Chapter Five First Nations

We have chosen to present four short folk tales which all revolve around a phenomenon in the animal kingdom.

This part of the curriculum lends itself easily to further reading based on pupils’ interests. They can share what they have read orally or in writing. The following approaches have proved to be fruitful:

  1. There are other “common denominators” which the class or groups of pupils could read stories from and present. Some “common denominators” are, for example:
    • explanations of natural phenomena
    • friendship
    • humour
    • the supernatural
    • kings, queens, princes and princesses
  2. Groups of pupils find and present stories from First Nations in other parts of the English-speaking world, for example the UK, Canada or India.
  3. Speakers of minority languages (especially adults) may have stories from their own cultures which they can tell the class.
  4. Pupils can make up their own stories to explain various phenomena. My own pupils have given me more or less credible explanations for the following:
    • how the zebra got its stripes
    • why fish have no voice
    • why dogs hate cats

Here are some links to more myths, legends and folk tales:

  • Native American
  • Maori
  • Aborigine and more here
  • Canada
  • Africa
  • Various
  • Celtic
  • Scottish
  • Irish
  • Welsh
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