Through Grade Three. Publication No. EC-462. California State Dept. of Education, Los Angeles

Home , Geta (footwear), Mache (food), Shiro (food), Sipsi, Valenki, Yukata

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TITLE A Guide to Multicultural Education: Kindergarter. Through Grade Three. Publication No. EC-462. INSTITUTION California State Dept. of Education, Los Angeles.: Los Angeles Unified School District, Calif. SPONS AGENCY Office of Education (DHEW), Washington, D.C. Ethnic Heritage Studies Branch. PUB DATE Fet 78 NOTE 606p.: Not available from EDRS in paper copy due to dark background throaghout original AVAILABLE FROM instructional Planning Division, Los Angeles Unified School District, Listrict Publications Unit, 450 N. Grand Avenue, Recta G-230, Los Angeles, CA 90012 (S2.78 plus 6% sales tax)

EDRS PRICE MF03 Plus Postage. PC Not Available from EDRS. DESCRIPTORS American Indians: Art Activities: Asian Americans; Blacks; Clothing: *Cultural Awareness: Cultural Differences: Cultural Pluralism: Elementary Education: Eskimos: *Fthrfic Groups: Family Life; Folk Culture: Food: Interdisciplinary ApEroach: Languages: *Learning Activities: *Multicultural Education; Spanish Americans: Teaching Guides: *Teaching Methods IDENTIFIERS Ethnic Heritage Studies Program Act: Euro Americans

ABSTRACT This teaching guide presents learning activities for grades K-3 on multicultural education. The objectiveis to promote cultural awareness and understanding by developing acceptanceof the students, own heritage and the heritage of others. Approathesinclude interdisciplinary, disciplinary, and cross-cultural. The cross-cultural approach emphasizes examining the differencesand similarities in the heritage of various ethnic groups in the United States. Groups are divided into five heritageAreas: Black American, including Africa, West Indian, and United States: European/Mediterranean American including Europe, the Near East, and Middle East: Hispanic American including Mexico, CentralAmerica, and South America: American Indian and Eskimo including NorthAmerican Indian and Eskimo tribes: and Asian American and PacificIslands including China, Japan, Korea, Philippines, India, andSoutheast Asia. The document contains nine sectiens, each focusing on atopic. Topics are self-identity and awareness of others, familylife, working and playing together, foods traditional folk arts andcrafts, folk music, stories and storytelling, words and numbers,and celebrations and costumes. Each section presents background information; selected teacher references, somebriefly annotated, including books and audiovisual materials: a goaland three sample objectives: suggested learning activities and teachingmethods, including an identification of the disciplinary area andrelevant materials: and a cross-cultural grid designed to providequick comparisons of various categories among the culturesidentified. A selective bibliography of multicultural literaturepublished sie 1870, noting grade level, concludes the document.(Cs) o`, U S DE PARTMENT OF REALM, EDUCATION &WELFARE NATIONALiEDRITUTE OF EDUCATION THIS DOCUMENT MA% BIEN REPRO. AV DUCE!" ExAC T4.r AS RECEIvED FROM BESTCOPY THE PE R.,DN OR ORGANIZATION ORIGIN. ATNG It 00INTS OF viE OR OPNIONS STATED D O NOT Aff CF V..4.R,1 V RFPRF- SENT OF 11( 1 A L NAT IONAL ,h1%1 1101'1 91 F Du( A101.4 PONIT PC)Nr GR POI ,C

A (WIDE TO PE RMISSIt )N Ht PH, ,` )0, T 11; MAU ki A t INMiCROrICHE ON1 Y MULTICULTURAL EDUCATION HAS BEA N L;TiANTE fi KINDERGARTEN THROUGH GRADE 3 (C7leSc ?:.1./i;zre/66-#

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Prepared by the Los Angeles Unified School District Instructional Planning Division in Cooperation with California State Department of Education Office of Intergroup Relations California Ethnic Heritage Program

Copyright 0)1977/1978, Los Anteles Unified School District Instructional Planning Division *Publication No. EC-462 Second Printing 'February, 1978

$ LOS ANGELES UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION Howard Miller. President Philip Bardos Richard Ferraro Rabbi Fiedler Julian Nava Kathleen B. Rice Diane E. Watson SUPERINTENDENT William J. Johnston DEPUTY SUPERINTENDENT, INSTRUCTION Harry Handler ASSOCIATE SUPERINTENDENT Josie Bain ASSISTANT SUPERINTENDENT, INSTRUCTIONAL PLANNING DIVISION Norman H. Rossell

CALIFORNIA STATE DEPARTMENT OF EDUCATION Wilson Riles, SuperIntendent of Public Instruction Ples A. Griffin, Chief, Office of Intergroup Relations Frederic R. Gunsky, Consultant, Office of Intergroup Relations PROJECT STAFF Eugene H. White, Project Director Miyoko NakaRiri, Project Leader Patricia 'Brown Frederic R. Gunsky Dan Basalone Joan Midler BACKGROUND OF THEPROJE4

The California Ethnic Heritage Program was launched in19744-75 by the State Department of Education, utilizing a grant from the U.S. Office of Education under ESFA Title IX, the Ethnic Heritage Studies Act. Common goals of the state and federal programs are to:

1. Afford pupils opportunities to learn more about the nature of their own heritage and to study the contributions of the cultural heritage of the other ethnic groups of the nation.

2. Reduce the educational (P.sadvantage and socialdivisivene04 caused by personnel and curricula that do not recognize the importance of cultural influences in the lives of individuals and communities.

3 Emphasize the educational gains that can result from cultural pluralism in a(multi-ethnic nation.

4. Engender in citizens of our pluralistic society greater intercultural competence relltihg to self-acceptance, acceptance of one's culture, and acceptance of persons of other cultures.

Activities conducted during the first year of the projectin California were largely focused on development of a Guide to Ethnic Heritue CurriculumAnalysis_, with criteria and questions to be used by teachers and others in screeningand analyzing materials with reference to their value in teaching children tounderstand and appreciate their varied ethnic heritage and to respect cultural pluralism inthe United States.

An experimental draft of this document, A Guide toMulticultural Education, Kinder- garten through Grade 3, was originally distribgted toselect schools and offTTFZTO January, 1976, for field testing and analysis. Over one hundred schools were involved in the experimental phase of the document. The guide has been revised, incorporatini, suggestions, corrections, and deletions recommended by fieldpersonnel. A team of volunteers from the Los Angeles Unified School District, the LosAngeles County Schools, the California State Department of Education, and thecommunity assumed responsibility for synthesizing and editing this revised version. Reactions were solicited from the District's American Indian, Asian, Black,and MexicanAmerican Commissions, and the Educators' Advisory Committee of the Los Angeles Jewish FederationCouncil.

This guide should be considered as a yonstantlyevolving resource document. It is hoped that later editions, as they .are published,will include further suggestions, references, and activitiei which teachers find useful inclassroom situations. Additional comments and content should he submitted tothe project director.

EUGENE H. WHITE, Project Director Director of Audio-Visual Services Los Angeles Unified School District APPROVED: NORMAN H. ROSSELL Assistant Superintendent ,Lastructional Planning Div,ision

i 144*,w4L-wcA .. .. , . .. , SPECIAL APPRECIATION

Many people and groups havecontributed to the realization of this resourceguide. Their generous cooperation andassistance have made it possible todevelop this material. Special appreciation is extended to:

- TheCalifornia State Department ofEducation, Office of Intergroup Relations, which initiatedthe project and provided continual guidance

- TheTextbook Services Section, LosAngeles Unified School District, which providedreference assistance and support services

- The Audio-Visual Services Section,Los Angeles Unified School District, for assistancewith content, format, and graphic support

- TheLibrary Services Section andthe Professional Library, Los Angeles Unified SchoolDistrict, for reference assistance

- Thesecretarial support staff of theOffice of Intergroup Relations, California State Departmentof Education, for manuscript preparation.

In addition to the projectstaff list on page ii, theseindividuals are recognized for their creative contributions: Dr. Eleanor Blumenberg,Western Director of Education, Anti-Defamation League of B'naiB'rith; Jo Bonita Perez, Multicultural Education Consultant,Division of Curriculum and Instructional Services,Los Angeles Coanty Schools; Harold Sunderland, CurriculumConsultant, Sonoma County Office of Education; Bette Cox,Teacher Adviser, Music, Instructional Planning Division, LosAngeles Unified School District

4-, "qt1K., - CONTENTS Page

BACKGROUND OF THE PROJECT iii SPECIAL APPRECIATION iv MULTICULTURAL EDUCATION: A PROCESS AND AN ADVENTURE SELF-IDENTITY AND AWARENESS OF OTHERS 7 Background and References 7 Goal and Sample Objectives 8 Suggested Activities 9 FAMILY LIFE IN MANY CULTURES 21 Background and References 21 Goal and Sample Objectives 24 Grid: Family Structure; Language; Greetings; Pets; Children's Chores 26 Suggested Activities 32 Resource Information 35

WORKING AND PLAYING TOGETHER 39 Background and References 39 Goal and Sample Objectives 40 Suggested Activities 41 Materials and Resources 41

THE UNIVERSALITY AND DIFFERENCESOF FOODS 43 Background and References 43 Goal and Sample Objectives 44 Grid: Grains and Bread; Fruits and Vegetables; Meat and Fish 46 Suggested Activities 76 TRADITIONAL FOLK ARTS AND CRAFTS 85 Background and References 85 Goal and Sample Objectives 87

, Page

Grid: Pottery; Textiles; Toys; Macrame; Painting; Masks; Basketry; Fculpture and Carving; Paper; Special Arts 88 Grid References 98 Suggested Activities 108

VARIETY OF FOLK MUSIC 119 Background and References 119 Goal and Sample Objectives 121 Grid: Vocal Music; Instrumental Music 122 Suggested Activities 142 Grid References 147

STORIES AND STORYTELLING IN MANY CULTURES 153 Background and References 153 Coal and Sample Objectives 158 Grid: Sky Myths; Fables; Giants; Witches, Ghosts, and Spirits; Fairy Tails; Riddles 1611 Suggested Activities 166

WORDS AND NUMBERS FROM 4ANY CULTURES 169 Background and References 169 Goal and Sample Objectives 173 Suggested Activities 174 Grid: Vocabulary 178 TRADITIONAL CELEBRATIONS AND COSTUMES 217 Background and References 217 Goal and Sample Objectives 219 Grid: Celebrations and Holidays 222 Grid References: Traditional Celebra'zions 251 Traditional Costumes 283

A SELECTIVE BIBLIOGRAPHY RELATING TO MULTICULTURAL EDUCATION 301 MULTICULTURAL EDUCATION: A PROCESS AND AN ADVENTURE

Each of us is unique; in many ways each of us also is similar to others. This guide focuses on the educational aspect of our similarities and differences--our cultural heritage. The purpose is to develop acceptance of our own heritage and of the heritage of others, awareness that we can and do borrow from many cultures, and understanding that our cultural heritage and adaptation do not make us "better" or "worse" but are only another expression of the infinite variety bf the ways in which human beings function. The hoped-for results are to educate people to be able to live comfortably in a pluralistic society, using the richness afforded by that pluralism to enhance their own lives.

A whole body of myths related to identifiable cultural groups has been allowed to evolve and flourish throughout the history of the human race. Too often these myths have gained strength through so-called ethnic humor, biased literature, the innuendo of rumor, inaccurate or incomplete research, avoidance of objective reporting, insen- sitivity to the feelings of others, and failure to employ reasonable intelligence. The result is that teenagers, according to recert reseaech, indulge in stereotyped thinking and prejudiced behavior to a disturbingly high degree.*

Too often we accept unthinkingly the feelings, attitudes, and biases infused by parents, peers, and associates without making a conscious effort to test validity and reality. We accept the idea that there are those who "live on the wrong side of the tracks" or "in that part of town." We think it is important to "keep up with the JoneseT." We assume that someone who doesn't speak our language isinferior. We assign people of specific cultures vocational roles of gardener, chef, bootblack, cop, laundry operator, money lender. We hink we know which culture group is most likely to be aggressive, thrifty, quiet, im.ral, devious, stadious, law-abiding, law-defying, musical, rhythmic, artistic, or awkward. We have learned slangy, derogatory terms for Blacks, Whites, Asians, Mexicans, Italians, Poles, Irish, and Jews. We grow up in a world of stereo- types which have been handed to us - and we may well continue to pass them on unless we consciously explore the mythsand cliches of prejudice.

* See, for example, Adolescent Prejudice by Charles Y. Clock, et al. (Harper & Row,l97"t)

12 I o

"'"-` , be mandated althoughmandates may help accelerate Multicultural understanding cannot diversity in the classroom, Our best strategy isobjective presentation of the process. project for the primarygrades. using strategies likethose suggested in this

What do we mean bymulticultural education? Multicu1tural education is a termbeing used to describe awide vatiety of efforts the heritage andexperience of toward expanding theinstructional program to encompass . multiCultural education ig used to meana process or all children. For this project, than a subject area. It is a cross-culturalapproach rather than zeaching style rather fermat, for cultures. Itis open-ended, offering a an explorationof a sequence of Much of hand rather than prescribing arigid course of study. using the resources at activities multicultural education is not atall new--teachers haveused many of the listed here without labelingthem "multicultural." teachers is the focs. Most of us grew uplearning about What may be new to some of Japan, Nambi ofSudan, Petey child:en in distantlands--Maria of Guatemala, Hiroshi Seldom,were we given a singleclue that many peopleliving near'us were of Holland. read about; people who were descendants of the people whocreated the cultures we their heritage while alsotrying to adapt to what was con- quietly reyining part of cul- of life. This material deals withthe roots of American sidered the American way and which exist ture, the sourcesof many customs that werebrought to this country homogerieous culture in theUnited States has all around us. The past emphasis on a customs. Some are lost. ,But nowit has become obvious masked many of the transported and identity are that the "meltingpot" did not always melt. Since self-expression in a crowded world, manypeople appear morewilling to bring assuming more importance display bits of Zheir ownlives forth remembered folkloreand family customs and to that make them unique. similarities in the heritageof many people This material examinesthe differences and The authors firmlybelieve that this approachto multicultural living in America. children in the classroomand more education is more involvingand.more uniti.jil for the classroom thanis the approach typical of the society thechild encounters outside ethnic studies. Too often studies concernonly the groups of separate or sequential of course, desirable that are visible on a verylimited horizon. Ethnic studies are, Cross-cultural education does notpreclude specializing in one ormoxe and necessary. education--should culture gi.Aies. But; if we agree thatmulticultural education--any with themselves andtheir world, then it seemsthat a broad heJp put children at ease is a good place to start. understanding of the varietiesof customs and culture 14 13 ISn't multicultural education just socialscience? Cross-cultural teaching is not asingle discipline. It is within the field ofsocial sciences if you look at socialsciences in the very broadest sense;but, if you do that, related to the life cf the whole day-is socialsciences since each subject is somehow is that of relating huMan beings in society. The technique we would like to encourage all classroom activities to their rootsin culture. Once you begin doing this--and "you" includes you the teacher, youthe parent, and you thestudent--you find evidence to bring multi- 'of different cultures everywhere. You as teacher will see many ways cultural experiences to theclassroom.

How were fhe 'goals developed? Statement of The Los Angeles Unified SchoolDistrict has published a comprehensive Tne Elementary SchoolCurriculum--Guidelines for Instructionhas been revised. The project staff made useof these documents and trid to makethe material consistent with the consensus expressedin them. The goals are related to theinterdiciplinary goals listed in the guidelines.

How does multiculturaleducation relate to differentsubject areas? Activities in the workbookrelate to interdisciplinarygoals as well as to specific education, music, language arts, goals and objectives in art,reading, health, pli>ical of the multicultural processif and social sciences. Everyday mathematics can be part you choose examplesthat relate to variouscultures. Some are spelled out The suggested activties representvarious stages of development. just ideas you may want toexpand. We hope the suggestionswill in detail; others are teacher has to determine draw forth many ideas of your own. Ultimately, each classroom what enriches his/herinstructional program.

Is -he materdal divided intograde levels? has Since ability and interestlevels will vary fromclassroom to classroom, no attempt the material into specificgrade level designations, Much of it been made to divide Suggested should relate to the needsof ungraded Early ChildhoodEqucation classes. difficult activities range from thosewhich are very simple tothose that are relati-vely kindergarten and in Grades 1,2, and 3 in and should provide ideaswhich can be used in regular as well as ECEclassrooms.

; I5 What is the intent of the grids?

Some .of the sections include cross-cultural grids. The grids are designed as multicultural "shopping lists." Looking horizontally across the columns, you will see suggestions about certain similarities and relationships amongthe traditions of people of various cultures. There are blank spaces that we hope you willbe inspired to try to fill to make this cross-culturalapproach more meaningful and complete. If teaching about one culture at a time still seems thebest approach for you, then you have the option of readingdown each column through the successive pages of grids (reading all the "Asian American and /acific IslandAmerican Heritage" columns, for example). You will gain a fair amount of informationabot'At that group of cultures. The division into culture groups is, of course, veryarbitrary. The ethnic categories used in the surveys by Federal agencies did not describe thebroad cultural heritages .we wanted to emphasize. A division by continents seemed almost right butdid not accurately represent the heritage of Black Americans. So, recognizing that we are mixing apples and oranges and calamansi (and if youdo not know what that is, see the Food Grid), we are using the following categoriesfor purposes of this guide:

BLACK AMERICAN HERITAGE: Includes African, West Imdian, as well as United States Blacks. EUROPEAN/MEDITERRANEAN AMERICAN HERITAGE: Includes Europe, the Near East, and the Middle East.

HISPANIC AMERICAN HERITAGE: Includes Mexico, Central America, and South America. AMERICAN INDIAN AND ESKIMO HERITAGE: Includes North American Indian tribes and-Eskimos. ASIAN AMERICAN AND PACIFIC ISLANDHERITAGE: Includes China, Japan, Korea, the Philippines, India, Southeast Asia,and vwrious islands of the Pacific.

You will note in the CONTENTS section (page v) that theguide contains nine major sections beginning with Self-Identity and Awarenessof Others. All of the segments

-777,77-7,77}7.7- list background information,selected teacher references, goals andsample objectives. Most of the sections includesuggested activities and cross-culturalgrids designed to provide quickcomparisons of various categories among thecultures identified (e.g., breads in various cultures, see page54; storytelling songs, see page 130). The grid accompanying the section titled Varietyof Folk Music contains many specificrefer- ences to music in Californiastate-adopted textbooks. This resource document can be usedboth for interdisciplinary andcross-cultural approaches to multicultural education. The section titled Self-Identityand Awareness of Others is an appropriate place tobegin; it sets the tone for the entire process and helps to prepare youngchildren to understand cultural differencesand similarities. Beyond that, sections need not befollowed sequentially and probably are moreeffective .when related to the specificinterests, needs, and abilitiesof the class involved. Before introducing a particularsection to the class, review the background0g-formation. Some of the ideas and concepts includedwill help bring the classroomactivkties to pursuits for life. Analyze the goals and objectivesand translate them into meaningful your class. Scan the suggested activitiesand select those which appear to be appropriate for your situation. Survey other District and community resourcesthat might be incorporated.

:t-;,,E.t.-

:.,7 44 5 , cf-t- SELF-IDENTITY AND AWARENESS OF OTHERS

BACKGROUND

There are many self-identity unitsalready developed and available. The objective of this material is not to duplicate suchunits, but rat'aer to suggest ways to give them maximum multicultural emphasis. Effective experiences, designed to heightenself- identity and awareness of others, will:

- Makethe child aware and proud of his/her heritage.

- Point out that each person has a upiquecombination of heritage, present family, appearance, preferences, wishes, abilities,emotions, etc.

-Emphasize the similarity of people althoughtheir cultures and life styles may he different.

- Emphasizethe wide variety of cultures in this countryand all around us.

- Point outthat we adopt and adapt from each other'sculture.

It must be emphasized that apositive self-image is developed through peerand teacher interaction and reinforcement and not merelythrough the teaching of a lesson. The lessons will sharpen a child's awarenessof himself and others as distinctindividuals with common characteristics, butthey will only reinforce the natural humancontacts that take place every day. Therefore, it is a teacher's responsibility to promote courtesy and respectfor all people as the cornerstone for a positiveself-image. It is good teaching practice toemphasize positive comments for eachstudent every day and to ask students to show positiveappreciation for each other'.s accomplishments. Self-identity should also be integratedwith parent participatiwl in the'classroom. A appreciation for himself/herself and others throughthe ae- child will gain increased teacher and as such knowledgmentof parental contributions. Parents are a"child's first - -fitriotimo-dro'vhare.tWetr mature and-unique knowledge withtheir children and other students. euch child with a greaper sense of self-worth, The- caliclusiOn ofthe unit should find of uniquenesS, Of wicrepotsib1litle4,- and of'appreciation of -tethers. Ilte unit also' provides the basis for thefollowing units, which are expansionsof the elements of family custom and choice that eachchild will express in his/herself-description. REFERENCES

"Who Am I?" from "EnrichmentReading, Part II, Developing aTheme," From Folktales to Los Angeles: Fantas An Ex erimental A..roach to Books Children and Libraries. 974. Los Angeles Un e Schoo District, Title I, 1971. Revise Contains references to library books onthe self-identity theme andsuggested activities.

Nava, Julian, editor. Myself. Yo. Bilingual Stories for ChildrenToday. Walnut Creek, California: AArdvark Media, Inc., 1974.

Cohen, Robert. The Color of Man. New York: Random House, 1968. Explanation of skin color, geneticinheritance, variations ofpigmentation, theories about development ofdifferent skin colors, and the problemsof prejudice and discrimination. Well illustrated.

Steichen, Edward, editor. The Family of Man. New York: Simon and Schuster, 1968. Beautiful pictures which illustratethe similarities and uniquenessthis unit is concerned with. COAL

To increase awareness ofsimilarities and differences betweenself and others, and to develop self-esteemand a positive sense of personalidentity. SAMPLE OBJECTIVES provided'in a A. The learner will increase by SO per centthe number of details self-description, comparingdescriptions at beginnineand endof the study.

The group ofletrners Intl identifythree physical er emotionaltraits.and ' -=',ft three cultural traits of teal orfictional persons, and will show anability to distinguishbetween the two sets of traits. which are positively C. The.4Iearner will identifY sometraits of his/her cum related to competence in classroom,playground, or out-of-schoolactivities. 24 .1- -7-7- 7.17 ,

-,=-7 4. 777,-`7- SUGGESTED ACTIV1TIE"S SELF-IDENTITY AND AWARENESS OF OTHERS

=11111=M110

OBJECTIVES ACTIVITIES SUBJECT AREA

At the conclusion of the Start an I AM- (learner unit of study, the learnername) project at the beginnintof school, will: and continue it throughout the entire schoo year. Before school begins, make enough Increase by SO per cent folders for the entire class. Across the the number of details top print I AM leaving provided in a self-de- room for the learner's name. The first pag scription, comparing of this boolliwould be his/her self-portrait descriptions at begin- made during the first week of school. This ning and end of unit. self-portrait may not be more than a few lines; it may be a head and a mouth; the Demonstrate an increase head may have stick legs. Whatever the in self-esteem. learner draws--without any teacher guidance of suggestions--that is the way he/she sees Be able to describe an- himself/herself in the first week of school. other person, provilling (There will be other self-portraits in this most of the same detailsbook. The progress the learner makes in .he/she provides about manipulative skills and in his/her changing himself/herself, and self-concept will be revealing to teacher indicating similarities and parents.) The second page must be and differences. supplied by the teacher. On it should be the date, the learner's age, height, and weight at the beginning and end of the school year. 'Below this information the teacher should make a tracing around the learner's right hand. MY FAMILY mild be the title of the third kage.,'(A cat,dog, or other pet may have ap;ominent place on this family page. It is ;tot unlikely that *PAO 140147112X5,Ntil 9T4t me,mher.s.of the homes in this first picture. the young learner tends to ignore people or things that are not important or which are disliked by the famfberw) MY FAVORITE TOYS could be

eft0 06,

, SUGGESTED ACTIViTIES SELF-IDENTITY AND AWARENESSOFOTHERS

ACTIVITaS SUBJECTAREA OBJECTIVES t another the another page. MY FRIENDS could be At the conclusion of of pictured unit of study, the learnerpage. I LIKE Can title a page There should be pagesshowing newly Art will: foods. formed skills, such as potatoprinting, Increase by SO per cent food collages, etc. Using the food grid and charts, creativedesign using geometric the number of details When ECE pupils provided in a self-de- shapes should be included. or kindergartnerslearn about the lives and scription, comparing Social Sciece descriptions at begin- cultures, of other peoplesin the world, ning and end of unit. pictures about theseshould be included. These pictures can serve asrecords of Demonstrate an increase interesting activities. When the learners print/write their own nanes in self-esteem. have learned to each child should havehis/her friends' The Be able to describe an- autographs on a page ofhis/her book. autograph should be ofher person, providing teacher's picture and detailsincluded. This could be a snapshot or a most of the same These pic- he/she provides about picture drawn by thelearner. tures are usuallysurprising and revealing himself/herself, and Pictures of the indicating similarities and always aredelightful. school are good addi- and differences. learners' homes and tions. Another self-portrait shouldbe don about mid-year and againjust before the close of school. One of the last pages in the book shouldshow the learner'shand- print, for comparisonwith that drawn at the .s4 beginning of the year. Later in the year as artikills develop, learners canmake covers fortheir books and tie thebook together with bright yarn. Each succtlsive unit of this materialwill add possioilities for additions to'thebook. Language Ar s At the beginning ofthe unit, have each

28 1$1 SUGGESTED ACTIVITIES SELF-IDENTITY AND AWARENESS OF OTHERS

SUBJECT AREA OBJECTIVES ACTIVITIES

IMMII1%, At the conclusion of the learner describe himself/herself An asmuch unit of study, the learnerdetail as possAble with a minimumof ques- will: tions from the teacher. Teacher or aide should record learner's descriptionin Increase by SO per cent writing or on tape.. (If the children are the number of details shy,.ask a few questions such astheir name, 'age, names of sisters and brothers, what . provided in a self-description, ccmparing pets they have,favorite colors, favorite descriptions at begin- foods, etc. Vary the questions from one ning and end of unit. child to another.)

Demonstrate an increase Art in self-esteem. Have learners drawpictures of themselve (for "I AM nook,-) *ea Be able to describe another person, providingUsing the pictures and thesp'ontaneous self-Social Science most of the samedetailsdescriptions, introduce the idea of"how he/she provides about many more thingsdo we know about our- himself/herself, and selve:s?" and ask questions such as: indicating similarities well Mathematics and differences.-. Weight and height (Use metric as as English measur,es.) Eye color, hair color, straight or curly hair Birthday and how youcelebrate Favorite colors, food, clothing Favorite things to do on weekends Friends' names Name of someone at your house What makes you happy What makes you sad Where you were born How many languages do you and your family speak; what languages

47-741, SUGGESTED ACTIVITIES SELF-IDENTITY AND AWARENESS OF OTHERS

SUBJECT AREA OBJECTIVES ACTIVITIES

At the conclusion of the Where were.your parents and grand- unit of study, the learner parents born will: Introduce idea of cultural heritage relating Increase by SO per cent'to self-description. Explaining how and the number of details where you live and where your parentsand provided in a self-de- grandparents have lived is part of what scription, comparing makes you special. Also relate to languages descriptions at begin- you know and toreligion, foods, pref- ning and end of unit. ences. If children don't know cultural heritage, have class write letters to par- Demonstrate an increase ents asking about what theirheritage is or in self-esteem. where they have lived and where their ancestors lived. Make a map showing the Be able to describe an-,places the children were born with lines or Geography other person, providing strings connecting to your present location. most of the same details(Children may make individual maps for the he/she provides about "I Am " book.) himself/herself, and indicating similarities Have learners work in teams orAllan groups,Language Arts and differences. learning about each other so that each person canintroduce his/her teammate in detail and tell how the friend is similar to himself/herself and how he/she is different.

In the school library, read storiesabout Reading self-identity, such as:

Behrens, June Who Am I? Jaynes, Ruth47477rFas! Friends! Friends! 31137;17,1Inth M. Father Is Bi& Williams Jay and Winifred Lubell LEPILELYAUEsatutamt

; . 31

`"Pciff. SUGGESTED ACTIVITIES SELF-IDENTITY AND AWARENESS OF OTHERS

SUBJECT AREA

At the conclusion of the Nava, J. Bilineal Stories for Todlx unit of study, the learner Series will: Bowmar Art World Kit Looking at Me,

Increase by SO per cent For.additional suggestions, see "Who Am I" the number of details (listed in reference section for thisunit) provided in a sell-description,(comparing Sing songs related to self-identity, such Music descriptions at begin- as: ning and end of unit. "The Green Dress" "Anna Marie"

Demonstrate an increase from W.Lsicinirc....Discoverinroether2it...... Tri in self-esteem. (Chicago: Fo ett 1970 Be able to descrtbe an- Show the film People Are Differentend Alik Health other person, providing (11 min., color, Coronet Instructional Social Science most bf the same detailsFilms). Discuss how people are alike and he/she provides about different. himself/herself, and indicating similarities and differences.

Some other useful films are: a Just Like Me (8 min., color,Thorne. Films) Psychology

Peo le (Recommended for Grades 4-6) (11 SociaL Science m n., color, 1971,Aims Instructional Media Servi4es). What Color Are You? (15 min., color, Social Science :ncyclopaeila_Britannica Educational Corp.) :41

33 1(0 SUGGESTED ACTIVITIES SELF-IDENTITY AND AWARENESS OF OTHERS

OBJECTIVES

At the conclusion of the Guidance: Does Color Really Make a Differ_7 Guidance unit of study, the learnerence? (11 min., color, 1969, Aims Instruc- Social Science will: IlWail Media Services)

Increase by SO per cent Who Needs You? (11 min., color, 1971, Aims Social Science the number of details Instructional Media Services) Values provided in a selfde- scription, comparing Have each cgld complete the sentence "I am Language Arts descriptions at begin- great because ." Then go around ning and end of unit. the room agafF777TITInach child to complete this sentence about the person who Demonstrate an increase sits beside him/her: " is great in self-esteem. because

Be able to describe an- At the end of the unit, again have each other person, providing learner describe himself/herself orally, most of the same detailsand compare the result with the earlier he/she provides about description. himself/herself, and indicating similarities Some related activities in state-adopted and differences. textbooks: Follett, The World of Mankind Series, 1973, Social Science People in Our World, Grade 1, Unit 1, "Who Am I?"

Noble 4 Noble, Basal SocialStudi'es Seri',_Social Science 1974, You and Your Family, Grade 1, Grou s and Com unrtles, -Grade 2-, Unit 3, "Peop e n Ur VOS, Harcourt Brace Jovanovich, The Social Social Science Sciencesk,Concepts and valiii77-3i7Wid ' I t Union, 197S, Blue (Grade 1), especially

3t) 36 7,07-L.177,14 4.1 SUGGESTED ACTIV1TIM SELF-IDENTITY AND AWARENESS OF OTHERS

OBJECTIVES ACTIVITIES SUBJECT AREA

At the conclusion of the "We Look at Ourselves," "We Look Back," unit of study, the learner"On Your Own," and "Where You Are." will: After the Self-Identity Unit is undet way Increase by SO per cent and you feel the children are gaining in the number of details self-confidence, you may wish to use the provided in a self-de- following activity to motivate more multi- scription, comparing cultural awareness and contacts: descriptions at beginning and end of unit. Make a display chart of the grid on the Social Science following page, entering on it the names,of Language Arts Demonstrate an increase children in the class, teachers, aides, in self-esteem. other school staff members, parents, visitors, etc. You may even wish to include the Be able to describe an- names.of characters in stories read. The other person; providing objective is to put as many names as possi- most.,10 the same detailsbly in each column. This is not a Raclal- he/sheprovides about Ethnic Surveir; lieople can have their wtmes himself/herself, and in more than one co1umn4.-a mixed heritage indicating similaritiesIbecomes a very valuable asset in this game. and differences. Hied the chart WE ARE PROUD OF OUR HERITAGE. (You may wish to use a large folder or .guent book arrangement Instead of a wall chart.) If children know the countries of their heritage, they may wish to add them beside their names, but you will have to lic sure that children who do not know that much about their origins are not uncomfortable Remember--there are no wrong answers. Even though you may not think a child has the cultural heritage he/she states, do not Aquestion the answer. Used positively, the 'chart can become an interesting game as Ple class makes an attempt to place namesin all columns and becomes aware of the manycultures represented bypeople in the children's own city. II 3s

r7, :==,- ==t7t-, SUGGESTED ACTIVITIES r / SELFIDENTITY AND AWARENESS OF OTHERS

WE ARE PROUD OF OUR HERITAGE

ASIAN AMERICAN, RLi,CK EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN INDIAN AMERICAN AND ESKIMO AND PACIFIC AM1 R I CA% AMERICAN HI R I TACI HrRITAGE HERITAGE HERITAGE . ISLAND HERITAGE

SAMPLE CHART de, (see activity on page IS) \k, SUWSTED\CTIvITILi SELF-IDENTITY AND AWARENESS OF OTHERS

OBJECTIVES ACTIVITTES SUBJECT AREA

Learners will develop a Start an "I Am " book. Students Reading positive sense of identitywill learn to read the captions on each Oral Language and self-esteem. page. When the child can read the pages, Written Language he/she can feel proud that he/she.canread a book abouthimself/herself. The following captions can be used or changed as needed. Motivation in the form of story reading and oral discus3ionof captions is emphasized.

Page 1- "This IsMe." "I Am Do You Know What? by Ruth Jaynes.

Page 2 - "MY Family." Tiny Family. by Norman Bridwell.

Page 3- "MyHouse." House Hunttng by Beverly Randall.

Page 4 - "Look, look. See how much I weigh." (Weigh each child.)

Page 5 - "Look, look. See how tall I am." (Measure each child.)

Page 6 - "My Friend." Mv Best Friend by Joy V.Duerand.

Page 7- "MyTavorite Food." What Do Animals Eat? by'Ruth Beluv,

Page 8- "MyFavorite Toy." Fun.on Wheels by Joanna Cole.

4 17 SUGGESTED ACTIVITIES SELF-IDENTITY AND AWARENESS OF.OTUERS

OBJECTIVE'S ACT I V IT TRI;S SMUT AREA

Learners will develop a Page 9- "My favoritecolor is positive sense of identityColors by Ruth and Ed Radlauer. and self-esteem. Hailstones and Halibut Bones by Mary O'Neill.

Page 10- "My Birthday." What Isa Birthday Chi.ld by Ruth aynes.

Page 11 - "1 can count." One, Two, Three, Going to Sea by Alain.

Page 12 "1am happy." appiness Is by Charles Schulz.

Page 13 "I am sad." The Temper Tantrum Book by Edna Mitchell Preston, How Do You Feel? by Child's World.

Have the children sponge-paint a piece of Art paper cut out into the shape of a flower. Mount their school picture in the center of the flower. Put the flower in the center of the cover of each child's "I Am ft book. Make a second flower-photograph for a classroom mural. 4 4",r Learners will demonstrate Have children work in pairs and assist each Art an increased knowledge of other with full size.self-portrait paint- themselves. ings. Children should trace each other with a crayon on sheets of butcher paper.

Have children make tempera-starch hand- Art prints. Children should be allowed to select the color that each desires. 13 18 14 SUGGESTED ACTIVITIES SELF-IDENTITY AND AWARENESS OF OTHERS

OBJECTIVES ACTIVITIES SUBJECT AREA

Learners will gain an in- How does Oscar Octopus feel? Construct a Oral Language creased knowledge of theirbulletin board octopus. Each day tell the feelings. children an event that has happened or is happening to Oscar. Have the children tell how they would feel if this had happened to them.. List these terms around Oscar's eight legs: CHEERFUL, LAZY, THRILLED, SILLY, CURIOUS, P,LAYFUL,.SAD, AND EXCITED. Be'sure to emphasize how each child would probably feel different even'though the event may be the same. Change the event weekly. Possible events might include: Oscar loses a tooth. Oscar is going to stay overnight with a friend. Oscar's last day at school. Oscar can't find his pet puppy. Oscar gets home from school and everyone Is gone. Oscar's brother gets a new pair of shoes.

Learners should be able toChildren sit in a circle. Ask children to Oral Language draw another person, oral-face a partner. Children should look at ly describe 'another personthe, partner and see how many things they or write a short biogra- can notice about the person. Then close phy of another person their eyes or turn away and describe what .using details that the they sawe person provides about (himself/herself. Children can draw pictures of each other. Art Children can write a short biography of an-'Written Language other person including likes and dislikes,

language spoken at home, fapily members, . favorite foods, favorite games, favorite,TV programs, etc.

