Module One - Family Celebrations, Past and Present

• family, culture, celebrations, traditions, past

Students will know that:

• families express their cultures through traditions, rituals and celebrations.
• traditions and celebrations have similarities and differences .

Skills/Abilities Objectives

Students will:

• use oral language to describe family celebrations.

Students will:

• appreciate and value their own heritage and that of others .

Citizen Action Objectives

Students may:

• participate in experiences associated with celebrations.

• Select various celebrations that are part of most families as well as those that reflect the ethnic background of the students in the classroom. Include some Indian and Métis examples to reflect the diversity of our multicultural heritage. Emphasize the similarities among celebrations and the fun of each.
• When exploring a celebration, discuss the different ways it may be celebrated by different groups of people. For example, compare the traditional Indian feasts to fowl suppers.
• If appropriate, the teacher may choose to have the students chart one celebration (e.g., Christmas) to show how it may have been celebrated long ago and how it is celebrated now.
• Special classroom events (e.g., special meal) may be added to the classroom timeline for the year.
• The teacher may choose to distinguish between taking part in one's own celebrations and learning about those of others.
• Learning experiences may be structured using a variety of resources such as literature and videos, having guests to demonstrate celebrations, having children actually participate in a real celebration, or role playing the celebration in class.
• Experiences may involve preparing foods and learning related behaviours.
• List the traditions, rites, rituals, and celebrations students know about. Have students bring photographs and objects to share with others.
• Use literature to identify examples of children learning about their culture from parents, grandparents, television, other children, and experiences. Have student compare these examples with their own experiences.
• Show a map or globe. Place suitable symbols on various countries representing specific celebrations.
• As a homework assignment have students ask parents to help identify traditions, rites, rituals, and celebrations observed in their families. Discuss and add these to the list.
• Make a web. Put the main idea Celebrations and Holidays in the middle and ideas such as Thanksgiving Celebrations, Winter Celebrations , and Spring Celebrations on the spokes. Use pictures to portray information.

Module 1: Activity Guide

Explore rituals. Have students identify rituals in their families. You may want to start with stems such as:

• Every Saturday evening ________.
• Every Sunday morning _________.
• Every summer ____________.
• Every morning ____________.

Use statements such as:

• My aunt is bringing her new husband to visit us for the first time.
• My grandparents are coming to visit. They always spend Thanksgiving at our house.
• Dad says that this year we will take a holiday instead of exchanging Christmas presents.
• Our family always goes to church together on Sunday morning.
• Mom always lets me stay up a little later on Friday evenings.
• In our community people who have moved away always try to come back for funerals or weddings.
• My aunt always takes part in the tea making event at the winter festivals.
• Every Saturday morning we get groceries.

Family Traditions

Using examples of traditions that would be practised by your students, ask them how they learn these traditions. Emphasize that this is one of the ways cultural knowledge is passed down within the family.

Ask students how they celebrate:

• birthdays
• special events like weddings and funerals
• Mother's Day, Father's Day

Using a variety of resources study winter festivals, both local and international. Discover what these festivals are celebrating and how they celebrate. Use a chart or web to record ideas.

Some people were afraid that when winter came it would not go away. They lit bonfires to remind the sun to return. They hung evergreen branches on the outside of their homes to remind the plants to grow. Learn about the Viking's Yule celebration and/or the Roman's Saturnalia celebration. Why would people be afraid that spring would not return? Consider some of the following:

• People waited for the spring so they could plant crops and grow food for another year.
• People stored the food they would need for the winter. They would soon run out of food if spring did not return.

Explore the winter celebrations of the Plains Indian peoples and the Inuit.

Read The Four Seasons by Glenda Bird. This is an Indian legend about how the seasons came to be. Ask the students to name the seasons. Ask, "How is winter different from the other seasons?" Using focused imaging make a list of ways winter is different from the other seasons. Record the answers on a chart or in book format. Students will likely say that Christmas is in the winter. Use this to start a discussion about other winter celebrations. Use a web to record suggestions. Keep the web and update it as the unit progresses. As a homework assignment have the students interview their parents to find out what they know about winter celebrations.

