Festivals of Light

Teacher Packet

1 University Heights, CPO 1200 Asheville, NC 28804 | 828-232-5024

www.diversityed.org | Facebook: The Center for Diversity Education | www.twitter.com/diversity_ed    

Asking the ‘BIG’ Question After many conversations with educators around the region, the UNC Asheville Center for Diversity Education feels called to deepen and focus the impact our programs can have in the school systems. Fueled by a desire to be more than just cultural enrichment, the CDE is in the process of re-examining NC Essential Standards for Social Studies and Standard II of the NC Teacher Evaluation Process in order to provide fuller assistance to teachers in meeting educational goal requirements via the road shows. The first step of this process is to develop a ‘big’ question for our program. A profound question, rich with opportunity for growth. How can we better invite students and teachers to explore the human experience with us? In our rapidly changing demographic society, how can we broaden the scope of knowledge and respect students have for their peers, their communities and themselves? “What does it mean to be human?” “What is our story?” “How do we write our own human story?” “How does our story connect to the stories of other people?” This is where we are starting.

How can we help? Standard II of the NC Teacher Evaluation Process states that teachers will establish a respectful environment for a diverse population of students. The CDE road shows can assist in meeting many aspects of Standard II from bringing to the classroom programs introducing a variety of cultural traditions and different points of view. The programs, the pre and/or post program activities and the accompanying teacher resources can provide a multi-faceted approach to broadening the scope of the students’ view of their community and the world as a whole. Below you will find an outline of the Social Studies Essential Standards where we believe a UNCA Center for Diversity road show can help teachers introduce, meet or reinforce the requirements in history, geography and culture. Kindergarten-2nd grade

HISTORY    K.H.1  Understand  change  over  time.   K.H.1.1  Explain  how  people  change  over  time  (self  and  

others).    K.H.1.2  Explain  how  seasons  change  over  time.      K.H.1.3  Explain  the  impact  of  how  life  events  bring  change  (a  new  sibling,  moving  to  a  new  house,  a  new  job,  a  new  school,  etc..)  

1.H.1  Understand  that  history  tells  a  story  of  how  people  and  events  changed  society  over  time.  

1.H.1.2  Explain  the  importance  of  folklore  and  celebrations  and  their  impact  on  local  communities.      

2.H.1  Understand  how  various  sources  provide  information  about  the  past.  

2.H.1.2  Identify  contributions  of  historical  figures  (community,  state,  nation  and  world)  through  various  genres.    2.H.1.3  Compare  various  interpretations  of  the  same  time  period  using  evidence  such  as  photographs  and  interviews.    

GEOGRAPHY    

K.G.1  Use  geographic  representations  and  terms  to  describe  surroundings.  

K.G.1.1  Use  maps  to  locate  places  in  the  classroom,  school  and  home.    K.G.1.2  Use  globes  and  maps  to  locate  land  and  water  features.    K.G.1.3  Identify  physical  features  (mountains,  hills,  rivers,  lakes,  roads,  etc.).    

K.G.2  Understand  the  interaction  between  humans  and  the  environment.  

K.G.2.1  Explain  how  people  adapt  to  weather  conditions.    K.G.2.2  Explain  ways  people  use  environmental  resources  to  meet  basic  needs  and  wants  (shelter,  food,  clothing,  etc.).    

1.G.1  Use  geographic  representations,  terms  and  technologies  to  process  information  from  a  spatial  perspective.  

1.G.1.3  Understand  the  basic  elements  of  geographic  representations  using  maps  (cardinal  directions  and  map  symbols).    

1.G.2  Understand  how  humans  and  the  environment  interact  within  the  local  community.  

1.G.2.1  Explain  ways  people  change  the  environment  (planting  trees,  recycling,  cutting  down  trees,  building  homes,  building  streets,  etc.).    1.G.2.2  Explain  how  people  use  natural  resources  in  the  community.    1.G.2.3  Explain  how  the  environment  impacts  where  people  live  (urban,  rural,  weather,  transportation,  etc.).    

2.G.1  Use  geographic  representations,  terms  and  technology  to  process  information  from  a  spatial  perspective  

2.G.1.2  Interpret  the  meaning  of  symbols  and  the  location  of  physical  and  human  features  on  a  map  (cities,  railroads,  highways,  countries,  continents,  oceans,  etc.).    

2.G.2  Understand  the  effects  of  humans  interacting  with  their  environment.  

2.G.2.1  Give  examples  of  ways  in  which  people  depend  on  the  physical  environment  and  natural  resources  to  meet  basic  needs.    2.G.2.2  Explain  how  people  positively  and  negatively  affect  the  environment    

CULTURE    K.C.1  Understand  how  individuals  are  similar  and  different.    

K.C.1.1  Explain  similarities  in  self  and  others.    K.C.1.2  Explain  the  elements  of  culture  (how  people  speak,  how  people  speak,  how  people  dress,  the  foods  they  eat    

1.C.1  Understand  the  diversity  of  people  in  the  local  community.    

1.C.1.1  Compare  the  languages,  traditions,  and  holidays  of  various  cultures.    1.C.1.2  Use  literature  to  help  people  understand  diverse  cultures.    

2.C.1  Understand  how  various  cultures  influence  communities.    

2.C.2.1  Explain  how  artistic  expressions  of  diverse  cultures  contribute  to  the  community  (stories,  art,  music,  food,  etc.).    2.C.2.2  Recognize  the  key  historical  figures  and  events  that  are  associated  with  various  cultural  traditions.    2.C.2.3  Exemplify  respect  and  appropriate  social  skills  needed  for  working  with  diverse  groups  

3rd-5th grade HISTORY    

3.H.2  Use  historical  thinking  skills  to  understand  the  context  of  events,  people  and  places.    

3.H.2.1  Explain  change  over  time  through  historical  narratives.  (events,  people  and  places)  3.H.2.2  Explain  how  multiple  perspectives  are  portrayed  through  historical  narratives.  

4.H.1  Analyze  the  chronology  of  key  historical  events  in  North  Carolina  history.        

4.H.1.1  Summarize  the  change  in  cultures,  everyday  life  and  status  of  indigenous  American  Indian  groups  in  North  Carolina  before  and  after  European  exploration.    

5.H.1  Analyze  the  chronology  of  key  events  in  the  United  States.    

5.H.1.1  Evaluate  the  relationships  between  European  explorers  (French,  Spanish  and  English)  and  American  Indian  groups,  based  on  accuracy  of  historical  information  (beliefs,  fears  and  leadership).    

GEOGRAPHY    3.G.1  Understand  the  earth’s  patterns  by  using  the  5  themes  of  geography:  (location,  place,  human,  environment  interaction,  movement  and  regions).    

3.G.1.5  Summarize  the  elements  (cultural,  demographic,  economic  and  geographic)  that  define  regions  (community,  state,  nation  and  world).  3.G.1.6  Compare  various  regions  according  to  their  characteristics.    

