Cultural Comparison of Cinderella Stories

					Cultural Comparison of Cinderella Stories: Literature/Social Studies Unit for Third Grade By Susan Schmidt and Shirley Lukenbill Purpose: The purpose of this unit is to help students to develop an appreciation for the stories that originate in different cultures, to show our similarities and differences, and to appreciate the cultures from which these stories originate. Timeline of Teaching Unit: 1. Scheduling of Unit: The Round Rock ISD does not prescribe a particular time to teach any of the skills in this unit. Scheduling the unit at the beginning of November could help us to celebrate the cultures in our classroom at Thanksgiving. 2. The unit will last four weeks. In each of the weeks, we will use language arts and social studies time to work on our unit. Because we have bundled the TEKS for third grade in these subjects, we can do this. 3. We plan to spend at least 1 ½ hours per day for at least three days a week working on the unit. This will mean that on the days our students will need to use the laptop computers for Kidspiration; creating a Venn Diagram; word processing on their stories or completing the Compare/Contrast Charts; creating PowerPoint presentations; or locating cultural or country information on the Internet, they can have the computers in the classroom. This will necessitate scheduling the laptop cart for our classrooms on those days. Planning Technology Access: 1. As mentioned above, we will need to share the laptop cart with our grade level team. Therefore, we need to schedule the laptop cart for our classrooms on the days our students will be using Kidspiration; creating a Venn Diagram; word processing on their stories or completing the Compare/Contrast Charts; creating PowerPoint presentations; or locating cultural or country information on the Internet, they can have the computers in the classroom. This will necessitate scheduling the laptop cart for our classrooms on those days. 2. Because there are only 15 laptop computers on the third grade cart and we have 23 students in the class, we will need to make sure that each student has an opportunity to use computers during each class period in the unit. Classroom Management: Students will be assigned to cooperative groups with the following considerations in mind:  Ethnic makeup of the groups;  Gender equity in the groups;  Different learning styles;  Different ability levels of students. Grades for the group will be assigned according to the following elements:  Meeting or exceeding standards in rubric for all assignments; and  Cooperation among group members—all students participate in the work. See attached Rubrics at end of this unit. Goals and Objectives: 1. The students will become familiar with the elements of folktales, and will apply those elements to a study of Cinderella stories from many different cultures. 2. The students will explore websites and books about the countries/culture of origin of the various Cinderella stories they read. 3. The students will compare and contrast Cinderella stories from various cultures, noting the similarities and differences. Students will use Kidspiration or a similar mind-mapping software or the “compare and contrast chart” (See Chart 2.) to assist their discussions and webbing of ideas.

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Individual students will compose their own Cinderella stories weaving in elements of their own family background and/or culture. These stories will be shared in cooperative groups and the teacher will compile a class book of Cinderella stories from the class. Students in cooperative groups will compose a Cinderella story from the viewpoint of a different character. From their original stories, students will develop their choice of a play or a puppet show on their story. (The teacher will compile a class book of Cinderella stories from the class.) The individual students will write a letter to one of the characters in a Cinderella story. (The teacher will compile a class book of letters to Cinderella characters.) The individual students will create 3 entries from the diary of a character in the Cinderella stories. Students in cooperative groups will each choose a different character from a Cinderella story to compose diary entries. The students will rewrite the Cinderella story in cooperative groups with the setting 200 years from today. The group stories will be shared with the class. The class will question or interview the various characters from the futuristic stories. A large world map will be posted to the classroom bulletin board. Each cooperative group will locate the countries from the Cinderella variants they have read, and will pin a label for each story they have read to the map on the country of origin of the story. The students in cooperative groups will create a Venn Diagram using http://teachers.teach-nology.com/web_tools/graphic_org/venn_diagrams/ . The teacher may also choose to use Chart 3: Venn Diagram. Student groups will compare the various Cinderella stories their group has read. The cumulative project from each cooperative student groups will be one of the following products about their study: (a) A display (using a display board) of pictures of the Cinderella stories they have chosen, summaries of the stories, a world map showing the location of the stories, and cultural information gleaned from the Web on the cultures represented. (b) A PowerPoint presentation of pictures of the Cinderella stories they have chosen, summaries of the stories, a world map showing the location of the stories, and cultural information gleaned from the Web on the cultures represented. (c) A videotaped oral presentation containing pictures of the Cinderella stories they have chosen, summaries of the stories, a world map showing the location of the stories, and cultural information gleaned from the Web on the cultures represented.

