sure all voices are heard. Tell students you are going to make a neat poster of their list which they can add to if they think of anything else and tell them the class is going to use their list in another lesson.

Tell students that one thing that you notice about the special days is that some are very happy and fun such as… (give an example), and others are very solemn such as… (give an example). Ask for another example of a solemn day.

State: Another thing I see is some are connected to religious beliefs. Ask for examples of days that are connected to religious beliefs. Ask one student from each group to take the blue marker. Tell the students with the blue markers that they are going to put a blue check next to the days the class identifies as connected to religious beliefs.

Ask the class which days should get a blue check. When the class finishes identifying days they associate with religion, thank the students who made the blue checks and ask them to sit.

State: Some days are what we call secular. Secular means that the activities, or other things connected to the special day, are separate from religion or non-religious. Read some of the secular days listed such as 4th of July, Memorial Day, or New Year’s Eve.

Tell students that some of the days listed first started as days connected to religion and are still connected to religious observances by people who celebrate them AND they are also now celebrated by people who do not follow the religious part of the holiday.

Ask students which days they think fall into this category. If needed, give an example such as Halloween. Ask if anyone can tell how Halloween is connected to a religious belief. Other examples include days such as Valentine’s Day, Mardi Gras, St. Patrick’s Day, and New Year’s Day.

Ask students why they think that people from all different backgrounds, traditions, religious and secular beliefs observe special days? What do we get from these celebrations that make us want to be a part of them every year? Why are they important to our families?

Wrap-up

Ask: How would you feel if someone made fun of one of the days that is important to you or your family? How would you feel if people remembered and acknowledged other people’s important days but didn’t remember or acknowledge yours? Why would you feel this way?

Ask: Why do you want people to respect you and your family when you are observing a special day? What are some ways that people can show their respect for you and your family’s beliefs?

Learning Beyond Classroom Walls

Preparation

Make multiple copies of the following homework sheet on different colored 8 1⁄2 by 11 copier paper. Ask students to take as many blank copies as they think they will need to record the different religions or beliefs members of the family follow. Ask them to ask a parent or another older family member for help if it is needed. Remind students that some people believe in a religion and other people have non-religious beliefs. Ask students to print their answers neatly and bring their completed worksheets to class the next day.