Connecting Folktales and Culture in North Carolina and Beyond

By Jeanne Munoz

Students will explore connections to North Carolina culture as they engage in reading and analyzing three folktales of North Carolina Literary Festival author, William Hooks. After comparing these stories to other versions of the traditional tales, students will become authors and storytellers themselves as they rewrite a tale from a new cultural point of view. Opportunities are also included to extend this study to world cultures and folktales.

Learning outcomes

Students will:

  • demonstrate an understanding of North Carolina and/or world cultures.
  • read, comprehend, and then analyze various story elements to derive cultural clues, while identifying similarities and differences between tales.
  • research the history and culture of a specific time period and location, and then reflect this information in the details of their rewritten folktale.
  • rewrite a traditional folk/fairy tale revealing different cultural elements and values through new settings, characters, and lessons.

Teacher planning

Time required for lesson

2-3 weeks

Materials/resources

  1. Copies of William Hook’s books: Moss Gown ISBN: 0-89919-460-5, Snowbear Whittington ISBN:0-02-744355-8, and The Three Little Pigs and the Fox ISBN 0-02-744431-7.
  2. Additional versions of the tales of Little Red Riding Hood, Cinderella, Beauty and the Beast, and The Three Little Pigs for comparison (see resources attachment).
  3. Optional: collections of folktales from various countries around the world.
  4. Information about North Carolina regions, history, and culture in social studies materials and from web sites.
  5. Optional: Information about world regions, history, and culture in social studies materials and from web sites.
  6. Folktale comparison chart, Venn diagrams, folktale plan for students. Paper for culture webbing.
  7. Project Rubric for final writing product and storytelling.
  8. Materials to bind class book if desired.
  9. Classroom set up to allow for small group and individual work.

Technology resources

This equipment is not required but would create additional resources for the students while practicing technology skills:

  1. Access to Internet-enabled computers for Internet research about North Carolina culture and other world cultures and electronic copies of folktales. (A list of Internet resources is attached to this plan resources).
  2. Software for word processing final folktales for class booklet.
  3. Database software to construct and complete an alternative version of the comparison chart of the folktales.

Pre-activities

Students will have been introduced to social studies material about culture and the various regions of North Carolina prior to this lesson.

To review this understanding, begin by webbing the following elements on the blackboard: beliefs, traditions, language, art, music, clothing, food, games, shelter. Ask students what these terms define and try to elicit the term culture from their discussion. Place the word culture at the center of the web. Using the Cherokee culture (they probably studied this in social studies) web examples together connecting to some of the terms:

  • beliefs: shamans, sought guidance from spirits of nature
  • traditions: festivals to celebrate planting and harvest; clans according to women’s lineage; farmers and hunters; council for leadership
  • language: Cherokee, first to have system of written language
  • arts: beautiful baskets, quill designs
  • clothing: deerskin, moccasins, fur capes, bone jewelry
  • food: grew corn, peas, squash, potatoes, melons; gathered wild fruits, nuts,and maple sugar; hunted buffalo, bear, deer, racoon, opossum, and birds
  • homes: domed houses, round council house in center, village surrounded by palisade
  • games: similar to lacrosse - men fought to show speed and endurance

Practice drawing conclusions about beliefs from the clues that this information gives:

  • women have place of importance in the tribe (heads of clans)
  • respect for nature is important (spirits and hunting practices)
  • order is valued (central meeting house, well-organized clans, council, village layout)
  • strength, bravery, and hard work were valued (games, roles).

End the discussion by reminding them that these beliefs are reflected in the Cherokee legends that were passed down.

If you prefer, use examples from modern culture instead and discuss how our beliefs are reflected in modern literature.

For additional information about culture refer to social studies materials, dictionaries, and the following Internet reference: http://library.thinkquest.org/18802/gazette.htm

Transition: Introduce William Hooks as a North Carolina author. Explain that he is a featured author at the North Carolina Literary Festival this year in Chapel Hill. http://www.lib.unc.edu/NClitfest/index.html
Discuss that many of regional authors who are attending are known for writing that reveals southern culture through characters, settings, and plots.

Explain that William Hooks has revised several traditional folk/fairy tales to reflect southern elements. Students will read these and look at the ways that they learn about culture through his folk tales and others.

