With connections to history, culture, and religion, many holidays have potential for inclusion in early grade social studies curriculum. However, opportunities for meaningful content are frequently passed over in favor of holiday crafts that can trivialize content and promote stereotyping, cultural appropriation, and false information. The purpose of this study was to explore teachers' perspectives about holidays in the curriculum.
Through questionnaires and interviews, 20 teachers identified which holidays they address and explained why and how they attend to these special days.
Most often, participants used holidays to teach history, impart values, and make connections to children's lives. Findings suggest that although holidays may provide avenues for transformative social studies, few early grade teachers may recognize this potential.
This study adds to elementary social studies research by promoting scholarly consideration of meaningful holiday lessons as avenues for robust social studies instruction.
