TO BECOME ACQUAINTED WITH THE AJOR VENTS IN THE LIFE …core-curriculum.bahai.us/downloads/lpgs/LPG Bab3 G2.pdf · Central Figures—The Bab—Level Three 17 TO BECOME ACQUAINTED

Central Figures—The Bab—Level Three 17

TO BECOME ACQUAINTED WITH THE MAJOR EVENTS IN THE LIFE OF THE BÁB

AND TO DEVELOP A DEEP LOVE FOR HIM BASED ON AN UNDERSTANDING OF THESE EVENTS

THE MARTYRDOM OF THE BÁB

SPIRITUAL QUALITIES RELEVANT TO THIS TOPIC: COURAGE, HONOR, LOVE, SACRIFICE

Another proof and evidence of the truth of this Revelation, which amongst all other proofs shineth as the sun, is the constancy of the eternal Beauty [the Báb] in proclaiming the Faith of God. Though young and tender of age, and though the Cause He revealed was contrary to the desire of all the peoples of earth, both high and low, rich and poor, exalted and abased, king and subject, yet He arose and steadfastly proclaimed it. All have known and heard this. He was afraid of no one; He was regardless of consequences. Could such a thing be made manifest except through the power of a divine Revelation, and the potency of God’s invincible Will?

Bahá’u’lláh, The Kitáb-i-Íqán, p. 230

Such stories regarding the life of different prophets together with their sayings will also be useful to better understand the literature of the Cause for there is constant reference to them.

written on behalf of Shoghi Effendi, Bahá’í Education, p. 61

GOAL: TO BECOME ACQUAINTED WITH THE MAJOR EVENTS IN THE LIFE OF THE BÁB

TOPIC: THE MARTYRDOM OF THE BÁB

18 Central Figures—The Bab—Level Three

LEARNING OBJECTIVES AND SUGGESTED ACTIVITIES

KNOWLEDGE OBJECTIVES

• To know the circumstances surrounding the Martyrdom of the Báb • To know that the occurrence of this event is observed as a Bahá’í Holy Day

SUGGESTED LEARNING ACTIVITIES

• Share the story of the Martyrdom of the Báb from Nabíl’s Narrative and God Passes By.

• Learn the dates associated with this event in the Islamic, Gregorian and Bahá’í calendars.

• Discover the Writings of Bahá’u’lláh and ‘Abdu’l-Bahá regarding the Martyrdom of the Báb.

• Memorize a passage about the Martyrdom of the Báb.

WISDOM OBJECTIVES

• To understand that the Martyrdom of the Báb closed the Adamic and Prophetic Cycles and began the period of transition leading to the Revelation of Bahá’u’lláh

• To understand the significance of the Martyrdom of the Báb


• Prepare a timeline that illustrates the relationship between the Adamic or Prophetic Cycle and the Cycle of Fulfillment.

• Share with each other an understanding of the significance of this event.

• Express personal emotions about the Martyrdom of the Báb through the various forms of art—music, dance, prose, poetry, painting, etc.




SPIRITUAL PERCEPTION OBJECTIVES

• To connect the sacrifices in the Life of the Báb with one’s own efforts toward self-sacrifice

• To perceive the bounty to the world of humanity that resulted from the Martyrdom of the Báb

• To gain inspiration and energy from the sacrifices of the Báb


• Share stories that are examples of the sacrifice of the Manifestations of God or other noble souls, and relate such stories to the sacrifice of the Báb.

• Ponder, reflect and consult upon the bounties occurring as the result of the martyrdom of the Báb, and express these bounties through the arts.

• Meditate on one’s own sacrifices and write a poem about sacrificing for the good of others.

ELOQUENT SPEECH OBJECTIVES

• To recount the great story of the Martyrdom of the Báb • To make a commitment to being sacrificial in service to humanity and God as

exemplified by the Báb


• Prepare and present a short talk on the Martyrdom of the Báb for the Holy Day commemoration.

• Rehearse and recite eloquently selections of those Writings of Bahá’u’lláh or ‘Abdu’l-Bahá which refer to the Martyrdom of the Báb.

• Use the results of learners’ presentation, performances and artwork for a commemoration of the Martyrdom of the Báb.




Sample Activities

ACTIVITY: THE STORY OF THE BÁB’S MARTYRDOM

SUGGESTED TIME FOR ACTIVITY: 45 MIN. Materials Needed: • The Central Figures: The Báb, Volume Three (available 2004) • Children’s Stories from the Dawn-Breakers or story from Resource Page 25-26 • Let it Be This Generation cassette, if available • green candle 1. Darken the room and light a single green

candle in the center. Tell the students that you have a very sad but glorious story to tell them.

2. Tell the story, or read aloud “The Martyrdom of the Báb” from The Central Figures: The Báb, Volume Three, or Children’s Stories from The Dawn-Breakers, or Resource Pages 25-26.

3. According to the students’ capacity for remaining attentive, listen to all or part of “Midsummer’s Noon” from the album, Let It Be This Generation. This is a dramatic narrative-plus-music recounting of first-person remembrances of the Báb.

4. Allow for a time of silence and prayers, in honor of the Martyrdom.

ACTIVITY: THE SCENE OF THE BÁB’S MARTYRDOM

SUGGESTED TIME FOR ACTIVITY: 25 MIN. Materials Needed: • rope and nail • cloth bag or pillowcase containing metal objects, such as pots, pans, etc. • smoke bombs or other similar safe fireworks, if safe and legal in your area

KNOWLEDGE OBJECTIVE: To know the circumstances surrounding the martyrdom of the Báb WISDOM OBJECTIVE: To understand the significance of the martyrdom of the Báb

INSTRUCTIONAL METHODS AND LEARNING TOOLS: Direct use of the Sacred Writings; Education directed towards recognition of God; Use of stories; Use of independent investigation

SPIRITUAL PERCEPTION OBJECTIVE: To connect the sacrifices in the life of the Báb with one’s own efforts towards self-sacrifice

ELOQUENT SPEECH OBJECTIVE: To make a commitment to being sacrificial in service to humanity and God, as exemplified by the Báb

INSTRUCTIONAL METHODS AND LEARNING TOOLS: Education directed towards recognition of God; Engage the mind and heart; Use of drama; Use of reflection; Use of stories




Advance Preparation: Hang a rope from a nail on an exterior wall. Arrange the metal objects in a cloth bag, or practice placement of the smoke bombs. 1. Take the students outside where you have hung

the rope from a nail. 2. Invite them to imagine that this is the public

square of the city of Tabríz. Gesturing, describe where the boundaries of the square would be, on all sides. Ask the students to imagine the square packed with people, the roofs of the buildings surrounding the square filled with curious faces: 10,000 people crowding in to watch the execution of the One Who had dared to say that He was the Promised One sent to them by God.

3. Have the students line up, shoulder-to-shoulder, facing the wall with the rope. Invite them to imagine that this is where the Báb and His youthful companion, Muhammad-‘Alí, known as Anís, were suspended by ropes, and that they are standing where the soldiers stood: 750 men with black powder muskets, ready to fire.

4. Light one or more smoke bombs between the lined-up students and the wall, if safe and legal in your area. For especially dramatic results, use a large number smoke-bombs, with fuses connected so that, once the first one is lit, each will light the next, gradually releasing more and more smoke. Alternately, you may choose to shake the bag of metal objects, to indicate the loud sound of the gunfire.

5. Encourage the students to imagine the great confusion of the 10,000 onlookers when, once the smoke cleared, there was no sign of the Báb, and His companion was standing there, unhurt.

6. Remind them that, once the Báb had finished his interrupted conversation with His amanuensis, He was brought back to the barracks square, and again tied up with Muhammad-‘Alí. A new regiment of 750 soldiers were brought forward. This time their bullets completely riddled their bodies, although the face of the Báb remained essentially unmarred.




ACTIVITY: DEMONSTRATE BOUNTIES RESULTING FROM THE BÁB’S MARTYRDOM

SUGGESTED TIME FOR ACTIVITY: 20 MIN. Materials Needed: • green baloon • glitter, sequins or confetti • needle Advance Preparation: Fill a green balloon with 1/8 cup glitter, sequins or confetti. 1. Holding the balloon, compare it to the

Revelation of the Báb. Begin blowing it up, mentioning—between breaths—the Faith’s rapid growth and the ruling clergy’s concern.

2. Expand the balloon as large as possible, then tie it closed. Mention that the Faith’s enemies thought that if they killed the Báb, His religion would be finished.

3. Pull out a needle: invite the students to watch carefully. Holding the balloon high overhead, pop it with the needle!

4. As the glitter spills out, compare this display to God’s blessings being poured out upon humanity at the moment of the Báb’s Martyrdom.

ACTIVITY: THE SIGNIFICANCE OF THE MARTYRDOM OF THE BÁB

SUGGESTED TIME FOR ACTIVITY: 25 MIN. Materials Needed: • copy of Release the Sun or refer to Resource Page 27 1. Encourage the students to share their thoughts

about the effect of the Báb’s Martyrdom on His followers, on those who hadn’t yet made a choice regarding His religion, and on His enemies.