Activities

  1. Define folktales as stories told from generation to generation to entertain and to pass on the beliefs and history of the culture. At first folktales were part of an oral tradition of storytelling, but eventually various versions were written down. Fairy tales are a subgenre of folktales that also usually include magic and good vs evil. We can learn about cultures from reading their folktales.
  2. Read aloud The Three Little Pigs and the Fox, by William Hooks.
  3. Discuss “clues” to North Carolina mountain culture in this version. Draw conclusions about the values of the mountain region from the lessons in the story.
  4. Read a traditional version of The Three Little Pigs aloud. Have students create a Venn diagram with a partner, comparing the two versions. For instance, while the traditional version has three pigs and a wolf, Mr. Hooks’ version has three pigs and a fox. Discuss these diagrams.
  5. Explain that students will work in small groups to read and compare a selection of several versions of the same fairy/folktales. After reading each group of tales, they will complete a folktale comparison chart (or create one in either a table in word processing software, or a database to practice technology skills.) Ask students to read the William Hooks’ books (Moss Gown and Snowbear Whittington) together first, to discuss and record the details about the southern region, and to predict the values from the story’s lesson. Then they may continue to read other versions independently in their small groups, comparing and discussing their charts at the end of their reading.
  6. Students will continue shifting sets of books and materials until they have read all the versions and compared them. Meet together as a class at the end of each class period to discuss findings and conclusions about the various cultural values shown in the tales. This activity can be expanded beyond the culture of the three North Carolina regions to include other fairy tales and other world cultures if desired. Students in the 8th grade will have studied the countries in Europe, Asia, and Africa in 6th and 7th grade.

    Have students submit their charts for evaluation by the teacher for completeness and correctness of information.

    Suggestions for 5 groups:

    Little Pigs tales group

    Red Riding Hood tales group

    Beauty and the Beast tales group

    Cinderella tales group

    Optional extension group: other folktales from around the world

  7. Once students have completed reading have them focus on determining the time period, location, and culture for their rewritten tale. Ask them to list the cultural details that they will try to convey in their stories.
  8. Discuss “What ifs” to help get them started- What if the Three Little Pigs took place in the coastal plains? Who would be the characters? What would the setting be like? What materials would be used for the houses?
  9. Review the folktale plan and ask students to complete it. Refer to the folktale plan example as needed. Then students will work on their folktale rewrite drafts. Provide a rubric to use to edit their stories. Complete final versions by word processing for a class booklet of folktales if possible.
  10. Have students prepare and practice their tale for a folktale storytelling festival. Encourage creative use of visuals, props, and language.
  11. Have a storytelling day as a class or with a younger group.
  12. Have students self-assess using a Project Rubric

    Assessment

    The student folktale comparison charts will be assessed by the teacher for completeness and correct information.

    The student writing will be assessed with a Project Rubric for cultural content, format, and mechanics.

    The student presentation will be assessed for oral communication/presentation skills and creativity.

    Supplemental information

    Attachments:

North Carolina Curriculum Alignment

Social Studies (2003)

Grade 4

  • Goal 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina.
    • Objective 2.01: Locate and describe American Indians in North Carolina, past and present.
    • Objective 2.03: Describe the similarities and differences among people of North Carolina, past and present.
    • Objective 2.04: Describe how different ethnic groups have influenced culture, customs and history of North Carolina.

Grade 8

  • Goal 1: The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.
    • Objective 1.02: Identify and describe American Indians who inhabited the regions that became Carolina and assess their impact on the colony.

Computer Technology Skills (2005)

Grade 4

  • Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
    • Objective 3.01: Select and use technology tools (e.g., probeware, digital camera, scanners) to collect, analyze, and display information for content assignments. Strand - Societal/Ethical Issues
    • Objective 3.03: Discuss, plan, and develop simple databases in content area to enter/edit, collect, organize, and display content data as a class. Strand - Database
    • Objective 3.06: Use word processing as a tool for writing, editing, and publishing paragraphs, stories, and assignments. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 3.07: Locate, select, organize, and present content area information from the Internet for a specific purpose and audience, citing sources. Strand - Telecommunications/Internet

Grade 8

  • Goal 3: Select and use a variety of technology tools to collect, analyze, and present information. Strand - Societal/Ethical Issues
    • Objective 3.01: Select and use a variety of technology tools to collect, analyze, and present information. Strand - Societal/Ethical Issues
    • Objective 3.03: Modify/create and use databases to analyze, interpret, and evaluate data and report findings. Strand - Database
    • Objective 3.05: Select and use WP/DTP features/functions to develop, edit/revise, and publish documents/assignments. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing

English Language Arts (2004)

