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World Holidays

Created By: Shauna R. HunterEDT 3343, Fall SemesterJim Rutledge, InstructorNovember 28, 2008http//shaunahunter.com

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Introduction

Hello fellow explorers! We are going to travel around the world to see how people from different cultural and ethnic backgrounds celebrate different holidays and why.In America we eat pumpkin pie on Thanksgiving, we put up Christmas trees on Christmas, and we give candy & flowers on Valentine’s day. How are holiday traditions different in other cultures? We’re about to find out!!!

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The TaskYour group (3-5 in each group) will research the holiday that has been assigned to you. You will fill in the questionnaire individually, and then come together to combine your information into a short written report. Your group will make a poster that represents your assigned holiday. On your assigned day, your group will present to the class and we will sample one of the foods that your group has included on the graphic organizer (prepared and provided by the teacher or a parent).

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The Process(Click on the Numbers below to see your instructions)

PartPart

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Part 1

Each group member will fill in the questionnaire individually. You may use any available, reliable resource to do research on your holiday. I have included some suggested resources under the “Resources” link at the left side of this page. After each person has filled in their questionnaire, your group should come together and compare your answers. If there are any answers that your group disagrees about, go back and double check your resources. If your group still cannot agree, come and see me and we will figure it out together. Now your group will combine all of your answers and put the combined replies into a new questionnaire. This is the information your group will use for Part 2 of the WebQuest.

Click here to see the questionnaire

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World Holidays Questionnaire

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Part 2Each group member will be assigned to do a specific

job in Part 2 of the WebQuest.Writer(s) – The writer’s job is to combine the

information on the questionnaire into a short written report. It should be 1 page typed (14 pt font) and can be broken into as many paragraphs as necessary.

Artist(s) – The artist’s job is to create a poster that includes pictures or drawings of objects, foods, symbols, and people that are part of their assigned holiday. These may be drawn by the Artist or collected from the provided websites, magazines, or anywhere else you can find them. It should include the name of the holiday at the top and can be put together as a collage or it can be put together in a more organized fashion. Each picture and drawing should have a label or caption to tell us what it is.

Reporter – The reporter will read the written report to the class. At the close of the presentation the speaker will inform the class that we are going to sample a foodthat is traditionally part of their holiday.

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Resources

You may collect your information from: encyclopedias, library books, our textbook, our pre-selected websites listed under Sources & Credits & Sources & Credits (cont’d), or even from interviews of people who have personal knowledge of these holidays. As long as it is a reliable source of information, it may be used. If there are any questions as to whether or not you’re source is reliable, come and ask me.

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EvaluationYour score will come from your individual performance as well as your groups performance. Each part is worth 4 points. There are 100 total available points for this WebQuest. To view the grading rubric, click on the √ below. It’s important to know exactly how you’re being graded.

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Grading Rubric

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Conclusion

I truly hope you enjoyed learning about the holidays of other countries and cultures. I’m looking forward to your wonderful presentations and I’m sure you’ll teach the class many wonderful things about the holiday your group researched.

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Sources & Credits

St. Patrick’s dayhttp://www.kiddyhouse.com/Holidays/StPat/StPat.htmlhttp://en.wikipedia.org/w/index.php?title=Saint_Patrick%27s_Day&oldid=254367741http://www.history.com/minisites/stpatricksday/

Cinco de Mayo sources:http://www.kiddyhouse.com/Holidays/Cinco/http://www.vivacincodemayo.org/history.htmhttp://en.wikipedia.org/w/index.php?title=Cinco_de_Mayo&oldid=253442772

Kwanzaa sources:http://www.officialkwanzaawebsite.org/NguzoSaba.shtmlhttp://en.wikipedia.org/w/index.php?title=Kwanzaa&oldid=254702611http://www.endarkenment.com/kwanzaa/http://www.officialkwanzaawebsite.org/index.shtml

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Sources & Credits (cont’d)Ramadan & Hari Raya Puasahttp://www.kiddyhouse.com/Ramadan/http://en.wikipedia.org/w/index.php?title=Eid_ul-Fitr&oldid=254616695http://en.wikipedia.org/w/index.php?title=Ramadan&oldid=254406514http://www.colostate.edu/Orgs/MSA/events/Ramadan.html

Yom Kippurhttp://www.kiddyhouse.com/Holidays/YomKippur/http://www.torahtots.com/holidays/yomkipur/yomkstr.htmhttp://www.jewfaq.org/holiday4.htmhttp://www.chabad.org/holidays/JewishNewYear/template_cdo/aid/177886/jewish/In-a-Nutshell.htm

Diwalihttp://www.kiddyhouse.com/Holidays/diwali/http://en.wikipedia.org/w/index.php?title=Diwali&oldid=254472985http://www.diwalifestival.org/http://www.sscnet.ucla.edu/southasia/Culture/Festivals/Diwali.html

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TEKS§113.5. Social Studies, Grade 3. Culture. The student explains the significance of

selected ethnic and/or cultural celebrations in Texas, the United States, and other nations such as St. Patrick's Day, Cinco de Mayo, and Kwanzaa;

§113.5. Social Studies, Grade 3. Culture. The student compares ethnic and/or cultural celebrations in Texas, the United States, and other nations.

§110.5. English Language Arts, Grade 3. Writing/inquiry/research. Take simple notes from relevant sources such as classroom guests, books, and media sources (2-3);

§110.5. English Language Arts, Grade 3. Writing/inquiry/research. Compile notes into outlines, reports, summaries, or other written efforts using available technology (2-3).

§110.5. Writing/purposes. The student writes to record ideas and reflections (K-3);

§110.5. Writing/purposes. The student writes to discover, develop, and refine ideas (1-3);

§110.5. Writing/penmanship/capitalization/punctuation. The student uses capitalization and punctuation such as commas in a series, apostrophes in contractions such as can't and possessives such as Robin's, quotation marks, proper nouns, and abbreviations with increasing accuracy (3).

§126.3. Technology, 3rd-5th. Foundations. Produce documents at the keyboard, proofread, and correct errors;

§126.3. Technology, 3rd-5th. Foundations. Follow acceptable use policies when using computers; and

§126.3. Technology, 3rd-5th. Foundations. Model respect of intellectual property by not illegally copying software or another individual's electronic work.

§126.3. Technology, 3rd-5th. Information acquisition. Select appropriate strategies to navigate and access information on local area networks (LANs) and wide area networks (WANs), including the Internet and intranet, for research and resource sharing.

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