19 SUGGESTED ACTIVITIES SELF-IDENTITY AND AWARENESS OF OTHERS

OBJECTIVES ACTIVITIES SUBJECT AREA

Learners will be able to Teacher can read the boo*, "T.A. forTots." Reading discuss and describe Read one chapter each day and discuss. Have Oral Language feelings. the children share their experiencesrelate4 Written Language to each chapter. For follow-up students Art can complete a worksheetentitled "I get warm fuzzie,when or "I get cold pricklies when ft Provide an opportuna7-73F-WW-FETT37-in to share with one another their feelingsand illustrations.

1 /

Oar FAMILY LIFE IN MANY CULTURES

BACKGROUND

The family is the oldest human institution. In many ways it is the most important. It is society's most basic unit.,Entire civilizations have survived or disappeared, depending on whether family life yas strong or weak. Families have existed since earliest times and will undoubtedly exist as long as peoplelive on the earth. Families make up the basis of every society because they serve three vitalhuman needs found everywhere. First, the family is the means for producing children and continuing the human race. Second, the family provides for the protection and early training of infants. Human infants are perhaps the most helpless of all living creatures. They must be fed, washed, and dressed. They cannot move far by themselves. As they grow older, they must be trained to become responsible members of society. Third, the family sets up a division of labor so that each member contributessomething.

Most persons belong to two families during their lives, thefirst as children and the second as parents. We are born into the first family, and we establish thesecond. There are about 51 million families in the United States. These families reflect many cultures and individual life styles in our pluralistic society.

This unit continues the idea introduced in some of the activitiesof the Self-Identity Unit: that one of the things we have in common is familylife (whoever is rearing the child is his/her "family") and that thecultural heritage of that family is one of the things that makes each of us ynique.

REFERENCES oerican Indian and Eskimo Heritage,

Buff, Mary. Dancing Cloud: The Navajo Boy. New York: Viking Press, Inc., 1957.

Clark, Ann. The Desert People, New York: Viking Press", Inc., 1962.

Clark, Ann. The Little Indian Potter Maker. Chicago: Melmont Publishers, Inc., 1955.

1.9 Clark, Ann. In_My Mother's House. New York: Viking Press, Inc., 1941. Scribner's Sons, Coates, Belle. The Sign of the OpenHand. New York: Chairs 1962. Melmont Publishers, Inc., 1959. Falk, Elsa. Tohi: A Chumash Indian Boy. Chicago: 1957. James, Harry. A Day In Oraibi. Chicago: Melmont Publishers, Inc., Crowell-Collier Press, 1971. Loh, Jules. ,Lords of the Earth. New York: Dodd, Mead & Co., 1971. Reit, Seymour. Child of the Navajos. New York: Coward, Thompson, Hildegard. Getting to Know AmericanIndians Today. New York: McCann & Geoghegan, Inc.,1965. New York: G.P. Putnam's Williams, Barbara. Let's Go to an Indian CliffDwelling. Sons, 1965. Asian American and PacificIsland Heritage

Larsen, Peter. Roy of Nual. Dodd, Mead & Co., 1970. Thomas Y. Crowell & Co., Lyon, Fred. A Week inyindley's World: Hawaii. New York: 1970. Charles Scribner's Sons, 1975. Uchida, Yoshiko. The Birthday Visitor. New York:

Yashima, Mitsu. Pienty to Watch. New York: Viking Press, Inc., 1954.

Black American Heritage Inc.', 1973. Caines, Jeannette. Anz, New York: Harper & Row, Publishers; Everett Aaderson's FrieAA. NewYoik: Holt, Rinehart & Winston, Inc., , Clifton, Lucille. 1976. Bradbury Press, 1974. Cornish, Sam. Grandmother's Pictures. Scarsdale; NY:

22 52 Fraser, Kathleen. Adam's World: San Francisco. Chicago: A. Whitman & Co., 1971. Gerson, Mary-Joan, Omoteji's Baby Brother. New York: Henry Z. Walck, Inc., 1974.

Hoffman, Phyllis. Steffie and Me. New York: Harper & Row, Publishers, I c., 1970.

Katz, William, ed. Eyewitness: The Negro. in American History. Belmont, CA: Pitman Publishing Corp., 1971.

King, Helen. Willy,. New York: Doubleday & Co., Inc., 1971.

Meier, August. From-Plantationto Ghetto. Westport, CT: Hill Wang, Inc., 1970.

Pinkney, Alphonso. Black Americans. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1969.

Prather, Ray. Anthony and Sabrina. New York: Macmillan Publishing Co., Inc., 1973.

Radlauer, Ruth. Father Is Big. Los Angeles: Bowmar Publishing Co., 1967.

Scott, Ann. Sam. New York: McGraw-Hill Book Co., 1967.

European/Mediterranean American AELLVILL

Morrow, Betty. Jewish Holidays. New Canaan, CT: Garrard Publishing Ca., 1967., Hispanic American Heritage

Ets, Marie Hall. Nine Days to Christmas. New York: Viking Press, Inc., 1959.

Graciela. Graciela: A 'Mexican/American Child. New York: Franklin Watts, Inc., 1972.

Hampton, Doris. Just for Manuel. Austin, TX: Steck-Vaughn Co., 1971.

Hood, Flora. One Luminaria for Antonio. New York: G. P. Putnam's Sons, 1966, Lenski, Lois. pliaPeall. New York: 4enry Z. Walck, Inc., 1961.

23 54. 1 Charles`Scribner's Sons, 1973. Politi, Leo. The Nicest Gift. New York: Charles Scribner's Sons, 1976, Politi, Leo.'ThreeStalkof Corn. New York: New York: Funk & Rider* Alex. When We Go to School(Cuando Vamos a la Escuela). Wagnalls Co., 1967. Westchester, IL: Benefic Stanek, Muriel. 1 Li4 in the City: Yo Vivo en la Ciudad.

Press, 1968., // GOAL

differences and similaritiesin the family life and customs To develop 'knowledge of heritage and that of others. of diverse peoples, and toappreciate one's own family SAMPLE OBJECTIVES three,distinetive aspects of familycustoms or life A. The learner will identify of one.ethnic group (his/her own oranother). and life style The, learner will participatein a lesson about family customs B. and will with ope or more adultsrepresenting an ethnic minority group, subsequently participate in classdiscussion of the lesson withthe teacher. situatio.n, the learner will demonstrate anawareness C. In a role-playing or game and appreciation of div-ersityin'tamily customs and life styles.

24 .55 FAMILY LIFE IN MANY CULTURES

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

FAMILY STRUCTURE SOUTHWESTERN UNITED STATES JAPAN Avuncular families exist among the In Japan, as in other Asian cultures, Hopi Indians and among other tribes families have often been very large. that have a matriarchal family system. The oldest son and his family may live In these societies, the mother's in his parents' house. His brclhers brother has more authority over the and sisters may live there, too. children than the actual father. The Grandfathers, grandmothers, and ser- actual father, in turn, acts as a vants may live with them. In urban father to his sister's children. areas, grandparents oftenlive in rooiin homes or old folk's homes because of changingfamily structures. Many modern Senior Citizen homes accom- modate many grandparents who do not or cannot live with familres. This traditional pattern is also appli- cable to other Asian cultures.

57 26 58 FAMILY LIFE IN MANY CULTUR

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

GUINEA DENMARK BRAZIL

Village families do not live to- Family life in Denmark resembles The joint family was very gether in one house but in a that in the other Scandinavian common in Brazil. Under group of huts surrounded by a countries. Young people do not this system, several gen- wall made of reeds. Children date much in pairs. They do erations of related families live in their mother's hut until things in groups. Most famiXies lived together with the old- they are thirteen; then they moveare smial, with an average of est usually in charge. A into a hut of their own. Fami- two children. The husband and household miglit include lies are big, and all live to- wife are more or less equal. grandparents, parents, aunts gether. In Guinea cousins are and uncles, and ghildren, like brothers and sisters, and with the grandfather as head all grow up in the same family, of the entire family. This go to school and play together. system has broken down in many areas, and individual families now have their own apartments or homes.

MEXICAN/LOS ANGELESICHICANO

An American bdflit o.f Mexican descent, a Chicano is one who has taken from both cultures and has emerged, perhaps bilingual or bicultural. The Chicaho can place himself/ Atirself anywhere in.a social continuum from very American- ized to predominately influenced by Mexican culture.

69 Jr-9 27 4 FAMILY LIFE IN MANY CULTURES

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

LANGUAGE ATHAPASCAN TRIBE PHILIPPINES, Mother - shahan Mother - nanav (nNh'nT) Father - shiti Father - tatay (iNh'tT) Thank you - gwichin Thank you salamat (sah-lah-mat)

SIOUX

Mother -in (ekm-ah) Father - ate (ant-ay) Thank you -pilfima yelo (pee-lah-mah yoy-low)

GREETINGS MIDWESTERN PLAINS JAPAN Instead of having a sign for greeting People bow to each other when they. that is used all the time, like meet. "hello," people used to say "My heart is happy to see you" or "Come smoke a TIBET pipe with me." .Natives also saluted each other by pushing forwardtheir People stick out their tongues as a hand, with the index and middlefingers sign of respect. together in the position for friend.

--VETS NAVAJO JAPAN Lambs Crickets, goldfish, dogs, cats, fireflies'(tomlio) 62 286i FAMILY LIFE IN MANY CULTURES

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

GHANA ISRAEL MEXICO

Mother - maame (ma-me) Mother - ima Mother - madre (mah-dreh) Father - papa Father - aba Father - padre (pah-dreh) Thank you - meda wo ase (meda wo Thank you - toda Thank you - muchas gracias (moo-chas grah-see-ahs) . asee) MEXICAN/LOS ANGELES

Mother - jefita (lefita) Father - jefito (lefito)

NIGERIA YUGOSLAVIA COLOMBIA

A mountain tribesman claps pis A pinch on the cheek is a friend. As in mostRoman Catholic hands to show respect and say, ly greeting and a sign of countries, the warmest greet- "Thank you." affection. . ing is.the "kiSs of peace." A dear friend or relative is UNITED STATES kissed lightly on both . cheeks. People.greet each other by shaking hands. MEXICAN/LOS ANGELES The Chicanoshave.established a unique handshake of their own signifying brotherhood and unity.

LEBANON PARAGUAY

Lambs .Monkeys, parrots

63 2 9 FAMILY prE IN MANYCULTURES NisiwoMon, ANIONEW AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLANDHERITAGE

PHILIPPINES CHILDREN'S SOUTHWESTERN UNITED STATES CHORES Children help with farming orranching Children water the plants and setthe chores; learn to make anddecorate table; dust furniture; washdishes; pottery; learn to weave. empty wastebaskets; clearthe table; feed the animals.

NORTHWEST , Children do carving with their elders.

6 6 5 30 FAMILY LIFE INIANY CULTURES

EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN AMERICAN HERITAGE HERITAGE

PARAGUAY UGANDA or Ybungest child has t.o pous Children help mother to cook; garden; the mate (like tea); keep help mother to hoe the room clean; learnbow to help father to build ahouse; cook. watch smaller children. MEXICAN/LOS ANGELES

Children a're entrusted with care of younger siblingsand help with domestic cho.res..

31 SUGGESTED ACTIVITIES FAMILY LIFE,IN MANY CULTURES

SUBJECT /*REA OBJECTIVES ACTIVITIES

Learners will invite par- Invite parents, grandparents, orcommunity Language Arts ents, grandparents, or members to visit class and tellchildhood other adults to share experiences. 4ncourage them to bring childhood experiences with photographs anil artifacts. Draw parallels the class. between experiences of past and present and between one culture andanother.

Learners will read about Read stories to class about childrenin Reading children in other cultures. other countries, and encouragestudents to read about other children. (Refer to Reference section for information on UNICEF books.)

Learners will expand aware- Have students draw pictures of membersof Language Arts ness of their families. the family and write a s,catement about Art each. (Example: This i1 my father. He is a tall man. He likes to watch football games.) Do this for mother, sister, etc. Add to "I Am " book.

Students will learn ab9ut How can we find out the names ofthe coun- Social Scie.nces ethnic heritage of familt tries or continents from which our ances- Language Arts membe.:s. tors came? Ask ckildren to interview their parents and grandparents,if possible, to get the informationneeded to fill in the chart. Note that the name of the country or continent wherechild's ancestors were born is all that isneeded. Permit children to extend charts back in timeif they wish to show where their ancestors came from originally. This can be added to "I Am. " book.

69 70 32 s SUGGESTED ACTIVITIES FAMILY LIFE IN MANY CULTURES

OBJECTIVES ACTIVITIES SUBjCCT AREA

WHERE MY FAMILY CAME FROM: ME MOTHER FATHER MOTHER'S MOTHER I. (GRANDMOTHER) MOTHER'S FATHER (GRANDFATHER) FATHER'S MOTHER (GRANDMOTHER) FATHER'S FATHER (GRANDFATHER) NOTE TO TEACHER: You will have to judge if this activity will be acceptable in your class. If there are many one-parent homes or children without parents, this activity could create difficulty and should not be undertaken. 141.

FAMILY.LIFE IN MANY CULTURES.

RESOURCE INFORMATION

The school should not appear to be usurping prerogativesof the hame and family, which must.act as fundamental teachers ofmulticultural ethics, morals, and values - church, school, and community playing supplementary rdles. The pervasive experiehces which children have in the family group greatlyinfluence both their concept of themselves and their expectations of others. Likewise, within their own family, childTen acquire a model of what home and family are like, of rqlesand relationships, of work and play, of appropriate attitudes and behaviof,of a'philosophy of life. The model presented by any one family is' necessarily incomplete, and it is subject torevision as the child's experience is broadened;but it provides a basic frame of reference fur the child from which he/she may view and relate to thelarger society.

As in many periods in the past, family life todayis subjected to various stresses and strains. Political, social, and economic factors contribute toanxiety afid insecurity, as do shifting moral andethical standards in contemporary society. Evilences of family breakdown appear to be mounting, as suggested bystatistics. Many cHildreA cre living today in situations in which families are failingin significant degrees to meet the needs of their members. Other agencies, such as schools, churches, public andprivate health and welfare agencies,ai,e being called upon to take over,in whole or in part, some of the functions whichc,pftain families seem unable to fulfill. Parents often leave it to the school to makeavailable the kind of mulxicultural learning experiences which will contribute toresponsible decision making in the broad range of functions related to a modern complexsociety. This cannot be accomplished by simply teaching facts. It inevitably involves attitudes and values,moral and ethical decision making. The emphasis on values clarification is adistinctive feature of multicultural ed4ca- tion. In a state of some 20,000,000 people,encompassini a wide range of socio- economic levels, ethnic backgrounds, and religiousbeliefs, it is obviously impossible to agree on any one set of valueswhich should he taught to all children, norwould some deem thisdesirable in any event. There has been agreement, hoWever, on the importance of moral and spiritual valuesand need to provide K-3 children.with adequate knowledge that will contribute to theirdeVeloping a meaningful value system of their own. 3

73 f Research methods in education andsociology are becoming moresophisticated as families themselves come to adopt a widevariety of more sophisticated"life styles." The expression "life style" is interpreted asthe pa.tterned way of life intowhich a family organizes and uses products, time, and events.

Everyone is forced to adopt some formof life style, as neither time nor moneyis available in unlimited quantities. By adopting a particularlife style, we limit our ability to include elements from anotherlife style. For example, a suburban, home- owning life style limits the family'stime and ahility to participatein urban center cultural activities such as theatre,symphony, and art. Similarly, a wife employed outside the home has limited time for the manydaytime social and community activities.

Whether a person is an executive, aconstruction worker, a professional, or a para- professional, the basis for assuming agiven life style is determined by thatperson's perception of himself or herself -is that person on the way up oralready arrived and the there? Also important are theaspirations as expressed in material wants possessions that give status among peers. Within this value pattern, theindividual, consciously or unconsciously, develops alife style to organize how time isused and and money is spent. The variety of both possibleand actual life styles is increasing appears to be moreclearly related to personal values nowthan in the past.

The goal .of this section is tohelp children to look at thefamily as a social institution, not only in the context ofthe contemporary society in whichthey live, but also in other cultural settings and atother points in time. They also should be helped to recognize that despite wide variationsin structure, size, composition, andliving conditions, all families haVe certainbasic functions. Pupils need to be encouraged to see the family'sfunction and role in society as well as thefunctions and roles'of the individuals within the family group.

The basic concept of familylife which the K-3 pupils acquirefrom their own family experiences is necessarily limited. Through the study of family life underwidely vary- ing conditions, both familiar andunfamiliar, children may broaden their conceptof family life, acquire a keenerappreciation of their Own families and homes,and gain a greater respect 7orthose who live differently. They may, also, be helped to identify those factors which are basic tosound family living as comparedwith those which are merely the external trappings. Further, they may be helped to recognizesociety's dependence on the larger society formeeting many of the needs.

7t; 36 75 ft Th.e social and cultural aspects of family life are already being taught in some measure through various branches of tile curriculum, particularly in the social.sciences. Cer- tain portions of the health curriculum, la-nguage arts, mathematics, and art offer additional opportunities for incorporating learning experiences relating to family life. In mathematics, for example, many problems can be related to family finances. In the social sciences, geographic factors are often directly related to a family's way of living or to its total life style. In a study of other cultures, there may be vivid 'illustrations of family cooperation and the interdependence of family members and family groups. In the language arts sphere, the literature abounds with stories which illustrate various aspects of family life. Art certainly offers mamy opportunities for projects relating to past or present family life in various cultures in American society.

A teacher who is aware of these factors will find many opportunities, both planned and spontaneous, for helping students to a better understanding ind appreciationof family life and its importance, both to the individual and to the larger society.

37 WORKING AND PLAYING TOGETHER

BACKGROUND

If the goal is an ability to relate well to people in amulticultural .society, no amount of learning about race, ethnicity, and cultureswill substitute for the experience of working and playing together with peers and adults of other groups. The earlier such experience begins, the better. Knowing and feeling comfortable with his/her ownidentity and that of his/her own family, the young learner can develop positiverelationships with people who are differentwhen there are opportunities to perceive and becomefamiliar with both differences and similarities during the give-and-take of sharing, team activities,playful competition, acting out roles, and other creative interaction. Most learning activities in the classroom, onthe playground, and in the field can he carried out by partners, teams4 or groups. Teaming un students oi different racial, ethnic, or cultural origins in anydiscipline--language development, reading, mathematics, arts and crafts, music,physical education--is a useful strategy. Even in classrooms or schools that lack anethnic Mix there must be ways of providing for these interactions through intercultural exchanges,extended field trips, visits by representatives of different racial, ethnic, and cultural groups,practical demonstrations, artistic performances, and personalcontacts of various kinds. Whatever the starting point, cross-cultural experiences areessential to multicultural education.

No grid has been developed for thissection. There are suggestions of stories, playn, games, and otheractivities; but it should be understood that thechief objective is social interaction across group lines,which the teacher should arrange to fit any com- bination of participants, topics,and cultural associations, and every discipline. REFERENCES

Achievement Units in Inter roup Rlations for th Elementar School. San Dimas, Cali ornia: Bonita Unified School District, 1972.

Heaton, Margaret M. FeelinIs Are Facts. New York: ,National Conferenceof/Christians and Jews, 1971, 75 cents.

I . Madison, Individual Differences: An Experience in HumanRelations for Children. 'Wisconsin: Madison Public Schools, 1974.

Nichols, Hildred, and Lois Williams. Learning About Role-Playkng forChildren and Teachers. Washington, D.C.: AsioCiation For Childhood Education, International, 1p60. Snaftel, Fannie R., and George A. Shaftel. Building Intelligent Concernfor Others National Conference of Christiansand Jews, through Role-Playin . New York: 1970, 5 cents. National Conference of Stud Guide in. Human Relations: Elementar Grades. New York: hrist ans and Jews, 1972, 20 cents. San Diego City US: A Cultural Mosaic, Levels A,B and C. San Diego, California: 5chools, 1g75-76, Milo each.

Yinger, Joanne. and PatriciaWolfe. :Latita=laala&JILUL_Laaaa_Ehtllua. San Francisco: Far West Laboratory for EducationalResearch and Development, 1973. nom.

To develon an ability torelate to people in a multiculturalsociety by interacting wit!1 adults in work and nlaysituations. . diverse peers, teachers, and other SAMPLE OBJECTIVES performance or craft project A. The learner will particinatein and,complete a groun involving sustained cooneration withmembers of an ethnic group otherthan his/her own. the learner will demonstrate an awarenessof B. In a role-playlng or game situation, cultural diversity and an ability tocoonerate with others who aredifferent from himself/herself. interact positively in the classroom oron the play- C. As observed, tAe learner will ground with peers and/or adultsof another ethnic or cultural group.

40 SUGGESTED ACTIVITIES

For children in mixed ethnic teams or groups

Make a mask, a mobile, a papier mache animal or human figure. Go together to visit a museum, a folk art disnlay, a theatre. Paint a mural, patch a quilt, stitch a wall hanging. Build a shelf or table, a birdhouse, a planter. Draw a map of the school, a nark, a house and garden. Make up a poem, a song, a story. Make Puppets and have them tell a story about working together or nlaving together. Assemble sone dolls representing various cultures and make believe about them in stories or skits.

For children of different ethnic groups to trade

Things from home. Things they have made. Facts about their families. Jokes, riddles, songs, or stories. Ideas abcut what they would like to be when they grow up. Distinctive foods they eat.

ckMES

Baldwin, Gordon C. Games of the American Indian. Norton, 1969, $4.25.

Brownell, Clifford L., and Roy H. Moore. Recreational S orts and Creative Sports Series. Mankato, Minn.: Educational Society, Inc., 1961.

Donnelly, Richard, J., William G. Helms, and Ulmer U. Mitchell. Active Games and Contests. New York: Ronald Press, 19$8.

Eisenberg, Helen and Larry. The Handbook of Skits and Stunts. New York: Association Press, 1953.

Handbook of Asian Games. Instructions for 28 Chinese, Japanese and Filipino games in an unputlished manuscript hy Joseph Epps, Teacher, Graham Elementary Schooli%Los Angeles Unified School District. Harbin, Elvin Oscar. Games of Many Nations. Abingdon: 1454. Brentice-Hall, Hindman, Darwin A. Complete Book of Gamesand Stunts, Games in Spanish: A ColLctionof'Cames, Skits, and Pubp, Loretta B. Let's Pla National Text ookCompany, Teacher Aids, o ume me, 8. o le, Ilinnis: 1974. International Council forHealth, Physical ICHPER Book of WorldwideGames and Dances. ducation. an Recreation, 1967. and Stories Lomax Howes. Step It Down: Games, Plays, Songs, Jones, Bessie, and Bess Harper & Row, 1972. from the Afro-AmericanHeritaAl. New tork: New York: Association Press, 1(158. Macfarlan, Allan A. Book of American IndianGames. Associatian Press, 1'954. Spicer, Dorothy Gladys. Folk Party Fun. New York: Harrisburg(Pennsylvania: Vinton, Iris. ....11111The Folkways Omnibus.of Children's Games. Stackpole Books, 1970. TOYS AND 'SUPPLIES California. Educative Toys and, Supplies,6416 Van.NuysBoulevard, Van Nuys, Angeles, California. Media for Education, 10929Weyhurn Avenue, Los

The Think Tank, 13237Ventura Boulevard,Studio City, California.

S6 42 S5 THE UNIVERSALITY AND DIFFERENCES OF FOODS

BACKGROUND

The universal appeal of tasty foods makes this unit an almost certain success. The material ineluded in tbe unit has three main purposes: (1) to provide many optiong for parental and community involvement-, having people help with preparation of special dishes for Taste Days or other events; (2) to give information about typical dishes for which a recipe does as well as, ,or better than, prose; and (3) to emphasize the parallels between foods of various cultures.

Ideally, you will not rely on the written material at all but will invite parents,- grandparents, and others who will share their knowledge of foods from various cultures and of.the customs that are related to each food. This unit may help to develop a corps of vol.unteers with a feeling of involvement in your classroo,m.

Two points are important to emphasize in the unit: (1) there are many good ways to,prepare similar foods, and people in different cultures have concocted an amazing variety of dishes; and (2) food plays an important part in the social life of people of all cultures, in which meals sPrve as a gathering time for families, as a token of hospitality to visitors in the home, and as an element in all festive and other important occasions. .You,may also point out that many excellent dishes have been created from "making do" with scarce food or less than perfect ingredients. The superb Chinese cuisine is bas d on small amounts of meat and only enough fuel to cook for brief periods. "Soul food is another example of using inexpensive ingredients but producinedelicious foods. Muc European cooking also imvolves making best use of the most readily available meats and vegetables: Create a positive.atmosphere in the Classroom so that children will bp eager to try new things. Remember that foods can be different without being "better" or "worse." Involve ,veryone you can - and bon appetit! REFERENCES

Cooper,-Terry Touff, and Marilyn Ratner. Manx Hands Cooking. New York: Thomas Y. Crowell in cooperation with the U.S. ComMittee for UNICEF, 1974. (Available at United Nations Association stores.) Very good international cookbook with recipes for children to use, classi- fied on the basis of difficulty. Many are suitable for classroom prepara-_ tion with simple equipment. 43 .cl Volume titles: Foods of the World Series. New York: Time-Life Books, 1968-1969. : New En land; American African Cooking; AmericanCookin ; American Cookin mar canCooking : The G eat Westl ChieseCooking; rootin : loutlierirSTMT, or-India; The ass c 1iènchCooking; TheCook;The Cookin Cooking of Italy; TheCoOkii--61 an; TheCooklñj_oUProvincial Prance; The doolIng of Scandlnav a; Middle EasternCooking; Pacific and SoutheastAsia Curanes; and Russian Cooking. Cii61-TE--KQuintet of infor- ghly recommended forexcellennactures and cultural background classroom mation. Recipes are more difficult,but some are adaptable for

. use. Macmillan Company, 1967. Waldo, Myra. Inter-Continental GourmetCookbook. New York: measures useful for relating tomathematics lessons. Cultural and Ethnic Extension of Guide to Good Eatin : Acce table Foods of Some ornia, 7808 Capwell rou s n al orn a. Prepare by Dairy Council of Cali rive, Oakland, Calfornia 94621. New York: Kimball, Yeffe, and Jean Anderson. The Art of American IndianCooking. Avon, 1970. Claremont. California: Taylor, Barbara Howland. Mexico: Her Daily and FestiveBreads. The Creative Press, 1969. Museum of New Mexico Hughes, Phyllis. Puetlo Indian Cookbook. Santa Fe, New Mexico: Press, 1972. GOAL P.

of the common sourcesof foods throughout theworld, the variety To develop an awareness of diverse cultures to the use of ways in which foods areprepared, and the contribution and enjoyment of foodsin the United States. SAMPLE OBJECTIVES to4Ching, and tasting, the variety A. The learner will experience,through smelling, of methods of preparingand serving the same typeof food in different cultures. B. At the conclusion of the study, the learner will identify dishes that are charac- teristtc of three different cultures.

C. At the conclusion of the study, the learner will demonstrate an ability to list components of a meal (such as a picnic) chosen from foods he/she has sampled or would like to try from cultures other than his/her own.

,- ,

v 9 r I 0 ,

45 THE UNIVERSALITY ANDDIFFERENCES OF FOODS

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

- f JAPANESE GRAINS AND BREADS LOS.ANGELES Onigiri (6-nI-0-rr); alsocalled ine, grits Wild Pice: Musubi (mii-sti-bY) Rice Balls or With its current retailprice at more than $7.00 a pound,wild rice may be Nigiri sushi: in the world. the most expensive grain 1 cup water for 150 years 1 cup rice Fierce wars were fought cooker, if for the control of theshallow waters Cook the rice in a rice Here is possible; if you cook it in a sauce pan where wild rice flourishes. of water. a simplerecipe: add a few extra tablespoons Let the rice steam for,15minutes after Wet 1/2 cup boiling water it is cooked. Salt to taste. hands and roll a small amountof cooked 1 cup wild rice Cover and salted rice into a ball. Sprinkle top Add rice to boiling water. if you wish. minutes. Turn down the with toasted sesame seeds steam about 30 Increase flame and do not barnthe rice. Add (Makes 10-12 small balls.) herbs such as parsley, oregano,basil, tarragon or othersacc:irding to your stu ents in ylurclass. taste. Add butter when therice is Osushi (5-st-sh1): cooked. Serve a smal? portion as a Serves 6-8. (Contributed Osushi comes in as many varieties as side dish. Western sapdwiches, but itis basically by Joan Midler.) vinegared rice, usually wrappedin nori A-Ni-S-Ta (Mush): (na-rr) (dried seaweed), with various uoiling water other ingredients such ascooked gourd, Add to pot of salted others to thicken. This shredded shrimp, mushrooms, or enough corameal to (makizushi or norimaki should cook until mealis thoroughly personal tastes Serve with milkor sushi). It is too difficult for the done and mushy. Try to arrange a butter. ,Or it maybe sliced when cold children to make. demonstration by a communitymember. and fried. Other varieties of sushi are: Chirashi sushi, Inert no Hosomakisushi, Kazari Baked Grits: and Cook grits according toregular method.sushi, Yushiki sushi, Tekkamaki, (Fine instant grits canbe used.) Sea-Kappamaki sushi. sou with salt, pepperand a small

46943 THE UNIVERSALITY AND DIFFERENCES OF FOODS

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LOS ANGELES GREECE MEXICAN/LOS ANGELES Banya (Rice balls): Pilafi: Sopa de Arroz (Spanish -ric.!..): 1 cup rice 2 cups water 3 cups rice 1/4 cup butter 1 pound long grain rice, 1/2 tsp. salt milk 6 cups chicken broth washed and dried

sugar 1 1/2 cups chopped parsley 1/4 cup lard or cooking oil Batter: 4 Tbsp. minced onion 1/4 clove of garlic, 314 cup flour 1 egg yolk In saucepan, melt butter. Add - optional 1/4 tsp, baking powder rice and minced onion. Cook, 1 8 oz, can tomato sauce 3/4 cup ice water stirring constantly, until rice beef broth oil 'is lightly browned. Add chicken 1 onion, chopped Boil and steam rice. Form into broth. Cover and simmer 20 min. salt to taste balls. Batter: Mix egg yolk and or until liquid is absorbed and Saute the washed rice in the water. Sift in dry ingredients rice is tender. Add thopped lard until light brown. Add and stir mixture smooth. Dip parsley, salt and pepper to garlic and onion and fry until rice balls in this batter. Fry taste. (From Hyde Park Coop.) the onion is transparent. Add in oil (deep fat not necessary) beef broth to sufficiently until golden. Serve with milk INDIA cover the rice. Add the to- and sugar according to taste. 15Trau : mato sauce and sa*At. Simmer (Contributed by Onelia Jones.) 3 cups uncooked rice in a covered skil:et for 5-10 6 1/2 cups chicken broth 1minutes or until rice is ten- MOZAMBIQUE 3 Tbsp. butter or oleo der and water is absorbed. FotosdeArroz (Frenct fried 1 tsp. ground allspice Lower the flame so that rice rice balis): 2 sticks cinnamon will not burn. Serves 12. See recipe in Time-Life Series, salt and ppper to taste (Contributed by Refugio African Cooking, Foods of the 6 Tbsp. chopped blanched Rodorte.) World, page 74. almonds 3/4 cup raisins ARGENTINIAN SOUTHERN UNITED STATES Wash rice and drain. Put the Rice Casserole: --177177rrerirrivr--- first 6 ingredients in a flat cups cooked rice set chicken giblets baking dish. Mix well. Cover 1 pint sour cream 1 cup rice with foil. Bake in moderate oven 3/4 cup (4 oz. can) green 2 Tbsp. oil (350 degrees) for 50 minutes, or chiles (mild) 1 envelope orlon souptmix until all liquid has been absorb- 1 lb. jack cheese 1/2 cup chopped celery ed and the grains are separated. 1/2 lb. yellow cheese fr. 1/4 cup chopped carrots Stir in almonds and raisins. Re- 114 lb.(1 stick) butter 2 cups water move cinnamon. Mix well and or oleo serve. (From Hyde Park Coop.) o -t) THE UNIVERSALITYAND DIFFERENCES OFFOODS

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

grated cheese. CHINESE kice, grits baking dish, top with Shanghai Style: Bake at 350 degrees untilbubbly and Chao Fan (Fried rice) (Cont'd.) (Contributed by Ms. Gloria 4 cups cooked cold rice done. lightly Curtis, Office of IlrbanAffairs, 3 eggs, scrambled very 4-6 oz. ham, cubed orsliced in LAUSD.) thin strips and pan friedquickly to a vivid pinkcolor 1/4 pound cocktail sizeshrimp, fresh and cooked 3 green onions. minced 112 cup chicken broth salt to taste Fry the rice veryquickly in 3-4 tablespoons saladoil. Add remaining ingredients. Cover and let simmer for 2 to 3 minutes. Mix and stir lightly. Serve at once. Serves 6-8. (Contribute° by Mrs,. Jane Matsuda.)

KOREAN --t7Trig Don (Sesame rice cakes): 2 cups shap sahl (sweetrice) 2 cups water 1/2 cup sugar 3/4 tsp. salt 1/4 cup toasted sesameseeds Wash rice well until rice wateris clear; drain well. Add water and salt; let rice soak for one hour. Cook rice. (In rice cooker, if possible. If in saucepan, avoidburning.) Do not un- cover for 15minutes after rice has cooked in order that rice may steam. While it is still hot,after the steam- ing process has beencompleted, place in a Suribachi or a container asthe

48 96

= THE UNIVERSALITY AND DIFFERENCES OF FOODS

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

sk Chop giblets anrtook in oil un.: ARMENIAN Mix rice, diced chiles, and til color becomes pale. Add Rice and Spinach Armenian: sour cream. Alternate layers soup mix, rice, celery, carrots 1/2 cup oil I sliced onion of *ice mixture and grated or and cook until vegetables are 2 pounds spinach cubed jack cheese in a flat, tender and rice is transparent. 1 cup raw rice 2-quart baking dish. Top with Add water and bring to a boil. 1/2 cup fresh/canned tomatoes layer of grated or cubed yel- Reduce heat, cover, and cook un- 2 cups boiling water low cheese. Pour melted but- til rice is tender, about 20 min. salt and pepper to taste ter or oleo over top. Bake at (From L.A. Times, Nov. 1975.) Heat oil in a deep saucepan; add 325 degrees until it bubblds. onions, cover and braise slowly Serves 8. (Contributed by SAN FRANCISCO for 15 minutes. Wash spinach Maria Torres.) Hominy Grits: well and cut up in large pieces, 4 cups water 1 cup grits stems and all. Put spinach on CUBAN 1/4 tsp. salt top of onions; next add rice, Jambalays: Put water seasoned with salt intothen tomatoes and water; season 1 1/2 cups diced cooked pot and bring to a boil. Stir to taste with salt and pepper. chicken grits into boiling water. Cover Cover and cook over low heat for 1 cup cooked rice and cook (low heat) for 4 to 5 about 45 minutes., or until rice 1 1/2 cups cooked tomatoes minutes. Put a pat of butter on is tender. (Adapted from Cooking 1 large onion, chopped grits, if you wish. Serve with with a Foreign Accent.) 1/2 bell pepper, chopped eggs and sausage or bacon for 1 tsp. salt breakfast. (Contributed by 1/8 tsp. pepper 1Pat Brown.) 1/2 cup celery, chopped buttered bread or cracker LOS""I"""S crumbs ifgelfe talaimniii-CWirld!" The Combine chicken, rice, and chant of turbaned women vending tomatoes and cook for 10 min. "nice hot calas" was heard in the Add onions, pepper, celery, and streets of New Orleans' French seasonings. Pour into baking AQuarter. dish and cover with buttered The cala women are gone now, but crumbs. Bake at 350 degrees these fritter-like hot breads are for 1,rhour. Serves 6-8. still enjoyed with hot coffee and (Frod Mrs. Imy Newfield; milk. Teachers, Parents and Children of Montague Street School, My Favorite Recipe.)

49 100 THE UNIVERSALITYAND DIFFERENCES OFFOODS

AMERICAN INDIAN ASIAN AMERICAN AND PACIFIC ISLANDHERITAGE .CATEGORY AND ESKIMOHERITAGE WEIMM=.1. rice must be poundedwith a mallet or Rice, grits pestle untilsmooth. Dip hands into (cont'd.) water or usechopsticks and shape rice into small, roundhalls. Roll rice balls in sesameseeds or in brown sugar, orkiriko (yellow bean powder). (Contributed by Mrs. Pak.)

