What do people celebrate and why?

Transcription

1 What do people celebrate and why? Interact Teacher Manual Social Science Years 1-4 By Julie Owen

2 2011 Interact Curriculum Press No part of this publication may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system, without prior permission in written form from the publisher. Scripture taken from the HOLY BIBLE, NEW INTERNATIONAL VERSION. Copyright 1973, 1978, 1984 by International Bible Society. Used by permission of Zondervan Publishing House. All rights reserved. Cover photography Ansunette Dreamstime.com Interact Curriculum Press P.O. Box 757 Whangaparaoa, 0943 New Zealand Printed and bound by CM Digital, Albany, New Zealand ISBN

3 Contents I III IV V VI VII X XI Overview for this Term Introduction Pre-planner Guide Background Information Key Competencies, Habit of Mind, Habit of Character Big Idea, Key Understanding, Focus Question New Zealand Curriculum Requirements Key Areas of Investigation Firing Up Finding Out Further Focusing Forward Scriptures Relevant to this Unit Understanding Interact The Interact Resources Options for Using this Interact Teacher Manual Planning With Interact The Interact Learning Process Key Learning Intentions Acknowledgements Bibliography 1

4 Overview for this term This Teacher Manual is for one subject of an integrated unit based around the theme of God is faithful. The subject of this particular Teacher Manual is shaded grey. Further information about the supplementary books and teaching resources mentioned below are available from Year 1-4 Devotions Year 5-8 How do we know that God is faithful? What can we celebrate about God? Social Science What do people celebrate and why? Why are the celebrations of different cultures important? Science How does God show faithfulness to us every day? How is God s faithfulness seen in our universe? Health What habits make me fit and strong? How can my habits affect my strength and fitness? Art Food in Contemporary Art Language How can we share what is important to us? What makes recounts helpful to us? Interact Curriculum

5 INTRODUCTION What do people celebrate and why? This Interact Teacher Manual forms part of the theme, God is faithful and wants us to be faithful. In this investigation we will explore the reasons that people celebrate, and the different ways in which they do this. Most importantly, we will learn about our need to celebrate the things that demonstrate God s faithfulness to us. Introduction Everyone loves a celebration! Since earliest times, people have looked for reasons to celebrate from the phases of the moon, to the bounty of the harvest, to the myriad of milestones in an individual s life. They have danced, decorated and dressed up, sung songs, told stories, feasted and performed rituals to acknowledge or ensure their good fortune. Every society finds reasons for, and ways to celebrate. Celebrations are about people sharing their joys and sorrows surrounding their ideals, beliefs, their experience and their history, and are often expressed in ways that become traditions for that society. Remembering and celebrating are ways in which people pass on their values to future generations. The Bible makes it clear that celebration is to be an important part of our lives. Through the prophets, God gave clear instructions about how the children of Israel were to remember and celebrate God s faithfulness to them. An important part of their calendar was the Lord s Passover, in which the Jews were to remember God s deliverance of their people from slavery to the Egyptians. Jesus was sharing this festival with his disciples when he laid down the model for a new celebration of God s faithfulness the Lord s Supper or Communion. God wants us to celebrate his faithfulness. Remembering and celebrating God s goodness to us in the past gives us confidence about God s goodness to us in the present, and ensures that future generations will continue to recognise God s faithfulness to them. The living, the living they praise you, as I am doing today; parents tell their children about your faithfulness (Isaiah 38:19). If you are new to Interact resources we invite you to turn to Appendix I- - to learn about the Interact Learning Path on which this Teacher Manual is based, and to gain additional planning help Interact Curriculum 3

6 What do people celebrate and why? Pre-planner Guide Resource People Family members, including grandparents; friends and neighbours Members of the local council Ministers of religion Special Features could include: Inviting people to share or demonstrate elements of their traditions when celebrating, such as food, music, decorating, etc. Planning and holding a celebration to remember God s faithfulness in the past or the present. This might be a new celebration or a regular event in which students partake. Students should be encouraged to think of the elements of the celebration which will help invited guests to enjoy the occasion and to recognise its value in reminding us of God s faithfulness. They may decide to add some new or changed aspects to the celebration to make it more meaningful for their guests Interact Curriculum

7 What do people celebrate and why? BACKGROUND INFORMATION Celebration is an important part of every culture in the world. No matter how primitive or how advanced, how poverty-stricken or affluent, every people group celebrates those things which they consider to be important. What they celebrate and the way in which they celebrate reinforces both to themselves, to ensuing generations and to people from other cultures, what they value, how they relate to their environment or ancestors, and who they are. Introduction The idea of celebration is a key theme in the Bible. The children of Israel were instructed by God to celebrate particular events in order to remind themselves and future generations, of God s faithfulness towards them (see Leviticus 23:1-44). The Psalmist continually exhorts us to celebrate God s goodness to us, while Jesus told parables about the celebrations in heaven over one sinner who repents (see Luke 15). Psalm 104:31 and Zephaniah 3:17 describe God celebrating about us. Since earliest times, people have celebrated together. Equinoxes, solstices, eclipses, planting and harvests, victories in battle every celebration holds the key to a myriad of stories and traditions that speak of what people believe. Sometimes the celebration was to ensure their safety, by making offerings to appease the gods; at other times, celebration represented a reminder of past events or a recognition of significant achievements. Today, reasons for celebrations around the world fall into three main categories: Historical events, e.g. national celebrations, foundation days, remembrance days, Christmas, Easter, anniversaries, etc. Achievements in the present, e.g. birthdays, baptisms, christening, weddings, nationalisation ceremonies, initiation ceremonies, etc. Recognition of particular beliefs or values, e.g. cultural days, a harvest celebration, a blessing of the fleet, Olympics, the World Cup, United Nations Day, sports carnivals, various religious festivals, Halloween, Mothers /Fathers Day, etc. How do people celebrate? While some celebrations are fixed on particular dates in the year, others are reliant on the phases of the moon, ancient or religious calendars, convenience to participants, or specific attainments of individuals or groups. The symbols and traditions that are embraced in different celebrations are often as important and sacred as the celebrations themselves. Together, we light candles, hunt for Easter Eggs, raise flags, light fireworks, blow up balloons, wave streamers, eat cakes, decorate trees, string up lights, hang up stockings, and sing or play music - and all this before we begin the feast! Many traditions have become so much a part of the celebration that people are unsure where they began, or why. They include: Putting up decorations. People like to decorate themselves, their houses, gardens or communities to make a statement about their participation and support for a specific 2011 Interact Curriculum 5

