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Holiday Proposal

Kindergarten, Social Studies

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Description of Unit

In this task, students will explore and analyze holidays. Students will examine various approaches to celebrating national holidays as well as symbols and traditions. They will research how holidays are related to important events and the contributions of individuals. Finally, their learning will culminate with the creation of their own holiday complete with a full event plan, map, and budget describing the celebration.

This guide links the Holiday Proposal unit to the Texas Essential Knowledge and Skills (TEKS) for kindergarteners. Holiday Proposal is a social studies unit that allows students to study important events and individuals honored through national celebrations as well as discover shared traditions common to the whole class. Holiday Proposal also has interdisciplinary connections to English Language Arts and Fine Arts. For example, students will research information, draft ideas and communicate through word and text, and work productively in teams, as outlined in the English Language Arts and Reading TEKS. The following document includes the applicable TEKS and the details of the Holiday Proposal unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Lead students in a discussion about how national holidays relate to history and important contributions made by individuals in a society. For example, you may wish to ask students where they were during Independence Day and how they celebrated the event and write down students' answers for everyone to see similarities and differences.
  2. Read a book about the history behind a national holiday such as Fireworks, Picnics, and Flags by James Giblin (Independence Day). Ask students to analyze why they think people celebrate this holiday with parades and fireworks instead of by other means.
  3. Examine the purpose for other national holidays such as Constitution Day and Veterans Day and how these two holidays relate to Independence Day.
  4. Make a poster documenting symbols and customs used to celebrate these three holidays. Create a second poster that highlights important individuals related to these holidays (e.g., George Washington, Thomas Jefferson, John Adams).
  5. Discuss different traditions for celebrations of holidays.
    • What foods are common to many celebrations? What foods might be unique to individual families or cultures?
    • What colors, sights, and sounds represent different holidays?
    • What is the mood, tone, or feeling expressed by different holidays?
    • What holidays might be celebrated by some people but not others and in what ways are these celebrations different than the national holidays?

    Students work together to discover common connections made visible through the shared celebration of holidays.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. In small groups, they brainstorm a list of important events that have happened in their classroom since they started the school year. Of these events, they discuss which might be worthy of a proposed holiday. Who are some important people in their classroom, families, or school communities that they wish to honor through celebration? Students use a graphic organizer to collect ideas, discuss them, and vote on which to pursue for their plan.
  2. Asking guiding questions. What will this holiday be named and why will it be important to celebrate it? Who will be honored and how? How will people know about the holiday and the celebration? What symbols, customs, colors, sights, and sounds will mark this holiday? What games will be played during the holiday? How will we use the entire school grounds to educate people on the holiday’s importance and organize the celebration?
  3. Creating a research proposal. Small groups of students develop a topic proposal for a new holiday, one that will be celebrated on the school grounds and organized by this kindergarten classroom.
  4. Conducting the research. Students work with the teacher and librarian to develop a map and timelines for the new holiday’s events. Students research how parades are organized and develop a plan. Students also research costs involved with funding the celebration and create a budget.
  5. Sharing findings. Each group presents its holiday proposal to the class. Each student presents one area of the plan. For instance, one student describes the timeline to classmates and how they see the events unfolding. Another student might discuss the costs and budget for the celebration. A third student might discuss the artwork and music that tie to the celebration. A fourth student explains how the events map back to the floor plan so that the entire school grounds are utilized in the celebration.

B. The product

Each small group functions as an event planning team, creating and developing the content, timeline, budget, and production plan for the holiday. Students may wish to develop invitations to the event and/or holiday cards that communicate their message. Students might also design costumes, flags, or other props as ways of conveying the special significance of their holiday.

C. Communication

Each group presents the holiday proposal to classmates using appropriate vocabulary and describing where events occur relative to the location of the classroom. The group should take questions or comments at the end of the presentation. The Q&A session should be impromptu and unscripted in order to reflect student learning accurately.

D. A completed project consists of

  1. a graphic organizer used for brainstorming and selecting ideas;
  2. messaging materials such as invitations, flyers, posters, and holiday cards;
  3. a timeline for the events of the day;
  4. map of the school grounds where each part of the celebration occurs;
  5. a list of supplies and budget for the celebration; and
  6. video or audio of the presentation, including the Q&A session.

This unit may address the following TEKS.

111.2, Mathematics, Kindergarten

111.2(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.2(b)(8)
Data analysis. The student applies mathematical process standards to collect and organize data to make it useful for interpreting information.