FILIPINO Bibingka (Ricedessert): 3 14-ounce packagesof sweet rice I cup sugar

I can of cocojam 1 large can of coconutmilk Steam rice with thecoconut milk and sugar. When the rice isdone, put it in a baking dishand spread coco jam on top. Bake in a moderate ovenuntil bubbly. (Contributed by Marietta Duschane.) TAIWANESE/LOS ANGELES Curried Rice: 2 1/2 cups boilingwater 1 1/4 cups uncookedrice 1/4 cup margarine 1 package frozen peas 1 pimiento, cutin strips 1 tsp. salt 1 1/2 taps. currypowder Mix the fil.st fiveingredients in a covered casserole andbake covered in preheated oven at 400degrees F. for about 45 minutes. Cook and drain the p,:as. Mix lightly into ricewith a

19? THE UNIVERSALITY AND DIFFERENCES OFFOODg

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

Calas (Rice cakes): MEXICAN/LOS ANGELES 2 cups cooked hot rice Mexican Rice: 3 eggs, well beaten 1/8 cup oil 1/4 tsp. vanilla extract 1/4 cup finely .::hopped 6 Tbsp. flour onion 1 Tbsp. sugar 1 small tomato, cut into 1 Tbsp. baking powder small pieces 1/2 tsp. nutmeg 1 cup rice 1/2 tsp. salt 1/2 tsp. salt salad oil 1/4 tsp. pepper sifted confectioners sugar 1/4 tsp. garlic powder Mix together rice, eggs, and va- 2 cups warm water nilla. Sift together dry ingre- Saute onions in oil until dients. Combine with rice mix- they are a golden color and ture. In heavy 2-quart saucepan, medium done. Remove from oil. heat 2 inches of oil to 375 de- (This will be added later.) grees F. Drop batter by tea- Brown the rice. Stir in spoonfuls into hot oil. Fry tomatoes and seasonings. Add until brown, turning once. Drain water, let it come to a boil. on absorbent paper. Dust with Reduce heat, cover, and cook confectioners sugar. Serve with for 25 minutes or until done. hot syrup, if desired. Makes (Contributed by Romey Acebo, approximately 2 dozen. (Con- Harding St. Elementary School.) tributed by Ms. Gloria Curtis, Office of Urban Affairs, LAUSD.)

193 f--)1 51 THE UNIVERSALITYAND DIFFERENCES OFFOODS

ASIAN AMERICAN AMERICAN INDIAN HERITAGE CATEGORY HERITAGE AND PACIFIC ISLAND AND ESKIMO =1MMOMMII.1111m1=1..W

fork. Top with pimientostrips. This Rice, grits curried rice may heserved with meat, (Cont'd.) poultry, or fish. ,From Foods From Many Countries.)

THAILAND Khao Phat (Goldenfried rice): In Thai language,the word for rice and food is Vit.same, Khao. 3 Thsp. hu,..ter cleaned shrimp 1 6 oz. can tiny, 2 cups leftovercooked rice chopped scallions 2 tsp. ginger 1/2 tsp. groundcloves 1/2 tsp. pepper 1/2 tsp. garlicpowder

1 tsp. salt 2 Tbsp. soy sauce

1 egg Melt butter inskillet. Saute scallions until golden. Add drained shrimp; saute for2 minutes. Add rice to skillet. Keep turningfood over with spatula untilall sides aredone. Add rest ofingredients, except egg, Io rice mixture. Stir to combine. Crack egg into smallbowl. Beat lightly with a fork. Pour the egg over the mixture-1n the frying pan. Mix for 30 seconds with aspatula. Serve at once. (Adaptedfrom2.122:21TAI_Elolial.)

105 5 2 THE UNIVERSALITY AND DIFFERENCES OFFOODS

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

fwq .T.HE UNIV&RLITYAND DIFFERENCES OFFOODS

ASIAN AMERICAN AMERICAN INDIAN AND PACIFIC ISLANDHERITAGE CATEGORY AND ESKIMO HERITAGE

FILIPINO GRAINS AND BREADS LOS ANGELES bread): Ensaimada: Bread --M-Timeal Fingers (Indian cornmeal 1 Tbsp. dry yeast 1 cup yellow 1/4 cup warm water 1 1/2 Tbsp. salt 1/4 cup grated cheese(Swiss) 4 cups flour 1/2 tsp. salt 1/4 cup soft butter 1/2 cup evaporated milk(diluted) 4 cups water to boiling, 3/8 cup sugar kdd cornmeal, gradually, 3/4 cup butter or oleo salted. water, stiringconstantly. 6 egg yolks eook 20 minutes. Turn into a buttered firm Melt yeast in warm water. Let stand 8 inch square panand chill. until foamy. inch by 2 inches, a fEw minutesuntil mixture is Cut into strips 1 Sift the flour and salttogether, two split each strip inhalf, spread with and Put times. Add about1 Tbsp. sugar butter and sprinklewith cheese. yeast and water again and butter about 1/2 cup flour to the halves together and set aside. the top; sprinkleagain withCheese. and continue sheet and bake at Cream butter, add sugar Place on a buttered beating until wellblended. Add yolks, 400 degrees for15 minutes or until Add flour file of one at a time,beating,mell. brown. (Adapted from recipe Beat in yeast Affairs, LAUSD, Cour- alternately with milk. Office of Urban Beat thoroughlyuntil smooth tesy of Ms. GloriaCurtis.) mixture. and elastic. Place in greasedbowl. Cover with cleantowel and let rise un- MicrowavplAdobe Bread: Separate into flour til double in bulk. 3 cups whole wheat small equal portions. Roll out each 1/2 cup yellowcornmeal butter well and roll dry yeast to a thin sheet, I package active sheet as you would ajelly roll. Coil 3 Tbsp. brown sugar place iL a greased 1/2 tsp. salt this into a bun, 3 Tbsp, oil ensaimada mold and setaside to rise. 1 cup milk butter bake in 350 degree mixer, combine 1cup When double in bulk, In small bowl of Brush with brown sugar, oven untilgold.en brown. flour, cornmeal, yeast, (Adapted Pour milk into glass butter and dustwith sugar. oil; and salt. from Recipes of thePhilippines..) measure andmicrowave HIGH 142 to3/4 minutes until warm (120-130degrees). Add to flour mixturewhil, beating on 9 THE UNIVERSALITY AND DIFFERENCES OF FOODS

BLACK AMERTCAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

LOS ANGELES JEWISH MEXICAN/LOS ANGELES Shortnin' Bread: Challah (Egg bread): Tortillas de Harina (Flour

2 1/2 cups all-purpose flour 1 package active dry yeast tortillas): 1/2 cup packed light brown 1/4 cup warm water 4 cups flour sugar 1/4 cup Second Nature egg 1/2 tsp, baking powder 1/2 tsp. salt substitute 1/2 tsp. salt 1 cup butter, softened 1/4 cup sugar 1 tsp. salt 2 Tbsp. oil Stir flaur,.Psugar and salt to 1/4 cup oleo 3 cups Flour 1/2 cup lukewaim water or taste. Cut in butter with elec- In large bowl sprinkle yeast over more if needed tric beater at lowspeed or with the warm water; let stand 5 min- Combine all the ingredients. pastry"blender. Gather into a utes. Add egg substitute, sugar,Mix with the hands until a ball. Put on lightly floured salt, oleo and 2 cups flour. nice ball of dough is formed. surface and pat or roll out to Beat until smooth. Gradually Make into small balls the size, 1/2 inch thickness. (Dough is heat in enough remaining flour you want your tortilla to be. very "short" so handle carefull:jto make a soft dough. Turn out Roll them out, or pat them out Cut in diamonds or squares and on floured board; knead 5 minutes,with your hands. Make them bake on ungreased cookie sheets until smooth. Place dough in round, and cook them on a in moderate oven, 375 degrees, oiled clean bowl, cover and-let griddle. (From Jessie Rivera; for IS minutes or untit lightly rise 1 1/2 to 2 hours or until Teachers, Parents and Children browned. (From Multiethnic double in bulk. Punch down and of Montague St. School, MY Studies in the Elementary Class- divide into 3 equal portions. Favorite Recipe.) rooliu reprinted with permission. With hands form each portion intc a roll 2 inches wide and 14 inch-PARAGUAYAN Hush Puppies: es long. Braid the three rolls Sopa Paraguaya (Cornbread) : 2 cups corn meal and pinch ends to seal. Place 1 cup yellow cornmeal 1 tsp. salt on greased baking sheet. Coer 1 cup flour 1 tsp. baking powder and let rise until double in 1/2 cup sugar 1 1/4 cups milk bulk, about 1 hour. Bake at 375 1 Tbsp. baking powder 1/2 cup water degrees for 30-35 minutes or un- 1 tsp. salt

1 large onion, chopped fine til done. Cool on rack. NOTE: 1 egg 1 cup milk Sift the dry ingredients togetherfor a shiny cruSt, brush challah 1 1/4 cup butter and add the milk and water. Stirwith a mixture of 2 Tbsp. egg 1 small onion, minced in the cliopped onion. Add more substitute and1 Tbsp. water 10 1/2 tsp.'butter meal and milk as may be necessaryAinutes before end of baking 4 oz. Monterey Jack or to form a soft but workable time. (Can be purchased.) Muenster Cheese

iLL 112 55 THE UNIVERSALITYAND DIFFERENCES OF FOODS

ASIAN AMERICAN AMERICAN INDIAN HERITAGE CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND

high CHINESE/LOS ANGELES Bread (Cont'd.) low speed. Beat 3 minutes at Americanized speed, scraping bowloccasionally. Bow (Steamed buns, beat at medium method): Add 1/2 cup flour and savory Stir in Steamed buns, called bow, are speed one minute longer. with round shape, enough remaining flour tomake a soft yeast-dough pastries floured sur smooth white skin, meatfilling, and dough. Turn onto ligh.ly These until often a red dot or swirl ontop. face. Knead 5 to 10 minutes at home, verypleasing smooth and dough does notabsorb any are easy o make Shape to form a 5 1/2 to American tastes,and practical be- more flour. freeze well. They should inch flattened ball. Place in butter cause the buns which has be combined with ahot meat and vege- ed 1 1/2 quart casserole been sprinkled withcornmeal. Butter table dish. Place casse- top and sidesof dough. (yields 10 bows) role in 13x9 inch or10 inch square Easy Chinese Bows Cover with plastic wrap. Filling: pyrex dish. pork Microwave WARM 30 minutesuntil dough 1 c. roast 2 stalks of greenonions is almost doubled insize. Remove casserole in 1 small can of mushrooms or plastic wrap and leave (soak until soft) water bath. To bake, mici-olyaveSIMMER S black mushrooms 10-12 minutes or until nodoughy spots 1 Tbsp. cornstarch Oyster sauce remain. (Check at 7 minutes.) If center top feels dry, coverjust the piece of plastic Buns: center with a small refrigerator biscuits wrap. Let stand 5 minutes. Brush I can with melted butter. Remove from cas- Red food colpring serole and cool. If desired, wrap in 1 straw Makes 4 10 3" squares ofwaxed paper freezer paper and store. 1/4" cubes. (Adapted from Valley News 1. Dice pork into servings, and mushrooms. Food Section, October,1975.) 2. Chop green onions Combine with pork. 3.Combine mushroomliquid, cornstarch in small saucepan;heat to boiling, until mixture thickens toform gravy. mixture to . Add oyster sauce and meat gravy mixture;simmer 10 minutes II 3 lii 56 4 THE UNIVERSALITY AND DIFFERENCES OF FOODS

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE dough. With the hands, make ENGLISH Mix the dry ingredients togeth- pieces of the dough into pones English Pancakes: er into a large bowl and stir (oblong cakes) about 5 inches 1 cup sifted flour well. Break the egg into a long and 3 inches wide, a.nd about 1/2 tsp. salt small bowl and beat it lightly 3/4 inches thick. Fry in deep 3 eggs 1 cup milk with a fork. Make a hollow in fat until well browned. (Adapted 2 Tbsp. melted shortening or the center of the dry ingre- from Multiethnic Studies in the cooking oil dients and pour the beaten egg Sift flour and salt. Combine into it. Add milk and beat beaten eggs and milk. Add dry mixture for a mintite. Saute Fry Bread: ingredients to eggs and milk; addthe minced onion in the butter 4 cups flour 1 tsp. salt shortening. Beat to a smooth until it is light gold in col- 2 Tbsp. baking powder batter. Heat a greased frying or. Grate the cheese. Fold 1/2 cup shortening pan. Tilt pan so the batter the melted butter, onions and Mix flour, baking powder and saltspreads out. Turn pancake over grated cheese into the corn- While stirring, blend in short- as soon as it is brown. Brown bread batter. Bake in 425 de- ening until mixture has the tex- other side. Roll up the pan- gree oven for 25 minutes. The ture of cornmeal. Gradually add cakes. Serves 4. (Adapted from top should be lightly browned. up to1 cup of water, using only Foods From Many Countries.) Test with a toothpick. Cool. enough to make dough stick to- Cut into squares. Serve while gether. Knead dough until it is SWEDISH still warm. Serves 8-10. soft and pliable. Roll into -7171,17 (Adapted from Many Hands fist-sized balls. Let stand, Cooking.) covered by a towel, for 10 min- MIDDLE EASTERN utes. Pat out to the size of Pita (Pocket Bread) MEXICAN large pancakes. 15741174 Elote (Cheesebread): Fry in one inch of oil in a heavyPORTUGUESE 1- cup oleo iron skillet until golden on both Pao Doce (Sweet Bread) 1/4 cup sugar 4 eggs sides. Pierce any air pockets 1 can (4 oz.) diced green with a fork. Drain on paper FRENCH chilies towels or brown paper. Serve --VFW/I-eh Bread I can (17 oz.) cream style warm with sugar, honey or jam. corn (From facramento City Unified GREEK 1/2 cup shredded natural School District, Sharing Our --Taureki (Easter Bread) Monterey Jack cheese 1/2 cup shredded sharp natural Cheddar cheese

115 " S7

.r.rwtt,7;71, DIFFhAENCES OF FOdDS THE UNIVERSALITYAND

ASIAN AMERICAN AMERICAN INDIAN HERITAGE CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND

Cool mixture inrefrigerator until Bread (Cont'd.) firm, approximatelytwo hours. Flatten biscuits;place 2 generous teaspoons offilling into the center of each biscuit. Pinch edges togetherand place pinched side on thewaxed sheets. Steam buns for 15minutes. Whtn the buns arecool, put three red circles on thetop center with the straw.

117 58 THE UNIVERSALITY AND DIFFERENCES OF FOODS

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HERITAGE , AMERICAN HERITAGE HERITAGE

RUSSIAN Corn Bread: 1 cup flour -Black Bread 2 cups white cornmeal 1 cup cornmeal 1 Tbsp. sugar 1 tsp. salt 4 tsp. baking powder 2 tsp. baking powder ARABIC 1/2 tsp. salt 2 Tbsp. drippings or shorten- Khoubz Araby (Arab bread) Cream margarine and sugar. ing Blend in eggs. Stir in chilies GERMAN 2 1/2 cups buttermilk corn and cheese. Combine dry 2 eggs --WiTTsbrot Mit Kummel (White ingredients. Add to corn mix- Put cornmeal, sugar, salt, and bread with caraway seeds) ture, mixing until well baking powder into mixing bowl. blended. Pour into grease& Add eggs and milk. Melt drip- FINNISH and floured baking dish, pings or shortening in baking pan Suomalaisleipa (Finnish bread) 11 3/4x7 1/2 inch. Bake at in oven. Stir in batter. Pour 325 degrees, 50 to 55 minutes batter into pan and bake 20-25 NORWEGIAN or until toothpick inserted minutes at 450 degrees. (Adapted Lefser (Potato bread) comes out clean. Serve warm. from The Negro Almanac, 1967. (Contributed by Mitzi Gaynor Office of Urban Affairs, LAUSD.) ARMENIAN in the Valley News Food Sec- --TaiTread tion, May 13, 1976.)

SCOTTISH MEXICAN/LOS ANGELES --UP1711 Soy Bread Bunuelos (Mexican pastry): 1 pkg. flour tortillas POLISH 1 deep fryer (electric) --UETTee Cake with oil cinnamon and sugar mixture ISRAELI Cut tortillas in 4 inch pieces. --7711777,s Drop in hot oil. (Have vol- unteer/aide stay and manage the fryer.) Remove from oil and drain on paper towels. Place on wax paper and immediately sprinkle with the cinnamon and sugar mixture. Serves SO. (1 large package tortillas.) (Adapted from Foods From Manl Countries.)

119 5 9 OF FOODS THE UNIVERSALITYAND DIFFERENCES

ASIAN AMERICAN AMERICAN INDIAN AND PACIFIC ISLANDHERITAGE CATEGORY AND ESKIMOHERITAGE

Bread (Cont'd.)

4411

60 122 THE-UNIVERSA,LITY AND DIFFERENCES OF FOODS

BLACK AMERICAN EiROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

'MEXICAN Jalapeno Corn Bread

PORTUGUESE Massa Sovada (Portuguese sweet bread) Bros (Portuguese cornbread)

PUERTO RICAN Pan de Ma3orca (Chewy sweet roll)

BARBADOS Coconut Bread

JAMAICAN Banana Bread 4

61 THE UNIVERSALITYAND DIFFERENCES.OFFOODS

ASIAN AMERICAN AMERICAN INDIAN AND PACIFIC ISLANDHERITAGE CATEGORY AND ESKIMOHERITAGE

Typical fruits: Typical fruits: FRUITS AND papayas grapes crabapples VEGETABLES limes mangoes peaches 'Fruits pears persimmons apples peaches honeydews wild cherries other melons wild strawberries cherries breadfruit apricots cranberries plums ,lemons other berries watermelons pineapples first dis- coconuts tangerines (Wild strawberries were kumquats covered and eaten byAmerican lichees grapefruit oranges Indians.) loquats gooseberries

JAPANESE Mikan (mi-kan) orange

. Kaki (ka-ki) persimmon

THAILAND Rakam (strawberry)

SUMATRA 777r7k-manis (sweet orange) Djenkol (acid fruit)

PHILIPPINES Calamansi (sour lime) Kamias (cucumber-likefruit)

CHINESE . Kiwi (gooseberry) Shih-chin-kuo-pin (watermelonshell filled with fruit): .1 medium-size ripewatermelon 24 canned lichee nuts,dtained

62 THE UNIVERSALITY ANDDIFFERENCES OF FOODS'

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

AFRICANcJOUTHERN UNITED STATES, IND WEST /NDIES Typieal fruits: Typical fruits: Typical fruits: apples pears grapes mangoes figs coconuts nopals oranges berries peaches lepons bananas dates mameys pears apricots melons papayas melons papayas citrus fruit avocados oliv s pitahayas zapotes lime apples grapes nectarines dates avocados (aguacate) pineapples honeydews custard anples(guanibanes) peaches melons soursop GERMAN pineapple(pitas) mangoes longans guava (guayabas) carmobolas sopodillas(nase- backobstkompott (Compote): berries) 5 cups mixed driedfruits eggfruit (Ti-Es) MEXICAN avocados cherimoyas 2 cups sugar cerumons sweequassas Peel of 1 lemon, cut in matchstick size pieces 2 ripe avocados, medium size BARBADOS 1 cinnamon stick Soak the fruitovernitht in wate Tbsp. lemon juice Banana Pudding: 2 Tbsp. grated onion Banana means "fruit ofthe wise about 1 inch levelabove the off 2 Tbsp. chopped canned men." An early Roman scholar fruit. In the morning pour who sat the liquid,and combine the'liq- green chili told of wise men in India 2 cloves garlic, crushed for days under the bananaplants uid with water to make 1 quart. cinnamon, 1/2 tsp. salt eating the deliciousfruit. To- Put sugar, lemon peel, and liquid into a largeheaVY 1/4 tsp. pepper day, bananas are eatenall over Mix all ingredients together. They grow best in hot saucepan.,and bring to boil, the world. When sugar is Cover and chill. Place on and rainy areas likeOis,island stirring often. dissolved, add fruit, reduce individual plates. Serve wit! in the West Indies. Buy plump, heat to simmer and cook uncovere corn chips or tortilla'chips. firm, unbruised, brightyellow . (From Foods From Many Bananas that are hard areuntil fruit is tender tothe fruit. With a Countvies.) not yet ripe. Leave them at roomfork, about 10 minutes. temperature for a day or two un- slotted 'spoon put the fruitinto Ar a heatproofdish. Boil the til they soften. is slightly thick 4 bananas 1 cup milk . syrup until it 2 eggs pinch of cinnamonened, about S minutes.

411,

43' I 2 .7 THE UNIVERSALITY ANDDIFFERENCES OF FOODS

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

8 canned loquats, drained Fruits (Cont'd.) 8 preserved kumquats,drained 8 canned water packedkumquats, drained Cut the melon inhalf crosswise. Scoop out pulp, removeseeds, and cut into cubes or balls. Combine melon an other fruit (cantaloupe, orange sections, apple wedges, or otherfruits may be added orsubstituted for some o the fruits listed.) Spoon fruit back into melon shells. Chill and serve. (Contributed by Susan Lee.)

Notes on Fruit: Kaki (ki-kY) persimmon, is afruit that ripens in farmyards and onhillsides all over Japan. Fresh, the kaki is segmented and served us dessert all autumn long. Its taite lies somewhere between apple and apricot. Dried, the kaki becomes a winter staple, excellent Mbetween meal nibbling, and an in- dispensable part of the New Year holiday. The breadfruit is cherished all through the Pacific, not only _as a staple but as a delicacy. Striplfed of its knobby skin by means of a seashell or coconut shell fsolie Pacific Islanders say breadfruit must never be touched with metal) and baked or broiled, thefi- brous flesh of the breadfruit comes out tasting like a campfire potato or yam. M1,e In Hawaii, breadfruit chips, like 129 139 64 THE UNIVERSALITYAND DIFFERENCES OFFOODi

EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN BLACK AMERICAN HERITAGE HERITAGE AMERICAN HERITAGE

2 slices ofwhite bread 112 cup sugar 2 limes 1/2 tsp. vanilla 4 Tbsp. butter Peel the bananasand mash with a fork in a mixingbowl; Add eggs; beat into themashed banana. Crumble the breadinto bread crumbs; add these, sugar,vanilla milk and cinnamon tothe banana mixture. Add the juice ofthe limes to the mixture. Stit well. Add melted butterto themixrure. Beat this mixturewell (75 mix- strokes). Pour the banana ture into the pan. Bake at 375 degrees for 1 hour. Remove the pudding from the ovenand let it cool for 1 hour. Cut into squares. Serves 10-12. (From Many HandsCooking.)

UGANDA --Wat Platter: Ugandans don't eatdessert. They snack on sweetripe fruitand pieces of sugar cane. Uganda's hot, wet climateis ideal for growing fruit. Yellow bananas, peeled and eaten raw,cubes of fresh pineapple,'orangesections, and slices of pawpaw(papaya) make up atypical fruitplatter.

65 482 THE UNIVERSALITY AND DIFFERENCES OF FOODS

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

Fruits (Cont'd. potato chips, are sold in bags in the supermArket. When breadfruit starts to feel soft as a ripe banana, and the green skin starts turning yellow and brown, then it is ripe and sweet enough to he baked as a dessert, with the core pulled out and sugar and butter poured in.

JAPANESE Gleaming Jewels: This gelatin-type dessert sets at room temperature and is entiredy different in texture from Western stylejelled desserts. Agar agar is seaweed and tas eless by itself. It is very sturd/ and holds up even on a warm day when regular gelatin would melt. 2 oz. agar agar (Japanese kanten) 3 cups water

1 1/3 cup sugar dash salt

1 tsp. lemon juice

1 cup crushed pineapple, mandarin oranges Wash an0 squeeze . agar agar in a bowl with lols of cold water to remove any sediment. Rinse and remove all water by squeezing the agar agar. Place agar aga in sauce pan, add 1 eureMater and some red food coloring. Soak 30 minutes. IThen cook over medium heat. Stir until dissolved. Add sugar and salt. Stir. Strain through a fine sieve into a 9 inc square pan. Add lemon juice. After 15 minutes add fruit. When set, cut into 34 desired shapes. (Contributed by Mary Moreno, Eagle Rock High School.) 4134 0 THE UNIVERSALITYAND DIFFERENCES OFFOODS

BLACK AMERICAN EUROPEAV/MEDITERRANEAN HISPANIC AMERICAN HERITAGE HERITAGE AMERICAN HERITAGE 1

Use the fruitsthat are in season. Peel the fruitbefore placing on the platter. Arrange tastefdlly and aesthetically. Example: arrange thebananas so that they radiatefrom the center of the platter likethe spokes o a wheel. Put the orangeslices and the papaya or melonslices between the bananaslices. Squeeze the lime juiceti4er the banana. Lime juice or lemon juice keeps bananasfrom turning brown. (From Many HandsCooking.)

13q 135 67 --THE UNIVERSALITY AND DIFFERENCES OFFOODS

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

FRUITS AND VECETABLEg Typical vegetables: Typical vegetables: WITWFWM7 snow peas corn beans cabbages bamboo shoots squashes pumpkins red beets sweet potatoesiartichokes sweet potatoes burdock red beans white potatoes chiles - white potitoes green peppers Fhayotes -cucumbers black beans red peppers frijoles daikon (radish) ginger root wild onions yuccas soybeans eggplant tomatoes taro roots ; parsley dried gourds celery Baked Pumpkin: lotus roots squashes , medium pumpkin various mushrooms, esp. shiitake 1 cup sugar bok choy (Chinese lettuce) 1 tsp. salt siv choy (Chinese cabbage) 1/2 tsp. cinnamon dav gok (long 'stfing beans) Peel and cube the pumpkin. Place pumpkin cubes in baking dishand CHINESE sprinkle with sugar and salt. Cover Chinerse Slaw: pan with foil and bake until soft. 1 tsp. sais 1/4 tsp. pepper Shake cinnamon over pumpkin. Serves 1/2 tsp. dry mustard 25. 1/2 ts0. grated onion 1/ cup vinegar . Zun4Succotash: 2 1bsp. sugar 1 Ap. Shortening 3 T sp. saladipil 1 potifid beef, cubed orgroufid 3 cups diagonally cut celery cabbage 2 cups string beans, cut(fresh Or Mix all ingreilient.ts, except cabbage, canned) in a large'bowl. ,Add cabbage. Toss '2 cups corn, whole kernel(fresh to mix well. Chill. Garnish with or canned) watercress or sliced hard-boiled eggs. Tbsp. sunflower seeds, shelled Serves 4. and crushed water to cover salt to taste 13s * 68 ctic THE UNIVERSALITYAND DIFFERENCES OFFOODS

EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN BLACK AMERICAN HERITAGE HERITAGt AMERICAN HERITAGE

AFRICAN, SOUTHERNUNITED STATES, AND WEST /WES Typical vegetables: Typical vegetables: Typical ve\getables: onions camote (sweetpotatoes) corn cabbages peas beans spinach beans S okra manioc tomatoes manioc beans squashes lentils turnips lettuce potatoes soya beans cucumbers onions red beets broccoli carrots turnips eggplant maize (corn) collards onions cucumbers (tomatoes: mushrooms felafel tomates/jotomates mustard greens tomatoes jicama white yotatoes peas potatoes) %.9 cabbages sweet potatoes spinach MEXICAN yams carrots --1577red Beans: FRENCH lbs.) cucoyams --riiiich-style Peas (Petitspais 1 can (approx. 2 Française): refried beans GHANA, NIGERIA a la 1 cup grated cheese lettuce leaves coarsely Fufu (Wished vegetable): (or 1 3 green onions, sweet 2 cups shelled peas 2 pounds yams or 1 1/2 lb. pkg frozen green chopped beans. Top potatoes peas) Heat the refried 1 Tsp. salt with grated cheeseand chop- boiling, salted 1/2 tsp. salt (optional). Cook yams in dash of pepper, nutmeg,and ped green onions water until tender. Cool and Mash well. Add sugar removeskins. 1/4 cup butter or oleo [salt, pepperand margarine to, end sides of heavy m.txing Line bottom taste. Put into a deep washed lettuce with a heavywoodensaucepan with bowl and beat leaves. Add peas. Sprinkle with spoon untilsoft and smooth. and sugar. and serve in salt, pepper, nutmeg, Shape into a mound Cover with'lettuce Serves 12 to 15. Add butter. warm dish. leaves. Cook, covered, overlow heat for 20minutes or until f tender. Discard lettuceleives.

69 THE UNIVERSALITY AND DIFFERENCES OPFOODS

ASIAN AMERICAN CATEGORY AMERICAN INDIAN AND ESKIMO MERITAGE AND PACIFIC ISLAND HERITAGE

Vegetables (Cont. Brown beef well in shortening. Add Egg Flower Soup (Dhan Fah Tong): vegetables and simmer until meat is 1/2 cup finely chopped water tender. Add crushed sunflower seeds chestnuts to thicken and salt tm taste. Serves 1 quart chicken broth 4. 2 eggs salt and pepper to taste Place water chestnuts in boiling chicken broth, and cook for about 5minut.:s. Beat eggs and pour them into chicken broth.after turning off the fire. Stir well and slowly until egg forms small flowers. Add salt and pepper to taste. Serves 4.

70 112 fl THE UNIVERSALITY.AND DIFFERENCES OF FOODS

HISPANIC AMERICAN BLACK AMERICAN EUROPEAN/MEDITERRANEAN HERITAGE HERITAGE AMERICAN HERITAGE

ITALIAN 75777d Salad (Insalata mista): 2 heads lettuce, washed, dried, and chilled 12 radishes, sliced thin 1 red onion, sliced in rings 5 tomatoes, cut in wedges 2 cloves garlic, cut in pieces with toothpicks in each piece 1 tsp. salt 1/4 tsp. papriks 1/2 tsp, black pepper

3 tsp, whiie vinegar - 2 Tbsp. 'olive oil or 1/4 cup salad oil 1 medium cucumber, sliced thil Chill all vegetables after they have been washed and prepared. Rub the inside of a salad bowl with sliced garlic clove. Add salt, paprika, and black pepper. IStir in white vinegar. Stir in olive oil. Mix in sliced cucumbers. Take hearts out of onion t rings and add. Cover bowl and lace in refrigerator to mari- nate. Just before serving time, add tomatoes, radishes, and lettuce. 12 servings.

SWEDISH --Wiarsh Carrots: 6 stripsofbacon, diced 2 bunches of carrots 1 No. 303 can whole tiny onions 1 Tsp. cornstarch or flour :att 71 .123 Of THE UNIVERSALITY AND DIFFERENCES OF FOODS

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

Vegetables (Cont.

116 72 THE UNIVERSALITY ANDDIFFERENCES OF FOODS

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

Sautg bacon until brown in heavy skillet. Remove excess fat. Scrape and cut carrots intosmall slices or pieces. Put in skillet. Add water and some onion juice until carrots arecovered. Cook until almost done. Dis- solve cornstarch in water,and add to carrot mixture tothicken it slightly. Add whole onions, and reduce heat to low(or place in serving casserole inorder to hold until serving time).

DANISH '777Umber Salad (Agurkesalet): 3 large cucumbers 1 cup water 1 cup vinegar 1 tsp. black pepper,if desired sugar to taste Wash and dry cucumbersthorough- ly. Peel, and cut into very thin slices. Mix water and vinegar. Sweeten to taste. Add the cucumber slices. Sprinkle with pepper. Let stand for 1 hour before serving. Serves 9.

73 THE UNIVERSALITYAND DIFFERENCES OF FOODS

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND mum° HERITAGE AND PACIFIC ISLAND HERITAGE

JAPANESE MEATS AND FISH -Sukiyaki: 1 pound round steak,1/8 inch thick cut cross graininto bite-size pieces 6 medium size onions 1/2 cup sugar 1 bunch spinach,washed and cut into bite-size pieces 1 small can of bambooshoots, slice 1/2 cup soy sauce 1/4 cup water Cut the vegetables intobite-size pieces. Divide all the ingredients into 3 portions to becooked in 3 successive servings. Sear 1/3 of the steak in a small amountof oil in a skillet. Add vegetables, soy sauce, and sugar. Add 1 to 2 tablespoonsof water if necessary. Stir occatonally Cook until tender (about10-15 minutes.) Serves 6. Broiled Neat (Teriyaki): 1/4 cup sugar 1/2 cup sor sauce 2 tsp. grated freshginger root (shoga) 1/2 tsp. garlic, minced 1 pound steak, slicedinto 4 to 6 inch strips Combine all ingredients, exceptmeat. Add the meat'to themixture and mari- nate for'2 hours inthe refrigerator. Put the meat on bambooskewers which can bcpurchasedin Oriental shops. Brush sauce on meat. Broil or grill on hibachi. 119 150 74 .) r V THE UNIVERSALITY 'AND DIFFERENCES OF FOODS

BLACK AMERICAN 'EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

NIGERIASi SWEDISH Groundnut Stew (Moamba): Swedish Meatballs: (West Africa) 1 pound ground beef 4 pounds meat (chunks of 1/2 cup fine dry bread crumbs .beef, lamb, or chicken) r egg 6 cups water 2/3 cup milk 1 1/2 cups ground peanuts 2 Tbsp. grated onion .2 onions, chopped fine 1 tsp. salt sweet,potataes, peeled and 1/8 tsp. nutmeg (optional) quartered 1/3 cup flour 6 hard boiled eggs, shelled 1 quart cold water '4 cups hot cooked rite Mix all ingredients, except flou Put meat in water, bring to boil,and water. Lightly form 1 1/2 simmer for 30 minutes. Add the inch balls (approximately 4 peanuts and stir' well. Add the centimeters). Brown in hot fat. onions, sweet potatoes, salt. Remove meatballs from pan. Brown took for 11/2 to 2 hours, or flour in the remaining fat. Add until meat is tender. When readycold water to browned flour. to- serve, place 1/2 egg on each Ceool until thickened. Add meat- plate and cover with some of the Simmer 20 minutes. rice. Place the' meat and sauce Serves 6. (From Foods'From Many "on top. of the rice. Serve with Countries.) side dish of sliced cucumbers, chutney and sliced bananas. Setves 12.

3 151 75 SUGGESTED ACTIVITIES THE UNIVERSALITYAND DIFFERENCES OFFOODS

SUBJECT AREA OBJECTIVES ACTIVITIES

Language Arts Have the children nametheir favorite foods. At the conclusion ofthe small groups to con- Social Science unit of stUdy, learners Divide the Class into duct research in theorigins of faVorite will he able to identify All pizza fans working three similar foodsfrom foods. (Example: together. If many children namethe same different cultures. make sonie related Examples: 3 rice dishes dishes, you may have to 3 meat-on- assignments.) skewer dishes Social Science Nsk the groups to tryto find a similarfood 3 snacks made pizza and of grain in another culture. (Example's: lahmajoun; burritos andcassia pork or mu shiu pork; knishesand empanadas; tacosand egg rolls;spaghetti and Chinesenoodles; Ask tacos andcheeseburgers.) Suggestion: parents and referto internationalcook- books, such as ManyHands Cookins. Language Arts Using the food grid,discuss similarfooas from various cultures. If possible, arrange for children to tasteand compare similar dishes. (See Taste Dayactivity.) of Taste Days,including The learner willexperi- Arrange a series ence, throughtasting, some or allof the following: smelling, and touching, dif- similar types of foods 1. Plan Taste Days for use of several (Examples: prepared in ways typical ferent but related foods. A. vegetable dishes of various cultures. several rice dishes, with similar ingredientsprepared differently, or ground meatdishes from seveeal cultures.) If cooking is not possible, arrange forbread and cheese tasting, using breadsfrom different cultures and a varietyof imported or foreign-type cheeses. 154 76 SUGGESTED ACTIVITIES THE UNIVERSALITY AND DIFFERENCES OP FOODS

OBJECTIVES ACTIVITIES SUBJECT AREA

The learner will experi- 2. With the help of parents or volunteers, encelthrbugh tasting, make some of the dishes in the class- smelling, and touching, room. If possible, introduce other similar types of foods dishes which are purchased or provided prepared in ways typical by parents. Include some unfamiliar of various cultures. foods. Encourage parents to assist witt favorite family dishes from various cultures. 3. In the tasting process, encourage the Science learners to think of the odor and texture of the food as well as the taste. 4. Help children to learn the names of the Language Arts foods in other languages. Have the learners ask for the foods by those names. S. Have learners tell or write about a Language Arts "new" food which they have tested that Aay, which they especially liked, and which they would like to try again. dr 6. Help children to prepare and illustrate Mathematics a recipe book of the dishes served on Taste Day. Include metric as well as English measures if possible.