2. Share the following words that the Báb addressed to the Shah about His martyrdom:

SPIRITUAL PERCEPTION OBJECTIVE: To perceive the bounty to the world of humanity that resulted from the Martyrdom of the Báb

INSTRUCTIONAL METHODS AND LEARNING TOOLS: Engage the mind and heart; Use of manipulatives; Use of reflection

WISDOM OBJECTIVE: To understand the significance of the Martyrdom of the Báb

INSTRUCTIONAL METHODS AND LEARNING TOOLS: Direct use of Bahá’í sacred writings; Education directed towards recognition of God; Use of consultation; Use of reasoning




If thou hast decided to shed My blood, wherefore dost thou delay? Thou art now endowed with power and authority. For Me it will prove an infinite bounty conferred by God, while for thee and for them that would commit such an act it will amount to a chastisement meted out by Him.

How great the blessedness that would await Me, wert thou to pass a verdict such as this; and what immense joy would be Mine, shouldst thou agree to do this! This is a bounty which God hath reserved for them that enjoy near access to His court. Give then thy leave and wait no longer. In truth, mighty is thy Lord, the Avenger.

The Báb, Selections from the Writings of the Báb, p. 21

3. Share William Sears’ words about the effects of the Báb’s Martyrdom from Release the Sun, pp. 185-6, or Resource Page 27.

4. Reinforce the concept that the martyrs’ blood waters the seed of the tree of God’s Religion, causing it to grow and flourish.

ACTIVITY: PERSONAL PLEDGES

SUGGESTED TIME FOR ACTIVITY: 25 MIN. Materials Needed: • beautiful green paper and special pens • Resource Page 28 1. Provide beautiful green paper and special pens. 2. Encourage the students to consider the

sacrifices that the Báb and His followers made for the Cause of God and to ponder what actions they themselves would be willing to make.

3. Remind them that, as spiritual descendents of the Dawn-Breakers, they are not asked to die for their Faith, but to be living martyrs. The Cause at present does not need martyrs who would die for the Faith, but servants who desire to teach and establish the Cause throughout the world. To live to teach in the present day is like being martyred in those early days. It is the spirit that moves us that counts, not the act through which that spirit expresses itself; and that spirit is to serve the Cause of God with our heart and soul.

written on behalf of Shoghi Effendi, The Compilation of Compilations, Vol. II, p. 5

4. Discuss: What are the actions that we are being called to achieve in this day? How specifically could we do this?

5. Invite the students to write a personal pledge to the Báb of actions they choose to offer in this day.

6. Teach the song “Reverence,” Resource Page 28.

SPIRITUAL PERCEPTION OBJECTIVE: To connect the sacrifices in the life of the Báb with one’s own efforts towards self-sacrifice

INSTRUCTIONAL METHODS AND LEARNING TOOLS: Engage the mind and heart; Use of meditation; Use of reflection




ACTIVITY: TRIBUTE TO THE BÁB

SUGGESTED TIME FOR ACTIVITY: 45 MIN. Materials Needed: • copies of Kitáb-i-Iqán, Selections from the Writings of ‘Abdu’l-Bahá, Promulgation of Universal Peace, or

Resource Page 28 1. Involve the students in the community’s

observance of the Martyrdom of the Báb, or an upcoming devotional gathering or a presentation for another Bahá’í class. Consult together on what elements of their own learning experience might be shared or recreated, taking into account the ages and experiences of the guests. Are they young children? Is this the first time that they will hear this story?

2. Plan to include selections from Bahá’u’lláh’s and ‘Abdu’l-Bahá’s writings about the Báb’s Martyrdom. Consider selecting readings from the following books: Kitáb-i-Iqán, pp. 231-235; Selections from the Writings of ‘Abdu’l-Bahá, p. 73 and pp. 261-262; The Promulgation of Universal Peace, pp. 234-235 and p. 371.

3. Add music appropriate for this solemn occasion, perhaps including the song learned in the previous activity. Decide if you’d like some simple refreshments. Who will you invite? How will you invite them? How will you conclude the program? How will you be able to assess the strengths of your gathering to use for planning future events?

ELOQUENT SPEECH OBJECTIVE: To recount the great story of the Martyrdom of the Báb; To make a commitment to being sacrificial in service to humanity and God, as exemplified by the Báb.

INSTRUCTIONAL METHODS AND LEARNING TOOLS: Direct use of the Sacred Writings; Education directed towards recognition of God; Use of recitation; Use of consultation




Resource Pages

The Martyrdom of the Báb

The Báb was very gentle and kind. In 1844 when He declared His mission He was only 25 years old. From that time on He was treated very badly, tortured and imprisoned, and finally, six years later, executed because of the claim He made to be a Messenger from God. This is the astonishing, but true, story of His martyrdom.

The guards took away the green turban and the sash which the Báb wore to show He was descended from Muhammad. Along with one of His followers, Siyyid Husayn, He was made to walk to the barracks where He was to be executed. The streets were filled with people trying to get a glimpse of Him as He passed by.

Suddenly, a young man pushed through the crowds of onlookers, and threw himself down at The Báb's feet. He begged and begged the Báb to allow him to be His companion. Very kindly and gently the Báb told him to rise and that he would be allowed to accompany Him. The Báb gave this devoted young man the name ‘Anís,’ which means ‘Companion.’

Two other followers of the Báb were among the crowd, and they too pushed through and begged the Báb to be allowed to stay with Him. All five were taken to the barracks and locked in a cell together.

The Báb knew that He was to die the next day, and He was filled with joy.

Early the next morning the guards came to take the Báb away. He was still speaking of important things with His companion, Siyyid Husayn, when the guards interrupted Him.

The Báb said to the guard, “Not until I have said to him all those things that I wish to say can any earthly power silence Me.”

The guard took no notice and led the Báb and Anís away. Iron collars were put round their necks and manacles around their wrists. The two young men were led by a long rope tied to their collars, and taken through the streets of the town. People in the crowds jostled with each other to get a look at the prisoners, and even climbed on each others shoulders. The officials tried everything to make Anís give up his Faith, but he refused. He begged to be allowed to stay with his Beloved, the Báb.

Eventually they were taken to the barracks square, where still Anís wept and begged to stay with the Báb.

The Báb and Anís were tied together and hung by a rope from a nail in the barracks wall. A great crowd of people gathered to see the execution, climbing onto the rooftops all around the square. Seven hundred and fifty riflemen in three lines took up their positions to shoot the Báb and Anís.




The soldiers took aim and fired. The explosions deafened the crowds. They strained and peered to see what had happened, but the square was dark with gunshot smoke. Gradually the smoke cleared and the crowd was able to see. They stared in amazement. Standing beneath the broken rope, with a smile on his face, was Anís.

Of the Báb there was no sign. He had gone.

A frantic search began. Eventually the Báb was found by the same guard who had come for Him that morning. He was in the cell where He had spent the night. Calmly and quietly He was finishing the important conversation with Siyyid Husayn which had been so rudely interrupted early that morning.

The Báb said to him, “I have finished My conversation with Siyyid Husayn.”

The guard was so astonished and frightened that he left the barracks and resigned from his post. The leader of the regiment felt the same. He ordered his men out and would have nothing more to do with the business of shooting the Báb.

Another regiment had to be brought in.

Again the Báb and Anís were tied to a rope and hung from the nail. Anís rested his head upon the Báb's chest in a vain attempt to protect Him from the bullets.

The Báb spoke to the crowds crammed around the square, “Had you believed in Me, O wayward generation, every one of you would have followed the example of this youth. ... The day will come when you will have recognized Me; that day I shall have ceased to be with you.”

Once again the deafening explosions of rifle fire rang out. At the same time a great wind swept over the city, bringing a whirlwind of blinding dust so dense that it completely shut out the light of the sun. This was followed by a violent storm, and the darkness continued for the whole of the rest of the day.

This time the Báb and Anís were hit by the bullets. Their bodies were completely blended together by their force. All except the face of the Báb, which was completely unmarked and was calm and serene.

From Dayspring Magazine, http://www.dayspring-magazine.org.uk/

Used with permission.




The Effect of the Martyrdom of the Báb At last the clergy and the state prided themselves on having crushed the life from the Cause they had battled so long. The Báb was no more. His chief disciples were destroyed. The mass of His followers throughout the land had been beaten, exhausted, and silenced.

The King and the Prime Minister rejoiced. If they were to believe their counsellors, they would never hear of the Báb again. His Faith was swiftly receding into oblivion and the wings of death were hovering over it. The combined forces which had engulfed it on every side had at last put out the light which the young Prince of Glory had kindled in His land.

Yet at that very moment in a suburb of the capital, Bahá'u'lláh was receiving a visitor, a friend who was soon to be the new Prime Minister. He told Bahá’u’lláh: “The Báb has been slain. He has been put to death in Tabríz. It is all over. At last the fire which I feared might engulf and destroy you has been extinguished.”

Bahá'u'lláh replied: “If this be true, you can be certain that the flame that has been kindled will by this very act, blaze forth more fiercely than ever and will set up a conflagration such as the combined forces of the statesmen of this realm will be powerless to quench.”

[The historian] Gobineau echoes this statement, recording in his history that “instead of appeasing the flames, it had fanned them into greater violence.”

…Although the Faith of God had been crushed into the ground at an early age and rudely trampled upon, this very process would bring about its germination. Buried in the earth, warmed by the blood of Its martyrs, His Faith would blossom out in glory at a later date with the brightness of the sun, and would fulfill prophecy with the exactness of the stars.

