Cultural Traditions in My World

TEACHER’S GUIDE
Cultural Traditions in My World exposes readers to an entire year of traditions and cultural
celebrations in many countries throughout the world. Each book examines the religious, family,
and seasonal traditions of a particular country. Readers also learn about the food, clothing, and
other cultural objects related to these traditions. The Cultural Traditions in My World Teacher’s
Guide includes lessons that are intended to have students first explore their local communities,
and the traditions celebrated within those communities, including their own families, and country.
The lessons are then extended to the global community, as they explore the cultural traditions
celebrated in various countries around the world.

Learning about different cultures and traditions is important at a young age. It helps to
teach students understanding and tolerance for others. Lessons that explore local and global
communities teach students that diversity is everywhere. By incorporating lessons that encourage
students to draw on their personal experiences, it sends the message that our cultural traditions
should be shared and celebrated with one another.

The lesson plans in this guide are specifically tailored to students in grades 2-3, and focus on
developing insight into their own cultural traditions, and then those in other countries around the
world. Therefore, in order to scaffold this transition, each lesson in this guide is designed to follow
a sequential order. Reproducible worksheets and assessment tools accompany each lesson plan.
The titles in Cultural Traditions in My World include:
Cultural Traditions in Vietnam Cultural Traditions in Sweden Cultural Traditions in Greece

Cultural Traditions in Turkey Cultural Traditions in Kenya Cultural Traditions in Egypt

Cultural Traditions in Sri Lanka Cultural Traditions in Jamaica Cultural Traditions in Australia

Cultural Traditions in Poland Cultural Traditions in Iran Cultural Traditions in the United
States
Cultural Traditions in Iceland Cultural Traditions in Germany
Cultural Traditions in South Africa
Cultural Traditions in Honduras Cultural Traditions in Russia
Cultural Traditions in Israel
Cultural Traditions in Ghana Cultural Traditions in Mexico
Cultural Traditions in France
Cultural Traditions in Cuba Cultural Traditions in Japan
Cultural Traditions in the United
Cultural Traditions in the Cultural Traditions in India Kingdom
Netherlands
Cultural Traditions in China Cultural Traditions in Canada
Cultural Traditions in South Korea
Cultural Traditions in Brazil
Cultural Traditions in Italy
Cultural Traditions in Thailand
Cultural Traditions in Argentina

Made possible with the support of the

Ontario Media Development Corporation.

Copyright © 2018 Crabtree Publishing Company

 PACING CHART AND VOCABULARY

Lesson Plan Title Pacing Vocabulary

Introduction to Communities and Traditions 1 class periods * community
tradition
Exploring My Country 2 class periods Canada/United States
gallery walk
holiday
poster
Comparing Cultural Traditions 1-2 class periods clothing
differences
family celebrations
food
holidays
immigrate
religion
research
rites of passage
similarities
Venn Diagram
Cultural Objects 1-2 class periods cultural objects
identify
purpose
Celebrating Diversity Through Show & Tell 1-2 class periods learning goal
show & tell
success criteria
recall
Christmas Around the World 2 class periods changing traditions
Christmas
decorate
family
food
flag
map
reflection

* 1 class period = 40-60 minutes

2
 ACCOMMODATION STRATEGIES

Accommodations provide equal access to learning and equal opportunity to demonstrate what is learned. Accommodations allow a
student access to the subject or course without any changes to the knowledge and skills the student is expected to demonstrate.

Educators are encouraged to adapt the instructional approach, activities, and assessments included in this guide to best meet the
diverse interests, needs, and abilities of their students. Possible accommodations may include:

Instructional Strategies

• Break tasks into parts with accompanying time lines

• Provide extra time for processing of oral information.
• Pair oral instructions with visual ones (writing or symbols)
• Pre-teach new vocabulary and regularly review previously taught vocabulary
• Provided model of completed work
• Frequently check with the student to get him/her started
• Provide oral and visual instructions and examples
• Provide a checklist of tasks for the student

Environmental Strategies

• Proximity to teacher
• Strategic seating
• Flexible or mixed-ability grouping
• Provide an alternative setting for learning that is free from visual and
auditory distractions.