113.11, Social Studies, Kindergarten

113.11(b)(1)
History. The student understands that holidays are celebrations of special events.
113.11(b)(2)
History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation.
113.11(b)(3)
History. The student understands the concept of chronology.
113.11(b)(4)
Geography. The student understands the concept of location.
113.11(b)(5)
Geography. The student understands physical and human characteristics of place.
113.11(b)(10)
Citizenship. The student understands important symbols, customs, and responsibilities that represent American beliefs and principles and contribute to our national identity.
113.11(b)(11)
Culture. The student understands similarities and differences among people.
113.11(b)(12)
Culture. The student understands the importance of family customs and traditions.
113.11(b)(14)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.11(b)(15)
Social studies skills. The student communicates in oral and visual forms.
113.11(b)(16)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

117.102, Art, Kindergarten

117.102(b)(1)
Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks.
117.102(b)(2)
Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills.
117.102(b)(3)
Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures.
117.102(b)(4)
Critical evaluation and response. The student responds to and analyzes artworks of self and others, contributing to the development of lifelong skills of making informed judgments and reasoned evaluations.

128.2., Spanish Language Arts and Reading, Kindergarten, Adopted 2017

128.2(b)(8)(D)(iii)
the steps in a sequence with adult assistance;
128.2(b)(8)(D)(ii)
titles and simple graphics to gain information
128.2(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
128.2(b)(10)(C)
revise drafts by adding details in pictures or words;
128.2(b)(10)(D)
edit drafts with adult assistance using standard Spanish conventions, including:
128.2(b)(10)(A)
plan by generating ideas for writing through class discussions and drawings;
128.2(b)(10)(B)
develop drafts in oral, pictorial, or written form by organizing ideas;
128.2(b)(11)(B)
dictate or compose informational texts.
128.2(b)(11)(A)
dictate or compose literary texts, including personal narratives
128.2(b)(10)(D)(vii)
capitalization of the first letter in a sentence and names;
128.2(b)(10)(D)(viii)
punctuation marks at the end of declarative sentences
128.2(b)(10)(D)(ix)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.2(b)(10)(D)(vi)
pronouns, including personal, and the difference in the use of formal pronoun usted and informal pronoun tú;
128.2(b)(10)(D)(iv)
adjectives, including articles;
128.2(b)(10)(D)(iii)
singular and plural nouns, including gender-specific articles;
128.2(b)(10)(D)(v)
prepositions;
128.2(b)(12)(A)
generate questions for formal and informal inquiry with adult assistance;
128.2(b)(2)(A)
demonstrate phonological awareness by:
128.2(b)(12)(D)
demonstrate understanding of information gathered with adult assistance
128.2(b)(12)(C)
gather information from a variety of sources with adult assistance;
128.2(b)(1)(D)
work collaboratively with others by following agreed-upon rules for discussion, including taking turns
128.2(b)(1)(B)
restate and follow oral directions that involve a short, related sequence of actions;
128.2(b)(1)(A)
listen actively and ask questions to understand information and answer questions using multi-word responses;
128.2(b)(1)(C)
share information and ideas by speaking audibly and clearly using the conventions of language;
128.2(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
128.2(b)(5)(C)
make and confirm predictions using text features and structures with adult assistance;
128.2(b)(3)(C)
identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures locations.
128.2(b)(7)(D)
describe the setting.
128.2(b)(7)(C)
describe the elements of plot development, including the main events, the problem, and the resolution, for texts read aloud with adult assistance
128.2(b)(7)(A)
discuss topics and determine the basic theme using text evidence with adult assistance;

This unit may address the following Texas College and Career Readiness Standards.

Social Studies:

SS.I.A.2
 Analyze the interaction between human communities and the environment.
SS.I.A.3
 Analyze how physical and cultural processes have shaped human communities over time.
SS.I.A.5
 Analyze how various cultural regions have changed over time.
SS.I.A.6
 Analyze the relationship between geography and the development of human communities.
SS.I.C.3
 Explain and analyze the importance of civic engagement.
SS.I.E.3
 Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society.
SS.II.A.2
 Evaluate the experiences and contributions of diverse groups to multicultural societies.
SS.II.B.1
 Explain and evaluate the concepts of race, ethnicity, and nationalism.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.C.1
 Analyze a situation to identify a problem to be solved.
CDS.I.C.2
 Develop and apply multiple strategies to solve a problem.
CDS.I.C.3
 Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.

English Language Arts:

ELA.I.A.5
Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.I.A.4
Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.IV.A
Apply listening skills in a variety of settings and contexts.
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.V.A
Formulate topic and questions.
ELA.V.C
Design and produce an effective product.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
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