Taste Day should liave considerable parent involvement. It nay, be easier to arrange as part of a multicultural celebration; but it should include classroom Italy of the similarities and differences among foods and emphasis on comparison of similar dishes through tasting. Comparisons should not be competitions, so the "Which one is better?" approach should be avoided.

1J4.'"e) 155 77 SU6GESTED ACTIyITIES THE UNIVERSALITY AND DIFFERENCESOF FOODS

SUBJECT'AREA OBJECTIVES ACTIVITIES

Art The learner will experi- HFlp children to make a scrapbookof pie- ence, through tasting, tures of foods forspecial occasions and smelling, and touching, from various cultures. Include recipes if similar types of fooas possible. prepared in ways typical of various cultures.

Arrange a walking trip to anearby supermarket. Ask children to see how manycultures they can findrepresented by foods in the store. Lead children in singing songsabout food, Music such as: "Atadwe: (Ghana) New Dimensionsin Musi "Before,Dinner" (Congo) Discovering Music Together, 3 "Planting Cabbage" (France) MakingMusic Your Own 1 ITTIMITTOra" (Lebanon) New Dimensions in music wrur7, Luis, Luis" (Puerto Rico) Making, Music Your Own, 2 "The Molock Song" uileuto Indian) Discoverin Music ether, 3 awnee Making Music Your Own, 3 1111WWVendors" (Japan) Discoverins. Music Together, 2

157 15s SUGGESTED ACTIVITIES THE UNIVERSALITY AND DIFFERENCES OF FOODS

OBJECTIVES ACTIVITIES SUBJECT AREA

At the conclusion of the Discuss food groups and well-balanced meals. Health unit of study, learners Help children to compose well-balanced will be able to list com- menus including food from various cultures. ponents of a meal (such as a picnic) composed entirely of foods from cultures other than their own.

(Refer to objectives list- Ask class to name examples of fruits and ed in each textbook.) vegetables. 'Classify them according to-1 color, shape, plant source (tree, bush, individual plant). Refer to similar exer- cises in:

Scott Foresman Reading Systems, K or Reading Grade 1 I Like (TG, Chapter 1, pp. 2- 16); Colors (TG, Chapter 2, pp. 2-16).

Addison Wesley Series, Level I Mathematics Investi atin School Mathematics, p.21

p. 0 .

J.B. Lippincott, Readiness for Learning Pre-Reading Clinic, Kindergarten Visual Motor Perception Skills, Card 21, DrawIng Common Forms Verbal Communication Skills, Card 2, Detective; Card li, Making Picture Books; Card 13, Naming Objects in the Room

Using the bulletin board:

Ask the children to bring to school maga- Art zines, fruit and vegetable catalogs, and Language 7f#

79 SUGGESTED ACTIVITIES THE UNIVERSALITY ANDDIFFERENCES OF FOODS

SUBJECT AREA OBJECTIVES ACTIVITIES

old discarded picture books. Let them cut out colored picturesof foods for display.

In a bulletin boardexhibit, list the names Art of the eight colors mostused by the learn- Health ers. Arrange the differentcolored foods around them. If a picture of a pink hamis used, for example, explain,how the color pink is made by mixing twocolors together. Discuss the green of peasand compare it to the green of spinach,cabbage, lettings, green peppers, orcelery. This study will introduce learners to shadeand hue of colors--colors that are allalike and calle green but notalike in hue.

Use the bulletin boardfor a game such as Language Arts Reading the following: Place color-name cards ` around the room. Give each child in the room c food Dame. When you call the name o the "food," the learnermust go to his/her own color nameand hold it up. Try to name the food that portraysthe color with which the child is familiar. Examples peach, peach; apricot, orange;tomato, red; water- melon, red. What colors rarely occurin food?

Use the bulletinboard to display the re- Art sults of an artlesson. Let the learners use crayons orother art processes tomake pictures that show foodbeing used in imag- ihative ways.

!SI 16? a. 80 SUGGESTED ACTIVITIES 'THE UNIVERSALITY AND DIFFERENCES OF FOODS

114 OBJECTIVES ACTIVITIES SUBJECT AREA': ^ "

Learning about geometries:. Mathematics

Learners are always.surprised to realize that many foods have geometric shapes. Ask them to think of foods shaped inr

Circles: cookies, pancakes, tortillas, osushi, oranges, plums, biscuits, purl bread, onigiri, fofos, bagels.

Squares: crackers, bread, sandwiches.

Triangles: wonton, pieces of pie, a half cut of sandwich.

Rectangles: wonton, cake, ice cream bars, tacos, cookies, slices of bread or a loaf of bread.

Arrange for children to make a chart of foods that have geometric shapes. Ask children to bring to class or draw pictures of foods to illustrate this chart. Place examples of the foods next to labels that name the type of shapes concerned. * Use the charts already prepared to illus- Mathematics trate foods of geometric shapes. Ask Language Arts learners to peke cards with geometric shapes on them. Begin by giving each child only one card. When the child's name is celled, he/she must match the card with the correct shape on the chart, name the shape, and name the food.

63 .15'1 SUGGESTED ACTIVITIES THE UNIVERSALITY AND DIFFERENCESOF FOODS

SUBJECT AREA OBJECTIVES ACTIVITIES

Food-word associations: Provide the learners with oldmagazines and Art seed catalogs. Ask each learner to find at Reading least two favorite foods, cut outpictures Science of them, and paste them onconstruction paper. Or, the learner can color orpaint a favorite food. Use these to discuss important informationabout food: Which foods grow beneath theground, abOve the ground, grow37777FRes, and grow on trees? From which countries do they come? Learners can make individual folders forthe materials. Many city learners have never seen peasor beans growing on bushes,berries on vines, or fruits on trees. Many learners think Social Science that all foods come fromthis country.

The above activity may laterbe included in the learner's personal "IAm hook. (See page 9, Self-IdentityUnit.)

Use favorite-foodcards,'and place these in a stack. Each learner may take twocards. Tell the learners they shouldstudy the cards they hold up and make upstoris about the foods, using informationthey have learned. Give them several minutes to do this. As each learner's name iscalled he/ she must stand up and show acard while Reading telling the story about thatfood. Language Arts These stories are oftendelightfully imaginative. Sometime they are simply word- association recitals. The way in which a I so-

82 1 t ; SUGGESTED ACTIVITIES THE UNIVERSALITY AND DIFFERENCES OF' FOODS

OBJECTIVES ACTIVITIES SUBJECT AREA

learner expresses himself/herself can reveal much about the learner, his/her thoughts, his/her likes and dislikes for particular foods, and even his/her emotions. Food-words and possible.associations may include:

onionhet, green, ring, grows in ground smelly, daddy loves 'em, mammy hates 'err rice--fried, boiled, white, brown, Chinese, sticky, mushy

The learner makes a collage picture using Art cut-out magazine pictures. Examples for headings: Fruits I Like, Red Fruit, Green Fruit, One Fruit, Three Vegetables, Fruits That Come Over the Oceans, and Fruits That We Can Pick Off a Tree.

The learner makes print designs,,using scal- Art loped or carved fruit or vegetables. Ex- amples: potato prints, cabbage prints, turnip prints.

The learner makes replicas of fruit froM Art- clay or paper mache.

83 TRADITIONAL FOLK ARTS AND CRAFTS

BACKGROUND

In many cultures, works of art are not created for the sake of beauty se; much as for emotional and religious.significance. Arts and crafts often express beliofs and ^traditions of people. Some believe art began with painting, scarifying, and tattooing the skin for adornment. These practices were common to most hunting tribes, except Eskimos, because of the climate in their region.

As a result of the activities of the Crusaders, explorers, and other adventurers who traded and exchanged ideas and goods in many countries, there are similarities between arts and crafts in many cultures. Macrams, the art of knotting, is used in same form or another in most cultures. For example, in Arabia, macrame is used on.kerchiefs and shawls; in Babylonia, it is used for fringes on costumes; in Italy, towels are made using a macrame technique; in Spain, lace is acramed. The knowledge of macram6 was exported to South America and California during the 19th Century. England and Prance publish macrame books, and in Mediterranean areas macrame is taught to children of both sexes. The arts and crafts of early Black Americans of the United States have not been sufficiently recognized. Blacks, slave and free, supplied the skilled manpower required for building mansions and other structures on the plantations. After the War of Independence, Blacks were encouraged to create art, which was used in their masters' homes and, by their own people. Chinese, Japanese, and Korean works of art differ considerably in their visual forms and spiritual content from those produced in Western cultures. The importance of positive-negative balances and the consequent use of empty space in painting reflects Eastern philosophy. The relationship between art and official life at one time was a distinctive aspect of Chinese culture; almost ell works of art were produced in courts for rulers and nlbles. (. REFERENCES

BOOKS

Clark, Ann. Little Indian Pottery Maker. Melmont Publishers, 1955.

IC's) 85 Harper and Row, 196S. Glubock, Shirley. The Art of Africa. New York- New York: T'ow, Glubock, Shirley. The Art of the NorthAmerican Indian. 1964. Knotting. New York: Van Nostraw! Harvey, Virginia. Macramt, the Art of Creative Reinhold, 196-7. Japan Publications,Inc., 196g, Kasahara, Kunihiko. Creative Origami. Tokyo: Center Press. Lucy Learns toWeave. Phoenix, Arizona: The Navajo Curriculum Elementary Scheol Sniegel. Illtiethnic Studies in the Marquevich, Pat, and Shelly Publications, 1975. Classroom. Pico Rivera, Calif.: Education in otion Wadsworth Publishing, 1962. Moseley, Virginia. Crafts Designs. Belmont, Calif.: Harper and Brothers,1927. Pijoan, Joseph. History of Art. New York: New York: Van Nostrand Schneider, Richard C. Crafts of the NorthAmerican ndians. Pcinhold Co., 1972. New vork: Frederick A.Praeger, 1963. Swan, Peter. Art of China, Korea,and Japan. 1970 New York: Golden Press - Whiteford, Andrew. North American IndianArts.

AUDIO VISUAL MATERIALS 11 min., color. African Craftsman: The Ashanti. Sri\ Educational Media, 11 min., color. c, Arts and Crafts inWest Africa. BFA Educational Media, Encyclopaedia Britannica Arts and Crafts ofMexico, Part I: Potterv'and Weavinil. Caucational Corp:, 14 min:, color. Basketr/j Stonel Woodand Metals. Encyclopaedia Arts and Craftsof Mexicol Part II: Britannica Educational Corp.,11 min., color.

17.1 11'7f4, 86 Indian Families of the California Desert. Educational Horizons, 15 min., color.

Indian Artists of the Southwest. Encyclopaedia Rritannica Educational Corp., 15 min.,

Japanese Handicrafts. RFA Educational Media, 10 min., color.

Maria of the Pueblos. Centron Productions,-15 min., color.

Paper Mache. Independent Film Producers, 15 min.

Southwest Indian Arts and Crafts. Coronet Instructional Films, 14 min., color.

GOAL

To develop an awareness of similarities and differences among art and craft media, techniques and styles in diverse cultures, and to gain an appreciation of wide variety in art and craft products.

SAMPLE OBJECTIVES

A. At the conclusion of the study, the learner will recognize and distinguish artifacts from three different cultural traditions.

R. The group of learners will complete two craft projects based on,knowledge of media, techniques' and styles wLich are traditional in two different ethnic cultures.

C. The learner will choose an art or craft object related to an ethnic culture for classroom display, and will explain his/her choice to the class.

Pf 87

: TRADITIONAL FOLKARTS AND CRAFTS

ASIAN AMERICAN AMERICAN INDIAN AND PACIFIC ISLANDHERITAGE CATEGORY AND ESKIMOHERITAGE

Japan Pottery, United States Used very simplecolors, pottery on Pottery shaped byhand; was a Fired outside, using wheel; used kiln woman's craft. See page 98. manure forfuel

Hawaii Textiles United States from bark on palm Applique, using animalhooves and Tapa cloth made metal plates leaves See page 99. Jaan --Vitetable-dyed cloth Navajo. Stencils Blankets See page 99. See page 100. Java Eskimo 'Wain chewed leather tosoften it Batik See page 99. for making clothes.

Tlintit Indians Wove chifkut blankets(the warps are shreddedcedar bark twistedwith mountain goat's wool;the woofs are pure wool) Plains & Lakes Indians -717FF7W6WW7WWFT7-Fags and sashes from vegetableand animalfibers.

88 I 7 17.; TRADITIONAL FOLK ARTS AND CRAFTS

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN NERITAGE AMERICAN HERITAGE HERITAGE

Africa Mexico Was a, woman's draft. 77O7Fery shaped by hand; See page 98. much left unglazed Iron oxides used

United States 7171-0-3715;earthen containers See page 98.

Africa India Guatemala --Matra cloth Small mica discs (like mirrors --Tia-77Trap loom See page 99. on clothes) to create patterns Mwaco United States United States --"Tillinedon cotton cloth Embroidered frocks and pat- (European influence) produced by brocading terned textiles produced by Quilts and coverlets slaves for master's family. NoTway apestry designed as wall hangings

Mediterranean Countries

Israeli --nnw covers Challah covers Kipot

89 TRADITIONAL FOLKARTS AND CRAFTS

ASIAN AMERICAN AMERICAN INDIAN AND PACIFIC ISLANDHERITAGE CATEGORY AND ESKIMOHERITAGE 11 Japan Toys United States Paper machg to s Kachina wooden dolls Daruma dolls See page 101. Clay dogs, monkeys Janken PO Yuma Indians String games Clay dolls See page 100. See page 101.

United States Balls made of deerskin and stuffcd with deer hair

Macrami- California Indians Textiles are mostlyopenwork fabrics made by looping,netting or crocheting.

Games Jap!n, Go Hana (cards) Shogi Mah-Jongg Is') 90 TRADITIONAL FOLK ARTS AND CRAFTS

BLACK AMERICAN EUROPEAN/MEDLTERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

Africa Greece (Ashanti tribe) Children's toys made of paper Akuaba doll (fertility doll) See page 101.

Arabia South America ,Knotted fringes, shawls 7WWFRWrrn7Forted in 1800's

Babylonia Fringes on costumes

Italy Towels

SRain Lace

Eapta4.4144-1112Esacrame.oo s

91 TRADITIONAL FOLK ARTSAND CRAFTS

...mamma" AMERItAN INJIAN ASIAN AMERICAN CATEGORY AND FSKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

Tibet Painting United States Paintings of hunting andbattle Banners scenes on hide See page 101. Early designs and decorationsfor dresses, shirts, and shields China =Fes in shapes of birds and animals were painted on. See page 102. Polynesia Navajos Painting on barkcloth Sand painting Japan/China/Korea See page 103. Calligraphy and scroll painting Sumire (brush painting) Bankei (sand painting) See page 101.

Masks Iroquois (Senecas) Melanesia Cornhusk masks Masks See page 103.

CarvI masks made from living trees apaniChinaikorea See page 104. PaOr mache masks of demons and humorous characters

Northwest Coast alt Elaborate carvedwood ceremonial masks

Pueblo Indians --47517-7eFiTienting the gods aie worn .1S3 at ceremonial dance, somefitted over the head and toppedwith "tablats" 92 of wood. 1 4 TRADITIONAL FOLK ARTS AND CRAFTS

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

Africa Belgium Mexico Rock painting Paintings of people in every- --WWII paintings used for See page 102. day scenes decoration of public places

Unitefl States (Creole) Italx Brazil Portrait paintings Religious paintings Paintings of everyday See page 102. subjects Spain Learned the art of painting from European masters

En land ortrait painting

Paris Considered by some to be the artistic center of the world

Israeli Calligraphy Ketubot

Africa masks, Nimba masks See page 103.

77.4. TRADITIONAL FOLK ARTS ANDCRAFTS

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKI10 HERITAGE AND PACIFIC ISLAND HERITAGE

Basketry United States PIP111 Oldest Indian art, usedporcupine --ffide of bamboo, grass, branches, or quills bark See page 104. See page 104. Pomo Indians of California Excelled in basketry,frequently wov, feathers intothe baskets

United States Polynesia, Melanesia alliELHEE_LaA Indian Sculpture is main art. Carving. Carved wooden helmets for warriors. Ornamental combs, Woodcarving tobacco pipes See page 105. See page 105.

Eskimo Totem poles, carvings onivory of China walrus tusks Ivory, jade, soapstone, quartz See page 106. carvings.

ELIVIt_5111111A See page 106.

Made from bamboo, straw,jute, maize paper, EhiREVII leaves, rice, and esparto grass Preserved ceremonialdetails of dreams on long (16inch) birch bark Japan rolls --Wiik from mulberry osier aliEnalJ:UILALLEILLita --Iftimen createdtransparencies from LtEln. paper-thin birch barkfolded and --Offgarai art of folding paper bitten to makedesign Mongiri; Kirtgami See page 106. r=

iS 1 S s 94 TRADITIONAL FOLK ARTS AND CRAFTS

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITALE

Africa Cowrie shells, glass beads

United States Greece New Mexico Wrought iron crafts, construc---177-Fi-cotta figurines Works of silver, tin, and tion of mansions and plantation Carvings of stone gold. Wood carvings de- buildings picting the Spanish and Israeli Indian cultures. Carved Ni_geria, Benin Mezuzot spice box, Torah, jade, tiny life-like Famous for sculpture. very breast plate, Yad, menorah, figures similar throughout Africa. dreidel Carvings of iron and gold; ornamental combs See page 105.

Europe PI2ELITALsaiLiinis2 Made of pulp of rags Papii figures

France ASAtEirlit Paper from wood (Introduced by--Palierfolding Reamer) Collage Mexico See page 106. 'Mar mach6 piWatas - toys for Christmas filled with candy 1 93 19!; 95 TRADITIONAL FOLK ARTSAND CRAFTS

AMERICAN INDIAN ASIAN AMERICAN AND PACIFIC ISLANDHERITAGE CATEGORY AND ESKIMOHERITAGE

paper (Cont'd.)

pRlynesia Special Arts Skin leatherwork Moccasins, clothing,pipe holders, --Tittoolng See page 107. , pouches, tipi covers Beadwork and shell work Japan, Tea ceremony Woodwork Boats, dishes, totempoles-4 utensils Flower arrangement boxes (containers),pipe stems, Bonsai (miniature plants) baby carriers,sleds, flutes Landscaping Martial arts Haiku (poetry) Barkwork Canoes, rattles,containers Kabuki (theater)

Stonework Arrowheads, blades,points, beads, pendants

19 ? TRADITIONAL FOLK ARTS AND CRAFTS

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

Pvland Peasants paper cutout designs

Germany Paper decorations f,Nr Christmas trees

Spain , Paper folding a Holland Three-dimensional sculpture

Sweden --niraed paper light shades

Greecet. Empt Mexico

Mosaic from small pieces of Many beautiful objects are . material put together to create made of tin a design or picture

192 97

seta ' GRID REFERENCES

Category: tterz. Culture Group: Asian Amerixan and PacificIsland Heritage Country: Japan, influenced by the Chineseand Korean wares. Pottery is Japanese ceramics were strongly blacks, whites, kept very simple. The colors are generallysubdued and include browns, yellows, and greens. White slip is used extensivelyand combined with apoured or running glaze. technique and kilns forfiring pots. Iron glaze is very popular. Potters use the wheel

Category: Pottery Culture Group: Black American Heritage Continent: Africa In hand. Pottery making has usuallybeen a woman's craft. Pottery has been shaped by Men worked together at certain tribes, men produceddecorated pots of higAquality. small pottery plants orworkshors while womenworked alone.

Culture Group: Black American Heritafie Special Type: Plantation Country: Unita. States pottery, includingglazed jars and earthencontainers, was A type of plantation evident in these products. produced by slave craftsmen. The African influence was

Category: Pottery Culture Grow,: American Indian and EskimoHeTitage Country: Hnited States The woman usually dug Most American Indians usedthe coil method formaking nottelw. the clay from a pit, addedsand and crushedpieces from an old pot, then mixed and kneaded until it was smooth,

9g3 98 lf,)3 -Category: Textiles Culture Group: Asian American and Pacific Island Heritage Country: JIpan Type of Pro uct: Stencils

Artists used stencils to make designs. The stencils were held together with human hairs. Cloth was dyed with vegetable dye.

Country: Java Type of Product: Batik Batik is the drawing and coloring of certain designs on materials with wax and dye. Java developed and practiced batiking on a large scare.

Patterns are drawn on vhith a tjanting, a fine, wax-filled pencil. Then the cloth is dyed and hung outside to dry. For each additiohal pattern, the process must be started all over again. The finished material is,called batik.

Category: Textiles Culture Group: Black American Heritage Continent: AfriTa Type of Product: Akinkira Cloth African tribes decorated their textiles in many different ways. For example, Akinkira cloth is printed in black dye with various small stamps cut from pieces of calabash.

Some designs are made in a process. of mixing mud with a concoctionof bark. Cloth is sometimes made of silk strips produced on a narrow loom and then sewed together. Africans also used glass beads bought by tribesmen to decorate robes and crowns.

Category: Textiles Culture Group: American Indian Heritage Country: United States Some American Indians appliqued animarhooves and metal plates tofasten on garments so they would rattle or clang when the wearermoved. They also .applied shells and beads (the latter acquired in trade) on garments. Tribe: Navajo Product: Blankets Navajo blankets weremade of wool fromwild Clothes were made ofwood and cedar bark. plants, and berries. colored with dyesmade from charcoal, mountain goats. The wool was wool was used inmaking blankets. After Spaniards broughtsheep to theSouthwest, sheep's

yoys Category: Heritage_ Culture Group: Asian American andPacific Island Country: Japan, Products: ays and Masks of PazerMach; characters are made of papermach; in Japan. Some toys and masksof demons and humorous that for protection. The three monkeys--those Clay dogs are givento newborn boys evil"--originated in Japan astoy figures. "see no evil, hear noevil, and speak no

Country. Japan Product: Daruma Dolls Indian priest who iscredited with the Daruma dolls werenamed after a sixth-century According to thelegend, Dharma spentnine years in deep creation of Zen Buddhism. As a result ofsuch extended immobility,he meditation as part of his Zen training. from India to Japan to limbs and is said tohave rolled all the way lost the use of his philosopher achieve innerserenity Only throughmeditation did the spread his message. The importance ofthis balance isemphasized and a complete balancein everyday life. tipped. ability to regain anupright position nomatter how it is by the doll's Japanese New Yearcelebtation. Darumas are usedfor many occasions,such as during the to be charmsagainst evil or poorhealth. In some instances,the dolls are thought wish, he paints in one made without eyes. When the owner makes a "Wishing" darumas are fulfilled. Many darumas second is paintedin only, afterthe wish has been eye, but the company. They symbolize a happy are made inpairs so that theywill keep each other painted in brightreds and dark blue. couple. The pair is usually

20.)

=. Category: Toys Culture Group: Bkack.American_Heritage Country: Ghana, Ashanti Tri_he Product: Akuab-a D61.1 A legend tells of a married couple who were unable to have children. They went to their priest, and he gave them a fertility doll. The woman wore the doll in her pocket or sash, and nine months later she had a child.

Today the Akuaba dolls are carried by pregnant mothers as good luck for a healthy baby. A doll with an oval head represents a girl baby, one with a square head represents a boy baby, and a doll with a round head signifies a wise child.

Category: Ton. Culture Group: AmeriLal_IlAtan_HerLLIEt Country: United-5fWfe-S-,P-'diFi-CiiiiaY-U-ffii Indians Products: Kachina and Yuma Dolls Dancers among the Pueblo Indians of the Southwestern United States give Kachinadolls to children as gifts. Kachina dolls are carved from the soft wood of cottonwood trees. There are different dolls for different dances.

Ca The Yuma Indians made clay dolls for children to play with.

Category: Painting Culture Group: AiTan American and Pacific Island Heritate Country: Tibet Product: Banners Tibetans paint banners to aid meditation. Many are also embroidered or appliqued. They are tying in temples or on familyaltars or are carried in religious processions by monks. They are colored with pigment of vegetables or mineral substances mixed with glue. The finished paintings are mounted on rollers.

Country: Japan Product: Scroll Pairtinz and Calligraphy Mountains, mists, valleys4nd rivers are favoritesubjects of scroll painters. The 291101 speed. The angle of the brush used has a veryfine point and theartist works with created. Ti itis held upright, theline brush makes a greatdifference in the effect brush makes apowerful slant, the line issofter. The tip of the is hard; if held at a scrolls, which consistof long sheets of stroke. Many Japanesepaintings are made on paper that arekept rolled up. form of art paintingin Japan. Every stroke Calligraphy, or writing,is an important came from specific meaning. This art originally is important. Each character has a Scrolls and priests wereoften illustrated onscrolls. China. The lives of princes and to record important also were used totell stories aboutmagic and enchantment events.

Category: Painting Culture Group: Black AmericanHeritaa Continent: Africa Product. the earth. They grind minerals Artists in Africaobtain colors forrock painting from made from them with animalfat. Blac); paint is and colored stonesinto powder and mix used for brushes. soot or charcoal. Hollow bones are

Country: United States Product: Portrait Paintings them to develop artfor themselves. Portrait The privileged statusof Creoles helped Joshua Johnston was oneof the self- painters became popularin the early 19thcentury. taught painterswho was known forhis family portraits.

Category: ?ainting Culture Group: American Indian Heritage Country: UnitedStates Product: Paintings on Hides Paints were made loved to paint scenesof hunting andbattle on hides. The Indians from the spongy kneebone of a buffalo or from minerals andplants. Brushes were made from horns, sticks, oranimal hairs.

2 9 102 5-* WM*

In later years, Indians began to use paper, pencils, and crayons supplied by European settlers. They also learned to use water colors.

Country: United States Product: 'gland Painting

Sand paintings are made by dropping fine grains of colored sand olito a bed cif naturaJ sand. Designs usually show Navajo gods and the wonders of nature. Sand paintings were used in magic-healing ceremonies and were begun in the morning. The Navajos believed that the paintings had to be finished and destroyed before sunset on the same day.

Category: Masks Culture Group: Asian American and Pacific Island Heritage Area: Melanesia Product: Masks

Masks are used by the natives of Melanesia in secret societies and dances and to represent the dead. Melanesians like bright colors. Red and yellow chemicals for the masks are taken from the earth, white paint comes from lime, and black paint comes from soot or mud. Blue and green colors are seldom used. Melanesians identify with the soil and earth colors rather than with ocean blues and greens.

Category: Masks Culture Group: Blaek American Heritage.

. Continent: Africa Product: Nilligi(Rask)

Wearing of the Nimba Is believed to, increase the fertility of the soil, livestock, and the tribe itself. Animal masks are worn for control of the forces connected with hunting, cultivation, and animal husbandry. When a person wears a mask, he/she is no longer considered to be a person but a spirit. Some masks are not only worn in front of the face, but also horizontally on top of the head or tipped diagonally on the forehead: Certain masks fit over the head like a helmet, and tall headresses are worn that are attached to tight-fitting caps woven

, like baskots. Some masks are used to frighten away strangurs, especially women, from religious rites and meetings of secret societies.

2q, 103 29r; Catesory: Masks Culture Gfoup: American IndianHeritage Country: United Stiies,Irogi*ois(enecaTrihej Product: askS of the Senecas, oneof ;hie Ifoquois Masks play animportant part inthe ceremonies tribes. other masks were wornto corn-husk masks toimprove crops, while living The Senecas wore the sick. The Iroquoiscarved masks from drive away the evilspirits and cure If a mask was cutout of them "alive" andprotect theirmagic powers. trees to keep If it was .cut outin the afternoon,it the tree in themorning it waspainted red. was paintedblack.

Basketr4 Category: Heritage. Culture Group: Asian Americanand Pacific Country: Japan Product: Baskets used by the Japaneseto makebaskets, which are Bamboo, grass,branches, and bark are Hats, shoes,boxes, flowers, in teaceremonies, and indaily life. for displaying products are alsoproduced. clothes, purses,and many other

Category: DAILILEE Heritage CultureGroupT--Aiiiirican Indian Country: United States Product: Baskets Baskets are usedfor storing, carry- perhaps the oldestIndian art. Basket making is from dyes producedfrom roots andbark. ing, and cooking. The colors come quills of thepbrcupine to Northeastern Aribesused the prickly Northern Plains and Plains and Northeasterntribes usedquillwork designs. Only Northern dresses, etc.). make beautiful for decoratingmoccasins, shirts, in decoratingbaskets (as well as beads to theIndians. Use of the settled in America,they sold glass When Europeans popular than porcupinequills. beads to decoratebaskets became more

297 104 Category: Sculpture and Carving Culture Group: Asian American and Pacific Island Heritage Areas:,Polynesia and Melanesia Product: Sculpture

Art on the islands of Polynesia and Melanesia consists chiefly of sculpture. The natives usually did not have metals and other materials to work with,so they made carvings from stone and wood. Polynesians used fine woods for sculptures and valued beautiful graining.

Category: Sculpture and Carvin& Culture Group: Ilack American %ritage Continent: Africa Product: Sculpture

In Africa, Nigeria and Benin were the most famous for the work of their sculptors. They carved not only ceremonial objects for their kings but also bowls, stools, and other household articles.

Few horses are kept in Africa because of disease and lack of pasture land. Where there are horses, they are frequently the subject of sculptors. Often the horse is represented as smaller than the man to show that man is more important.

Ornamental combs carved from gold ind silver are also typical African art objects.

Category: Sculpture and Carving Culture Group: American Indian Heritage Country: United States Product: -TETTE-- Indians produced large carvings from big trees. Statues were carved with sharpened seashells and sharks' teeth. Indiana did not have iron or steel tools until Europeans settled in America. e_ Giant cedar totem poles stood in front of homes on the Northwest coast of what isnow the continental United Srates. Carvings on the totem vole told the story of the familyis ancestors. carved to Indian warriorsin battle and were Wooden helmets wereused to protect frighten the enemy. carved pipes of manyshapes and sizes. first to smoketobacco and Indians were the of Ohio pipestone, afine-grained clay 18 pounds. TheFe were made Some pipes weighed the peace pipe) wereused in ceremonies. stone. Pipes (5uch as that is as hard as Delaware Indians. William Penn smoked alieace pipe with the

Country: United States,Eskimos Product: _Ivory Carvings of walrus tusks. Artist'S are usually Eskimos have longmade carvingsfrom the ivory men. Sound Indians Country: United States, Puget Product: Wood Carvings wel? as canoes, Sound area carvedvessels from wood as The Indiansliving in the Puget carved huts and hats. masks, and totempoles. These Indians even

The carving isdone by the menof the tribe.

Category: La= Island Herita e Culture Group: Asian Americanand Pacific Country: illapan Product: _rani 0, Paper ismari:into shapes of of paper folding,is popular inJapan. Origami, the art Origami is taught tochildren in schools. birds, animals,people, andobjects.

Category: Paper American Heritage CulAure Group: Suropean/Mediterranean Country: France Product: nrriae piper, on widely in France. A collageconsists of making ofcollag'es is practiced backing or canvas. intricate design,pasted on a paper which there isusually an 212 A naturalist named Reamer iAvented the manufacture of paper from wood.

Category: EReiti,Art Culture Grour: Asian American and Pacific Island Heritage Areas: Micronesia

Masters of tattoolng were highly respected and occupied the same rank as wood carvers, sculptors, and priests in Polynesia and Micronesia. The whole body was tattooed. The process of tattooing took years.

Country: Japan Product: Tea CeremonL TO* custom of holding a tea ceremony began in China and was introduced in Japan, where it became very popular. A separate house or room in the main house is set aside for conduct of the tea ceremony. The room usually has low doors so that a person must stoop to a humble position to enter. Every step of the tea ceremony takes place in a prescribed manner. Special green tea is prepared, mixed, served, and drunk in accordance with strict rules. The only conversation permitted relates to subjects such as art, music, and poetry. Simple pots and cups are used to show that beauty can be found in simple objects.

213 22.107

-4-"A' _ SUGGESTED ACTIVITIES TRADITIONAL POLK ARTS ANDCRAFTS

SUBJECT AREA OBJECTIVES ACTIVITIES

CLAY POTTERY Art The learner will make a Crafts replica of pottery from Language Arts a selected culture. Coil Method 1, Roll out clay to lessthan 1/2 inch Suggestions to teacher: thickness and cut in acircle. 2. Roll more clay intocoils and stack them around theinside edge of circle, Discuss the methods used with water on a by people of various cul- securing each layer sponge. tures in making pottery. with Discuss its use. (See 3. Smooth the outside of the pot Grid References.) moistened fingers or sponge.

Permit pupils toexperi- Slab Method Explain ment with clay. than 1/2 inch how clay feels andlooks Roll out clay to less with thickness. and what can be done "found objects." Describe slab and 2. Make designs, using it. objects, such coil methods of making 3. Cut out shapes for clay discs for pendants,Indian pottery. as round and African jewelry,buttons, and tiles Mexico. Have students collect like those produced in "found objects" to decor- let clay objects ate clay objects. If a kiln is available, become leather hard slowlyand then fire them. Follow up: Materials: Arraiie a trip to a col- lege, high school, or Clay - size of grapefruit pottery studio sochildrrn 2. Rolting pins cutting may see pottery,being ade 3. Very large nails for on a wheel. 4. Containers of water s. Sponges 6. Found objects / 7. Glazes 216. 108 215

7 SUGGESTED ACTIVITILS TRADITIONAL FOLK ARTS AND CRAFTS

OBJECTIVES SUBJECT AREA

The learner will weave or TEXTILES batik a cloth pillow. Weaving Art

Suggestions to teacher: Instructions:

Discuss the materials and 1. Cut muslfft into strips. methods used to make tex- 2. Dye the strips different colors. tiles in vari.ous cultures. 3. Weave the strips. 4. Make two woven sections. S. Turn sections inside out and stitch, Obtain and show the stu- leaving a small area open for stuffing. dents examples of various 6. Stuff and complete stitching. textiles. Batik art

Instructions:

1. Select two square pieces of muslin. 2. Draw designs on the pieces of muslin with different colo'red felt pens: (Keep the design large and simple.) 3. Cover the designs with melted wax. (Use a paint brush.) 4. Dip the muslin pieces into cold dye. S. Dry the pieces of muslin. 6. Stitch and stuff the pieces to make the pillow.

The learner will construct TOYS a Japanese Daruma Doll and an African Akuaba Doll. Darumas Art Rubber Ball Daruma

1. Cut a rubber ball that is 2 inches in diameter in half. 2v.'1'-f 109 SUGGESTED ACTIVITIEi TRADITIONAL FOLK ARTS ANDCRAFTS

SUBJECT AREA OBJECTIVE§ ACTIVITIES

Suggestions to teacher: TOYS (Continued) 40 2. Cut cone patternand decorate the face. Discuss the significance to form cone. Doll :3.. Glue the edges together and use of the Daruma using masking of Japan and the Akuaba 4. Attach cone to base, Doll of Africa. tape. Egg Shell Daruma

1. Fill half an egg shellwith clay or plaster of paris. 2. Finish Daruma as above. Akuaba Dolls Art

Instructions:

1. Roll a ball of clayin your hands. 2. Flatten the claywith the palm of your hand. 3. Use a toothpick orsimilar object to cut through theclay and make a doll's body. Use the toothpick todraw face and body. Place a hole throughthe toR of the head. Fire the clay in akiln. String some yarn or astrip of leather . through the finisheddoll so that it may be wornaround the neck.

110 to7 a. SUGGESTED ACTIVITLS TRADITIONAL FOLK ARTS AND CRAFTS

gl11111111Mlik

OBJECTIVES ACTIVITIES SUBJECT AREA

Children can make toys for TOYS (Continued) Art each other for gifts for Celebrations holidays. Balls

Ask children to:

1. Collect animal hair from brushesor combs. (Note: Human hair would be objectionable to many tribes.) Many (e.g., Navajos) believe you mustnever allow others to have a piece ofyour hair or they can have,control ofyou. 2. Cut shapes for balls from chamois cloth and stitch them. 3. Fill the cloths with hair and soak them. 4. Shape into balls and let dry.

Materials:

1. Chamois . felt 2. Animal -hair 3. Large needle and thread

221 SUGGESTED ACTIVITIES TRADITIONAL FOLK ARTSAND CRAFTS-

SUBJECT AREA ACTIVITIES OBJECTIVES .14

The learner willcreate* PAINTING his/her own sandpainting Materials: design.