Assessment Strategies

• Build in extra time to allow student to process questions asked and answers given
• Provide written instructions and rubrics for assignments
• Offer a choice of assessment activities so that the student can choose one suited
to their strengths
• Space out or extend assignments to prevent student feeling overwhelmed
• Reduce the number of tasks used to assess skill or concept
• Allow students to use assistive devices or technology

3
 LESSON 1
Introduction to Communities & Traditions

Curriculum Correlations Setting the Stage

Ontario Social Studies Begin by writing the word “community” on the chalkboard/whiteboard. Facilitate a
Grade 2 A. Heritage & Identity: Changing Family and classroom discussion on this word and what it means to students. Use prompts such as:
Community Traditions 4 What does this word mean? A community is a group of people who live,
A1.2, A3.4 work, and play in a place.
Common Core Grade 3 4 What kinds of communities are you a part of, or who is part of your community?
RI.3.7 (i.e. family, neighborhood, sports teams, classroom, school, country, etc).
Ontario Language Art
Grade 2-3 Writing Then add the word “tradition” on the same chalkboard/whiteboard. Facilitate a similar
1.2 discussion on the word and what it means to students. Use prompts such as:
4 What is a tradition? Celebrations and our beliefs passed down from one
generation to another.
4 What makes something a tradition?
4 Think back to the communities that you belong to. What kinds of traditions do
you celebrate in these communities?

Materials
• Whiteboard/chalkboard

• Markers/chalk

• My Favorite Tradition Worksheet

• Introduction to Traditions Exit Card

• Pencils

Objectives

Students will:
• Define community and traditions, and give examples in their own lives.

4
 Activity

Students will then complete the My Favorite Tradition Worksheet

Extensions
independently. Students will choose a tradition they celebrate and write
about it. In writing about their favorite tradition, they will include:
• Who (who is this tradition celebrated with?) Students can volunteer to present their tradition to the class.
• What (explain the tradition)
• Where (location) Pass out the Introduction to Traditions Exit Card. Ask students to hand in
• When (time of year, season, date, etc.) the exit cards at the end of the lesson.
• Why (why it is celebrated)
• How (the story behind how this became a tradition)

Once students have had a chance to complete the My Favorite Tradition

Worksheet, divide them into groups of 3-4. Students will then share their
tradition within their small groups. Students are reminded to ask their
peers questions about the 5 Ws and 1 H as they share. Monitor and help
facilitate further discussion with the groups as needed.

Wrap-Up

• Students could expand on the worksheet to complete a journal

entry about their tradition.
• Students could draw a picture that represents their tradition.
• After presenting in their small groups, students present their
tradition to the whole class.

Assessment

Assess exit cards for understanding of community and traditions, as well as ability to recall a peer’s
tradition, and compare it to one of their own.
Collect observational notes while monitoring students interacting in their small groups.

5
Name: ______________________________________________ Date:_____________________

My Favorite Tradition Worksheet

My Favorite Tradition is:

WHO (Who do you celebrate with?)

WHAT (Explain the tradition)

WHERE (Location)

WHEN (Time of year, season, date, etc…)

WHY (Why is it celebrated?)

HOW (How did this become a tradition?)

6
Name: ______________________________________________ Date:_____________________

Introduction to Traditions Exit Card

In your own words, define community. Name one community you belong to.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

In your own words, define tradition. Name one tradition you celebrate.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

What is one tradition you learned about today? How is it similar to a tradition you celebrate? How is it different?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

7
 LESSON 2
Exploring My Country

Curriculum Correlations Setting the Stage

Ontario Social Studies Introduce the book Cultural Traditions in Canada or Cultural Traditions in the United States
Grade 2 A. Heritage & Identity: Changing Family and Community (depending on where you live).
Traditions
A3.3, A3.4 Using the classroom map or globe, ask for a volunteer to come up and find our country on
the map. Mark it with a sticky note.
C3 Framework
RI.3.7 Read the book to the class.
Geography D2.Geo.5.K-2

As a class, make a list of the holidays shared in the book. Explain that traditions are
often shared or practiced during holidays. Ask students to share the traditions that they
remember from the book. Make a separate list of traditions.