5.G.1  Understand  how  human  activity  has  and  continues  to  shape  the  United  States.    

5.G.1.3  Exemplify  how  technological  advances  (communication,  transportation  and  agriculture)  have  allowed  people  to  overcome  geographic  limitations.    

CULTURE    3.C.1  Understand  how  diverse  cultures  are  visible  in  local  and  regional  communities.      

3.C.1.1  Compare  languages,  foods  and  traditions  of  various  groups  living  in  local  and  regional  communities.    3.C.1.3  Use  non-­‐fiction  texts  to  explore  how  cultures  borrow  and  share  from  each  other  (foods,  languages,  rules,  traditions  and  behaviors).  

4.C.1  Understand  the  impact  of  various  cultural  groups  on  North  Carolina.    

4.C.1.1  Explain  how  the  settlement  of  people  from  various  cultures  affected  the  development  of  regions  in  North  Carolina  (languages,  foods  and  traditions).    4.C.1.2  Explain  how  the  artistic  expression  of  various  groups  represents  the  cultural  heritage  of  North  Carolina.    

5.C.1  Understand  how  increased  diversity  resulted  from  migration,  settlement  patterns  and  economic  development  in  the  United  States.    

5.C.1.1  Analyze  the  change  in  leadership,  cultures  and  everyday  life  of  American  Indian  groups  before  and  after  European  exploration.    5.C.1.4  Understand  how  cultural  narratives  (legends,  songs,  ballads,  games,  folk  tales  and  art  forms)  reflect  the  lifestyles,  beliefs  and  struggles  of  diverse  ethnic  groups.    

6th-8th grade HISTORY    

6.H.1  Use  historical  thinking  to  understand  the  emergence,  expansion  and  decline  of  civilizations,  societies  and  regions  over  time.    

6.H.1.1  Construct  charts,  graphs  and  historical  narratives  to  explain  particular  events  or  issues  over  time.    6.H.1.2  Summarize  the  literal  meaning  of  historical  documents  in  order  to  establish  context.    6.H.1.3  Use  primary  and  secondary  sources  to  interpret  various  historical  perspectives.    

6.H.2  Understand  the  political,  economic  and/or  social  significance  of  historical  events,  issues,  individuals  and  cultural  groups.  

6.H.2.1  Explain  how  invasions,  conquests  and  migrations  affected  various  civilizations,  societies  and  regions  (e.g.,  Mongol  invasion,  The  Crusades,  the  Peopling  of  the  Americas  and  Alexander  the  Great).    6.H.2.2  Compare  historical  and  contemporary  events  and  issues  to  understand  continuity  and  change.    6.H.2.3  Explain  how  innovation  and/or  technology  transformed  civilizations,  societies  and  regions  over  time  (e.g.,  agricultural  technology,  weaponry,  transportation  and  communication).    6.H.2.4  Explain  the  role  that  key  historical  figures  and  cultural  groups  had  in  transforming  society  (e.g.,  Mansa  Musa,  Confucius,  Charlemagne  and  Qin  Shi  Huangdi).  

7.H.1  Use  historical  thinking  to  analyze  various  modern  societies.    

7.H.1.1  Construct  charts,  graphs,  and  historical  narratives  to  explain  particular  events  or  issues  over  time.    7.H.1.3  Use  primary  and  secondary  sources  to  interpret  various  historical  perspectives.  

7.H.2  Understand  the  implications  of  global    

interactions   7.H.2.3  Explain  how  increased  global  interaction  accelerates  the  pace  of  innovation  in  modern  societies  (e.g.  advancements  in  transportation,  communication  networks  and  business  practices).    

8.H.2  Understand  the  ways  in  which  conflict,  compromise  and  negotiation  have  shaped  North  Carolina  and  the  United  States.    

8.H.2.1  Explain  the  impact  of  economic,  political,  social,  and  military  conflicts  (e.g.  war,  slavery,  states’  rights  and  citizenship  and  immigration  policies)  on  the  development  of  North  Carolina  and  the  United  States.    

8.H.3  Understand  the  factors  that  contribute  to  change  and  continuity  in  North  Carolina  and  the  United  States.    

8.H.3.1  Explain  how  migration  and  immigration  contributed  to  the  development  of  North  Carolina  and  the  United  States  from  colonization  to  contemporary  times  (e.g.  westward  movement,  African  slavery,  Trail  of  Tears,  the  Great  Migration  and  Ellis  and  Angel  Island).    

GEOGRAPHY    6.G.1  Understand  geographic  factors  that  influenced  the  emergence,  expansion  and  decline  of  civilizations,  societies  and  regions  (i.e.  Africa,  Asia,  Europe,  and  the  Americas)  over  time.    

6.G.1.1  Explain  how  the  physical  features  and  human  characteristics  of  a  place  influenced  the  development  of  civilizations,  societies  and  regions  (e.g.,  location  near  rivers  and  natural  barriers,  trading  practices  and  spread  of  culture).    6.G.1.2  Explain  the  factors  that  influenced  the  movement  of  people,  goods  and  ideas  and  the  effects  of  that  movement  on  societies  and  regions  over  time  (e.g.,  scarcity  of  resources,  conquests,  desire  for  wealth,  disease  and  trade).    6.G.1.4  Explain  how  and  why  civilizations,  societies  and  regions  have  used,  modified  and  adapted  to  their  environments  (e.g.,  invention  of  tools,  domestication  of  plants  and  animals,  farming  techniques  and  creation  of  dwellings).  

6.G.2  Apply  the  tools  of  a  geographer  to  understand  the  emergence,  expansion  and  decline  of  civilizations,  societies  and  regions.    

6.G.2.1  Use  maps,  charts,  graphs,  geographic  data  and  available  technology  tools  to  draw  conclusions  about  the  emergence,  expansion  and  decline  of  civilizations,  societies  and  regions.  6.G.2.2  Construct  maps,  charts  and  graphs  to  explain  data  about  geographic  phenomena  (e.g.,  migration  patterns  and  population  and  resource  distribution  patterns).  

7.G.1  Understand  how  geography,  demographic  trends,  and  environmental  conditions  shape  modern  societies  and  regions.    

7.G.1.1  Explain  how  environmental  conditions  and  human  response  to  those  conditions  influence  modern  societies  and  regions  (e.g.  natural  barriers,  scarcity  of  resources  and  factors  that  influence  settlement).    7.G.1.2  Explain  how  demographic  trends  (e.g.  population  growth  and  decline,  push/pull  factors  and  urbanization)  lead  to  conflict,  negotiation,  and  compromise  in  modern  societies  and  regions.    

8.G.1  Understand  the  geographic  factors  that  influenced  North  Carolina  and  the  United  States.    

