• Utilizing Children's Asian and Indigenous Literature based on Folktales & Storytelling.
• Teaching Multiple Creation Myths emphasizing Cultural Validity.
• Teaching Varying Philosophical Perspectives based on Ethno-Cultural Identification.

By Jose Hugo Moreno

The purpose of this thematic unit is to bring cultural awareness to instructors and students to some of the creation myths that exist in the world. The emphasis of this unit is to illustrate how more than one creation myth exists in the world, and that these creation myths have equal value and validity. In many cases, these myths or folktales have been handed down from generation to generation via storytelling. While western societies have placed an emphasis on the written word to perpetuate culture, many Asian and Indigenous cultures of the world continue to use oral traditions such as storytelling to promote cultural values, cultural traditions, and religious beliefs. The function of the folktale is to teach the listener not only a tale of creation, a theme, or a moral value but to offer the listener a philosophy of life.

Recent demographical changes in the world have created new social realities in which multiple cultures are coexisting side by side. Nations are changing, even as we speak, from "racial" homogeneous states to multiethnic states; this new reality is and has been creating cultural and religious friction amongst the multiple ethnic groups that coexist with one another because of the contrasting philosophies that each group lives by. Since these multiple ethnic groups coexist with one another, they are all exposed to a "grand narrative" that emphasizes western culture and religion as the acceptable norm while dehumanizing and marginalizing non-western culture and religion. This being the case, it is up to us as instructors to bring a balance into the classroom and society. We as cultural and social transmitters must illustrate to our students the value and validity of multiple religious perspectives in which one is no more valid than the other but that all are equal in value and legitimacy.

Lesson Plan

• Theme:
  • The valuing of storytelling as a tradition and a mode of cultural preservation
• Objective:
  • The class will be introduced to the important role storytelling plays in the survival of cultural values, traditions, and religious beliefs. The stories chosen for the unit range from creation myths to folktales of Asian and Indigenous origins.
• Materials:
  • Hijo Del Sol: Una Leyenda Cubana, Sandra Arnold
  • Encircled Kingdom: The Legends and Folktales of Laos, Jewell Reinhart Coburn
  • Myths & Legends of the Indians of the Southwest: Hopie, Acoma, Tewa, Zuni, Bertha Dutton & Caroline Olin
  • Myths & Legends of the Indians of the Southwest: Navajo, Pima, Apache, Bertha Dutton & Caroline Olin
  • Folk Stories from the Phillipines, Editor Alice Lucas
  • Folk Stories of the Hmong: People of Laos, Thailand, and Vietnam, Norma J. Livo & Dia Cha
  • The Holy Bible, New King James Version, Thomas Nelson Inc.
  • Chinese Beliefs and Superstitions, Evelyn Lip
  • How We Came to the Fifth World, Harriet Rohmer & Mary Anchondo
  • Myths and Legends from around the World, Sandy Shepherd
  • Five Heavenly Emperor: Chinese Myths of Creation, Song Nan Zhang
• Ancipatory Step:
  • Define and discuss what a myth is and the significance of a myth in the perpetuation of culture, values, and religious beliefs. Bring into the classroom literature depicting various creation myths and pose the question: Do you believe creation myths all over the world are the same or different?
• Procedure:
  • The instructor will read the various creation myths (Cuban, Laotian, Zuni, Pima, Filipino/Pilipino, Hmong, Christian, Chinese, Aztec, Japanese, Tahitian) throughout a span of one to two weeks depending on the grade level. As each creation myth is read, the class will discuss each topic on the comparison chart and record the responses. Once the chart has been filled the class will compare and contrast the various creation myths.
• Activities:
  • Students will create their own creation myths either as individuals or in cooperative groups ranging from two to four participants per group. This will allow for a wider variety of projects. Possible Presentation Modes: theater, role-playing, multimedia, dance, puppet show, etc.
• Evaluation:
  • The students will present their creation myth orally to the class. This in turn emphasizes the importance of the tradition of storytelling and provides the students with the value of oral traditions as a means of cultural transmission from one generation to the next.
  • The instructor will check for understanding of the topic through dialogue with the students. The dialogue will focus on understanding and respecting all creation myths; valuing them all as equal and not giving one more validity than the others.
• Follow Up:
  • Instructor can or may choose to incorporate other subject areas such as Social Studies, Music, Art, Mathematics, and Science.

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Footnote: Activities are based on state frameworks.

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Social Studies

The following are suggested activities for the social studies component of this lesson. You may add or modify to fit your needs.

1. Have students look in a world map for the geographical location of the countries discussed in the creation myths.
2. Have the students discuss and write about economic systems that are in operation in the nations that are being discussed and compare and contrast them.
3. Have students write about the sociopolitical systems that exist in each nation. Compare and contrast them.
4. Have students look for current events about the nations being discussed in ethnic and mainstream newspapers and magazines.
5. Invite speakers into the classroom to share ethnic culture with students.
6. Have students interview multi-generational households.
7. Have students study the significance of holidays in these nations and discuss whether they are social or religious (i.e have students study religious food offerings and their significance; have the students research similar celebrations for their ancestors).

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Art

1. Students will identify the characteristics of art forms from other cultures by viewing examples of ceramics, art prints, jewelry, dolls, quilts and architecture.
2. Students will be able to understand how art work reflects culture. For example, art prints depict religious and social ceremonies, which in turn show students demonstrations of traditions and values.
3. Through different art forms, students can compare and contrast differences in the expression of common themes. For example, some cultures mighty use ceramics and others quilts or architecture to depict similar concepts.
4. Invite dance groups from the different cultures discussed to perform traditional dances from their native countries.
5. Teach folkloric dances to children from the different countries discussed. Discuss the meaning behind the dances, the distinct movements and the attire that is worn.