Grade 4

  • Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.02: Interact with the text before, during, and after reading, listening, and viewing by:
      • setting a purpose using prior knowledge and text information.
      • making predictions.
      • formulating questions.
      • locating relevant information.
      • making connections with previous experiences, information, and ideas.
    • Objective 2.03: Read a variety of texts, including:
      • fiction (legends, novels, folklore, science fiction).
      • nonfiction (autobiographies, informational books, diaries, journals).
      • poetry (concrete, haiku).
      • drama (skits, plays).
    • Objective 2.04: Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:
      • plot.
      • theme.
      • main idea and supporting details.
      • author's choice of words.
      • mood.
      • author's use of figurative language.
    • Objective 2.05: Make inferences, draw conclusions, make generalizations, and support by referencing the text.
  • Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology.
    • Objective 3.01: Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
      • analyzing the impact of authors' word choice and context.
      • examining the reasons for characters' actions.
      • identifying and examining characters' motives.
      • considering a situation or problem from different characters' points of view.
      • analyzing differences among genres.
      • making inferences and drawing conclusions about characters, events and themes.
    • Objective 3.02: Analyze characters, events, and plots from different selections and cite supporting evidence
    • Objective 3.06: Conduct research for assigned projects or self-selected projects (with assistance) from a variety of sources through the use of technological and informal tools (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.03: Make oral and written presentations using visual aids with an awareness of purpose and audience.
    • Objective 4.07: Compose fiction, nonfiction, poetry, and drama using self-selected and assigned topics and forms (e.g., personal and imaginative narratives, research reports, diaries, journals, logs, rules, instructions).
    • Objective 4.09: Produce work that follows the conventions of particular genres (e.g., personal and imaginative narrative, research reports, learning logs, letters of request, letters of complaint).
    • Objective 4.10: Use technology as a tool to gather, organize, and present information.
  • Goal 5: The learner will apply grammar and language conventions to communicate effectively.
    • Objective 5.01: Use correct capitalization (e.g., names of languages, nationalities, musical compositions) and punctuation (e.g., commas in a series, commas in direct address, commas and quotation marks in dialogue, apostrophes in possessives).
    • Objective 5.02: Demonstrate understanding in speaking and writing by appropriate usage of:
      • pronouns.
      • subject/verb agreement.
      • verb tense consistency.
      • subject consistency.
    • Objective 5.03: Elaborate information and ideas in writing and speaking by using:
      • simple and compound sentences.
      • regular and irregular verbs.
      • adverbs.
      • prepositions.
      • coordinating conjunctions.
    • Objective 5.04: Compose multiple paragraphs with:
      • topic sentences.
      • specific, relevant details.
      • logical progression and movement of ideas.
      • coherence.
      • elaboration.
      • concluding statement related to the topic.
    • Objective 5.06: Proofread and correct most misspellings independently with reference to resources (e.g., dictionaries, thesauri, glossaries, computer spell-checks, and other classroom sources).
    • Objective 5.07: Use established criteria to edit for language conventions and format.
    • Objective 5.08: Demonstrate evidence of language cohesion by:
      • logical sequence of fiction and nonfiction retells.
      • time order sequence of events.
      • sustaining conversations on a topic.
    • Objective 5.09: Create readable documents through legible handwriting and/or word processing.

Grade 8

  • Goal 1: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
    • Objective 1.03: Interact in group activities and/or seminars in which the student:
      • shares personal reactions to questions raised.
      • gives reasons and cites examples from text in support of expressed opinions.
      • clarifies, illustrates, or expands on a response when asked to do so, and asks classmates for similar expansion.
  • Goal 4: The learner will continue to refine critical thinking skills and create criteria to evaluate print and non-print materials.
    • Objective 4.01: Analyze the purpose of the author or creator and the impact of that purpose by:
      • monitoring comprehension for understanding of what is read, heard, and/or viewed.
      • evaluating any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.
      • evaluating the underlying assumptions of the author/creator.
      • evaluate the effects of the author's craft on the reader/viewer/listener.
  • Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
    • Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
      • using effective reading strategies to match type of text.
      • reading self-selected literature and other materials of interest to the individual.
      • reading literature and other materials selected by the teacher.
      • assuming a leadership role in student-teacher reading conferences.
      • leading small group discussions.
      • taking an active role in whole class seminars.
      • analyzing the effects of elements such as plot, theme, charaterization, style, mood, and tone.
      • discussing the effects of such literary devices as figurative language, dialogue, flashback, allusion, irony, and symbolism.
      • analyzing and evaluating themes and central ideas in literature and other texts in relation to personal and societal issues.
      • extending understanding by creating products for different purposes, different audiences, and within various contexts.
      • analyzing and evaluating the relationships between and among characters, ideas, concepts, and/or experiences.
    • Objective 5.02: Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
      • reading a variety of literature and other text (e.g., young adult novels, short stories, biographies, plays, free verse, narrative poems).
      • evaluating what impact genre-specific characteristics have on the meaning of the text.
      • evaluating how the author's choice and use of a genre shapes the meaning of the literary work.
      • evaluating what impact literary elements have on the meaning of the text.
  • Goal 6: The learner will apply conventions of grammar and language usage.
    • Objective 6.01: Model an understanding of conventional written and spoken expression by:
      • using a variety of sentence types, punctuating properly, and avoiding fragments and run-ons.
      • using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
      • applying the parts of speech to clarify language usage.
      • using pronouns correctly, including clear antecedents and case.
      • using phrases and clauses correctly, including proper punctuation (e.g. prepositional phrases, appositives, dependent and independent clauses.)
      • determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
      • extending vocabulary knowledge by learning and using new words.
      • evaluating the use and power of dialects in standard/nonstandard English usage.
      • applying correct language conventions and usage during formal oral presentations.
    • Objective 6.02: Continue to identify and edit errors in spoken and written English by:
      • using correct spelling of words appropriate in difficulty for eighth graders and refining mastery of an individualized list of commonly misspelled words.
      • producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and format.
      • self correcting errors in everyday speech.
      • independently practicing formal oral presentations.