Procedures: Week 1: 1. In direct whole group instruction, the teacher will present to the students the basic elements of folktales, and will distinguish folktales from other genres of literature. 2. The teacher will present some of the recurring motifs in folktales. 3. The teacher will read the classical Charles Perrault version of the Cinderella story to the class. The students will identify the various motifs in the story. 4. The teacher will guide the students through outlining the elements of the Cinderella story: Title of Story, Name of Country, Name for Cinderella Character, Good Characters, Wishes, How Wishes Are Granted, Bad Characters, Cinderella's Tasks, Magical Elements, Type of Shoe Cinderella Wore, Ending. (See Chart 1 in Appendix.) 5. The teacher will divide the class into cooperative groups, and assign each group three Cinderella stories from various cultures to read and discuss. 6. The students will read the three Cinderella stories. They will then complete a Compare/Contrast Chart on the Cinderella books they read. (See Chart 2 in Appendix.) 7. The students will create Venn Diagrams comparing the Cinderella stories they have read. The students can use http://teachers.teach-nology.com/web_tools/graphic_org/venn_diagrams/ or Chart 3 in Appendix.

Week 2: 1. Individual students will compose their own Cinderella stories weaving in elements of their own family background and/or culture. These stories will be shared in cooperative groups and the teacher will compile a class book of Cinderella stories from the class. 2. Students in cooperative groups will compose a Cinderella story from the viewpoint of a different character. From their original stories, students will develop their choice of a play or a puppet show on their story. (The teacher will compile a class book of Cinderella stories from the class.) Week 3: 1. The individual students will write a letter to one of the characters in a Cinderella story. (The teacher will compile a class book of letters to Cinderella characters.) 2. The individual students will create 3 entries from the diary of a character in the Cinderella stories. Students in cooperative groups will each choose a different character from a Cinderella story to compose diary entries. 3. The students will rewrite the Cinderella story in cooperative groups with the setting 200 years in the future. The group stories will be shared with the class. The class will question or interview the various characters from the futuristic stories. 4. Cooperative student groups will begin working on their cumulative projects. Week 4: 1. Students will continue working on their cumulative projects. The projects will be presented at the end of the week. 2. Students will include the following information about the cultures/countries in their projects:  Name of the country/culture;  Map of the country;  Elements of the culture, such as holidays, traditions, festivals, religious beliefs, foods, clothing, etc.; 3. Student project will include pictures of the Cinderella story they have chosen, a summary of the story, and the students’ rationale for choosing the story. 4. Students will present their reports on their group project to the class and to invited guests. Book and Web Resources:

Baba Yaga and Vasilisa the Brave, by Marianna Mayer. This is a Russian retelling of the Cinderella story. After the death of her father, her stepmother and stepsisters mistreat Vasilisa; her only comfort is the magical doll made by her mother before she died. Sent to Baba Yaga’s house to fetch a light, the girl becomes the witch’s servant and is given a series of impossible tasks to perform. With the help of her doll, she pleases the demanding hag, who sends her home with the precious light. After it destroys her stepmother and stepsisters, Vasilisa goes to live with an elderly woman and learns to spin and weave. She creates an exquisite piece of cloth that catches the attention of the tsar. He seeks out is maker, finds the heroine, and asks for her hand in marriage. Russia - A Country Study - facts about Russia's history, geography, resources, government, economy, and much more. http://lcweb2.loc.gov/frd/cs/rutoc.html

Factbook: Russia - get information on the people, geography, government, economy, and much more from the CIA World Factbook. http://www.odci.gov/cia/publications/factbook/geos/rs.html The Official Guide to Russia [New Window] [Full Window] [Preview] Welcome to the New Russia … A visit to Russia today is an encounter with an undiscovered … cultures, from the glittering imperial Russia of St. Petersburg to the timeless village … URL: www.interknowledge.com/russia/ Russian Links [New Window] [Full Window] [Preview] Links to Web resources for scholars and students of Russian art, culture, history and literature. Offers russification resources. Links to Russian newspapers and professional organizations. ... Face of Russia A PBS site based on James Billington's book. Introduction to Russian Culture - an excellent course site. ... URL: g.msn.com/9SE/1?http://www.hunter.cuny.edu/classics/russian/... Russian Culture [New Window] [Full Window] [Preview] Find comprehensive information on Russia's cultural heritage. Includes history, religion, architecture, art and music, organized by time period URL: www.und.edu/dept/lang/russian/162/culture.html

Cendrillon, retold by Robert D. San Souci. This is a Caribbean Cinderella story told from the godmother’s point of view. It tells of a poor washerwoman who is left a magic wand by her mother and discovers its power to help her beloved goddaughter. A fruit a pain (breadfruit) is transformed into the coach; six agoutis (a kind of rodent) become the horses; and Cinderella’s slippers are bright pink with rose embroidered on them. Websites for Caribbean: http://www.caribbean-on-line.com/ (Allows user to click on specific island for information.) Maps and charts of the Caribbean Islands: http://www.caribinfo.com/maps.html Caribbean.com: http://www.caribbean.com/ Creole [New Window] [Full Window] [Preview] Encyclopedia of Cajun Culture URL: www.cajunculture.com/Other/creole.htm Creoles of Color in 19th Century New Orleans [New Window] [Full Window] [Preview] Examines the history and culture of free people of color in 19th century New Orleans. Includes genealogical resources and a recommended reading guide. URL: www.gensdecouleur.com/ Creole Culture [New Window] [Full Window] [Preview] Creole Culture … aspects of the Creole culture in southwest Louisiana … celebrates the mixed lineage,