For Indian and Métis peoples winter was a time of gathering around the fire and listening to stories in Indian cultures.

New Year

When the children return to school after the Christmas break, ask them how New Years was celebrated at their home. Talk about the New Year as being a time for making a new start. Make classroom resolutions and record them on a chart. Have each child make individual resolutions and sign them. Plan a New Year celebration for the classroom that combines customs from several cultures.

Learn how other peoples celebrate New Year. Diwali, the Festival of Lights is like a New Year celebration in India. In many Korean families part of a New Year's celebration includes a ceremonial bow to parents. Read about it in Children of the World: South Korea p. 44.

Birthdays

(Cautionary note: The teacher should be aware that some families may not be in the habit of celebrating birthdays.)

Learn about special Korean birthdays. Make comparisons to special birthdays in other cultures.

In Korea, the first birthday, or Dol, is considered to be a special birthday. The one-year-old is dressed in colourful traditional clothing and surrounded by rice cakes, cookies, and fruits. The child receives many gifts from friends and relatives.

An assortment of items such as yarn, stationary, brushes, books, and money are also placed before the child. Adults make predictions about the child's future based on the item the child first touches. For example, if the child selects money, adults may predict a future in business.

Have the students interview their parents to find out information about their own first birthdays. Encourage them to ring pictures and other objects to share. Was a birthday cake a part of the celebration? Did the guests make predictions about their future on this day? In what ways were their first birthdays similar to and different from Dol, the Korean first birthday celebration?

Weddings

Learn about weddings if someone in the class is taking part in wedding and can share their experiences.

Have students bring pictures from family weddings. Ask those who have attended weddings to share their experiences. Use books and other resources to access information about weddings. Discuss similarities and differences.

Discuss the special clothing worn at weddings and how it varies from one culture to another. Discuss decorations such as flowers. Learn about special wedding music.

Baptism and Related Rites and Rituals

(Cautionary note: Some students may have no experience with church rituals. Teachers will need to use their discretion when planning activities around these.)

Have a panel discussion about baptism and/or other rites. The panel could be made up of students in the classroom. Each panel member will report on baptism in their own church. The teacher may choose panel participants or ask for volunteers. Allow several months lead time so that the student panel members have an opportunity to become prepared for participation on the panel. Enlist the assistance of the parents of the panel members. Suggest that the student attend a baptism in their own church in preparation for the panel. Students can be encouraged to bring objects (baptism cards, cloths, candles, pictures, books, videos) to the panel discussion. After the panel has presented their information, the rest of the students can ask questions and add comments.

Grandparents' Tea

Guide students in planning a grandparents' tea. You may want to work with another class(es) on this project. Make it as simple or sophisticated as you wish. Each child could invite one or all grandparents. Children who are unable to invite a grandparent could invite another elderly person. Children with more than one grandparent could share the grandparent with a child who does not have one. The students might present a program or read to their guests and serve them juice and cookies.

If a number of ethnic groups are represented in the class, the teacher may plan to have the class learn about different ways of celebrating holidays that occur in December and January. Send letters home that ask parents to volunteer to bring presentations to class. These might include food, toys, clothing, pictures, and special ornamentation.

For Christmas and related celebrations, the teacher may choose to do some of the following:

• Read Christmas stories from different countries.
• Show movies depicting the traditions in other parts of the world.
• Ask guests to show how they celebrate Christmas.
• If possible, visit churches or public places to see how they are decorated.
• Make decorations, mobiles and cards. The cards may be given to an elderly person, the patients in a hospital, or to family members.
• Research the different ways that the cré;che is portrayed. The students may wish to create some models.
• Play the story "The Night before Christmas". Ask the students to draw part of the story.
• Give a pattern of a tree to the students and ask them to decorate and colour it.
• Find a recipe and ask parents to help out in decorating and making a log.
• Visit a bakery with the students to see how they bake a log.
• Cut out a pattern and ask the students colour and make a mistletoe.
• Play the song "I saw mommy kissing Santa Claus , Underneath the mistletoe last night".
• Have students make a wreath with pine cones. They may give it as a gift to someone special.

