Celebrating Nowruz - Center for Middle Eastern Studies · Thank you for choosing to use Celebrating...
Transcript of Celebrating Nowruz - Center for Middle Eastern Studies · Thank you for choosing to use Celebrating...
Celebrating Nowruz
Written by: Jaclyn MichaelActivities by: Rochelle RickoffEdited by: Paul Beran and B. Summer HughesOutside reviewed by educatorsFunded in part by the Hassan Nemazee Fund
The Outreach CenterCenter for Middle Eastern StudiesHarvard Universityhttp://cmes.hmdc.harvard.edu/outreach
A Resource for Educators
�table of contents
2 IntroductionforEducators
2 HowtoUsetheResource
2 Contents
Curriculum
3 IntroductiontoNowruz
3 HistoricalBeginnings
3 PersianCulturalRoots
5 RitualsandTraditions
Chahar Shanbe Suri: The Fire Jumping Traditions
Tahvil: The Exact Moment of the New Year
Haft-Seen Table: The Table of Seven S’s
7 SpecialFoods
8 TheFinalDayofNowruz:Sizdeh Bedar
Activities for the Classroom
9 Activity1:CreateaNowruzGreetingCard
�0 Activity2:GrowYourOwnSabzeh
�� Activity3:CreateaPersonalHaft-SeenTable
�3 Activity4:ColorEggs
�4 Activity5:CreativeWritingProject
Resources
�5 Definitions(words that are in bold print in the text are defined in this section)
�6 CurriculumTextBibliography
�6 AnnotatedBibliographyandOtherResources
Table of Contents
2introduction
Introduction For EducatorsCulturalcelebrationsandfestivalsarecommontopeopleallovertheworld.Theseeventscelebratedifferent
historicalandculturalpracticesandsharesomeimportantcommunityfunctions.Oftenholidayslikethesebring
togetherfamiliesandcommunities,andintroducenewgenerationstotraditionalfood,dance,musicandhandicrafts.
SpecialcelebrationsareincorporatedintoK–12curriculainordertointroducestudentstodiversepeoplesand
cultures.Learningaboutmulti-culturalcelebrationsallowsbothstudentsandteacherstoidentifyaspectsofcultural
uniquenesswhilebeingpartofaglobalfamily.Intheincreasinglyglobalizedworld,interactingwiththebeautyof
culturalcelebrationsisahumanizingexperiencethatencouragestheappreciationofdiversity.Itisinthisspiritthat
Celebrating Nowruzhasbeenassembled.
How to Use the ResourceThankyouforchoosingtouseCelebrating Nowruz: A Resource for Educators.Pleasefeelfreetopickandchoose
partsoftheresourcethatmostfitwithyourclassroomneeds.Celebrating Nowruziscomposedoftwoparts.
ThefirstpartconsistsoftheresourcenarrativeandevaluationPDFdocumentsontheOutreachCenterwebsite
(http://cmes.hmdc.harvard.edu/outreach).Thesecondpartismade-upoftheaccompanyingmaterials,suchas
booksandaudio-visualresources,forusewithsomeoftheactivities.Theseitemswillbesenttoyouuponrequest
totheOutreachCenter([email protected]).
ContentsOnecopyofCelebrating Nowruz: Persian New Year.YassamanJalaliandMarjanZamanian.
SamanPublishing,2003.(book)
OnecopyofBabak and Friends: A First Norooz.DustinEllisandRoddMiller.NoroozProductions,2005.
(DVD/book)
OnecopyofWonders of Persia.NazliIraniMonahan.AarrowPublications,2001.(book)
Suppliesforahaft-seentable,suchas:
Sumac(crushedspiceofberries),senjed(sweet,dryfruitofthelotustree),wheatgrassseeds
(forthesabzehactivity),eggcoloringkits,candles,andabottleofRosewater.
