Every Day and Every Way: For Teaching Holidays and Special Days

Contents

PREFACE

THOUGHT QUESTION LABELS

SEPTEMBER—COOPERATION

OCTOBER-SAFETY

NOVEMBER-APPRECIATION

DECEMBER-RESPECT

JANUARY—FREEDOM

FEBRUARY-LOVE

MARCH-RESPONSIBILITY

APRIL—CONSIDERATIONS

MAY-LOYALTY

JUNE-PATRIOTISM

JULY

AUGUST

PREFACE

EVERY DAY AND EVERY WAY—FOR TEACHING HOLIDAYS AND SPECIAL DAYS is a quick-reference mini-unit resource and activity book. It is designed for use by classroom teachers, curriculum coordinators and principals. Each mini-unit can readily be converted into a workable lesson plan.

As a practicing educator you are well aware of the excitement and spirit that are usually generated in the classroom when holidays, festivals and special days are appropriately observed.

Now, more than ever, educators like yourself are beginning to realize that the celebration or remembrance of a special event, historical anniversary or birthday can readily become a catalyst for integrating positive citizenship themes into the instructional program.

Commemorative days that have contributed much to our American life, culture and heritage can provide you with an array of motivational opportunities for furthering social development, skill mastery, understanding and creative expression of youngsters.

Increasingly, teachers throughout our nation are giving greater attention to the renewed interest in America’s history. You will want to respond to the need to focus on our country’s great past by planning captivating learning experiences that promote patriotism and appreciation for our rich heritage.

EVERY DAY AND EVERY WAY—FOR TEACHING HOLIDAYS AND SPECIAL DAYS is a compendium of interesting information and instructional ideas. The book is clearly presented and arranged according to a topical and chronological format. You will be pleased to discover that many of the learning experiences suggested for a particular observance can be interchanged with other days when slight adaptations are made.

A unique feature of the book is the treatment of the Fascinating Facts section. The background material about each special day is directed toward multi-level reading skills. The listing of key vocabulary is useful for correlation with dictionary skills assignments. The identification of related career education callings is designed to open student vistas to the world of work. The questions and activities provided help promote learning through a broad array of think and do offerings.

Another special aspect of the book is the alignment of each of the days highlighted with related value themes for teaching the message or object lesson of the day. Each value theme is correlated with an appropriate poem. A Poem of the Month is also provided. They can readily be used as topical objectives for teaching many of the days listed for the ten months of the school year.

The mini-units developed are interchangeable prototypes which include each of the following components:

A. Day

B. Event

C. Value Themes

D. Concepts

E. Quotations/Proverbs/Sayings

F. Key Vocabulary

G. Related Career Education

H. Fascinating Facts

I. Thought Questions (listing related comprehension skills)

J. Suggested Activities

The observance of special days becomes far-reaching and more effective when you:

•   correlate the subject with other areas of the curriculum.

•   center the study around a major behavorial theme.

•   adjust the learning experiences to the needs, interest and abilities of the class.

•   involve the students in the planning and participation of the commemorative activities.

•   introduce the study at an appropriate time prior to the day of the observance.

•   promote positive class feeling and enthusiasm through constructive inculcation and meaningful activities.

•   include variation in the methods of recognition and celebration.

•   fuse the day with localized points of reference, current events and community activities.

•   accentuate pride in our country’s heritage, ideals, democratic institutions and accomplishments.

•   examine the exemplary characteristics of the role-model being honored.

•   elicit proper codes of conduct for life through the study of and commemoration of historical episodes.

You will find that your students will enjoy learning about the early origins of special holidays. They will be enriched by the tracing of their development, from past to present.

ORIGINS OF SPECIAL DAYS

The idea of having a celebration or birthday party took roots in Europe hundreds of years ago. Then, people had the notion that good and evil spirits lurking nearby became noticeably present on the anniversary of a person’s birth. They had the notion that the evil spirits could prevail on that day, causing harm to the celebrant. They were bent on preventing that from happening.

As a means of detracting from this fear and threat, friends and relatives of the birthday person would gather around the celebrant on the day of the year that marked their birth, eat with him/her, and bestow the person with presents and good wishes. This was done in order to overcome any negative casts. These wholesome blessings, it was believed, would then bring out the good spirits.