8.G.1.1  Explain  how  location  and  place  have  presented  opportunities  and  challenges  for  the  movement  of  people,  goods,  and  ideas  in  North  Carolina  and  the  United  States.      

CULTURE    6.C.1  Explain  how  the  behaviors  and  practices  of  individuals  and  groups  influenced  societies,  civilizations  and  regions.    

6.C.1.1  Analyze  how  cultural  expressions  reflected  the  values  of  civilizations,  societies  and  regions  (e.g.,  oral  traditions,  art,  dance,  music,  literature,  and  architecture).    6.C.1.2  Explain  how  religion  transformed  various  societies,  civilizations  and  regions  (e.g.,  beliefs,  

practices  and  spread  of  Buddhism,  Christianity,  Confucianism,  Hinduism,  Islam  and  Judaism).    

7.C.1  Understand  how  cultural  values  influence  relationships  between  individuals,  groups  and  political  entities  in  modern  societies  and  regions.    

7.C.1.2  Explain  how  cultural  expressions  (e.g.  art,  literature,  architecture  and  music)  influence  modern  society.  

8.C.1  Understand  how  different  cultures  influenced  North  Carolina  and  the  United  States.    

8.C.1.1  Explain  how  influences  from  Africa,  Europe,  and  the  Americas  impacted  North  Carolina  and  the  United  States  (e.g.  Columbian  Exchange,  slavery  and  the  decline  of  the  American  Indian  populations).    8.C.1.2  Summarize  the  origin  of  beliefs,  practices,  and  traditions  that  represent  various  groups  within  North  Carolina  and  the  United  States  (e.g.  Moravians,  Scots-­‐Irish,  Highland  Scots,  Latinos,  Hmong,  Africans,  and  American  Indians)    8.C.1.3  Summarize  the  contributions  of  particular  groups  to  the  development  of  North  Carolina  and  the  United  States  (e.g.  women,  religious  groups,  and  ethnic  sectors  such  as  American  Indians,  African  Americans,  and  European  immigrants).  

Teaching about Religion in Public Schools

“It might well be said that one’s education is not complete without a study of comparative religions and relationship to the advancement of civilization. It certainly may be said that the Bible is worthy of study for its literary and historic qualities. Nothing we have said here indicates that such study of the Bible or of religion, when presented objectively as part of a secular program of education, may not be effected consistent with the first amendment.”

-Supreme Court Justice Tom Clark, Abington School District v. Schempp, 374 U.S. 203 (1963) Questions to ask yourself as you are presenting religion as a unit of study:

v Does this activity teach ABOUT religion or ADVOCATE for a

particular religion? v Does this activity fit with the NCSCS? v Does this activity affirm and teach respect for all students in the

classroom? v Are the students old enough for this information?

Resources on presenting world religions in the classroom: http://www.tolerance.org/blog/you-can-teach-about-religion-public-school https://www.aarweb.org/sites/default/files/pdfs/Publications/epublications/AARK-12CurriculumGuidelines.pdf http://www.teachingaboutreligion.org/selfcheck.html http://www.adl.org/education-outreach/curriculum-resources/c/winter-holidays-december-dilemma.html

About Religion Facts:

About  Buddhism  Date  of  origin:  c.  520  BCE  (Before  Common  Era  which  has  replaced  BC  Before  Christ)  Location  of  origin:  Northeastern  India  Central  Figure:  Buddha    Buddhism  is  divided  into  many  traditions,  just  like  other  major  world  religions.  Siddhartha  Gautama  became  known  as  Lord  Buddha  (one  who  has  attained  enlightenment)  after  attaining  enlightenment.  Most  traditions  share  a  set  of  fundamental  beliefs,  which  include  reincarnation  or  rebirth  and  the  Four  Noble  Truths,  which  explore  the  idea  of  human  suffering.      About  Christianity  Date  of  origin:  33  CE  (Common  Era  which  has  replaced  AD  Anno  Domini)  Location  of  origin:  Palestine  Central  Figure:  Jesus    Christianity  encompasses  a  wide  range  of  denominations  and  faith  groups.  The  traditions  and  doctrines  of  the  Christian  church  vary  greatly  within  the  denominations  but  they  are,  however,  united  in  their  belief  in  one  God  and  that  a  central  purpose  of  life  is  following  in  the  steps  of  Jesus  and  his  disciples.        About  Hinduism  Date  of  origin:  1500  BCE  or  earlier    Location  of  Origin:  India  Central  Figure:  None    Hinduism  emphasizes  the  oneness  of  Brahman  by  the  worship  of  hundreds  of  divinities  who  are  the  different  aspects  of  the  one  Brahman.  Hinduism  teaches  the  essence  of  every  living  thing  is  ATMAN,  spirit  or  soul,  which  comes  from  Brahman.  Because  every  living  creature  has  a  soul,  all  creation  must  be  revered,  including  animals.      About  Islam  Date  of  origin:  622  CE  Location  of  origin:  Mecca,  Saudi  Arabia  Central  Figure:  Muhammad    Islam  is  a  monotheistic  religion.  According  to  Muslim  belief,  Mohammed  received  the  holy  teaching  of  the  Koran  from  the  Archangel  Galmiel.  Mohammed  lived  during  the  6th  century  in  what  is  now  Saudi  Arabia.  Many  of  the  stories  in  the  Koran  share  characters  with  the  Torah,  the  holy  book  for  Jewish  people  and  the  Christian  Bible  such  as  Moses,  Abraham  and  Sarah.      About  Judaism  Date  of  origin:  c.  2500  BCE  Location  of  origin:  Mesopotamia  Central  Figure:  Abraham    Judaism  is  a  monotheistic  religion.    With  no  mandatory  set  of  beliefs,  the  focus  for  Judaism  is  on  relationships,  between  the  Creator,  mankind  and  the  land  of  Israel.  Many  believe  that  the  13  Principles  of  Faith  compiled  by  Rabbi  Moshe  ben  Maimon  is  the  closest  anyone  has  come  to  creating  a  summary  of  Jewish  beliefs,  yet  those  same  would  agree  that  actions  are  more  important  than  beliefs.  