The Dawn would give way to the Sun, and the era promised to the earth since the beginning of time, the Day of the “One fold and One shepherd” would be ushered in by the sacrifice of that gentle Youth from Shíráz: the Báb, the Gate of God.

William Sears, Release the Sun, pp. 185-6




Reverence Words and music by Susan Engle

2. Bahá'u'lláh, The Glory of God…

3. ‘Abdu'l-Bahá, The Servant of the Glory…

4. Shoghi Effendi, The Sign of God on Earth…




Tribute to the Báb Another proof and evidence of the truth of this Revelation, which amongst all other proofs shineth as the sun, is the constancy of the eternal Beauty in proclaiming the Faith of God. Though young and tender of age, and though the Cause He revealed was contrary to the desire of all the peoples of earth, both high and low, rich and poor, exalted and abased, king and subject, yet He arose and steadfastly proclaimed it. All have known and heard this. He was afraid of no one; He was regardless of consequences. Could such a thing be made manifest except through the power of a divine Revelation, and the potency of God’s invincible Will? …

Gracious God! In His Book, which He hath entitled “Qayyúmu'l-Asmá’,” -- the first, the greatest and mightiest of all books—He prophesied His own martyrdom. In it is this passage: “O thou Remnant of God! I have sacrificed myself wholly for Thee; I have accepted curses for Thy sake; and have yearned for naught but martyrdom in the path of Thy love. Sufficient Witness unto me is God, the Exalted, the Protector, the Ancient of Days!”

Bahá’u’lláh, The Kitáb-i-Íqán, p. 230

Let us take for our example the great and sacred Tree of the exalted Báb—may my life be offered up for Him. Like Him let us bare our breasts to the shafts of agony, like Him make our hearts to be targets for the spears decreed by God. Let us, like candles, burn away; as moths, let us scorch our wings; as the field larks, vent our plaintive cries; as the nightingales, burst forth in lamentations.

Even as the clouds let us shed down tears, and as the lightning flashes let us laugh at our coursings through east and west. By day, by night, let us think but of spreading the sweet savours of God.

‘Abdu’l-Bahá, Selections from the Writings of ‘Abdu’l-Bahá, p. 235

O ye loved ones of God! See how the Exalted One—may the souls of all on earth be a ransom for Him—for this high purpose made His blessed heart the target for affliction's spears; and because the real intent of the Ancient Beauty—for Him may the souls of the Concourse on high be offered up—was to win this same supernal goal, the Exalted One bared His holy breast for a target to a myriad bullets fired by the people of malice and hate, and with utter meekness died the martyr's death. On the dust of this pathway the holy blood of thousands upon thousands of sacred souls gushed out, and many a time the blessed body of a loyal lover of God was hanged to the gallows tree.

‘Abdu’l-Bahá, Selections from the Writings of ‘Abdu’l-Bahá, pp. 261-2

Moses was persecuted and driven out into the desert, Abraham was banished, Muhammad took refuge in caves, the Báb was killed and Bahá'u'lláh was exiled and imprisoned forty years. Yet all of Them desired fellowship and love among men. They endured hardships, suffered persecution and death for our sakes that we might be taught to love one another and be united and affiliated instead of discordant and at variance. Enough of these long centuries which have brought such vicissitudes and hardships into the world through strife and hatred. Now in this radiant century let us try to do the will of God that we may be rescued from these things of darkness and come forth into the boundless illumination of heaven, shunning division and welcoming the divine oneness of humanity. Perchance, God willing, this terrestrial world may become as a celestial mirror upon which we may behold the imprint of the traces of Divinity, and the fundamental qualities of a new creation may be reflected from the reality of love shining in human hearts. From the light and semblance of God in us may it be, indeed, proved and witnessed that God has created man after His own image and likeness.

‘Abdu’l-Bahá, The Promulgation of Universal Peace, pp. 234-5




LIST OF ADDITIONAL RESOURCES Stories & Articles:

Brilliant Star: “An Incident in Tabríz” Jul/Aug 91 “The Life of the Báb” Jul/Aug 94 “The Day Will Come. . .” Jul/Aug 98

“The Báb Prepared the Way” Jan/Feb 02 A Traveler’s Narrative, pp. 25-28, 39 The Báb, pp. 148-160, 202-203 Bahá’í Teaching Guide for Children, Primary, p. 157, Intermediate, p. 155 The Dawn-Breakers (Nabíl’s Narrative), pp. 500-523 The Green Years, pp. 101-105 God and His Messengers, pp. 48-49 God Passes By, pp. 49-60 Hour of the Dawn, Ch. 34-35 The Martyrdom of the Báb: A Compilation Nine Holy Days, p. 19 Release the Sun, pp. 166-187 Stories from The Dawn-Breakers, pp. 57-59

Worksheets and Coloring Pages: The Báb Project Book, pp. 30-31

Activities: Brilliant Star: “Life of the Báb Timeline Cards” Jul/Aug 94 “Martyrdom of the Báb” Jul/Aug 94

Music: Artists for the Arc, “Rifle Sights” Flight, “The Báb” Let It Be This Generation, “Midsummer Noon,” “I Want to Be With Him Today” Special Times, “Song for the Báb” The Bahá'í Songbook, Vol. 1 (UK), “I Want to Be With Him Today”

Drama: Brilliant Star: “A Candle Play for the Martyrdom of the Báb” Jul/Aug 90

Lesson Plans: Bahá’í School Lesson Plans, Grade 8, “Heroic Age of the Faith,” p. 27

Poetry: Another Song, Another Season, “The Conjurer”

List other favorite resources:

Mystical Realities: Inspiring Stories of the Báb’s Revelation

If you find any additional resources, please notify the National Teacher Training Center, or submit your findings to

the Educational Materials web site.




UPHEAVALS ASSOCIATED WITH THE MINISTRY OF THE BÁB

SPIRITUAL QUALITIES RELEVANT TO THIS TOPIC: COURAGE, DETERMINATION; DEVOTION; IDEALISM; LOYALTY

Reflect: Who in this world is able to manifest such transcendent power, such pervading influence? All these stainless hearts and sanctified souls have, with absolute resignation, responded to the summons of His decree. Instead of complaining, they rendered thanks unto God, and amidst the darkness of their anguish they revealed naught but radiant acquiescence to His will… Do thou ponder these momentous happenings in thy heart, so that thou mayest apprehend the greatness of this Revelation, and perceive its stupendous glory. Then shall the spirit of faith, through the grace of the Merciful, be breathed into thy being, and thou shalt be established and abide upon the seat of certitude.

Bahá’u’lláh, The Kitáb-i-Íqán, pp. 235-6

If the younger Bahá’í generation, in whom Shoghi Effendi has great hopes, takes the pains of studying the Cause deeply and thoroughly, read its history, find its underlying principles and become both well-informed and energetic, they surely can achieve a great deal.

From a letter written on behalf of Shoghi Effendi Dawn of a New Day, p. 3


TOPIC: UPHEAVALS ASSOCIATED WITH THE MINISTRY OF THE BÁB




• To know about the sacrifices and martyrdoms of the followers of the Báb • To know the accounts of the Fort of Shaykh Tabarsí and the martyrdoms suffered by the

followers of the Báb


• Tell the stories of some of the martyrs and the events that were upheavals during the Ministry of the Báb.

• Choose an event or a personality to research for more detailed information. This can be shared with other members of the group or class.

• Invite storytellers in the community who may be very familiar with these stories to share stories with the class.

WISDOM OBJECTIVES

• To understand that these sacrifices were the result of their love and devotion to the Báb • To understand the power of the Message of the Báb in effecting change in the lives of

His followers • To understand the role of the Muslim clergy in the occurrence of these upheavals


• Share and discuss findings regarding the events and the martyrdoms that occurred during the Ministry of the Báb. Consult about the purposes and the results of these upheavals and sacrifices.

• Prepare a presentation using music, art or drama to reflect understanding of these events.

• Examine the reactions of the outside world to what was happening to the Bábís in the Cradle of the Faith at that time.

• Use analogies of the more precious the goods the higher the price.




SPIRITUAL PERCEPTION OBJECTIVE

• To discern how to use the upheavals as a model to face life’s difficulties with courage and strength


• Work in groups and identify the different ways the early believers protected and defended themselves. Consult about the means at one’s disposal to teach and defend the Faith.

• Collect examples and compare the ways in which the Bábís protected and defended themselves with the manner in which the Bahá’ís are defending themselves today.

• Meditate on one’s role as a spiritual descendant of the Dawn-Breakers and how one can develop the necessary courage and strength to fulfill this role.

• Consult about the challenges in one’s life and how to develop the strength one needs. Put these thoughts into a form of art, poetry, painting or movement.

ELOQUENT SPEECH OBJECTIVES

• To recite the “Remover of Difficulties” prayer when faced with personal problems and obstacles

• To be able to recount the upheavals associated with the Ministry of the Báb • To use the upheavals as a model to face life’s difficulties with courage and steadfastness


• Recount with empathy and sensitivity the stories from The Dawn-Breakers and from other sources.

• Collect oral histories from those Bahá’ís in the community who have faced difficulties or persecution as Bahá’ís.

• Prepare short articles about the recent martyrs of the Faith for submission to school or city newspaper.

• Keep a journal of one’s challenges and actions to cultivate one’s own strength and courage.