1. Sand Suggestions to teacher: 2. Cardboard 3. White glue Language Arts Discuss the variousmeth- 4. Chamois Social Science Butcher paper ods in which peoplefrom S. Science many culturespainted. 6. Large butcher paper 7. Doweling Discuss the subjectsof 8. Rocks paintings. 9. Shellac Sand Painting Many paintings tell a 1. Draw design oncardboard. story. Read a book to be colored. children or ask them to 2. Glue large areas to listen to a storywhile 3. Pour sand on glued areas. it 4. Shake off excesssand. painting scenes from did not adhere and in sequence. S. Glue areas that pour sand overagain. 6. Paint when glueis'thoroughly dry. Fellow up activities:

Pupils may preparebanners 4 paintings on hide,murals, ,4and paintings, orrpck paintings.

4 223 2

112 SUGGESTED ACTIVITIES TRADITIONAL FOLK ARTS AND CRAFTS

OBJECTIVES ACTIVITIES SUBJECT AREA

The learner will make MASKS Art masks from two different Language Arts cultures and orally Paper Macta Bag Masks describe them. Instructions:

Suggestions to teacher: 1. Cover a paper bag with paper machd to make a mask to be used as a decoration Discuss the many masks on a shelf or table. made by people of various 2. Use a medium or large sized shopping cultures. bag. Crumple old newspapers and stuff them inside the bag. Put tape across the opening to keep the stuffing inside. Follow up: 3. Now cover the bag with paper mache strips. Ask children to make masks a. Make the paste with flour and water. of themselves and then to Put just enough flour into the exchange masks and play water to make ft look and feel like the role of the other melted ice cream. 'person (self-awareness). b. Tear old newspapers into strips, each about the size of a ruler. Ask children to make masks c- Soak strips in the mixture. of their favorite animals d. Put lumps of the paper mache in and then tell about or place for the nose, lips and eyes. play the role of that Cover these with more paper mache animal (I am a ...). strips. 4. Let the mask dry. -Paint it. Cut open Social Science Encourage children to make the bottom and pull the newspaper masks portraying community stuffing out of the bag. helper4 and to play their roles.

7 SUGGESTED ACTIVITIEg TRADITIONAL FOLK ARTS ANDCRAFTS

SUBJECT AREA OBJECTIVES ACTIVITIES

The learner willmake MASKS (Continued) masks from two different cultures and orally Clay Masks describe them Instructions:

1. Lay aapiece ofoilcloth on your work area. Put a large lump ofclay on it. Shape the clay into athick oval, larger around than yourface. and lips with . Add a nose, chin, ears, pieces of clay. Push dents in the clay for each eye. a. Make a pastewith flour and water. Put just enoughflour into the water to make itlook and feel like melted ice cream. b. Tear old newspapersinto strips, each about the sizeof a ruler. 3. Soak a few of thestrips in plain water. Lay them across theclay face in crisscross fashion. Put on more strips, soaked in water,until the clay is all covered. a. Now dipthe other strips intothe paste, and laythem on top of layer of wetstrips. b. When you havecovered the wet paper with a layer of stripsdipped in paste, put ohanother layer of strips dipped in paste,until you have ten or morelayers of paper over the clay. c. Let the paperdry for a day or two. d. Dig out the clay. 4. Paint the face on themask with poster paint or tempera. Finish it with a 262s coat of clear shell*. SUGGESTED ACTIVITIES TRADITIONAL FOLK ARTS AND CRAFTS

OBJECTIVES ACTIVITIES SUBJECT AREA

MASKS (Continued)

Totem Pole

Instructions:

1. Draw masks on paper of animals, birds, Art and people, using white chalk. Make Social Science the masks as large as possible. 2. Color the masks 3. Cut slits around eyes, nose, mouth, and ears and fold outward to form a three-dimensional effect. 4. Add earrings, tee0t, or other features. S. Fill gallon food cans with sand. 6. Wrap construction paper around the cans and glue the-: to the sides. 7. Stack cans until desired height, then put masks around the cylinder and fasten with glue, tape, etc.

Materials:

1. 12" X 18" colored construction paper 2. White chalk 3. Tempera, crayons 4. Empty, washed, gallon tin food containers (from cafeteria)

261,)

11$ -S7 . SUGGESTED ACTTVIT1ES TRADITIONAL FOLK ARTSAND CRAFTS

SUBJECT AREA OBJECTIVES ACTIVITIES

Social Science The student will compare BASKETRY Language Arts Japenese basketry and American Indian basketry. Instructions: 1. Study samples of Japaneseand American Suggestions to teacher: Indian baskets. 2. Describe the materialsused to make the baskets. Obtain and show samples o the types of Japanese and American 3. Research and discuss in the two kindsof baskets. Indian baskets. weave used 4. Discuss the functionof the baskets in of the people. Discuss the materialsused the daily lives in making Japaneseand American Indian baskets.

Discuss how the Japanese and American Indiansused baskets. (See Grid References.)

Art , The learner will carve a CARVINGS design in plaster. Materials: gallon size) Suggestions to teacher:. Milk cartons (1/2 2. Plaster of paris Discups the types arld uses 3. Butter knives of sculpture in various cultures. (See Grid Instructions: References.) Make plaster of parisform,in milk 1. Language Arts cartons. Invite children to tell the plaster. story about their 2. Carve designs in sculpture. 232 SUMSTED ACTIVITIES TRADITIONAL FOLK ARTS AND CRAF,TS

OBJECTIVES ACTIVITIEs SUBJECT AREA

- The student will construct PAPER a:paper object or design using either the- onigami Origami Color Game Art ,or paper collage techp Mathematics nique. 1: Cut paper into a square. 2: Fold all four corners toward the center. Suggestions to teacher: 3. Turn paper over and fold all four corners again. Discuss the ways in which 4. Put colored dots inside triangle. people of various cultures S. Have a friend select a color and use paper as an art number. (The number ;pis the number medium. (See Grid of times you change t e fold. The References.) color tells if you got your wish.)

Paper Collage

1. Choose pieces of wallpaper with variousArt designs and textures. 2. Cut the pieces of wallpaper into different shapes. a 3. Arrange and-paste the shapes onto a piece of background paper.

Materials:

1. Art paper 2. Glue 3. Scissors 4. Pencils S. Wallpaper

117 VARIETY OF FOLK MUSIC 4 BACKGROUND

Music is an expression of the way we live and feel. In this section, we will discover some of the ways in which people from many cultures express these feelings and how many silailarities and differences there ;.rei,, the musl:al roots of our culturally pluralistic society.

We may accept music from.some cultures while rejecting that of others because our taste is shaped by experience and the influence of the dominant culture. We sometimes compare our music with others and consider some to be nrimitive, but what we fail to realize is that in each culture, music in some form is highly developed, according to the ,se or need of that culture.

- Most peoples have trated en particular types of musi2e. Some have highly deveioped instruments whi others iave developed intricate Vocal sounds. The Ashanti tribe, for examble, create an intricg_and beautiful drum language. Their spoken language de- pends in part up n tone for its meaning. For example, sound spoken An a high tone-of

- voice has a different meaning from the same sound spoken in alow tone of voice. This is characteristic of other languages as well. In the same way, itis enssible by combining two drums, each with a different pitch, to translate the tones and rhythms of words into the tones and rhythms of drum beats and thus create a-poetry of sound, the meaA.Ing of which is clear to the trained listener. o Attention to and appreci tion of a single tone is highly valued in traditional North- east Asian music. When he Chinese ch'in is played, foe eMEmple, a string is plucked try the right hand in one specific way, chosen i'rom a large Wriber of carefully differ- entiated movements by dif erent fingers and using nail or flesh. 0 The music of black Americans, hybrid art that it is, is most accurately called Afro- Americari music. Although it incorporates some European elements, its most distinctive characteristic--rhythm--is derived from its African'background.

Its several idioms including work songs, spirituals, gospels, as well as other great religious musics, have been important sources in the development of rock music. The array of secular music includes-in.. early jazz developments of Dixieland music and in addition to itsdescendants: rock ragtime music, as well asblues-and jazz itself, and.soul, the contemporarypopular Americanmusical expressions. is remzesentative of manycultures will widen ourmusical taste Exposure to music that in their bands, and or- Many rock groups areusing sitars from India and experience. originated in manycultures, East and West. chestras are includinginstruments that-were influence of multiculturaleducation will lead tothe introduction It is hoped that the Listening to music.and musicalinstruments in the curriculum. of a wider variety of children but will alsohelp teachers, music of many cultureswill not only benefit parents, and others tolisten to all music with moreinsight. -RgFERENCES

Afro American Music andIts Roots. Gospel,. Silver Burdett. Prentice Hall, 1951. Bernstein, Martin. Introduction to Music. Music. Volume Titles: Early Childhood,Enjoying Choate, Robert. New Dimensions in 100. Music, BelfnningMusic, Expressing Music. American Book, Winston, 1 and 2. Holt, Rinehart, and Exploring 4usic 2. Record 2, Side B, Bands 1971.

Favorite Songs of JapaneseChildren. Bowmar. Dial Press, 1974. Feelings, Muriel, and TomFeelings. Jumbo Keans Hello. New York:

Folk Songs of Califorpjaand Old West, Bowmar, David McKay, 1969. Landeck, Beatrice. Echoes of Africa. New York: 2, and 3. General LearningCorporation, Landeck, \Beatrice. ?liking Music Your Own 1, Sil,ver Burdett, 1971. Early Childhood, 1, 2,and 3. Leonhard, Charles. Discoveriu_ Music Together, Follett, 1970.

23 5

120 237

x "Music in World Cultures," Music Educators Journal, 59 (October, 1972).

Music of the Black Man in Ameriv. Bowmar. Recording and/or filmstrip.

Nettl, Bruno. Folk and Traditional Music of the Western Continents. Prehiici-Hall, 1965.

The World of Popular Music: Gospel, Blues, Dixieland, Ragtime, Jazz. Follett Publishing Co. 4- GOAL To develop an awareness of similierities and differences in the instrumental and vocal music of diverse cultures, and to gain an appreciation of wide variety in musical selections.

SAMPLE OBJECTIVES

A. The learner will recognize and distinguish musical instruments and their sounds from three different cultural traditions.

B. The group of learners will.perform three songs in languages other.than English.

C. The learner will demonstrate an understanding df some of the universal themes of songs from diverse cultures, and will choose a favorite song, explaining his/her choice to the class.

121 VARIETY OF FOLKMUSIC

ASIAN AMERICAN AMERICAN INDIAN AND PACIFICISLAND HERITAGE CATEGORY AND ESKIMO HERITAGE

CHINA VOCAL MUSIC DAKOTA Dimensions in Work Songs Dimensions in Music: "Boatman's Song" New "Work Song" Zew Music, p. 76TG Enjoying Music, p.54TG

QUILEUTE. "The Molock Song"Discovering Music Together,, 3, p. 103TG,Kunting Song

VIETNAM Animal Songs CHICKASAW-CHOCTAW Discovering Music Discovering Music "C4cu" (Birds) "Duck Dance" Together, 1, p. 38TG Together, 3, p. 101TG JAPAN "Kuma San" (Mr.Bear) Discovering Music Together, 2, p.23TG

POLYNESIA Nonsense Songs CHICKASAW-CHOCTAW "Tonga" DiscoveringMusic Together, 2, "The Duck Song Discovering Music Together, 3, p.100TG P. 17TG 1,= 212

122 VARIETY OF FOLK MUSIC

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE - HERITAGE

UNITED" STATES IRELAND. BRAZIL

"Going Down the River" Making "5h7ta-ra-dah-dey" Makinig Music "The Carpenter" Making Music Music Your Own, 3, p. 80TG Your Own, 3,p. 92TG Your Own. 2, p. f2TG

"Michael, Row the Boat Ashore" Making Music Your Own, 3, p.81 "Dis Ole Hammer" Music of the Black Man in America, Record 3, Band 7

WEST INDIES AUSTRALIA CHILE "Tingo Layo" (Donkey) Making "Kookaburra" Makings Music Your "Elephant Song" Making Music Music Your Own, 3, p. 17TG Own, 3, p. 166TG Your Own, 2, p. 124TG Calypso ISRAEL "El Coqui" (Frog) Exploring CONGO Music, 2 p.1201G, Record 3 "Animal Sounds" Making Music rrarB, Band 2 "Sungura's Song" (The Rabbit) Your Own, 1, p. Tffr New Dimensions in Music: Music MEXICO "The Porcupine" Making Music Your Own, 2, p. 127TG "Los Pollitos" New Dimensions UNITED.STATES in Music: Be innin Music, r 4 "Hop Old Squirrel," "Mr. Rabbit" Music of the Black Man in America

WEST INDIES SCOTLAND CHILE

"Hey Lidee" New Dimensions in "Three Craw" Making., Music Your "Elephant Song: Making Music Music, pp. 6-7T6 -Caiypso Own, 1, p. 929 G Your Own, 2, p. 12,4TG

21,1 123 214 VARIETY OF FOLK MUSIC

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE 41

VOCAL MUSIC WFW7077777117sic (Continued)

Mood Songs ESKIMO JAPAN "The Moon Is Coming Out"IlhiaLauLLE "Eskimo Song" ttLimuaalls_122ELJItl, 3, pp. 34-3STG Your Own, 1, p. 14TG "Old Sounds in Music" Exploring Music, "A Gust of Fall Wind" Making Music 3, Record 7 Your Own, 2, pp.48-4917- "Favorite Songs of Japanese Children" "Music of the 'American Indian" New .1 ,LeFUZUL.12-;1261741--akaaLli Record #10519 (Bowmar) u s c, pp. 94-

124 216 VARIETY OF FOLK MUSIC

,ob BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

MOROCCO ISRAEL MEXICO

"A Ram-SaM-Sam" Discoverins "The Porcupine" Making Music "Chiapanecas" Discovering Music Together, Early Childhood,, Your Own, 2, p.127TG Music Together, Early p. 32TG Childhood, p. 36TC ENGLAND

"Little Johnny" Discov'ering Music To/ether, 3, p.106TG

HUNGARY "The Choo-Choo" Exploring Music, 2, p. 27TG (Recoid 1)

UNITED STATES SPAIN PUERTO RICO

Spirituals "In Cadil" Making Music Ysulr Own,"La Calle Ancha" Makin "Hand Me Down" Making Music Your 2, pp. 82-83TG Music Your Own, 3, p. 127TG Own, 3 BRAZIL "Get On Board" Making Music Your "Na Baia Tem" New Dimensions Own, 1. p. 96TG - Freedom Song in Music: Enj5717iR17777-- "Train Is A-coming" Making Music p. 13TG - Brazilian Portugues( I. Your Own, 2, p. 28TG - Freedom Song

CREOLE

Poor Lolotte" EILLylmjvILIELL, 2, p. 1STG

$ VARIETY OF FOLKMUSIC

AMERCAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND.PACIFIC ISLAND HERITAGE

VOCAL MUSIC CHICKASAW-CHOCTAW Forefgn Language "Duck Dance" Discovering Music "Teru Teru Rozu" Making Music Your Together, 3, p.101TG Own, 3, pp. 164-165TG

CHEROKEE "Maritsuki Uta" Discovering Music Together, 3, p. 120TG "Indian Cradle Song" Discovering Music Together, 3, p.105

Songs About QU1LEUTE CHINA Raising and Gathering Crops "The Molock Song" Discovering Music "Cha-Yang-Wee" New Dimensions in Music: Together, 3, p. 103TG - Hunting song Expressing Music, p. 143TG - Rice planting PAWNEE

"H'Atira" Making Music Your Own, 3 pp. 56-57TC - Corn song

Songs About JAPAN Processing and Selling Food "Street Vendors" Discovering Music t Together, 2, p. 71TG - Chicken eggs

126, VARIETY OF FOLK MUSIC

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN' HERITAGE AMERICAN HERITAGE HERITAGE

UGANDA IRELAND

"Dipidu"- New imensions in Mustc:"Sh-ta-ra-dah-dey" Making Music Enjoying us c, p. 1 Your Own, 3,p.92T6r

CONGO FRENCH CANADA "Sungura's Song" New Dimensions "En Roulant Ma Boule"Making in Music: Early dhildhaod, p.SS Music Your Own, 1, p. 141TG

GUATEMALA GHANA FRANCE I"Vamos La Mar" New ,pimen- "Atadwe" N w Dimensions inMusic:"Planting Cabbage" MakingMusic Your Own,.1, p.86Tr sions in Music: txpressini ExpressiAg uslc, p. Rusic, p. 154TG Tiger nuts 011 "Il Etait une Bergire"Makinf Music Your Own., 2, p..130TG - Sheep tenTing dP POLAND "On a Monday Morn" MakingMusic Your Own', 138TG - Hay

SWEDEN "theep Shearing" Making Music Your Own, 2, pp.136-137TG

PUERTO RICO CONGO CZECHOSLOVAKIA "Who'll Buy My Fruit?"Making "Luis, Luis, Luis" 114.4 "Before Dinner"Discovering Music Your Own, 2, 1, p. 36TG - Music Your Own, 2,p: 1441G - P G Music Tojether, Fruit dorn mush fruit vendor 25i Z507 VARIETY OF FOLK MUSIC

AMERICAN INDIAN ASIAN'AMERICAN CATEGORY AND ESKIMO-HERITAGE AND PACIFIC ISLAND HERITAGE

VOCAL MUSIC Songs About Processing and Selling Food (Continued)

CHINA Lullabies CHEROKEE Dimensions "Indian Cradle Song"Discovering Music "Sail, Silver Moon Boat" New Together, 31 p. IOSTG in Music: Enjoying Music, p. 40TG "Indian Lullaby" New Dimensionsin.' Music: Expressing Music, p.lOOTG

!. 128 253 VARIETY OF FOLK MUSIC

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

"Tabulitora" New Dimensions in Music: Expressing Muslc, p. 116TG -Salad

GERMANY "Eiyapopieya" DiscoveringMusic Together, 2, p. 49TG -Vendor

MEXICO UNITED STATES BRITISH ISLES "Rurru" Discovering Music,1, Making Music"Baloo Baleerie" MakiniMusic "All Night, All Day" p. 86TC Ycur Own, I, p. 34TC Your Own, 1, p.142TG

"Hush, Little Baby"New Dimen- ITALY sions in Music: Bexinning Music "Sleep, Sleep, LovelyBabe" p. 1BTG Making Music Your Own, 1, p.65 ZULU GERMANY Discovering Music "Zulu Lullaby" Making Music Togethey, EariycThildhood, "The Little Sandman" Your Own, 3 p. TC "Heide Pupeidi" DiscoveringMust Together, 2, p.tinfe

SCOTLAND "Noddin" Discovering Music Together, 1, P.

SPAIN

"Go to Sleep, My Darling" ug. 229 EILIEW.NBAILIIALWAID 30 P,11$ VARIETY OF FOLK MUSIC

AMERICANINDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HFRITAGE AND PACIFIC ISLAND HERITAGE

VOCAL MUSIC Self-Awareness

Storytelling ESKIMO JAPAN Songs "An Eskimo Walrus Song" Discoverinz "The Iamishihaya Man" Making Music Music Together, 2, p. 93TG Your Own, 3, pp. 172-1,3TG

WINNEBAGO'

"A Fable" Discovering Music Together, 3, p. 104TG

Celebration PAWNEE JAPAN Songs "H'Atira" Making Music Your Own, 3, "Haru Ca Kita" New Dimensions in Musi. pp. 56-571G - Harvest song Expressing Music, p. 188TC - Spring

257 130 VARIETY OF FOLK MUSIC

BLACK AMERICAN EUROPLA/MEDITERRANEAN HIS-PANIC AMERICAN HERITAGE AMERICAN HER1VAGE HERITAW'

SOUTH AFRICA BELGIUM

"The Green Dress" Discovering "Anna Marie" Discovering Music Music Togirtheel 2, pp. 8-9TG Together., 2, p. 11TG Fla=

AFRICA NEW ENGLAND MEXICO "The Jog Trot" Making Music Your "The Old Man in the Wood" Makill "El Cato" Making Music Your Own, 3, pp. 172-1 3TG Music Your Own, 3, pp. 150,141T Own, 3, gp. 170-171TG "Animals.Make a Drum" Makin FRANCE PUERTO RICO MuEic Your Own, 2, p.t20 "Three Drummer Boys" M Icing "The Witch's Song" Makin NIGERIA Music Your Own, 1, pp. 24-25TG - Music Your Own, 2, pp. -4STG 'French ballad "A-tin-go-tin" Making Music.Your BRAZIL Own, 2, Nigerian folk song "The Bridge of Avignon" Discov- ering Music Together,2,77--T8T "Sambalele" New Diiensions in Music: En o in usic, ISRAEL PP.

"Aydi Bim Bam" Discovering Music COSTA RICA Together, 3, p.TTYrd "El Amigo Grillo" New Dimen-_ sions in Music: Enjoyinz AZ7177-1,17. 6465TG

UNITED STATES JEWISH PUERTO. RICO

"Go Tell It on the Mountain" "Ha Sukkah, Mah Yafah"Makii& "El Nscfmiento" !Uking Mwsic Music.Your Own,.3, p.SITG- Your Own, 3, pp. 68-6P - mit,1416'1.W.UTIJUM..14.401!U.....DELLL oo pp. Harvest song Christmas

260

7- VARIETY OF FOLK MUSIC

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

VOCAL MUSIC telebration Songs (Cont'd.)

Songs for Dances "Kachina Spirits" MakingMusic Your JAPAN Own, 3, p. 40TG - Dance and Gams "Jan Ken Pon" Making Music YourOwn, 3. LUISENO p.18TG 1, "Breezes Are Blowing" Making Music "Kagome" Discovering Music Together, Your Own, 3, p. 41TG p. 27TG Together, CHICKASAW-CHOCTAW "Kuma San" Discovering Music 1,p. 23TG "Duck Dance" DiscoveringMusic Together., 3, p. 10ITC 26i 132 VARIETY OF FOLK MUSIC

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

"Mary Had a Baby" New Dimensions FRENCH CANADA MEXICO in Music: Early Childhood, p. 142TG "Marianne s'en va-t-au mou-lin" "The Pina4" Making Music Making Music Your Own, 3, p. 144 Your Own, 3, pp. 70-71TG "Children: Go Where I Send Thee"- St.Michael's Day Discovering Music Together, p. 170TC -Christmas ITALY PUERTO RICO

LIBERIA "Sleep, Sleep, Lovely Babe" "Cascabel" Making Music Your Making Music Your Own 1 - Own, 3, p. 78TG "African Noel" Diseovering Music dhristmas Together, 1, p. 115TG JEWISH "Dreydle Song" Making Music Your Own, 2, p. 66T6 - Chanukah

ENGLAND

"Here We Come A-Wassailing" Making Music Your Own, 2, p. 69TG -Christmas

HOTTENTOT SPAIN BRAZIL "Sugar Bush" Discovering Music "Zumba, Zumba" Discovering Music "Ambos Ados" Making Music yogether, 1, p. 28TG Together, 1, p. 112TG Yotir Own, 3, p. 128

TANGANYIKA ENGLAND' "The Strength of the Lion" "Looby Lou" New Dimensions in Making Music Your Own, 3, Music: Beginning Music, p. IOTG pp. 174-17STG "Paper of Pins" Making Music Your Own, 3, pp. 98-99TC

90133 26',3 VARIETY *CIF FOLK MUSIC

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND KERITAGE

VOCAL MUSIC Songs for Dances and Games (Continued) VARIETY OF FOLK MUSIC

AM. 'BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

IM iIGERIA FRANCE ntle Are boing.Down the Numbers" 9Sur le Pont d'Avtgnon" Makin' Making Music Your Own, p. 25TGMusic Your Own, 2, p. 87TG- doWhere Is the Pebble?" Makin GFRMANY Music Your Own, 1, p.8ftt "Ach, Ja" tIRAPIA1L_MRAIS_, 2, KENYA pp. 40-41TU7-11-e-FaTa-2rTrdeB, Band 1 :"qogol 'Mating Music Your Own, 2, p.46TG SPAIN

ZULU "San Sereni" Discovering Music Together, 2, 31TG "The Lion Game" New Dimensions in Music: Enjoylng Music, p. 49TG

UGANDA "Dipidu" Discovering Music Yojether, I, p. 30TG

UNITED STATES "Hambone" Music of the American Black Man, Recording, Part 3, "riair=

°O 135 VARIETY OF FOLK MUSIC

AMERICAN INDIAN ASIAN AMERICAN HERITAGE CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND

JAPAN INSTRUMENTAL MUsIc- Shamisen Ming New Dimensions inMusic: En o in Instruments us c, p.39TG recor xpressing gurF, p. 140TG, 'Record 7, Side3, ra-r4

Koto New Dimensions inMusic: Enjoyin& Music, p. 39TG; Music, FF7-140-142TG, Recor aura

HAWAII

Ukelele Celesa and Puili Making_ Music Your Own,4, Record 4, Side 2, Banas1, , 9

136 VARIETY OF FOLK MUSIC

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

AFRICA IRELAND

Thumb Piano (Kalimba) Banshee "We Are Going Down the Numbers" Making Music Your Own, 3 Making Music Your Own, 1, p. 2STGPP. - "Where Is the Pebble?" Makin ENGLAND Music Your Own, 1, p. 81TG, recording Harpsicord Making Music Your Own, 3, Earth Bow p. 107TG See note on p.ISO. EGYPT UNITED STATES Harp Banjo Discovering Music Together, 3 "The Chicago Dixieland Jazz - pp. 18-19TG Recording Chicagoans" The World of Popular Music: Jazz, Side 3, Band 1 INDIA

Guitar: Jazz style Sitar "Wait'in for Benny" (Charlie New Dimensions in Music: Master- Christian) The World of Po ular Lai Music, pp. 188-189TG Music: Jazz, SI4 e 5 Ban ENGLAND

Dulcimer Making Music Your Ownoi3 pp. 134-135TG;"BrIly Boy" Recording

SPAIN Guitar Makint Music Your,Own, 2, p.SolIG ecorng; Makin Music Your Own I, p. 69 , 2 7 Recording VARIETY OF FOLK MUSIC

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

CHINA INSTRUMENTAL Drums mrs-T New Dimensions in Music: Expréssing_ RiTassion Music, pp. 96-101TG Record3, Side E, Gong wzra72-7 Shakers, Rattles CHINA JAPAN Discovering Music Together, 3, lip. 101-105TC, pp.36-37TC,Recording Drums

ESKIMO

Frame Drum

2 73 ASX 2 7 .1 133 VARIETY OF FOLK MUSIC

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

AFRICA INDIA BRAZIL

Drum Tabla Maracas Mahing Music Your Own, 2, New Dimensions in Music: Master."In Bahia Town" Making Music p. 121TG, "A-Tin-Go-Tin" ,ing Music, p. 188TG Your Own% 1, p. 84TG Recording (Nigeria) MIDDLE EAST Xylophone "Jumbo Means Hello" Discovering Drums Music Together, 3, p. 41, New Dimensions in Music: Ex- (illustration) Recording tressins Music, p. 119TC Making Music Your Own, 2, Record 4, Side 1, Bands 6 and 7 "Zum Gali, Gali," "We'll Be New Dimensions in Music: Enjoy- Happy" New Dimensions in Music: ing Music, pp. 98-99TG Expressing Music, pp. 124-13STG, Record 3, Side 5, Bands 6 and 7 UNITED STATES

Plano: Ragtime "Maple Leaf Rag" performed by Scott Joplin, The World of Popular Music, Side 1, Band 10 "Improvisation of Maple Leaf Rag" performed by Eubie Blake, The World of Popular Music,Sin-1, Band 11

Tambourine: Gospel Music "Good Vibrations" Afro-American Music and Its Roots, Side A, Band 4

Drums: Early Jazz Drumming "Spooky Drums #2" - Warren Dodds, As. The World of Popular Music, 5 gide 1, Band 139 VARIETY OF FOLKMUSIC

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

INSTRUMENTAL Flute, Flageolet JAPAN MUSIC New Dimensions in Music: Expressing WriaInstrument Music, pp. 96-101TG, Record 3,Side E, Shakuhachi 1777a7 2-7 New Dimensions in Music: Enjoying 3=5Music, p. 38TG, Record 7, side 1,

140 VARIETY OF FOLK MUSIC

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

CARIBBEAN SCOTLAND

Conch Shell Bagpipes See note on p. 150, See note on p.151.

AFRICA EUROPE

Flute Recorder New Dimensions in Music: Ex- Making Music Your Own, 3 pressing Musici pp. 54-SSTG pp. 20-2ITG Record 6, Side 1, Bands 6 and 7 Flute, French Horn, English Horn UNITED STATES Oboe, Clarinet, Bassoon Music 1, 2, 3 Clarinet, Trumpet, Trombone Improvisations in Early New Orleans Dixieland Music: Eureka Brass Band, The World of Popular Music, Side 2, Band S

Saxophone (later) Improvisations in the Develop- ment of Jazz: Jimmie Lunceford' Orchestra, The World of Popular Music, Side 3, Band 4

Louis Armstrong - trumpet, The World of Popular Music, Sid, Wand 7

1) 4001,1

2 .4 141 t-4 SUGGESTED ACTIVITIES VARIETY OF FOLK MUSIC

..iC SUBJECT AREA OBJECTIVES ACTIVITIES =immlimmIN Music After completing the unit Using the Grid for reference,lead children Discuss why people Language Arts of study, the learners in singing work songs. (lighten the burden, will: sing while they work set a work rhythm,communicate). bemonstrato an under- Social Science standing of some of the Relate work songs tostudies of people at universal themes of songs work. For example,Encyclopaedia Britta- from various cultures, nica's People at Workdescribes many occu- including work songs, pations as per6rmed bypeople of many in mood songs, lullabies, cultures. This reference is available songs aboutcelebrations, English and Spanish editions. and storytelling songs. Illustrate work songs fromseveral cultures,Art Express an interest in Science selections of music that Relate work songs todiscussion of how of machines keep people attheir work. Modern are representative 144-199 CG. many cultires. Elementary Science 3, pp. Using the Grid forreference, lead the Music singing of animal songsthat are representative of several cultures.

Discusst sets of animali. Review concept of Mathematics sets. Modern School Mathematics,3, p. 1CG M-odern tchuol Mathematics, K, p.127TG

Discuss where animalsfeatured in songs Science actually live. Modern Elementary Science,2, pp. 51- S3CG.

Discuss the ways in which people express IMusic their emotions. You may wish to relate this actiyity to the Self-Identityunit. Using the Grid for reference,select mood songs for.the class tosiag. 251 2S2 142 SUGGESTED ACTIVITIES VARIETY OF FOLK MUSIC

OBJECTIVES ACTIVITIES SUBJECT AREA

After completing the unit Lea children in singing songs written in Music of study, the learners other languages. will:

Demonstrate an under- Using the Grid for reference, select songs Music standing of some of the about raising and gathering crops and pro- universal themes of songs cessing food. This artivity could be re- from various cultures, lated to the Food Unit. including work songs, mood songs, lullabies, Help children to learn the "Street Vendors' songs about celebrations, song. Refer to Discoverint Music Together, and storytelling songs. 2, p. 71TG. Designate class members to act out street food selling, using counting Express an interest in terms from the languages in which the songs selections of music that were written, if possible. (See unit on are representative of Counting.) . many cultures. Modern School Mathematics, 3, p. 247CG. Mathematics

Have learned three songs Read "The Kamishibaya Man" in Making Music Language Arts in languages other than Your Own, 2, p. 146. their native languages. Discuss the many types of farms that are Social Science representative of people from many cultures

Discuss the food produced on the farm. Music Discuss harvesting. Lead the class in songs about harvesting. Making MUUJE..alE. Own, 1, p. 86TG.

2S3 SUGGESTED ACTIVITILS VARIETY OF FOLK MUSIC

SUBJECT AREA OBJECTIVES ACTIVIAIES

After completing the unit Using the Grid for references,lead the Music of study, the learners class in singing storytelling songs. will: Help class to illustrate theevents re- Art Demonstrate an under- ferred to in the song-story in sequence. standing of some of the universal themes of songs Encourage children to make up songsabout from various cultures, in-special days, using theCelebration Unit cluding work songs, mood and the Music Grid asreferences. songs, lullabies, songs Language Arts about celebrations, and After the class listens to "Sleep,Sleep, storytelling songs. Lovely Babe," read "La Befana"on.p. 64TG.

Express an interest in "Sleep, Sleep, Lovely Babe," p.65TG

selections of music that , 1 of are representatil,e Music many cultures. Encourage children to sing songsAbout holidays of people fromdifferent cultures. Discuss Hallowe'en and similarholidays Language Arts that are representativeof other cultures. Discuss picture in mathematicsbook and Mathematics concept with Hallowe'en theme. Modern School Mathematics, 2, p. 156TG

Arrange for children tosing songs and playMusic games that arerepresentative of many cultures. (See game songs in Gridreferences. Milkial_MMAILZITZ_DLT, 3, PP-98-99TG Discovering Music Talthor, 1,-p.30T6

"San Sereni," Discovering Music 1211211121, 2, P- 31T-G- 2 Discuss the many types of tames.

144 0 SUCGESTED ACTIVITIES VARIETY OF FOLK MUSIC

OBJECTIVES ACTIVITIES SUBJECT AREA

After completing the unit Introduce the mathematics lame. Mathematics of study, the learners Modern School Mathematics, 2, p. 143TG will: Instruct the children to illustrate games Art Demonstrate an under- they enjoy playing and to discuss them. standing of some of the universal themes of songs Encourage children to write about their Language Arts from various cultures, in favorite game. cluding work songs, mood songs, lullabies, songs about celebrations, and Permit class to listen to the playing Music storytelling songs. instruments that are representative of various cultures. (See Grid references.) Express an interest in selections of music that Ask children to bring to class such instru- are representative of ments as drums, banjos, marimbas, wood many cultures. blocks, Discuss their origins. Encourage class to create songs and dances featuring Be able to identify by the instruments representing various sound musical imstruments cultures. from several cultures and to tell the culture or Ask class members to make Indian, Oriental, Art region of origin. or African drums out of coffee cans and pieces of inner tubeao Rattles can be made from paper mache. Chopsticks from Asian cultures make excellent rhythm sticks. Permit class to experiment with things frog Science their homes or in the classroom that will make sounds. Listen to pitch. Modern Elementary Sciences 2, pp. 104- TUD.

2 9 2Fd 145 SUGGLSTE'D ACTIVITIES VARIETY OF FOLK MUSIC

OBJECTIVES ACTIVITIES SUBJECT AREA

After completing the unit Learners may match homemade sound to the Science of study, the learners sounds of various instruments from differ- will: ent cultures. 11121ILIE....ELIELL1221LIttn, 3, PP- 36-37TG- Be able to identify by sound musical instruments Read "Animals Make a Drum." Language Arts from several cultures and Making Music,Your Own, 2, p. 1201G. Reading to tell the culture or region of origin. Ask parents or community members to demon- Language Arts strate instruments they play. Request in- Reading Express an interest in formation from music or ethno-musicology selections of music that departments of local colleges and univer- are representative of many sitiesabout demonstrations, performances, cultures. zand recordings that you can use or show the class. Museums, high schools, and music stores are other sources.

146 2:39 GRID REFERENCES

Category: VocNitausic

The human voice is the primary sinstrument. What a musician sings is more important than how he or she sings.

Songs from many cultures reflect the way people live and what their environment is like. For instance, in Africa, since many tribes have no written languages, their approach to life is learned through music. African children develop a moral code and learn the history of their people 'by songs sung to them by their mothers.

Native American music is mostly vocal, including dance music.

The music of Black Americans has often related to the turmoil and depression in their lives. Many sang songs about freedom and about their work to lighten their burdens. Other songs express feelings of faith and hope.

Eskimos and Indian tribes from Bolivia believe that songs belong exclusively to the person. A tune is his/hers for life. The words are changed and improvised each day and deal with conversatioms, the day's activities, or other familiar things.

The Eskimos may trade the lyrics of their songs for other lyrics, but they never give away the tune nor is it sung by anyone else.

Category: Vocal Music--Mood Songs Culture Croup: Black American Heritage

Music was set to the emotional needs of expressive people. Music conveyed a message concerning the surrounding turmoil. Spirituals were originally sung without instruments. They were not needed for the natural, resonant voices produced sounds similar to those of the organ.