Today, this custom of honor and showing friendship still continues. Now, the purpose of partying and celebrating on special occasions is almost exclusively for paying respect, and socializing with others who wish to demonstrate a similar affection and admiration for the individual, or episode, being recognized.

Holidays are days that are singled out by a religious body or government, by a national ethnic group, or organization, to honor some highly cherished ideal, a contribution of a great person, or some memorable episode in history.

Originally a holiday was a holy day. Thousands of years before Christian times, the people held religious festivals to honor their gods. Ancient peoples held feasts and rites to acknowledge their dead, or pay homage to their gods and goddesses of the seasons, the harvests, etc. Members of major religions still observe holy days and customs that go back into very early times. The practices of the holidays often continue on, being handed down from generation to generation.

When you help students observe a holiday, it is important to point out that these special celebrations are most often categorized according to their purpose. These are religious holidays (Christmas), patriotic holidays (Washington’s Birthday), legal holidays (Election Day), special holidays (Arbor Day), traditional days (Mother’s Day), heritage days (American Indian Day) and ethnic-recognition days (St. Patrick’s Day).

It is also enriching to endeavor to have your students become aware of the many holidays celebrated by other religious and nations in the world in order to understand and appreciate the customs and cultures of diverse peoples.

THOUGHT QUESTION LABELS

Following each thought question are abbreviations enclosed in parenthesis. These abbreviations represent four major catagories of comprehension: L—Literal, I—Interpretive, C—Critical and CR—Creative.

Literal comprehension is defined as the ability to decode words and identify pertinent information as stated by the author.

Interpretive comprehension is the ability to be aware of relationships between ideas expressed in writings with ideas stored in the student’s memory.

In critical comprehension the student is required to evaluate material, using comparisions and finally making judgements.

And finally, creative comprehension stimulates the production of new ideas, the development of insights and original constructs.

Competent reading is a complex and highly developed ability that requires continual excerise and practice. The four basic comprehension skills are interdependent and should be applied to real things so that proper associations and meanings are achieved. The thought questions in each section have been designed to include these comprehension categories in varied question types. This, then, constitutes an extention of reading instruction into content areas where students will be challenged with the use of comprehension skills within a practical approach.

Moreover, the demand of state competency and standardized tests include mastery of such complex reading skills. The thought questions, then, provide practical applications of these skills, reinforcing classroom instruction.

SEPTEMBER—COOPERATION

A touchdown is great, a home-run is too, but a player can’t do it alone.

He’s a hero it’s true, for a moment or two he will sit like a king on a throne.

But winning a game is a job that is doneby all on the teamand not by just one.

—Carolyn Jacks

SEPTEMBER

Labor Day—September 5

A ticking clock, a TV set,a field of corn just planted are things we cannot do without but tend to take for granted.

The visions of our forebearsin reality surround us, but do we ever really look at marvels all around us?

The clothes we wear, the cars we drive,a highway paved and smooth; a lamp that lights, a drawer that fits correctly in its groove.

The fruits of all our laborscan’t be measured just by dollars, nor the worth of all our workers by the color of their collars.

So here’s to great Americans, their labors and their toils. Without them, the computer,with its keys and rings and coils would be a mass of ironand we have to wonder whether a robot has the know-it-all to put them back together.

—Carolyn Jacks

SEPTEMBER

1.   National 4-H Club Week (3rd week) National Dog Day

National Highway Week Better Breakfast Month World War II began, 1939 National Hispanic Week (2nd Sunday)

2.   U.S. Department of Treasury established, 1789 Eugene Field, known as the children’s poet, born 1850

3.   *First Labor Day celebrated as a legal holiday, 1894 (first Monday of the month) Treaty of Paris ended Revolutionary War, 1783

^National Square Dance Week

1976: Viking II landed on Mars and collected scientific data

4.   Transcontinental television service began with a telecast of the Japanesepeace conference, 1951 George Eastman received a patent for the first roll camera in 1888 *National Child Safety Week

5.   First Continental Congress met at Independence Hall, 1774 Jesse James, American desparado, born 1847

6.   President William McKinley assassinated, 1901

Jane Addams, pioneer American social worker, born 1860 Marquis de Lafayette, French patriot, born 1757