8 What do people celebrate and why? Background Information continued celebration. Decorations are often colourful and attractive, encouraging positive, happy feelings for people. There are different ways in which people decorate, such as streamers, bunting, flags, tinsel, trinkets, lights, candles, body paint, balloons, pictures, posters, wreaths, flowers, dioramas, etc. In ancient times, people decorated deciduous trees in autumn to entice the gods to return leaves to their branches. A legend associated with the use of tinsel tells about parents who trimmed a tree while their children were sleeping. Spiders came to see the tree, leaving cobwebs all over it. Jesus came to bless the tree and turned the cobwebs to silver. Giving gifts. Gifts are often presented or exchanged as a part of celebration. Some believe that the example of the wise men offering gifts to the baby Jesus may be the origin of giving gifts as a part of celebrating events. Others believe that it can be traced back to the Ancient Romans, who gave each other gifts such as evergreen branches and cakes around the Winter Solace, to symbolise prosperity and in the coming year. Because God is generous, and we are made in God s image, it is likely that people have always enjoyed giving each other gifts. Preparing special food. Sharing a meal or a particular food or drink together is an important part of any celebration in all nations of the world, regardless of culture or religion. Traditional foods differ from one social group to the next, depending on local availability and cultural significance. Making and doing activities that are unique to that celebration, including holding special events. Many celebrations involve large events like parades or ceremonies in which many people participate, while others may be much smaller in scale and personalised, like an Easter Egg Hunt or hanging up Christmas stockings. Wearing special clothing. Many celebrations incorporate donning particular outfits as a tradition, such as gowns, robes, tribal headdresses, fancy dress costumes, etc. Enjoying music, dancing and songs. Carolling at Christmas, the Bridal Waltz, Aboriginal corroborees the diversity of music associated with celebration is enormous. Sharing stories and recognising symbols. Traditional tales and folklore, as well as the sharing of history, adversity and bravery, are all a significant element of celebrations. Symbols such as stars and candles often hold different meaning in different celebrations. Why is celebrating important for people? Celebrations can unite and strengthen community bonds and help to maintain a common identity among a group of people. Every generation recognises the importance of different celebrations and can relate to the feelings associated with those occasions Interact Curriculum

9 What do people celebrate and why? Background Information continued Introduction People celebrate to: Recognise milestones and achievements Remember important events of the past which have impacted their life or their culture Show gratitude for the things of the present Promote good feelings and wishes When people celebrate they feel: Happy Pleased or proud Grateful Part of a group Connected to people or events in the past The heart of true celebration is a rejoicing over God s faithfulness from generation to generation. The Psalmist reminds us that one generation (is to) commend(s) your works to another, to tell of the power of your awesome work and proclaim your great deeds as they celebrate your abundant goodness and joyfully sing of your righteousness (Psalm 145:4,6,7). God was not pleased when the children of Israel did not focus their celebrations on God s faithfulness to them (see Exodus 32). The most important celebrations for Christians throughout the ages have been the remembrance of the work of the cross at the Lord s Supper or Communion and Baptism, and today we also celebrate Jesus birth at Christmas, and his death and resurrection at Easter. How can we help people to celebrate important things? Recognising and accepting the reasons for, and the way in which people have celebrations, regardless of culture or beliefs, promotes an attitude of tolerance. When we consistently focus our celebrations on God s faithfulness to us, we reinforce both to ourselves, to ensuing generations and to people from other cultures and beliefs, what we value, how we relate to the world God has given us and to past generations, and our reliance on God. God is pleased when we celebrate in this way. God celebrates (See Psalm 104:31, Zephaniah 3:17) and wants us to celebrate his faithfulness (See Psalms 96, 145). Celebration occurs in heaven when sinners acknowledge their need and reliance on God. We can be the reason for a celebration amongst the angels when we turn our lives over to our faithful God Interact Curriculum 7

10 What do people celebrate and why? Background Information continued Cultural Perspectives Maori Agrarian cultures such as pre-settler Aotearoa were communal and they celebrated the cycle of life as it related to the growth and harvesting of their crops. The early Maori used the stars as indicators of the seasons and as signs of what was to come. The visibility of the stars in the Matariki constellation, seen in late May or early June, were helpful in forecasting the productivity of the coming crops. Bright clear stars indicated warm weather which was favourable whereas hazy stars foretold a cold growing season. The sighting of stars in the night sky around the time of the autumn harvest heralded the Maori New Year. In the far north the rising of Puanga (Rigel) around the end of May was the key, whereas further south the New Year celebrations were associated with the appearance of Matariki (Pleiades or the Seven Sisters) and the first new moon after that. Matariki is said to refer to the stars in the constellation: either mata riki little eyes, or mata Ariki the eyes of God. New Year celebrations were a time when hapu (family groups) and iwi (tribes) would gather together to remember the previous year, and particularly those who had died, and also to give thanks for the season s harvest. It was also a time to signify new beginnings and in some cases prayers and offerings were made to ensure good crops in the coming year. Celebrations would last for three or more days and included times for sharing tribal histories, whakapapa (genealogies), waiata and moteatea (songs and chants), competitions and of course feasting. Today, Matariki celebrations have been revived as times for community celebrations with special emphasis on traditional Maori perspective on conservation, Maori culture telling the stories and learning about the skills of astronomy, and planting traditional plants and growing Maori foods. Celebration hui (gatherings) were also held for tangihanga (funeral observances), in recognition of alliances between tribes, and/or to signify special events in the life of a person of note e.g. a high-ranking birth or marriage. The length of time needed to properly celebrate an occasion depended on the importance of the participants and also the distance travelled by the guests. Although the onus fell on the hosts to be generously hospitable, the whakatauaki, nau te rourou, naku te rourou; ka ora te manuhiri (with your basket and with my basket, everyone will be fed) would often be quoted by the visitors as they contributed what they could from their storehouses. This practice is replicated today by placing a koha (usually a monetary gift) on the ground at the end of the whaikorero (speeches) at a powhiri (welcome ceremony). British In the early 19th century the British celebrated community events that related to the king or government, the church, e.g. local saint s days and the church seasons, and familial events like birthdays, weddings and funerals of their immediate family Interact Curriculum

11 What do people celebrate and why? Background Information continued Introduction For middleclass or upper class families, important days to celebrate included a child s christening day, a young woman being presented as a debutante, a young man reaching twenty-one years of age, a couple s wedding day and eventually a person s funeral. Such events could be small and privately catered or could be extravagant and lavishly provided for at a cost. In most cases, and especially at birthdays and weddings, the guests would give a gift while the hosts provided the food and entertainment. Community events, on the other hand, usually depended on the goodwill of volunteers to organise and arrange the details, from venue through to the programme. Most celebrations built up a history that allowed them to be revisited year after year with apparent ease, particularly those associated with the church. Christian occasions and celebrations included Lent, Easter, Pentecost, Advent and Christmas, and were remembered at services during each year as seasons recognised by the church. In migrating to Aotearoa/New Zealand, the new settlers had to decide which community celebrations to hold onto and which to relinquish and, because they were not all migrants from the same countries, very few community celebrations were carried down-under. The celebration that appears to have been adopted by most of the immigrants was the 21st birthday. This is probably because it was attainable everyone who survived could have a 21st, and it meant that they had survived! The early missionaries played an important part in teaching the Maori of the significance of Christian celebrations and in guiding them and the settlers through the seasons of the church year such as Lent, Easter, Pentecost, Advent and Christmas. For the Maori converts those gatherings were integral to their newly found faith, whereas to most of the settlers they were more likely to have been a reminder of the way things were at home a reminder of their cultural roots Interact Curriculum 9

12 key competencies habit of character habit of mind Kthe key competencies are: Practise participating and contributing C the habit of character focus is: Reliability Mthe habit of mind focus is: Applying past knowledge to new experiences Interact Curriculum