 

Diwali  in  India  The  word  Diwali  comes  from  Sanskrit  meaning  ‘row  of  lights’  and  is  the  new  year  of  the  Hindu  calendar.  It  is  a  joyous  time  and  throughout  India,  citizens  look  forward  to  the  5-­‐day  celebration  that  usually  falls  in  October  or  November.  There  are  different  stories  that  are  said  to  be  the  origin  of  the  Diwali  celebration.  One  is  the  triumphant  return  of  Rama  to  the  throne  at  Ayodha  after  a  14-­‐year  exile;  another  is  Lakshimi,  the  goddess  of  wealth,  being  freed  from  prison  in  the  Netherworld.        Households  mark  the  holiday  by  illuminating  interior  courtyards,  outer  walls,  roofs  and  gardens  with  lights,  traditionally  tiny  oil  lamps  called  dipas,  as  if  to  show  the  way  for  any  and  all  mythic  travelers  and  to  symbolize  the  inner  light  that  protects  them  from  spiritual  darkness.    Families  clean  their  homes,  create  rangoli  or  rice  flour  paintings  to  welcome  guest,  spend  time  visiting  friends  and  relatives  and  spend  time  together  giving  thanks  for  what  they  have  and  offering  hopes  for  the  new  year.      Online  Resources:  http://www.diwalifestival.org/diwali-­‐traditions-­‐customs.html    http://www.ibtimes.co.uk/diwali-­‐2014-­‐mythology-­‐traditions-­‐how-­‐celebrate-­‐indian-­‐festival-­‐lights-­‐1471171    http://asianz.org.nz/our-work/arts-and-community/festivals/diwali-festival-lights http://www.kidsgen.com/events/diwali/ http://www.factmonster.com/spot/diwali1.html    http://www.hafsite.org/media/pr/diwali-­‐toolkit    Classroom  Activities:  ~Look  at  the  hundreds  of  rangoli  designs  images  on  the  internet.  Discuss  when  and  where  rangoli  are  made.  Have  your  students  design  rangoli  at  your  school  using  chalk  or  chalk  dust.  Find  a  place  like  the  blacktop  or  sidewalks.  Remind  them  that  the  rangoli  are  not  supposed  to  last  forever;  they  are  supposed  to  fade  or  get  walk  on.  Discuss  the  Hindu  idea  of  impermanence.      ~A  version  of  musical  chairs  is  actually  a  popular  children’s  game  in  India.  Put  on  some  celebratory  Indian  music  and  play  in  your  classroom!    ~Rice  is  a  very  important  food  staple  in  India.  Create  an  Indian  rice  dish  with  your  class.    http://www.vegrecipesofindia.com/diwali-­‐sweets-­‐recipes-­‐diwali-­‐recipes-­‐2013/                    

Book  Recommendations:    “Amma,  Tell  me  about  Dewali”  by  Shakti  Mathur  

       “Dawali,  A  Cultural  Adventure”  by  Sana  Sood  

       “Rani  saves  Dawali”  by  Anita  Badwhar  

       

 

         

     

 Ramadan    

 The  ninth  month  of  the  Muslim  calendar,  the  holy  month  of  Ramadan,  is  a  time  of  reflection  and  personal  contemplation.  This  month  is  spent  attuning  oneself  to  an  inward  light  rather  than  the  distractions  of  daily  living.  Muslims  over  the  age  of  13  spend  the  daylight  hours  fasting,  praying  and  considering  the  current  path  they  are  on  in  their  lives.      During  Ramadan,  according  to  Muslim  traditions,  the  Holy  Koran  was  given  to  Muhammad  by  Allah  (the  name  by  which  Muslims  refer  to  the  Divinity).  The  final  evening,  is  known  as  the  ‘night  of  power’.  It  is  believed  that  on  this  night  Allah  determines  the  course  of  the  world  for  the  coming  year.  The  following  day  is  the  ‘feast  of  breaking  the  fast’  or  Eid-­‐al-­‐Fitr  (Eid  for  short),  which  is  a  day  of  celebration.      Online  Resources:  http://www.kiddyhouse.com/Ramadan/    http://www.msichicago.org/scrapbook/scrapbook_exhibits/catw2004/traditions/countries/ramadan.html    http://www.socialstudiesforkids.com/subjects/holidaysmuslim.htm    http://www.religionfacts.com/islam    Classroom  Activities:  ~Mosaics  (generally  made  of  tile)  are  a  mainstay  of  architectural  adornment  in  Muslim  nations.  Islam  shuns  imagery,  focusing  instead  of  geometric  designs.  Look  at  some  images  of  mosques  and  other  Muslim  designed  buildings  and  then  have  your  class  design  geometric  mosaics  out  of  construction  paper  or  other  materials  you  have  in  your  classroom.      ~Many  religions  have  the  tradition  of  fasting.  Discuss  with  your  students  the  ideas  of  self-­‐control  and  excess.  Have  them  write  paragraphs  about  the  following  ideas:  Why  would  someone  want  to  give  up  something  that  is  important  to  them?  What  thing  might  you  give  you  and  why?  What  must  it  feel  like  to  fast?  Imagine  fasting  for  at  least  12  hours.  What  would  your  body  feel  like?  What  would  your  mouth  feel  like?  Your  stomach?    What  other  cultures  have  traditions  of  fasting  and  when?  Compare  and  contrast  the  cultures  who  share  this  tradition.      ~Muslims  often  break  the  fast  in  the  evenings  with  something  sweet,  like  dates  or  Morrocan  tea.  The  sweetness  wakes  up  their  digestive  systems  slowly.  Have  a  class  discussion  about  fasting  and  break  it  with  some  Morrocan  tea.  http://www.food.com/recipe/moroccan-­‐mint-­‐tea-­‐55799        

 Book  Recommendations:    “My  first  Ramadan”  by  Karen  Katz  

     “Ramadan  Moon”  by  Na’ima  B.  Robert  and  Shirin  Adl  

     “A  party  in  Ramadan”  by  Asma  Mobin-­‐Uddin,  MD  

     “Golden  Domes  and  Silver  Lanterns:  A  Muslim  Book  of  Colors  by  Hena  Khan  

   

Chinese  New  Year  New  Year  in  China  is  the  most  important  holiday  of  the  entire  year  for  Chinese  people.  It  is  a  15-­‐day  long  celebration  that  begins  on  the  second  new  moon  after  the  Winter  Solstice,  usually  between  January  21  and  February  19.  The  colors  red  and  gold  are  symbolic  of  good  luck  and  wealth  and  are  used  everywhere,  household  decorations,  table  settings,  clothing,  parades  and  even  lanterns.  The  emphasis   is  on  family,  beginning  the  year   in  good  financial  standing,  and  on   remembrance   of   and   appreciation   for   ancestors.   The   celebration   of   Chinese   New   Year  culminates  with  the  Lantern  Festival  on  the  full  moon.          Online Resources: http://www.softschools.com/facts/holidays/chinese_new_year_facts/143/ http://www.topmarks.co.uk/chinesenewyear/chinesenewyear.aspx http://www.kiddyhouse.com/CNY/  Classroom Activities: Cleaning the classroom is a great way to prepare for the Chinese New Year for all age groups. Kindergarten-2nd grade ~Decorate with festive red Chinese lanterns. Simple patterns can be found at the link below. http://www.china-family-adventure.com/how-to-make-chinese-lanterns.html#.VNoVacarYTY ~Create a simple dragon puppet. http://www.enchantedlearning.com/crafts/chinesenewyear/lion/ 3-5 grades ~Create New Year banners with messages of good luck and prosperity. Banners are hung on the sides of the front door of people’s houses. (Sometimes there is even a banner across the top of the door.) Messages usually rhyme and promote prosperity and harmony in the year to come. http://www.china-family-adventure.com/chinese-new-year-banners.html#.VODRScarYTZ

~ Create a Tangram Puzzle for Chinese New Year.

