Teacher's Notes:
Each of the four articles in this group presents one or more
folktales from a different culture. The activity encourages students to
extrapolate details from these motley tales, and to explore the cultural values
embodied by each.
In some cases, students may wish to consult the Internet or print sources to
formulate their responses.
Learning Outcomes:
Students will be able to
· Extrapolate and paraphrase information from the text.
· Draw details from a particular story to support an opinion.
· Infer personal qualities based on the actions of characters in the story.
· Derive moral lessons found in the folktales based on their content.
· Discern the characteristics of folktales, especially the blending of history
and legend.
· Discern cultural values reflected in the stories.
· Relate the qualities found in these folktales to those of other classic tales.
I. "Summon the Wind: The Origin of Asian Temple Chimes," by Belva Green
Vocabulary:
venerated
fronds
jade
kowtowing
prostrated
abject
resounded
eaves
Reading and Critical Thinking Questions:
1. In this tale, the actions taken by the old Chinese king clearly lead to the
salvation of his people in the form of life-giving rain. Discuss the king's
actions culminating in the discovery of the sought-after "sign" promised to him
in a dream.
2. What personal qualities do the king's actions reflect? Does this story
attempt to teach these qualities?
3. Make a list of the different types of furins found in Japan today. Find
pictures to illustrate these.
4. Discuss the ancient Japanese beliefs/ values reflected by these enduring
chimes.
II. "Abd al-Qadir's Fables," by Jan Knappert
Vocabulary:
venerated
asceticism
discourse
sully
vehemently
Reading and Critical Thinking Questions:
1. The author states that in the tales about the most venerated Islamic saint
Abd al-Qadir, "it is often difficult to assess where history ends and legend
begins..."
Ø First, explain what he means by this.
Ø Secondly, apply this idea to stories about a.) Christian saints, like Saint
Patrick, or Saint Francis of Assisi. B.) American folklore figures like Johnny
Appleseed (John Chapman), or Calamity Jane (Martha Cannery).
2. Explain what the author means when he states that some of the tales presented
here are of "pre-Islamic origin." (How can this be true if the stories are about
an Islamic saint?)
3. What heroic traits/ talents does Abd al-Qadir embody in the various stories
about him?
III. "Three Clever Fish: A Swahili Fable," by Jan Knappert
Vocabulary:
equanimity
vizier
stratagem
unperturbed
rejuvenate
alluring
satiated
Reading and Critical Thinking Questions:
1. Answer the question posed to the reader at the conclusion of the folktale
about the three big fish. Defend your answer with specific details from the
story.
2. In "The Crafty Jackal," explain the irony of the jackal's remark that "only
intelligent animals have a heart."
3. "The Crafty Jackal" is a frame story, or a tale within a tale. Explain how
the story about the jackal relates to that about the monkey and the shark.
4. In "Deceived by Sweet Words," one of the story's morals is conveyed in the
last sentence: " ...(E)verybody can be deceived by sweet-sounding words." What
other lessons does the story clearly set out to teach? Support your answers with
details from the story.
IV. "The Fiddler's Duel," by Josepha Sherman
Vocabulary:
Sabbath
taboo
invokes
variant
cloven hoof
Reading and Critical Thinking Questions:
1. Extrapolate descriptions/ dialogue from the story that portray the devil as
clever, cool, and alluring. What other classic or modern tales feature the devil
this way? Can you offer an explanation for this age-old portrayal?
2. In what ways could this story be characterized as a cautionary tale? What
behaviors does it promote, and which does it seek to condemn? |