culture and religion of these Louisiana Creoles . The upper left … URL: www.centralacadianatourism.com/CreoleCulture.html Cajun Culture: Creole Culture: Cajuns: Creoles [New Window] [Full Window] [Preview] Studies of Cajun and Creole Culture by Barry Jean … Definition of Creole Definition of Zydeco … History Cajun French and Creole Cajun History … URL: ccet.louisiana.edu/Cajun_and_Creole_Links.html Louisiana Creole [New Window] [Full Window] [Preview] also religious factor influencing the maintenance of Louisiana Creole culture: Catholic heritage ... URL: www.uni-mainz.de/~pwacker/lacreole.pdf Cajun Culture: Creole Culture: Cajuns: Creoles [New Window] [Full Window] [Preview] Studies of Cajun and Creole Culture by Barry Jean … Definition of Creole Definition of Zydeco … History Cajun French and Creole Cajun History … URL: ccet.louisiana.edu/Cajun_and_Creole_Links.html Cajun and Creole Culture and Food [New Window] [Full Window] [Preview] cajun and creole culture and food … CREOLE (kre´ ol … The Creoles settled … arrived. Their cultures have mingled and evolved … URL: www.greenwoodbb.com/creole.htm

Domitila, by Jewell Reinhart Coburn. This is a Cinderella tale from Mexico. A young girl cooks for the governor who is amazed by the taste of the meals. However, Domitila’s mother dies and she must return home. The governor, longing for the taste of the wonderful food, searches for the woman who can cook such a feast out of weeds (nopales). Although the governor faces some hardships and dishonest people, in the end he finds Domitila and marries her.
URL: g.msn.com/9SE/1?http://lcweb2.loc.gov/frd/cs/mxtoc.html... URL: www.infoplease.com/ipa/A0107779.html

Magic Tales of Mexico
URL: www.g-world.org/magictales/

color map of Mexico highlighting all of the major cities, bodies of water and neighboring countries. URL: www.vacationidea.com/articles/mexico_map.html Mexico for Kids explore this country's history, music, stories, government, and more. Play some games while you're at it! In English, French, Italian, and Spanish. http://www.elbalero.gob.mx/

The Egyptian Cinderella, retold by Shirley Climo. This intriguing variation on the Cinderella tale is based on a combination of fact. There was indeed a Greek slave girl named Rhodopis who married the Pharaoh Amasis. A trio of uppity servant girls assumes the roles of the wicked stepsisters, a kindly master serves as the fairy godmother (to provide the slippers) and a handsome pharaoh steps in as Prince Charming. The foreign locale comes complete with lotus flowers, a hippo, a great falcon (symbol of the Egyptian sky god Horus) and, of course, the River Nile. Guardians of Ancient Egypt (click on Kids Connection): http://www.guardians.net/egypt/ CIA World Factbook: Egypt: http://www.cia.gov/cia/publications/factbook/geos/eg.html Egypt Page: http://www.sas.upenn.edu/African_Studies/Country_Specific/Egypt.html

Fair, Brown and Trembling, by Jude Daly. This is a Cinderella tale from Ireland. Trembling is the overworked and shunned younger sibling (not stepsister) of snooty twosome Fair and Brown. The young ladies of the land vie to catch a husband by looking their most stunning at Sunday Mass. Enter an old hen wife in the role of a fairy godmother, and Trembling is soon the gorgeous and mysterious woman standing outside the church whom everyone in the congregation longs to meet. Though anonymous Trembling flees on her brilliant steed, a smitten Prince Emania manages to snatch her tiny blue slipper as she rides away. A search for the slipper’s owner ensues but in a feisty twist, Prince Emania must also fight off competing suitors. Kids Online: Ireland - listen to an audio file of the national anthem, see a flag and map, and read some information on the country. http://www.kids-online.net/world/ireland.html Focal an Lae: The Word of the Day in Irish - learn handy phrases in Irish Gaelic! http://www.lincolnu.edu/~focal/ Kool Kids Of Ireland - schoolchildren in Whitechurch, Ireland describe their country's history, culture, and pastimes. Read poetry, traditional stories, and book reports written by them http://homepage.eircom.net/~whitechurchns/kool_kidz_of_ireland.htm Irish Myths and Legends Page - traditional legends including The Salmon of Knowledge, Brown Bull of Cooley, and more, from the Scoil Mhuire Primary School

http://www.iol.ie/~scmhuire/myths/index.html

The Gift of the Crocodile, by Judy Sierra. This is a Cinderella story from the Spice Islands. Overworked by her conniving stepmother and stepsister, one day Damura loses her tattered sarong in the river. When a crocodile responds to her pleas for help, Damura remembers her late mother’s advice to treat wild animals with respect. The crocodile offers to retrieve it if the girl will rock her baby, and returns with a silver dress. When the greedy sister tries the same thing but is cruel to the baby and disrespectful with Grandmother Crocodile, she wins a leech-covered rag. Years later, when a prince seeks a bride, the stepsister wears the silver dress but Grandmother Crocodile supplies Damura with the essentials. After the prince claims his bride with a lost slipper and the two are married, the jealous stepmother and her daughter push Damura into the river where she is eaten by a crocodile. Grandmother Crocodile confronts her river children and a fat crocodile is forced to cough out Damura. THE SPICE ISLANDS [New Window] [Full Window] [Preview] Indonesia and the Spice Islands. Indonesia. ... The Spice Islands. The island region where Tim Severin and his crew will sail is known as ...http://www.iol.ie/~spice/Indones.htm URL: www.iol.ie/~spice/Indones.htm