7.   ^Grandparents’ Day

Brazil became an independent nation, 1822

8.   Pledge of Allegiance published 1892

St. Augustine, Florida, nation’s oldest city was founded in 1565 International Literacy Day

9.   California admitted to the Union, 1850

10.   Oliver H. Perry, American naval officer, won the Battle of Lake Erie, 1813 Elias Howe patented his sewing machine, 1846

11.   Henry Hudson sailed up the Hudson River, 1609

12.   Richard Hoe, inventory of the rotary press, born 1812 Russians launched first rocket to the moon, 1959

13.   Walter Reed, conqueror of yellow fever, born 1851 Commodore John Barry, Father of the American Navy, died 1803 Milton S. Hershey, candymaker, born in 1857

14.   National Anthem Day—Francis Scott Key wrote the Star Spangled Banner, 1814 American Philatelic Society formed 1886

15.   World Peace Day

James Fenimore Cooper, author of tales of frontier life, born 1789 William H. Taft, the only man in the history of U.S. who has held both the office of the Presidency and Chief Justice, born 1857

16.   Pilgrims sailed from England in the Mayflower, 1620 James J. Hill, great American railroader, born 1838

17.   Citizenship Day

*Constitution Day—Constitution Week (17-23) Baron von Steuben born 1730 International Day of Peace

18.   President Washington laid the cornerstone of the Capitol, 1793 The New York Times established, 1851

Samuel Johnson, English author and dictionary maker, born 1709

19.   Washington’s Farewell Address published, 1796

20.   Alexander the Great born 356 B.C. American Newspaper Week

21.   Louis Jolliet, French fur trader and explorer, born 1645

* First Day of Autumn (traditional date)

*Press Sunday, tribute to freedom of the press and to first newspaperpublished in U.S. Great hurricane swept the Atlantic Coast, 1938 World Gratitude Day

1.   Michael Faraday, great English scientist and pioneer in electricity, born 1791 Nathan Hale put to death as a spy by British, 1776

2.   Augustus Caesar, first Roman emperor, born 63 B.C. Captain John Paul Jones captured the Serapis, 1779

William McGuffey, compiler of McGuffey’s Eclectic Readers, born 1800

3.   U.S. Supreme Court created, 1789

John Marshall, great American chief justice, born 1755

Black Friday gold panic in New York, 1869

1906: Devils Tower, Wyoming became our first National Monument

4.   Balboa discovered the Pacific Ocean, 1513

Alfred Vail, who helped develop the Morse Code, born 1807 Columbus sailed on second voyage to America, 1493

5.   Federal Trade Commission established, 1914

John Philip Sousa, the famous march composer, performed his first concert Johnny Appleseed Day—John Chapman Johnny Appleseed, born 1774 National Gold-Star Mother’s Day

6.   Samuel Adams born 1722

Thomas Nast, American cartoonist, born 1940

7.   A1 Capp, cartoonist and creator of Li’l Abner, born 1909

*Good Neighbor Day, fourth Sunday of September, to promote understanding and good relationships

* American Indian Day (fourth Friday of month)

29.   First telephone message sent across the continent, 1915 Enrico Fermi, born 1901, nobel prize winner in physics

30.   Ether first used as an anesthetic, 1846

First hydroelectric power station opened, 1882

SEPTEMBER

QUOTATIONS "Tell me what you eat, and I will tell you what you are.’

PROVERBS —Anthelme Brillat-Savarin

SAYINGS: «0ne should eat to live, not live to eat."

—Ben Franklin

Good health and good sense are two great blessings.

KEY VOCABULARY:

RELATED CAREER EDUCATION:

FASCINATING FACTS:

Breakfast means to break the night’s fast. The word breakfast is of English origin and was the meal at which the Lord broke his fast, probably at noon; it was the biggest meal of the day.

Nutritionists today also agree that breakfast should be one-fourth or one-third of the daily calorie intake. It should be as large or almost as large a meal as lunch or dinner.

