Lesson. Day of the Dead

Seeds to Plate Seasonal and Multicultural Grades 6-8 Day of the Dead/Día de los Muertos: A Time to Remember and Rejoice

Overview: Students will learn how the “Day of the Materials: Dead”-- celebrated first in Latin America -- Table for the altar relates to the life/death/life cycle in the Items for the altar (see garden. They will also learn that the Preparation section for set- autumn migration of monarch butterflies to up) Mexico is celebrated at about the same time Colored tissue paper for as “Day of the Dead.” papel picado, stapler, and string to hang behind or Objectives: near the altar At the end of the lesson students will be Handout 1: “A Message to able to: Your Loved One” Tell why November 1 and November Handout 2: “Viva El Amor 2 are both days that this holiday is Eterno; Long Live Eternal celebrated in Latin America, the Love” by Ginette Rondeau U.S., and elsewhere. Teacher Supplement: List at least eight items that would “Skeleton Pattern” and eight be appropriate to put on the Day of brads per skeleton to the Dead (DOD) altar and explain connect what each signifies. Example photos of school Explain that the celebration of Day altars of the Dead was started by the Aztecs thousands of years ago, and is one of On the Board: the most important holidays in Latin Poster: “The Cycle of Life America. (for Corn/Maize)” Explain how the migration of the Vocabulary monarch butterflies from the U.S. to Student Reflection Mexico (over 2,000 miles) relates to Questions DOD and some of the reasons why the number of monarchs migrating is significantly smaller than in the Suggested Snack: past. Pan de Muerto and Explain how the life cycle is Champurrado: http:// symbolized today on the DOD altar allrecipes.com/recipe/7224/ using a plant that is a staple in Latin pan-de-muertos-mexican- America (corn/maize) food culture. bread-of-the-dead/

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Preparation: Find out if there are several school Other Resources: families who celebrate Day of the Dead El Dia de Los Muertos – and if those parents would like to assist The Day of the Dead A you and the students in helping set up Mexican Celebration by an altar inside or out in the garden Ann Stalcup, 1997. (This before or during this lesson. is a handbook for These items can be arranged on the teaching children about altar (to be placed on a table with a the Day of the Dead. It colorful tablecloth, preferably made of includes background fabric from Latin America): information, - Items representing the cycle of life using instructions for making the various life stages of corn/maize: a Day of the Dead altar, • kernels of corn as the seed; and related art projects • a picture of corn growing in a field; and recipes.) Available • a cob of corn or photo of one; from Amazon. • a corn tortilla; and Day of the Dead by Linda • dried corn cobs with kernels that can be Lowery, 2004. A 48 page be removed and planted. storybook about the - Items representing the four elements in Mexican holiday nature: celebrated around the • earth (fruits & vegetables, e.g., an orange world. ISBN- and a corn cob); N-57505-581-3. • water in a cup (for a drink after the Dia de Muertos en Mexico: journey of the spirits[represented by the a traves de los ojos del monarchs which fly to Mexico at this alma: Oaxaca/Day of the time of year]); Dead in Mexico Through • wind (plastic flute or cut paper garlands the Eyes of the Soul: [papel picado] that blow in the breeze); Oaxaca, by Mary J. • fire (votive candles and incense [copal: a Andrade. This is a 87- resin from various tropical trees or page 8.5 x 11” paperback incense sticks such as: white sage or which has wonderful cinnamon]). photos illustrating Day - Four levels of the altar and four directions of the Dead in the on the globe (use boxes of varying sizes Mexican state of Oaxaca. terraced on each other and covered with Also, Ms. Andrade has colorful cloth or crepe paper for the levels written a number of of the altar where items can be placed, similar books on how and a drawing of two arrows crossed “Day of the Dead” is pointing N, S, E, and W.) celebrated in other - An arch of bamboo over the altar Mexican states. decorated with real (tied on) or artificial

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marigolds (made with tissue paper and pipe cleaners). The bright colors and strong scent of the marigolds are believed to “help the spirits find the altar & the graves.” - Marigolds (Flowers of the Dead/Flores de Muertos [latin genus: Tagetes]). The Aztecs associated death with the marigold which is ironic since it is a hardy plant that adapts easily to challenging conditions such as poor soil, extreme heat, and lack of water. The color of marigolds – bright orange – was considered by the Aztecs to be the sacred color of the land of the dead. - Rooster feathers to remind us of the dawn of each day. - A frog image (or stuffed toy) which symbolizes fertility and reminds us of each day’s twilight, when frogs typically croak at the end of each day. - Money (pennies in a jar) which people need to survive (but it’s also important to be generous with our money). - Sugar skulls/masks of skulls/paper maché skeletons or paper skeletons made by the students. - Personal items related to oneself or the departed person (e.g., mirror [for oneself to remember the duality of life and death]; favorite foods of those who have died; photos of those who have died; favorite toys of children who have died; other possessions of those who have died ([e.g., clothing, books]).