The Golden Sandal, by Rebecca Hickox. Maha is the beloved daughter of a widowed fisherman from Iraq. The father gives in to his daughter’s urgings that he marry their “good neighbor,” thereby giving her a mother and sister. Maha’s fortunes alter—for the worse—and her needed fairy godmother appears as a red fish whose life Maha has spared. Maha earns the fish’s eternal gratitude (“call for me any time and ask what you will”). The fish insures Maha’s presence at the henna-painting celebration for a new bride, warning only that Maha leave before her stepmother. She does, but loses one of her golden sandals in her race across the footbridge. Of course, her handsome “prince”, Tariq, finds the sandal and Maha and they live happily ever after. Hot Spot: Iraq - get maps, news articles, and information on Iraq and the Middle East, from National Geographic. http://www.nationalgeographic.com/iraq/ Iraq Maps - take a look at the land from a variety of maps, including historical, political, and topographic maps. http://www.lib.utexas.edu/maps/iraq.html Iraq - A Country Study - provides a detailed profile of this country, its population, religious life, economy, society, and more. http://lcweb2.loc.gov/frd/cs/iqtoc.html

Flags of Iraq - see the current flag, learn the significance of its colors, and read the history behind this country's previous flags. From the Flags of the World site. http://www.flagspot.net/flags/iq.html World Almanac for Kids Online: Iraq - provides extensive details about the land, population, economy, government, and history of Iraq. http://www.worldalmanacforkids.com/explore/nations/iraq.html Iraq - get information on the people, geography, government, economy, and much more from the CIA World Factbook. http://www.odci.gov/cia/publications/factbook/geos/iz.html Kurds, The - read about this ethnic group without a nation, whose homeland of Kurdistan spreads across the mountains of Turkey, Iran, Iraq, and Syria. From Cobblestone Publishing. http://cobblestonepub.com/pages/faceskurds.html Iraq History and Culture from Noah to Present [New Window] [Full Window] [Preview] Iraq History and Culture from the cradle of civilization and Noah to the Present age and time! ... 4000BC that the Sumerian culture flourished . The civilized life ... The Mitanni, another culture, were meanwhile building their own ... The Assyrian culture showed a dramatic growth in ... URL: home.achilles.net/~sal/iraq_history.html 1Up Info - Iraq, Society, Culture, and Environment [New Window] [Full Window] [Preview] Check out the Iraqi culture, population, people, Kurds, Islam, religious life and religion, Sunni, Shia, rural and urban society, family, education, health, and welfare. URL: www.1upinfo.com/country-guide-study/iraq/iraq21.html

Jouanah: a Hmong Cinderella, by Jewell Reinhart Coburn. Jounah is a Hmong folktale, which encompasses many of the elements of the oft-told Cinderella. However, it also has unique variations, which reflect the Hmong culture. In this tale, Jouanah’s mother plays a crucial role as well as the evil stepmother and her daughter. It leaves the reader with the warm feeling of good triumphing over evil. The illustrations capture the style of the Blue Hmong Clan and the terrain of Southeast Asia in a dreamlike way. Hmong Culture - take a look at a historical timeline and learn about Hmong language and family structures. You can also find fun Hmong design, coloring, and craft projects. http://www.laofamily.org/culture/ This Is Home: The Hmong in Minnesota - discover the the largest Hmong population in the U.S., located in St. Paul, MN. Learn about traditional hand stitching and about the lives of the Hmong in the U.S. You can also watch slideshows or listen to radio stories. http://news.mpr.org/features/199903/08_nymanl_home/index.shtml PBS: The Split Horn - explores the culture of the Hmong and life as a Hmong shaman in the United States. http://www.pbs.org/splithorn/

Being Hmong Means Being Free - highlights the history, culture, and identity of Hmong immigrants who have settled in the U.S. http://www.wpt.org/hmong/ Brief Introduction of the Miao - learn about this minority group in China, also known as Hmong in Southeast Asia. http://lennon.pub.csufresno.edu/~vc032/Miao.html

The Korean Cinderella, retold by Shirley Climo. This is a Cinderella with an Asian twist. The evil stepmother saddles Pear Blossom with such impossible tasks as picking up scattered grains of rice and weeding an enormous rice paddy; the girl’s magical helpers include a tokgabi, or goblin; she loses one straw sandal on the way to the village festival. She accomplishes not only all her tasks, but also becomes a nobleman’s wife.
CIA World Factbook: South Korea: http://www.cia.gov/cia/publications/factbook/geos/ks.html Korea Facts: http://english.tour2korea.com/ Korea Infogate: http://www.koreainfogate.com/index.asp