Teacher background information

A) Holland: Saint Nicholas is the symbol for Christmas and it is celebrated on December 6 when the gifts are distributed. Saint Nicholas was a bishop that lived around the 4th Century. "Sinter Klaas" has given us the name of "Santa Claus". They wish each other Gelluking Kersems.

B) Germany: Christmas season lasts from December 6 until January 6. The tree (Tannenbaum) is decorated in secrecy and is illuminated at Christmas Eve. Saint Nicholas bring gifts to the children on December 6. They say Froehliche Weihnachten when they greet each other.

C) Mexico: The "Pinata" is hung from the ceiling and the children, eyes covered, try to break it open with a stick to release the contents. They receive the gifts on the celebration of Epiphany (January 6)Feliz Navidadis their form of greeting.

D) Denmark: A kind little person called "Julnisse", that can be seen only by the cat of the household, is bringing gifts in exchange for the bowls of milk and food that have disappeared during the night. Gledelig Jul is their greeting.

E) Ancient times: The celebration of Christmas goes back in time with the arrival of the winter solstice. The Romans used to honour Saturn, god of the agriculture, to ask for a good harvest. During this period, parents and friends exchanged gifts.

In Egypt they celebrated the birth of Horus, the sun god, the son of Osiris and Isis.

In Greece, Dionysos, god of wine and of revelry, was honoured.

The Scandinavian countries honoured Frey, god of crops, fruitfulness, love, peace and prosperity.

With the arrival of Christianity, Christmas was celebrated on different dates, April 25, June 24 and January 6. In 336, it was decide that Christmas would be celebrated on December 25. The reason was to give the winter solstice a Christian meaning.

Christmas symbols

The Creche: The cré;che (cradle) represents the scene at the birth of Jesus in a stable. According to history,in 1223, Saint Francis of Assisi erected in a church a copy of a stable found in the Alzurres. He decorated it with straw, tinsel garland, wooden figures and live animals. Ever since, the cré;che plays an important role in Christmas celebration. Often, it is found under the tree in many homes.

The Christmas tree: One theory is that Saint Colomban, around 615, climbed to the top of a mountain and put small torches on the branches. The people of the village saw the sight and climbed to see the tree. Another point of view is that an Alsatian decorated a fir tree with candles and fruits. In 1700, the idea of decorating a tree was brought to North America by the German Immigrants. In Canada, in 1781, Von Reidesel, a German, introduced the tree in Sorel, Québec.

Santa Claus: Most people agree that Saint Nicholas was the first one to personify thisgenerous and joyful character. In 1822, Clement C. Moore put together different stories about Christmas under the title «The night before Christmas¼. Ever since, this tale is told to the children. In 1863, Thomas Nast, a caricaturist, illustrated the story and the image of Santa Claus with his red suit, white beard and shiny black boots is part of our folklore.

Yule log: In England, the Yule Log used to be a real log that was lit to keep the house warm during the night. Later on, it was lit after the midnight mass. Later on, a wooden log was decorated. In France during the era of Louis XVI it was a custom to decorate such a log. The tradition grew in all French villages during the XVIIth century. Today, the Yule Log is symbolized in the form of a decorated pastry. The log symbolizes eternal life, warmth and fraternity.

Mistletoe: The custom of hanging a mistletoe goes back to Anglo-Saxon times. According to he tradition, the practice comes from the legend about Freya, goddess of love and beauty, requiring that a man kisses a young girl if she was standing under a mistletoe hanging from the ceiling.

Christmas wreath: The wreath is suspended on the door or the windows. This custom comes from Germany and Austria. The families used to braid a wreath the first Sunday of Advent. In other countries, they add four candles and a new one is lit on each of the four Sunday preceding Christmas.

