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Lesson 3 —CuLturaL events

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AIMS AND OBJECTIVES • To consider how communities celebrate religious and cultural events• To begin to understand the timeless nature of elements of cultural events• To begin to understand how religious events have adapted and changed over time to become part of the cultural life of all school/rural/urban communities

Lesson 3 – CuLturaL events

National Curriculum/Curriculum for Excellence links:

History (England)The World Around us – History (Northern Ireland)Social Studies (Scotland)History – History (Wales)

Pupils should be able to understand how the past shapes the present,develop a sense of chronology and explore change and continuity over time.Pupils should be able to explain why change occurred. To understand howidentities develop and what they have in common. Consider how society isorganised and how decisions are made within communities. They should beable to use a variety of source material and methods to explore the past andmake deductions about the lives and emotions of people in the past. Pupilsshould be able to assess the reliability of a range of source material. Theyshould be able to evaluate the decisions made by historical characters. Thissession could be added to programmes of study on; The Norman invasion(England), The Medieval Wars of Independence (Scotland) and The Age ofPrinces (Wales)

English, (England), Language and Literacy (Northern Ireland), Literacy and English (Scotland), English and/or Welsh (Wales)

Pupils should be able to develop discussion during which they can makedecisions about types of questions to ask and use others’ ideas to developopinions. Pupils should adapt speech and language depending upon theaudience and while listening to discussion and/or presentations as well as be able to identify the key points. They should be able to communicateclearly, negotiate and organise tasks as part of a group. They will be able to use dramatic techniques to explore issues and to use character, action and narrative to convey a story and themes. Pupils should be able to selectappropriate written styles for their audience and correctly apply grammarrules. They should develop knowledge of how creativity and imagination are essential to making new meanings, exploring and experimenting withlanguage and creating dramatic effects.

Art and Design (England)The Arts (Northern Ireland)Art and design (Wales)Expressive Arts (Scotland)

Pupils should develop the ability to think about how creative ideas can bedeveloped in response to different stimuli. To consider how different artforms communicate and evoke moods and ideas as well as develop anunderstanding that they can use the visual elements such as colour, tone andpattern to portray their ideas. Pupils acquire the knowledge that designing,creating and performing require discipline, control, technique and practice aswell as how and why people from different times and cultures have used thearts to express ideas. To understand that accepted forms and conventionscan give structure and purpose to artistic works but they can be adapted and changed. Pupils should be able to work through a design process whilefollowing a design brief. They should be able to explore a range of media andtechnologies in order to create objects and artefacts for specific tasks.

Design and Technology (England)The World Around Us – Science and Technology(Northern Ireland)Design and Technology (Wales)Sciences (Scotland)

Pupils should be able to make and record accurate measurements anddetailed observations. Pupils should be able to produce their own plans fordesign tasks that recognise the constraints of the material available. Theyshould be able to select appropriate materials for practical challenges. Toconsider the consistency and type of material used for a task and how to use geometry to explore, understand and represent shape and space.

Geography (England)The World Around us – Geography (Northern Ireland)Social Studies (Scotland)Geography (Wales)

Pupils should be able to use fieldwork, first-hand experience, questionnaires,surveys and secondary sources to present information on different places tolive, work and relax and interesting places to visit. They should be able to usea range of maps and geographical information systems to gather, interpret,analyse and present their conclusions.

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• Cultural Events Calendar worksheet

• Extracts about daily life in 1986:http://www.bbc.co.uk/history/domesday/dblock/GB-440000-339000/page/2http://www.bbc.co.uk/history/domesday/dblock/GB-536000-108000/page/12http://www.bbc.co.uk/history/domesday/dblock/GB-504000-138000/page/19http://www.bbc.co.uk/history/domesday/dblock/GB-372000-348000/page/14http://www.bbc.co.uk/history/domesday/dblock/GB-392000-402000/page/9http://www.bbc.co.uk/history/domesday/dblock/GB-384000-186000/page/20http://www.bbc.co.uk/history/domesday/dblock/GB-424000-495000/page/12http://www.bbc.co.uk/history/domesday/dblock/GB-376000-408000/page/13http://www.bbc.co.uk/history/domesday/dblock/GB-592000-120000/page/11 http://www.bbc.co.uk/history/domesday/dblock/GB-364000-393000/page/13http://www.bbc.co.uk/history/domesday/dblock/GB-324000-008000/page/19http://www.bbc.co.uk/history/domesday/dblock/GB-420000-498000/page/17 http://www.bbc.co.uk/history/domesday/dblock/GB-260000-792000/page/2 http://www.bbc.co.uk/history/domesday/dblock/GB-180000-702000/page/10http://www.bbc.co.uk/history/domesday/dblock/GB-420000-474000/page/5http://www.bbc.co.uk/history/domesday/dblock/GB-544000-258000/page/14http://www.bbc.co.uk/history/domesday/dblock/GB-456000-1200000/page/2http://www.bbc.co.uk/history/domesday/dblock/GB-308000-93000/page/11http://www.bbc.co.uk/history/domesday/dblock/GB-412000-381000/page/3http://www.bbc.co.uk/history/domesday/dblock/GB-240000-666000/page/14http://www.bbc.co.uk/history/domesday/dblock/GB-448000-441000/page/7http://www.bbc.co.uk/history/domesday/dblock/GB-352000-429000/page/7http://www.bbc.co.uk/history/domesday/dblock/GB-332000-393000/page/17http://www.bbc.co.uk/history/domesday/dblock/GB-296000-144000/page/9http://www.bbc.co.uk/history/domesday/dblock/GB-552000-114000/page/11http://www.bbc.co.uk/history/domesday/dblock/GB-88000-9000/page/19http://www.bbc.co.uk/history/domesday/dblock/GB-316000-87000/page/15http://www.bbc.co.uk/history/domesday/dblock/GB-428000-309000/page/20http://www.bbc.co.uk/history/domesday/dblock/GB-476000-204000/page/17http://www.bbc.co.uk/history/domesday/dblock/GB-468000-309000/page/14http://www.bbc.co.uk/history/domesday/dblock/GB-476000-204000/page/20http://www.bbc.co.uk/history/domesday/dblock/GB-368000-219000/page/2