Little Gold Star, retold by Robert D. San Souci. This is a Cinderella tale with a Southwestern flavor. While washing the fleece of a lamb her cruel stepmother has killed, Teresa meets the Blessed Mary, who asks her to tend old Joseph and the Holy Infant. When Teresa is finished, Mary returns and rewards her with a touch that places a gold star on her forehead. When her callous, clumsy sisters rush off to request similar decorations, they are given not stars but goat horns and donkey ears. Mary reappears to help Teresa secure her stepmother’s permission to marry and in the end, the horns and hairy ears have vanished, too. CIA World Factbook: http://www.cia.gov/cia/publications/factbook/geos/sp.html Lonely Planet Website on Spain: http://www.lonelyplanet.com/destinations/europe/spain/

Mufaro’s Beautiful Daughters, by John Steptoe. This is a Cinderella tale from Zimbabwe. Mufaro has two beautiful daughters. Nyasha is kind and considerate, but Manyara is selfish and spoiled (although not in front of Mufaro). When the king decides to choose a bride from among “The Most Worthy and Beautiful Daughters in the Land,” Mufaro decides that both of his daughters should go. What happens to each girl along the way depends on her response to the strange people whom she encounters. Zimbabwe Page - find everything you ever wanted to know about Zimbabwe's history, climate, population and more. http://www.sas.upenn.edu/African_Studies/Country_Specific/Zimbabwe.html Zimbabwe - get information on the people, geography, government, economy, and much more from the CIA World Factbook. http://www.odci.gov/cia/publications/factbook/geos/zi.html Flag of Zimbabwe - from the Interactive World Fact Book. http://www.theodora.com/flags/zi.gif Introduction to Zimbabwe - learn about Zimbabwe's geography, people, history, and wildlife. From Geographia. http://www.geographia.com/zimbabwe/

. Zimbabwe Page [New Window] [Full Window] [Preview]
Zimbabwe Page. Country Map of Zimbabwe; ... the US; World Factbook entry for Zimbabwe. Other OnLine Resources Related to Zimbabwe. Zim...http://www.sas.upenn.edu/African_Stud... URL: www.sas.upenn.edu/African_Studies/Country_Specific/Zimbabwe.... Zimbabwe Information and Travel [New Window] [Full Window] [Preview] Features a discussion of Zimbabwe's agriculture, history, economy, government, people and major cities.Guides and Directories URL: www.zimbabwe.8m.com/zimbabwe.html Small Map of Zimbabwe - from the Perry-Castañeda Library Map Collection. http://www.lib.utexas.edu/maps/cia00/zimbabwe_sm00.jpg Zimbabwe Information - info on the languages, geography, economy, and history of this country from AfricaNet. http://www.africanet.com/africanet/country/zimbabwe/default.htm

The Persian Cinderella, retold by Shirley Climo. The adaptation of this Arabian Nights myth offers a capricious twist on the Cinderella story. In preparation for a Naw Ruz (Persian New Year) celebration at the Royal Palace, Settareh and her stepsisters go to the bazaar to choose cloths for gowns. Settarah, however, gives alms to a beggar and buys a curious blue jug instead. Resigned to remaining home, she discovers the jug is inhabited by a pari that is able to grant her every wish. She attends the festival, catches the eye of the prince, leaves behind a diamond ankle bracelet, and is found by the queen. Settareh unwisely reveals the secret of the jug to her stepsisters, who steal it and instruct it to get rid of the young woman. The jug self-destructs, leaving behind six jeweled hairpins that once placed in Settareh’s hair, turn her into a turtledove. When the grieving prince befriends the bird, he finds the pins and pulls them out, thus restoring his beloved. Websites for Iran: http://persia.org/ Internet Ancient History Sourcebook: Persia: http://www.fordham.edu/halsall/ancient/asbook05.html Persia or Iran: http://www.art-arena.com/history.html

Raisel’s Riddle, by Erica Silverman. Raisel, the granddaughter of a learned scholar, uses her wits to win the rabbi’s son. After Raisel’s grandfather dies, the orphaned girl moves from her Polish village to a large city and goes to work in the kitchen of a rabbi. On the night of the Purim ball, she feeds an old woman who gives her three wishes for her kindness, thus allowing Raisel to attend the ball and tell the rabbi’s son a riddle that wins his heart. This story teaches the importance of learning while retaining the romance of the fairy tale.

