Activities & Projects

Wedding Customs

Recommended by Cirriculum Services Canada

Level: Grade 2

Preparation: print Worksheets 6-12: Wedding Customs

Duration: 60 minutes [60 min supplementary activity] = 60-120 min

Materials: world map

Goals:
  • locate various countries on a world map
  • identify similarities and differences of wedding customs around the world
  • learn new vocabulary
Description:

Begin: Introduce the word ‘custom’, as ‘an accepted or habitual practice, a practice common to many’. In addition, confirm the students’ knowledge of the following words: togetherness, engaged, engagement, fiancé, bridal, marriage, married, dye.

Break the students into seven groups. Distribute Worksheets 6 – 12, or help the students access them on-line by leading them to the Wedding Customs worksheets page. Assign a different Wedding Customs worksheet to each group.

Learn: Ask each group to identify the country where the custom is/was practiced, and to locate it on the world map. The group then reads the custom, and discusses it so they understand it well enough to present to the class. In addition, each student in the group should come up with one or two words that describe something about the artifact, shoe or custom. The word could relate to the colour (i.e. gold), the shape (i.e. curly toe), the aesthetics (i.e. pretty), or other criteria of the student’s choosing.

Apply: Each group will then present their custom to the class. Discuss the similarities and differences of the customs. Most are very different, although the customs in Japan, India and Macedonia all involve gifts - for or from the bride.

Supplementary activity: If students have access to a computer and wish to explore more wedding customs and footwear from other countries, ask them to click here to scroll through these pages which have simplified labels, and the artefact images from the “Small Stories” section on the main site.

Confirm the students’ knowledge of the following words: fiancé, sole, heels, clog, tradition, traditionally. Ask students to find the shoes from The Netherlands, Turkey, Sweden, France, Malaysia, Morocco, the Saami people (Northern Scandinavia) and the Zuni people (Southwestern US). Students can also find these places on a world map.

Ask the students to report on a custom they have learned about from each country. As a follow-up, discuss their differences and similarities. For example, the shoes are made from a variety of different materials. Men from The Netherlands, France, and the Zuni culture all made shoes for their brides. Many, but not all, of the shoes feature intricate decoration.



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