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Festivals Spring Term 2005

Food, Feasting and Fasting - KS2 Optional Unit

Level Descriptors

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KS2 Optional Unit - Food, feast and fasting

Produced by Ruth Norris, RE Resource Centre, Dedworth and Clewer – January 2005

The pupils should have the opportunity to develop their understanding of the religious symbolism of food and the place of feasts and fasting in religious life.

Christianity

Use of food in Christianity and its symbolism

To understand some of the Christian food symbols we have to understand the Jewish ones first.

For ordinary people in every walk of life food and clothing have always been two of the main concerns. Dietary laws set out in the Old Testament meant that it was rare for Jews to eat in the homes of non-Jews where these laws were not in place. E.g. no pigs, and meat and milk dishes could not be cooked or eaten together.

Text Box: Bread For most people food was simple. Bread, olives, cheese, fruit and vegetables formed the staple diet. Meat was eaten on rare occasions. Bread was so basic a food that it became synonymous with life itself.  “Eating bread” was the equivalent phrase for “having a meal”. The Egyptians could not “eat bread” with the Hebrews (Genesis 43:31-32,KJV). “Give us each day our daily bread” (Luke 11:3) was a prayer for daily provision of food itself. Bread was something so basic and so special that Jesus referred to himself as the “Bread of Life”. (John 6;35).  Bread always seems to have been broken and never cut with a knife which gave rise to the phrase “to break bread”, used in Acts 20:7 to describe the Communion service.   1

 

 

 

 

 

 

 

 

Text Box: St Peter’s fish This is the common name for the Tilapia. They carry their eggs and later the baby fish in their mouths, even when they are looking for food for themselves. The young keep returning to their mother’s mouth for protection even when they are quite big. The mother keeps them out by picking up a bright object in her mouth instead. In Matthew 17:24-7, the fish has found a shekel (coin).  This is also thought to be the fish Jesus used to feed the Five Thousand.  

 

 

 

 

 

 

 

 

Text Box: Jesus asked Peter to follow him so that he could become a fisher of men (Matthew 4:19). Maybe Peter would be asked to look after men in the same way that the fish named after him looks after its offspring. The Tilapia apparently has a large thumb print on its sides. It is also called Nile perch.

 

Bread and wine – the centre of the Communion or Eucharist service celebrated by many Christians every week.  Jesus instructed his disciples to share bread and wine together “in remembrance of Him”. (Luke 22:19 – 20) Jesus’ body was broken for us, and his blood was spilt. In this act Christians are reminded of God’s sacrificial love for them, and are grateful.

In Biblical Times it was understood that the blood contained life. Life was a gift from God, so no-one must shed another person’s blood. The body symbolized the whole person. So to offer your body means offer yourself. 3

Text Box: Salt - Salt was regarded as a very precious commodity in Bible Times as it was the only seasoning available.  The Israelites had no sugar. It makes food tastier, and can be used to preserve it. It has healing properties and was used in sacrificial offerings. It was also spread on the marble floors of the temple to make them less slippery. Jesus used this symbol when he told his disciples to act as salt, meaning make peace with others. (Mark 9:50)

 

 

 

 

 

 

 

 

 

Text Box: Feasting – In Biblical times life was so monotonous that almost any excuse was given for having a party. There was an obligation in the culture of the times to give a meal to a visitor whatever time of the day or night they turned up. (Luke 11:8) To eat a meal with someone was a sign that you were friends with them, at peace. Salt heals wounds. It is used particularly to symbolize being at peace with someone. The phrase was to “eat salt”. To eat a meal together bound a covenant of peace. If the family sat down to eat part of a meal that had been sacrificed to God they were also at peace with God as a result. A formal meal was always accompanied by a number of established procedures involving washing, anointing, a seating arrangement and water. To give someone a drink of cool, fresh water is a pledge of friendship. (Mark 9:41) 1  

 
 

Christians feast at Christmas especially, when the turkey comes with a plate full of other meats too before adding the vegetables and accompanying sauces. This is followed by Christmas pudding with special alcohol rich butters. For tea Christmas cake, mince pies and often trifle is served after more cold meat in sandwiches and sausage rolls. No wonder we all eat too much!

At Easter people usually feast most outrageously on chocolate. Easter eggs give a good opportunity to celebrate after a Lenten fast when chocolate has been given up.

Lent – Why do some Christians fast during Lent?