Heritage: Civilization and the Jews - visit the companion site to this PBS series that explores the history and culture of Judaism. http://www.pbs.org/wnet/heritage/ Akhlah! - home of the Jewish Childrens' Learning Network. Learn about Israel, Jewish holidays, and Torah heroes. You can also read a daily phrase in Hebrew. http://www.akhlah.com/ Heritage: Civilization and the Jews - visit the companion site to this PBS series that explores the history and culture of Judaism. http://www.pbs.org/wnet/heritage/ Kids Celebrate Jewish Holidays - learn about the Jewish holidays and customs, read stories, and try your hand at some of the arts and crafts. http://207.168.91.4/vjholidays/rosh/kids.htm

The Rough-Face Girl, by Rafe Martin. In this Algonquin Indian version of the Cinderella story, two domineering sisters set out to marry the “rich, powerful, and supposedly handsome” Invisible Being, first having to prove that they can see him. They cannot, but their mistreated younger sister the Rough-Face Girl—so called because the sparks from the fire have scarred her skin—can, for she sees his “sweet yet awesome face” all around her. He then appears to her, reveals her true hidden beauty, and marries her. Algonquin Indians: Algonquin Indians: Algonquin Culture: http://www.normlev.net/ancestry/algonquin/algonquin.htm http://www.cqsb.qc.ca/svs/434/fnalg.htm http://www.native-languages.org/algonquin.htm#tribe

Sootface, retold by Robert D. San Souci In this Ojibwa tale, Sootface is a young woman who does all the cooking, mending, and fire tending for her father and her two mean and lazy older sisters. When the mysterious invisible warrior announces through his sister that he will take for his bride a woman with a kind and honest heart, only Sootface proves worthy. Ojibwa: Indians Yesterday and Today:
http://www.meadowthorpe.fcps.net/projects/native_americans/OjibwaIndians%20Yesterday%20and%20Today.htm

Obijwa: http://www.twingroves.district96.k12.il.us/NativeAmericans/Ojibwa.html

The Talking Eggs, by Robert D. San Souci. In this adaptation of a Creole folktale, Blanche is kind, loving, and patient, but her older sister Rose takes after their mean, sneaky mother. One day Blanche befriends a hideous old “aunty” on a path near her home and is rewarded with magic eggs. Of course, Rose and the girls’ mother are beside themselves with envy, and Rose sets out to snag some eggs of her own. But greedy Rose’s cruel nature gets her into trouble. She torments the old lady, grabs the wrong eggs, and ends up “angry, sore, and stung.” Louisiana Dept. of Culture, Recreation, and Tourism: http://www.crt.state.la.us/

Louisiana Travel: http://www.louisianatravel.com/ Louisiana Culture: http://www.bme.jhu.edu/~jrice/NewFiles/culture.html Creole [New Window] [Full Window] [Preview] Encyclopedia of Cajun Culture URL: www.cajunculture.com/Other/creole.htm Creoles of Color in 19th Century New Orleans [New Window] [Full Window] [Preview] Examines the history and culture of free people of color in 19th century New Orleans. Includes genealogical resources and a recommended reading guide. URL: www.gensdecouleur.com/ Creole Culture [New Window] [Full Window] [Preview] Creole Culture … aspects of the Creole culture in southwest Louisiana … celebrates the mixed lineage, culture and religion of these Louisiana Creoles . The upper left … URL: www.centralacadianatourism.com/CreoleCulture.html Cajun Culture: Creole Culture: Cajuns: Creoles [New Window] [Full Window] [Preview] Studies of Cajun and Creole Culture by Barry Jean … Definition of Creole Definition of Zydeco … History Cajun French and Creole Cajun History … URL: ccet.louisiana.edu/Cajun_and_Creole_Links.html Louisiana Creole [New Window] [Full Window] [Preview] also religious factor influencing the maintenance of Louisiana Creole culture: Catholic heritage ... URL: www.uni-mainz.de/~pwacker/lacreole.pdf Cajun Culture: Creole Culture: Cajuns: Creoles [New Window] [Full Window] [Preview] Studies of Cajun and Creole Culture by Barry Jean … Definition of Creole Definition of Zydeco … History Cajun French and Creole Cajun History … URL: ccet.louisiana.edu/Cajun_and_Creole_Links.html Cajun and Creole Culture and Food [New Window] [Full Window] [Preview] cajun and creole culture and food … CREOLE (kre´ ol … The Creoles settled … arrived. Their cultures have mingled and evolved … URL: www.greenwoodbb.com/creole.htm

The Turkey Girl, by Penny Pollock. In this sobering Native American (Zuni) variation of the Cinderella story, the focus is not on finding true love, but on remaining true to one’s promises. To repay the kindness of the poor orphan girl who tends them, the tribe’s turkeys dress her in a fine doeskin robe so that she can attend the Dance of the Sacred Bird. So enthralled is she with the dancing that she breaks her promise to return to the turkeys before dawn and consequently loses her friends forever. Southwest Native Americans - get information on the art, food, religion, and language of southwest Indian tribes including the Apache, Hopi, Navajo, Pueblo, and Zuni. http://inkido.indiana.edu/w310work/romac/swest.htm