This 7-piece puzzle created out of 1 piece of construction paper or cardstock can be used to create all sorts of dancers and animals associated with Chinese New Year.

http://www.enchantedlearning.com/crafts/chinesenewyear/tangram/

~Writing rhyming couplets.

A Rhyming Couplet is two lines of the same length that rhyme and complete one thought. There is no limit to the length of the lines. Rhyming words are words that sound the same when spoken but they don't necessarily have to be spelled the same.

o The wind blew very strong - As we scurried along o Plastic snake - Very fake o In the morning the sun shone bright - Clearing the thoughts of the dark night

from NATURE'S SHOWS Nature puts on little shows Every time it rains or snows.

from IT'S SNOW WONDER! It's snow wonder that we cheer Snowflakes when they fall each year

Book  Recommendations:  

     

       

Christmas  in  Great  Britain  While  Americans  who  celebrate  Christmas  can  thank  those  of  German  heritage  for  the  Christmas  Tree,  much  of  what  is  traditionally  known  as  American  Christmas  rituals  find  roots  in  England.  The  use  of  holly  for  decorations,  mistletoe,  and  the  lighting  of  the  Yule  Log  all  came  from  British  rituals.  Until  the  rise  of  Oliver  Cromwell  in  the  mid  1600’s,  Christmas  celebrations  in  Britain  extended  from  Christmas  Day  until  “Twelfth  Night”,  January  6,  or  the  day  of  Epiphany,  when  the  three  Wise  Men  made  their  visit  to  Bethlehem.  Cromwell’s  banning  of  Christmas  celebrations  had  an  impact  not  only  on  Great  Britain  but  the  Puritans  in  America.  It  wasn’t  until  after  the  death  of  Cromwell  that  the  celebration  of  Christmas  once  again  took  a  prominent  place  on  the  Christian  calendar.      Online  Resources:  http://www.whychristmas.com/cultures/uk.shtml    http://www.englisch-­‐hilfen.de/en/texte/xmas.htm      Classroom  Activities:  ~Make  Christmas  crackers  http://www.dltk-­‐holidays.com/xmas/christmas_crackers.htm    ~Wassail  is  a  central  feature  at  holiday  gatherings  in  Great  Britain.  Try  an  adaptation  for  kids  with  your  class  at  their  holiday  party.    http://www.babble.com/best-­‐recipes/kid-­‐friendly-­‐wassail/    ~Discuss  the  traditions  of  Boxing  Day  in  Great  Britain  (December  26).  Have  your  class  brainstorm  ideas  as  to  how  they  can  honor  those  that  serve  their  class  and  their  school.      ~Humor  is  important  in  all  societies.  It  helps  people  cope  with  difficult  times  and  situations.  Have  a  class  discussion  where  students  remember  times  that  humor  has  lifted  their  spirits  and  helped  a  difficult  situation.  Each  student  can  write  about  the  experience.  How  did  they  feel?  What  made  them  better?        ~Compare  and  contrast  Christmas  traditions  in  the  United  States  with  those  in  Great  Britain.      ~Make  a  Yule  Log  cake.  Have  your  students  learn  about  the  tradition  of  having  a  Yule  Log.  Since  bringing  one  into  the  classroom  seems  impractical,  make  one  out  of  cake  as  they  do  in  France.  Bûche  de  Noël…  http://www.whychristmas.com/customs/yulelog.shtml  http://allrecipes.com/recipe/buche-­‐de-­‐noel/                        

   Book  Recommendations:    “The  Great  British  Christmas”  compiled  by  Maria  Hubert  

         “A  Ghost  Tale  for  Christmas  Time”  by  Mary  Pope  Osborne    

     

                     

   

Kwanzaa    

Kwanzaa   is   a   uniquely   American   holiday   created   in   1966   by   Dr.   Maulana   Karenga,   professor   of  Africana   Studies   at   California   State   University,   Long   Beach   as   a   celebration   of   African   American  heritage.  “Kwanza”  is  a  Swahili  word  meaning  “first  fruits”  and  refers  to  the  holidays  of  thanksgiving  in  Western  Africa.  Spelled  with  two  “a’s”,  giving  the  word  seven  letters  representing  the  seven  days  and   attributes   of   Kwanzaa,   it   is   an   entirely   secular   holiday   beginning   December   26   and   running  through  January  1.  An  estimated  one  million  people  celebrate  Kwanzaa  and  see  it  as  a  complement  to,  not  a   replacement   for   the  celebration  of  Christmas.  Homes  are  decorated   in   the   traditional   red  and  green  with  many  families  adding  the  colors  of  the  Kente  cloth  to  the  celebration.  Each  night  the  family   gathers   to   light   one   additional   candle   and   highlight   one   of   the   seven   values   of   the   African  American  family.      Online  Resources:    https://www.teachervision.com/kwanzaa/teacher-­‐resources/6638.html    http://www.officialkwanzaawebsite.org/index.shtml    http://www.enchantedlearning.com/crafts/kwanza/      Classroom  Activities:      ~Learn  some  Swahili  words.    http://learningtogive.org/lessons/unit158/lesson1.html  http://www.glcom.com/hassan/lessons/useful_swahili_words.html    ~Ancestors  are  very  important  in  African  families.  Make  family  trees  with  your  students.    http://www.enchantedlearning.com/crafts/familytree/tree/    ~Make  West  African  Adinkra  Cloth.  http://www.activityvillage.co.uk/adinkra-­‐printing    ~Let  students  choose  one  of  the  virtues  from  the  seven  days  of  celebration  to  about  which  to  write.   How   do   these   virtues   affect   their   lives?   Their   family?  How   do   choices  we  make  affect   others?  What   can   they   change   in   their   lives   to   live   more   in   line   with   these   seven  guiding  principles?      ~The   West   African   community   has   contributed   to   many   great   musical   styles   in   the  American   music   scene,   including   spirituals,   jazz,   and   the   blues.   Listen   to   these   different  types   of   musical   traditions.   Notice   the   rhythms,   one   of   the   central   aspects   of   them   all.  Practice  drumming  using  the  different  styles.            

