It is evidently clear from the paper that upon guessing the term, Thanksgiving, students will share their knowledge to the class regarding Thanksgiving, the story behind it involving the Pilgrims and the Wampanoags, the act of giving thanks for the rich harvest, and their own family tradition of eating dinner together during the occasion, which is part of the impacts of immigration to the American culture and tradition. This part of the lesson allows an opportunity for art history. According to the Comprehensive Art Education Approach, arts subjects should offer students the opportunity to look closely at one’s culture and history. As such, the activity will be meaningful to American students because it reflects their national history. Consequently, students of other cultures can learn details in American history, and obtain knowledge on the Thanksgiving tradition.
The students will design table napkins to be used for Thanksgiving. This part underlines the importance of art production. Students should be given the opportunity to experience art not only by appreciating others’ works but by making their own artworks themselves. In this activity, each student will need to design four table napkins, one for each member of the family. If there are more than two children in the family, students will decide if they will design the extra napkins in class or at home. Provision for ESOL learners: Understanding of the Thanksgiving concept and practice should be checked among ESOL students. To make it simple, the teacher should inquire from students their own practices of giving thanks for the material things they enjoy like food, clothes, and so on. Many cultures practice Thanksgiving for a good harvest, however, they are not similar to the American tradition on the aspect of the Pilgrims’ coming. The students may rely on their own practice of Thanksgiving, and share thoughts about their celebration.