3
Introduction to NowruzNowruz(pronouncedno-rooz)isacombinationoftwoPersianwords.Thefirstword“now”meansnewandthe
secondword“ruz”meansday;togethertheymean“NewDay.”Nowruzisthenameforthecelebrationsthatobserve
theNewYearformanyPersianandCentralAsiancommunities.TheexactbeginningoftheNewYearoccurswhen
theseasonchangesfromwintertospringonthevernalequinox,whichusuallyhappenson20or21Marcheach
year.ThespellingofNowruzinEnglishcantakemanyforms,including:Noroz,Norouz,NowruzandNorooz.Forthis
resourcewehaveusedthespellingNowruz.
ThefestivitiesofNowruzreflecttherenewaloftheEarththatoccurswiththecomingofspring.Activitiesthat
celebratethearrivalofNowruzsharemanysimilaritieswithotherspringfestivalssuchasEaster,celebratedby
Christians,andtheEgyptianholidaycalledSham Al-Naseem,whichdatesbacktothetimeofthePharaohs.
Historical BeginningsNowruzisafestivalthathasbeencelebratedforthousandsofyears.Itisasecularholidaythatisenjoyedbypeople
ofseveraldifferentfaithsandassuchcantakeonadditionalinterpretationsthroughthelensofreligion.Nowruzis
partlyrootedinthereligioustraditionofZoroastrianism(bolded wordsaredefinedonpg.7).Amongotherideas,
Zoroastrianismemphasizesbroadconceptssuchasthecorrespondingworkofgoodandevilintheworld,andthe
connectionofhumanstonature.ZoroastrianpracticesweredominantformuchofthehistoryofancientPersia
(centeredinwhatisnowIran).TodaythereareafewZoroastriancommunitiesthroughouttheworld,andthelargest
areinsouthernIranandIndia.
Persian Cultural RootsPeopleallovertheworldcelebrateNowruz,butitoriginatedinthegeographicalareacalledPersiaintheMiddle
EastandCentralAsia.Thedistinctculturebasedonthelanguage,food,musicandleisureactivitiesthatdeveloped
amongthemanypeopleandethnicgroupswholivedinthisareaisknownasPersian.Nowruzbecameapopular
celebrationamongthecommunitiesthatgrewfromthesePersianinfluencedculturalareas.Whilethephysical
regioncalledPersianolongerexists,thetraditionsofNowruzarestrongamongpeopleinAfghanistan,Iran,Iraq,
Tajikistan,Uzbekistan,Azerbaijan,India,Pakistan,Turkey,CanadaandtheUnitedStates.
Nowruzisaholidaythatiscelebratedbypeoplefromdiverseethniccommunitiesandreligiousbackgrounds.
FortheParsicommunity,however,NowruzisveryspecialandisknownastheirspiritualNewYear.
introduction, historical and cultural roots
4is it persia, or iran?
map from the Perry-Castaneda Library Map Collection, University of Texas, Austin.
is it persia, or iran?
Often the words “Persia” and “Iran” are used interchangeably, but they mean different things. The word Persia
comes from the Greek word Pars, which was used to describe the lands that stretched from the Indus Valley in
present day India and Pakistan to the Nile River in today’s Egypt. The Ancient Greeks called the people who lived
in these areas ”Persians”. The word ”Iran” comes from Aryan, which was an ethnic label given to ancient peoples
who migrated from the Indus Valley area towards Central Asia. In 1935, the state of Persia officially changed its
name to Iran. Therefore, Iran is used to describe the contemporary country and its people, while Persia refers to a
broader culture, many ethnic groups and an ancient history that some say goes back 3000 years. Persian is also
the name for the language spoken by Iranians.
5rituals and traditions
Rituals and TraditionsNowruzisatimeforfamilyandfriendstogatherandcelebratetheendofoneyearandthebeginningofthenext.
Childrenhaveafourteen-dayvacationfromschool,andmostadultsdonotworkduringtheNowruzfestivities.
Throughouttheholidayperiodfriendsandfamilygatherateachother’shousesformealsandconversation.
PreparingforNowruzstartsafewweekspriortotheNewYearwithatraditionalspringcleaningofthehome.At
thistimeitisalsocustomarytopurchasenewclothingforthefamilyandnewfurnitureforthehome.
