December 17
3 - 6
Historical Figure & Event

Wilbur and Orville Wright's landmark flight at Kitty Hawk, North Carolina, was the realization of their dream of powered human flight. Although their historic achievement lasted only 12 seconds, it continues to symbolize—even after more than 100 years—human determination, imagination, creativity, and invention.

The anniversary of the Wright brothers' amazing flight offers a great opportunity for a highly motivational learning experience. After your students learn about the Wright brothers, have an anniversary party to showcase their creative work. Remember to include a cake in the shape of an airplane!

In addition, the following activities for elementary school students can be used as extensions to the lesson plans listed below:

  • Students can create a multimedia timeline presentation on the lives of the Wright brothers or on aviation over the last 100 years.

  • Ask students to compare the Wright Flyer,(link is external) which Wilbur and Orville flew, with the planes we have today. Have them imagine what airplanes will be like 100 years from now and design or illustrate a future model.

 

The Wright brothers made their phenomenal flight!

This website provides information about the Wright brothers' development of the first powered aircraft; included are interactive experiments, an electronic field trip, and information on the restoration of the Wright Flyer.

 

The Franklin Institute provides an excellent multimedia resource for students interested in learning more about the Wright brothers and seeing film clips of early flights.

 

This page from Scholastic celebrates 100 years of flight with a biography of the Wright brothers, information on how they invented their plane, and an activity that walks you through making some of the decisions you'd have to make to build your own plane.

 

NASA provides this site for kids, which includes information about the history of flight, how flight works, and how jet engines work. Also included is an interactive game about the Wright brothers.

 

December 16
7 - 12
Historical Figure & Event

Over two hundred years ago, a group of activist colonists disguised themselves as Native Americans and dumped tea into the Boston Harbor.

"High Tea in Boston Harbor" was the headline of the Boston Gazette.

After reading the headline of the Boston Gazette aloud (above), ask your students to create a political cartoon for this event. Political cartoonists demonstrate a particular point of view in their cartoons. Students may decide to create their cartoons from the perspective of one of the colonists, King George III, or a fish in the Boston Harbor!

Invite students to use the interactive Comic Creator to create their political cartoons and then have students share their cartoons with the class. Ask the class to identify the cartoonist's point of view. Visit the Comic Creator tool page for more information about this tool.  

Make copies of the student-generated political cartoons and distribute them to small groups of students. Have each group of students work collaboratively to develop higher-level response questions for the political cartoons.

The Boston Tea Party took place in 1773.

Primary students will enjoy this resource created by fifth-grade students.

 

Presented by PBS, this educational website chronicles the American Revolution. To assess learning, ask your students to play "The Road to Revolution," an interactive game about the revolution.

 

At this page on the Kidport Reference Library website, students can learn about the events leading to the Boston Tea Party and access links to related information.

 

December 03
K - 6
Historical Figure & Event

On this day in 1967, Dr. Christian N. Bernard performed the first human heart transplant. He also developed a new design for artificial heart valves.

Chances are, every student in your class will know someone who has had heart problems. After discussing the causes of heart disease, talk about the role that diet and exercise can play in maintaining a healthy heart. Ask your students to go online and find healthy dessert recipes that do not involve cooking or to bring in magazines from home that include recipes for healthy desserts. You can also provide access to kid-friendly cookbooks, such as the Kids' Cookbook: All Recipes Made by Real Kids in Real Kitchens! (American Heart Association, 1993). After sharing their recipes, have students vote on which dessert will be made in class. Before eating the dessert, take your students on a brisk walk outdoors. If it's a rainy day, do some indoor aerobics to their favorite music.

Dr. Christian Barnard performed the first human heart transplant.

The Franklin Institute Online provides an interactive, multimedia learning experience about the heart. Visitors can hear the sound of a heart murmur, see photographs of the human heart, watch an echocardiography and open-heart surgery video, and learn how to monitor their hearts' health!

 

On this website developed by NOVA Online, visitors have the opportunity to perform a virtual heart transplant. After the operation, students will have a pretty good idea of how surgeons perform heart transplants.