The twentieth century has given birth to the brunch which is also of English origin. The word brunch is a combination of the words breakfast and lunch. Brunch is usually a hearty breakfast served anywhere from 10:00 a.m. to 1:00 p.m. and includes desserts. A typical English brunch could include bacon, omelettes, veal croquettes, fish, toast, oat cakes, stewed apples, tea, coffee and milk.

Breakfast can become a special meal for holidays and special occasions such as birthdays and weddings. Menus and decorations can be planned to bring out the special theme.

Our American colonists brought their special customs and meals from the various countries from which they immigrated; however, they more often had to make do with what was available. A typical colonial breakfast usually consisted of milk, bread or cider-flavored water and bread. Later the breakfast menu for the colonists was expanded to include milk, hasty pudding, baked apples or berries. After the revolution, a wealthy colonist would breakfast on hot breads, cold meats or bacon and eggs, fried apples and batter cake.

Breakfast varies with ethnic groups as well as in history and even age groups. Look at the menu for some breakfasts from various parts of the world:

Continental breakfast: (served in most European countries) a cup of coffee, tea or milk, a brioche, roll or croissant, jam or preserves.

THOUGHT QUESTIONS:

1.   What criteria do we use to judge a breakfast?—(L)

2.   In what ways does a poor or a good breakfast affect you?—(CR)

3.   Why is breakfast important to your diet?—(I, CR)

4.   Name some cereal grains. Why are they good for us?—(L,I,CR)

5.   What are the basic food groups? Why do we need certain amounts of each group every day?—(L, I)

1.   What does this expression mean: Eat breakfast like a king, lunch like a prince, and dinner like a pauper?—(I)

2.   Why has the traditional family breakfast become less important in America today?—(I, CR)

3.   What are some advantages and disadvantages to having coffee breaks on the job?—(L, I)

4.   What determines why certain countries or ethnic groups eat their kinds of breakfast foods?—

(I)

5.   Why is there a trend to eat breakfast out today?—(I, C, CR)

6.   What does the expression a soldier travels on his stomach mean?—(I)

SUGGESTED ACTIVITIES:

1.   Sponsor a good breakfast slogan-writing activity.

2.   Collect outstanding breakfast-food cartons, juice containers, wrappers, and pictorial aids which can be used for planning a variety of nutritious breakfast combinations.

3.   Have students make a tray from colored paper. Make dishes by cutting out circles of paper. Cut out pictures of foods for a good breakfast and paste them on the dishes.

4.   Have students keep individual lists of their breakfasts for one week. Analyze and discuss the lists in terms of a nutritious breakfast. Also identify those foods that are not recommended for wholesome eating.

5.   Compile a list of a variety of food that would help you have a good breakfast.

6.   List the criteria for a good breakfast.

7.   Have the children write television and radio ads for a good breakfast campaign.

8.   Have the children write breakfast jingles or poems such as:

Jack be nimble, Jack be quick,

Eat a good breakfast, and don’t be sick!

9.   Look up and list breakfast habits of children of other lands.

10.   Have the class plan and cook a breakfast brunch.

11.   Have students take a survey as to what people usually eat for breakfast. Results can be charted on a graph. This could be charted by age groups, sex, occupation, etc.

12.   Have students keep a diary of their own and/ or families breakfast for a week. Data can be used for a class discussion on food choices and nutrition.

13.   Have a resource person, such as a dietician, cafeteria manager, or the school nurse, speak to the class about the need for and the types of nutritious breakfasts.

14.   Have students compile and publish a class cookbook of breakfast menus and recipes. The cookbook could be organized according to the types of breakfast people eat in various regions of the United States.

15.   Have students concoct their own original breakfast food which would be offered on a menu in a restaurant. Have them list the ingredients.

16.   Have students list all the occupations involved in producing and getting their breakfast to the table.

17.   Have students list all nutrients, vitamins and calories contained in their breakfast. After compiling the calories, have them research the activities that it would take to burn off the calories derived from their breakfast.

18.   Have students plan and prepare a nutritious breakfast for their families. Instruct them to solicit comments from family members about the breakfast. The comments and menus may be displayed on a bulletin board.