13 big Idea Key understanding focus question Ithe big idea is: God is faithful and wants us to be faithful why?u the key understanding is: It is good to celebrate God s faithfulness together and Qthe focus question is: What do people celebrate Planning 2011 Interact Curriculum 11

14 What do people celebrate and why? New Zealand Curriculum requirements Students will: Vision: Become Actively Involved Principles: Recognise Cultural Diversity and show High Expectations of self Values: Value Integrity, Excellence and Community and Participation Key Competencies: Practise Participating and Contributing Social Science Level 1 Understand how people have different roles and responsibilities as part of their participation in groups Understand how the cultures of people in New Zealand are expressed in their daily lives Level 2 Understand that people have social, cultural, and economic roles, rights, and responsibilities Understand how cultural practices reflect and express peoples customs, traditions, and values Interact Curriculum

15 What do people celebrate and why? Kkey areas of investigation 1.0 What special events cause people to celebrate? We are investigating: How do people celebrate? Why is celebrating important for people? How can we help people to celebrate important things? Planning For a list of Key Learning Intentions to select from as a skill focus, please refer to the Appendix 2011 Interact Curriculum 13

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17 What do people celebrate and why? Interact Learning Path Phase 1 Firing Up Fire Up imaginations and learning desires and gain knowledge in the following ways: Relate Be connected, in engaging ways, with the topic to get hooked into learning The exclamation mark reminds us to get enthused Recall Recall prior knowledge of this topic The arrows remind us to consider all we have experienced, learnt and felt about this topic Firing Up Raise questions and recognise problems Consider what questions we have about this topic that we need to or would like to know the answers to. Identify possible problems. Some of these questions may be springboards into the topic study. Others may become the basis for further research later in the unit The question mark reminds us to question Research (initial) Initiate research in the key areas of investigation, seeking to answer questions as you go The magnifying glass reminds us to go searching Focusing Forward Reflect Resolve Respond Finding Out Review and record Rejoice! Reason Further Firing UP Research Relate Recall Raise questions 2011 Interact Curriculum 15

18 Read the clues to find things that are hidden in the picture, and then write the secret word that tells us when these things might be seen or used. We light these Easter We hunt for these We raise these We watch these in the sky We wave these We eat these We blow into these and tie them up Christmas We decorate these We string these up and turn them on We hang these up We sing or play to make this Use the secret word to complete the sentence: We might see or use any of these things at a special. What do people celebrate and why? FIRING UP Relate questions and activities indicators of achievement Provide an interesting, information-rich environment that engages the students in their learning. The following is a range of suggested ideas: Put up some decorations to give the room a festive feel, share some party food together and play some party games. Discuss the following ideas: What is the best thing about a celebration? Engages in social scientific exploration and discussion How do celebrations make you feel? Why are celebrations important? Imagine that some friendly spacemen arrive in the middle of your celebration, or arrange for someone dressed like an alien to arrive at the classroom and generate discussion through questions, such as: Is this the way that humans act all the time? Is this the food that humans eat all the time? Is this the way that places belonging to humans look all the time? If this is not normal for humans, why are you doing it? What Can You Find? Look at the picture in the Interact Discovery Sheet What Can You Find? and identify the different symbols of celebration that you see. Use the clues to find the word celebrate and then discuss the following questions: What does it mean to celebrate? Which of these symbols of celebration has your family used? 6 Name: Relate 6 How do people who are celebrating usually feel? What do you like best about being part of a celebration? Interact Curriculum

19 Write your name on each of the shapes below. Paste this page onto light cardboard. When it is dry, draw a picture of a special celebration that you have enjoyed, on the cardboard side. Use the lines below to cut your picture into a jigsaw puzzle for someone else to assemble. Cut carefully! Name: Name Name Name An important family tradition or celebration in my family is We celebrate this because We celebrate it by Special things we do are Name Name Name Name Name THIS PICTURE SHOWS MY FAMILY CELEBRATING This celebration is important to me because Name Name Name Name What do people celebrate and why? FIRING UP Recall questions and activities indicators of achievement Assist the students to consider what they already know and to build on that knowledge by asking further questions as they learn. The following is a range of suggested ideas: What do you celebrate with your family? Make a list of celebrations, and tally the number of students whose families share those celebrations together. Use your data to create a graph Recalls prior knowledge and experiences My Jigsaw Draw or paint a picture of a celebration that you have enjoyed, on light cardboard or thick paper. On a large envelope, write a description of what is happening in your picture. Cut your picture into jigsaw pieces and then place the pieces into the envelope, for someone else to reconstruct. Talk about the celebration with your partner when the jigsaw is completed Firing Up Recall 7 7 Brainstorm all the words and ideas you can that have something to do with people celebrating. Use your ideas to create an acrostic poem using the word Celebration A Family Celebration 8 8 Name: Recall Share your experiences of the following: A celebration that you shared with your family A celebration that you shared with your friends A celebration that you shared with people who attend an activity together, such as a Sunday School or church, a club or team, etc. A celebration that you shared with people in your neighbourhood, in your town or district An engagement party or a wedding A baptism or christening Discuss: What feelings did you have when you were at these celebrations? Do you think God wants us to have happy feelings like these? Invite students to bring in a photo of a celebration in which they took part. Collate copies of photos into a book that includes a brief description of what each student is celebrating, and why, and how Invite students to bring in photos of their parents weddings, or weddings of other family members. Talk about what kind of commitments and promises people make at weddings and why you think they make them Draw, write about, or tell a partner about: The most beautiful decorations you have ever seen The best present you ever gave to someone else Your favourite celebration food A song or some music you like that is related to a celebration An activity associated with a celebration which you really enjoy 2011 Interact Curriculum 17

20 List things associated with celebrations under the following headings, and then complete the questions below. Each of the answers will be a word you have written in the boxes. Invite a friend to see if they can guess which words are the answers to which questions! Names of celebrations Things you might do at a celebration Something you might see or use at a celebration Something you might eat at a celebration Question Answer 1. What is the celebration called when people? 2. What is a celebration that starts with the letter? 3. What is something celebrated in the month of? 4. Where would you see a? 5. Where would you use a? 6. What celebrations need a? 7. When would people? 8. What might people do at a? 9. When would people? 10. What celebration food is? 11. What food might you eat at a? 12. What celebration food has? What do people celebrate and why? FIRING UP Raise questions questions and activities indicators of achievement As a class, identify questions you would like to know the answers to in relation to this topic. The following is a range of suggested ideas: Can You Guess? Survey five people for their responses to the question: What do you celebrate? Tabulate your results and draw a simple graph to represent your data. Discuss which celebration you know a lot about and which ones you would like to research further Create questions beginning with the 5Ws and an H that you could ask someone who has been baptised, or who has christened their baby. Find one person who has been baptised or who has christened their baby and ask them to answer your questions. Share the answers in the class and discuss why Christians celebrate these events. Discuss: What commitments do people make, and why is faithfulness important when people make commitments? From your discussion, write some questions which you could investigate further Create questions beginning with the 5Ws and an H that you could ask someone who is married and had a wedding celebration. Ask one couple to answer your questions. Share the answers in the class and discuss why Christians celebrate weddings. Discuss: What commitments do people make, and why is faithfulness important when people make commitments? From your discussion, write some questions which you could investigate further Do all people celebrate the same things, in the same ways, at the same time? Write some questions to help you investigate these ideas Write questions which you could use to ask someone from your local council or church about a celebration which they hold Create a framework to investigate information about a celebration that people share, which you would like to find out more about. You may choose to write questions to research, or list headings of things under which you can collect information Brainstorm as many things associated with celebrations as you can, including names of celebrations, things you see or use at celebrations, etc. Choose a word or phrase from the list and ask a question that would lead a classmate to guess which one you have chosen. Repeat, until almost all your words have been the answer to a question Creates a framework to focus an inquiry Plans a survey or interview Conducts an interview Writes open questions Plans a survey or interview Conducts an interview Writes open questions Frames questions to focus an enquiry Plans a survey or interview Creates a framework to focus an inquiry Writes open questions Name: Raise Questions 9 9 Choose a celebration that your family shares. Write questions to ask them how they feel about the celebration and why it is important to them Conducts a survey Interact Curriculum