Chahar Shanbe Suri: The Fire Jumping Traditions
OnthenightofthelastWednesdayoftheoldyearChahar Shanbe Suri,inPersian,iscelebrated.Duringthenightof
Chahar Shanbe Suripeopletraditionallygatherandlightsmallbonfiresinthestreetsandjumpovertheflames
shouting:“Zardie man az to, sorkhie to az man”inPersian,whichmeans,“Maymysicklypallorbeyoursandyourred
glowbemine.”Withthisphrase,theflamessymbolicallytakeawayalloftheunpleasantthingsthathappened
inthepastyear.Becausejumpingoverafireisdangerous,manypeopletodaysimplylightthebonfireandshout
thespecialphrasewithoutgettingtooclosetotheflames.
Tahvil: The Exact Moment of the New Year
FamiliesreturnhomeaftertheeventsofChahar Shanbe Suriandwaittogetherfortheexactmomentwhenthevernal
equinoxoccurs,inPersiancalledTahvil.TodaypeopleknowthemomentofTahvilthroughsearchingontheInternet
orlookinginthenewspaper.However,beforethesesourcesofinformationwereavailable,familiesknewthatthe
NewYearwasclosewhenaspecialpersoncalledHaji Firoozcametotheneighborhoodtosing,danceandspread
thenewsofNowruz.Haji Firoozisusuallydressedinaredsatinoutfitwithhis/herfacepaintedasadisguise.
photograph by Ali Reza Najafian
6rituals and traditions
WhentheNewYearisjustminutesawayfamiliesandfriendsgathertogetherandwaitforTahviltooccur.Rightafter
themomentofNowruz,thefamilyexchangeswellwishessuchas“HappyNewYear”or“Sal-e No Mobarak!”in
Persian.Next,theeldestinthefamilydistributesspecialsweetsandcandiestoeveryone,andyoungchildrenare
givencoinsaspresents.Itisalsotraditionalforfamiliesandneighborstovisiteachotherandexchangespecialgifts.
Haft-Seen Table: The Table of Seven S’s
ThemostimportantactivityinthecelebrationofNowruzismakingthehaft-seentable.HaftisthePersianwordforthe
numbersevenandseenisthePersianwordfortheletterS.Literally,thehaft-seentablemeansa“tableofseventhings
thatstartwiththeletterS’.Creatingthehaft-seentableisafamilyactivitythatbeginsbyspreadingaspecialfamily
clothonthetable.NextthetableissetwiththesevenSitems.Herearesomeoftheitemsandwhattheysymbolize:
Sumac(crushedspiceofberries):Forthesunriseandthespiceoflife
Senjed(sweetdryfruitofthelotustree):Forloveandaffection
Serkeh(vinegar):Forpatienceandage
Seeb(apples):Forhealthandbeauty
Sir(garlic):Forgoodhealth
Samanu(wheatpudding):Forfertilityandthesweetnessoflife
Sabzeh(sproutedwheatgrass):Forrebirthandrenewalofnature
InadditiontotheseSitems,thereareothersymbolicitemsthatgoonthehaft-seentable,dependingonthetradition
ofeachfamily.Itiscustomarytoplaceamirroronthetabletosymbolizereflectiononthepastyear,anorangeina
bowlofwatertosymbolizetheEarth,abowlofrealgoldfishtosymbolizenewlife,coloredeggstorepresentfertility,
coinsforprosperityintheNewYear,specialflowerscalledhyacinthstosymbolizespringandcandlestoradiatelight
andhappiness.Eachfamilyplacesotheritemsonthetablethatarespecial,forexampletheQur’an,theholybookof
Islam,ortheShahnameh,anepicPersianstoryofcolorfulkingsandprinceswrittenaroundtheyear1000CE.
drawing by Susan Barney
illustration of a typical haft-seen table
7special foods of nowruz
Special Foods of NowruzJustlikeotherculturalcelebrations,manyspecialfoodsarepreparedduringNowruz,dependingonthecountryof
origin.Oneofthesedishes,ash-e restehornoodlesoup,istypicallyservedonthefirstdayofNowruz.Thissoupis
specialbecausetheknotsofnoodlessymbolizethemanypossibilitiesinone’slife,anditisthoughtthatuntangling
thenoodleswillbringgoodfortune.AnotherNowruzdishiscalledsabzi pollo mahi(fishservedwithaspecialrice
mixedwithgreenherbs).Thericeismadewithmanygreenherbsandspices,whichrepresentthegreennessof
natureatspring.SpecialsweetsarealsoservedduringNowruz.Traditionalitemsincludenaan berengi(cookies
madefromriceflour);baqlava(flakypastrysweetenedwithrosewater);samanu(sproutedwheatpudding);and
noghl(sugar-coatedalmonds).