Sample Activities

ACTIVITY: THE STORY OF FORT TABARSÍ

SUGGESTED TIME FOR ACTIVITY: 25 MIN. Materials Needed: • copy of Resource Page 39-40 or Children’s Stories from

The Dawn-Breakers • The Central Figures: The Báb, Volume Three (available

2004) 1. Read or tell the story of Fort Tabarsí from one

of the sources listed above. 2. Remind the students that the Báb at this time

was being examined by the court in Tabríz, and then returned to the prison fort of Chiríq.

3. Encourage them to discuss the heroism of the Bábís, their purity, and the proofs of their respect for Islam.

ACTIVITY: BUILD “FORT TABARSÍ” AND RE-ENACT THE STORIES

SUGGESTED TIME FOR ACTIVITY: 45 MIN. OR MORE, AS DESIRED Materials Needed: • The Central Figures: The Báb, Volume Three (available 2004) or Children’s Stories from the Dawn-Breakers,

or Resource Pages 39-40 • large cardboard boxes; encourage students to assist you to locate them and bring them to class • black cloth and pole • Selections from the Writings of the Báb or Bahá'í Prayers

KNOWLEDGE OBJECTIVE: To know the accounts of Fort Tabarsí and the martyrdoms suffered by the followers of the Báb

INSTRUCTIONAL METHODS AND LEARNING TOOLS: Education directed towards recognition of God; Engage the mind and heart; Use of stories

KNOWLEDGE OBJECTIVE: To know about the sacrifices and martyrdoms of the followers of the Báb

WISDOM OBJECTIVE: To understand the power of the message of the Báb effecting change in the lives of his followers; To understand that these sacrifices were the result of their love and devotion to the Báb

ELOQUENT SPEECH OBJECTIVE: To remember to recite the “Remover of Difficulties” prayer when faced with personal problems and obstacles

INSTRUCTIONAL METHODS AND LEARNING TOOLS: Education directed towards recognition of God; Engage the mind and heart; Use of stories; Use of art; Use of drama




1. Work with the class to build a model of Fort Tabarsí large enough for the group to fit inside, using many cardboard boxes. Resource Page 41 may provide some ideas for size and shape.

2. Using materials provided, create a Black Standard from cloth and a pole. Explain that this Black Standard is an emblem of the Promised One of Islam.

3. Sit together inside your fort to read the story, “The Siege” from Children’s Stories from The Dawn-Breakers or another story on this topic from The Central Figures: The Báb, Volume Three, or Resource Pages 39-40.

4. Emulate Mullá Husayn and his companions by saying prayers together for courage. Teach the students the “Remover of Difficulties” prayer if they don’t already know it: Is there any remover of difficulties save God? Say: Praised be God. He is God. All are His servants, and all abide by His bidding.

the Báb

Alternately, encourage them to select and memorize another prayer revealed by the Báb, published in Selections from the Writings of the Báb or Bahá'í Prayers.

5. Burst forth suddenly from the fort shouting “Lord of the Age!” armed with spiritual power and moral courage.

6. Return to the fort for more stories from the books mentioned above or refer to Resource Pages 42-43.

7. If your students enjoyed this method of learning the dramatic history of their Faith, dramatize additional episodes from this period, including the story of Zaynab, a young heroine.

8. Discuss: What are some real life situations that require us to show courage? What are some of the practical ways that we could show courage in these situations? What other spiritual qualities would also help?

9. Invite students to share their reflections about this experience in the class and with another person before the next class.




ACTIVITY: REFLECT ON THE MARTYRDOMS

SUGGESTED TIME FOR ACTIVITY: 45 MIN. Materials Needed: • computer and printer, if available • newsletter publishing software, if available • paper and pens 1. Refer to Fort Tabarsí and other episodes in

Bábí history. Provide time for prayers and reverent reflection after telling of the deaths of Mullá Husayn, Quddús, and the other martyrs.

2. Read the following words of Bahá’u’lláh as a tribute to their heroism: Reflect: Who in this world is able to manifest such transcendent power, such pervading influence? All these stainless hearts and sanctified souls have, with absolute resignation, responded to the summons of His decree. Instead of complaining, they rendered thanks unto God, and amidst the darkness of their anguish they revealed naught but radiant acquiescence to His will…. Do thou ponder these momentous happenings in thy heart, so that thou mayest apprehend the greatness of this Revelation, and perceive its stupendous glory. Then shall the spirit of faith, through the grace of the Merciful, be breathed into thy being, and thou shalt be established and abide upon the seat of certitude.

Bahá’u’lláh, The Kitáb-i-Íqán, p. 235-6

Discuss: Why did these believers offer up their lives for the Báb’s Message? Why do you think Bahá’u’lláh says they prove the truth of the Báb’s Revelation? Together describe the great love that these heroes and heroines had for the Báb, their faith and trust in God, their courage and perseverance.

3. Encourage the students to share stories of any suffering, including mental tests, which they have endured to promote the Truth. Discuss: how do these difficulties strengthen us?

4. Invite teams of students to interview other people in the community—adults, youth and children—to learn what sacrifices they’ve made or what suffering they’ve endured for the Truth. Prepare interview questions as a whole group. Decide: Who will you interview? How will you invite them to be interviewed? How will you show courtesy and respect to the people interviewed? How will you thank them for the interview?

5. Consider publishing the completed interviews in the community newsletter or as a separate publication, with a title such as, “Spiritual Descendants of the Dawn-Breakers.”

SPIRITUAL PERCEPTION OBJECTIVE: To discern how to use the upheavals as a model to face life's difficulties with courage and strength

ELOQUENT SPEECH OBJECTIVE: To face life’s difficulties with courage and steadfastness

INSTRUCTIONAL METHODS AND LEARNING TOOLS: Education directed towards recognition of God; Use of reflection; Use of consultation; Use of questioning and peer teaching




ACTIVITY: THE STRANGLEHOLD

SUGGESTED TIME FOR ACTIVITY: 45 MIN. Materials Needed: • colored sands—available at crafts supply stores. To make your own colored sand, place ordinary play sand in a

container with a tight-fitting lid, like Tupperware, with a few drops of food coloring, and shake vigorously. Or place sand in a plastic zipper bag with a few drops of food coloring and carefully knead until color is evenly mixed. Alternately, you may use table salt instead of sand.

• pretty glass jars • beautifully printed quotation tags • colored ribbons 1. Discuss: Who led the attacks on the Bábís?

Explain that in Persia at that time (and to some extent still today) the religious leaders were also the political leaders. They had much power, and many were corrupt, selfish and greedy.

2. Take up a handful of fine, dry sand. Compare your hand to the corrupt Islamic leaders, the sand to the people. Explain that the Báb had come to announce the end of the day of the religion of Muhammad, and the beginning of a new day, and a new religion from God. He said that the Islamic leaders should no longer control the people. (Open the fingers of your hand to let the sand fall through.)

3. Explain that many pure-hearted leaders of Islam accepted the Báb’s Message and obeyed Him, but that many others didn’t. Invite students to list the names of Islamic leaders who accepted the Báb. Encourage them to acknowledge Mullá Husayn, Vahíd, and others listed by Bahá’u’lláh in the Kitáb-i-Íqán.

4. Other religious leaders didn’t want to give up any of their power and importance and hated

the Message of the Báb. (Take up another handful of sand, but close your fist around it.) These leaders had a tight grasp over the hearts, minds and lives of the people. (Try to clench on to the sand even tighter—this results in much of it escaping.)

5. Explain that one of God’s purposes in sending the Báb was to free the hearts of the followers of Muhammad from the tight grasp of jealous, prejudiced, power-seeking religious leaders. (Release the remaining sand from your hand.)

Activity continues on next page ►

WISDOM OBJECTIVE: To understand the role of the Muslim clergy in the occurrence of these upheavals

INSTRUCTIONAL METHODS AND LEARNING TOOLS: Engage the mind and heart; Education directed towards recognition of God; Use of consultation; Use of reflection; Use of meditation; Use of the arts




6. Explain that God wants the hearts of all people

from all the worlds’ religions, nations and races to come together in unity and harmony, within the protection of God’s new Revelation. (As you speak, spoon different-colored sands into a glass jar. Create patterns by gently moving a stick through the layers.) Provide each student with materials to create a sand-art jar, representing the union of all the world’s religions and peoples into the new Revelation.

7. Invite the students to tie a quotation from the Báb around the mouths of the jars:

You are the witnesses of the Dawn of the promised Day of God.

The Dawn-Breakers, p. 93

8. Encourage them to place this reminder of the power of their own words and deeds where they will see it on a daily basis. Encourage them to draw on the prayers they have learned and the courage of these early heroines and heroes of the Faith to promote the cause of Truth in their own words and deeds in daily life. Discuss: What are some times and places that it requires courage to stand up for truth? What are some specific actions that we can take at school or at home to promote the truth? What are examples of words that we can use to promote the truth? What are some of the ways that our words and actions can tell the truth about God’s Message of unity and justice for all people?

9. Invite the students to plan one specific occasion to promote the Truth through their actions this week. Remember to invite them to share the results of their actions at the next class.




Resource Pages

MMoouunntt YYoouurr SStteeeeddss,, OO HHeerrooeess ooff GGoodd!!

"Thou knowest that we cherish no other desire than to guide them to the way of Truth," Mullá Husayn told his companions as they traveled toward the shrine of Shaykh Tabarsí. They only wanted to share the good news of the Revelation of the Báb. They wanted to tell the people in the towns and villages that a new day had dawned and that there was hope for peace and happiness in the world.