Text Box: Lent is the period of the Christian calendar which runs from Ash Wednesday to Easter Day. It is preceded by Shrove Tuesday when traditionally pancakes are eaten to use up all the milk, eggs and flour in the house in preparation for the fasting period. The 40 days of Lent, represent the 40 days that Jesus spent in the desert being tempted by Satan immediately after his baptism by John (Luke 4:1&2) and the beginning of his teaching and healing ministry.  During this time Christians try to better themselves. They might give something up or take something up to improve their own self-discipline. They will therefore in small ways endure temptations as Christ did. It may be food related (giving up chocolate), or involve increased study and/or prayer time.

 

 

 

 

 

 

 

Easter – hot cross buns, Simnel cake, eggs,

agape meal – lamb, fish, grapes, unleavened bread, bitter herbs

Christmas – pudding, cake, turkey,

Shrove Tuesday - pancakes

Islam

Ramadan and the importance of fasting for Muslims

 

Why do Muslims observe Ramadam?

Ramadam reminds Muslims of the Night of Qadar.  It was during the month of Ramadan that the first part of the holy Koran was revealed to Mohammed.

The Night of Power is one of the odd-numbered nights of the last ten days of Ramadan. A portion of this night is spent reading the Qur'an and making special prayers.  9

The following webpage tells the story of what happened to the prophet Mohammed on that night.  http://www.ptv.com.pk/ptvhtml/html/islam/Shab-e-Qadar.html

 Feasts

Id (pronounced eed) is an Arabic word which means 'recurring happiness'. It is a word which Muslims apply to their religious holidays and family celebrations. 7

 

 

 

 

 

 

Text Box: Id-ul-Adha (Big Id) This festival is sometimes called 'The Day of Sacrifice', because during the festival Muslims remember a sacrifice which was made by the prophet Ibrahim to prove his obedience to God. The story of Ibrahim and Ishmael is the same story as the Biblical story of Abraham and Isaac but in the Qur'an, Ibrahim is requested by Allah to sacrifice Ishmael. In the end, Ibrahim sacrifies a sheep.) Muslims believe that Ibrahim was a prophet, or messenger from God. It is associated with the Hajj. The festival lasts for 5 days. Traditionally families go to the mosque for prayers, and they sacrifice a sheep and give one third of the meat away to remember Abraham's sacrifice. Activities – Read the story of Abraham and Issac (Genesis 22:1-13) .  Find out more about Hajj (see below) Write about personal sacrifices which they have made Think about the theme of sacrifice in other religions or interview a Muslim visitor about Id-ul-Adha.  7 Get a good story relating to Id ul Adha for children (eg. Zamzam, the well of Ishmael in Stories from the Muslim World by Huda Khattab publ. Macdonald Make a map that traces the route taken by a pilgrim on hajj, either going to Makkah or when they arrive there. Write a drama script to act out a conversation as if pilgrims for the first time to the Ka'aba in Makkah. 8            

 

 

 

 

 

 

 

 

 

 Other religions

 Judaism- Passover meal

The following section is taken from the RE Resource Centre Judaism Artefacts box notes. The box may be borrowed to aid in the teaching of this unit:

2   Seder plate

The Passover seder is one of the most widely observed of all Jewish customs, and at the centre of every seder is a seder plate. Because of the popularity of the Passover seder, and because of the seder plate's central position in its observance, the plate has become a very common outlet for Jewish artistic expression.

Passover is a spring festival when God's connection with the Exodus of the Jews under the leadership of Moses from Egypt is proclaimed.  Great importance is placed on freedom in Jewish thought, and the Jews were undoubtedly set free. The festival begins with a special symbolic meal at home, the Seder, during which the story of God's redemption or deliverance of his people is recalled. It is an occasion for families to come together to celebrate. The table is lit with candles. On the table is special food, each item of which reminds the people of some detail about their slavery in Egypt. Some of the items are placed on the special Seder plate:

            The Seder meal

                                                                        1

6                                            2                      the plate

5                                            3

4

Number

Food

Symbolic of

1

bitter herbs  (often two types, one of which is usually horse radish)

 

the bitterness of slavery in Egypt

Maror is used in the seder because of the commandment (in Numbers 9:11) to eat the paschal lamb "with unleavened bread and bitter herbs."