The early Creole tongs did not deal with bondase because the Creoles were considered free agents. Their songs were about their surroundings, which were quite different from those of the Black slave. Many have a "call work songs, spirituals,blues, and gospel sop. Vocal music includes changed by improvisationwhen sung and response" pattern. Many of the melodies are again. with them from Africathe tradition ofusing rhythm Work son s. The slaves brought the time work in order tohelp make it seemeasier and to help an music to accompany work songs. seem to pass morequickly. Thus, they created many melodies. They were originally sung ILLEILLILLL are religiousfolk songs with simple they had a created by slavemusicians. Often, but not alsays, unaccompanied and were of plans to escape tofreedom. quality of sadness. Many conveyed secret messages They are joyful songs composed religious songsof the 20th century. Gospel songs are accompanied by suchinstruments of faith and hope,hi.ghly embellished,polyrhythmi'c and I.:ass. Often other instruments are as organ,piano, tambourine,drums, and electric used. conditions. Each song The blues are secular songsgrowing out ofunhappy or unpleasant of the singer'sfeelings, expressed as auemo- of this idiom is apersonal expression of the major scale The flatted third toneand flatted seventh tone tional release. These are referred to as"blue notes." create a sadduality or sound inthe "Blues." Response" pattern be- of the "Blues" is AA B. There is a "Call and The melodic form The classic "Blues"is a tween the vocalmelody and theinstrumental improvisation. 12 bar form withthe followingunderlying harmonic pattern:

IV IV I V7 V7 I the last harmonic pattern. Some later "Blues"performers have altered

Category: Instrumental Music have never beenclearly The geographieal areasin which manyinstruments originated that drums, rattles,and stringed instrumentsoriginated defined. Many persons believe origins in western Almost all of theWestern basicinstruments had their in Africa. A string instrument,in some form Asi;7717-qm the oboe to the violinand the bass drum. of almost every culture.The violin is playedthrough- or another,is played by people before it was but use of theinstrument becamepopular in Indo-Europe out the world, brought to Europe byreturning crusaders. popular in other areas. Many instiuments were

148 20,3 --,=.1:MA.urv5W4LEWM: Instruments often are fashioned from materials found in the environment. Musicians select and treat their instruments with deep respect.

In Africa 4nd other countries, it is a common practice to experiment with everything that can pioduce a melodic or percussive tone. Sounds produced by tapping, shaking, rubbing, bowing, and blowing objects not designed for that purpose have persisted in Latin music as well as in jazz and rock performances in the United States.

The sho, a Chinese mouth-pipe organ, is rare because the bamboo from which it is produced is sa17-77-7ome from the roofs over cooking areas on Chinese farms. To be properly seasoned by heat and oils, the bamboo is supposed to have been cured in the roof from 150 to 20V years.

In India, a person never steps over an instrument but around it. A special mat or cloth must be placed on the floor before the instrument is carried. There is a special way to carry each instrument. Incense is burned before and during performances. A garland of certain kinds of fragrant flowers may be placed on the instrument after the musician's performance.

Ravime music was the craze in America in the late 19th century and the early 20th century. It originated with Black Americans as a unique style of composed music, no- tated for the piano. It has a syncopated melodic line accompanied by a steady march- like beat in the bass.

Dixieland music was one of the earliest styles in the development of American lazz. It deireloped mainly in New Orleans and featured improvised melodies played by trumpet and clarinet with the trombone pointing out the harmony and the strong beat established by the tuba, banjo and the drums. Characteristically of Black performers, the musical instruments are played with a vocal style--that of Black Americans. This is opposed to the instrumental style of playing that is typical of non-Black performers.

Early jazz was created and performed by self-taught Blacks who improvised highly rhythmic music, rich with syncopation and melodic embellishments. Jazz, true American folk music, is syncopated music with improvised melodies and a strong rhythmic beat, originally created by Black Americans. Category: h...... r.r.r...... Instrumental14iInstruments Culture Group: lac mer can er tage Area: Africa Instrument: Earth Bow It is played by The earth bow is aprimitive harp with asingle string attached. striking with a stick.

Area: United States Instrument: Banjo Blacks the South, drums wereoutlawed. With remarkable skill, In many sections of with four strings,patterned after an in- played other instruments,such as the banjo popular The ban.lo,, whichoriginated in AfriLl, was very strument producedin Africa. Dixielawi music toestablish and used by BlackAmericans in the early20th century in a steady beat.

Instrument: Violin Americans, even in the18th century. A special The violin wasplayed by many Black highly created by Blackmusicians who playedjazz violin with technique and style was melodies in the 20th century. syncopated rhythms andhighly embellished

Instrument: ILLLI&_1111 style of playing thestring bass. This style consisted Black musician-created a special harmonies in jazzperformances and of playing a movingscale line patternfor underlying is called the "walkingbass" pattern.

Instrument: Guitar, guitar, particularly inthe "Blues" idiom. Unique styles have beendeveloped for playing

Category: Instrumental Music--WindInstruments CultureGroZT:TrErA7;717 Area: Caribbean' Instrum17777774ch Shell The conch is a largeseashell used as ahorn. 150 00 29d rg Area: United St_ates

Wind instruments have a different sound when played in the style of black Americans. The Black American style of playing instruments is similar to their vocal style when singing songs of their culture. Tt seems to be an imitation of the sounds heard when they express their feelings of anxiety, sorrow, sadness or perhaps of faith and h.ope. Nevertheless, it is personalized. The saxophone is particularly made to sound like thc human voice. Trumpet, trombones, and other instruments are also played with a very individualized style.

Culture Group: European/Mediterranean American Heritage Area: Scotland Instrument: Bagpipes,

Bagpipes were brought to Scotland from Eastern Europe and from Asia. They are nlayed at weddings and on other important occasions.

Category: Instrumental MusicPercussion Instruments Culture Group: Blac merican Heritage Area: United States Instrument: Bones When Black slaves were brought from Africa, their drums were taken away and they were separated so that they could not communicate with each other. They continued to communicate, though, by beating out rhythms on parts of their body as percussion instruments, relaying messages to one another.

47.) Bones from animals were dried, cleaned, and played as percussion instruments.

Instruments: -Drums

Drums and drum accessories ("trap sets") were devised and used by Black musicians for creating original complex rhythm patterns to enhance the jazz idiom. Complicated patterns are played on numerous percussion instruments by one performer. Unusual tambourine techniques are used in the performance of gospel music.

151 Area: Haiti Instrument: Steel Drum instruments potentially banned in Trinidad bygovernment decree as When drums.were in inciting rebellion,the steel drum was dangerous beGause oftheir possible used circular the head of an oildrum and heatedand hammered into devised: It is made from tune with twodrumsticks. depressions of differentsizes. The player beats out a

3c.)1, 3r1 152 STORIES AND STORYTELLING IN MANY CULTURES

BACKGROUND

All cultures have a heritage of folktales which are passed on from narent to child and, eventually recorded to become part of the culture's literature. Sometimes, we do not know where a folktale originated because travelers carried them frothone place to another. As you learn more about the folktales of different cultures,you will note many similarities in form and style but that,the tales themylvesare based on lotal environments and customs.

The myth was one of the earliest kinds offolkl4e. Myths.attempt to explain life and death and the great forces of nature.. They are closely related to religion. We know today that every star is a sunor a planet. The people of long ago did not know what stars were, so they made up myths about them. Every group of people had its own stories to explain the bright, farawa hts in the sky. Ancient peoples also had stories that explained why itis cold in ter and warm in the.summer and why leaves change color In autumn. The hero oines of myths are usually gods and goddesses who behave much like people. however, tell about heroes who actually existed.

A The fable attempts to tell p ow they should live. Most fables are stories about animals, which end withthe s ment of a.moral. The best-known fables were collected by Aesop, a Grefk slave who is said to have lived in the 600's B.C.

The legend also teaches, but the legend is closer to real life than is the fable. Leg- ends are sometimes partly true. They may tell about people who really lived and things that really happened. In many legends, human beings and supernatural creaturesare portrayed as liviing together. The stories of King Arthur and Robin Hood are examples of legends.

The fairy tale amuses and entertains. It takes place'in a "never-never land," where supernatural events occur. All fairies know how to use magic. bther forms of folktales include ballads,proverbs, riddles, jokes, limericks, verses, and rhymes.

el 3 391 153 REFERENCES to in theGrid as sogUrces listed in this sectionhave been referred Not all of the materials cited below areall potentiallyuseful. presently developed. However, the

Printed Materials 152 pp. New York: Pantheon Books,1966. 1. Appiah, Peggy. Anansc theSpider. 13 stories. of Spider. Boston: Little, Brown and 2. Arkhurst,Joyce Cooper. The Adventures Company, 1964. 58 pp. 6iToTriTTrIllis9570577 1963. Legends: New York: Henry Z. Walck, 3. Arnott,Kathleen. African Myths and 211 pp. I 1 lustrateT. New York: Henry Z. Walck, Kathleen. Animal Folk TalesAround the;NO 4. Arnott, Illustrated. ; InC., 1966. 252 pp. 39stories. New Yerkv--404es Scribner's Sons, 1976. S. Aruego, Jose. Juan and theAsuanga. 29 pp. Illustrated. 144 pp. Illustrated. Tales. Rand McNally, 1966. 6. Barlow,Genevieve. Latin American Holt, Rinehartand Are Silver Reindeer. New York: 7, Belting,Natalia. .The Stars Winston, 1966. 14st-iirTe17--TTTITWiTaTir--UniTary. New York: Atheneum, 1969. 137 pp. Illustrated. 8. Berger, Terry. Black Fairy Tales. Glossary. Indian M thologx. London: The Radlyn Publishing 9. Burland,Cottle. North American Group, 1968. 141 pp. Illustrated. London: The HamlynPublishing Group, 1968. 10. Christie,Anthony: Chinese Mytholov. 138 pp. Illustrated7 Houghton the Moon Live inthe Sk . Boston: 11. Dayrell,Elphinstone. Why the Sun and Mifflin,'1968. 27 pp. IITuiiited. 39,5 '1'- - 154

--11.-,4...... 12. Deutsch, Babette and AvrahmYarmolinsky. More Tales of Faraway Folk. New York: Harper and Row, 1963. 93 pp. 15 stories. Illustrated-.

13. Field, Edward. Eskimo Song's and Stories. Cambridge: Education Development Center, Inc., 1973. 102 pp. .34 short stories. Original Eskimo illustrations.

14. Fisher, Anne B. Stories California Indians Told. Berkeley: Parnassus Press, 1957. 110 pp.12 myths. Illustrated-.

15. Green, Lila. Folktales of Spain and Latin America. Palo Alto, CA: Silver Burdett, 1967. 96 pp. Lllustrated. Glossary.

16. Grimm, Jacob and Wilhelm Grimm. The Golden Bird. Garden City, NY: Doubleday, 1970. 30 pp. Illustrated.

17. Ishii, Momoko. Issun Boshi, Tae Inchlinf. New York: Walker, 1968. 38 pp. Illustrated. 18. Jablow, Alta and Carl Withers. The Man in the Moon: Sky Tales From Many Lands. New York: Holt, Rinehart and Winston, 1969. 132 pp. Illustrated.

19. Jordan, Philip D. The Burro Benedicto and Other Folktalesand Le ends of Mexico. New York: Coward-McCann, 1960. 92 pp. Illustrate Glossary.

20. Kirn, Ann. Tale of a Crocodile. New York: W.W. Norton, 1968. 30 pp. Illustrated.

21. La Fontaine. The Lion and the Rat. New York: Franklin Watts, 163, 28 pp. Illustrated. ea Double- 22. Littledale, Freya. Ghosts and S irits of Many Lands. Garden City, NY: day, 1970. 164 pp. Illustrate .

23. Nicholson, Irene. Mexican and Central American Mythology,. London: The Hamlyn Publishing Group, 1747. 139 pp. Illustrated. The Hamlyn Publishingdrolly, 24. Osborne, Harold. South American M tWo10 . London: 1968. 139 pp. Illustrate .

39; 25. Parrinder, Geoffrey. African Mythologz. London: The Hamlyn Publishing Group, 1967. 139 pp. Illustrata.

26. Sakade, Florence. Ilpariese Children's Favorite Stories. Tokyo: Charles E. Tuttle Company, 1952-.-Illustrated.

27. Scheer George F. Cherokee Animal Tales. New York: Holiday House Incorporated, 1968. 79 pp.. 14 stories. Illustrated.

28. Schoolcraft, Henry R. The Indian Fairy Book. New York: Frederick A. Stokes, 1916. 303 pp. 29. Sechrist, Elizabeth Hough. Once in the First Times. Philadelphia: MacraeSmIth Company, 1969. 213 pp. 51 stories.

30. Sekorova, Dagmar. Euro can Fairy Tales. New York: Lothrop, Lee and Shephard, 1971. 176 pp. Illustrate .

31. Singer, Isaac Bashevis. Zlateh the Goat and Other Stoties. New York: Harper and Row, 1966. Illustrated by Maurice Sendak.

32. Sleator, William. IttlAurx_14221. Boston: Little, Brown, 1970. 48 pp. Illustrated. 48 pp. Illustrated. 33. Small, Ernest. 11.!tba Yalu... Boston: Houghton Mifflin, 1966.

34. Softly, Barbara. Magic People. New York: Holt, Rinehart and Winston, 1966. 44 pp. Illustrated.

35. Spicer, Dorothy Gladys. 13 Giants. New York: Coward-McCam, 1966. 127 pp. Illustrated.

36. Stoutenburg, Adrien. fe!,_11,_12,eunt: Frie_ndly and Funny Giants. New York: The Viking Press, 1969: --T27-15.14,--ITTnstrated.

37. Thompson, Vivian L. Hawaiian Earth, New York: Holiday House, 1966.

310 399 160 pp. 38. Withers, Carl. Riddles of Many Lands. New York: Abelard-Schuman, 1956. Illustrated.

Audio-Visual Materials 39. AESOP'S FABLES, #5120, 4color filmstrips, 2 records or 4cassettes. (Source: Coronet Instructional Media) "The Ant and the Dove"; "The Harewith Many Frierds"; "Belling the Cat"; "The Birds"; "TheBeasts"; "The Bat"; "The Miller,His Son, and Their Donkey"; "The Ant and theGrasshopper"; "The Woodcutter and.the Ax";"The Donkey in the Lion's Skin." ,(Grades2-4) 40. AFRICAN FOLK TALES, 6 colorfilmstrips, 6 records or 6 cassettes, 6guides. (Source: Encyclopaedia Britannica EducationalCorp.) "Why the Leopard Has Spots"; "Two African Fables"; "The First Daysof Man": "Pondo and the Eagles"; "HowOne Br. le Became Four"; "The Spiritsof the Forest." (Grades 3-6)

41. AFRICAN STORIES ANDLEGENDS, #6350, 10 color filmstrips,5 records or 5 cassettes, "The Caterpillar and the guide. (Source: Universal Education and VisualArts) Wild Animals"; "The Magic Ring";"The Water Spirit"; "The GirlMade of Rubber"; "The Turtle's Shell"; "HowJealousy Spoiled a Friendship";"Fire from the Sky"; "The Golden Boy"; "The CleverSpider"; "Jewels in the Sky." (Grades 3-6)

42. AMERICAN INDIAN LEGENDS, 6color filmstrips, 6 records or6 cassettes, guide. "The Wild Rose" (A Cherokee (Source: Encyclopaedia Britannica EducationalCorp.) Legend); "How Mother Possum Got HerPouch" (A Seminole Legend) ;"Saynday and the Gambler" (A Kiowa Legend) ;"How the Woodpecker Got HisFeathers" (A Haida Legend); "How Corn Came to the Choctaws"(A Choctaw Legend); "ThePtarmigan's Beak" (An Esklmo Legend). (Grades 3-6) (Source: 43. ANDERSON'S FAIRYTALES, 8 color filmstrips, 4records or cassettes. Coronet Instructional Media) "The Emperor's New Clothes";"The Steadfast Tin Soldier", "Hans Clodhopper"; "TheSnow Queen"; "The Emperor'sNightingale"; "The Little Match Girl"; "The UglyDuckling", "The Wild Swans." (Kindergarten, Grades 1-2)

44. ARABIAN NIGHTS, 14515,6 cassettes. (Source: Education Corporation of America) "Aladdin and the Magic Lamp" -#4516; "Ali Baba and the FortyThieves" - 04517; - #4519: "The King and L_ "Merchant- and the Genie" - #4518;"Fisherman and the Genie" the Physician" - #4520; "TheEnchanted Horse" - #4521. (Grades 2-3) 45. BELOVED FAIRY TALES, 6 colorfilmstrips. (Source: Troll Associates) "Rapunzel"; "The Emperor and the Nightingale";"Jorinda and Joringel"; "Rumnelstiltskin"; "The Elves and the Shoemaker"; "Dick Wittingtonand His Cat." (Kindergarten, Grades 1-3).

1 record or 46. THE BOY WHO CHALLENGED THE STARS: A GREEK MYTH, 1 color filmstrip, cassette, guide. (Source: Guidance Associates) (Grades 3-6)

1 record or cassette, 47. FISH IN THE FOREST: A RUSSIAN FOLKTALE, 1 color filmstrip, guide. (SourLe: Guidance Associates) (Kindergarten, Grades 1-3) 48. HERO LEGENDS OF MANY LANDS, 6 colorfilmstrips,3 records or 3 cassettes. (Source: Society for Visual Education) "William Tell"; "King Arthur and the MagicSword"; "Aladdin and the Wonderful Lamp"; "Robin Hoodand Allan-A-Dale"; "Ulysses and Circe"; "Gulliver's Travels to Lilliput." (Grades 2-4)

49. JAP4NESE FAIRY TALES, 4 colorfilmstrips, 4 records or 4 cassettes. (Source: Educational Development Cornoration) "Urashim Taro"; "The Boy Who Drew Cats"; "Chin-Chin KoSikama"; "The Mother in the Mirror." (1,rades 1-4)

GOAL

To develop an understanding of similaritiesof form, style.and theme in the folklore of diverse peoples, and to develop an awarenessof cultural differences as expressed in their stories and storytelling. SAMPLE OBJECTIVES

A. The learner will identify the commonthemes of three stories from different ethnic traditions, and will explain somecharacteristics that are different in the stories or the way they aretold.

B. The group of learners will composethree new stories or riddles reflecting their- understanding of folklore themes and styles.

C. The group of learners will recognizeand distinguish stories or riddles from three different ethnic traditions and will explain their distinctive characteristics.

313 314 458 STORIES AND STORYTELLING*IN MANYCULTURES

ASIAN AMERICAN CATEGORY AMERICAN INDIAN AND ESKIMO HERITAGE AND PACIFIC ISIIAND HERITAGE.

SKY MYTHS COMANCHE CHINA

"The Owl in the Moon," The Man in the "The Great Bea," The Man in the Moon

Moon (18) p. 15. . (18) p. 105.

TLINGIT HAWAII

The Angry Moon (32) "The Woman in the Moon," Hawaiian Myths of Earth, Sea, and Sky (37) p. 76.

ANIMAL MYTHS CALIFORNIA INDIANS PHILIPPINES "How Coyote Got His Voice," Stories "How the Monkey Came to Be," Once in California Indians Told (14) p.36. the First Times (29) P. 37. "Why Grizzly Bears Walk on All Fours,""Why Dogs Wag Their Tails," Once in the Stories California Indians Told(14) First TiMe4 (29) p.38. p. 24. "Why the Hawk Is the.Hen's Enemy," ESKIMO Animal Folk Tales Around the World (4) "How We Know About Animals," Eskimo Songs and Stories (13) p. 21. JAPAN

CHEROKEE "Why the Jellyfish Has No Bones," Japanese Children's Favorite Stories "How the Redbird Got His Color," (26) Cherokee Animal Tales (27) p. 62.

"Why the Possum's Tail Is Bare," Cherokee Animal Tales (27) p. 75.

160 STORIES AND STORYTELLING IN MANYCULTURES

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE A HERITAGE

NIGERIA GERMANY ARGENTINA Why the Sun and the Moon Live in "The Blacksmith in the Moon," "How Thunder Got Back Into The Man in the Moon (18) p. 7 the Sky," The Man in the the Sky. (11) Moon (18) p. 97 "Tivinder and Lightning," African AtAhs and Legends (3) p.32 MEXICO "The Rabbit in the Moon," Burro Benedicto (19) p. 31

WEST INDIES CONGO FINLAND Friend of "Why the Fish Do Not Speak,".- "Why You Find Spiders in "Why the Dog Is the Banana Bunches," Animal Folk Man," AyAfrican?IALJIDA_Lmuya More.1.1111_21._EILIDIEL-1111 (12) Tales Around the World (4) (3) P. P. 87, NIGERIA ."Why the Bear's Tail Is Short," More Tales of Faraway Folk(12) VENEZUELA How p. U. "Why the Crab Has NR Head or "How the Birds Got Their the First River WasMade," (3) UKRAINE Coloured Feathers," Animal African Myths and Lelends Folk Tales Around the World "Why the Cat and Dug Cannot Live (4) p. 100. of Faraway GHANA at Peace," More Tales !LILL (12). p. 25. "How the Pig Got His Snout," Ananse the Spider (1) p.132. SIBERIA "Why the Spider Has a Narrow "Why Siberian Birds Migrate in Waist," Ananse the Spider(1) Winter," Animal Fblk Tales 83. p. 123. Around the World (4) p.

LIBERIA

,111Why Spiders Live in DarkCor- ners," The Adventuresof Spider (2) p. (0. If 3 161 STORIES AND STORYTELLINGIN MANY CULTURES

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND. ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

FABLES

GIANTS NORTH AMERICA CHINA "The Giant Who Loved Adventure," "The Giant Archer of the Sky," Fee, Fi, Fo, Fum (36) 13 Giants (35) P.109 JAPAN "The Hairy-Armed Ogre of Kyoto," 13 Giants (35) p. 60

WITCHES, GHOSTS, TLINGIT KOREA AND SPIRITS "The Return of the Land Otter," "Yi Chang and the Haunted House," Ghosts and Spirits of Many Lands (22) Ghosts and Spirits of Many Lands (22), p 13 p. 45

319 162 ) 4

5 STORIES AND STORYTELLING IN MANY CULTURES

IS BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

CONGO PRANCE PUERTO RICO

Tale of a Crocodile (20) The Lion and the Rat (21) "The Tiger and the Rabbit," Folktales of Spain and Latin America (15) p. 21

AFRICA LAPLAND PANAMA

"The Giant Who Played with "The Troll Who Hid His Life," "The Disobedient Giant," Pygmies," Fee, Fi, Fo, Fum (36) 13 Giants (35) p. 22 Latin American Tales (6) p. 97

SWITZERLAND

"The Clever Goatherd and the Greedy Giant," 13 Giants (35) p. 60

CONGO RUSSIA ARGENTINA'

"Musakalala, The Talking Skull," Baba Yaga (33) "The Eternal Wanderer of the Ghosts and Spirits of Many Lands Pampas," Ghosts and S irits ;22) p. 67 ENGLAND of Many Lan s 22) p. 39 Magic People (34)

321- 31.) 163 STORIES AND STORYTELLINGIN MANY CULTURES

ASIAN AMERICAN AMERICAN INDIAN I AND PACIFIC ISLANDHERITAGE CATEGORY AND ESKIMO HERITAGE I

JAPAN FAIRY TALES GREAT LAKES (17) "The Red Swan," TheIndian Fairy Book Issun Boshil the Inchling (28) p.42

ISLANDS RIDDLES COMANCHE I PHILLIPINE but none What animal is strcnger thanall the What has a tail when little, others? THE SKUNK. when grown? A FROG. SAMOA Who is the strong man wholives in the sea? He has eight arms but nolegs. THE OCTOPUS.

CHINA What is cleaner without washingand washing onleskes it dirtier? WATER.

KOREA What is like a cow but has nohorns? A CALF.

JAPAN 'What is the resemblance between cherry blossom buds and an importantletter?. IT IS HARD TO WAIT FOR BOTHTO BE OPENED. 164,3';13' 324 STORIES AND STORYTELLING IN'MANY CULTURES

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

SWAZI FRANCE

'The Fairy Frog,f t Black Fairy "Cinderella," European Fairy Tales (8) p.33 Tales (30) p.13 JEWISH

"The Devil's Trick,"Zlateh,_the Goat (31) p. 71

TONGA IRELAND MEXICO

What swallows people at sundown? In the garden's a castle with What is it,-what is it: it THEIR HUTS. hundreds within, yet stripped to overcomes you, and you never my shirt I would never fit in. see it? SLEEP. MAURITANIA AN ANT HILL. CUBA What is'the pool that overflows ITALY if the tiniest straw falls into What is green on the mountain, it? THE EYE. What can you see in winter that black in the market place, you can never see in summer? red in the house? CHARCOAL. YOUR BREATH. PUERTO RICO ISRAEL Why is a candle flame like Everybody loves me forever, kpt th4rst? A LITTLE WATER nobody can look me in the faeb. WILL END BOTH, THE SUN, 9

39 3 165 SUGGESTED ACTIVITIE4 STORIES AND STORYTELLING IN MANYCULTURES

SUBJECT AREA OBJECTIVES ACTIVITIES

Learners will be able to Discuss differences between folktales, discuss characteristics offables, myths, legends, and fairytales. folktales, fables, myths, legends, and fairy tales. Use Bibliography in GridReference Section Reading and following state-adopted readingtext- books to locate examples of folktales, fables, myths, legends, and fairy tales from many different heritages. Learners will be able to read or hear a folktale State-AdonalTEILLooki with an understanding of the country or region from Macmillan Reading Program which it came and of the Fables language concerned. WiliTiTg Bridges - pp.167, 201. Better Than nold p. 161. Learners will be able to Folktales compare and contrast sim- Shining Bridges - pp. 158, 177. ilar stories from differ- Better Than Gold - p. 229. ent cultures. LELE14. More than Words - p.167.

Open Court Basic Readers Fables ri-innig Is Fun - pp. 59, 67, 76, 95, 104, 136. A Trip Through Wonderland - pp. 2,5, 15, 72, 74, 122, 125. Our Country - p. 62. A Trip Around the World - p.136. Folktales Reading Is Fun - pp. 2, 19, 29, 39, 85, 100, 125, 140, 148. A Trip Through Wonderland - pp. 20,29, 45, 55, 89, 112, 118, 125, 134. 3??u 166 r SUGGESTED-ACTIVITIES. I , STORIES AND STORYTELLING IN MANY CULTURES

OBJECTIVES ACTIVITIES SUBJECT AREA

, Learners will be able to State-Adozted Textbooks (Continued) Reading discuss characteristics of .folktales, fables, myths, Open Court Basic Readers legends, and fairy tales. Folktales Tur Country- pp. 73, 78. A Magtc World -pp. 8, 23. 'A Trip Ardund the World - p.145. Legends Learners will be able to A Magic World - pp. 66, 69, 75, 79, 86. read or hear a folktale A Trip Around the World - pp. 23, 55, with an understanding of 80, 92, 200. the country or region from Fairr Tales which it came and of the A Trip Through Wonderland -pp.128, language concerned. 137, 148. Our Country -pp. 56, 66, 86. Learners will be able to A Magic World -pp, 2, 44. compare and contrast sim- A Trip Around the World -pp. 37, 68, ilar stories from differ- 109, 210. ent cultures. Myths A Trip Through Wonderland p. 142. A Magic World -pp. 13, 18.

Robert's English Series Fables Third Book - pp. 27, 33, 39, 45.

Learners will be able.to Using the Grid, compare categories of Language° Arts tell or write their own stories, such as giant tales or stories of Arts folktales. people and animals on rhe moon. Ask class to make up a story in one category. Ask p-upils to write and illustrate the story in book form or to make a tape recording of a dramatization of the pupils' story.

vo'.1167 °SUG(ESTED ACTIVITIES STORIES AND STORYTELLINGIN MANY CULTURES

SUBJECT AREA OBJECTIVES ACTIVITIES

4-1 Invite parents or othermembers of the Oral Language community, especiallyolder members, to tell stories to theclass based on their heritage and experiences. Use a tape recorder to preserve thestories so that they can be typedlater into booklet form. Use the tape recorderIn establishing a listening center. Reading Learners will be able to Using the Grid andGrid References as information, read riddlesthat Oral Language discuss characteristicsof sources of of many countries ancild 4 riddles. are representative cultures. Ask children to sharefavorite Learners will be able to riddles and to make uptheir own.' tell or write their own riddles. Oral Language Learners will be able to Students will listen to atleast four of fables and discusscharacteristics common discuss characteristics be intro- a fable. to all. The term "moral" will duced as a characteristic. fable Written Language Learners will be able to Student will write his/her own write a fable. emphasizing a moral. Students will listen toJapanese fairy Oral Language Learner will create a In- Written Language fairy tale using a style tales and describecharacteristics. of troduce a few Japanesewords for story that is characteristic Japanese block prints orstory a particularcultural vocabulary. illustrations can be usedfor motivation. group. (Ex. - Japanese)

3 168 WORDS AND NUMBERS FROM MANY CULTURES

BACKGROUND

Languages are among the most distinctive products and carriers of cultures. They are essential to communication, and they embody many of the characteristics of the nation- ality and ethnic groups that have created and still use them. Quite aside from the need to remedy the educational disadvantage in our schools of children whoare non- English-speaking or limited in. their English, through bilingual education, it is important to offer all children some idea and some feeling of language similarities and differences as a part of multicultural education.

One need not be fluent in another language to introduce young children.to the pleasures and insights of becoming acquainted with simple examples of it. Even correct pronunciation may be less significant than respect for the process of communication and delight in the richness to be found in the variety of the world's languages. Awareness of other languages will motivate and enhance language development in English and fa- cilitate communicative interaction of all kinds.

Words and numbers can be a vehicle for learning about pluralism through play and games, as well as through counting, arithmetic operations, dialogue, stories, and songs. The object, in multicultural education, is not to teach the language but to teach that there are many languages, that all are useful and beautiful, and that with their similarities and differences they help to produce the quality of life in a pluralistic society.

Teachers, of course, should, make use of their strengths. Knowledge of a particular language offers an opportunity to work more extensively with words and numbers in that'language. Other teachers may be proficient in other languages and provide a ready resource to their colleagues. Bilingual specialists, if available, can make a very important contribution. Parents and aides may assist. There are dictionaries in every library. Films, tapes, and records are available to supplement the experience of hearng and being in contact with persons who make the language come alive.

In addition t\c, the references and suggested activities, this section includes simple vocabulary from which the teacher may draw parallel examplers of greetings, farewells, courtesies, family titles, colors, days of the week, parts of the body, and numbers. If the home language of a 'segment of the school"population is not 334 333 169 aide, parent, or other -represented here, itshould not bedifficult to find a teacher, adult who can providethe missingvockbulary. and-in other curricularactivities, there Throughout all thesections of the workbook, Clothing, foods, opportunities to usenon-English words andnumbers. are widespread vocabulary. As language arts and crafts,music, and storiesall have their special built into lessonplans, it should beclear that multi- development experiences are pluralism and thatwords and numbers cultural education has adimension of linguistic areinterdisciplinary tools of greatvalue. REFERENCES

Books johnson Publishing Co., 1972,$4.95. Chuks-orji, Ogonna. Names from Africa. Chicago: (MB 100), 5373W. Pico Blvd., LosAngeles Qug se Dice, NiWo? Children's Music Center 90019,$3.25.----- illustrated by Sendak. Funny book of mannersin Spanish, Doubleday, 1968,$3.95. Amon, Alice. Talking Hands. New York: Center (B313),$4.50. Mother Goose in Sanish. Children's Music 23 tra it onalrhymes in Spanish,illustrated. Little, 1960,$3.00. Cooper, Lee. Fun With Spanish. Prentice-Hall, $3.95. Murnberg, Maxwell. Wonders in Wore-s. 1970. Four books,$3.95 each. Los Libros delos Colores. La Galera, "------e=7=7"----TVIpan s. 1975, $2.45 per set. U.S. GovernmentPrinting Office, Super Me/Super Yo. children, with adultguide. A bilingualactivity book for young (From HeffernanSupply Co., P.O. Box 5309, Hablemos Series. La Galera, 1973,$2.65. San Antonio, Texas78201.) actions, activities,and full-page coloredillustrations of Twelve books of teicher guide infour languages (French, happenings, eachbook with a brief Italian, Spanish, andEnglish). 3?.43

1-70 Pre arandose para Leer. Houghton Mifflin, 1970. Reading readiness with words in Spanish.

Dorry, Gertrude N. GanIs;.f.m....Sesonc...._i_j_s.s...... i.anuaeLearnin. McGraw-Hill, 1966, $1.20.

In School; In the Park; At Home. Macmillan, 1969. Three books, $2.97 each. Vocabulary in four languages (Spanish, English, Russian, French).

A Yorutia Namin Ceremon . Pamphlet, $1.00, available fromAfrican-American Institute, 833 Lin te at ons aza, New York, NY 10017.

Gerson, Mary Jane. Omoteji's Baby Brother. New York: Henry Z. Walck, 1974, $5.95.

Meshi, Ita. A Child's Picture Hebrew Dictionary. New York: Block Publishing Co., $5.95.

Rees, Ennis. Little Greek AlphabetwBook. Prentice-Hall, 1468. del Rosario, Ruben, with poetry by Isabel Freire de Matos. ABC de Puerto Rico. Sharon, Connecticut: Troutman Press, 1968, $6.95. In Spanish.

Feelings, Muriel and Tom. Jambo Means Hello: Swahili Alpheet Book. New York: Dial, 1974, $5.95.

Baeb-Raen Kok Kai. Bangkok: Prachachang Co., 1968. (Available from Kurusapa Book Store, Mansion 9, iajdamnern Avenue, Bangkok, Thailand.) Lessons of Thai alphabet. Pan African Books, 1959, paper, about $2.50. Senior, Nora. African ABC. Lagos: 4 (Available from-ra3-173117134, P.O. Box 174, Lagos,Nigeria.)

Vietnamese/English Illustrated Vocabulary,Level'I. Babel Media Center, 1033 Heinz St., Berkeley, CA 94710, revised February 1976, @2.50 plus shipping charge.

7 171

',17Z4t Audio-Visual. Other Materials

What's in a Name? An international unit for grades K-3. Information Center on Child-rents Cultures, UNICEF 1052975.

Teaching an International Unitin Grades K-3: A B C and 12 3. Information Center onChildren's tultures, UNICEF #80471. Counting Games and Rh thms for theLittle Ones, record by Ella Jenkins. Folkways/ cholastic, $6.98.

Latin American Gave Songs. Bowmar, $5.99. Record.

Let's Sing Songs in Spanish. Cabat, 1960, $5.95. Record.

Concepto de Numeros. Bilingual Educational Services, 1508Oxley St., South Pasadena 91030. (Catalogue 2-106, per set $6.00) Successive charts of the first 20numbers, with Spanish subtitles.

Building Spanish Vocabulary ThrougitMusict Vol. I. Children's Music Center (MA44), $5,95. 12-inch LP record,including songs about colors, partsof the body, and counting.

Bingo-Loteria Zoologica. Mexico: Fotorama de Mexico, $2.95. Game with large cards, picturecards and tokens, with 16different colored pictures of animals and their namesin Spanish.

Aprendo Me Alfabeto. Didacta, $5.50. Game with 28 picture cards, 28letter cards, instructions, gamerules.

Animilea domesticos. Developmental Learning Materials, 7440Natckez.Avenue, Niles, Illinois 60648, 1974,$3.50. One poster in color. 1974, $3.75. El Relo . Developmental Learning Materials, ne cardboard clockwith movable hands, 12 timecards in English and Spanish.

My_Face and Body. Little Red School House, 5110Holt Blvd., Montclair, CA 9176s, Flannel board set No. 284. 137VO. 341)

339 #11' 46 Sing a Son of People. Bowmar, $148.00. Songbook, felt figures, sound filmstrips and minibook sets, teacher resource guide.

Human Body Parts. Milton Bradley, $3.25 Flannel board, L.R. S. H.

Discovering New Words. Troll, 1972, $45.00. Six ?ilmstrips, three phonograph records. Includes "Kinds of People" and common objects found in a child's urban environment. Concepts correlate with language arts and social science.

Korean Al habet. New York: Universal Education and Visual Arts, 221 Park Avenue So., New York, 0003. Seven-minute color film, $90.00; rental $7.00.

El Cuerpo del Nino. Babel Media Center, 1033 Heinz St., Berkeley, CA 94710, $3.00 plus shipping charge. 36" X 26" color chart depicting in Spanish the parts of the human body.

La Cabeza. Babel Media Center, Berkeley, $2.00 plus shipping charge. 28" X 22" color chart depicting the parts of the human head.

Folclore Portu ues Loto. Game published in Portugal by Maiora, available from Bla ne t r ge, I3977Pinrod St., Detroit, MI 48223,$3.40. GOAL

To gain an awareness and appreciation of cultural diversity through experienceswith oral and printed language, counting, and the use of words and numbers in languages other than the learner's own. SAMPLE OBJECTIVES

A. The learner will demonstrate an ability to count to ten (or twenty) and'to do simple arithmetic in at least one language other than English.