But some people didn’t want to hear about new beliefs. Especially people who had power such as Sa’ídu’l-‘Ulamá, the leader of the town of Barfarush. He wanted to kill all of the Bábís and make them stop spreading the message of the new Faith.

Sa’ídu’l-‘Ulamá told the townspeople that the Bábís were horrible enemies who wanted to destroy their religion and take all of their possessions and property. He convinced them to fight.

The angry mob attacked Mullá Husayn and his companions outside of Barfurush. At first the Bábís refused to fight because they didn't believe in killing people just because they don't have the same beliefs. Finally, they had to defend themselves when those around them began dying. “Mount your steeds, O heroes of God!” Mullá Husayn shouted.

Mullá Husayn unsheathed his sword and spurred his charger into the midst of the enemy. He bore down on the murderer of his devoted friend, the siyyid from Yazd. The man ran from him in fear and hid behind a tree, raising his musket to shield himself. Mullá Husayn rushed at him, and with one stroke of his sword cut across the trunk of the tree, the barrel of the gun and the man.

The townspeople were so astounded by his skill and strength against all odds that they fled in panic.

“Leave behind all your belongings,” Mullá Husayn told his companions afterward as they continued their march to the shrine, “and content yourselves only with your steeds and swords.” He wanted them to enter the shrine completely detached from things of the world. He told them that if they weren't prepared to die for their Faith, that they should turn around and go home.




The Bábís wanted to show everyone that their Faith was true. They praised God, even when bullets and arrows rained down upon them. One time they were at an inn saying prayers at sunset. Each person who went up to the roof to sound the call to prayer was shot. Three youth in all were killed as they tried to pray.

Mullá Husayn and his friends charged through the gates of the inn on horseback. Outside the gates hundreds of people were massed, ready to attack. But the Bábís were so courageous, so determined, and so skillful in their fight, that the battle was over almost instantly.

When they finally reached the shrine of Shaykh Tabarsí, they worked on building a fort to defend themselves in the battles they knew would come. Bahá’u’lláh visited them while they were in the fort. He inspected all of the work that had been accomplished. “The one thing this fort and company require,” He said, “is the presence of Quddús. His association with this company would render it complete and perfect.”

During the next eleven months, Quddús, Mullá Husayn and 311 others stayed at the fort and fought the army of the Sháh. They survived with very little food or water. They even ate the soles of their shoes. But they were filled with love for God. Every morning and every afternoon they prayed and chanted the writings of the Báb. They didn't pray that they would be saved from dying. They prayed that God would forgive their enemies and show them the way to the Truth.

It took a lot of courage to stay at the fort and stand up to the enemy. They were just a small number against the huge army of the Sháh and the hatred of so many others. They left behind their families and their possessions and gave their lives to God. By dying martyrs' deaths, they were really victorious. All those who saw or heard of their bravery, even their enemies, knew that this was the power of God.

adapted by Cindy Savage from Children’s Stories from the Dawn breakers and The Dawn breakers. Illustrated by Robin Allen. Brilliant Star March/April 1994




Reprinted from The Dawn-Breakers, p. 348




Additional Stories of Upheavals Associated with the Ministry of the Báb

The Nayríz Upheaval • Build another fort of cardboard boxes—this one is named Khajh, near the town of Nayríz. • Read “The Story of Vahíd” in Children’s Stories from The Dawn-Breakers or The Central Figures: The

Báb, Volume Three (available 2004). • Act out the heroism of the band of 72 followers who were with Vahíd: Chant together 7 times,

“Alláh’u’Akbar”—“God is Great.” After the 7th chant, rush out of the fort, to chase away the enemy!

• Invite your girl students to act out the parts of the women of Nayríz, who rushed to the roofs of their houses to watch the heroism. Their exulting cheers utterly demoralized the soldiers and paralyzed their efforts. See The Dawn-Breakers, p. 487.

The Zanján Upheaval • This time, your fort will be that of ‘Alí-Mardan Khán, by the town of Zanján. • Read the story, “Hujjat” in Children’s Stories from The Dawn-Breakers or The Central Figures: The Báb,

Volume Three (available 2004).. • Burst forth from your fort shouting, “Yá Sáhibu’z-Zamán!”—“O Lord of the Age!” • Use the following re-telling of the story of Zaynab to enact the story of this pure heroine of our

Faith.

The Story Of Zaynab In the town of Zanján, Persia, some of the religious leaders were wanting to hurt Hujjat, a wise and highly honored teacher of the Báb’s new religion. For safety, Hujjat and three thousand other believers moved into a fort just outside the town.

Over and over, the enemies of the Faith attacked the Bábís. Many times, Hujjat would send out a group of the believers, to drive away their attackers. The Bábís would rush out of the fort yelling, “Yá Sáhibu’z-Zamán!”—“O Lord of the Age!” This would frighten the soldiers away.

After awhile, the believers’ food was running low. Life was very difficult for the Bábís in the fort. At this time, a beautiful and courageous young woman, from a tiny village nearby, joined them. Her name was Zaynab; she also loved the Báb with all her heart.

It made Zaynab very sad to sit by and watch the hardships and dangers that the Bábí men went through. She wanted to join in their fight. So, one day, Zaynab cut off her hair, and put on a man’s tunic and head covering. She strapped a sword on her waist and




grabbed a musket rifle and a shield. She joined the ranks without anyone noticing that she was really a girl!

When the enemy charged again, Zaynab bared her sword, cried out, “Yá Sáhibu’z-Zamán!” and went after the enemy with greater courage and force than anyone had ever seen. Their enemies fled from Zaynab’s attack.

Hujjat, meanwhile, was watching from one of the fort’s turrets. Suddenly he recognized Zaynab! Hujjat marveled at her vitality and courage.

When they returned to the fort, Hujjat called Zaynab aside and asked her why she had disguised herself as a boy. She broke into tears and told him, “My heart ached with pity and sorrow at the sufferings of my fellow-disciples. I could not resist the urge to join them. “No one else,” she pleaded with him, “has discovered that I am a girl - only you have recognized me. I beg you to allow me to have the one desire of my life - to be a martyr for the Báb.”

Hujjat was deeply impressed. He calmed Zaynab, promised to pray for her, and gave her the name Rustam-’Alí as a sign of her courage. “Not by their outward appearance,” he told her, “but by the character of their beliefs and the manner of their lives, does God judge His creatures, be they men or women. Though a maiden of tender years and immature experience, you have displayed such vitality and resource as few men could hope to surpass.”

For five months, Zaynab continued to push back the enemy with great heroism. She didn’t care whether or not she ate or slept. When she did find time to sleep, her head was resting on her sword, with her shield covering her body. Her example gave the other believers added courage. Eventually, her enemies discovered the secret that she was a girl; even then they trembled at the sight of her, and the sound of her shrill voice filled their hearts with fear.

One day, seeing that her companions were being surrounded by the enemy, Zaynab once again went to Hujjat and begged him to let her go to their aid. “My life, I feel, is nearing its end,” she told him. She then rushed out the gate, raised the cry of Lord of the Age seven times, and flung herself upon the enemy. As she drove them back from their barricades, Zaynab suddenly dropped dead upon the ground, beneath a shower of bullets.

Long before, Zaynab had ceased being a mere peasant girl. She was a living proof of the spirit which only a Faith such as hers could demonstrate. Upon her death, at least 20 women who had known her became followers of the Báb themselves. Even in death, Zaynab was a true heroine of the Faith.

Adapted from The Dawn-Breakers, pp. 544-52




LIST OF ADDITIONAL RESOURCES

Stories & Articles:

Brilliant Star: “The Story of Zaynab” May/Jun 85 “Mount Your Steeds, O Heroes of God!” Mar/Apr 94

“Look for the Báb” Jul/Aug 94 “The Life of the Báb” Jul/Aug 94 “Mount Your Steeds, O Heroes of God!” Sp Ed 99 A Traveler’s Narrative, pp. 22-25 The Báb, pp. 58-68, 171-188, 193-201, 204-216 Bahá’í Teaching Guide for Children, Intermediate, p.

151 The Dawn-Breakers (Nabíl’s Narrative), pp. 324-495,

527-650 Fire and Blood The Green Years, pp. 71-99

God Passes By, pp. 35-48, 61-85 Hour of the Dawn, Ch. 31-33 Mullá Husayn (by Lowell Johnson), p. 23 Mullá Husayn: Disciple at Dawn, pp. 201-285 Quddús, pp. 18-37 Release the Sun, pp. 82-102, 121-141 Children’s Stories from The Dawn-Breakers

Worksheets and Coloring Pages:

The Báb Project Book, pp. 28-29

Activities: Brilliant Star: “Make a Model of Fort Tabarsí” Mar/Apr 94 “Life of the Báb Timeline Cards” Jul/Aug 94

“Fort Tabarsi Dance” Sp Ed 99

Music: The Bahá'í Songbook, Vol. 1 (UK), “Mount Your Steeds” Fire and Steel, “Father I Won’t Be Home Tonight,” “In the Graveyards of Iran,” “Nine Lighted Candles” Flight, “The Báb” For the Martyrs, “For the Martyrs” Happy Ayyám-i-Há, “The Báb” Sing, O Carmel, “The Seven Martyrs of Tehran” Special Times, “Song for the Báb” Unity in Diversity, “Ft. Tabarsí”

Lesson Plans: Bahá’í School Lesson Plans, Grade 8, “Heroic Age of the Faith,” p. 15-26 Grade 1, “Bahá’í Heroes,” p. 11

Poetry:

Another Song, Another Season, “A Crimson Rain,” “Command Performance,” “A Mouse Among Hawks,” “Case Study,” “A Dream of Fire”


Mystical Realities: Inspiring Stories of the Báb’s Revelation If you find any additional resources, please notify the National Teacher Training Center, or submit your findings

to the Educational Materials web site.