Ask students:
• Are there any other holidays or traditions we celebrate in this country that were not
discussed in the book? What are they? (Add ideas to the lists)
Materials
• Why is it important to learn about the traditions and holidays that Canadians/
• Whiteboard or chalkboard Americans celebrate?
• Markers or chalk

• Cultural Traditions in Canada or Cultural Traditions in the

Activity
United States book

• Blank white paper

Students will be given a blank piece of white paper. They will use this paper to create a
• Classroom map or globe poster welcoming a new family to their country. Each student will start by writing the
phrase “Welcome to Canada/The United States” in the middle of their poster. The poster
• Welcome to Canada/United States Poster Checklist should include an illustration of at least one holiday their family celebrates in Canada/
The United States. It should also include at least three other illustrations that represent
Canada/United States to them. This could include: food, clothing, entertainment, physical
features, seasons, climate, etc.

Students will be given the remaining class time to work on their poster, as well as the next
class period. The wrap-up will occur at the end of the second class period.

Objectives

Students will:
• Explore the country in which they live and identify the cultural
traditions and holidays that take place throughout the year.
• Identify a tradition/holiday that their family celebrates and illustrate it in
the form of a poster.

8
 Extensions
4Allow students to conduct their own research on traditions
and holidays celebrated in the country.

4Students could write a small paragraph explaining the

meaning behind their poster.

4Students could write a letter to the new family coming to

their country, explaining some of the celebrations we partake
in, and why it is a great place to live.

Wrap-Up

Students will showcase their posters on a designated classroom wall.

Students will then complete a Gallery Walk, where they look at the
posters created by their classmates. Students should be encouraged to ask
their peers questions, and provide positive feedback. For example: Why
did you choose to include these traditions or holidays? Allow for student
interaction.

Takeaway Concepts:

4Your poster may look different than your classmate’s poster.

This is great! There is no one view of Canada/United States.
Just like every person in this room is unique, so are some of the
cultural traditions and holidays we celebrate.

4We are lucky to live in a country full of diversity.

Assessment

Students will hand-in their posters. Teacher will use Welcome to Canada/
United States Poster Checklist to assess understanding and performance.

9
Name: ______________________________________________ Date:_____________________

Welcome to Canada/United States Poster Checklist

Yes No

Student has included the ___________ ___________

title “Welcome to Canada/
Notes: _______________________ Notes: ________________________
United States” ___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________

Student has included at ___________ ___________

least one illustration of
Notes: _______________________ Notes: ________________________
a holiday/tradition their ___________________________ ____________________________
family celebrates. ___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________

Student has included at least ___________ ___________

three other illustrations that
represent Canada/United Notes: _______________________ Notes: ________________________
States to them. ___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________

10
 LESSON 3
Comparing Cultural Traditions

Curriculum Correlations Setting the Stage

Ontario Social Studies Choose a book from the series.
Grade 2 A. Heritage & Identity: Changing Family and *Any of the books in the series could work for this lesson.
Community Traditions
A3.7
Activate Prior Knowledge:

Common Core Grade 3 4 What do you already know about this country?
RI.3.5 4 Are you familiar with any of the holidays they celebrate?
4 Does anyone in the classroom know someone who lives here or
C3 Framework immigrated from here?
D2.Geo.5.K-2

Read the book to the class.