Book  Recommendations:    “My  First  Kwanzaa”  by  Karen  Katz  

   “Seven  Spools  of  Thread”  by  Angela  Shelf  Medearis  

   “Seven  Days  of  Kwanzaa”  by  Ella  Grier  

     

             

   

 Chanukah  

Jewish  people  all  over  the  world  celebrate  Chanukah-­‐the  Hebrew  word  meaning  “dedication”.  This  eight-­‐day  celebration  takes  place  on  the  25th  day  of  the  month  of  Kislev  in  the  Hebrew  calendar-­‐late  November  to  late  December.  It  commemorates  the  victory  of  the  small  over  the  mighty  during  an  ancient  war  with  Greece  in  165  BCE.  The  conflict  arose  from  the  invaders’  desire  that  the  Jews  abandon  their  religious  customs  and  adopt  those  of  the  invaders,  including  dress,  speech,  conduct  and  pantheism.  When  some  of  the  Jews  resisted  through  guerilla  warfare,  the  invaders  responded  in  large  forces  but  were  defeated  in  the  end.  The  ancient  rabbis,  seeking  to  draw  attention  away  from  the  warring  aspect  of  the  holiday,  strived  to  change  the  focus  of  the  observance  by  adding  the  story  of  the  miraculous  oil,  which  according  to  Jewish  belief,  lasted  from  eight  nights  instead  of  one.      Online  Resources:    http://www.scholastic.com/teachers/collection/hanukkah-­‐classroom    http://www.educationworld.com/a_lesson/lesson040.shtml    http://www.lookstein.org/resources/chanukah_activities.htm                Classroom  Activities:    ~Make  edible  dreidels!    http://www.kidactivities.net/post/Hanukkah-­‐Activities-­‐for-­‐Kids.aspx    ~Learn  about  the  importance  of  oil  in  the  Chanukah  story.  What  kind  of  oil?  What  kinds  do  our  families  use?  What  are  some  Chanukah  foods  cooked  in  oil?  Make  your  own  applesauce  and  latkes.      http://www.kidactivities.net/post/Hanukkah-­‐Activities-­‐for-­‐Kids.aspx  ~Before  you  make  your  latkes-­‐study  what  happens  to  grated  potatoes  when  they  sit  for  a  while.  What  is  the  chemical  reaction?  Why  do  they  change  color?  How  long  did  it  take?  Why  did  it  change?  When  you  squeeze  the  water  out  of  the  grated  potatoes,  what  does  it  look  like?  Is  potato  starch  used  for  anything  in  Jewish  cooking?      ~Have  students  design  menorahs  out  of  recycled  classroom/school  materials.  The  only  requirements  are  8  candle  holders  with  one  helper  candle  holder  taller  than  the  other  8.      ~Communicate  with  one  of  the  local  synagogues  about  resources  for  teaching  about  Chanukah.  Learn  about  the  different  spellings  and  why  there  are  several.        Book  Recommendations:  

 “Grandma’s  Latkes”  by  Malka  Drucker  

       “Hanukkah”  by  Roni  Schotter  

       “The  Story  of  Hanukkah”  by  David  A  Adler  

   

       

   

Moravian  Lovefeast  The  Moravian  faith  traces  its  roots  to  the  early  fifteenth  century  in  the  Czech  provinces  of  Moravia  and  Bohemia.  In  1766,  a  group  of  Moravians,  or  Unity  of  Brethren,  settled  in  what  is  now  known  as  Winston  Salem,  NC  and  established  a  thriving  community.  One  of  the  traditions  that  came  with  them  was  the  Lovefeast.  The  Lovefeast  honors  the  historical  meal  shared  by  friends  who  had  been  embroiled  in  a  bitter  argument  with  no  foreseeable  solution  that  ended  only  after  a  fellow  congregant  expressed  sadness  felt  from  the  dispute  and  suggested  they  cease  discussion  and  simply  eat  a  meal  together.  Though  a  Lovefeast  can  occur  any  time  of  the  year,  it  is  the  Christmas  season  when  they  are  the  most  frequent.  A  simple  bun,  trays  of  steaming  cups  of  heavily  milked  coffee  and  music  are  features  of  the  simple  service.  On  Christmas  Eve,  after  the  cups  and  napkins  have  been  cleared  away,  beeswax  candles  are  lit  and  handed  to  each  member  as  they  go  out  into  the  night.  This  candle  is  a  reminder  of  the  Christian  belief  that  the  light  of  the  soul  is  a  shining  light  in  the  darkness  of  the  world.      Online  Resources:  http://www.moravian.org/faith-­‐a-­‐congregations/the-­‐lovefeast/    https://moravianlovefeast.wordpress.com/winston-­‐salem-­‐nc-­‐lovefeasts/    http://www.britannica.com/EBchecked/topic/391899/Moravian-­‐church    http://www.monroehistorical.org/articles/files/120408_moravianstart.html            Classroom  Activities:    ~Research  the  polyhedron  star  shapes  taught  in  geometry.  Construct  some  of  them  with  your  class.    http://en.wikipedia.org/wiki/Star_polyhedron    ~Check  with  local  beekeepers  and  obtain  some  beeswax.  Make  beeswax  candles  with  your  class.    http://www.theprairiehomestead.com/2015/02/how-­‐to-­‐make-­‐beeswax-­‐candles.html    ~Writing:  The  Lovefeast  is  the  result  of  conflict  resolution.  Have  your  students  think  and  write  about  a  conflict  they  have  had  with  someone  close  to  them.  Explain  the  dispute.  How  they  felt,  how  they  imagine  the  other  person  felt  and  if  the  conflict  has  been  resolved.  Have  the  students  write  a  letter  to  their  person  and  make  peace  with  them.      ~The  Moravian  people  believe  that  the  light  of  the  individual  should  shine  in  the  darkness  of  the  world  as  a  symbol  of  goodness  and  hope.  Have  a  class  discussion  about  what  this  idea  means.  How  can  we  do  that?  Is  there  something  as  a  class  that  you  can  do  to  make  that  happen?  Use  this  as  a  springboard  for  a  service  project  in  your  community.          

     Book  Recommendations:      “The  Christmas  Heritage  of  Old  Salem”  by  Flora  Ann  L.  Bynum  

     “Star  Craft”  by  Frances  J.  Martin  

     

                           