nowruz memories By Saviz Safizadeh, Milton Public Schools
In my family, we prepared for the Nowruz celebration months before it arrived. I knew how important Nowruz was
because my hard working mother (in Persian, we call our mom, maman) did even more work around the house in
order to prepare it for Nowruz. One of the first things she did was to go through each room to see what needed
fixing or cleaning.
We knew Nowruz was very close when maman began germinating wheat or lentil seeds for our haft-seen table.
Usually she would soak the seeds in water for three days. Sarang, my brother, and I were in charge of making sure
the seeds had everything they needed to grow. With the passing of each day, we would watch the seeds grow
greener under our excited eyes.
My favorite activity for Nowruz was Chahar-Shanbe Suri, which we celebrate on the night of the last Wednesday
of the old year. Soon after nightfall, we would set small fires in our driveway using bundles of sticks and jump over
them while singing in Persian “Zardie man az to, sorkhie to az man.” This means, “May my sickly pallor be yours
and your red glow be mine.”
Every now and then, a friend or a neighbor would stop by in disguise. Armed with a pot and a spoon, they would
announce their presence by vigorously hitting the pot. This is called Qashoq Zani, which is Persian for “pot
hitting.” We would all rush to the gate and try to guess who it was. After the special New Year’s Eve sabzi pollo
mahi dinner, Sarang and I had permission to stay-up for the start of Nowruz. A few minutes before Tahvil, we all
gathered around the haft-seen table. Soon we heard a clock ticking on the television and together we started the
countdown, shouting…3, 2, and 1! Spring had just begun!
Anotherimportantitemtoplaceonthehaft-seentableisabookofpoetrybythefamouspoetShams ud-Din Hafez.
HafezlivedinPersianlandsduringthe14thCenturyCEandwrotemanyvolumesofpoetryandprosenarratives.
ManyPersiansconsiderHafeztobetheirnationalpoet,andhishistoricalstatusissimilartotheimportanceof
ShakespeareintheEnglish-speakingworld.
8the final day of nowruz
The Final Day of Nowruz: Sizdeh BedarThe haft-seentableremainsinthefamilyhomeforthirteendaysafterthebeginningofNowruz.Thethirteenthday
iscalledSizdeh Bedar,whichliterallymeansinPersian“gettingridofthethirteenth.”Thecelebrationsthattakeplace
onSizdeh BedararejustasfestiveasthoseonthefirstdayofNowruz.Onthisday,familiespackaspecialpicnic
andgototheparktoenjoyfood,singinganddancingwithotherfamilies.Itiscustomarytobringnewsprouts,or
sabzeh,grownespeciallyforthisoccasion.Atthepark,thegreenbladesofthesabzeharethrownonthegroundor
inanearbyriverorlaketosymbolizethereturnoftheplanttonature.Sizdeh BedarmarkstheendoftheNowruz
celebrations,andthenextdaychildrenreturntoschoolandadultsreturntotheirjobs.
photograph by Anthony Shenoda
9activity 1
Activities for the Classroom
Activity �: Create a Nowruz Greeting Card
Appropriate Grade Level:4–7
Subject Area(s):SocialStudies,Art
Student Goals/Focus:StudentswillincorporatetheirknowledgeaboutNowruzintothecreationofarelevant
greetingcardfortheholiday.
Materials:Whitepaper,constructionpaper,markers,coloredpencils,pens,scissors,glue,photosofNowruz
celebrations,ifavailable.