 

Research has shown that heart disease begins in childhood. Parents, teachers, and students will benefit from the information on this website.

 

The American Heart Association offers dozens of lesson plans, activities, and other resources for teaching about heart health.

 

This lesson plan from ScienceNetlinks has students examine changes in diet and lifestyle from prehistoric to modern times and how these differences have spurred the development (and better treatment) of heart disease.

 

December 01
5 - 12
Historical Figure & Event

On her bus ride home from work on December 1, 1955, Rosa Parks sat in the first row of the "colored section." The bus was crowded, and when asked to give up her seat for a white person, she refused and was arrested.

Parks died on October 24, 2005 at her home in Detroit.

Rosa Parks clearly broke the law when she refused to give up her seat on the bus for a white person. As educators, we teach citizenship to students. Laws are made to benefit society and should be followed by all. In the case of Parks, your students will likely agree that the law was unjust and her actions were justified.

Ask your students to make believe that the year is 1955 and they just heard about the arrest of Parks. Invite them to write newspaper editorials explaining their points of view about the current segregation laws in Montgomery, Alabama.

Rosa Parks was arrested for refusing to give up her seat on a bus.

Students can visit the Scholastic website to find interesting and easy-to-read information about Rosa Parks, including an interview with her.

 

Read an interview with Rosa Parks courtesy of the Academy of Achievement.

 

Tolerance.org offers educators a free curriculum kit for the classroom that revisits this familiar historical event. The kit includes a teaching guide, with classroom activities tied to the story of Rosa Parks.

 

December 19
3 - 10
Author & Text

A resident of the United States, Eve Bunting was an acclaimed author of picture books and novels. Bunting's picture books tackled sensitive issues such as homelessness, death, aging, and war. Her books won numerous awards, including the Golden Kite Award and a Caldecott Medal in 1995 for Smoky Night. Eve Bunting passed away in 2023.

One trademark of Bunting's picture books is her ability to see events through the eyes of a child. Smoky Night deals with the Los Angeles race riots as seen from the perspective of a young boy watching the fires and the looters. His reactions to this event are, understandably, different from those of his mother and neighbors. Before reading this picture book aloud to students, read them a news article that relates the details of the events in Los Angeles. Ask students how a younger observer might be affected by these events and might see the events differently than an adult. After reading Smoky Night, assess the accuracy of students' perceptions.

As an alternative or follow-up activity, have students locate and read two different accounts of the events of September 11, 2001, one written by an adult and one written by a child. Ask them to compare the two accounts.

Author Eve Bunting was born in Ireland in 1928.

This page from the Reading Rockets website includes the text of an interview with author Eve Bunting, several audio clips of the interview, and an annotated list of some of her most popular books.

 

Kidsreads.com (link is external)offers a brief biography of Bunting and links to information about a few of her books. The biography is written simply, so it is an excellent resource for younger students to obtain biographical information on Bunting.

 

This feature from Scholastic includes a brief biography of Bunting, the transcript of an interview with her, and a bibliography of her books.

 

Houghton Mifflin offers this collection of classroom activities for use with several of Bunting's books, including Train to Somewhere, The Wednesday Surprise, and The Memory String.

 

December 09
9 - 12
Author & Text

Joel Chandler Harris is best known for his Uncle Remus stories. Harris collected the Uncle Remus tales from the stories shared by slaves. His use of phonetic dialogue in his stories allowed later authors to use vernacular in their renditions of regional tales. Harris's stories remain a good example of regional folk literature from the American South.

One striking aspect of Harris' stories is that in conveying the regional dialect the dialogue is written phonetically, which lends itself to oral reading of the stories. This vividly evokes the stories' original cultural milieu. Select a short segment of Uncle Remus with prominent dialogue and read it aloud to your students. Then read a segment from another book that features a different type of phonetic dialogue, such as The Witches by Roald Dahl, and listen to a Gullah Tale(link is external). After reading the three different examples of phonetic dialogue, have students use the interactive Venn diagram to compare them.