21 People everywhere celebrate things that are important to them. Celebrations tell us what people believe and value. Use the categories below to sort the information you gather about different celebrations. Type of Name of When it Who C e l e b r a t i o n Celebration is Celebrated Celebrates I asked What wedding covenant vows did they make? What gift or reminder of the covenant was given? (rings etc) Who were the witnesses? What else happened in the ceremony? Why? To think about: Why is a marriage covenant so important? Why should we honour marriage in our society? Name: Weddings are the beginning of a very important covenant of marriage. They are a covenant made before God. He is a witness. Ask someone in your family about their marriage ceremony. about their wedding ceremony. What do people celebrate and why? FIRING UP Research questions and activities indicators of achievement 1.0 Immerse yourself in ideas and information about the topic as you develop those skills outlined in the Key Learning Intentions. As you research, try to: take notes as individuals or as a class identify groups of ideas and sort under headings note titles of interesting or helpful resources identify new questions you would like to investigate The following is a range of activities, based on the Key Areas of Investigation: What special events cause people to celebrate? People celebrate events that are special to them, such as new beginnings like a birth or the first day of our school, or to remember the way God that has been faithful, like thanksgiving days, Easter or Christmas. People also celebrate commitments that they have made to each other or to God, e.g. weddings, treaties, constitutions and baptisms. Events which might cause people to celebrate can be sorted into three categories: something good that happened in the past that people want to remember something significant that is happening in the present or has recently happened something that people want to recognise as being an important part of their life Firing Up Things from the past Things in the present Things that are important to remind ourselves about Celebrations 12 Name: Research Weddings 12 Research 13 Survey to discover different celebrations that belong to each of the categories listed above. You might ask questions such as: Can you think of something good, or a new beginning, which has happened in the past that you like to celebrate? Have you attended a celebration of someone s promises? Have you ever been part of a celebration about something that has just happened or is in the process of happening? Is there anything you celebrate because you think it is an important thing to remember? Gather ideas and information about celebrations that belong to each category. Complete a table that identifies what the celebration is, what it recognises, any commitments that are made, when it is celebrated and who shares in the celebration. Write the names of different celebrations and place them on a display board as a reference for further research, or write them on the flags of some bunting around your classroom. Be sure to include: Family celebrations, such as birthdays, weddings, christening or baptisms, etc. Celebrations that are special to your school community, including cultural days, community days, sports carnivals, etc. Community celebrations, such as a harvest celebration, a blessing of the fleet, foundation day, nationalisation ceremonies, etc. National celebrations, such as recognition of events that are significant in our history or to culture, etc. International celebrations, such as the Olympics, the World Cup, United Nations Day, etc. Religious festivals that have significance to specific groups of people in many countries Surveys to collect data Uses a range of sources to research Shares ideas Sorts ideas 2011 Interact Curriculum 19

22 Being part of a family group is important, and many families like to celebrate special events together. What kind of celebrations does your family like to celebrate? Look at the headings below and ask your family to help you list celebrations in each box that you enjoy together. Explain when you celebrate each event and why it is important to your family. What we celebrate When we celebrate Why we celebrate What do people celebrate and why? FIRING UP Research continued questions and activities indicators of achievement Special milestones Remembering special events Special achievements Things my family believe are important My Family Celebrates 14 Name: Research 14 Families like to celebrate together. Ask your parents to help you list things that your family like to celebrate together. Use the following headings to help you group them, and write about or draw examples of each: Special milestones in the lives of people in my family Special achievements of people in my family Special events in the past that my family like to remember Special things that my family believe are important to remember Look at a calendar to identify what special days are identified on each month, for people in our community or our country. Complete a table to summarise what the special day is and why it is celebrated each year Shares ideas Sorts ideas Summarises information Identifies main ideas Draws or uses a graphic organiser, table, diagram to or cross section to show connections Interact Curriculum