Ontario Language Arts
Grade 2-3 Reading
1.6
Grade 2-3 Writing
• 1.4 Activity
Introduce a Venn Diagram. Explain that this is a type of graphic organizer that we will use
to compare the similarities and differences of the country we live, to the one we just read
about.
Materials
• Books from the Cultural Traditions in My World series Divide students into groups of 3 to 4. Each group will be given one category from the
following list:
• Computers with Internet access 4 Religion & Rites of Passage
• Cultural Traditions Venn Diagram 4 Food & Clothing

• 3-2-1 Exit Card 4 Holidays & Family Celebrations

*There may be some groups doing the same category depending on class size.

**Some of the categories may have overlapping topics (for example: clothing as a part of
religion).

Objectives

Students will:
• Explore the similarities and differences between traditions and holidays
celebrated in their home country and another country in the world.
• Create a Venn Diagram to display the comparison.
• Use multimedia to research and further their understanding of the country.

11
 Activity Extensions
Students must use the book from Lesson #2 Cultural Traditions in Canada
or Cultural Traditions in the United States along with the book on the 4Have students present their Venn Diagram to the class.
country we read today to find information on their group’s assigned
category. The information will then be compared using the Venn Diagram.
Each group will be responsible for recording the comparison of their
assigned category only. If the countries share similar traditions they will
go in the middle of the Venn diagram. If the tradition applies to only one Wrap-Up
country it will go in either the left or right side of the diagram.

Prompt students to write the name of their category above the Venn In their groups, students will take turns presenting their Venn Diagrams
Diagram, and then write each of the country names on the blank spaces to the class.
in the diagram.
Distribute the 3-2-1 Exit Card (one per student) for completion. Remind
Students will have access to one school computer per group. They will be students to draw on what they learned from completing their own Venn
expected to research their topic further. Students must include at least Diagram and while listening to their peers present.
one more cultural tradition that fits into their category, and was not
mentioned in either book.

Some websites to suggest for additional research:

https://www.factmonster.com/countries

https://kids.nationalgeographic.com/explore/

https://bit.ly/2Iqfah5

Assessment

• Assess the Venn Diagrams for completion.

• Assess the Exit Card for understanding, interest, and what they would
like to learn more about. This may help to tailor future lessons.
• Collect observational notes while monitoring students interacting in
their small groups.

12
Name: ______________________________________________ Date:_____________________

Cultural Traditions Venn Diagram

_________________

Topic: _________________________________________
____________________

13
Name: ______________________________________________ Date:_____________________

3-2-1 Exit Card

1. ___________________________________________________________________________

___________________________________________________________________________

2. ___________________________________________________________________________

___________________________________________________________________________

3. ___________________________________________________________________________

___________________________________________________________________________

What are 2 things that you found interesting, and would like to learn more about?

1. ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

What is 1 question you still have about the material?

1. ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

14
 LESSON 4
Cultural Objects

Curriculum Correlations Setting the Stage

Ontario Social Studies Start by writing the words cultural object on the front board.
• Grade 2 A. Heritage & Identity: Changing Family and Ask students:
Community Traditions
4What does this word mean?
• A3.4, A3.6, A3.7
4What types of items could be classified as a cultural object?
Common Core Grade 3
• RI.3.7
C3 Framework Share answers and create a definition as a class. Example Definition:
• Geography D2.Geo.5.K-2 4Cultural objects are physical items used by humans for a specific purpose
Ontario Language Arts – Reading related to religion, holidays, and various other celebrations and traditions.
• 1.1, 1.4 4Some examples: tools, artifacts, utensils, machines, jewelry, etc.
Ontario Language Arts – Writing
• 1.4
Choose a book from the series.
*Any book would work, but choose a country that has not yet been covered.

Introduce the book to the class. Explain that as we are reading through, students should
write down cultural objects mentioned in the book, used by that particular country.
Read the book to the class.
Materials
• A book from the Cultural Traditions in My World series

• Chart paper

• Markers

• Student notebooks and/or lined paper

• Pencils

• Identifying Cultural Objects Worksheet

Objectives

Students will:
• Define cultural objects.
• Identify cultural objects used by various countries around the world, and explain their purpose.
• Choose an object from a cultural tradition celebrated by their family to present to their classmates in a future lesson.

