iStock
Related Content
The U.S. is a multicultural society whose population includes many and varied racial, ethnic, cultural, faith and religious communities. The Calendar of Observances is a tool to help school communities enhance their understanding of different people and communities. The Calendar also serves to increase awareness of and respect for religious* observances and racial, ethnic and cultural festivities that may affect students, colleagues and neighbors in your community.
Along with sharing and discussing the Calendar of Observances, use this collection of classroom activities with students to enhance their understanding of our multicultural society and world.
1. Research
Invite students to choose an observance or holiday (or a group of related ones) from the list and conduct research to learn more about it. Engage students in using books, articles, interviews with people familiar with the holiday and online resources to learn about the observance/holiday’s history, how it came to be a holiday or observance, which groups of people celebrate it and why, the different ways that people celebrate or commemorate it, and why it’s meaningful or important. Students can also reflect on and share why they chose this particular holiday or observance to research. They can share what they learned by creating an infographic, slide (PowerPoint or Google) presentation or short essay. You can also combine this activity with one of the other activities below (video, creative writing, and social media) for students to explore and share.
2. Missing Observances
Using their experiences, knowledge or research, have students identify what holidays and observances are missing from the Calendar of Observances. When they have identified one or more missing items, invite to write a persuasive letter or essay about why this holiday or observance should be included in the Calendar of Observances and the extent to which an identity may be excluded or marginalized as a result. Components of a persuasive letter or essay include a clear and compelling position about what and why the writer is trying to persuade; data or evidence to support that position; explanation of an opposing viewpoint and contrasting evidence or arguments to disprove that point of view; and a convincing and compelling conclusion. If students want to send the letters, explore possible audiences (including ADL Education) and then work on finalizing and sending the letters.
3. Video
Have students create a video about their favorite or most meaningful holiday or observance, or one they’ve recently researched (see #1) to learn more about. Students can work alone or in pairs to create the video. They will first plan out the video including deciding what the components most important to include and highlight (and coming up with a title); deciding on length (keep it short: 1.5 to 3 minutes); writing the script; identifying and collecting the images, people, props, needed to tell the story; deciding on any sound including opening and background noise; involving others if you have multiple characters; finalizing the script; captioning it, practicing it for others and getting their feedback and then creating the final video. The video can be shared in class or on the school’s website or social media channels.
4. Children's Books
Have students choose a holiday or observance and then explore children’s books that focus on that holiday or observances. Students can use ADL’s collection, Books Matter. the school library’s collection and online sources to identify books. Students can then share a list of books they found that explore that holiday and reflect on the extent to which they think there is a solid collection of books on the topic (or not), as well as the quality of those books. As an alternative or in addition, invite students to write their own children’s books about the holiday or observance (or for younger children, creating a class book about many different holidays/observances), learning more about the holiday or observance and using other picture books as “mentor texts,” creating a picture book for young children. The books can be shared with younger children in schools, siblings or other family members.
5. Social Media
Invite students to create and share social media posts about one or more holidays or observances, either ones that are meaningful to them or new ones they recently researched and learned about (see #1). The social media posts can provide information about the holidays or observances, links to articles, sharing of personal reflections and experiences, their perspective or point of view on the holiday, images and photos or demonstrate something about the holiday or observance. The social media collection can include a series of tweets (a Twitter/X thread), an Instagram carousel, story or reel (video) or a Facebook post with related image(s). In the post, students can invite others to share their own reflections, stories and knowledge about the holiday or observance.
6. Creative Writing
Engage students in a creative writing process where they reflect on their knowledge, information, history and personal reflections to produce a piece of creative writing on a chosen holiday or observance. This may include a poem, spoken word, skit/short play, video script, short story, speech, memoir, song, or imagined diaries or journals. Engage students in an exploration and writing process that can include some or all of the following steps: timed free writing with background music; turn and talk with a partner about ideas generated from free writing; selecting a genre; writing the first draft; sharing the first draft with a partner for feedback, editing and finalizing. Invite students to share their creative writing with the class, invite family members into class to hear students read them aloud, or share in a book or on the school’s website.
7. Personal Reflection
Have students reflect on, explore and share their personal experiences and reflections about a special holiday or observance from the list. One process you might use to do this is have students reflect on the list, then identify a few holidays and observances that resonate with them, then narrow down and choose one. You can provide a series of questions to respond to (i.e., What does this holiday/observance mean to you? What are your memories? What are special things you do to commemorate the holiday/observance? What are your favorite things about this holiday? How does this observance connect with an aspect of your identity?) or you can keep the process more open ended. Have students then share their personal experiences and reflections by doing a class presentation, writing a story or a small moment about the holiday/observance, make a video of themselves or with family members discussing their personal experiences with the holiday or observance. As an alternative, invite students to curate an “exhibit” where they can draw or bring in important objects that convey memories and photographs from their experiences with the holiday and then write captions or dialogue bubbles that bring the objects and photographs to life.
8. School/Community Analysis
Have students review the school’s calendar of observances (if your school has one) and learn more about what holidays and observances are acknowledged, commemorated or celebrated and which ones are not. In small groups, engage students in assessing the extent to which their school’s holiday and observances are inclusive. Have them reflect on whether there are important missing items or bias in their calendars (i.e., some identity groups are well represented and some not). Invite students to write an essay or create a presentation with their findings to present to school staff and leadership/administration. Engage students in considering what they can do to make their school’s holiday and observances more inclusive.
9. Overall Review
Invite students to read and review the entire calendar and explore the following questions, which can be answered as a whole class, in pairs, or silently to themselves. Questions include: What do you notice? What do you wonder? What did you learn by reviewing the Calendar of Observances? What are your biggest takeaways? How will you share this information with others? What impact does the calendar have on you? What impact can it have on others, the school and the community? What is the purpose of a Calendar of Observances? If a school or community does not have a calendar, how would you encourage them to create one? As a culmination, have students share their reflections and analysis through writing an essay or sharing their observations in small groups.
* While we encourage students to learn about the observances of other people and groups, be mindful that when talking about religious holidays and observances, students should not feel pressured to participate in an activity they don't feel comfortable with, especially one that is contrary to their faith or religion. The activities above do not ask students to do so, but we wanted to provide a friendly reminder about this.