THE SHRINE OF THE BÁB

God sent His Prophets into the world to teach and enlighten man, to explain to him the mystery of the Power of the Holy Spirit, to enable him to reflect the light, and so in his turn, to be the source of guidance to others.

‘Abdu’l-Bahá, Paris Talks, pp. 61-72

SPIRITUAL QUALITIES RELEVANT TO THIS TOPIC: FAITHFULNESS, GENTLENESS, JOYFULNESS, REVERENCE

The majestic buildings that now stand along the Arc traced for them by Shoghi Effendi on the slope of the Mountain of God, together with the magnificent flight of garden terraces that embrace the Shrine of the Báb, are an outward expression of the immense power animating the Cause we serve. They offer timeless witness to the fact that the followers of Bahá’u’lláh have successfully laid the foundations of a worldwide community transcending all differences that divide the human race, and have brought into existence the principal institutions of a unique and unassailable Administrative Order that shapes this community’s life.

Universal House of Justice, May 24, 2001


TOPIC: THE SHRINE OF THE BÁB




• To know the history of the transference of the remains of the Báb and His companion from the place of martyrdom to their final resting place

• To know the history of the construction of the Shrine of the Báb, and the role of ‘Abdu’l-Bahá in it


• Share stories regarding the transference of the remains of the Báb from Persia to the Holy Land.

• Construct a large map to show the route of the transference of the remains of the Báb.

• Find information about the construction of the Shrine of the Báb during the time of ‘Abdu’l-Bahá and Bahá’u’lláh that is of particular interest or meaning to the learner. Use various art media to illustrate this research.

• Read the Tablet of Visitation that is read in the Shrine of the Báb.

WISDOM OBJECTIVES

• To understand that the Shrine is a holy place and a site for pilgrimage • To understand the significance of Mount Carmel as the site of the Shrine of the Báb, and

the place that marks the fulfillment of the last prophecy related to the Báb


• Study closely the design of the Shrine and identify the symbolism in the design that relates to the Báb’s life, Station, and teachings.

• Ponder on the title ‘Queen of Carmel’ and represent this understanding through music and art.

• Become familiar with the Tablet of Carmel and Shoghi Effendi’s explanation of the significance and importance of the Shrine of the Báb in The World Order of Bahá’u’lláh.

• Write poetry related to the significance of this shrine and the privilege of pilgrimage to it.




SPIRITUAL PERCEPTION OBJECTIVE

• To connect one’s appreciation for the life of the Báb with a desire to go on pilgrimage


• Organize an event in which a person who has undertaken a pilgrimage to the Holy Land shares experiences.

• Consult in groups about the types of questions learners will ask this visitor.

• Imagine undertaking a pilgrimage. Share expectations with others either orally, in writing or through the arts.

ELOQUENT SPEECH OBJECTIVE

• To connect one’s appreciation for the life of the Báb and its significance


• Recite passages from the Tablet of Carmel. • Participate in the organizing of an

exhibition of class art work depicting various aspects of the history and construction of the Shrine of the Báb.

• Form a choir to sing ‘The Queen of Carmel,’ by J. Murday, at a Bahá’í Holy Day celebration related to the Báb.




Sample Activities

ACTIVITY: TRANSFERRING THE BÁB’S BODY TO THE HOLY LAND

SUGGESTED TIME FOR ACTIVITY: 45 MIN. Materials Needed: • map (see Resource Page 54) • copy of The Dawn-Breakers or The Báb, or Resource Page 53 1. Paraphrase for the

students the story of the Báb’s remains being thrown out on the shores of the moat surrounding the town of Tabríz, and being secretly carried away by His followers after His Martyrdom. See The Dawn-Breakers, pp. 517-22, The Báb pp. 189-92 or Resource Page 53.

2. Discuss together why the Báb’s remains had to be kept secret and hidden. Remind students of the horrible persecutions of the Bábís after His Martyrdom.

3. Trace the route of the Báb’s remains being brought from Tabríz to Mount Carmel on a map, Resource Page 54:

• From Tabríz to Tehrán, where they were hidden in about 9 different shrines and private homes over a period of almost 50 years, initially at the directions of Bahá’u’lláh.

• Then they were summoned to ‘Akká by ‘Abdu’l-Bahá in 1899, by way of Isfáhán, Kirmánsháh, Baghdád, Damascus, and Beirut.

• For another 9 years, the Báb’s sacred remains were kept hidden under the bed of Bahíyyih Khánum, before finally being laid to rest in 1909.

KNOWLEDGE OBJECTIVE: To know the history of the transference of the remains of the Báb and his companion from the place of martyrdom to Their final resting place

INSTRUCTIONAL METHODS AND LEARNING TOOLS: Education directed towards recognition of God; Use of stories; Use of manipulatives




ACTIVITY: THE TABLET OF CARMEL

SUGGESTED TIME FOR ACTIVITY: 45 MIN. Materials Needed: • copy of Tablet of Carmel by Nightingale Press or Resource Page 55 • On the Shores of This Great Ocean album, if available 1. Explain that Bahá’u’lláh chose the place where

the Báb was to be buried. Tell the story of Bahá’u’lláh pointing out to ‘Abdu’l-Bahá the spot on the side of Mt. Carmel where five cypress trees grow, and revealing the “Tablet of Carmel” in such ringing tones that the monks in the nearby abbey came out to see what was going on. If available, show the beautifully illustrated Tablet of Carmel in the Nightingale Press edition, 1992.

2. Distribute copies of Resource Page 55, Bahá’u’lláh’s “Tablet of Carmel” (Lawh-i-Karmil).

3. As a group, read this Tablet aloud slowly and carefully, stopping to discuss the meaning of each paragraph.

4. Encourage students to work in pairs to select one passage from this Tablet and memorize it.

5. If available, listen to the song, “Call Out to Zion,” with words from the Tablet of Carmel, from the album, On the Shores of This Great Ocean by Parrish and Toppano.

6. Invite students to close their eyes and visualize God’s Holy Mountain, Mount Carmel. Encourage them to reflect on the fact that when the Báb’s Remains were laid to rest there, it fulfilled the prophecies of Judaism and Christianity of the return of the Prophet Elijah—whose cave is nearby—to Mount Carmel.

source: www.bahaiworldnews.org

WISDOM OBJECTIVE: To understand the significance of Mount Carmel as the site of the Shrine of the Báb and the place that marks the fulfillment of the last prophecy related to the Báb; To understand that the Shrine is a holy place and a site for pilgrimage

INSTRUCTIONAL METHODS AND LEARNING TOOLS: Direct use of the Sacred Writings; Use of stories; Use of music; Use of reflection; Use of memorization




ACTIVITY: THE BURIAL OF THE BÁB’S REMAINS

SUGGESTED TIME FOR ACTIVITY: 30 MIN. Materials Needed: • candle or oil lamp • copy of God Passes By or Resource Page 56

1. Darken the room, light a single

candle or oil lamp, and share the story of ‘Abdu’l-Bahá placing the Báb’s Remains in the Shrine on the evening of Naw-Rúz, 1909, Resource Page 56.

2. Encourage students to reflect on that holy night, imagining that they were there.

3. Invite each student to select a noble deed to carry out in memory of the Báb’s sacrifices. Encourage them to keep this good deed a secret from all save God.

ACTIVITY: VISITING THE SHRINE

SUGGESTED TIME FOR ACTIVITY: 1 HR. Materials Needed: • Bahá'í Newsreel, The Pilgrimage video or slides of the Holy Land • TV and VCR or slide projector, if available Advance Preparation: Select the video or slides to show. Invite one or more guests to visit your class to describe their pilgrimage to the class. Plan how to show hospitality to the guests and how the class will express their appreciation to the visitors. 1. Watch a portion of the Bahá’í Newsreel,

another video, or slides from the Holy Land; or share photographs of the Shrine of the Báb and Mount Carmel as they appear today.

2. Invite members of the community who have made their Pilgrimage to share personal stories of their experiences in the Shrine of the Báb.

3. Encourage questions from the students. Encourage students to thank their guests and show hospitality.

SPIRITUAL PERCEPTION OBJECTIVE: To connect one’s appreciation for the life of the Báb with a desire to go on pilgrimage

INSTRUCTIONAL METHODS AND LEARNING TOOLS: Education directed towards recognition of God; Engage the mind and heart; Use of the arts; Use of reflection

WISDOM OBJECTIVE: To understand the significance of Mount Carmel as the site of the Shrine of the Báb, and the place that marks the fulfillment of the last prophecy related to the Báb

INSTRUCTIONAL METHODS AND LEARNING TOOLS: Use of stories; Use of reflection




ACTIVITY: BUILD A SUGAR-CUBE MODEL OF THE SHRINE OF THE BÁB

SUGGESTED TIME FOR ACTIVITY: 1 HR. Materials Needed: • photograph of the Shrine of the Báb,

Resource Page 57 • several boxes of sugar cubes • gold foil paper or gold spray paint • white cardboard

• glue • 6" diameter paper bowl • sharp scissors

Advance Preparation: Use the article, “Shoghi Effendi Builds the Shrine of the Báb,” Brilliant Star Nov/Dec 95, as reference during the project, if desired. 1. Referring to the photograph, Resource Page 57,

invite students to work as a group to build the ground floor of their model by building four walls, each 20 sugar cubes long and 2 cubes high (use white glue to connect cubes). In the center of this floor level, build a vault: 4 cubes x 6 cubes x 1 cube high.