Poinsettia: This plant was discovered in 1825 by Joël Robert Poinsett, American ambassador in Mexico. The use of the plant at Christmas spread through North America. In Mexico, the flower is called "Flowers of the Holy Night".

Christmas card: We can trace back the custom to Sir Henry Cole, director of Albert and Victoria Museum in London. For Christmas, in 1843, he asked an artist, John Callcott Horsley, to draw a card with the greetings "MERRY CHRISTMAS AND A HAPPY NEW YEAR" printed. One thousand cards were lithographed and coloured by hand. The first cards in colour were printed in 1860, in Boston, by Louis Pranz.

French Canadian Traditions

Teacher background

Christmas in Québec is celebrated with many traditions, old and new. Some of the old customs are no longer adhered to in parts of the province of Qué;bec. Although, you can see a revival of some of them. Christmas is above all a christian event that commemorates the birth of Christ.

For the children, "Le Pé;re Noël" (Santa Claus - Father Christmas) is the traditional good old person with black boots, white beard and a red suit. They write letters and express their wishes for Christmas.

• Draw a picture and label the parts in French.
• Draw a Christmas card and write your wish in French:

Bonne année - Happy New Year

À maman - to my mother

À papa - to my father

De - from

Je vous souhaite un Joyeux Noël et une bonne heureuse année - I wish you a Merry Christmas and a Happy New Year.

Teacher background

An old tradition "La Guignolée" still takes place in certain regions of Québec. This custom started in France and was brought to North America by settlers in Québec around 1800. The "Guignolée" takes place a few days before Christmas. It consists of people going door to door collecting food, donations to be given to the needy persons. The "Guignoleux" sang and in return, the persons were invited inside, given something to drink and eat at each house they stopped. Then, they left and carried on to the next house.

• This tradition could be carried on in the school by collecting food for the food bank or any other organization that caters to the needy persons.
• With the help of volunteers and parents, send out a note tothe community and explain your project. Then, while carolling, pick up food or donation.

In certain families, "l'Arbre de Noël", the Christmas Tree is decorated only on Christmas Eve. The children go to bed early while the parents are busy garnishing the tree. The tree is illuminated after the family goes to church. The children see the tree with the gifts and all the decorations.

In Québec, on Christmas Eve, the families get ready to go to church to "La Messe de Minuit", Midnight Mass. The younger children go to bed early while the parents are busy getting everything ready for the dinner, putting the gifts under the tree. Certain churches have a Christmas play with the children as participants. As the readings from the Bible are read, the children reenact the Birth of Jesus. The service emphasizes that Christmas is a time for giving and for families to get together to celebrate the birth of Jesus. After the mass, people gather outside the church and everybody wishes each other Merry Christmas before going home for the rest of the festivities.

After the mass, the family goes home to continue the celebration. "Le Réveillon", (Christmas Eve Dinner) is a culinary feast that took weeks to prepare. The families gather around the tree. The children are waiting to open their gifts. Christmas is for the children. Everybody opens their gifts, sings a few songs and the children play. Then, the table is set and everybody gathers at the table to eat. The festivity could last until morning. After the dinner, the children play with their toys, the adults visit, sing, play cards, etc. When everybody is tired, the household goes to bed.

The food prepared varies somewhat, but you will find the following on the table:

• roasted turkey and stuffing
• mashed potatoes
• meat pies made with lean pork
• pork meatballs stew
• Christmas cake (fruitcake)
• Yule Log
• sugar pie (molasses and raisin)

Tourtié;re (meatpie - pork pie)

1 lb of lean minced pork

• ¼ cup of chopped onion
• ½ tablespoon of salt
• dash of pepper
• ¼ tablespoon of savory
• dash of cloves
• 1 small bay leaf
• ¼ cup of boiling water
• pastry for 2 crust pie

Ragoût de boulettes(pork meatball)

• ¾ cup finely chopped onion
• 1 tablespoon of fat
• 2 lb. of ground pork
• 1 tablespoon of salt
• ¼ tablespoon of pepper
• ½ tablespoon of cinnamon
• ½ tablespoon of nutmeg
• 1/8 tablespoon ground cloves
• 6 cup of pork stock
• ¾ cup of browned flour

To make browned flour, spread thin layer of flour in heavy pan and place over heat or in oven (3500 - 4000F). Stir occasionally until flour takes on an even tan colour.