2

a shankbone of mutton (zeroa)

In some communities, it is common to use a chicken neck in place of the shankbone. Vegetarian households often use beets for the shankbone on the seder plate. The red beets symbolize the blood of the Paschal lamb, which was used to mark the lintel and doorposts of the houses during the first Passover (Exodus 12:22).

the Pascal lamb which according to tradition was sacrificed by each family
before they left Egypt

 

3

Charoses or charoset – it is a paste made from crushed
fruit (usually apples), nuts and spices ground together and mixed with wine. In order to enhance the symbolism of mortar, it is customary in some communities to mix in a small amount of sand.

the mortar used for making bricks in Egypt by the Hebrew slaves to build  Egyptian structures. The charoset is sweet because sweetness is symbolic of God's kindness, which was able to make even slavery more bearable.

 

4

Bitter Vegetable (often lettuce or radish) is often used in addition to the maror as a bitter herb. The authorities are divided on the requirement of chazeret, so not all communities use it, but since the commandment (in Numbers 9:11) to eat the Paschal lamb "with unleavened bread and bitter herbs" uses the plural most seder plates have a place for chazeret.

the bitterness of slavery in Egypt

5

Parsley  (Karpas –vegetable/ green herbs)

 the freshness of Spring and the joy as the Hebrews marched out of
Egypt toward the promised land.  The vegetable is dipped into salt water during the seder. The salt water represents the tears shed during Egyptian slavery. The dipping of a vegetable as an appetizer is said to date back to biblical times. It may now be identified with biblical description of the Hebrew slaves marking their doorposts at the time of the first Passover. A bunch of hyssop was to be dipped in the blood of the Paschal lamb and used to strike the lintel and the doorposts (Exodus 12:22) so that the tenth plague (death of the firstborn) would not be visited upon their households.

6

a roast egg (beitzah)

In many households, it is customary to use a brown egg on the seder plate. The egg should be baked or roasted if possible.

a reminder of the sacrifice which used to be offered in the Temple in Jerusalem on certain special occasions, one of which was Passover.

The egg is also a traditional symbol of mourning, and has been interpreted by some as a symbolic mourning for the loss of the Temple.  Since the destruction of the Temple in the year 70 C.E., neither the festival sacrifice nor the special Passover sacrifice could be offered. It is also a symbol of spring - the season in which Passover is always celebrated.

 

Other items, not included on the plate are:

unleavened bread

Symbolizes    the hurried escape from Egypt

salt water

 Symbolizes   the tears of the slaves in Egypt

four glasses of wine

Symbolizes    the four promises that God made to Moses

Possible Activities - across the religions

Food Technology - Prepare food:

  • A Passover meal
  • Hot cross buns
  • Pancakes with a mixture of sweet and savoury fillings
  • Eggs – ways to prepare
  • Bread – with yeast and without – leaven and unleaven. This could be adapted to be a lesson in science.

Technology - Crush grapes to make grape juice – use a lesson in technology to find the most productive method.

Science – Life cycles - Hatch some eggs

Art – prepare menus and write our recipes using different styles of calligraphy/ printing/IT

 AT2  Learning from religion

NB -Care should be taken here not to let the pupils get over anxious about their diet.

What does it feel like to go without food?

Discussion on having a rumbly tummy. How long is it since you last ate? What is a reasonable time period between meals? The word “breakfast”. Why you should eat regularly. Link with PSHE syllabus.

Think about the idea of doing without food to cleanse the body. Discuss post-Christmas “detox” –ing.  Do you enjoy food more if you are hungry or you have just eaten?

What does it feel like to eat too much? What do you do about it?

Talk about self-discipline, how to do it and why it is important – with regard to adults they know more than children.

Consider the feelings of guilt (about breaking your diet) and the idea of forgiveness and being forgiven.

Talk about turning over a new leaf and making a fresh start

 References

1         “The Manners and Customs of Bible Times” by Ralph Gower

2       http://www.uahc.org/congs/nj/nj006/seder/plate.html

3       The Lion Encyclopaedia of the Bible

4       http://www.holidays.net/ramadan/

5       http://www.colostate.edu/Orgs/MSA/events/Ramadan.html 

6       http://www.theholidayspot.com/ramadan/fiesta.htm

7       http://www.cist.org/pv/lm/ll5101.htm

8       http://www.roehampton.ac.uk/crrede/monthpic.asp

9       http://www.uri.org/kids/world_isla_cele.htm

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                      Festivals in the Spring Term 2005

A list of festivals was requested.  We hope you find this useful.  The information is taken from the BBC website.  It is based primarily on the six major religions, but includes some other notable dates.  If you want to know what any one of them is about please contact the Dedworth Resource Centre and ask.