Activity Procedure:Instructstudentstochooseoneormanycultures/countriesthatcelebrateNowruz.Using
students’knowledgeabouttheholidayandtheirchosencultures/countriesencouragethemtocreatea
greetingcardthattheywouldsendtofamilyandfriends.Studentsmaywanttoincludesymbolsofthe
Nowruzholiday,including:
Sumac(crushedspiceofberries):Forthesunriseandthespiceoflife
Senjed(sweetdryfruitofthelotustree):Forloveandaffection
Serkeh(vinegar):Forpatienceandage
Seeb(apples):Forhealthandbeauty
Sir(garlic):Forgoodhealth
Samanu(wheatpudding):Forfertilityandthesweetnessoflife
Sabzeh(sproutedwheatgrass):Forrebirthandrenewalofnature
For Discussion:Afterstudentshavecompletedtheirgreetingcards,encouragethemtosharetheircardswiththe
class.Questionsthatwouldencourageadialogueinclude:
•Whydidstudentsincludecertainsymbolsontheircards?
•DidstudentsfindtheirNowruzgreetingcardssimilar/differenttogreetingcardsfortraditionalAmerican
holidays,likeNewYear’s?
•CanstudentsthinkofholidaysthatAmericanscelebrateindeferencetoculturaltradition,ratherthan
religion?Doanyothercountriescelebratetheseholidays?
•IfyouwereapersonwhoobservedtheholidayofNowruz,whatwouldbeyourfavoriteaspectof
theholiday?
�0activity 2
©iStockphoto.com/Creativeye99
Activity 2: Grow Your Own Sabzeh
Appropriate Grade Level:K–8
Subject Area(s):SocialStudies,Science(Biology)
Student Goals/Focus:ToreflectonthesignificanceofNowruztraditions,studentswillgrowtheirownsabzeh
onetotwoweeksbeforetheholiday.
Materials:Largedeepplate(onefortheclassorperstudent),water,lentils,directsunlight.
Activity Procedure:Sabzeh,meaning“springsprouts,”symbolizesrebirthandrenewal.Itiscustomaryfor
familiestogerminatetheirownwheat,barleyorlentilsoneortwoweeksbeforeNowruzsothattheywillsprout
beforetheholiday.
Studentsmaygrowtheirownsabzehasaclassorindividually.Togrow sabzeh,instructstudentstofillalargeand
somewhatdeepplatewithwaterandlentils.Leavetheplateunderdirectsunlightforafewweeksuntilthelentils
sproutandformtall,greensabzeh.The sabzehwillgrowquicklyandcanbeusedagainonthethirteenthdayofthe
NewYear(Sizdeh Bedar).Onthisday,studentscanthrowtheirsabzehintorunningwatertosymbolizetheremoval
ofbadluckfromtheNewYear.
For Discussion:Toencouragediscussion,considerthesequestions:
•Whydostudentsthinkthatsabzehisasymbolforrebirthandrenewal?
•Whydostudentsthinkthatthistraditionhaslastedforsomanyyears?
•Arethereanysymbolsintheirownculturesthatremindthemofthetraditionofgrowingsabzeh?
��activity 3
Activity 3: Create a Personal Haft-Seen Table
Appropriate Grade Level:6–12
Subject Area(s):SocialStudies,Art,Literature
Student Goals/Focus:Studentswillcreatepersonalhaft-seentablesthatincludeobjects/picturesof
significancetothem.
Materials:Tablesorfloorspacesetasideforeachstudent(alargedeskorfloorspaceoftwofeetbythreefeet);
fabricforthetablecloth;students’personalobjects;man-madeobjectsordrawingsthatrepresentrebirthand
renewal,loveandaffection,healthandbeauty,sweetness,ageandpatience,spiceoflifeandgoodhealth.