19.   Discuss the advertising value of bumper stickers. Have students create breakfast bumper stickers.

BE A BREAKFAST EATER BREAKFAST GIVES YOU ENERGY

20.   Discuss the problem of world hunger and why there are people starving in some parts of the world. Brainstorm what can be done to lessen world hunger.

SEPTEMBER

KEY VOCABULARY:

RELATED CAREER EDUCATION:

artistscommunity workers craftsmengovernment workers laborer professionals service industries tradesunion leaderunemployment counselor employment agency worker Department of Labor

FASCINATING FACTS:

The Tribune

Two Cents

New York, Monday, September 4, 1894

1894, President Grover Cleveland made Labor Day a legal holiday. Peter J. McGuire, the founder of the United Brotherhood of Carpenters, was the first person to suggest a day to honor workers in 1882. A parade in New York City was held that same year. America was the first country in the world to set aside a special day to honor the worker.

The word labor is derived from Latin and means strength to get or perform.

The passage of the 1894 congressional bill described was helped along by annual parades organized by the Knights of Labor. They paraded in New York City annually, from 1882-1884. Then, in 1884, the organization adopted a resolution declaring the first Monday in September as Labor Day.

Before this time, three countries, the United States, Canada, and Italy, declined to observe a May 1 labor holiday as did nearly every other industrial nation.

The 1894 law applied only to the District of Columbia and federal workers in other states. Each state had to enact a similar law separately. Eventually, all states and territories put the law into operation.

THOUGHT QUESTIONS:

1.   Explain this: Americans celebrate Labor Day by not working. How do you celebrate the day?—(CR)

2.   What are some good things that have happened to you after working hard? Explain.—(CR)

3.   How have conditions changed for the American worker since early days? Since your grandparents’ time?—(I, C)

4.   What is a good worker? When are you considered to be a good worker? Why do we admire good workers?—(I, C)

5.   What contributions have labor unions made to America’s high living standards?—(C, CR)

6.   What are some laws regulating labor? Why do we need many types of labor laws?—(L, I)

7.   What types of work can children perform to help others?—(I, C)

8.   What famous Americans were noted for their ability to work hard at their tasks? Can you make a list of various workers found in your community?—(I)

9.   What does the expression, All work and no play makes Jack a dull boy mean?—(I, C)

10.   Why is it very important to develop good school work habits?—(I)

11.   What is meant by a skill? Who are some professional workers? What is the usual difference between a white and blue collar worker?—(L, I)

SUGGESTED ACTIVITIES:

1.   List and discuss community helpers. A directory can be compiled by categories.

2.   Have students interview an adult about his occupation. Interviews may be taped or given orally to the class.

3.   Start a picture file of workers by having students bring in pictures clipped from magazines and booklets. Assign a picture editor to organize and mount the pictures to add to the classroom’s visual aids.

4.   Take a tour of the school building or neighborhood to observe and list the activities of workers found in the immediate surroundings.

5.   Invite a worker to visit the classroom and report about his/her occupation.

6.   Have students participate in an original role-playing activity depicting a family or work situation.

7.   Have students write stories and make illustrations about workers. These may be combined into a class booklet entitled, Community Helpers I Know.

8.   Have students make a diorama using a shoe box to depict a community helper and his or her job. Cut out figures, foliage and other realia to give this project a realistic effect.

9.   Have students tell what kind of work their parents do to help others.

10.   Have students list in chart form the kinds of work children can do to benefit others.

11.   Have students list various occupations for each letter of the alphabet. Limit the responses to a fifteen-minute exercise. Discuss.

12.   Have students research how hours and conditions have changed for working people.

13.   Identify major American labor unions and great labor leaders. Have the students report on their purpose and programs.

14.   Have students write compositions about the need for recognizing the American worker and have them share their comments.

15.   Have the class identify and classify types of production and service workers. Use the yellow pages in telephone books and the classified ads in newspapers as a resource for ideas.

16.   Have students do a special report on the history of women in the world of work. Have them project ahead to the types of workers to be needed in the year 2025.

17.   Write a class letter to the local newspaper to recognize the American worker.

18.   Have students make a survey and report on the type of occupations held by their family members. The results could be put into categories and plotted on a graph. Students could make illustrations of the occupations and a class collage could be made of the occupations represented.