 Christianity    V,    Judaism   Y,   Islam    Z,      Hinduism    \,  Sikhism    ˘ ,  Buddhism    {

Month

Date

Religion

 

Festival

January

1st

 

Hogmany

 

5th

˘

Birthday of Guru Gobind Singh

 

5th

 

Term starts

 

6th

V

Epiphany (and Christmas for the Eastern Orthodox)

 

14th

\

Makar Sankrant (Lohri)

 

16th

{

Shinran Memorial Day

 

21st

Z

Eid-Ul-Adha

 

23rd

V

Education Sunday

 

25th

Y

Tu B’shevat (New Year for Trees)

 

25th

 

Burns Night

 

27th

Y

Yom Ha–Shoah (Holocaust Day)

 

28th

{

Honen Memorial Day

February

2nd

V

Candlemas

 

8th

V

Shrove Tuesday

 

8th

{

Parinirvana day

 

9th

V

Ash Wednesday

 

9th

Chinese

Lunar New Year – Year of Rooster

 

10th

Z

Al- Hijra (Islamic New Year) A.H.1423

 

13th

˘

Basant Namdhari (birth of founder Baba Ram Singh)

 

13th

\

Vasanta Panchami/Saraswati Puja

 

13th

V

Quadragesima

 

14th

V

St. Valentine’s Day

 

14th – 18th

 

Half Term

 

19th

Z

Ashura

 

23rd

{

Magha Puja

 

27th

 

Beginning of FairTrade Fortnight

March

1st

V

St David’s Day

 

3rd

{

Hanamatsuri (Birthday of the Lord Buddha)

 

6th

V

Mothering Sunday

 

9th

\

Mahashivratri

 

12th

\

Birthday of Sri Ramakrishna Paramahamsa

 

14th

 

Commonwealth Day

 

17th

V

St Patrick’s Day

 

20th

V

Palm Sunday

 

21st

 

Spring Equinox

 

24th

Y

Purim

 

24th

V

Maundy Thursday

 

24th

 

End of term

 

25th

\

Holi

 

25th

V

Good Friday

 

27th

V

Easter Day

April

9th

\

Varsha-Pratipada

 

12th

 

Beginning of term

 

14th

˘

Baisakhi

 

17th

\

Rama Vamani

 

21st

Z

Birthday of Prophet Mohammed

 

23rd

 

St George’s day

 

24th

Y

Pesach (Passover) 1st Day

 

24th

\

Hanuman Jayanti

 

28th

{

Buddhist New Year 2546

* Islamic dates subject to visibility of new moon at Mecca

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National Curriculum RE Level Descriptors

Re-written in child-friendly language

Ruth Norris

RE Resource Centre, Dedworth

 

I have done this to help you make judgements when assessing the progress individual pupils are making in RE, to help you talk to the children about what you are trying to enable them to do and to find the phraseology that might help you with report writing.

Please check that you think I have correctly covered all aspects of the Level Descriptor in the local SACRE document. I worked from the new Non-Statutory National Framework for RE, and am aware that it is slightly different.

 

Level 1

Attainment Target 1

I can talk about what people do and what they see as part of their lives because of their religion. I can remember hearing stories, music and seeing pictures from different religions.

Attainment Target 2

I can talk about my feelings and things I have done.

 

Level 2

Attainment Target 1

I can talk about religions using some of the proper words. I notice when some bits of different religions are the same. I can think of some good reasons for why people who follow a religion do what they do, and what some symbols might stand for. I can see how some pictures; dances and music were made because of religions.

Attainment Target 2

I can talk about what I have done or how I feel. I can talk about what someone else has done or how they might feel. I know that some questions are not easy to answer by anyone. I know that what I think is right or wrong is not always what someone else may think is right or wrong.

 

Level 3

Attainment Target 1

I can talk about religions using more of the proper words. I notice when some bits of different religions are the same, and when some bits are different. I know the importance of special books in religions. I see a bit how a person’s religion may make them behave the way they do. I can describe some pictures and things people do because of their religion.

Attainment Target 2

I see why I may do what I do because of what has happened to me, or someone else, before. I ask good questions about religion. I listen well to others when they ask questions and can tell if they think the same as me or not. I see that there is a difference between what I want to do and what I do do.

 

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