Las  Posadas  in  Mexico  Beginning  on  December  16,  and  for  the  following  nine  days,  the  Mexican  people  celebrate  Las  Posadas,  commemorating  the  journey  that  the  biblical  Mary  and  Joseph  took  through  the  town  of  Bethlehem,  looking  for  a  place  to  stay  the  night.  Each  night,  the  journey  is  remembered  with  processions  of  statues  or  living  actors  playing  the  roles  of  Mary  and  Joseph,  through  towns,  neighborhoods  or  apartment  buildings,  making  prearranged  stops  where  they  are  denied  lodging  until  the  final  stop  where  they  (and  all  accompanying  townspeople)  are  invited  in  for  prayers  and  a  celebration.  The  processions  and  parties  continue  for  nine  nights  and  the  last,  on  Christmas  Eve,  ends  with  midnight  mass  at  church.  At  the  conclusion  of  mass,  bells  are  rung,  fireworks  explode  and  large  parades  and  dinners  last  far  into  the  night.  Christmas  Day,  or  Navidad,  is  a  quiet  day  spent  at  home  with  family.  The  end  of  the  holiday  season  comes  with  the  arrival  of  Three  Kings  Day,  or  Dia  de  los  Tres  Reyes,  on  January  6.  Gifts  are  given  to  children  this  day  in  honor  of  the  gifts  brought  to  El  Niño,  Jesus. Online Resources: http://www.haciendatresrios.com/special-occasions/posada-christmas-in-mexico-traditions/ http://gomexico.about.com/od/festivalsholidays/a/posadas.htm http://www.scholastic.com/teachers/lesson-plan/celebrate-la-posada-mexico Classroom Activities: https://www.pinterest.com/mommymaestra/las-posadas/ ~Create a Mexican classroom Christmas/Las Posadas celebration. The following link provides great insight into food, classroom activities, and Mexican cultural studies. http://www.educationworld.com/a_tsl/archives/99-1/lesson0018.shtml ~Service Project: The Las Posadas story is about the Christian story of Mary and Joseph having no place to sleep. Have a class discussion about homelessness, how it would feel to be homeless and what is bring done locally to give help to homeless people. Have your class brainstorm ways that they can help at a local shelter. ~Create a classroom lunch using staple foods from Mexico. Refried beans, corn tortillas or taco shells. Learn about the major agricultural crops grown in Mexico as well.

Book Recommendations: “Carlos, light the Farolito” by Jean Ciavonne

“The Legend of the Poinsettia” by Tomie dePaola

“Nine Day to Christmas: A Story of Mexico” by Marie Hall Ets

Christmas in the Greek Orthodox Tradition In the Greek Orthodox tradition, the Christmas season begins on the evening before St. Nicholas day, December 6 and ends with the Feast of the Epiphany (the date which according to the Christian biblical tradition, is the day the Three Wise Men arrived in Bethlehem) on January 6. Because the Greek Orthodox church uses the Julian Calendar rather than the Gregorian calendar, there are some religious institutions such as the Orthodox Church in Armenia that still observe Christmas Day on January 7 and Epiphany on January 19, but most Greeks observe Christmas Day on December 25. Other important days are January 1, St Basil’s Day, where Greeks eat vasilopita and remember the good man who hid money in bread for the poor. On January 6, priests bless the waters of Greece and throw a cross into the sea. The young man who retrieves the cross is said to have good fortune in the year to come. Online Resources: http://www.whychristmas.com/cultures/greece.shtml http://edtech2.boisestate.edu/jenniferhauser/502/virtualtour/greece.html http://www.united-hellas.com/tourism/christmas-greece.html http://vasilopita.com/story.html Classroom Activities: ~It is very common for children in Greece to be named for Saints. Followers of the Greek Orthodox tradition celebrate Saints’ Days rather than their birthdays. This is their way of honoring people who did great works. Have your students discuss and write about the following topic: If you could choose someone to honor and celebrate annually, who would that person be and why? ~Read a few of the stories of ancient Greek gods and goddesses to your class. Discuss heros, heroines, how they influenced ancient societies. Compare and contrast these Greek mythological characters with heros of today. To deepen the discussion, talk about celebrities versus real heros. Visit the Heros of Asheville project done by Evergreen Community Charter School and Francine Delany New School for Children for insight on local people making an impact on the world. http://www.storyboardthat.com/teacher-guide/greek-mythology https://sites.google.com/a/evergreenccs.org/heroes-of-asheville/ ~Invite someone from the local Greek community to speak to your class about the Greek Festival and Greek traditions. http://www.holytrinityasheville.com/greekfestival/ ~Learn some Greek Christmas carols, called Kalanda. http://www.ecoglobalsociety.com/kalanda-the-traditional-greek-christmas-carol/ Book Recommendations: “Christmas in Greece” from World Book

“The Lucky Cake” by Anna Prokos

St. Lucia Day in Sweden

While the Christmas season begins with the first candle lit for Advent, it is the holiday of St. Lucia Day on December 13 that the pace of celebrations begins to quicken. The image of St. Lucia is one that brings faith, hope and a reason to believe in good things to come. The stories of how Sweden came to celebrate St. Lucia Day vary greatly.. Traditions around St. Lucia day include honoring parents, parades, the giving out of specially baked treats such as Peparkakor and Lussekatt, or saffron buns and the national St. Lucia giving the Nobel Prize for Literature in Stockholm. Online Resources: http://goscandinavia.about.com/od/christmastraditions/qt/saintluciaday.htm https://sweden.se/culture-traditions/lucia/ Classroom Activities: ~Saffron, the spice used in the Lussekatter, or St. Lucia buns, is the most expensive spice in the world. By weight, it is worth more than gold. Research the crocus flower and the process for extracting this spice from the flowers. ~The below link has many craft ideas for a St. Lucia Day celebration. http://www.scholastic.com/teachers/top-teaching/2010/12/december-celebration-santa-lucia-day ~Bake Lussekatter as a class project. Many recipes can be found on the internet. http://www.simplyrecipes.com/recipes/st_lucia_saffron_buns/ Book Recommendations: “Lucia  Morning  in  Sweden”  by  Ewa  Rydåker  

 “Children  just  like  me:  Celebrations!”  by  Anabel  Kindersley  

     “Kirsten’s  Surprise”  by  Janet  Beeler  Shaw  

   

Christmas/New  Year  in  Russia  

For  most  of  the  20th  century,  Christmas  celebrations  did  not  exist  in  Russia.  In  1917,  the  regime  changed  that  resulted  in  the  Communist  political  party  coming  into  power,  saw  all  religious  holidays  and  celebrations  banned.  This  did  not  sit  well  with  the  citizens  of  Russia  and  Christmas  celebrations  were  transferred  over  to  the  secular  holiday  of  New  Years.  New  Year’s  trees  were  decorated  and  New  Year’s  presents  were  given.  Gifts  were  brought  to  children  by  Grandfather  Frost  and  his  helper,  the  Snow  Maiden,  central  figures  from  an  old  Russian  folktale.  After  the  fall  of  Communism  in  Russia,  many  Russian  Orthodox  Christians,  returned  to  their  old  customs.  The  Russian  Orthodox  Church  still  uses  the  Julian  calendar,  so  Christmas  is  January  7  and  New  Year  is  celebrated  on  January  14.  Many  people  celebrate  both  the  New  New  Year  and  the  Old  New  Year,  looking  at  it  from  the  perspective  that  more  celebrations  are  better  than  less.          Online  Resources:  http://www.whychristmas.com/cultures/russia.shtml    http://learningrussian.net/holidayscustoms/new_year_christmas.php    http://cdm15733.contentdm.oclc.org/cdm/singleitem/collection/p15733coll2/id/40/rec/3            Classroom  Activities:  ~Contact  St.  Nicholas  Russian  Orthodox  Church  in  Asheville  for  more  information  on  the  Russian  Orthodox  Christmas  traditions.  Have  students  study  the  Christmas  traditions  of  other  Christian  churches  and  creating  a  Venn  Diagram  or  a  chart,  compare  and  contrast  the  holiday  dates  and  rituals.      ~Have  students  research  the  Russian  Revolution  and  learn  about  the  impact  of  such  a  regime  on  the  people  of  Russian  and  the  impact  this  regime  change  had  on  religious  celebrations  such  as  Christmas.  Hold  a  class  discussion  about  the  role  of  government  in  Russian  society  and  in  American  society.  Compare  and  contrast.      ~Ice  sculptures  are  a  huge  part  of  winter  celebrations  in  Russia.  When  a  very  cold  night  is  forecast,  make  some  simple  ice  sculptures  with  your  students  that  can  freeze  overnight.    http://www.instructables.com/id/Easy-­‐ice-­‐sculpture-­‐for-­‐kids-­‐of-­‐all-­‐ages/    http://artfulparent.com/2011/07/ice-­‐salt-­‐color.html    ~Many  Russians  attend  a  costume  party  as  part  of  the  New  Year  celebration.    Children  dress  up  and  must  recite  a  poem  or  sing  a  song  to  Grandfather  Frost  to  receive  s  small  present.  Have  students  choose  a  character,  design  a  costume  and  write  a  little  story  about  the  character  they  would  dress  as  for  a  Russian  New  Year  party.          Book  Recommendation  “Russian  Folk-­‐Tales”  retold  by  James  Riordan  

