Westley, J., & Melton, H. (1994). Folktales and
Legends. Windows on Social Studies:
Multicultural Adventures through Literature.
This is the first book in a three book series that is full of lesson plans for grades 1-3. It focuses on combining literature and social studies through folktales. It uses eight children's books to examine social studies concepts. It is full of lesson activities like cooking, music, drama, and art. It provides symthesis questions so children can spend time comparing their lives to those of the main characters.
This is the first book in a three book series that is full of lesson plans for grades 1-3. It focuses on combining literature and social studies through folktales. It uses eight children's books to examine social studies concepts. It is full of lesson activities like cooking, music, drama, and art. It provides symthesis questions so children can spend time comparing their lives to those of the main characters.
Kaminiski, R., & Reading Recovery Council of North
America, C. H. (2000). Using
Multicultural Cinderella Books To Engage Students
in Comprehension Strategies.
Classroom Connections. Council Connections,
14-17.
This article was published in Council Connections. It talks about how, out of all multicultural literature, folktales in particular help children to connect to their own past and to other cultures. It continues on, saying that these kind of stories can be powerful tools against prejudice and intolerance, as similarities between cultures become obvious through examination. In the article, stories that have a Cinderella type character as the main character as used as an example of a folktale variant that can be used to explore cultures as well as to teach literary themes. The article includes a list of 18 different Cinderella stories, all from different countries.
This article was published in Council Connections. It talks about how, out of all multicultural literature, folktales in particular help children to connect to their own past and to other cultures. It continues on, saying that these kind of stories can be powerful tools against prejudice and intolerance, as similarities between cultures become obvious through examination. In the article, stories that have a Cinderella type character as the main character as used as an example of a folktale variant that can be used to explore cultures as well as to teach literary themes. The article includes a list of 18 different Cinderella stories, all from different countries.
Alexander, L. B., & Sanez, M. (2006). Using Children's
Folktales to Explore Multiculturalism.
School Library Media Activities
Monthly, 23(3), 22-24.
This article begins by describing how schools in America have become more and more diverse. It says that because of this, it is more important than ever that children see themselves as members of a multicultural society. To bring this about, we need diverse perspectives incorporated into their educational system. It also talks about how multicultural literature is a great way to do that, and it goes into how folktales are a great genre of multicultural literature. Like the article above, this also mentions the example of how well the Cinderella stories from around the world fit this purpose.
This article begins by describing how schools in America have become more and more diverse. It says that because of this, it is more important than ever that children see themselves as members of a multicultural society. To bring this about, we need diverse perspectives incorporated into their educational system. It also talks about how multicultural literature is a great way to do that, and it goes into how folktales are a great genre of multicultural literature. Like the article above, this also mentions the example of how well the Cinderella stories from around the world fit this purpose.
Examples from Denmark. Social Studies, 98(1), 25-27.
This article agrees with the point that folktales can be excellent vehicles to explore other cultures. However, it says that teachers must be careful. Many folktales are old fashioned and do not reflect current cultures. Teacher need to help students look at the broader context of the story so they don't perpetuate stereotypes. This article uses some Danish folktales to exemplify this point.
McMahon, R., & Reeves-Kazelskis, C. (1995). Effects of
Children's Literature on Preservice
Teachers' Opinions about Multicultural
Education Issues.
This is a study that was conducted on male and female, Caucasian, preservice teachers. It examined ther opinions about multicultural education. All participants listened to lectures about multicultural edcation, but one group read children's books that depicted linguistic, physical, racial, and religious diversity and participated in interactive activities about those four categories of diversity. while the other group just read and summarized folktales. In the end, there were not great differences between the two groups, but the first did have more positive growth in the categories: opinions about cultural values, comfort within culturally diverse settings, linguistic issues, and appropriate motivational techniques for use in culturally diverse classrooms. This shows that, while folktales are great, they cannot stand alone in promoting cultural knowledge.
Websites:
Iglesia, M. Multicultural literature for children. ipl2. Retrieved from
http://www.ipl.org/div/pf/entry/48493
This page is on the website ipl2, which is a database collection of educational resources. This specific page is about multicultural literature for children. It start with an introduction about the purpose and use of multicultural literature in classrooms. It has a list of internet resource websites that list recommended folktale and multicultural books. It also has book and magazine resources about how and why to use multicultural literature and folktales in the classroom.
Popular multicultural literature references. Teacher Vision. Retrieved from
http://www.teachervision.fen.com/multicultural-literature/resource/54578.html
This page is from the very large, reputable website, Teacher Vision. It has a list of books with attached lesson plans. It also has resources like art projects, discussion questions, and songs. It's stories come from Africa, Puerto Rico, Tibet, and many other countries and cultures. The page even has content areas that teachers can link to literature and ways to incorporate common core standards.
http://www.teachervision.fen.com/multicultural-literature/resource/54578.html
This page is from the very large, reputable website, Teacher Vision. It has a list of books with attached lesson plans. It also has resources like art projects, discussion questions, and songs. It's stories come from Africa, Puerto Rico, Tibet, and many other countries and cultures. The page even has content areas that teachers can link to literature and ways to incorporate common core standards.
Reed, V. (2013). Storytelling: Tales to tell. Retrieved from
http://www.kn.pacbell.com/wired/fil/pages/liststorytelvi.html
This page focuses of the storytelling aspect of folktales. It has ways to contact storytellers, as well as video, audio, and blogs of storytellers linked to the page. This page also includes a list of great stories to tell. It has categories such as "Active Heroines in Folktales," "Mayan Folktales," and "Hasidic Tales." At the bottom of the page, there are many story-based activities listed as well.
This page focuses of the storytelling aspect of folktales. It has ways to contact storytellers, as well as video, audio, and blogs of storytellers linked to the page. This page also includes a list of great stories to tell. It has categories such as "Active Heroines in Folktales," "Mayan Folktales," and "Hasidic Tales." At the bottom of the page, there are many story-based activities listed as well.
Clegg, L., Miller, E., Vanderhoof, B., Ramirez, G., & Ford, P. How to choose the best
multicultural books.. Schoolastic. Retrieved from
http://www.scholastic.com/teachers/article/how-choose-best-multicultural-books
This is a great page about how to choose quality multicultural books. It is separated by cultures. It has Native American, Latino, African American, Asian American, and Jewish culture categories. Under each category, it has a brief introduction to the culture, a list of 10 great books from that culture, a short interview with a children's author or illustrator from that culture, then a few more points to keep in mind when looking for books from that culture. It is a great resource when looking for books to add to you classroom or plan a lesson around.
Teacher's guide: Multi-cultural lesson plans. Retrieved from
http://www.storytellingarts.org/~storytel/assets/docs/MultiCulturalLessonPlans2009.pdf
This is a collection of lesson plans on multicultural storytelling. It has a lesson plan for African American stories, deaf culture stories, Greek myths, tall tales, world folktales, and many more. Each lesson plan is based around a book or two. The lesson plans span grades from kindergarten all the way through 8th grade. They include handouts, discussion questions, assessment tools, and places to find additional resources.
This is a collection of lesson plans on multicultural storytelling. It has a lesson plan for African American stories, deaf culture stories, Greek myths, tall tales, world folktales, and many more. Each lesson plan is based around a book or two. The lesson plans span grades from kindergarten all the way through 8th grade. They include handouts, discussion questions, assessment tools, and places to find additional resources.
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