Social Studies - Germany

Grade: One Subject: Social Studies
Date: December 7, 2015
Goals/Key questions
Goals: Questions: How is Christmas celebrated in other countries? Where did the
gingerbread house originate?
Students will learn about where the gingerbread house originated from and
became popular during Christmas time.
Objective (connected to PofS):
GLO: 1.2 Students will demonstrate an understanding and appreciation of how
changes over time have affected their families and influenced how their families
and communities are today.
SLO: 1.2.1 Appreciate how stories and events of the past connect their families
and communities to the present: acknowledge and respect symbols of heritage
and traditions in their family and communities
1.2.2 Analyze how their families and communities in the present are influenced
by events or people of the past by exploring and reflecting upon: What are some
examples of traditions, celebrations, and stories that started in the past and
continued today in their families and communities.
Science: GLO: 17:Construct objects and models of objects, using a variety of
different materials
Pre lesson Considerations

Lesson overview of main ideas to be learned and prelearning required:
Students know what a gingerbread house is.
Materials needed/preset up required/logistical considerations needed
(seating arrangement):
Book: Hansel and Gretel By: Rika Lesser
Gingerbread house
Gingerbread men
Icing
Candies
Spoons
Paper towel
Map Oxford Atlas
Content:
Introductio
n
Time est:
What is the teacher doing?
What are the

students doing?
Will have students come to the reading rug and

sit down. Will ask students if they have ever
built a gingerbread house before? Will ask if
they know where gingerbread houses came
from? Will explain that ginger originally came
from China (Show on map) and through trade it
eventually made its way to Europe. People
would bring it from China to Europe (show on
map) and people began to bake with it. Only the
best gingerbread bakers were allowed to make
gingerbreadexcept for during Christmas and
Students will
listen and answer
questions when
prompted.
Easterthen everyone could. People would

make little gingerbread baked treats like hearts
and trees. Will ask if any of the students have
ever read the story of Hansel and Gretel? Some
people (historians) believe that after the story of
Hansel and Gretel came out that some of the
gingerbread bakers in Germany started building
gingerbread houses like in the story. So the
gingerbread house came from Germany and
they (immigrants) brought the tradition of
making gingerbread houses with them when
they moved (immigrated) here. So now many
people carry on this tradition and they build
gingerbread houses around Christmas time.
Does anyone build gingerbread houses at
Christmas? Will read the story of Hansel and
Gretel so students understand where the idea of
the gingerbread house came from (will not read
the story word for word but will summarize what
is happening on each page as the story can be a
bit too dark for some students). Will explain that
this story is a German folklore.
Transition
consideratio
ns
Activity 1
Time est:
Transition
consideratio
ns
Activity 2
Will have the students go and wash their hands

and will have them come back to the rectangle
table.
Students will
wash their hands
and sit at the
rectangle table
Will tell students that we will be building a

gingerbread house together as a class and then
everyone will decorate their own gingerbread
man. Will show students the gingerbread house
and will ask what pieces they think each is for
(front with door, walls, roof) Will ask does a
gingerbread need to be sturdy or flexible?
(sturdy) What could we use to hold our
gingerbread house together? (icing) Will explain
that this is just like building our elf house but
with different materials. We have something
sturdy could also use cardboard and we have
something to hold it together similar to glue.
Will split the class into two girls & boys
Will split the class

into girls and
boys
Will have the boys to help first to assemble the

house. Will get them to think about what might
be the first step to assembling the house? While
the boys are helping assemble the house they
Students will help

assemble the
gingerbread
house and will
Time Est:
Conclusion
girls will be decorating their gingerbread men.

Once the house is assembled we will switch and
the girls will come and help decorate the house
and the boys will decorate their gingerbread
men.
decorate their
gingerbread men.
Will have students help clean up. Will put their

gingerbread men up until afternoon snack. Will
ask students what they think of the Christmas
tradition of building gingerbread houses?
Students will
clean up and
answer question
when prompted.
Assessment: Observation & Conversation: Will observe students to see if students

can see the correlation between the picture of the house in the story of Hansel
and Gretel with what a gingerbread house looks like. Will observe to see if
students understand that it is of German origins.
Accommodations/Modifications: Will help students assemble the gingerbread
house and use the icing to decorate their house and gingerbread men.
Extension and extra time activity: Will have students draw the gingerbread house
and write about where it originated from in their journals.

Social Studies - Germany

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Grade: One Subject: Social Studies

Date: December 7, 2015

Pre lesson Considerations

What is the teacher doing?

What are the

Will have students come to the reading rug and

Easterthen everyone could. People would

Will have the students go and wash their hands

Will tell students that we will be building a

Will split the class

Will have the boys to help first to assemble the

Students will help

girls will be decorating their gingerbread men.

Will have students help clean up. Will put their

Assessment: Observation & Conversation: Will observe students to see if students

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