Reflecting as a Student and a Future Teacher
As both a Graduate Student and a future teacher, I know that part of my career will always be to continue learning, which is actually very exciting! During this project, I learned many new concepts about New Year's - even right here in the United States - that I found to be very interesting. The fact that some of our traditional New Year's recipes can be traced all the way back to the Civil War is something I doubt most Americans are aware of while they eat cornbread and black eyed-peas! I also found it interesting that that while the Times Square Ball drop may be the most famous in the US and World, it isn't the only one. I enjoyed learning that different parts of the United States have their own unique "drops" to celebrate the coming of a New Year. In Finland, the tradition depicted in Bruillov's "Svetlana Guessing Her Age" painting is something I never even heard mentioned while I lived there, however, it speaks to what a lot of women hope to see in their future - a lasting relationship - although, I do not know that that is necessarily the way to find it. Still, I found it interesting that in both the United States and Finland New Year's rituals are actually very traditional to each country and to the entire world! This New Year's Eve, I know that I will remember that for over 4000 years dating back to Babylon people have been making resolutions just like me!
As a future teacher, I need to help my students engage in what they are learning in different ways, helping them connect to what they are learning in different ways that keep them wanting to learn more. This project directly relates to the North Carolina Essential Standards of Social Studies in multiple areas. This project can be used with mapping and geography as students explore the places that are significant in the various New Year's observations to supplement mapping skills already being taught(1.G.1.2). This project also addresses several elements of culture which is an explicit standard (K.C.1.2). Not only that, but this project explains some celebrations in local communities (1.H.1.2). Lastly, this project inspired me specifically when looking at the standard that centers around comparing cultures, including their traditions, languages, and holidays (1.C.1.1). This project could also be expanded to include other countries, continents, and cultures that the students could research, using this as a base outline and idea that meets the North Carolina Essential Standards.
What I learned in this project has significant value to me as an Elementary school teacher because creating this project has really opened my eyes to the idea of not only engaging the children with Holiday Celebrations and foreign languages, but also how important the Essential Standards in Social Studies are to my future students. While learning about Holidays and cultures are necessary, as I created this project, I realized how much I, my self, was learning - something that my students could benefit from. As I integrate culture, history, geography, civics, and other Social Studies themes into my teaching, my students will not only learn what is needed to know, but they will experience it just like I have. My students will learn to appreciate people from around the world and grow into productive, engaging citizens of our school, community, and world. I value creating this project because I now have countless ideas of how to make Social Studies a priority for the good of my students and our world's future.
As a future teacher, I need to help my students engage in what they are learning in different ways, helping them connect to what they are learning in different ways that keep them wanting to learn more. This project directly relates to the North Carolina Essential Standards of Social Studies in multiple areas. This project can be used with mapping and geography as students explore the places that are significant in the various New Year's observations to supplement mapping skills already being taught(1.G.1.2). This project also addresses several elements of culture which is an explicit standard (K.C.1.2). Not only that, but this project explains some celebrations in local communities (1.H.1.2). Lastly, this project inspired me specifically when looking at the standard that centers around comparing cultures, including their traditions, languages, and holidays (1.C.1.1). This project could also be expanded to include other countries, continents, and cultures that the students could research, using this as a base outline and idea that meets the North Carolina Essential Standards.
What I learned in this project has significant value to me as an Elementary school teacher because creating this project has really opened my eyes to the idea of not only engaging the children with Holiday Celebrations and foreign languages, but also how important the Essential Standards in Social Studies are to my future students. While learning about Holidays and cultures are necessary, as I created this project, I realized how much I, my self, was learning - something that my students could benefit from. As I integrate culture, history, geography, civics, and other Social Studies themes into my teaching, my students will not only learn what is needed to know, but they will experience it just like I have. My students will learn to appreciate people from around the world and grow into productive, engaging citizens of our school, community, and world. I value creating this project because I now have countless ideas of how to make Social Studies a priority for the good of my students and our world's future.