2. Invite students to cut a square of white cardboard to fit neatly on top of the floor level. Explain that this would represent the Shrine as it appeared in 1909 when the Báb’s Remains were placed within a casket in the vault. Not until 1953 was it completed, with the dome as we know today.

3. Encourage them to build a 9 sided second story (each side 4 cubes long x 2 cubes high) on top of the cardboard roof of the ground level.

4. Encourage students to cut a 12" x 4" strip of white cardboard. Color long windows onto it then roll into a 6" diameter cylinder, taping to stay. Place the cylinder atop the 9-sided second story.

5. Encourage them to cover a 6" diameter paper bowl with gold foil, or spray paint it gold. Invert the bowl on top of the cylinder.

6. As a class, celebrate the completion of your

model Shrine by holding hands in a circle around it and singing, “Queen of Carmel.” See Resource Page 58 for lyrics. Recorded versions of this song are available on a variety of CDs and tapes. See list of additional resources on p. 60.

KNOWLEDGE OBJECTIVE: To know the history of the construction of the Shrine of the Báb, and the role of ‘Abdu’l-Bahá in it

INSTRUCTIONAL METHODS AND LEARNING TOOLS: Education directed towards recognition of God; Use of the arts; Use of music




ACTIVITY: CREATE AN EDUCATIONAL DISPLAY AROUND THE MODEL

SUGGESTED TIME FOR ACTIVITY: 45 MIN. Materials Needed: • Shrine of the Báb model from previous activity • copies of The Báb, God Passes By, Shoghi Effendi, or ‘Abdu’l-Bahá for research projects 1. Encourage students to work in groups to

research different aspects of the story of the Shrine: Bringing the Báb’s Remains to the Holy Land; Bahá’u’lláh Selecting the Site; Tablet of Carmel; ‘Abdu’l-Bahá Begins Building the Shrine; Shoghi Effendi Completes the Shrine; Construction and Dedication of the Arc and Terraces. Research these topics and produce written reports with illustrations.

2. Mount the reports on display boards set up surrounding the model of the Shrine. Consider sharing this information with other classes at your Bahá’í school or at a community event.

3. Display the final product at a Bahá’í Center, at your Bahá’í school, public library, or bring it to a Holy Day observance.

ELOQUENT SPEECH OBJECTIVE: To connect one’s appreciation for the life of the Báb and the Shrine’s significance

INSTRUCTIONAL METHODS AND LEARNING TOOLS: Direct use of the Sacred Writings; Engage the mind and heart; Use of research; Use of the arts




Resource Pages Transferring the Báb’s Body to the Holy Land

On the evening of the day of His martyrdom, the mangled bodies of the Báb and His companion were removed from the courtyard of the public square. They were thrown at the edge of a moat outside the gate of the city. Four companies of ten sentinels each were posted to keep watch in turn over the remains so that none of His followers might claim them.

On the morning following the martyrdom, an official from one of the foreign consulates, accompanied by an artist, went to the moat and ordered that a sketch be made of the remains. Nabíl, in his history, gives the words of an eye-witness, “It was such a faithful portrait of the Báb! ...No bullet had struck His forehead, His cheeks, or His lips. I gazed upon a smile which seemed to be still lingering upon his countenance.”

On the afternoon of the second day, Sulaymán Khán, a follower of the Báb, arrived from Tihrán. He resolved to rescue the bodies of the Báb and His companion in spite of the sentinels, and no matter what the risk to his own life. In the middle of that same night, with the help of a friend, he succeeded in bearing away the bodies. The two friends watched the sentinels carefully. The hearts of the guards were not in the task of standing watch through a long night; so while they slept, Sulaymán Khán and his friend carried the sacred remains from the edge of the moat to a silk factory owned by one of the believers. The bodies were placed the next day in a specially constructed wooden case and were hidden in a place of safety. The sentinels awakened, and finding their trust had been spirited away, sought to justify themselves by pretending that while they slept wild beasts had carried away the bodies. Their superiors also concealed the truth and did not report it to the authorities for fear of losing their own positions.

…Sulaymán Khán reported the rescue of the remains of the Báb to Bahá’u’lláh in Tihrán. Bahá’u’lláh immediately sent a special messenger to Tabríz to arrange for the bodies to be transferred to the capital….But the place remained secret until Bahá’u’lláh's departure from Persia.

Assisted by another believer, Hájí Sháh Muhammad buried the casket beneath the floor of the inner sanctuary of the shrine of Imám-Zadih Zayd, where it lay undetected until Mirza Asadu'llah-i-Isfahani was informed of its exact location through a chart forwarded to him by Bahá’u’lláh. Instructed by Bahá'u'lláh to conceal it elsewhere, he first removed the remains to his own house in Tihrán, after which they were deposited in several other localities such as the house of Husayn-‘Alíy-i-Isfáháni and that of Muhammad-Karim-i-‘Attar, where they remained hidden.

In 1890, forty years after the martyrdom of the Báb, on a day in spring, Bahá’u’lláh was standing under the shade of a cluster of cypress trees on the slopes of Mount Carmel. In front of Him stretched the curve of the Bay of Haifa, beyond which loomed a sinister sight, the grim citadel of ‘Akká -- His first abode when He was brought, a Prisoner and an Exile, to the Holy Land. In those darkest days He had told His people not to grieve, the prison gates would open and He would raise His tent on the fair mountain across the bay. He it was Whose advent the Báb had come to herald. For Him—Him Whom God shall make manifest—the young Martyr-Prophet had suffered tribulations, had sacrificed His life. In His Dispensation, the Dispensation of His Forerunner had found its fulfilment, regained its splendour. And now as Bahá’u’lláh—the Lord of Hosts—looked at the expanse of rock below those cypress trees He told His Son, ‘Abdu’l-Bahá, that a mausoleum should be raised on that mountain to receive the remains of the Báb.

A decade went by before ‘Abdu’l-Bahá could carry out that command. Following His instructions, Mírzá Asadu’lláh, together with a number of other believers, transported the remains of the Blessed Báb by way of Isfahan, Kirmánsháh, Baghdad and Damascus, to Beirut and then by sea to ‘Akká, arriving at their destination on January 31, 1899.

adapted from William Sears’ Release the Sun, pp. 178-9 and H.M. Balyuzi’s The Báb - The Herald of the Day of Days, pp. 190-1




Tablet of Carmel Lawh-i-Karmil

All glory be to this Day, the Day in which the fragrances of mercy have been wafted over all created things, a

Day so blest that past ages and centuries can never hope to rival it, a Day in which the countenance of the Ancient of Days hath turned towards His holy seat. Thereupon the voices of all created things, and beyond them those of the Concourse on High, were heard calling aloud: “Haste thee, O Carmel, for lo, the light of the countenance of God, the Ruler of the Kingdom of Names and Fashioner of the heavens, hath been lifted upon thee.”

Seized with transports of joy, and raising high her voice, she thus exclaimed: “May my life be a sacrifice to Thee, inasmuch as Thou hast fixed Thy gaze upon me, hast bestowed upon me Thy bounty, and hast directed towards me Thy steps. Separation from Thee, O Thou Source of everlasting life, hath well nigh consumed me, and my remoteness from Thy presence hath burned away my soul. All praise be to Thee for having enabled me to hearken to Thy call, for having honoured me with Thy footsteps, and for having quickened my soul through the vitalizing fragrance of Thy Day and the shrilling voice of Thy Pen, a voice Thou didst ordain as Thy trumpet-call amidst Thy people. And when the hour at which Thy resistless Faith was to be made manifest did strike, Thou didst breathe a breath of Thy spirit into Thy Pen, and lo, the entire creation shook to its very foundations, unveiling to mankind such mysteries as lay hidden within the treasuries of Him Who is the Possessor of all created things.”