B. The learner will participate actively in a word or number game using at least one language other than English.

173 demonstrate an,ability to namethe-parts of the body inEnglish C. The learner will and-at least one otherlanguage. SUGGESTED ACTIVITIES

rhyme or game tointroduce counting in anotherlanguage. Use a familiar counting the counting words on tape so Invite parents who speakanother language to record that you can teach ,an acceptablepronunciation. symbols on clay tablets, Ask pupilsto inscribe Babyloniancuneiform symbols and Aztec using the tip and the end of apencil as a stylus.

Instruct class members to use awatercolor brush and a setof watercolor paints to These can be recorded on make Chinese and Japaneseideographs as calligraphy. butcher paper cut insk2roll-size dimensions. ideographs of Encourage children tomake clay medallions onwhich to inscribe the their favorite numbers. cardinal Encourage pupils to make uptheir own words andideographs or symbols for and ordinal numbers. of OW MacUonald Had aFarm to teach the -.Use the Spanish or otherlanguage equivalent names andsounds of farm animals inthat languagir. artifacts are brought intothe classroom, When foods, items ofclothing, songs, and use them toteach words and soundsof appropriate languages. pronunciation of home to encouragepupPls to learn wordN and .Give home assignments with tile class. languages; bringthem to school to share the abacus Familiarize pupils with theabacus and with thebasic operations of using in addition andsubtraction. employing Familiarize pupils withthe dreidel (Jewish spinningtop) and with a game Hebrew numbers. Spanish,r anotherlanguage for "plus,""minus," and "equals," Learn the words in both in English andthe other and carry out operationsin arithmetic using numbers language. . 314

174 3/3 Prepare a tape or tapes, in cooperation with adults orchildrpn, of-counting from one to twenty in various languages. Use the tape(s) with groups of pupils to interest them in the sounds and to learn the pronunciation. Then use the tape(s) to help them learn to count. Let them record their own voices in the countingexercises and then listtn to the results and improve theirperformance on another tape. Involve the class or a group in creative story writing and encouragethe use of words in several languages. Have the pupils bring coins or stamps fromother countries to class, show them the words and numbers that,appear, and make use of thecoins or stamps in language development and arithmetic activities. Use myths and Legends from diverse cultures to showsimilarities and differences in the names of equivalent gods, goddesses, heroes,and heroines. When pupils are beginning to read, use dictionariesin English and other languages to explore corresponding words and to findequivalents for words.

Have pupils participate in a rope jumpingexercise using a familiar counting song, all counting in one of the languages they arelearning. The teacher should be present to make sure numbers are usedand pronounced correctly. Make an art project of a series of clay orlinoleum lock designs displaying a series of numbers in several systems,including Arabic, Roman, Japanese, etc. Prepare and display wall charts of words and numbersin several languages, forming a cross-cultural grid. Use the charts to teach words and numbersfrom many cultures.

Teach pupils to write Japaneseideographs of the numerals from one to ten or to twenty, together with the Arabicequivalents. Teach them the pronunciation. Use a Japanese-speaking student, aidepor other adult tohelp with pronunciation and to offer background on the culture. In teaching about the calendar, displayand discuss other calendars (e.g., Aztec, Gregorian, Hebrew, 14nar) and read storiesand do art projects relating to the people who.have u.sed those calendars.,

31[5 175 such as Consonant Lotto,Vowel Lotto, JuniorPhonic Rummy, Use sound and word-games in English; adapt See 'n' Say Word Game,Group Word Teaching,and teacher-made games and words in otherlanguages. Let pupils hblp make paper or them to include sounds Do the same with numbersin cardboard pieces for thenon-English words andsounds. arithmetic and counting games.

, 176 WORDS AND NUMBERS FROM MANY CULTURES

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIPIC ISLAND HERITAGE

GREETINGS SIOUX JAPANESE

1. hello 1. hau !dila 1. konnichiwa 2. How are you? 2. nitan yanhe? (are you well?) 2. ikagadesuka 3. good morning 3. alpetu waité (nice day) 3. ohayoo

4. good bye 4. ak; uwo (come again) 4. sayoonara S. I'll be seeing 5. 5. dewamata you. 6. please 6. 6. doozoo 7. Thank you 7. lila i1a ma yela 7. arigatoo

FAMILY MEMBERS

1. father 1. ate (ah-tay) 1. otoosan 2. mother 2. int' (ee-nuh) 2. okaasan 3. sister 3. winZinCala (win-chin-chala) (girl) 3. (older) oneesan (younger) imooto 4. brother 4. cheen-yay (older boy) 4.. (older) oniisan me-soon (younger boy) (younger) otooto S. uncle 5. lek-ii (leek-chee) S. ojisan 6. aunt 6. fuwin -(too-ween) 6. obasan 7. grandmother 7. tunkashiza 7. obaasan 8. grandfather 8. unchi (oon-chee) 8. ojiisan

BODY PARTS

I. head 1. naea 1. atama 2. me 2. eyes 2. isth (ee-shtuh) 3. ears' 3. nuke (new-gay) 3. mimi 4. nose 4. pasu 4. hana 5. kuchi S. mouth S. iki ,6. arm., 6. isto 6. ude vat., 178 3:19 WORDS AND NUMBERS PROM MANY CULTURES

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

4WAHILI HEBREW SPANISH

1. jam-bo shalom. 1. holat 2. hah-bah-ri 2. mah-shlom-hal 2. 4c6mo estis? 3. hah-bah-ri zah ah-soo-boo-he- bo-ker toy 3. buenos dfas

. te 4. Kwahhe-re shalom 4. adios S. to-tah-o-nah-nah le-hitt-ra-5t S. hasta luego

6. beh-yahka-shah 6. por favor to-dah rabah gracias 7. . J.

1. ba-ba 1. ab-ba 1. padre 2. ma-ma 2. ee-mah 2. madre 3. da-da 3. a-ho-te A. hermana

4. (ka-ka n) n-du-gu 4. ah 4. hermano

S. (ba-ba m-do-go) a-mu S. do-de S. tio 6. shan-ga-zi 6. do-dah 6. tia 7. bi-bi 7. sahy-tah 7. abuela 8. ba-bu 8. sa-bah 8. abuelo

1. cabeza 1 kichwa, 2. roash 2. macho 2. aynahyeem 2. ojos 1. masikio 3. ohznahyeem i3. orejas 4..pua 4. ahph 4. nariz S. peh S. boca 6. ipkono 6. yahd 6. brazo 35,) 35i 119 WORDS AND NUMBERSPROM MANY CULTURES 9 ASIAN AMERICAN AMERICANFklYipAN AND PACIFIC ISLANDHERITAGE CATEGORY AND ESKIMOHERITAGE

JAPANESE (Continued) BODY PARTS (Cont.)SIOUX (Continued) 7. ashi 7; leg 7. hu 8. te 8. hand 8. napi 9. siha 9. ashi 9. foot 10. yubi 10. finger 10. napikin

DAYS 1. nichiyoobi 1., Sunday 2. getsuyoobi 2. Monday 3. kavoohi 3. Tuesday 4. suiyoohi 4. Wednesday S. mokuvoohi S. Thursday 6. kinyoohi 6. Friday 7. doyoohi 7. Saturday

COLORS

1. akai 1. red 1. jha, sila, luta 2. zizi 2. kiiro 2. yellow 3. aoi 3. blue 3. loe 4. tow 4. midori 4. green S. orenji S. orange S. 6. ie 6. chairo 6. brown 7. kuro 7. black 7. sapa S. ska 8. shiro 0. white 9 nezumiiro 9. grey 9. iopa WORDS AND NUMBERS FROM

BLACK AMERICAN LUROPEANAMil)ITERRANEAN HISPANIC IERICAN HERITAGE AMERICA% IIrRITACE HEIM GE

HEBREW (Continued) SPANISH (Continued), SWAHILI (Continued) ...

7.mguu 7. rehgehl 7..pierna 8.mkono 8. yahd 8. mano 9.mguu 9. rehgehl 9. pie. 10.kido1e 10. etzbah 10. dedo

1. jumapili 1.Yome Reeshone 1. domingo 2. jumatatb 2.Yome Shaynee 2. lunes 3.jumanne 3.Yome Shleeshee 3. martes 4.jumataano 4.Yome Rehvee'ee 4. miercoles S.alhamisi S.Yome Hameeshee S. jueves 6.ijumaa 6.Yome Sheeshee 6. viernes

. 7.jumamosi 7.Shabbat : 7. sabado

1. rojo 1. ekundu 1. ahdahm 2. amarillo 2. a kimanjano 2.tzahove 3. azul 3. a kibluu 3.kahole 4. verde 4.kijank kibichi 4.yahroke S.a rabgu ya nacgyygwa S.kahtome S. anaranjado

6.cafe 6.ekundu 6.hoom 7.eusi 7.shahor 7.negro eupe 8. lahvahn s.blanco 8. gris 9.a.kijivu 9.ahphor

181 355 356 WORDS AND NUMBERSFROM MANY CULTURES

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE MiNiMillMINMEN1101Mini~M JAPANESE (Continued NUMBERS SIOUX(ContinUed) 1. ichi 1. walaji 1. one 2. ni 2. two 2. nutipa 3. yamni 3, san 3. three 4. shi 4. four 4. topa S. ziptan S.go S. five 6. roku 6. six 6. iakpa 7. sakowin 7. hichi 7. seven 8. hachi 8. eight 8. iaglogan 9. napciyunka 9. ku 9. nine 10. juu 10. ten 10. wikcemna ! 11. wikcemnaake wanji 11. juuichi 11. eleven 12.juuni 12. twelve 12. wikcemnaaki nulpa 13. wikcemna akeyamni 13. juusan 13. thirteen 14. juushi 14. fourteen 14. wikcemna ake topa 15. wikcemna ak6 zaptan 15. juugo 15. fifteen 16. iuuroku 16. sixteen 16. wikcemna ak6iakpa 17..juuhichi 7. seventeen 17. wikcemnaake akowin 18. juuhachi 18. wikcemnaak4 "saglogal 18. eighteen 19. juuku 19. nineteen 19. wikcemna akenapciyunka 20. nijuu 20. twenty 20. wikcemna nunpa

35 182 WORDS AND NUMBERS FR M MANY CULTURES

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HIPANIC_AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE 4 SWAHILI (Continued) HEBR.EW, (Continued) SPANISH (Continued)

1. -moja 1. ahat 1. uno 2. -bili; -will 2. shathyeem 2. dos 3. -tatu 3. shahloshe 3. tres 4. -no 4. ahrbah 4.quatro S. -taano S. hahmaysh S. cinco 6. sita 6. shaysh 6. seis 7. saba 7. shehvah 7. siete 8. nane 8. shmoeneh 8. ocho 9. tisa 9. tayshah 9. nueve 10. kumi 10. ehsehr 10. diez 11. kumi na -moja 11. ahat ehsray 11. once 12. kumi na -bili (-wili) 12. shtaym ehsray 12. doce 13. kumi na -tatu 13. shahloshe ehsray 13. trece 14. kumi na -ne 14. arbah ehsray 14. catorce IIS. kumi na taano 15. hahmaysh ehsray IS. quince 16. kuma na sita 16. shaysh ehsray 16. dieciseis

17. kumi na saba 17. shehvah ehsray 17. diecisiete

18. kumi na nane 18. shmunah ehsray 18. dieciocho 19. kumi na tisa 19. tshah ehsray 19. diecinueve

20. ishirini 20. ehsreem 20. veinte

35 '183 WORDS ANDNUMBERS FROM MANYCULTURES

AMERICAN INDIAN ASIWAMERICAN AND PACIFIC ISLANDHERITAGE CATEGORY AND ESKIMOHERITAGE

CANTONESE GREETINGS HOPI 1. Ha-lou; wei;weih 1. lolma (good.health) 1. hello 2. Niih hciuma? 2. How are you? 2.

3.JL-sihn 3. 3. good morning 4. Joi-gin 4. 4. goodbye piw yorikni S. Joi-gin I'll be seeing S. nu'ason umi S. (I'll see you again) you. you) 6. Cheng; gOi 6. please 6. haw (I beg

kwakwha (masculine) 7.Do-jeh;Mh-gi:Ii. 7. Thank you 6 askwali (feminine)

FAMILY MEMBERS baih-bi; bi-bi 1. ina 1. 1. father 2. maih-mi;mi-mi 2. mother 2. ingu 3. j-ji (eldersister) 3. sister 3, igbga (older) sister) isiwa (younger) muih-mui (younger 4. Oh-g6;0-0 (elder brother) 4. brother 4. ipava (older) s51-16u; daib-daih (youngerbrother) iturko (younger) S. ikwa S. jou-fuh; 1-Yeh S. grandfather 6. j6u-iquh;a-mih 6. grandmother 6. iso baak-fuh; stlk;kluh-f4 7. itahu 7. aq-keuh; 7. uncle 8. an-tfh;baak-mouh; yih-mi 8. aunt 8. ikyu

184 WORDS AND NUMBERS FROM MANY CULTURES

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

NIGERIA (IGBO or IRO) FRENCH

I. kedg 1. bonjour . kedg ka imelv 2. comment vas-tu? (with class- mates, family, friends) comment allez-vous (with those addressed as Mr. or Mrs.) 3. isalachi 3. bonjour 4. naagboo 4. au revoir S. m ga naa ah2 gi S. au revoir

6. biko 6. s'il te platt (with family and friends) s'il vous plaTt (with Mr or Mrs.) t.

. ndeewo or imeela . merci

1. nna 1.p!re 2. nne 2.mere 3. nwanem nwanyi 3. soeur

. nwanem nwoko 4. fr:re

S. imaa kukwu S. grandpere 6. nne kukwu 6. grandm:re 7. nwa nne nna m nwoko 7. onCle B. nwa nne nne m nwanyi B. tante

3, 3 30_4 -q85

= AV*,477a-7,:r17,-f,:m-7.41; WORDS AND NUMBERSFROM MANY CULTURES

ASIAN AMERICAN AMERICAN INDIAN AND PACIFIC ISLANDHERITAGE CATEGORY AND ESKIMOHERITAGE

CANTONESE (Continued) BODY PARTS HOPI (Continued) 1. tauh 1. head 1. götii 2. ngaahn 2. eyes 2. poosi 3. beih 3. nose 3. yaga 4. hiu 4. mouth 4. mo'a S. yjh (plural) 5. Oars S. nagry (ear) 6. sau bei(plural) 6. arm 6. ima (my arm) 7. geuk (plural) 7. huka 7. leg maa'at (his hand) 8 siu (plural) 8. hand S. ima (my hand) 9. siu-ji(plural) 9. finger 9. malatsi 10. geuk(plural) 10. foot 10. kuuku 11. geuk ji(plural) 11. toe 11. kukvosi

DAYS 1. Laih-baai-yaht 1. pu' (today) 1. Sunday 2.Liih-baai-yit 2. Monday 2. gaavo (tomorrow) 3. Liih-baai-yih 3. 165tok (2 daysfrom today) 3. Tuesday from today) 4.Liih-baai-saam 4. Wednesday 4. paytok (3 days S. Lkih-baai-se S. naal6tok (4days from today) 5. Thursday 6.Liih-basi-nih 6. tsivotok (5days from today) 6. Friday dar; from today) 7. Liih-baai-luhk 7. Saturday 7. navaytok (6 8. tsange'tok(7 days fromtoday)

COLORS 1.huhng-sh 1. paalangpu 1. Ted 2.wohng-sh 2. taskyavi 2. llow 3. laahm-ak 3. bilue 3. sukwapu 4. ga-ff sik;jung-s k 4. biDown 4. komo 5. 141k-stk S. sakwangpu S. gTeen 6.chstang-sIk 6. oiange 6. sikyangpu 7. hiak-sIk 7. black 7. g6mavi 8. baahk-sik 8. white 8. Oksa 9. foi 9. maasi 9. grey 3661 186 WORDS AND NUMBERS FROM MANY CULTURES

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN., HERITAGE AMERICAN HERITAGE HERITAGE

NIGERIA (IGBO of IB0)(Continued) FRENCH (Continued)

1. isi 1. la tate 2. anya n'abo -2. les yeux 3. imi 3. le nez 4. onu 4. la bouche S. nti 5. les oreilles 6. ikenga 6. le bras 7. ukwu 7. la jambe 8. aka 8. la main 9. mkpuru-aka or mkpsi aka 9. le doigt O. oba ukwu 10. le pied 11. le doigt de pied . mkpisi-ukwu

I. dimanche . gka or ub2chi uka 2. ubgchi mbu n'izu gka 2. lundi 3. lbgch4 abgo n'izu uka 3. mardi 4. gbgchl ato n'izu gka 4. mercredi S. abgchi ano n'izu gka 5. jeudi 6. gbgchi ise n'izuuka 6. vendredi 7. gbechi isii n'izu uka 7. samedi

1. rouge . 2bara or mmee 2. ezizi 2. jaune 3. akpukpg elu 3. bleu 4. ajaocha 4. brun 5. ahlhia ndy 5. vert 6. aroma or eve 6. orange 7. oji 7. noir 8. blanc 8 echa 9. gris . awg 187 WORDS AND NUMBERS FROMMANY CULTURES,

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

CANTONESE (Continued) NUMBERS HOPI (Continued) 1. yit 1. one 1. suukya' 2. 1BByom 2. yih 2. two 3. saim 3. three 3. paayom 4. sei 4. naal6yom 4. four 5. nih S. five S. ,tsivot 6. luhk 6. siX 6. navay 7. chit 7. tsange' 7. seven 8. baat 8. nanalt 8. eight 9. gau 9. nine 9. pert 10. sahp 10. ten , 10. pagwt suk sikyata 11. sahp yit 11. eleven 11. pagwt niikyang 12. sahp yih 12. pagwt niikyang14muy sikyata 12. twelve 13. sahp saam 13. thirteen 13. pagwt niikyangpaykomuy tikyata 14. pagwt niikyangnaulögmuy sikyata 14. sahp sei 14. fourteen 15. sahp ngh 15. fifteen 15. pagwt niikyangtsivot sikyata 16. pagwt niikyang navaysikyata 16. sahp luhk 16. sixteen 17. sahp chit 17. pagwt niikyangtsange' sikyata 17. seventeen 18. sahp baat 18. eighteen 18. pagwt niikyang nanaltsikyata 19. pagwt niikyang pertsikyata 19, sahp gau 19. nineteen 20. yih-sahp 20. twenty 20. sunat

KOREAN GREETINGS SENECA LANGUAGE 1. yoboseyo 1. hello I. nyaway skanoh /. 2. AhnnyOunghasimnikka? 2. How are you? 3. ahnnyoung hasimnikka 3. good morning 3. 4, 4, jalgayo or ahnnyounghee 4. goodbye S. Do boepget ssumnida S. I'll be seeing S. you . term) 6. 6. (no'equivalent 6. please 7. Gomaap iamnida 7. Thank you 7. nyaway

3 *79 WORDS AND NUMBERS FROM MANY CULTURES

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

NIGERIA (IGBO or IB0)(Continued) FRENCH (Continued)

1. otu 1. un 2. abgg 2. deux 3. at2 3. trois 4. an2 4. quatre S. ise 5. cinq 6. isii 6. six 7. asaa 7. sept 8, asat2 S. hult 9. itolu 9. neuf 10_ iri 10. dix 11. ixi n'Otv 11. onze 12. iri n'ab42 12. douze 13. iri n'at2 13. treize 14. iri n'ang 14. quatorze 15. iri n'ise 15. quinze 16. iri 16. seize 17. iri n'asaa 17. dix-sept 18. iri n'asat2 18. dix-huit 19. iri n'itolu 19. dix-neuf 20. egY or ohu 20. vingt

POLISH

1. halo 2. jaksie ma 3. dzien dobry 4. dowidzenia S. szukan dla wasz pozny

6. prosze 7. dzitkuje

3 71 3") C189 WORDS AND NUMBERSFROM MANY CULTURES

ASIAN AMERICAN AMERICAN INDIAN HERITAGE CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND

KOREAN (Continued) FAMILY MEMBERS SENECA LANGUAGE(Continued) 1. abZji I. father 1. 2. 5mbni 2. mother 2. 3. female refers toelder sister -- 3. sister 3. unni female refers to youngersister -- dong saeng male refers to eldersister -- noona 4. male refers toelder brother -- 4. brother I 4. hyung male refers to youngerbrother -- dong saeng female refers to elderbrother -- oppa S. harabraji 5. grandfather S. gwa-nee 6. halm5ni 6. grandmother 6. 7. ajossi 7. uncle 7. 8. ajumBni 8. aunt 8.

BODY PARTS

. m5ri I. head i. 2. nun 2. eyes 2. 3. Ao 3. nose 3. 4.ip 4. mouth 4. S. gwi S. ears S. . pal 6. arms 6. 7. dari 7. legs 7. B. son 8. hands S. 9. sonkarak 9. fingers 9. 10. bal 10. feet 10. 11. balkarak 11. toes 11.

irso373 WORDS AND NUMBERS FROM MANY CULTURES

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE. HERITAGE

POLISH (Continued)

I. ojciec 2. matka 3. siostra

4. b -at

S. dziadek 6. babka 7. wuj 8. ciotka

1. gi-owa 2. oko 3. nos .4. usta S. ucho 6. ramie 7. nogl 8. rtka 9. palec 10. stopa II. pAlec u nogi WORDS AND NUMBERS FROMMANY,CULTURES

AYERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

KOREAN (Continued) DAYS SENECA LANGUAGE(Continued) 1. Iryoil 1. Sunday I . 2.Woryoil 2. 2. Monday 3.Hwayoil 3. 3. Tuesday 4.Suyoil 4. 4. Wednesday S.Mokyoil S. S. Thursday 6.KOmyon 6. 6. Friday 7.Toyoil 7. Saturday 7.

COLORS or ppalgang 1. 1. ppalgan saek 1. red 2. noransaek ornorang 2. yellow 2. 3. paransaek orparang 3. 3. blue 4. galsaek 4. brown 4. S. choroksaek S. green S. . juhwangsaek 6. orange 6. 7. hohngee 7. kBmjungsaek 7. black 8. hinsaek 8. white 8. . hoesaek 9. grey 9.

NUMBERS 1. il 1, one 1. skawd 2. dick-nee 2. i 2. two 3. sa 3. seh' 3. three 4. sa 4. four 4. gayh S. wigs t.- 0 S. five 6. yuk 6. six 6. yayh 7. jaw-duck 7. chil 7. seven 8. pal 8. eight 8.0-110-geohn 9. joeh-dohn 9. ku 9. nine 10. sip 10. ten JO, wuss-heh

377 I _C. WORDS AND NUMBERS FROM MANY CULTURES

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

POLISH (Continued)

1. niedziela 2. poniedzia4ek 3. wtorek 4. gtroda S. czartek 6. piitek 7. sobota

I. izerwony 2. zoity 3. niebieski 4. brvnatny 5. zielony 6. pomaranczowy 7. czarny 8. biaiy 9. szary

I. jeden 2. dwa 3. trzy 4. cztery S. pill 6. szlii 7. siedem 8. osiem 9. dziewir 10. dziesiyc 3Sift 193 WORDS AND NUMBERS FROM MANYCULTURES

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

NUMBERS (Cont'd. SENECA LANGUAGE (Continued) KOREAN (Continued)

11. eleven 11. skawd-skyh 11. sipil 12. twelve 12. dick-nee-skyh 12. sipl 13. thirteen 13. seh-skyh 13. sipsIm 14. fourteen 14. gayh-skyh 14. sipsi 15. fifteen 15. wiss-skyh 15. sipo 16. sixteen 16. yayh-skyh 16. sipyak 17, seventeen 17. jaw-duck-skyh 17. sipchil 18: eighteen 18. de-geohn-skyh 18. sippil 19. nineteen 19. joeh-dohn-skyh 19. sipkil 20. twenty 20. do-wuss-heh 20. isip

GREETINGS SAMOAN

1. hello 1. Talofal 2. Ua fa'apefea mai oe. 2. How are you? 3. Talofal (0 se taeao lelei) 3. good morning 4. goodbye 4. Tofa 5. (No literal translation) S. I'll be seeing you. 6. please 6. faaolemole 7. Thank you 7. faafetai

FAMILY MEMBERS

1. father 1. tamä 2. mother 2. tinI 3. tuafafine (uso teine) 3. sister 4. tuagane (uso tama) 4. brother 5. tamI o le tamS, poo tamä ole tinl 5. grandfather 6. tini o le tinit poo tinl o letami 6. grandmother 7. tuagane o le tint', poo le uso o le 7. uncle taml 8. uso o lou tini, poo tuafafine o le 8. aunt tami 194OCS/ 3S2 WORDS AND NUMBERS FROM MANY CULTURES

BLACK AMERICAN LUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

POLISH (Continued)

11. Jedenalcie 12, dwuna(cie 13. trzynagcie 14. czternaicie 15. piTtnaicie 16. szesnagcie 17. siedemnaicie 18. osiemnascie 19. dziewiTtnagcie 20. dwadziescia

HUNGARIAN

1. szerv6sz 2. hogyvagy 3. Jo reggelt 4. visont 1ititsra S. 14tlak Icksgb

6. k6rem 7. kasz6Sm

1. 1144 2.anysa 3. leany testver 4,flu' testve/r S. nagyapap 6. nagymama 7. nagybIcsi

S. nagyneni 3E4 393 igs WORDS AND NUMBERS FROM MANYCULTURES

AMPRICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO.HERITAGE AND PACIFIC ISLAND HERITAGE

SAMOAN (Continued) BODY PARTS 1. ulu 1. head 2. mata 2. eyes 3. isu 3. nose 4. gutu 4. mouth S. taliga S. ears 6. ogalima 6. arms 7. vae 7. legs 8. lima 8. hands 9. tamatama'ilima 9. fingers 10. vae 10. feet 11. tamatamu'ivae 11. toes

DAYS 1. Aso Sa 1. Sunday 2. Aso Gafua 2. Monday 3. Aso Lua 3. Tuesday 4. Aso Lulu 4. Wednesday S. Aso Tofi 5. Thursday 6. Aso Faraile 6. Friday 7, Aso Toonal 7. Saturday

COLORS I,mumu 1. red 2.lanusamasama 2. yellow 3.lanumoana 3. blue 4.laneunaena 4. brown S.lanumeamata AL 5. green 6.lanumoli ill 6. orange 7.lanu uliuli 7. blackZ?c, 8.lanupa'epa'e 8. white g 9.efuefu 9. grey Q- 196 %.

. . WORDS AND NUMBERS FROM MANY CULTURES

BLACK AMERICAN 'EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

HUNGARIAN (Continued)

1. fej 2. szem 3. orr 4. szaj 5. fill 6. kar 7. lib 8. kez 9. ujj 10. lhb 11. libujj

I. vasirnap 2. heta 3. kedd 4. szIrta S. csutortok 6. Ontek 7. szombat

1. pirlis 2. sirga 3. kik 4. barna 5. z6ld E. narancs 7. fekete or 8. fehir IND 9. szarke 3S

re-44 `7. WORDS AND NUMBERSFROM MANY CULTURES

CATEGORY

SAMOAN (Continued) NUMBERS 1. tasi 1. one 2. lua 2. two 3. tolu 3. three 4. fa 4. four 5. lima 5. five 6. ono 6. six 7. fitu 7. seven 8. valu 8. eight 9. iva 9. nine 10. sefulu '10. ten sefulu tasi 11. eleven 7 12. sefulu lua 12. twelve 13. sefulu tolu 13. thirteen 14. sefulufa 14. fourteen 15. sefulu lima 15. fifteen 16. sefulu ono 16. sixteen 17. sefulu fitu 17. seventeen 18. sefulu valu 18. eighteen 19. sefulu iva 19. nineteen 20. lausefulu 20. twenty

PILIPINO (See page204) GREETINGS

1. hello 2. How are you? 3. good morning 4. goodbye S. I'll be seein you. 6. please 7. Thank you

198 3s3 3t99 WORDS AND NUMBERS FROM MANY CULTURES

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

HUNGARIAN (Continued)

1, egy 2. kettg 3. hirom 4. negy 5. Ott 6. hat 7. hit 8. nyolc 9. kilenc 10. tiz 11. tizenegy 12. tizenketto 13. tizenhirom 14. tizennegy 15. tizenBt 16. tizenhat 17. tizenhet 18. tizennyolc 19. tizenkilenc 20. husz

39i

_ WORDS AND NUMBERS FROMMANY CULTURES

ASIAN AMERICAN AMERICAN'INDIAN AND PACIFIC ISLANDHERITAGE CATEGORY AND ESKIMOHERITAGE

FAMILY MEMBERS

1. father 2. mother 3. sister 4. brother S. grandfather 6. grandmother 7. uncle 8. aunt

BODY PARTS

I. head 2. eyes 3. nose 4. mouth S. ears 6. arms 7. legs 8. hands 9. fingers 10. feet 11. toes

DAYS

1. Sunday 2. Monday 3. Tuesday 4. Wednesday 5. Thursday 6. Friday 7. SatUrday 3 9 200 WORDS AND NUMBERS FROM MANY CULTURES

BLACK AMERICAN EUROPEAN/MEMTERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

L7.

40 30;$ 39t3201 WORDS ANDNUMBERS FROM MANY CULTURES

ASIAN AMERICAN AMERICAN INDIAN HERITAGE CATEGORY. AND ESKIMOHERITAGE AND PACIFIC ISLAND

'COLORS

1. red 2. yellow 3. blue 4.,brown S. green b. orange 7. black 8. white 9. grey

NUMBERS'

1. one 2. two 3. three 4. four S.' five 6. six 7. seven 8. eight 9, nine 10. ten 11. eleven 12. twelve 13. thirteen -14. fourteen 15. fifteen 16. sixteen 17. seventeen 18. eighteen 19. nineteen 20. twenw I

202 WORDS AND NUMBERS FROM MANY CULTURES

BLACK AMERICAN EIROPEAN/MEDITERRANEAN HISPANIC AMERICAN

. HERITAGE AMERICAN HERITAGE HERITAGE

203 WORDS AND NUMBERSFROM MANY CULTURES ASIAN AMERICAN AMERICAN INDIAN AND PACIFIC ISLANDHERITAGE CATEGORY AND ESKIMOHERITAGE

PILIPINO GREETINGS 1. helo! 1. hello 2. Kumustaka? 2. How are you? 3. magandang umaga 3.400d morning magandang umaga po(to elders) 4. paalam 4. goodbye S. Hanggang samuling pagkikita. 5. I'll be seeing you. 6. paki 6. please 7. Salamat 7. Thank you Salamat po (toelders)

FAMILY MEMBER.S 1. tatay, itay, ama 1. father 2. nanay, inay,ina 2. mother 3. kapatid nababae 3. sister ate (eldersister) 4. kapatid nalalaki 4. brother kuya (elderbrother) 5. lolo, ingkong 5. grandfather 6. lola, impo 6. grandmother 7. tiyo, tito 7. uncle 8. tiya, tita S. aunt etrak---

BODY PARTS 1. ulo 1. head 2. mata, mgamata (pl.) 2. eyes 3. ilong , 3. nose 4. bibig 4. mouth S. tainga, mgatainga (nl.) S. ears 6. bisig, mgabisig (pl.) 6. arms 41? 204 lDj

, '' WORDS AND NUMBERS FROMMANY-CULTURES BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

INF

493 411, CULTURES WORDSAil) NUMBERS FROM MANY ASIAN AMERICAN AMERICAN.INDIAN AND PACIFIC ISLANDHERITAGE CATEGORY AND ESKIMOHERITACti

PILIPINO (Continued) BODY OARTS (Cont. (pl.) 7.binti,mga binti mga kamay(pl.) 7. legs 8.kamay, daliri ng mga daliring kamay, mga 8. hands 9. kamay 9. fingers 10. feet 10. paa, mga paa(pl.) mgadaliri ng mga 11. toes 11. daliri ng paa, paa

DAYS 1. Linggo 1. Sunday 2. Lunes 2. Monday 3. Martes 3. Tuesday 4. Miyerkules 4. Wednesday S. Huwebes S. Thursday 6. Biyernes 6. Friday 7. Sabado 7. Saturday

COLORS 1. pula 1. red 2. dilaw 2. yellow 3. asul,bughaw kayumanggi 3. blue 4. kulaytsokolate, 4. brown S. luntian,bemie S. green 6. kulaydalandan 6. orange 7. itim 7. black 8. putt 8. white 9. kulay abo 9. grey

4.9 WORDS AND NUMBERS FROM MANY CULTURES

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

4 Ti 207

vz.- WORDS AND NUMBERSFROM MANY CULTURES

ASIAN AMERICAN AMERICAN INDIAN HERITAGE CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND

FILIPINO (Continued) NUMBERS 1. isa 1.one 2.dalawa 2.two 3. tatlo 3.three 4.apat 4.four 5. lima S.five 6.anim 6.six 7.pito 7.seven 8.walo B.eight 9. siyam 9.nine 10,sampu 10.ten 11.labing-isa 11.eleven 12.labindalawa 12.twelve 13. lleointatlo 13.thirteen 14.labing-apat 14.fourteen 15.labinlima 15.fiftelen 16.labing-anim 16.sixteen 17,labimpito 17.seventeen 18.labingwalo eighteen 19. labinpiyam 19.nineteen 20.dalawampu 20.twenty woRns AND NUMBERS FROM MANY CULTURES

BLACK AMERICAN EUROPEAN/MEDITERRANEAN 'HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

411 4 12 zo9 WORDS ANDNUMBERg FROM OTHER CULTURES

AMERICAN INDIAN ASIAN AMERICAN HERITAGE CATEGORY AND ESKiMO HERITAGE, AND PACIFIC ISLAND

VIETNAMESE GREETINGS

1. hello 2. Manhgibi khOng? 2. How are you? . alto Ong (Mr.); Chic) Bi (Mrs.); 3. good morning Chio CO (Miss, Chio Em(Child) (Mrs.); . Chio Ong (Mr.); Chho Bh 4. goodbye Chic) C6 (Miss); Chio Em(Child)

. Se gap lai sau. S. I'll be seeing you. Lkm bn; xin; vui I6ng 6. please Cim.6n 7. Thank yOu

FAMILY MEMBERS

1. Cha (Ba) 1. father 2. Mc (MA) 2. mother 3. Chi; Em gi 3. sister 4. Anh; Em trai 4. brother 5. Ong N61(paternal) S. grandfather Ong Ngoai (maternal) 6. Bi NOI (paternal) 6. grandmother 111 Ngoal (maternal) tj 7. Sic (father'solder brother) 7. uncle Chif(father's younger brother) C$u (mother's brother) DdAng (husband of mother's sister)

. Bic 8. aUnt Thi66 P46, DI C6 (father's sister) 414 413 210 WORDS AND NUMBERS FROM MANY CULTURES

BLACK, AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

211 WORDS AND NUMBERSFROM MANYCULT6RES

ASIANAMERICAN AMERICAN INDIAN AND PACIFIC ISLANDHERITAGE CATEGORY AND ESKIMOHERITAGE

Ii VIETNAMESE (Continued) BODY PARTS ciSa 1.head 2. mert 2.eyes 3. mfii 3.nose 4. miing 4.mouth S. tai S.ears 6. canh tay 6.arms 7. chin I. legs 8. bll tay 8.hands 9. ngon tay 9.fingers 10. binchgn 10.feet 11. nialn chin 11.toes

DAYS I. Chilanhit 1. Sunday 2.Ths hai 2. Monday 3. Thda ba 3. Tuesday 4. TqA,t4 4. Wednesday 5. Thg nam S. Thursday 6. Thpsits 6. Priilay 7. Thd bay 7. Saturday

COLORS d; I. red 2.%Fling 2. yellow, 3.xanh da tri 3. blue 4.ngu 4. brown S.xanh ui cly -S. green A 6.cam 6. orange 7 7 deg 7. black 8.tring 8. white xim 9. grey

212 ,. NORDS'AND NUMBERS FROM MANY CULTURES

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

44.,r

&'!