15
 Activity Wrap-Up
Ask students to share which cultural objects they noted as we read As homework, students are asked to bring in an object of their own from a
through the book. Discuss the purpose of each object. Make a classroom tradition they celebrate with their families. This item should be something
list. Add these examples to the chart paper, under the definition we passed down to them and something that has a special meaning to their
created earlier. Post this list as a reference. family. Students will be encouraged to ask their parents/guardians about
the object, and the meaning behind it, so that they can share the same
Now, students will choose their own book (a country that has not been with their classmates during the next lesson.
discussed in a previous lesson would be ideal).

Students will read silently at their own desk. As they are reading, they will
complete the Identifying Cultural Objects Worksheet. In the first column
of the worksheet, students will list the cultural object, and in the second
column they will describe the significance of that object. Answering the
question: What is it used for?

Extensions

4Teacher could bring in a few cultural objects of their own to

share with the class. Facilitate a classroom discussion around
the items. For example: Have you ever seen any of these
items before?

4Write a short paragraph reflecting on your familiarity with a

particular object from the book. For example: “I recognize the
pinata used in Mexican culture. My cousin had a pinata at
his 8th Birthday party!”

Assessment

Collect Identifying Cultural Objects worksheet and give students a mark for completion.

16
Name: ______________________________________________ Date:_____________________

Identifying Cultural Objects Worksheet

Cultural Object What is it used for?

17
 LESSON 5
Celebrating Diversity Through Show & Tell

Curriculum Correlations Setting the Stage

Ontario Social Studies Facilitate a classroom discussion that reviews the terms we covered in our last lesson.
Grade 2 A. Heritage & Identity: Changing Family Ask students:
and Community Traditions
A2.1, A3.7 4What was the topic of our last lesson?
Common Core Grade 3 4Who can remember the definition that we created for cultural objects?
RI.3.1 What are cultural objects?
C3 Framework 4What are some examples of cultural objects we found, in the book we
D2.Geo.5.K-2 read together?
Ontario Language Arts 4What are some examples of cultural objects you found, in the book you
Grade 2-3 Reading read on your own?
1.1, 1.4
Grade 2-3 Oral Communication
If students have a difficult time recalling the examples from last lesson, refer them to the
• 2.7
Anchor Chart that we created together.

Activity
Materials
Explain that you are excited to see the objects that each student brought in to share with
• Cultural Object (1 per student, brought in from home) the class.
• Chart Paper
Before we begin sharing, we will co-create our success criteria for the Show & Tell
• Markers
Presentation.
• Show & Tell Presentation Rubric
Teacher will present the learning goal: “Present an object from my culture to the class.”

Then ask students: What do you need to do in order to show & tell effectively?

Objectives

Students will:
• Recall information on cultural objects, as learned in a previous lesson.
• List and demonstrate understanding of cultural objects used in various countries around the world.
• Create success criteria to ensure objectives and expectations for the Show & Tell Presentation are clearly outlined,
and so students are aware of what they need to accomplish in order to be successful.
• Share an object from a cultural tradition that has been passed down through generations and celebrated by their family.

18
 Activity Wrap-Up
Student answers to this question will help to build our success criteria. The students will Show & Tell the object they brought from home. They
This may include the following: will be reminded to keep the success criteria in mind while presenting.

4Student has provided the name of the item they are sharing. The teacher will also allow for 5-10 minutes of “peer time” at the end of
the lesson. This “peer time” will give students the opportunity to ask one
4Student has described the meaning behind the cultural object. another questions about their cultural object, and to pass them around as
desired.
4Student has explained why they chose to share this particular
object with the class. Then, bring discussion back to the classroom setting, and thank students
for presenting. Recognize that it is not always easy to share something
4Student ensures volume and pace is appropriate for personal with a large group. Discuss some takeaway concepts:
the audience.
4Presenting an object passed down to us from family, or an item
4Student uses body language, eye contact, and gestures that we use in cultural celebrations, helps us to learn more
to communicate with the audience. about our own culture, and traditions, and those of our
classmates.
*The learning goal and success criteria will be posted in the classroom so
that students can refer to them prior to their Show & Tell. 4If some of the cultural objects we use differ from our classmates
we should ask questions to build understanding. We should
approach this topic in a respectful manner.