 

       

   

                         

   

Advent  in  Germany  One  of  the  most  beloved  and  bright  times  in  Germany  is  the  Advent  Season.  Advent  precedes  Christmas  Day,  one  of  the  most  important  dates  for  followers  of  Christianity.  Advent  begins  with  the  first  of  4  Sundays  before  Christmas  Eve  .  Each  of  these  Sundays  is  marked  by  the  lighting  of  a  candle  on  an  Advent  Wreath.  Many  traditions  surrounding  Christmas  which  Christians  from  around  the  world  follow,  can  be  linked  to  German  traditions  such  as  Advent  wreaths,  modern  Christmas  trees,  and  St.  Nicholas’s  resemblance  to  the  modern  Santa  Claus.        Online  Resources:    http://www.vistawide.com/german/christmas/german_christmas_traditions.htm    http://www.german-­‐way.com/history-­‐and-­‐culture/holidays-­‐and-­‐celebrations/christmas/advent/      Classroom  Activities:    ~Create  a  class  advent  calendar.    http://lollyjane.com/30-­‐diy-­‐christmas-­‐advent-­‐calendars/    ~Make  one  of  the  many  German  cookies/breads  or  treats  that  are  sold  in  German  open  air  markets  during  the  Advent  and  Christmas  season.    http://germanfood.about.com/od/adventandchristmas/tp/Christmas_List.htm    ~There  are  over  115  varieties  of  pine  trees  in  the  world.    Learn  about  and  then  compare  and  contrast  the  types  most  commonly  used  as  Christmas  trees.    http://www.gardenguides.com/124634-­‐pine-­‐tree-­‐kids.html                                        

 Book  Recommendations:  “German  Christmas  Traditions”  by  Marion  Kummerow  

                                                                       

Inti  Raymi  in  Peru/Winter  Solstice  Inti  Raymi  is  a  Winter  Solstice  festival  in  Cusco,  Peru,  based  on  the  ancient  celebration  giving  honor  to  the  Sun  god  and  thanking  him  for  giving  life  to  the  land.  The  festivities  last  for  over  a  week,  but  the  culmination  is  on  the  South  American  Winter  Solstice,  June  24.  The  music,  parades,  food,  and  the  reenactment  of  the  ancient  story  which  takes  place  in  the  main  plaza  in  the  town  of  Cusco  and  ends  with  a  parade  up  into  a  mountain  fortress  above  town.  This  festival  draws  crowds  of  thousands  from  around  the  world  every  year.        Online  Resources:  http://www.myperu.org/index.html    http://www.intiraymifestival-­‐tours.com/history-­‐of-­‐inti-­‐raymi/    https://www.youtube.com/watch?v=4OShU3lQaGs    http://gosouthamerica.about.com/od/perartandculture/a/IntiRaymi.htm    http://www.discover-­‐peru.org/inti-­‐raymi/      Classroom  Activities:  ~Llamas.  The  beast  of  burden  in  Peru.  Have  your  class  research  and  learn  about  the  llama,  where  it  lives,  what  it  does.  Compare  and  contrast  this  animal  with  the  camel  and  the  donkey  or  mule.    http://animals.nationalgeographic.com/animals/mammals/llama/    ~Clothing  Study.  The  Tradition  dress  worn  by  the  Quechua  people  in  the  Andes  Mountains  is  a  mix  of  Pre-­‐Spanish  and  Spanish  Colonial  dress.  Compare  and  contrast  this  clothing  with  the  traditional  clothing  worn  by  the  people  of  the  Cherokee  Nation  in  Western  North  Carolina.  How  does  the  climate  affect  the  type  of  clothing  people  wear?  Has  modern  clothing  become  popular  with  the  younger  people  of  Quechua?  When  do  the  Quechua  people  wear  traditional  clothing?  Special  occasions?  Is  it  like  what  we  wear  for  special  occasions?    http://www.myperu.org/traditional_clothing_peru.html    ~Pan  Flutes.  Pan  flutes  are  a  musical  instrument  very  popular  in  Peru.  They  are  a  part  of  every  major  celebration.  Have  your  class  make  their  own  pan  flutes.    http://www.msichicago.org/online-­‐science/activities/activity-­‐detail/activities/make-­‐music-­‐with-­‐straws/    ~Story  Telling.  The  reenactment  of  the  Winter  Solstice  celebration  Inti  Raymi  in  Cusco,  Peru  keeps  the  story  alive  for  its  people.  It  is  an  important  part  of  their  culture  and  history.  Have  a  class  discussion  about  stories  the  students’  families  have  that  they  pass  from  generation  to  generation.  Do  other  cultures  keep  their  history  alive  by  telling  stories?  Have  each  student  write  down  a  story  from  their  family  and  compile  into  a  class  book  or  have  a  story  circle  ritual  where  they  are  the  story  tellers  and  their  classmates  play  the  role  of  the  ‘familiy’  learning  the  story.        

Book  Recommendations:  “Up  and  down  the  Andes  (  A  Peruvian  Festival  Tale)”  by  Laurie  Krebs  

   “Love  and  the  Roast  Chicken:  A  Trickster  Tale  from  the  Andes  Mountains”  by  Barbara  Knutson  

   “The  Llama’s  Secret:  A  Peruvian  Legend”  by  written  and  adapted  by  Argentina  Palacios  

   “The  Inca  Empire”  by  Sandra  Newman