Activity Procedure:AnimportantelementofNowruzisthecreationofthe haft-seen(orsevenS’s)table.After
layingatableclothonatable,familiesplacesevenitemsbeginningwiththeletterS(“seen”inPersian)ontopof
thefabric.Theseitemsinclude:
Sumac(crushedspiceofberries):Forthesunriseandthespiceoflife
Senjed(sweetdryfruitofthelotustree):Forloveandaffection
Serkeh(vinegar):Forpatienceandage
Seeb(apples):Forhealthandbeauty
Sir(garlic):Forgoodhealth
Samanu(wheatpudding):Forfertilityandthesweetnessoflife
Sabzeh(sproutedwheatgrass):Forrebirthandrenewalofnature
Otheritemsonthehaft-seentablemightinclude:
Candles(enlightenment and happiness)
Mirror(reflections of creation in spring)
Paintedeggs(fertility)
Abowlwithgoldfish(life)
Anorangeinabowlofwater(the earth floating in space)
Rosewater(cleansing)
Studentswillcreatetheirownhaft-seentableusingtheideasoftheNowruzhaft-seentableastheirguide.Reflecting
ontheseventhemesrepresentedbyobjectsonthetraditionalhaft-seentable,instructstudentstothinkofseven
itemsmeaningfultothemthatrepresentthesesamethemes.Anextrachallengewouldbetochoosesevenitems
allbeginningwithSoratleastthesameletter.
Additional Activity:Asstudentsbegintothinkabouttheirhaft-seentabletheycanincorporatepartsofthetable
oritsthemesintoanoriginalpoem,shortstory,essayorscenefromaplay.Studentsshouldbeencouragedtoread
theirpiecestoeachotherinsmallgroupsorinfrontoftheclass.
For Discussion:Foryoungerstudents,engagetheclassinadiscussionofhowthehaft-seentabledisplays
objectswithcertainideas.Askthemwhytheychosecertainobjectsandwhichthemestheythoughtwere
easiest/hardesttoconvey.Inthinkingaboutliterature,arethesesamethemesrepresentedinanythingthe
classhasreadduringtheyear?
�2activity 3
Forolderstudents,splittheclassintosmallgroups.Instructeachgrouptolookateachother’shaft-seentables
andnoteanysimilarordifferentobjects.Oncestudentshavecompiledalist,askthemifthereisanythingthey
wouldchangeabouttheirownhaft-seentable,remindingthemthattheycanstillonlydisplaysevenitems.
drawing by Susan Barney
�3activity 4
Activity 4: Color Eggs
Appropriate Grade Level:K–5
Subject Area(s):SocialStudies,Art
Student Goals/Focus:Studentswillcolor/painteggs,acommonactivityforchildrenwhocelebrateNowruz.
Materials:Ahardboiledeggforeachstudentintheclass,coloreddye,paintbrushes,plasticcupsforseparating
colorsandforwater,papertowels.
Activity Procedure:Usingthecoloreddyeincludedinthekit,encouragestudentstopainttheirowneggsforthe
Nowruzholiday.TeacherscandiscussthecommonalitythatpaintingeggshastootherholidayssuchasEaster.
photograph by Ali Reza Najafian
�4activity 5
Activity 5: Creative Writing Project
Appropriate Grade Level:9–12
Subject Area(s):SocialStudies,English,CreativeWriting
Student Goals/Focus:StudentswillreflectonthethemesofNowruztocreateanoriginalwrittenpiecethat
expressestothemthesignificanceofaNowruzobject,traditionortheme.
Materials:Paperpensoraccesstoawordprocessingprogram.
Activity Procedure:AsstudentsbegintothinkaboutthegreaterthemesofNowruz(renewal,forgiveness,
happiness,love,patience,etc.),theymaychooseeitheraspecificobjectorabroaderthemethatsurfaces
duringtheholiday.Studentsthenincorporatethechosenobjectorthemeintoanoriginalpoem,shortstory,
essayorscenefromaplay.Ifstudentswouldliketoinventtheirownobjectorthemethattheyimaginecould
berelevanttotheNowruzholiday,theycanalsoexploreitintheirwriting.Studentsshouldbeencouragedto
readtheirpiecestoeachotherinsmallgroupsorinfrontoftheclass.Anexampleofacreativewritingproject
maybetoaskstudentstoinventfolkorfairytalesusingthethemesofNowruz.
calligraphy by Caitlyn Cook
�5definitions
DefinitionsGermination:Theprocesswherebyseedsorsporessproutandbegintogrow.
Parsi:AmemberofacontemporaryZoroastrianreligiousgroup.ParsislivemainlyinsouthernIran,Indiaand
Pakistan,andtherearecommunitiesinCanadaandtheUnitedStates.