23 Wherever people are celebrating, you will find decorations of some kind being used. Decorations are often very brightly coloured and beautiful, making everyone who sees them feel happy. People like to put decorations in their houses and gardens or in the local community, to tell everyone that they are celebrating something that is important to them. Sometimes, people even decorate themselves, wearing special clothing and colours or painting their skin in traditional ways. Since ancient times, people have put up decorations when they celebrated. At first they did it to make their gods happy, because they thought that if they did not, bad things would happen to them. Some people would decorate trees when they lost their leaves in winter, because they thought the bright colours would encourage the tree spirits to make the leaves grow again. Draw or write your answers to the questions about decorations used as part of celebrations, in the boxes below. What decorations make you feel happy? How do some people decorate their bodies for a celebration? Why? What decorations are used in houses, garden and communities? Some decorations tell us what people believe. Can you give an example of this? Giving gifts to each other has always been an important part of celebrations. Cards are sent, or things are lovingly made or chosen to give to family and friends. Sometimes, people give their time by presenting a voucher that gives a promise to do something special for that person. The wise men brought presents for the baby Jesus when he was born in Bethlehem, but people believe that gift giving began long before that. Long ago, people gave simple gifts like twigs or vegetables they had grown. Over a hundred years ago, people in England gave gifts using a tradition they called cobwebs. Each family was given a coloured string which they had to follow through a maze of other strings, to find the present at the other end. Some families gathered around a large bowl of grain and took turns dipping their spoon in to find the treats hidden there. What are some other gift-giving traditions that are part of people s celebrations? Why do you think that giving gifts is an important part of celebrations? Name: Food is an important part of celebrations everywhere. Sometimes, people prepare special feasts of traditional dishes as a part of their celebration, and at other times they may fast, which means that they eat very little. Christmas and New Year Festivals All around the world, people have developed the custom or habit of serving certain foods at Christmas time. An English tradition is to bake fruit mince tarts and fruitcake, and to eat roast meats like turkey and ham. A Canadian and American custom is to bake gingerbread and pecan pie, while in Russia, many people bake twelve different dishes to represent Jesus disciples. In Scotland, haggis is shared as a part of New Year celebrations. In Spain, some people pop a grape into their month for every chime of the clock at twelve midnight. What food does your family traditionally eat at Christmas or New Year? Birthday Celebrations Children in Mexico celebrate their birthdays by the sharing of a piñata, which is a papiermâché container in the shape of an animal and filled with lollies. In some parts of Africa, it is a custom to eat a dish made from fried plantain, which is a kind of banana. What foods are a part of birthday celebrations in your family? Wedding Feasts When people are married in Italy, little bow-shaped pieces of dough dipped in sugar are served, because they represent good luck. In Indonesia, noodles are shared because they are said to give the new couple long life. What foods are served at wedding celebrations in our country? What do people celebrate and why? FIRING UP 2.0 Research continued questions and activities How do people celebrate? indicators of achievement People share celebrations together to show that they share common ideas and values. Often a celebration will involve people stopping their normal day-to-day activities and have a special holiday to participate in special activities. People join in a celebration, by: Putting up decorations Giving gifts Preparing special food Making and doing activities that are unique to that celebration, including holding special events Wearing special clothing Enjoying music, dancing and songs Sharing stories and recognising symbols Firing Up Let s Decorate! 16 Name: Research Giving Gifts 16 Research Putting up specific decorations is an important way in which people join in celebrations. Look at the names of different celebrations that you have recorded on your display board or bunting. Identify those celebrations which involve decorations in houses, outside houses, in the community, on individuals, or elsewhere. Look at or gather examples of different kinds of decorations and research to discover any reasons or traditions behind the decorations used. Ask parents, grandparents, friends or neighbours about the most interesting, unusual or enjoyable decorations for a festival or celebration that they have ever seen. Draw pictures, collect photographs, view examples and describe them. Investigate: When did people first begin to use decorations as a part of their celebrations, and why? What are some decorating traditions used by different cultures around the world? Why is decorating an important part of a celebration? 2.2 People have given gifts as part of their celebrations since early times. Identify any celebrations that you have discussed so far, at which gifts are given. Discuss any particular traditions that surround the giving of gifts on these occasions, such as what kind of gifts are given, to whom, and in what manner. Investigate: When did people first begin to give gifts as a part of their celebrations, and why? What are some gift-giving traditions used by different cultures around the world? Why is it important to give gifts to others? Uses a range of sources to research Shares ideas Surveys to collect data Describes findings Identifies symbols Shares ideas Uses a range of sources to research Identifies main ideas Festive Food 18 Name: Research People prepare special foods for celebrations. The sharing of a special meal together has long been an important part of the way people celebrate. Identify any special foods which you know that people use to help celebrate specific celebrations that you have named, and then investigate some foods that people use as part of celebrations which you are not as familiar with. You might invite someone to bring in examples, watch a program about a festival, look at pictures or read about how different festive foods are prepared and why. You may choose to prepare some yourself to share with others Shares ideas Uses a range of sources to research Is aware of issues of social concern 2011 Interact Curriculum 21

24 In the Bible, God told the Jews that they were to prepare certain foods to eat as a part of their celebration. In the boxes below, record some information about foods that are part of different celebrations around the world. Food: Country: Celebration: Description: Food: Country: Celebration: Description: Food: Country: Celebration: Description: Name: Food: Country: Celebration: Description: Food: Country: Celebration: Description: Food: Country: Celebration: Description: Ask your parents, grandparents or family friends about the different things that they make or do, places they go and see, or events they participate in as part of a celebration. Gather your information to complete the statements below. (name) said, When we celebrate, we like to because (name) said, When we celebrate, we like to because (name) said, When we celebrate, we like to because What do people celebrate and why? FIRING UP Research continued questions and activities indicators of achievement Traditional Feasts Our Traditions 20 Name: Research Research People follow special traditions of making or doing things, or holding special events, as an important part of their celebration. One of the ways that people like to celebrate together is by making or doing things that become a tradition that everyone looks forward to sharing. Discuss the following western examples, and then invite students to survey parents, grandparents, friends and neighbours about any celebration traditions of making or doing, which they know are have enjoyed: Attending a birthday party Watching or participating in a parade Holding an Easter Egg hunt Making a gingerbread house or handmade bonbons at Christmas time, visiting Santa, etc. Being part of a Christmas concert or attending a Carols by Candlelight event Attending a special church service Enjoying a fireworks display on New Year Eve 2.5 Some people wear special clothing as an important part of their celebration. In different cultures, brides traditionally wear a very special outfit to celebrate the wedding day. In other celebrations, special clothing is worn to mark the occasion. Look at pictures or discuss your ideas about the clothing that people might wear on these occasions, and then draw pictures of your own: the crowning or coronation of a king or queen an important tribal ceremony a military ceremony wedding ceremonies in different cultures a knight in medieval times a very formal occasion in our country a particular cultural festival an occasion requiring national costume a graduation ceremony a religious festival where a priest might wear particular garb a Christmas party 2.6 People share music, dancing and songs when they celebrate. Read about Miriam in Exodus 15:19-21 or David in 2 Samuel 6:1-15, celebrating with singing and dancing when God had helped them. Research music that is used to celebrate special occasions. Collect examples of music and songs to listen to or sing, and look at pictures of people dancing or learn different dances that are a part of certain celebrations. You might find someone who can teach you a special dance Shares ideas Surveys to collect data Uses a range of sources to research Is aware of issues of social concern Uses a range of sources to research Describes findings Identifies main ideas Is aware of issues of social concern Uses a range of sources to research Shares ideas Listens to people Interact Curriculum

25 Christmas is a very important time when we remember the birth of God s son. Jesus was born in a stable to Mary and Joseph, and came to tell us and show us about God s faithfulness. Today, there are many different symbols that have become a part of Christmas celebrations, but many of us do not think about where they came from. Name: What is your favourite Christmas symbol? What does it remind you about? The story of Santa Claus begins with a bishop called Saint Nicholas. He tossed pouches with gold coins through the windows of needy people in his town. In Holland, children called him Sinterklaas and would leave their wooden shoes by the fireplace for him to place treats inside. Eventually, Sinterklaas became known as Santa Claus. Candy canes were first made to look like a shepherd s staff and remind us of the shepherds who came to visit the baby Jesus. The red is a symbol of Jesus blood and the white is for his purity. Lights and candles are to remind us that Jesus is the light of the world. Jesus said that people who follow him will have the light of life. Christmas stars and angels are a reminder of the events that happened at the birth of Jesus. A star came to rest over the stable where Jesus was, and angels sang Glory to God in the highest. Christmas wreaths are the shape of circle. Circles have no beginning and end just like God. He always existed, and always will. The red and green colours of holly also remind us of Jesus. The red of the berries helps us to think about the blood that he shed on the cross when he died for our sin. The green of the leaves reminds us of evergreen trees, a symbol of the eternal life that God gives to those who are faithful to him. What do people celebrate and why? FIRING UP Research continued questions and activities indicators of achievement Christmas Stories & Symbols Research People share stories and recognise symbols as a part of their celebrations. As a part of their celebrations, people share stories of how their traditions began, how others have celebrated a particular festival or the history of different symbols that they use. This is very evident to people who celebrate Christmas, when the story of Jesus birth is read from the Bible, and stories of Christmases past and present are shared. Many different symbols are displayed and their meaning discussed. Complete the following activities: Read the Christmas story Read the story behind St Nicholas Investigate different forms of Santa Claus and other traditions in different cultures Identify the significance of Christmas symbols such as decorated trees and wreaths, candles, stars, stockings, candy canes, bells, nativity scenes, etc. Uses a range of sources to research Shares ideas Identifies main ideas Identifies symbols Is aware of issues of social concern Firing Up 2011 Interact Curriculum 23