One thing all three examples have in common is that they render dialogue that has a vivid sound and feel. Challenge students to write a brief dialogue that might occur between themselves and a friend or parent. Encourage them to pay attention to phrasing and vocabulary, so that the dialogue sounds realistic. Next, have them exchange papers with a partner and read each other's dialogue aloud. Did the dialogue sound the same aloud as they imagined it when they wrote it? They should then revise any parts of the dialogue that did not sound realistic. They can repeat this process until they have a realistic dialogue.

Author Joel Chandler Harris was born in 1848.

This site provides information about the life of author Joel Chandler Harris, as well as links to the books that made him famous.

 

Links from this site take readers to songs and sayings by Harris.

 

In this Scholastic workshop, students hone their storytelling skills. There are online activities, examples, and practice opportunities included in this resource.

 

This resource offers examples of folk tales in both English and Gullah, a phonetically written language. Students can hear folk tales read aloud in both languages.

 

December 07
9 - 12
Historical Figure & Event

In 1941, the United States forces at Pearl Harbor, Hawaii, were taken by surprise when Japanese warplanes began to drop bombs on the city and naval base. Hundreds of soldiers and civilians were killed during the raid, and the Navy suffered the loss of a great number of ships and other military hardware. This event marked the American entrance into World War II.

 

On December 7, 1941, "a date which will live in infamy" in the words of President Franklin Roosevelt, many Americans were called upon to act as heroes. Countless Americans gave their lives in defense of our country and its citizens in Pearl Harbor. Similarly, the surprise attacks on America on September 11, 2001, called for heroic acts of selflessness from ordinary citizens, as well as firemen, police, military personnel, and other government workers. Ask students to compare these two events using the interactive Venn Diagram. How are they alike? How are they different?

How did each event change American citizens' perspectives on war and the need for war? How did the two different Presidents of the United States react? What was different about the media coverage?

The class could be divided into groups to brainstorm various aspects of this discussion and then report back to the class as a whole.

 

Pearl Harbor was attacked by the Japanese in 1941.

This resource from the National Archives includes the typed first draft of President Roosevelt's War Address to Congress with his handwritten edits. An audio excerpt of the speech is also available.

 

This page by the Naval Historical Center features a historic overview of the Pearl Harbor raid and its aftermath.

 

This Teacher Tool Kit contains a variety of primary and secondary sources that can be used to supplement your curriculum instruction and offer the most direct explanation of the events surrounding the attack on December 7, 1941.

 

This page from the Library of Congress includes a copy of the U.S.S. Ranger's Naval dispatch from Commander in Chief Pacific announcing the Japanese attack on Pearl Harbor.

 

November 28
5 - 12
Holiday & School Celebration

According to the Wampanoag and the ancestors of the Plimoth settlers, no oral or written account confirms that the first Thanksgiving took place between them in 1621. The Wampanoag, and other Native Americans, did participate in daily and seasonal thanksgivings for thousands of years prior to the Pilgrims’ arrival. This process of thanksgiving continues today.

Provide students with a selection of texts about Thanksgiving. Invite students to partner-read their selected books, considering these questions:

  • From whose perspective is the story told?

  • Whose voices are active and passive?

  • What words are used to describe the groups?

  • Whose story has the most detail?

  • What details were offered or implied in the text or illustrations about Thanksgiving and each group’s lifestyle (e.g., food, clothing, beliefs, and traditions)?

  • Are the illustrations accurate? How do you know?

Next, share with students texts that are #OwnVoices. Oyate(link is external) and American Indians in Children's Literature (AICL)(link is external) both provide critical analysis of Indigenous peoples in children's and young adult books.

Select one of the #OwnVoice texts to read, like Giving Thanks: A Native American Good Morning Message(link is external), a children's picture book, by Chief Jake Swamp. This version of the Iroquois Thanksgiving Address, or Ganohonyohk, is written especially for children who want to know more about Six Nations Iroquois spirituality. The Thanksgiving Address is one of the key speeches of the Six Nations Iroquois.