Zuni [New Window] [Full Window] [Preview] Zuni. Location: The Zuni Indians of today are one of 19 original tribes that once inhabited the area that is now called New Mexico and Arizona. ...http://emuseum.mnsu.edu/cultural/nort... URL: emuseum.mnsu.edu/cultural/northamerica/zuni.html Zuni [New Window] [Full Window] [Preview] The Zuni Indians were located in New Mexico. Their homes were made of a terraced, stone and adobe pueblos on hills overlooking the river. They lived by agriculture, or farming. They grew corn, beans, squash and chiles. URL: g.msn.com/9SE/1?http://projects.edtech.sandi.net/dailard/sw/ APACHE, PUBLEO, & ZUNI INDIANS [New Window] [Full Window] [Preview] APACHE, PUEBLO, ZUNI INDIANS APACHE INDIANS The Apache ancestors were … and the place through which life emerged into this world. ZUNI INDIANS The Zuni population in 1990 lived mainly in western... URL: inkido.indiana.edu/w310work/romac/indians.htm

The Way Meat Loves Salt, by Nina Jaffe. This is not strictly a Cinderella tale so much as a patchwork of two or three fairy tales, including Cinderella, brought to a Polish-Jewish setting. When a rabbi asks his three daughters how much they love him the first two name diamonds and gold and silver and he is content. However, when Mireleh tells her father that she loves him “the way meat loves salt,” he is horrified and banishes her from his home. She makes her own way in the world, with the help of Elijah the Prophet, marrying a rabbi’s son and inviting her family to the wedding banquet where the food is made tasteless from lack of salt. At last, the rabbi realizes how much his daughter loves him and the families are reunited to live happily ever after.

Heritage: Civilization and the Jews - visit the companion site to this PBS series that explores the history and culture of Judaism. http://www.pbs.org/wnet/heritage/ Akhlah! - home of the Jewish Childrens' Learning Network. Learn about Israel, Jewish holidays, and Torah heroes. You can also read a daily phrase in Hebrew. http://www.akhlah.com/ Heritage: Civilization and the Jews - visit the companion site to this PBS series that explores the history and culture of Judaism. http://www.pbs.org/wnet/heritage/ Kids Celebrate Jewish Holidays - learn about the Jewish holidays and customs, read stories, and try your hand at some of the arts and crafts. http://207.168.91.4/vjholidays/rosh/kids.htm Poland - get information on the people, geography, government, economy, and much more from the CIA World Factbook. http://www.odci.gov/cia/publications/factbook/geos/pl.html

Flag of Poland - find out how the colors were chosen for this flag. http://flagspot.net/flags/pl.html Preserving Polonia in America - discover one of the largest immigrant populations to come to America from Europe. Learn about the Polish language, traditions, and values which shaped their group life. http://www.balchinstitute.org/museum/polonia/preservi.html Poland - A Country Study http://lcweb2.loc.gov/frd/cs/pltoc.html Map of Poland - from the Perry-Castañeda Library Map Collection. http://www.lib.utexas.edu/maps/europe/poland_rel00.jpg

Yeh-Shen, retold by Ai-Ling Louie.

In almost every culture, parents tell children a story that resembles the European Cinderella. Yeh-Shen , a Chinese version of the tale is almost a thousand years older than the earliest known European version. It contains many of the familiar details such as a poor overworked girl, a wicked stepmother and stepsister, a magical helper, a king in search of a wife, and a lost shoe. But while Cinderella is simply handed gifts from her fairy godmother, Yeh-Shen earns her wishes through kindness to a magic fish. China Today: http://www.chinatoday.com/ CIA World Factbook: http://www.cia.gov/cia/publications/factbook/geos/ch.html China the Beautiful: http://www.chinapage.com/china.html

Cinderella WebQuests Cinderella Around the World: http://projects.edtech.sandi.net/king/fairytales/ Cinderella, Cinderella, Cinderella: http://projects.edtech.sandi.net/brooklyn/cinderella/ Who Needs a Fairy Godmother, Anyway? http://www.plainfield.k12.in.us/hschool/webq/webq121/ Multicultural Cinderella Folk Tales: A WebQuest for Grades 4-6: http://www.plainfield.k12.in.us/hschool/webq/webq121/ A New Twist on an Old Tale: An Internet WebQuest on Cinderella: http://oncampus.richmond.edu/academics/as/education/projects/webquests/cinderella/ Cinderellas of the World WebQuest: http://www.bsdvt.org/webquest/rthomas/cinderella.htm

Cinderella: A Mirror of Culture: http://cte.jhu.edu/techacademy/fellows/cheek/webquest/pcindex.html Cinderella’s New Shoes: http://www.mpsomaha.org/willow/wischow/cinderella/cinderella.htm

EVALUATION OF UNIT: We have devised 3 rubrics for evaluating both the products and the process in this unit. They are: 1. 2. 3. Individual student products. Group products. Group process.

Student’s Name: Date:

Group _______

Cultural Comparison of Cinderella Stories Assessment of Individual Student Performance in Unit Beginning 1 Analysis of Traditional Cinderella Story Using Analysis Chart Developing 2 Accomplished 3 Exemplary 4 Score

Completed only Completed only Completed only Completed all 4 of the 11 6 of the 11 8 of the 11 11 of the elements to be elements to be elements to be elements to be analyzed. analyzed analyzed. analyzed.