26 A celebration that is important to the Jewish people is It is called this because It is to remind them of They celebrate it by The people involved are HERE IS A PICTURE OF PART OF THEIR CELEBRATION. IT SHOWS... What we could learn from this celebration is What do people celebrate and why? FIRING UP 3.0 A Jewish Celebration 24 Name: Research 24 Research continued questions and activities Why is celebrating important for people? God has created people to be like God in many ways. God wants us to think about good things God has done and to celebrate the good things God as given us. God wants us to be happy. People celebrate to: Thank God for the good things God has given them, and done, in their lives Recognise milestones and achievements and promises Remember important events of the past which have impacted their life or their culture Show gratitude for the things of the present Promote good feelings and wishes When people celebrate, they feel: Happy Pleased or proud Grateful Part of a group Connected to people or events in the past Bring in a birthday cake complete with candles, as well as some balloons and party horns, etc. Discuss how much fun birthdays can be, especially when there is cake to share! Create a festive environment before discussing the following: Why do you think that people like to share cake to celebrate birthdays? Why do we put candles on birthday cakes? Do people prefer to celebrate their birthdays on their own or with friends and family? Why? How do people feel at birthday celebrations? Why is it important to celebrate birthdays? Think of someone you know well or whose birthday you have celebrated or will celebrate soon. Record your answers to the following: What is the milestone or age that they achieve with this birthday? What are some important things that they have achieved before reaching this birthday? Why are you grateful for this person? What is a good wish for the future that you could offer this person for the coming year? Since earliest times, people have celebrated events that are important to them. Sometimes it was because they had achieved something important, and other times it was because they thought that if they did not celebrate something in nature, then bad things would happen to them. The Bible tells us that God told the people of Israel that they were to celebrate together about the things that God had given to them and the things that God had done for them. Read the following verses about some celebrations the Bible mentions, and identify why God told them to celebrate them: The Festival of Unleavened Bread (Exodus 12:17, 23:14-15) The Festival of the Harvest/Weeks (Exodus 23:14, 16) The Festival of Ingathering (Exodus 23:14, 16) The Lord s Passover (Exodus 12:1-4) The Sabbath (Leviticus 23:3) indicators of achievement Shares ideas Uses a range of sources to research Shares ideas Identifies main ideas Sorts ideas Identifies symbols Separates reasonable from unreasonable ideas Interact Curriculum

27 Talk to an older person in your family about his/her life and special events. I talked to An important event in his/her life was A special time he/she likes to remember is A tradition or celebration he/she keeps is He/she does this because Something that is different between Something similar between Name: and me is and me is Christians everywhere remember four important celebrations: Communion or the Lord s Supper, Baptisms, Christmas and Easter. Can you answer these questions? What do Christians remember at communion or the Lord s Supper? How do Christians celebrate this event? Why is it important for Christians to celebrate this event? What do Christians remember at baptisms? How do Christians celebrate this event? Why is it important for Christians to celebrate this event? What do Christians remember at Christmas? How do Christians celebrate this event? Why is it important for Christians to celebrate this event? What do Christians remember at Easter? How do Christians celebrate this event? Why is it important for Christians to celebrate this event? What do people celebrate and why? FIRING UP Research continued questions and activities indicators of achievement Talking to Older People Talk about the following feelings and ideas, and then identify some celebrations where people might feel and think that way, and why: Happy Pleased or proud Grateful Part of a group Connected to people or events in the past Shares ideas Research 25 Christian Celebrations Interview a grandparent or an older person about a celebration that they remember. Ask about any differences between that celebration and celebrations today, and the feelings they experienced. Share your findings with others and discuss any similarities and differences Christians everywhere remember three important celebrations: Communion or the Lord s Supper, Baptisms, Christmas and Easter. For each of these, research to find out: What do Christians remember at this celebration? How do Christians celebrate this event? Why is it important for Christians to celebrate this event? Conducts an interview Describes findings Sorts ideas Uses a range of sources to research Identifies main ideas Identifies symbols Firing Up 26 Name: Research Interact Curriculum 25

28 Recall a time when God showed His faithfulness to someone in your family. Think about a new celebration that you could begin in your family to celebrate and remember a time when God showed His faithfulness to you. Our new celebration would be to remind us of We could celebrate it by I think this would be a good family celebration because The people involved could be HERE IS A PICTURE OF WHAT WE COULD DO TO CELEBRATE GOD'S FAITHFULNESS TO US In the Bible, we read some stories that Jesus told to help people understand what God celebrates. Read what he said to help you answer the questions about how we can celebrate together. Luke 15:1-7 What did the man lose? What did he do to find it? What did he say when he found it? How does this story help us understand what God celebrates? Luke 15:8-10 What did the woman lose? What did she do to find it? What did she say when she found it? How does this story help us understand what God celebrates? Luke 15:11-24 What did the father lose? What did the younger son lose? What happened when the son came home? How does this story help us understand what God celebrates? God celebrates whenever people choose to be faithful to him, and we should too! Name: What do people celebrate and why? FIRING UP 4.0 A New Celebration 28 Name: Research Celebrating Together 28 Research continued questions and activities How can we help people celebrate important things? We can help people celebrate things that are important to them by: Being aware of different types of celebrations Understanding the reason for the celebration Helping to observe the different traditions surrounding the celebration Sharing the feelings associated with the celebration Imagine if you went to a birthday or a Christmas party and you did not join in with any of celebrations! That would not be fun for you or for the people that were there to celebrate with you. Celebrations are meant to be shared, and so are the feelings associated with celebrations! Choose a celebration under each of the headings that you identified in Research 1.0, and then answer the questions about how you could help people to celebrate: Celebrations Remembering Events in the Past What is the celebration called? What does the celebration remind people about? What do people do to celebrate this event? How do people feel about this celebration? Why? How often is this celebration held? What would you do if you had a chance to share in this celebration? Celebrations Recognising Achievements in the Present What is the celebration called? What does this celebration recognise? What do people do to celebrate this event? How do people feel about this celebration? Why? How often is this celebration held? What would you do if you had a chance to share in this celebration? Celebrations Showing What is Important to People What is the celebration called? What does this celebration recognise? What do people do to celebrate this event? How do people feel about this celebration? Why? How often is this celebration held? What would you do if you had a chance to share in this celebration? Discuss ways in which you could hold a celebration that you could invite others to share with you. It could be a celebration that already exists which you could plan towards, or you might invent a brand new celebration. Consider: What is something that has happened in the past, is happening now, or is important to us, which we could celebrate? Who could we invite to be part of our celebration? Why would it be important to include them? What could we include as part of our celebration? How would our celebration honour God s faithfulness to us? indicators of achievement Uses a range of sources to research Identifies main ideas Sorts ideas Separates reasonable from unreasonable ideas Is aware of issues of social concern Shares ideas Identifies main ideas Sorts ideas Separates reasonable from unreasonable ideas Is aware of issues of social concern Research 29 Luke 15 tells some stories that Jesus told about how and why God celebrates. Read these together and discuss how we can cause heaven to celebrate, and how people can join in with these celebrations in heaven Uses a range of sources to research Identifies main ideas Identifies symbols Interact Curriculum

