Context: This unit was created for CI 3110, Elementary Social Studies Methods, fall 2007, under the instruction of Dr. Claire Mamola.  The activity itself was conducted at Gamewell Elementary School, by a first grade class, under the guidance of Ms. Wendy Greene.  The activity is unit on harvest festivals, focusing on three festivals in particular: Thanksgiving, Kwanzaa, and Sukkot. 

Impact:  The following North Carolina Standard Course of Study standards were met through the teaching of this unit on Harvest festivals.  

Grade 1 Social Studies:

Competency Goal 4: The learner will explain different celebrated holidays and special days in communities.
            4.01 Recognize and describe religious and secular symbols/celebrations associated with special days of diverse cultures.
            4.02 Explore and cite reasons for observing special days that recognize celebrated individuals of diverse cultures.
            4.03 Recognize and describe the historical events associated with national holidays.

Grade 1 Language Arts:

Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
3.04 Share personal experiences and responses to experiences with text:

• publishing non-print texts.
• discussing interpretations.
• recording personal responses

Alignment: 

NCDPI Standards
Standard 4: Elementary teachers have a broad knowledge and understanding of the major concepts in social studies.
This standard was met through the creation and instruction of the lesson plans that were created.  Each lesson plan focuses on a holiday or festival that was derived from harvest festival.  The study of various holidays, and their origins, directly meets the goals of the social studies curriculum for first grade. 

Standard 7: Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum
       Indicator 3: Teachers promote new learning by using students’ prior knowledge, misconceptions, and interests when designing lessons.
This indicator was met through the teaching of the Thanksgiving lesson plan.  Most of the students had heard of Thanksgiving, even if they were not entirely sure what it was.  We built on this knowledge to begin to teach the history associated with the holiday.
       Indicator 4: Teachers implement a variety of teaching and communication strategies for instruction.
This indicator was met due to the variety of formats through which the lessons were taught. The completion of these lessons includes artwork, direct instruction, read alouds, group work, partner work, and individualized activities. 
       Indicator 7: Teachers develop and use a variety of formal and alternative assessment strategies as an integral part of instruction and learning appropriate for assessing individual, peer, team, and collaborative skills.
This indicator was met, because assessments for these lesson plans were conducted through written work, pictures that were drawn, and student artwork.  Each of these showed the degree to which the student understood the concept being taught. 

Standard 11: Elementary teachers connect social studies with the broad curriculum.
This standard was met through the integration of language arts to the social studies lesson plans.  The students were required to write a story from another point of view.  They had to include correct puncuation, and their story had to have characters, a setting, and a problem.