Vocabulary: Day of the Dead/Dia de los the cycle of life Muertos corn/maize to mourn skull/calavera (sugar skull/ migrate calavera de azucar) indigenous (e.g., the Aztec skeleton/esqueleto people in Mexico before & Flower of Death/Flor de after the Europeans/Spaniards Muerto: marigold arrived) Bread of Death/Pan de Muerto altar/ofrenda Champurrado

Learning Activities: 1. Warm-up (5 min.) A. Begin the lesson by asking students if they know what the celebration “Day of the Dead/Dia de los Muertos” is about? If some do, ask them to share, and also include if their families celebrate one or both of these two special days. Ask what they put on their altars. B. Tell students that “’Day of the Dead” is actually celebrated on November 1 and November 2. Nowadays children (little angels/ “angelitos”) who have died are celebrated/mourned/honored on

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November 1 and on November 2 adults who have died are celebrated/ mourned/honored. C. Clarify that “Day of the Dead” celebrations started long ago with the Aztecs in Central America and Mexico. Tell students they will create a “Day of the Dead” altar and learn what each item on the altar symbolizes.

2. Learning Activity (25 minutes) A. Ask for student volunteers to place the items listed under the Preparation section above on the altar and explain what they think each symbolize. B. Refer to the Poster “The Cycle of Life (for Corn/Maize)” and ask them to describe each item and explain why we call it the “cycle of life?” C. Other activities could be: (1) students make papel picado hangings out of colored tissue paper and then staple them on string to hang in the classroom or outside near the altar; (2) write names of loved ones who have died on monarch butterfly photos and hang them up around the altar (see the attached Handout); (3) make paper skeletons using the attached pattern and brads to connect the extremities at their joints and hang them with string around the altar; or (4) students read aloud together the poem “Viva El Amor Eterno/ Long Live Eternal Love” by Ginette Rondeau (Handout 2) and then individually write one-two paragraphs answering these questions: What story does this poem tell? How does this poem make you feel?

3. Snack: Pan de Muerto and Champurrado, a beverage of corn, chocolate, cinnamon, brown sugar, milk, and water that is typically drunk on Day of the Dead. (5 min.)

4. Have students answer the Reflection Questions in their garden journals. (5 min.)

Student Reflection Questions: 1. In what ways does the celebration of “Day of the Dead” help people remember those who have died? 2. Do you think the celebration of “Day of the Dead” makes people feel happy, sad, or both? Please explain your answer.

Assessment Questions: 1. The “Day of the Dead” celebration was started by:

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A. The Aztecs B. The Mayans C. The Spanish

2. The Aztecs believed that the spirits of those who had died were represented by: A. daffodils B. monarch butterflies C. bumble bees

Standards: Common Core State Standards - CCSS.ELA-LITERACY.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

5 Seeds to Plate Day of the Dead Handout A Message to Your Loved One Your message here: Seeds to Plate Day of the Dead Handout 2 Viva El Amor Eterno (Long Live Eternal Love)

I do not fear death as I know those who have died before me will welcome me with their loving embrace.

My senses will be awakened by the sweetness of the Día De Los Muertos yearly celebration.

I shall be remembered for eternity, as my decedents will be preparing and adorning their altars in my honor and for other beloved.

There will be a sense of excitement as they will be creating my favorite foods, bringing me gifts that my soul has inspired There will be great day of as they welcome me back. laughter, music, and poetry.

At my altar, I yearn to hear their stories of my life there will be the lovely aroma of the that they will tell their children copal, so they may know who I am. and a glass of water that will quench my thirst Yes, it will be a joyous occasion when I arrive from my long journey. as I will be reunited with my dear family and friends! The salt and sweets will remind me of Thank you, gracias. the bitterness and sweetness of life. I know I will not be forgotten. I will see my family spending the day As your memories of me will continue lovingly cleaning my grave from generation to generation. and adorning it with zempasuchil (marigolds), © 2006, Ginette Rondeau baby breath, candles and more.

Seeds to Plate Day of the Dead Teacher Supplement

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