29 What do people celebrate and why? Interact Learning Path Phase 2 Finding Out Further Find Out Further and gain understanding in one of two ways: 1. Individual or group investigation 2. Whole class investigation During this phase the students will gain understanding: Research (further) Find answers to other questions generated at the beginning of, or during, the study The magnifying glass reminds us to go searching Reason Apply, analyse, interpret, compare and contrast findings The arrows remind us to pull apart (analyse) and draw comparisons (compare) Focusing Forward Finding Out Further Reflect Resolve Respond Finding Out Review and record Rejoice! Reason Further Firing UP Research Relate Recall Raise questions 2011 Interact Curriculum 27

30 What do people celebrate and why? finding out further Further research questions and activities indicators of achievement 1. Identify an issue or topic you would particularly like to research, based on what you have learnt so far. For example: Interview someone from your local council or church about celebrations that they hold Creates a framework to focus an inquiry Collect information about celebrations that are important to your class or school, your community and your country. List them in order of their occurrence in a calendar year Research to discover more about a particular celebration that interests you. Use a variety of sources to gather your information, including people Choose a celebration, such as birthdays, Christmas, Easter or New Year, and investigate how it is celebrated by different people either in your community or in other countries Interview another person in the class and find out about something they celebrate with their family. Share the information that you find out with the class. You could give an oral presentation, make a slide show or a video Research to discover how and why people celebrate Hanukkah in Israel, La Posada in Mexico, or Kwanzaa in the U.S.A. Investigate how people in the Old Testament celebrated The Passover, and why. Research to discover if people still observe this celebration today Choose a celebration that your family shares and interview different members of your family to discover what they like about it and why it is important to them Many people celebrate Halloween. Research how the celebration of Halloween began and how people celebrate it today. Discuss how Christians view Halloween, and what a Christian Halloween Celebration might look like 2. Make a plan Identify others with whom you could work on the task you have chosen. Consider which people you might ask for assistance in gathering information, and why Plans a schedule of tasks Interact Curriculum

31 What do people celebrate and why? finding out further Further research questions and activities continued indicators of achievement 3. Research Keep your research together in a folder or book, where you can add new ideas as you investigate Uses a range of sources to research Surveys to collect data Conducts an interview Identifies main ideas Is aware of issues of social concern Summarises information Describes findings Draws or uses a graphic organiser, table, diagram to or cross section to show connections 4.Organise your notes and plan ways to communicate your understandings Consider interesting ways in which you might present your research to the class Communicates clearly and creatively Finding Out Further 2011 Interact Curriculum 29

32 Think of celebrations that you share with your family, your friends, your community or your country. For each celebration, write a reason to celebrate that reminds us of God s faithfulness. What we celebrate We can celebrate because What do people celebrate and why? finding out further Reason questions and activities indicators of achievement Consider ways you can apply your ability to reason to your study. The following are a range of ideas, but students and teachers may come up with their own as a result of their research: A Reason to Celebrate 30 Name: Reason 30 Create a table to compare the different traditions observed by different people for the same celebration Look at some information which you have collected about how or what people celebrate, such as your graph from Recall. Write some generalisations about what different people value from these findings Brainstorm some traditions or symbols of a celebration that you are familiar with. Discuss how these have been used in the past, and then draw a mind map of some ways in which they could be improved upon or substituted with something else Draw a Cause and Effect diagram to illustrate the consequences of one or more of the following: People held a party every day about something Celebrations were held for no real reason All parties, for any reason, were banned The government must give permission for any celebration, before it can be held You may only hold five parties, for any reason, in your life Candles were no longer available to buy People stopped celebrating good things about what God has given them or done for them Look at the celebrations you named and recorded at the beginning of your investigation. Identify how the different reasons for celebrating show God s faithfulness. For example: Birthdays celebrate God s goodness to a family through the gift of that person, and celebrate God s care of that person for another year Sporting events celebrate our health and strength, and our friendship together Discuss how remembering God s faithfulness gives us even more reasons to celebrate these events Identify a celebration that is significant for people in our community or country. Discuss how that celebration shows us God s faithfulness, and how you might communicate your ideas to others Classifies, compares, contrasts Draws conclusions Justifies conclusions Distinguishes fact from opinion Suggests possible consequences of people holding particular world views Thinks creatively Identifies cause and effect Suggests possible consequences of people holding particular world views Evaluates consequences Suggests possible solutions to issues of social concern Draws conclusions Justifies conclusions Suggests possible consequences of people holding particular world views Draws conclusions Justifies conclusions Suggests possible consequences of people holding particular world views Suggests possible solutions to issues of social concern Interact Curriculum

33 What do people celebrate and why? finding out further Reason continued questions and activities indicators of achievement Think about why we celebrate when people promise to be faithful. Discuss: What happens when people break their promises to be faithful? Discuss: If people recognised sporting events like the Olympics or the World Cup as a celebration of God s faithfulness to people, how might that change the way that games are played? Identifies cause and effect Distinguishes fact from opinion Suggests possible solutions to issues of social concern Draws conclusions Justifies conclusions Identifies cause and effect Distinguishes fact from opinion Suggests possible solutions to issues of social concern Draws conclusions Justifies conclusions Finding Out Further 2011 Interact Curriculum 31

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35 What do people celebrate and why? Interact Learning Path Phase 3 Focusing Forward Focus Forward to develop wisdom in the following ways: Reflect Think deeply about the value and purpose of the subject, consider ethical issues, reflect on findings The arrows remind us to think from a higher perspective, and a deeper perspective Resolve Choose. The benefit of our learning is evidenced by what we do more than what we can repeat. We consider how what we have learnt might impact who we are and what we do. De Bono s Thinking Hats can help in the decision-making process. The thumbs up remind us that we can say yes to a response of some kind Our learning may have impacted our thinking, our attitudes, our actions, our communication on this topic, or where we stand on an issue Respond Take action. We apply our understanding The symbols remind us to consider our thinking, our attitudes, our actions, our communication on this topic, or where we stand on an issue Review and record Review the Big Idea, the Key Understanding, the Focus Question, the Habits of Character, the Habits of Mind and the Competencies or Skills you have focused on. Evaluate. Consider what we have done well and how we could have improved. Identify what our next steps are in developing values, habits and skills The arrows remind us that we need to look back in order to move forward Rejoice! Celebrate! We celebrate what we have learnt. We celebrate our gifts and talents and developing skills We celebrate a future and a hope The smiling face reminds us to enjoy! Reflect Focusing Forward Resolve Finding Out Further Respond Review and record Rejoice! Focusing Forward Reason Firing UP Research Relate Recall Raise questions 2011 Interact Curriculum 33