• Longwick Garland worksheet

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resourCes

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Opening activity • Bring up the cultural events calendar

worksheet on the Interactive White Board and either complete as a class activity or ask pupils to complete it in pairs, adding events that the community celebrate together. You could use Bonfire Night and another specifically local/school event as an example to help them get started.

• Hold a class discussion about which events they most enjoy.

Activity 1

• Explain that you are going to look at events that were celebrated in 1986 and recap details on the Domesday project.

• Split the class into groups of 3-4 pupils and give each group cultural events calendar worksheet. Give each pupil within a group an extract to read from the cultural events extracts.

• Ask the groups to add the events mentioned in their extracts to their group calendar.

• Ask each group then to create a table of similarities and differences between the events they have recorded fromthe extracts and the events that their community still celebrates.

• Feedback their ideas to the rest of the class. • Discuss as a class which events or parts of events are no

longer celebrated in their community. • Discuss whether or not these things were ever part of

their community history. • Discuss which ideas they may like to introduce and/or

resurrect as part of community events.

Activity 2

• In groups look at the extracts and list the exact ways community events are celebrated eg dancing.

• Create a class list of all the activities used to celebrate community events adding local examples.

Activity 3

Read the extracts about Mayday standard. Using theinformation and the Longwick garland worksheet, draw a design of the Longwick garland, write instructions, makedesign and review the instructions.

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aCtIvItIes

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aCtIvItIes ContInueD

Activity 4

Split the class into 15 groups. Tell each group that they are part of a committee of local people who have beenselected to plan a committee event. They must produce apresentation outlining the event that they will organise. Theymust research and include existing local traditions as well asadding and/or reviving traditions mentioned in extracts onthe Domesday website. They must also include one design forsomething the local people can make to mark the event.

They must to present their findings so the class so it isimportant to recap on what makes a good presentation. The class then have to present their ideas and vote upon the best ideas.

Ideas for cultural events to research: – Harvest celebration– Halloween– Mischief night– Bonfire night– Christmas carols– New Years Eve –Winter Festivals– Burns Night– Mayday– Summer carnival– Shrove Tuesday– Spring celebrations– St Andrew’s Day– St Patrick’s Day– St George’s Day– David’s Day– Summer Fete – Fruit, Vegetable and Agricultural Show

Activity 5

Once the class have listened to all the presentations split the class into groups of 4 pupils. Each group needs to take a selection of ideas and plan a community/school event tocelebrate the Queens Diamond Jubilee. It is to take placefrom 2nd to 5th June 2012.

You may eventually decide to send this data (andinformation from other activities) to the DomesdayReloaded website where it may be published. Read the ‘Get involved’ webpage for more details:www.bbc.co.uk/domesday/getinvolved

Plenary

As a class discuss the questions below.• Why is it important to hold community celebrations• Why is it important to retain the celebrations of past

communities • Why is important that traditional celebrations are

adapted and include new ideas.

Extension

• Plan and organise a school event where you invite parents.

• Create a class calendar of community/school events with pictures that represent the celebrations in your area. This could be used as a school fundraising event or just presented to parents.

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CommunIty events CaLenDar

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January February March April

May June July August

September October November December

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Lesson 3 – CuLturaL events

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The Longwick Garland worksheet

“The special Longwick construction of the garland consisted of two intersecting hoops of willow festooned with flowers andwith a doll suspended in the centre. The sceptre was a solid cone with flowers and greenery built round a broom handle. Bothgarland and sceptre traditionally had a veil which could be drawn aside. It was essential that both be topped with a crownimperial lily.”

Tasks

Task One – Read the extract above and attempt to draw a design for the garland in the box below based on this description.

Task Two – Write a detailed set of instructions on how to make the garland in the box below.

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Lesson 3 – CuLturaL events

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Task Three –Work out what materials you could use to make smaller version of this garland.

Task Four – Make your own garland using your instructionsTask Five – Review your instructions and decide which statements, if any, may need to be clearer.

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