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Mathematics

The following are suggested activities for the mathematics component of this lesson. You may add or modify to fit your needs.

1. Have students utilize the skills of estimation and probability to determine the number of creation myths that exist in a given country or in the world.
2. Have students use a graph chart to record creation myths.
3. Have students identify similar patterns that exist in the creation myths and record them on a graph chart.
4. Discuss with students the concept of time. Begin with the concept of hours , minutes, seconds and include days, weeks, months, and years.
5. Discuss with students the use of fractions & percentages to divide the months, weeks, and days of the year.
6. Compare and contrast the differences amongst the calendars that exist in the nations that were discussed through the creation myths. Discuss how they are divided into units i.e. the Chinese, the Gregorian, and the Aztec calendars.

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Music

The following are suggested activities for the music component of this lesson. You may add or modify to fit your needs.

1. Have students listen to folk music of the countries being studied through the creation myths.
2. Discuss whether music is used for religious or social ceremonies.
3. Have students listen and recognize the sounds of the instruments being used.
4. Have students listen for similar rhythms or tones.
5. Discuss what musical instruments are made from.
6. Have students create their own musical instruments.

Musical Instruments

The following are suggestions for making musical instruments.

• In order to make a drum have children collect different sizes of coffee containers. Make mallets out of different materials to create distinctive sounds i.e. pencils, tree branches, blastick.
• In order to make a rain stick use kitchen paper towel roll. First, glue a piece of construction paper on one side of the roll. Next, fill it with beans, rice, pebbles, or lentils. Then, glue another piece of paper on the other side. Last, a student can decorate the stick.
• In order to make one type of maraca follow the instructions above and substitute the kitchen paper towel roll with a bathroom paper roll.

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Science

The following are suggested activities for the science component of this lesson. You may add or modify to fit your needs.

1. Discuss with students the solar system (i.e. the planets and their creation according to the "big bang theory") and the creation myths.
2. Discuss with students the composition of the Earth and other planets in the solar system.
3. Have students study the relationship between the Earth, the sun, and the moon (i.e. the seasons, solar and lunar eclipses, the moon's gravitational pull and its effects on the oceans).
4. Discuss with students the interdependent relationship of ecological systems (i.e. food chains, global warming and the green house effect).
5. Have students research plant and animal species that inhabit the nations discussed in the creation myths and specify uniqueness about these species i.e. the giant Panda bear evolved in China because of its habitat.
6. Have students grow plants and vegetables native to these lands.

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Language Arts

The following are suggested activities for the Language Arts component of this lesson. You may add or modify to fit your needs.

1. Introduce and define new vocabulary prior to each creation myth. Each creation myth will have its own vocabulary.
2. Read the selected creation myth for the day and discuss content, in the process of discussion developing students' critical thinking skills .
3. Fill out creation myth chart.
4. Have the students reflect on their journals what they thought of the myth.
5. Create listening centers and have students illustrate their favorite part of the story.
6. Have students develop their own creation myths and present them orally to their peers emphasizing the importance of storytelling.
7. Have students author and illustrate their own creation myths.
8. Encourage publishing of students creation myths.
9. Encourage students to seek out similarities amongst the myths in order to expand their cultural awareness and respect other ethno-cultural beliefs and religious values.
10. Encourage students to seek out other creation myths.

Footnote: It is important that all creation myths are given equal time and are valued and respected as one's own beliefs.

Creation Myth - Comparison Chart

Directions :As each creation myth is read have the class discuss each topic and record their responses.

Name:
Date:

     Creation Myth Story Map

Nationality-Ethnicity:

Name/title of creation myth:

What was created?

Who or whom created it?

How was it created?

Were there any elements used in the creation of Earth, the universe, animal life, or humanity?

Why did creation occur?



Name:
Date:

     Discussion Questions

Nationality-Ethnicity:

Name/title of creation myth:

What was created?

Where there any Deities/Gods involved in the creation of Earth, the universe, animal life or in humanity?

If there where Deities/Gods involved in creation, what are their names?

Where there any elements used in the creation of Earth, the universe, animal life, or humanity?

Why did creation occur?

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Bibliography

• Arnold, Sandra. Hijo Del Sol: Una Levenda Cubana. Troll Communications L.L.C. 1997.
• Coburn, Jewell Reinhart. Encircled Kingdom: Legends and Folktales of Laos. Burn, Hart, and Company Publishers, 1979.
• Dutton, Bertha, and Olin, Caroline. Myths & Legends of the Southwest: Hopi, Acoma, Tewa, Zuni. Bellerophon Books, 1995.
• Dutton, Bertha, and Olin, Caroline. Myths & Legends of the Southwest: Navajo, Pima, Apache. Bellerophon Books, 1994.
• Lip, Evelyn. Chinese Beliefs And Superstitions. Graham Brash (Pte) Ltd, 1985.
• Live, Norma J. and Cha, Dia. Folk Stories of the Hmong: Peoples of Laos, Thailand, and Vietnam. Libraries Unlimited, Inc. 1991.
• Lucas, Alice. Folk Stories From The Philippines. New Faces of Liberty "Zellerbach Family Fund", 1995.
• Nelson, Thomas Inc. The Holy Bible: New King James Version. Thomas Nelson Publishers, 1982.
• Rohmer, Harriet, and Anchondo Mary. How We Came to the Fifth World. Children's Book Press, 1976.
• Sheperd, Sandy. Myths And Legends From Around The World. Macmillan Books for Young Readers, 1995.
• Zhang, Song Nan. Five Heavenly Emperors: Chinese Myths of Creation. Tundra Books, 1994.

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