19.   Have students develop a filmstrip on school workers, such as custodians, secretaries, aides, cafeteria workers. The narration for the filmstrip could be put on a cassette. The filmstrip could become part of the library media center collection.

20.   Have a career day fair. This could be done in two ways. One idea could be to have students invite resource people from industry to man booths giving brief talks and informative literature about their jobs. A different thrust to the career day fair would be to have students research occupations and become the experts. The student experts would design a booth and hand-outs. Classes in the school could be invited to visit the fair.

21.   Have students bring in the classified ads from a local newspaper and select a job they would be interested in pursuing. Students should specify the reasons for their choice, requirements for the position, etc. Mock interviews may be held for the various positions with students taking the role of the applicant and personnel manager.

22.   Develop a list of classroom jobs with students stating responsibilities and skills needed for each job. Have students apply for each job by completing an application listing their skills and interests. Jobs would be given out on the basis of the application. During the year, job vacancies can be posted as people are terminated (relieved of their jobs), or as students move. A layoff can be created so that other students have opportunities to do a job. Unemployment can be kept down by having students create new jobs as needed.

23.   Have students write a business letter. A comparison of types of letters can be made, i.e., friendly letter, thank you letter.

24. Have students develop an application form. Samples of applications from businesses can be displayed on a bulletin board. Use a background for the bulletin board of the classified ads from a newspaper and put the following general words on the bulletin board. Ask students to hunt through newspapers and magazines to find words that are more specific.

Suggested general words to use: workers, industry, employees, skills and job.

SEPTEMBER

KEY VOCABULARY:

RELATED CAREER EDUCATION:

nursing home aideretirement home program coordinatorsocial workergenealogistday care center—senior citizens geriatrics specialist therapist

FASCINATING FACTS:

Just as we set aside a special day to honor our mothers and fathers, we honor grandparents also.

Nowadays, the prefix grand means a relative two generations older or younger than the speaker. In speaking of them as grandparents, we give our parents’ parents a rank of special distinction, usually as a sign of respect for their age.

Such terms have evolved from Anglo-Saxon times. The word ealde was used to indicate a rank of special distinction which later became old. The term ealderman was used to identify a chief or tribal leader. Gradually the Normans substituted the label for head of the clan.

Today, grandparents are still considered the head of a family or clan. Sometimes they live with their families and sometimes they choose to live in their own homes, or in retirement villages. Wherever they choose to live, they have a special place in each family and should be remembered often, especially on their own special day.

In the year 1900 the life span for Americans was 47.3 years. A baby born in America in 1982 could expect to live 74years. Life expectancy was estimated at 78.2 for girls and 70.7 years for boys. Now it is even greater. A larger percent of Americans are becoming older and living longer with each passing year. Sometimes they join organizations like the American Association of Retired Persons to see that their interests are protected. Some speak out for their causes. They often refer to themselves as grey panthers.

In some cultures, especially in the orient, the older members of a family or community are highly respected and honored for their age-proven wisdom.

THOUGHT QUESTIONS:

1.   Think about the statement, My son’s children are twice my children. What does that mean?—(I, C)

2.   How can we learn from the experiences of our parents and grandparents?—(I, C, CR)

3.   What does retirement mean? Do people stop work completely when they retire?—(L, I)

4.   What do you think a retirement community should include as far as activities and needs for those who live there?—(I, C, CR)

5.   What are ways we could show honor and respect to our grandparents? Why is this important?—(L, I, CR)

6.   Why are grandparents sometimes lonely and rejected by others?—(I, C)

7.   What are some of the common problems faced by grandparents and older people?—(L, I)

8.   In what ways do grandparents prove that they are grand parents?—(I, C)

9.   It is said that grandparents tend to spoil their grandchildren. Why might this be so?—(I, C) 10. What can grandparents do to make their lives useful after they retire?—(C, CR)

SUGGESTED ACTIVITIES:

1.   Have the class plan a special grandparents tea. Students can bake cookies and make punch and send out invitations to all their grandparents. For children without a grandparent, arrange to have them invite an elderly friend or neighbor as their adopted grandparent for the event.

2.   Have each student create a family tree. They will have to interview parents and grandparents for their information. See how far