Writes Writes Writes Writes Cinderella story Cinderella story Cinderella story Cinderella story Writing original with little with some with good with excellent Cinderella story evidence of evidence of understanding understanding weaving in inclusion of inclusion of of weaving in of weaving in elements of family family or family or family or family or background and/or cultural cultural cultural cultural culture. background. background.. background. background. Writing a letter to one of the characters in a Cinderella story. Student writes a letter with some understanding of an individual character in the story.

Student writes a letter, but not to a character in a Cinderella story.

Student writes Student writes a letter with a letter with good excellent understanding understanding of individual of individual character in the character in the story. story.

Creating 3 diary entries for a Cinderella character.

Student writes only one diary entry with little understanding of the character involved.

Student writes two diary entries with some understanding of the character involved.

Student writes three diary entries with good understanding of the character involved.

Student writes two diary entries with excellent understanding of the character involved. You participated in all the activities related to the creation of the final product.

Team work

Your participation You helped your in group work group in some of was minimal. the activities.

You showed interest in participating but still need to work more with your group.

You were part of most of the activities.

Written by Susan Schmidt and Shirley Lukenbill. Last updated 07/13/2003.

Student’s Names: Date:

Group _______

Cultural Comparison of Cinderella Stories Assessment of Group Products in Unit Beginning 1 Completion of Compare/Contrast Chart on Three Cinderella Stories Group Read Developing 2 Accomplished 3 Completed chart on traditional story and two other stories. Completed chart on traditional story and two other stories. Completed story with some work on puppet show or play. Exemplary 4 Completed chart on traditional story and three other stories. Completed chart on traditional story and three other stories. Completed story with excellent work on puppet show or play. Score

Completed chart Only partial on traditional completion of one story and one chart. other story. Completed chart on traditional story and one other story. Completed story, but did not complete puppet show or play. Some evidence of creating Cinderella story, with some evidence of futuristic setting.

Completion of Venn Only partial Diagrams Comparing completion of one the Cinderella chart. Stories Group Read. Completion of Cinderella Story from a Different Character’s Viewpoint and Create Puppet Show or Play Based on New Story. Completion of Futuristic Cinderella Story. Only partial completion of story from different viewpoint. Evidence of work on Cinderella story, but setting is not in the future.

Evidence of creating Cinderella story, with good evidence of futuristic setting.

Completed story with excellent evidence of futuristic setting.

Cumulative Project (PowerPoint Presentation, Display, or Video) Including Map, Pictures of Cinderella Books Read, Summaries of Books, Cultural/Country Information.

Group work on presentation, with 1 of 4 required elements included.

Group work on project, with 2 of the 4 required elements included.

Group work on project, with 3 of 4 required elements included.

Group work on project, with all 4 required elements included.

Written by Susan Schmidt and Shirley Lukenbill. Last updated 07/13/2003.

Student’s Name: Date: Rubric on Group Process Beginning 1 Contribution to Group's Tasks and Completion of Personal Tasks Developing 2 Accomplished 3

Group:

Exemplary 4

Score

· Chooses not to participate · Shows no concern for goals · Impedes goal setting process · Impedes group from meeting goals · Does not complete assigned task

· Participates inconsistently in group · Shows some concern for goals · Participates sporadically in goal setting · Participates sometimes in meeting goals · Completes assigned tasks

· Participates in group · Shows concern for goals · Participates in goal setting · Participates in meeting goals · Completes assigned tasks

· Participates actively · Models caring about goals · Helps direct the group in setting goals · Helps direct group in meeting goals · Thoroughly completes assigned tasks

Discussion Skills and Active Listening

· Discourages sharing · Does not participate in group discussions · Does not listen to others · Not considerate of others' feelings and ideas

· Shares ideas occasionally when encouraged · Allows sharing by most group members · Listens to others sometimes · Considers other people’s feelings and ideas sometimes · Participates marginally in group evaluation · Offers suggestions occasionally to solve problems · Demonstrates effort sometimes to help the group work together · Does not impede group’s efforts

· Shares ideas when encouraged · Allows sharing by all group members · Listens to others consistently · Considers other people’s feelings and ideas

· Shares many ideas related to the goals · Encourages all group members to share their ideas · Listens attentively to others · Empathetic to other people’s feelings and ideas · Encourages group to evaluate how well they are working together · Involves the whole group in problem-solving · Actively participates in helping the group work together better

Contribution to Group's Evaluation, Problem-solving and Cohesion

· Discourages evaluation of how well the group is working · Chooses not to participate in problem-solving · Promotes fragmentation of group

· Participates in group evaluation · Offers suggestions to solve problems · Demonstrates effort to help the group work together

Adapted from Hilary McLeod, Peel DSB. Adapted from "The Education Technology Journal", Jamie McKenzie, Vol. 7, No 2, October 1997: http://www.osca.ca/cstudies/CSHM21.doc


				
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