36 What do people celebrate and why? focusing forward Reflect questions and activities indicators of achievement Reflect on what is valuable, important or conclusive about your topic of study by considering one or more of the following. Share your ideas: Share your ideas about the following: Do you think God has happy feelings? Read Zephaniah 3:17 and Psalm 104:31 Do you think angels have happy feelings? Read Luke 15:10 Do you think God wants us to have happy feelings? Why or why not? Read Psalm 96, 97, 145, etc. The Bible tells us that we should celebrate things that please God. In the Old Testament, the children of Israel held a celebration that made God angry. Read about it in Exodus 32 or read a Bible storybook about the golden calf they made. Discuss: What did they do that made God angry with them? Why did it make God angry? What actions would have pleased God? What does this tell us about celebrating? Are there some things that we should not celebrate? God wants us to celebrate! But what does God want us to celebrate, and how? Read some of the following verses from the Bible, and use them to help you to fill in a diagram entitled, God Wants Us To Celebrate! You may find that The Message version of these verses explains some of the ideas in everyday language for students to better understand: Psalm 32:11 Psalm 96:1-13 Psalm 97:1 Psalm 106:1 Psalm 149:1-5 1 Corinthians 11:23-26 Philippians 4:4-8 When we remember and celebrate how faithful God has been to us, to our family, school, community or country, it gives us confidence to know that God will also be faithful to us in the future. Thank God for his faithfulness and ask him to help you to celebrate his faithfulness in different ways Identifies a biblical perspective Expresses an opinion confidently and provides reasons for it Identifies a biblical perspective Thinks critically Identifies the impact of a world view Discusses aspects of the nature of people Identifies a biblical perspective Expresses an opinion confidently and provides reasons for it Identifies a biblical perspective Communicates needs Interact Curriculum

37 Celebrations are a good way to remind us of God s faithfulness. How has what you have learned about people and celebrations, changed how you feel or think, or what you will do and say in the future? Talk about your learning with your teacher, and then complete these statements. God has been faithful to me by When I think about the ways that God has been faithful to me in the past, I feel. Before I learned about the ways different people celebrate, I thought that. Now I know that. Now that I have learnt about God s faithfulness to me, I am going to. I am going to tell other people about. When I think about what I have learnt, I think that is really important to remember that. What do people celebrate and why? focusing forward Resolve questions and activities indicators of achievement Identify how what you have personally learnt might impact who you are and what you do. Consider how this study might affect your actions in the future: Heart Your attitude to celebrating God s faithfulness Head Your thinking about how God s faithfulness is shown by different celebrations Makes decisions about possible actions Celebrating God s Faithfulness 31 Name: Resolve Hands Your actions in sharing celebrations with others Mouth How you might communicate to others about what is important to celebrate Feet Where you stand on an issue about celebrating things that please God Use De Bono s Thinking Hats to help you determine what response you might choose: White Hat: What else do you need to learn about how and why people celebrate? Black Hat: What problems might you have in doing this? Yellow Hat: What might be the benefits of knowing different ways or reasons that people celebrate? Red Hat: How do you feel about the things that your family, your school or your community celebrate? Green Hat: How could you creatively celebrate God s faithfulness to you or your family? Blue Hat: What have you learned so far about why God wants us to celebrate, and what do you still need to do to understand why it is important? Purple Hat: How could you pray about celebrating God s faithfulness? When you resolve to do something, you make a decision about what you will feel, think, do and say. Discuss some of the ideas listed above, and then complete these statements in relation to what you have learned: When I think about the ways that God has been faithful to me in the past, I feel Before I learned about the ways different people celebrate, I thought that Now that I have learnt about God s faithfulness to me, I am going to. I am going to tell other people about I think that is really important to remember that Makes decisions about possible actions 2011 Interact Curriculum 35

38 What do people celebrate and why? focusing forward Respond questions and activities indicators of achievement Take individual or group action: Change your attitudes Sometimes it is easy just to celebrate different events with all the joy they bring, rather than to think about what they really mean and what we can learn from them. Think of a celebration that you have shared, and explain why it is important to celebrate this event and how it shows God s faithfulness to you or someone else. Ask God to help you celebrate the things that please God Change your thinking When we remember and celebrate how faithful God has been to us, to our family, school, community or country, it gives us confidence to know that God will also be faithful to us in the future. Thank God for his faithfulness and ask him to help you to celebrate his faithfulness in different ways Take action Write down some reasons to celebrate God s faithfulness, e.g. God has given us a beautiful day, God loves us, God sent Jesus, etc. Then write down some ways to celebrate with your class, e.g. Go outside and draw a picture, make something to give to someone else, etc. Place your ideas into a container and draw one out each day. Celebrate God s faithfulness together Plan the final details of the celebration you began discussing in Research 4.0. Design invitations and make decorations or gifts to give. Prepare food to share and practise any special activities or ceremonies which will form part of the celebration Teach others some songs that are sung or dances that are performed at specific celebrations, or sing a song and perform a dance about God s faithfulness Communicate your learning Design an interesting way to educate people about a celebration. You might consider: a board game like Snakes and Ladders, Monopoly or Trivial Pursuit a card game Demonstrates a desire to live in a manner that honours God Demonstrates a desire to live in a manner that honours God Acts on own values position Takes initiative Communicates confidently and creatively Takes initiative Works well in a team Participates in school or community activities Actively identifies issues of social concern Communicates confidently and creatively Communicates confidently and creatively Uses communication technology a quiz, find-a-word or puzzle a poster a recorded interview a PowerPoint presentation Interact Curriculum

39 What do people celebrate and why? focusing forward Respond continued questions and activities indicators of achievement Design an invitation for a celebration. It might be something that your family, school, community or country celebrates. Include background information about the celebration Draw a picture or design entitled Celebration not a specific celebration, but ideas about what forms part of celebrations for people and what celebrations feel like. Alternatively, create a collage of words and pictures associated with celebrations Write about a celebration that you have experienced. Describe what happened, how people felt, any promises or commitments that were made, and how God s faithfulness was shown Stand for what is right As a class, write a letter to other classes in your school or the local newspaper, explaining the importance of a particular celebration and what we can learn from it Communicates confidently and creatively Communicates confidently and creatively Communicates confidently and creatively Acts on own values position Takes initiative Communicates confidently and creatively Focusing Forward 2011 Interact Curriculum 37

40 What do people celebrate and why? focusing forward Review and record questions and activities indicators of achievement Consider what you have learned and the skills you have developed: Share with a partner: What you know about each of the Key Areas of Investigation Which activity you enjoyed the most and what you learned from it The most surprising thing you learned from our study this term The activity which helped you the most, to understand how and why people celebrate Think about your work throughout this investigation, and respond to the statements below. They are based on some work about learning by Guy Claxton. Answer with an enthusiastic yes, an unsure maybe, or a definite no, and then talk about your responses with partner or your teacher: 1. In this investigation, I felt like I was getting smarter 2. I loved learning new things in this investigation 3. I was willing to have a go at something new when I was doing this investigation 4. If something was hard in this investigation, I kept at it till I understood it 5. In this investigation, I was able to blot out distractions and concentrate 6. In this investigation, I was able to imagine how things could be different 7. I can think of ways to improve what I have done in this investigation 8. I can think of ways I can use what I have I have learned in this investigation 9. I like exploring learning with other people 10. I am interested to think about other people s viewpoints or ideas Discuss with a partner, and then with your class: What did you already know about how and why people celebrate, and how did that help you to learn more? What skills did you already have that you made use of in this investigation, and how did they help you to develop new skills? Determines whether the information as originally defined is met Evaluates research Evaluates attitudes Evaluates actions Identifies new learning Demonstrates co-operative learning skills Interact Curriculum