Music

Christmas is the season with special music. As part of the Christmas concert in your school, you could teach your class one song for this event.

Here are some samples of Christmas songs

L'enfant au tambour (Little drummer boy)

Sur la route
Pa ram pam pam pam
Petit tambour s'en va
Pa ram pam pam pam
Il sent son coeur qui bat
Pa ram pam pam pam
Au rythme de ses pas
Pa ram pam pam pam
Ram pam pam pam
Ram pam pam pam
Ô Petit enfant
Pa ram pam pam pam
Où vas-tu?

Mon beau sapin (O Christmastree)

Mon beau sapin, roi des forêts,
Que j'aime ta verdure!
Quand par l'hiver bois et guérets
Sont dépouillés de leurs attraits,
Mon beau sapin, roi des forêts,
Tu gardes ta parure.

Il dort dans une cré;che (Away in a Manger)

Il dort dans une cré;che,
Il n'a pas de lit,
Le petit Enfant Jésus,
Si doux et joli.
Les étoiles des cieux
Le regardent, si aimable
Le petit Enfant Jésus,
Qui dort dans l'étable

Le p'tit renne au nez rouge (Rudolph...)

Quand la neige recouvre la verte Finlande
Et que les rennes traversent la lande,
Le vent dans la nuit
Au troupeau parle encore de lui,
Au troupeau parle encore de lui.
Refrain
On l'appelait «Nez Rouge¼,
Ah! comme il était mignon
Le p'tit renne au nez rouge,
Rouge comme un lumignon.
Son p'tit nez faisait rire,
Chacun s'en moquait beaucoup,
On allait jusqu'à dire
Qu'il aimait boire un p'tit coup.

Suggested Resources
(listed in other bibliographies and catalogues)

Celebrations Series: Dat's New Year; Diwali Sam's Passover (ELA)
Dance Lucy Smith (Arts Ed)
The Chanukah Guest Eric A. Kimmel (ELA)
Chime In Jean Malloch (ELA)
Chin Chiang and the Dragon's Dance Ian Wallace (ELA)
Crackers and Crumbs Sonja Dunn (ELA) (some selections)
Eagle Feather - An Honour Ferguson Plain (ELA)
Early Bird Collection: Special Times John McInnis, et al. (ELA)
Lion Dancer Kate Waters and Madeline Slovenz-Low (ELA)
Moving With Music for Primary Grades Barbara Stanton, et al. (Arts Ed)
There's No Such Thing as a Chanukah Bush, Sandy Goldstein Susan Sussman (ELA)
Dance Eleanor Van Zandt (Arts Ed)
Moving With Music and You for Primary Grades (Arts Ed)

Resources - winter festivals

Baseball Bats for Christmas (ELA)
A Candle for Christmas Jean Speare (ELA)
Lawrence's Christmas: A Northern Video Tale (ELA)
Polar Express Chris Van Allsburg (ELA)
The Twelve Days of Christmas Hilary Knight (ELA)
Resources - culture

How My Parents Learned to Eat Ina Friedman (ELA)

Resources - harvest festivals

The Eye of the Needle Teri Sloat (ELA)
Frederick Leo Lionni (ELA)
How Food Was Given (ELA)
Keepers of the Earth (Sci)

Resources - birthdays

Arthur's Birthday Marc Brown (ELA)
Happy Birthday, Ronald Morgan Patricia G. Giff (ELA)
Mary Wore Her Red Dress Merle Peek (ELA)
Moira's Birthday Robert Munsch (ELA)
Peter's Birthday Nancy Mackenzie (ELA)
10 for Dinner Jo Ellen Bogart (ELA)