End the session by allowing students to share "What are some things you are thankful for and where do they come from?"

The United States celebrates Thanksgiving Day today.

Oyate is a Native organization working to see that our lives and histories are portrayed with honesty and integrity, and that all people know that our stories belong to us.

American Indians in Children's Literature (AICL) provides critical analysis of Indigenous peoples in children's and young adult books.

The words in this book are based on the Thanksgiving Address, an ancient message of peace and appreciation of Mother Earth and all her inhabitants, that are still spoken at ceremonial and governmental gatherings held by the Six Nations.

November 29
7 - 12
Author & Text

Louisa May Alcott, author of Little Women and other novels, was born on this date in 1832. Alcott wrote several novels under her real name and also penned works under a pseudonym. Her very first novel, The Inheritance-written when she was 17-wasn't published until 150 years after she wrote it, when two researchers discovered it in a library in 1997.

Little Women is partly autobiographical. Alcott used many of the events of her own life as fodder for her writing of this and her other novels. In fact, most scholars believe that the character of Jo March closely resembles Louisa May Alcott. It is not unusual for authors to take incidents from their own lives and use them in their fiction.

Ask students to brainstorm and write in their journals important events and names of people from their lives that might serve as the beginning point for an interesting story, poem, or longer work. Students can then use the interactive Bio-Cube to plan their story. There are more tips available to learn more about the Bio-Cube. An alternative might be to ask students to write about a memorable person in a nonfiction essay format. (This could be submitted to Readers' Digest, which has a feature of this type in each issue). Another alternative would be to have students research the life of Alcott and then read some of her novels to develop a list of those people and incidents from her own life that appear in her fiction.

Louisa May Alcott was born in 1832.

Information about Alcott's life and work is found at this site. Links provide information about various aspects of her life. The site also includes a virtual tour of the house(link is external) where Louisa May Alcott grew up.

From the textbook site for the Heath Anthology of American Literature, this site provides complete biographical information, critical material, and links to related resources.

This site for the American Masters film biography of Louisa May Alcott offers extensive information about Alcott's life and work, including historical photos and a multimedia timeline.

The Library of Congress offers this resource with information about Alcott's life, images, and excerpts from the writings of Alcott's father regarding her birth and early childhood.

November 28
5 - 12
Author & Text

William Blake was born on November 28, 1757, in London, England. While best known for his poetry, including The Songs of Innocence and The Songs of Experience, Blake was also an accomplished artist and engraver who illustrated many of his own poetic works. As a believer in the power of human imagination, Blake influenced those poets and writers who would later be called the Romantics. He died on August 12, 1827, with no money and little recognition.

In his artwork, Blake invented names, faces, and actions that personified abstract concepts. His character, Urizen, for example, represented law and order, and Blake often drew him as a bearded old man.

As a class, brainstorm a list of grade-appropriate abstract concepts, such as "freedom," "anger," "peer pressure," "frustration," etc. Then, have students choose one and write down all the words that they associate with that concept. Finally, students should personify that concept either through a drawing or through a story told about the character who personifies that concept. See "Poetstanding" the Poem(link is external) for examples of Blake's personification.

Blake's Songs of Innocence and Songs of Experience also work well to develop students' skills at comparing and contrasting. Have students read and complete a Venn Diagram for The Tyger(link is external) and The Lamb(link is external). Elementary students can identify words and phrases that are similar and different in the poems, while older students should be able to identify differences in tone and theme.

Poet William Blake was born in 1757.

This hypermedia project is sponsored by the Library of Congress and the NEH; it contains everything that you might want to know about Blake, including biographies, written work, visual art, and criticism.

This site has 10 full-color images of Blake's paintings and engravings. Show them to students to introduce a discussion on tone; they are extremely powerful pieces.

This resource for high school students reviews the various characters in William Blake's personal mythology using images and text.

The New York Public Library Digital Gallery offers images of the original versions of three books by Blake, for which he created the text and illustrations and printed the books.