4Every student is unique, and our diversity should continue to

Extensions be explored and celebrated.

4Could collect student input to create the learning goal

together as well.

4Could have students complete a self-assessment, such

as a checklist, after they have presented.

4Students could also complete a peer assessment, while

watching their classmates present.

Assessment

Use the rubric entitled Show & Tell Presentation Rubric to assess student preparation and presentation.

19
Name: ______________________________________________ Date:_____________________

Show & Tell Presentation Rubric

Category 4 3 2 1

Provided Provided name. Did not provide. Did not provide. Did not provide.
name of
object.

Meaning Student provides an Student provides a Student provides a Student does not
exceptional summary good summary for satisfactory summary provide a summary for
for the meaning the meaning behind for the meaning the meaning behind
behind their object their object. behind their object. their object.

Reason for Student provides an Student provides a Student provides Student does
Choice exceptional explana- good explanation for a satisfactory not provide an
tion for their choice of their choice of object. explanation for t explanation for their
object. heir choice of object. choice of object.

Volume & Volume is loud enough Volume is loud Volume is loud Volume often too
Pace to be heard by all enough to be heard enough to be heard by soft to be heard by all
audience members by all audience mem- all audience members audience members.
throughout the bers at least 90% of at least 80% of the
presentation. the time. time.

Posture and Stands up straight, Stands up straight Sometimes stands Slouches and/or
Eye Contact looks relaxed and establishes up straight and does not look at
and confident. eye contact with establishes eye people during the
Establishes eye everyone in the contact. presentation.
contact with room during the
everyone in the presentation.
room during the
presentation.

20
 LESSON 6
Christmas Around The World

Curriculum Correlations Setting the Stage

Ontario Social Studies *Know your students’ cultural backgrounds prior to engaging in this lesson. If some
Grade 2 A. Heritage & Identity: Changing Family and students do not celebrate Christmas, this lesson could be changed to fit with another
Community Traditions holiday such as New Year, Independence Day, Birthdays, etc.
A1.2, A2.5, A3.4, A3.7
Common Core Grade 3 Facilitate class discussion on Christmas:
RI.3.5; RI.3.7, RI.3.10 4Christmas is one of the most well-known and celebrated holidays
C3 Framework around the world.
Geography D2.Geo.5.K-2 4Family traditions, religious events, decorations, movies, songs, and food
Ontario Language Arts are all part of many of our Christmas celebrations. These things often make
Grade 2-3 Reading up the Christmas memories we hold on to, and look forward to each year.
1.4, 1.6
Grade 2-3 Writing
1.3 Questions for students:
1. What is one of your favorite Christmas traditions? Why?
2. How does your family celebrate Christmas?
3. Do you decorate your house? What kinds of decorations do you put up?
4. Any particular food you eat around the Christmas holidays?
5. Have any of your Christmas traditions changed over the years? How?

Get a good classroom discussion going and have students share their own experiences
with the holiday.
Materials
• Computers with Internet access Continue with classroom discussion:

• Cultural Traditions in My World series (specifically

countries that celebrate Christmas) 4How we celebrate here in North America can be very different, than how
other countries celebrate.
• Scrap paper
4Various customs and traditions exist. Some of these we may be familiar
• Pen/Marker with, and some we may have never heard of.
4Today we will be exploring how various countries celebrate Christmas.
• Christmas Around the World Worksheet

• Christmas Around the World Checklist

Objectives

Students will:
• Identify and describe aspects of their own Christmas traditions and celebrations.
• Research how another country celebrates the Christmas holidays.

21
 Activity Extensions

Students will work in pairs.

