Freedom of Worship: What are Your Family Beliefs or Traditions?

Overview:

In this follow-up activity to the close reading of Freedom of Worship, students will reflect on the freedom of worship that they have today. Many of our family tradition and celebrations have roots in our heritage and faith. Students will choose one of these traditions or celebrations to illustrate and and research the origin of these traditions in their family.

Enduring Understandings/ Essential Questions:

• There are a variety traditions in a community.
• Many of our family traditions and celebrations are related to our religious beliefs and our heritage.
• There are many examples of people who were not able to practice their beliefs in history.
• Why do family traditions differ?
• Where do our family traditions come from?
• Within individual families that do have common traditions, are they celebrated the same way? How are the components of the traditions the same? How are they different?

Objectives:

• Students share beliefs and traditions that are part of their family heritage through talk and illustration.
• Students become aware of the similarities and differences of their family traditions and the origin of these traditions.
• Through family interviews and research, students explore the origins of a family tradition.

Background:

In January, 1941, President Roosevelt’s State of the Union Address to Congress included four freedoms which he felt were the rights of all citizens of the world. World War II was heating up and he knew that the United States would probably be needing to take a more active part in the war. Up to this point, the United States was sending supplies to European countries. President Roosevelt included Freedom of Worship as one of these four freedoms. For his illustration, Mr. Rockwell created a collage of people, young and old, men and women looking into the light. Each following the “dictates of his own conscience”. Mr. Rockwell included artifacts such as beads and a prayer book which represent prayer materials of different beliefs. These artifacts are open to interpretation as the book could be the bible, the Torah, etc. The painting itself is monochromatic showing the reader that all people regardless of their differing beliefs are equal. No one person or faith stands out amongst the group.

Materials:

Classroom Supplies:

• Chart paper and markers
• Activity sheet or drawing paper
• Lined paper for research
• Writing tools

Activities:

• After having opportunity to review their close reading of the illustration, Freedom of Worship, students reflect on and think about practices that their families have such as attending church, celebrating religious holidays, birthdays, name day, etc.
• Record traditions that are shared by students on chart paper.
• Students illustrate one of the traditions that they celebrate with their families. Their illustrations should include details which tell the story of their traditions.
• Assign students the task of interviewing family members to learn about the origin of the tradition they chose to illustrate. They might also gather further information through library and online resources.  E.g. My family celebrated Christmas. Our holiday decorations included many items common to other families who celebrate Christmas. However, gnomes, fruit (especially apples), Swedish horses and wooden hearts were also included among the decorations that hung on our Christmas tree.  These ornaments reflected our Scandinavian heritage. My great grandmother had immigrated from Sweden and my grandfather was an immigrant who was born in Norway.
• After completing the research, students write a short expository essay to accompany their illustration.
• Students view the work of their classmates  in a gallery walk. Students display their illustration and related text on their desks or table space. For a designated amount of time students move about viewing classmates’ illustrations and reading their related texts. Include a brief group share following the walk for students to ask questions of each other and reflect on what they learned.

 

Assessment:

• Were students able to identify family traditions/celebrations that they celebrate?
• Did all students participate in discussions and activities?
• Did students show details related to the traditions their family celebrate?
• Were students able to interpret the picture graph and give statements which reflected its outcome?
• Were all students respectful during activities and discussions?