Shahnameh:WrittenbythePersianpoetFerdowsiaroundtheyear1000CE.Literallythe“BookofKings”,itisa
longnarrativethattellsthestoryofthehistoryofPersiafromitsearliestbeginningstotheseventhcenturyCE.
Shams ud-Din Hafez:Popularandwidelyreveredpoetwholivedfrom1320to1390CE.Hisbookofpoetry,called
theDivan of Hafez,isanimportantpartofmanyNowruzactivities.
Qur’an:ThesacredbookofIslam,believedtobeacompilationofthewordsofGodasrevealedtotheProphet
Muhammad.
Vernal Equinox:Thetimewhenthesuncrossestheplaneoftheearth’sequator,makingnightanddayof
approximatelyequallengthallovertheearthandoccurringabout21March(vernalequinoxorspringequinox)
and22September(autumnalequinox)eachyear.
Zoroastrianism:ThereligioussystemfoundedbyZoroaster,believedtobeaprophetlivinginPersianlandsinthe
sixthcenturyBCE.Itisrecordedinthe Avesta,orancientscriptures,whichteachtheworshipofadeitycalledAhura
Mazda.Oneofthemainprinciplesofthereligionistheuniversalstrugglebetweentheforcesoflightanddarkness,
orgoodandevil.
�6bibliography
Curriculum Text BibliographyFood of Life: A Book of Ancient Persian and Modern Iranian Cooking and Ceremonies.NajmiehBatmanglij.
Washington,DC:MagePublishers,1990.
Wonders of Persia.NazliIraniMonahan.California:AarrowPublications,2001.
Annotated Bibliography and Other Resources
Books
Celebrating Nowruz: Persian New Year.YassamanJalaliandMarjanZamanian.SamanPublishing,2003.
Simpleandcolorful,thisbookintroducesthePersianNewYeartoyoungchildren.Itincludesthreesimple
craftsandeasywaystocelebrateNowruzathomeandschool.
Happy Nowruz: Cooking with Children to Celebrate the Persian New Year.NajmiehBatmanglij.
MagePublishers,2008.
FromtheleadingauthorityonPersiancooking,thisbookincludesdetaileddescriptionsofNowruzceremonies
aswellastwenty-fiverecipesforcookingNowruzdisheswithchildren.
Nowruz and other Festivities in Iran.FarshidEghbalandSandraMooney.EqbalPrintingandPublishing,1996.
Aninformativeaccountoftheancient(Zoroastrian)originsoftheNowruzcelebration.Thisbookisusefulfor
teachingaboutIranianandCentralAsiancultures.
Paradise Never Lost: Stories of Longing, Passion and Fusion.MoryGhomshei.SimorghEnterprisesInc.,
1998.ThisstoryisforyoungadultsandprovidesinsightintoIranianhistoryandculture,andparticularly,
Nowruzcelebrations.
Films
Babak and Friends: A First Norooz(2005).DustinEllisandRoddMiller.
AtouchingstoryaboutanIranian-AmericanboywhofeelsleftoutofbothIranianandAmericancommunities,
buteventuallybeginstofeelprideforhisIranianheritagebylearningaboutNowruz.Thisbook/moviecombination
isappropriateforelementaryschoolstudents.
�7bibliography
Children of Heaven(1999).
AnOscarnominatedfilmaboutayearinthestrugglesofaworkingclassbrotherandsisterinTehranwhose
storyoverlapswiththeNowruzcelebration.Thismovieisparticularlyusefulforintroducingstudentstothe
socio-economicdiversityofTehran.
The White Balloon(1995).
Inthisacclaimedfilmaboutalittlegirl’sNowruzcelebration,IraniansocietyanditspreparationsfortheNewYear
areintimatelyportrayed.
Websites for Learning about Persian Culture and Nowruz
*CMES is not responsible for the content of this website
http://iranchamber.com
FromtheIranChamberSociety,thiswebsiteprovidesinformation,scholarlyessaysandphotographicimagesonthe
history,artandcultureofPersiaandIran.
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