No sooner had her voice reached that most exalted Spot than We made reply: “Render thanks unto Thy Lord, O Carmel. The fire of thy separation from Me was fast consuming thee, when the ocean of My presence surged before thy face, cheering thine eyes and those of all creation, and filling with delight all things visible and invisible. Rejoice, for God hath in this Day established upon thee His throne, hath made thee the dawning-place of His signs and the dayspring of the evidences of His Revelation. Well is it with him that circleth around thee, that proclaimeth the revelation of thy glory, and recounteth that which the bounty of the Lord thy God hath showered upon thee. Seize thou the Chalice of Immortality in the name of thy Lord, the All-Glorious, and give thanks unto Him, inasmuch as He, in token of His mercy unto thee, hath turned thy sorrow into gladness, and transmuted thy grief into blissful joy. He, verily, loveth the spot which hath been made the seat of His throne, which His footsteps have trodden, which hath been honoured by His presence, from which He raised His call, and upon which He shed His tears. “Call out to Zion, O Carmel, and announce the joyful tidings: He that was hidden from mortal eyes is come! His all-conquering sovereignty is manifest; His all-encompassing splendour is revealed. Beware lest thou hesitate or halt. Hasten forth and circurnambulate the City of God that hath descended from heaven, the celestial Kaaba round which have circled in adoration the favoured of God, the pure in heart, and the company of the most exalted angels. Oh, how I long to announce unto every spot on the surface of the earth, and to carry to each one of its cities, the glad-tidings of this Revelation - a Revelation to which the heart of Sinai hath been attracted, and in whose name the Burning Bush is calling: ‘Unto God, the Lord of Lords, belong the kingdoms of earth and heaven.’ Verily this is the Day in which both land and sea rejoice at this announcement, the Day for which have been laid up those things which God, through a bounty beyond the ken of mortal mind or heart, hath destined for revelation. Ere-long will God sail His Ark upon thee, and will manifest the people of Bahá who have been mentioned in the Book of Names.” Sanctified be the Lord of all mankind, at the mention of Whose name all the atoms of the earth have been made to vibrate, and the Tongue of Grandeur hath been moved to disclose that which had been wrapt in His knowledge and lay concealed within the treasury of His might. He, verily, through the potency of His name, the Mighty, the All-Powerful, the Most High, is the ruler of all that is in the heavens and all that is on earth.

Bahá'u'lláh, Tablets of Bahá'u'lláh, p. 3-5




‘ABDU’L-BAHÁ PLACES THE BÁB’S REMAINS IN THE SHRINE

No need to dwell on the manifold problems and preoccupations which for almost a decade, continued to beset ‘Abdul-Bahá until the victorious hour when He was able to bring to a final consummation the historic task entrusted to Him by His Father. The risks and perils with which Bahá’u’lláh and later His Son had been confronted in their efforts to insure, during half a century, the protection of those remains were but a prelude to the grave dangers which, at a later period, the Center of the Covenant Himself had to face in the course of the construction of the edifice designed to receive them, and indeed until the hour of His final release from His incarceration.

The long-drawn out negotiations with the shrewd and calculating owner of the building-site of the holy Edifice, who, under the influence of the Covenant- breakers, refused for a long time to sell; the exorbitant price at first demanded for the opening of a road leading to that site and indispensable to the work of construction; the interminable objections raised by officials, high and low, whose easily aroused suspicions had to be allayed by repeated explanations and assurances given by ‘Abdu’l-Bahá Himself; the dangerous situation created by the monstrous accusations brought by Mírzá Muhammad-‘Alí and his associates regarding the character and purpose of that building; the delays and complications caused by ‘Abdu’l-Bahá's prolonged and enforced absence from Haifa, and His consequent inability to supervise in person the vast undertaking He had initiated-all these were among the principal obstacles which He, at so critical a period in His ministry, had to face and surmount ere He could execute in its entirety the Plan, the outline of which Bahá’u’lláh had communicated to Him on the occasion of one of His visits to Mt. Carmel.

“Every stone of that building, every stone of the road leading to it,” He, many a time was heard to remark, “I have with infinite tears at tremendous cost, raised and placed in position.” “One might,” He, according to an eye-witness, once observed, “I was so hemmed in by My anxieties that I had no other recourse than to recite and repeat over and over again a Prayer of the Báb which I had in my possession, the recital of which greatly calmed Me. The next morning the owner of the plot himself came to Me, apologized and begged Me to purchase his property.”

Finally, in the very year His royal adversary lost his throne, and at the time of the opening of the first American Bahá’í Convention, convened in Chicago for the purpose of creating a permanent national organization for the construction of the Mashriqu’l-Adhkár, ‘Abdu’l-Bahá brought His undertaking to a successful conclusion, in spite of the incessant machinations of enemies both within and without. On the 28th of the month of Safar 1327 A.H., the day of the first Naw-Rúz (1909), which He celebrated after His release from His confinement, ‘Abdu’l-Bahá had the marble sarcophagus transported with great labor to the vault prepared for it, and in the evening, by light of a single lamp, He laid within it, with His own hands—in the presence of believers from the East and from the West and in circumstances at once solemn and moving—the wooden casket containing the sacred remains of the Báb and His companion. When all was finished, and the earthly remains of the Martyr-Prophet of Shíráz were, at long last, safely deposited for their everlasting rest in the bosom of God’s holy mountain. ‘Abdu’l-Bahá, who had cast aside His turban, removed His shoes and thrown off His cloak, bent low over the still open sarcophagus, His silver hair waving about His head and His face transfigured and luminous, rested His forehead on the border of the wooden casket, and, sobbing aloud wept with such a weeping that all those who were present wept with Him. That night He could not sleep, so overwhelmed was He with emotion.

“The most joyful tidings is this,” He wrote later in a Tablet announcing to His followers the news of this glorious victory, the holy, the luminous body of the Báb … after having for sixty years been transferred from place to place, by reason of the ascendancy the enemy, and from fear of the malevolent, and having known neither rest nor tranquility has, through the mercy of the Abhá Beauty, ceremoniously deposited, on the day of Naw-Rúz, within the sacred casket, in the exalted Shrine on Mt. Carmel… By a strange coincidence, on that same day of Naw-Rúz, a cablegram was received from Chicago, announcing that the believers in each of the American centers had elected a delegate and sent to that city ... and definitely decided on the site and construction of the Mashriqu’l-Adhkár.”

Shoghi Effendi, God Passes By, pp. 275-276




SHRINE OF THE BÁB





QUEEN OF CARMEL lyrics, with chords Words and Music by Jeanne Rebstock Murday

G C G Em Stand ing on t he moun ta i n C D G L ook ing ac r os s t h e b a y

G C G Em T he Q ue en o f Carme l r e ig ns

C D G She re ig ns m a jes t i c a l l y .

Chorus C D G Em Cry ou t O Z ion ! C D G G7 Cry ou t t o yo u r L o rd ! C D G Em Cry ou t O Z ion ! C D C D Ci rc le r ou nd , i n ado ra t io n , C D G Ci rc le r ou nd yo ur Lo rd . G C G Em Unt o God , t he Lo r d o f Lo r ds

C D G Be lo ng K ing d oms o f ea r th an d h ea ve n G C G Em L an d a nd se a re j o i c e t h i s da y ,

C D G T he da y o f r e ve la t io n Chorus G C G Em Ro be d i n wh i t e an d c r o wne d in g o ld ,

C D G She s tands f o r un i t y . G C G Em Go d w i l l s a i l H is A rk on T h ee ,

C D G As me n t io ne d i n t he Book o f Name s . Chorus




SHRINE OF THE BÁB, CIRCA 1910

MOUNT CARMEL, CIRCA 1910

MOUNT CARMEL, 2003





LIST OF ADDITIONAL RESOURCES Stories & Articles:

Brilliant Star: “The Birth of the Báb” Sep/Oct 91 “God’s Great Plan” and “Building the Arc” Jan/Feb 93

“The Primal Point” Jul/Aug 94 “Shoghi Effendi Builds the Shrine of the Báb” Nov/Dec 95

“Building the Arc” Jan/Feb 98 “The Story of A Mountain,” “Fariburz Sahba,” “Building Mt. Carmel,” “The Master’s Electrician,” “A Very

Special Honor” Mar/Apr 00 “Shoghi Effendi and Queen of Carmel” Nov/Dec 00 “Paradise on Mount Carmel” May/Jun 01 “The Báb Prepared the Way” Jan/Feb 02

The Báb, pp. 159-160, 189-192 The Dawn-Breakers (Nabíl’s Narrative), pp. 517-522 God Passes By, pp. 263, 267, 273, 275, 277, 346 The Green Years, pp. 106-107

Activities: Brilliant Star: “Timeline Cards” Jul/Aug 94 “Travel the Globe On the Net” Sep/Oct 97

Music: The Bahá’í Songbook, “Queen of Carmel” C’mon Rise Up, “The Only Cure” City of Love, “Isaiah 2” Laughter of Angels, “O Carmel” Lift Up Your Voices and Sing, “Queen of Carmel” On the Shores of this Great Ocean, “Call Out to Zion” Sing O Carmel, “Sing O Carmel” Voices of Bahá in Concert, “Call Out To Zion,” “Render Thanks Unto Thy Lord,” “He Verily Loveth the Spot” We Have Come to Sing Praises, “Queen of Carmel”

Poetry: Brilliant Star: “Carmel” Jan/Feb 93 Another Song, Another Season, “Who Had No Candle” The Witness of Pebbles, “The Visitors,” “The Trouble With Mountains,” “The Forgiving Kind”

Videos: Opening of the Terraces The Pilgrimage Seat of God’s Throne Vineyard of the Lord – Part 1


The Priceless Pearl, pp. 267-296 The Guardian of the Bahá'í Faith, pp. 99-120 Shoghi Effendi, pp. 61-118

If you find any additional resources, please notify the National Teacher Training Center, or submit your findings to the Educational Materials web site.

Documents

TO BECOME ACQUAINTED WITH THE AJOR VENTS IN THE LIFE …core-curriculum.bahai.us/downloads/lpgs/LPG Bab3 G2.pdf · Central Figures—The Bab—Level Three 17 TO BECOME ACQUAINTED