4Students can pretend they have a pen-pal in the country
they have researched and write to them explaining how they
Teacher will write the names of countries in Cultural Traditions in My World celebrate Christmas here, and also explaining what they know
series on small pieces of scrap paper, then fold them, and place them in a about their country’s Christmas celebrations.
hat. Each pair of students will choose one scrap paper from the hat, which
will reveal the country they will research. 4Have students find a recipe for a traditional dish served
around the holidays in their assigned country.

Once each pair is assigned a country, the Christmas Around The World
Worksheet will be passed out. Students will work in pairs, but will complete
their own worksheet.

This worksheet asks students to summarize Christmas in the country they Wrap-Up
have been assigned. The teacher will go through the worksheet to ensure
students understand what is being asked.
Invite students to share one or more of the questions on their worksheet.
Discuss our findings. Have students reflect on the similarities and
Students will be reminded to use the book on their country as a reference, differences between how they celebrate Christmas, and how it is
as well as any of the following websites: celebrated around the world.
http://www.santas.net/aroundtheworld.htm
http://www.theholidayspot.com/christmas/worldxmas/index.htm Some takeaway concepts:
http://www.the-north-pole.com/around/ 4Just because we celebrate one way, does not make this the
right way, or only way.
Students can also use the Google Image Search Engine to find out how to 4The traditions and customs of Christmas may vary from country
draw their country’s flag, and to find a print out map of their country. to country, however the common message of peace, giving, and
celebration with family and friends remains the same.

The final question on the worksheet should be answered individually, as it

is a personal reflection.

Assessment

Students will hand in their worksheets. Use the Christmas Around the World Checklist to assess the quality of answers.

22
Name: ______________________________________________ Date:_____________________

Christmas Around the World Worksheet

Use this worksheet to summarize how your country celebrates Christmas. Your research can include information in the Cultural Traditions in My
World books and from the following websites:
1. http://www.santas.net/aroundtheworld.htm 3. http://www.the-north-pole.com/around/
2. http://www.theholidayspot.com/christmas/worldxmas/index.htm 4. “Google Image Search” for country’s flag & map

Name of Country: ____________________________________

Please draw your country’s flag below:

Please attach a map of your country.

What are some food enjoyed during Christmas? (Please find at least two)
1.
2.
3.
4.
5.
What are some of the traditions celebrated during Christmas? Please explain: _______________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________ ______________________________

List some of the cultural objects used during Christmas:

1.
2.
3.
4.
5.
How is this country’s Christmas celebration different from your own? Please explain:___________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

23
Name: ______________________________________________ Date:_____________________

Christmas Around the World Checklist

Yes No
Student has provided the ___________ ___________
name of their country.
Notes: _______________________ Notes: ________________________
___________________________ ____________________________
___________________________ _________________________
Student has included a ___________ ___________
drawing of the country’s
flag.
Notes: _______________________ Notes: ________________________
___________________________ ____________________________
___________________________ _________________________
Student has included one ___________ ___________
map of the country.
Notes: _______________________ Notes: ________________________
___________________________ ____________________________
___________________________ _________________________
Student has included at least ___________ ___________
two examples of food eaten
during the holiday.
Notes: _______________________ Notes: ________________________
___________________________ ____________________________
___________________________ _________________________
Student has included ___________ ___________
a summary of holiday
traditions celebrated in the
Notes: _______________________ Notes: ________________________
country. ___________________________ ____________________________
___________________________ _________________________
Student has provided a ___________ ___________
summary as to how this
country’s celebration is
Notes: _______________________ Notes: ________________________
different from his or her ___________________________ ____________________________
own. ___________________________ _________________________
Student has included a list of ___________ ___________
cultural objects used during
the holiday.
Notes: _______________________ Notes: ________________________
___________________________ ____________________________
___________________________ _________________________
Student has provided a ___________ ___________
summary as to how this
country’s celebration is Notes: _______________________ Notes: ________________________
different from his or her ___________________________ ____________________________
own. ___________________________ _________________________

24