41.9 :5

WORDS AND NUMBERSFROM MANY CULTURES AMOMMINIO ASIAN AMERICAN AMERICAN INDIAN AND PACIFIC ISLANDHERITAGE AND ESKIMOHERITAGE

VIETNAMESE (Continued) NUMBERS 1. mqt 1.one 2.hal 2.two 3.ba 3.three 4.b8n 4.four S.nitm S.five 6.siu 6.six 7.biy 7.seven a. s.eight 9.clxin 9.nine 10.mieoi 10.ten 11.mai millt 11.eleven 12.meol hai 12.twelve 13.mtLiba' 13.thirteen 14. 1)61 14.fourteen 15. iw 15.fifteen 16.m sui 16.sixteen 17. b;y 17.seventege 18. tim 18.eighteen 29. chin 19.nineteen 20.hal md61 20.twenty

12i 4 ('lir No 214 WORDS ANDJUMBERS FROM MANY CULTURES )1°

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HIS ANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

. 4 21 215 4 93

. . TRADITIONAL CELEBRATIONS AND COSTUMES

BACKGROUND

Every society has its festivals--religious, seasonal, and national celebrations.Although they may vary from country to countrx in name and in manner of observance, they share in spirit and theyoften celebrate the same serious or joyouE occasion4.Certain religious holidays, for example, are celebrated by Jewich people regardless of where they live..

A festival is the gathering together of people in a ccuunity to celebrate a special event. Set aside from all other days or weeks in the calendar, it may a holiday, for relaxation and a measure of freedom from work, or it may be a time of ceremooy, tor the observance of traditional rituals and customs. There may be processions, wearing of costumes, feasts, dancing, singing, and merriment.

The celebration of festivals and holidays is one of the many common activities that unite peoples and provide continuity of cultural attitudes.In this way a community gives public expression to emotions of fear, thanksgiving, joy, and devotion.Many customs practiced today had their orig!ns when earlier people worshipped objecti and phenomena they could not understand.Ancient folk bowed to the sun because it gave them light and warmth. The moon, earth, trees, and the sea were gods to be appeased or adored. The harvest festival, for example, stems from the long-ago custom of offering the first grains and fruits to the gods.

As holiday observances developed, many symbols came to be associated with themeven though their origins and significance were forgotten. Such rites as serving ceremonial cakes, lighting candles, singing csrols,burning bonfires, represent a curious blending of religious and pre-religious traditions, and have been variously interpreted in each country. Many customs in the United States resemble those of England and.other European countries, while some have other origins.

Most people in this country, regardleas of ethnic and cultural differences, now dress simdlarly for*

everydgy activities. On holidays and ceremonial occasions, however, they often wear articles of dress . that were traditional among their ancestors. Childrewmay know or have access at home to ethnic costumes, although of course they should not be asked to wear them at school unless they.wish to do So.

Festivals play an important,role in the pluralistic United St4tes.They offer opportunities to search out the observances and customs that the original groups had or brought with them to this country. They' give each of ue a chance for"self-expression and communication with others through speech, music, Aancing,

2 1 7 426 parts of the world.The serving,of ethnic clasmic literatureand lore from all singing, gasseond continuing interest in ourmilticulturml heritage. foods is well accepted as oneway to share a themes, offer a link with the past,and are adapt- this section haveuniversal Celebrations listed in is indluded becausethey play a multicultural school use.Information about costumes able to modern, celebration of festivalsand sizotad be asauthentic as eriboilic as well asdecorative part in the possible when they are worn.

REFERENCES

Chsrles T.Branford Company, 1966 (Instruc- Dolls in NationalCostume. Newton, Masa.: Barlow, Iola. hair styles tc.Tbo complex forClassroom act- tions for making 3)national meows, dolls, figurl: dolls.) tivity but a eourceof ideas for dressingcardboard Garden City, New York: Doubleday and Co., Bauer Helen, andSherwin Carlquiet.Jigsaw. Festivals. 1907. New York: Parker Publiehing Co.,1970. Benson, Kennath, andCarl Frankeon. Crafts Activities. Adam-and Charles Black,1952. (Drawings and descriptions Bradshaw, Angela.World Costumes. London: of coetumes of 70oouniries or regions.) 1968. Arountiorldtase .New York:Fleet Press Corp., Dobler, 1mvinia.National Soli s Watts, Inc.,1965. Disks., Trevor Nevitt. Holidays.Now York:FAMain Chewaign, Illinois:Gerrard Pub- Epstein, Sam, andBeryl' Epstein. liaising Co., 1974. isad emit Co., 19616 Festival Holidays.New YorksDodd, Ickis, Marguerite.The Book of curric- Unified School District. (Asian language and culturel Materials. Los Angeles K.E.Y.S. Project 19740 ulum materials, BREATitle lU, mince

218 Marquevich, Pat, and Shelly Spiegel.MUltiethnic Studies for the Momentary School Clasaroom. Pico Rivera, California: Eduoatian in Motion.Maication, i.

Marquis, Arnold. A Guide to American Indians: Ceremonials Reervation.e and Museums. University of Cklahmen Press,

!War, Robert J. Festivals U.S.A. and Canada. New York: Ives Washburn, 1967.

Miller, Evelyn.K-3 Bulletin of Teaching Ideas and Material*.New York: Pnrker Publiehing Co., 1971.

Oakland Unified School District, California. Gums Ha Pat Choy. (Chinese iew Year guide developed by Office of Community Relations.)

Price, Christine. e a UNICEF Book o United Nations, New York:Uni totes Use or

Purcell, John.The True Book of Holidays. Chicago:Children's Press, 1953.

Tiedt, Sidney, and Iris Tiedt. Iteme...... Teachers'IdoasandMaerialsW. New York:Parker Publishing Co., 1971.

The World and Its Peoples. New York: Greyetane Press, 1965.

Wilcox, Ruth' Turner. Yolk and Festival Costume of the World. New York: Charles Soribner's Sons, 1965.

Wilcox, Ruth Turner.The Dictianart of Costume. New York: Charles Scribner's Sons, 1969.

NOTE: See Various =IMFmateriale, including wall calendar. Also United Nations Festival Figures (cardboard figures in costumes of many(gauntries), available at United Nations Association stores.

TNE GOM

Ta develop awarenesa and understanding of thesignificance of festivals and observances in tbe cultural life of divers* ethnic groups and oftraditional costumes as a part of inn% observences. ethnic festivals or Observances. A. no ldarner will participatein activities of one or mon)

knowledge of two or more universalthemes celebrated in the ob- B. The learner will demonstrat a servences of severalthnic groups. story refloatinghim/her under- C. ibe learner will oomplete an art or craft project or compose a standing of the aylibolism of oostames.

131

.432 TRADITIONAL CELEBRATIONS -

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

CELEBRATIONS AND UNITED STATES NORTH VIETNAMESE iTOLIbAYS 171711WSTr 24: American Indian Day (usually 4th 2: National Day. Friday in September). See grid reference, page 251. CHINESE AMERICAN

S: Commemoration of completion of the railroad between Los Angeles and -San Francisco. 8: Moon Festival.

KOREAN

8: Chusokral/Paredi Chusok or Thanks- giving Day (varies with the lunar calendar; the first day of the eighth month.) NORTH KOREAN

9: Founding Day. See page 255. VIETNAMESE AMERICAN Mid-Autumn Festival. Usually 2nd week in September. Varies with the lunar calendar; 15th day of the eighth lunar month. See grid reference, page 252, MALAYSIAN

16: National Day.

JAPANESE AMERICAN

Aki Matsuri (Autumn Festival). Held in the middle of September. See grid refer once, page 252. 222 434 TRADITIONAL CELEBRATIONS

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HFRITACE HERITAGE

ETHIOPIAN UNITED STATES BRAZILIAN

Between the 8th and 12th day: First Monday in September is 7: National Day. St. John's Day, called Keddus Labor Day. See grid reference, Yohannes or Addis Amat:177317 page 253. NICARAGUAN HONDURAN; the beginning of the N'ew Year. 9: Admission Day (California). COSTA RICAN 17 days after St. John's Day is 17: Constitution Day; adoption Maskal, or the Feast of the Holy of Constitution in 1787. 15: National Day. 7M-777 the most solemn occasion Citizenship Day. See grid of the year. See grid refer- reference, page 253. SALVADORIAN ence,page451. Jewish New Year. Rosh Hashana. (Date varies each 15: El Salvador National Day. MALIAN year with the Jewish calendar.) See grid reference, GUATEMALAN 30: Mali Republic Day. page 253. 25: Balboa discovered the Facif 15: National Day. BOTSWANAN ic Ocean (1475-1517). MEXICAN 30: National Dav. BULGARIAN 16: Commemoration of Inde- 14: National Day. pendence of 1810. See grid reference, page 254. GREEK-AMERICAN 28: Juan Rodriguez Cabrillo Day. 14: Greek New Year. CHLLEAN MALTAN 18: National Day. 21: Malta National Day.

YEMAN

26: Yeman National Day.

4ti 223 TRADITIONAL CELEBRATIONS

AMERICAN INDIAN ASIAN AMERICAN QATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

October CUPENO CHINESE People's Republic of China 4: Feast Day of St. Francis of 1 & 2: Assisi,. See grid reference, National Days. page 254. 10: Republic of China National Day/ Double Ten Festival, UNITED STATES 15: Chung Yang Festival.

10 -16: American Indian Awareness SAMOO AMERICAN Week. (Recently proclaimed in Los Angeles by Mayor Bradley.) The Second Sunday in October: Children% White Sunday. See grid reference, page 254.

VIETNAMESE ISth day of the eighth month in the lunar calendar (Sept. or Oct.).

THAI

23: Chulalong Koru Day. 30: Loy Krathou Day.

SOUTH VIETNAMESE

26: Republic Day.

KOREAN

1: Armed Forces Day. 3: National Foundation Day. See grid reference, page 255. 9: Hangul (Korean Alphabet) Day. See. grid'reference, page 255.

224 1 TRADITIONAi CELEBRATIONS

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

NIGERIAN UNITED STATES MEXICAN

1: National Day. 1: Child Health Day. 12: El Dia De La Raza. 5: Jewish Holy Day/Yom Kippur LESOTHO (Day of Atonement). Jewish Holy Day/Sukkoth 4: Lesotho (Basutoland) (Feast of Tabernacles). National Day. (Date varies) 12: Columbus Day. See grid UGANDAN reference, na,ge 256. 15: Poetry Day 9: National Day. 20: Bahati Holy Davs/Birthdav of Bab. TRINIDAD 24: United Nations Day. See grid reference, page 256. 12: Carnival Time in Trinidad. 31: Halloween. See grid reference, UNICEF Day. page 255. GERMAN KWANZA - Usually second week ofthe month. 12: Peast/Harv-est Celebration. Oktoherfest in Los Angeles. See See grid reference, ,grid reference, nage 256. page 255. IRANIAN

26: Birth'cl of the Shah.

22$ TRADITIONAL CELEBRATIONS

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

November KIOWA CAMBODIAN Kiowan Ton-Kon-Ko. See grid 9: National Day. reference, page 258. FILIPINO

1: All Saints Day (Filipino "Halloween").

JAPANESE

15: Shi-Chi-Go-San (Seven, Five, Three Festival). See grid reference, page 258.

ASIAN INDIAN

1: Diwali Festival. See grid refer- enie, page 257. Autumn: Feast of Flowers, ce reference, page 258.

226 TRADITIONAL CELEBRATIONS

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

RUSSIAN MEXICAN AMERICAN

7: Revolution Day in Soviet 1: All Saints Day/All Souls Union. Day.. See grid reference, page 257. ENGLISH MEXICAN 5: Guy Fawkes Day. Wimakwari (Green'Squash) Fes- MONACAN tival. See grid reference, page 257. 19: Monaco National Day.

ALBANIAN

20: Liberation Day.

LEBANESE

22: National Day.

UNITED STATES Ai*

28: Thanksgiving Day. YUGOSLAVIAN

29 8 30: Republic Days.

BAHA'I HOLY DAY

12: Birthday of Baha'u'llah.

423 4 .14227 TRADITI6NAL CELEBRATIONS

ASIAN AMERICAN AMERICAN INDIAN HERITAGE CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND

THAI December 5: Majesty's Birthday inThailand.

CHINESE AMERICAN

22: Winter Festival (Datevaries with the lunar calendar.)

FILIPINO

28: Holy Innocents'Dav. 30: Rizal Day.

ASIAN INDIAN

27: Bharat Milap Festival. See grid reference, page 261.

JAPANESE AMERICAN

1: O-Sho-Gatsu (New YearCelebration). See grid reference, page264. January CHEROKEE KOREAN AMERICAN 1: New Year's Day. See grid reference, page 266. 1: Soh He (New Yeir Celebration). ee gr dreference, page 266.

223 TRADITIONAL CELEBRATIONS

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

TANZANIAN FINN MEXICAN AMERICAN

9: National Day. 6: National Day. 8: Feast of the Immaculate Conception. UPPER VOLTAN ST. NICHOLAS DAY IN EUROPE 16 through 24: Christmas festivities begin and continue 11: Republic Day. UNITED STATES until Christmas Eve. These Christmas celebrations are KENYAN 7: Pearl Harbor Day. (Pearl known as Posadas. See grid flarbor attacked in 1941.) reference, page 259. 12: National Day. 10: Human Rights Day. 15: Bill of Rights Day. (First NIGERIAN 10 amendments ratified as Bill of Rights in 1791.) 18: Republic Day. 18: Ratificatuon of 13th Amend- ment ended slavery in 1865. 21: 'Pilgrims landed at Plymouth, Massachusetts in 1620. 25: Christmas Day. See grid reference, page 261.

CAMEROON UNITED STATES MEXICAN

1: National Pay. 1: New Year's Day. See grid 1: New Year's Holiday. Sae reference, page 265. grid reference, page 267. SUDANESE 15: Birthday of Martin Luther King, Jr. PERU 1: National Day. 20: Inauguration of the Presi- dent of the U.S. This 6: The Day of the Kings. HAITIAN occurs every 4 years. 24: Gold discovered on American 1: National Day River in 1848.

4 I / 229 48 TRADITIONAL CELEBRATIONS

ASIAN AMERICAN AMERICAN INDIAN HERITAGE CATEGORY AND ESKIMO NERITAGE AND PACIFIC ISLAND

WESTERN SAMOAN January.(Cont'd.) I: National Day.

BURMESE

4: National Day.

SRI LANKA (Ceylon)

14: Thai Pongal Day(Sun God Festival).

KOREAN

15: Korean Five GrainDay:

ASIAN INDIAN

26: Indian Republic Day.

JAPANESE February 3: Setsubun (BeanThrowing Festival).

FILIPINO

8:, PhilippineConstitution Day,

CHINESE AMERICAN

10 -11: Feast of Lanterns. 17: Chinese New Year;(Date varies with the Chineselunar calendar.) See grid reference, page268.

230 451, TRADITIONAL C'ELEBRATIONS.

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HI'SPANiCAMERICAN HERITAGE AMERICAVHERITAGE HERITAGE

CHAD RUSSIAN

11: National Day. New Year's Celebration. See grid reference, page 267.

AUSTRALIAN

26: Australian National Pay.

UNITED STATES UNITED STATES MEXICAN AMERICAN

Second week of the month: 2: Ground Hog Day. Ash Wednesday (Religious Black History Week. 8: Boy Scouts of America Holy Day). founded in 1910. GAMBIAN Third week: National Brother- DOMINICAN REPUBLIC hood Week. 18: National Day. 12: Lincolnlj; Birthday 27: National Day. 14: St. Valibtine's Day. 15: Susan B. Anthony Day. 22: Washibgton's Birthday.

RELIGIOUS HOLY DAYS Ash Wedn'esday to Easter: Lent. 15/ 451 231a TRADITIONAL CELEBRATIONS

ASIAN AMERICAN AMERICAN INDIAN HERITAGE CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND

VIETNAMESE AMERICAN February (Cont'd. 17: Tet (Vietnam NewYear). (Date varies with thelunar calendar.) See grid reference, page26f.

SPI LANKA (Ceylon)

4: .National Day.

NEW ZEALAND

6: National Day.

NEPALESE

lg: National Day.

KOREAN March IROQUOIS Samiljol (IndependenceMovement Peach Stone SpringFestival. See grid 1: reference, page 27C,. Day). JAPANESE AMERICAN

3: Hine Matsuri(Girl's Day). See grid reference, page270.

GUAMANIAN

6: Magellan Day.

15 3 232 TRADITIONAL CELEBRATIONS

BLACK AMEWICAN EUROPEAN/MEDITERRANEAN I HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE I HERITAGE

UNITED STATES GREEK MEXICAN AMERICAN

5: Black American Day. 1: Greek Procession of the 6: Alamo Day. See grid Swallow. See grid reference reference, page 271. page 269. 25: National Day.v

UNITED STATES

1: Gutenberg Festival. 2: U. S. Post Office establish ed 1799. 3: "Star-Spangled Banner" in 1931. 3 - 9: rls' Week. 4: Pres dent's Day. 8: International Students' Day

450- 45t 233 TRADITIONACCELEBRATIONS

AMERICAN INDIAN ASIAN AMERICAN ISLAND HERITAGE . CATEGORY AND ESKIMO HERITAGE AND PACIFIC

VIETNAMESE AMERICAN March (Cont'd.) Usually first orsecond week of the month: (Varies withthe lcnar calendar.) Thanh Minh (PureLight Fesival) Spring Festival-.

HAWAIIAN

18: Hawaii became a Statein 1959. 26: Prince Kuhio Day.

TAIWANESE

29: Chinese American YouthDay.

PAKISTAN

23: National Day.

234 TRADITIONAL CELEBRATIONS

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE 0111. UNITED STATES (Continued)

12: Girl Scouts of America formed in 1912.

IRELAND/UNITED STATES

17: St. Patrick's Day.

MOROCCAN

3: Moroccan National Day.

DANISH

11: King's Birthday.

LIECHTENSTEIN

19: St. Joseph's Day. BAHA'T HOLY DAY

21: Naw Rus (New Year).

IRAN

21: New Year. See grid reference, page 271.

EGYPT

21: Shem el Nessim (Smell the Breeze). See grid refe.- ence, page 272. 460 45 4 235 TRADITIONAL CELEBRATIONS

AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

April SRI LANKA (Ceylon)

1: Ceylon New Year. See grid reference, page 272.

JAPANESE AMERICAN

8: Nana Matsuri (Buddha's Birthday). Second or third weekend of themonth: Cherry Blossom Festival. See grid reference, page 274.

KOREAN Eighth day of the fourth month by the lunar calendar. Buddha's Birthday. See grid reference, page 273.1

AMERICAN SAMOAN

17: Flag Day. See grid reference, page 275.

FILIPINO

9: Bataan Day.

236 TRADITIONAL CELEBRATIONS

EUROPEAN/MED1TERRANEAN AMERJCAN HERITAGE

UNITED STATES 14: Pan American Day. See SENEGALESE grid reference, page 274. 4: National Day. 1: April Fool's Day. 3: International Children's MEXICAN AMERICAN SIERRA LEON Book Day. 7: World Health Day. Easter. (Date varies with the calendar.) 27: National Day. Palm Sunday (varies with calendar). Easter (varies with calendar). 14: Dictionary Day (Webster First Dictionary published in 1828). 22: Earth Day. 25: U.N. founded in 1945.

HUNGARIAN

4: Liberation Day.

FRENCH

Carnival. See grid reference, page 273.

JEWISH

Passover commemoratesHebrews' freedom from slavery (varies with Jewish calendar, copies of which are available from the Anti4Defamation League and other Jewish agencies).(

1RISH

18: Republic Day. 4 P 4 237 1 TRADITIONAL CELEBRATIONS

ASIAN AMERICAN AMERICAN INDIAN I AND PACIFIC ISLAND HERITAGE CATEGORY AND ESKIMO HERITAGE I

April (Cont'd.)

HAWAIIAN May I: Lei Day.

KOREAN AMERICAN Fifth day of the fifth monthby the lunar calendar: Tano Festival. See grid reference, page 277.

JAPANESE AMERICAN

5: Boy's Day/Children's Day. Tango- No-Sekku. See grid reference, page 277.

LAOTIAN

II: Constitution Day. 4 C5 6:; 238 TRADITIONAL CELEBRATIONS

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

AUSTRIAN

27: Austrian National Day.

SWEDISH Walpurgis Night (April 30 to May 2). See grid reference, page 274.

BAHA'I HOLY'DAY

21: First day of Ridvan. 29: Ninth Day of Ridvan.

UNITED STATES UNITED STATES MEXICAN AMERICAN Cinco de Mayo. See grid 12 -18: Riack Culture Aware- 1: May Day/Law Day/ Loyalty 5: ness Week. Day. reference, page 277. 2: Arbor Day/Bird Day. 30: The Treaty of Guadalupe- klopH AFRICAN 8: V-E Day, 1945. Hidalgo Day, 1848. 10: Meeting of Transcontinental 31: Republic Nationcl Day. Railroad at Promontory, PARAGUAYAN Utah, in 1869. 12: Mother's Day. 14: National Day. 12 - 18: Human Relatious }*eek. 16: Armed Forces Day. CUBAN 18: Peace Day/World 600d-1ill Day. 20: National Day. 19: Citizenship Recognition Day/ I Am an American Day. ARGENTINIAN ZS: Shavouth (Feast of Weeks) (Jewish), 26: National Day. 29: Patrick Henry Day(.736-1799 30: Memorial Day. 45/ 4ss239 TRADITIONAL CELEBRATIONS

AMERICAN INDIAN I ASIAN AMERICAN CATEGORY' AND ESKIMO HERITAGE I AND PACIFIC ISLAND HERITAGE

May (Continued) FILIPINO

15: Santa Cruzan Festival.

VIETNAMESE Fifteenth day of the fourth month of the lunar calendar: Birthday of Buddha Cakvanwi. See grid reference, page 277.

451 4 ;'$) TRADITIONAL CELEBRATIONS

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

YUGOSLAVIAN GUYANAN

1: Arrival of Spring. See grid26: National Day. reference, page 275.

GERMAN 77--ffaifest. See grid reference, page 275.

CZECHOSLOVAKIAN

9: rzechoslovakian Liberation.

ISRAELI

15: National Day.

NORWAY

17: Norway's Constitution Day.

BAHA'I HOLY DAY

2: Twelfth Day of Ridvan. 2'3: Declaration of Bab.

RELIGIOUS HOLY DAY

23: Ascension Day.

JORDAN

25: Jordan National Day.

AFGHANISTAN Afghanistan National Day. 4'(i) 47i 27: 241. TRADITIONAL CELEBRATIONS

AMEAT.CAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

,4111S4PINIMMEI SAMOAN June SEMINOLE Late June: Green Corn Celebration. 1: Independence Day. See grid reference, page 279. CHINESE AMERICAN

S: Dyun Ng Sit (Dragon BoatFestival). Fifth day of fifth lunar month. See grid reference, page 278.

KOREAN 6: Memorial Day. See grid reference, page 278. 10: Farmer's Day. See grid reference, page 279.

HAWAIIAN

11: Kamehameha Day.

12: Philippine Independence Day.

MONGOLIAN

30: Constitution Dav.

242

- - TRADITIONAL CELEBRATIONS

BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

CONGO TUNISIAN PORTUGUESE

30: National Day. 1: Tunisian National Day. 2: National Day.

UNITED STATES RELIGIOUS HOLY DAY

2: Teachers' Remembrance Day. 13: Trinity Sunday. 2: First U.S. gaoft landing on the moon (Surveyor I) in PUERTO RICAN 1966. 13: Children's Day. San Juan Puerto Rico Day. 14: Flag Day - Stars and Stripes officially adopted in 1777. 15: Benjamin Franklin's kite flying experiment in 1752. 16: Alaskan Gold Rush in 1897. 20: Father's Day. 20: Great Seal of the U.S. adopted in 1782. 26: United Nations Charter signed in 1945.

WEST GERMAN

2: Republic Day.

BRITISH

2: Queen's Birthday. 24: Midsummer Day (Old English Holiday).

ITALIAN

2: Italian Republic Day. TRADITIONAL CELEBRATIONS

AMERICAN INDIAN ASIAN AMERICAN HERITAGE CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND

June (Continued)

July FILIPINO 4: Philippine-AmericanFriendship Day.

JAPANESE

4: Star Festival

JAPANESE AMERICAN

10: West Los AngelesAsian American Festival; West L.A. Mall.

WESTERN SAMOAN

10: Flag Day.

244 TRADITIONAL CELEBRATIONS

BLACK AMERICAN I EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE I AMERICAN HERITAGE HERITAGE

SWEDISH

2: King's Birthday.

ICELAND

17: Republic Day.

KUWAIT

National Day.

LUXEMBOURG

23: Grand Duke Day.

GHANAN; RWANDAN; SOMALIAN CANADIAN VENEZUELAN 5: National Day. 1: Republic Day, 1: Dominion Day. COLOMBIAN MALAWTI JRAQUI 20: National Day. 6: National Day, 4: Republic Day, PERUVIAN LIBERIAN UNITED STATES Fourth of July Independence 28: National Day. 26: National Day, 4: Day.

FRENCH

14: Bastille Day. See grid reference, page 281.

4.39 245 4 7d TRADITIONAL CELEBRATIONS

IMOMMI11M=M11111MMIMe. AMERICAN INDIAN ASIAN AMERICAN CATEGORY AND ESKIMO HERITAGE AND PACIFIC ISLAND HERITAGE

July (Continued) KOREAN

17: Constitution Day. See grid reference, page 289.

ASIAN AMERICAN Third weekend of the month: Lotus Fes- tival.. See gricd reference, page 279.

JAPANESE AMERICAN

13 - 31: Bon Festival.Sikee grid reference, page 280.

Plgust HAWAIIAN

13: Admission Day (2nd Friday in August

SOUTH KOREAN

15: Liberation Day. See grid reference, page 281.

INDONESIAN

17: National Day.

FILIPINO

19: M.L. Quezon Day. 4 4.= 246

AO- IRMA TRADITIONAL CELEBRATIONS law

BLACK AMERICAN EUROPEAWMEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN HERITAGE HERITAGE

&PANISH

18: National Day.

BELGIAN

21: National Day.

rOLISH

22: Liberation Day,

EGYPTIAN

23: National Day.

JAMAICAN SWISS BOLIVIAN

First Monday in August: 1: Confederation Day. 6: National Day. National Day. CYPRIOT ECUADORIAN DAHOMEY 16: National Day. 10: National Day. 1: National.Day. RUMANIAN URUGUAYAN IVORY COAST 23: National Day. 25: National Day. 7: National Day.

CONGO

15: National Day. TRADITIONALCELEBRATIONS

ASIAN AMERICAN AMERICAN INDIAN ISLAND HERITAGE . AND PACIFIC CATEGORY AND ESKIMO HERITAGE

JAPANESE AMERICAN August (Cont'd.) Third week in August: Nisei Week. See grid reference,page 281.

248 4E61 TRADITIONAL CELEBRATIONS 11=11111...... 1mw BLACK AMERICAN EUROPEAN/MEDITERRANEAN HISPANIC AMERICAN HERITAGE AMERICAN °HERITAGE HERITAGE

GABON

17: National Day. TRINIDAD AND TABAGO

31: National Day.

4 S' 4 Ss 249 TRADITIONAL CiMEERATIONS

MD REFERENCES

MONTH:SEPTEMMER Culture Group: Agmmican Indian Celebration: American Indian Day

During the Pawnee ritual, the Indian priest would trace a circle an the earthwith his toe. The circle represented a nest and the nest is round. People live in one "neet" which isround; alLpeople are a part of that "nest."

The circle gymbol was very important to the Indians because they aaw that thepowers of the universe moved in circular patterns:

The sun - vital to daily life. The moon - with its light and tides. The wind - with its whirls and hurricanes. The earth - with ita ball formation. The stars - looked around from afar. The seasons - came around again and again.

This symbolism appeared in their drawings, carving, paintings, and rqligious signs.Children mgy resegrch and find drawings and "read" the meesage in the Indian drawings and designs.

Help children understand that Indian children were raieed differently because of their environment. Help Children compare children's liven in Alanka, Florida, or in the mountains, and appreciate the wisdom needed by all parents in caring for their'dhildren.

Culture Group: Black Amerilan Celebration:geddus KOhannes or Addis Amid and Mika the Feast of the No C

In Ethiopia St. John's Day, called Keddus Yobannes or Addis Arnett marks the beginning of the New Year. At present it falls between Septsdber 8 am4Septedber 12, loan the dry steam sets in. On this day smople exchange small gifts accompanied by special words of greeting.

15)9 the Feast of the HolyCross, which New Year are ppent inpreparation for llaskal, The early days of the caUwiiIM of the year. occurs 17 daysafter St. &Ohm's Day andis the moot solemn topped by of a great fire known asDamara, in which logs The climax of thecelebrations is the lighting connected This rite has apropitiatory end purifying purpose, branches of flowersand grass are burned. from which women are of such a celebrationis a huge banquet with the Mfa Year. The culminating point to the accompanimentof the occasion for thesinging of traditional songs excluded.These gatherings are striaged instruments.

Culture Groui: Chinese American and San Francisco etion of the Railroadbetween Los An eles Celebration: Commemoration of the into place to 5, 1876, when agolden spike was driven Ceremonies celebratethe event on September San Francisco. foremost cities inCalifornia, Los Angeles'and complete the railroadbuilt between the two California has dedicated aplaque to commemoratethe efforts The Chinese HistoricalSociety of Southern The plaque is at worked on the SouthernPacific Railroad. of many thousands ofChinese Laborers who Fernando tunnel. Lang Station, fivemiles from the San

Culture Group: Jaaneee American Celebration: Aki Ma Amtumn Festival) Japanese Americans fromall over NorthernCalifornia partic41.- This celebration marksthe arrival of autumn. mini-parade, costume Deacon, both traditionaland classical, a pate in the festivalheld in San itencisco. highlight this martial arts demonstrationaland other eatertainmants show, oulturaldisplays, fooditbasaare, weekend event.

Culture Groups17,Aterican Festivap Celebrations fast tbe dbildren of Vietnemeeeancestry.It in celebrated on the This is the biggesthalide, of the year for (September or October).Lantern making in thefestival's 11,5th day of tbe8th meth in the lunar calendar Here in Ios Angeles, the lanterns are oarried bychildren during clanaiagamd singing. primary activity. Soonoekes, especially madefor this festival, are festival is held at the AllCultural Ftiendmhip, Center. served. 4 91

252 Culture Group: European American Celebration: Labor Day

The industrialization of America stimulated an unprecedented flood of immigration, and most of the newcomers settled in cities, where factory jobs were available. They have been joined by many other Americans seeking better employment opportunities than are available in rural areas.Rapid urban grouth has not prevented immigrants from establishing contact with earlier-arrived nationals. Gradually, as American-born generations grow up, ties are weakened; there is a geographical spreading out, accompanied by more social contact and intermarriages with other groups. Old ties are rarely abandoned entirely, however, and once a group becomes securely Americanized the distinctive customs which at first ware a troublesome source of difference became a source of considerable pride. The common interests binding national groups are reinforced by fraternal organizations, work forces, labor groups, and on this dey, all rest to celebrate the fruits of these labors and to mix with friends at picnics, BBQ parties, fighing trips, backyard cookouts, etc.Learners can be made rore aware of what we do and how we live by identifying the jobs performed by parents, relatives, neighbors and friends, thus becoming aware of those who make our lives better because of their hard work.

Celebration: CitizenshipLDaw

Because we are a nation of immigrants, becoming an Amerioan citizen is a serious and important task.Help and encourage students to research the "why" of immigration.Help students to discuss the cultural differences that have made this nation such a diversified society of people from all over the world.How has assimilation not required nor mandated "one" way of livinglWhat does it moan to be a good citizen? Search out immigration rules and statistics of the latest events of immigration.

Celebration: Jewish New Year/Rosh Hashana

The Jewish New Year, Rosh Hashana, is a solemn festival celebrated on the first two days of the month of Tishri, the seventh month of the Jewish year.It is marked by the blowing of the phophar, the ram's horn trumpet which, for uncounted years, has been blown an those days as a summons to repentance and spl7itual awakening. Rosh Hashana initiates ten days of penitence during which people Mitke active attempts to patch up qmarrels and forgive wrongs done to them in the past year.These tan days culmimate In Tom Kippur, the Day of Atonement, the most solemn festival of the Jewish calendar.All except the very youngandthe sick are expected to observe this day as a complete fast.Despite its solemnity, there is an atmoephere of joy because of the people's confidence that there is forgiveness for those who truly repent. (From The World and ta Yam:4e. )

ef 1 91 . 253 Culture GroupsMexican American 1810 Celebration: Conn.2...... emorionoflexicanInendence of parade, a street fiesta, a in honor of Mexico'sIndependence Day often includes a The annual celebration musical groups and performersparticipate in concert and other entertaintment.Many traditional Mexican this celebration. There are parades ofsoldiers, university stu- In Mexico, this day iscelebrated throughout thecountry. ever-preeent fireworks displeys;and, of course, solemn dents, workers, and schoolchildren; dances; the Masses. Mexico City, tbe highestcivil authority appeare onhis In every state capital,villege and town, air in assembled people repeatsFather Hidalgo's cry: "Viva balcony at 11 o'clock in theevening and before the Viva la Virgen de Guadalupe!""(Hail Mexico, death to bad government! Mexico, muerte al mal gobiernol president of Mexico At the PresidentialPalace, in Mexico City, the Nail to the Virgin ofGuadalupe!) Gbanajuato on September169 Father Hidalgo rang at theparish churdh in Dolores, rings the very Same bell singing. special diehes are prepared,and there is muth music and 1810. As with all celebrations, a

Culture Group: Koran American Celebration: National Foundation Dgy

This day traditionally marks the founding of Korea by Tangun in 2333 B.C.

Celobrati = Haniptit

On Octobr 9, Thivigul 1y is celebrated by people in honor of the creation of the Korean alphabet, Nansul. This alphabet has 10 vowels and 14 consonants.This day celebrates the anniversary of the promulgation of Hansa by King Sejong of the Ti Dynasty in 1443.

Culture Group: Black American C4ebration: Kuinsr-tr'ast

Kwansa Feast is a Pen-African celebration based upon the celebration of the harvesting of the season's first amps. The celebration lasts seven days. Swan= is Swahili for "first fruits." (From Marquevich, Multiethnic Studies in the Elementary School ClaeiNaM

Celebration: Carnival Time in Trinidad

This is the most colorful.of all the carnival celebrations in Caribbean lands.For months before Carnival, the Calypeo singers of Trinidad are busy composinemew songs. Each night, these some &A performed before large audiences. When Carnival finally arrives, the composer of the most popular calypso song heard in the city becomes Calypao Kiii7717756 year.

Steel bands parade through Port of Spain, playing livelq calypso tunes.They are followed by groups of dancers in colorful costuams6 Some of the&moors nag be dressed aSpirates, lawnsoldiers, orffieidwys, Othersspy represent storybook characters,goblinsl.or dragons. The coetumee 'Olsten in the sunlight as dancers suing in timelo the gmy calypso music. "ftises are given tothe beststeelbeads andtothe peoples

9 wearingthe noggunusaal costume. New people work ontheir **straws forawholeyearbeton this uniqpe festival. Festivals areimportanttwthe peopleof the Caribbean lands.In this area many families do not have television sets or radios far entertainment.Festival excitement and gaiety lave the people Who live in rural areas a chanCe to go into the village to meet their friends and hear the latest news.

498

- 255 4 Culture Growp:American Indian Celebration: Columui Day Foods important contributionsmade by Native Americans. Columbus Dv provides anoccasion to emphasize the These foods were new nuts, avocados andchocolate wore inheritedfrom the Indians. such as corn, tomatoes, the American continentFolumbui.s.ftE is celebrated experiences far Columbus andhis men.. Also in countries on This was the result ofthe intermarriage ofSpanieh and because of the birth of a newrace, the"mestizo." give Columbue Day newsignificance for all children. Indians. This point of view can

Culture Group: All Celebration: United Nations Day stimulating learning experiences.United Nations Day or This day is rich inevents that will promote the founding of theU.N. as well as thekinds of activi- United Nations Week is auexcellent time to discuss be obtained from thefollowing addresses: ties it engages in. Information about the U.N. can United States Committee forUNICEF New Yatk Office ofUNESCO 1618 Room 2201 Post Cdfice Box Public Liaison Division, Church Street Station United Nations:, New York10017 New York, New Yorko10008

United Nations Publications United Nations, SalsaSection New York, New York10017 25 cents from fromlaaLiggLOsseCkameMentitled "UnitedNations" can be obtained for A helpful reprint Educational Services, NerftsuUmeMart Plaza, Chiang°, Field Enterprims EducationalCorparation, Director of Illinois, 60654.

Culture Groups German Celebration:OkiN;Reet dancing, and colorful of all West Germanfestivals includes music, Bald in Mach oath.fall this grandest festival' This festival frac many places toparticipate in this great parades. People come to Namich

5 - 4 99 256 began in 1810 on the wedding day of King Ludwig 1, and has been a time of fun and merrymaking ever since. Crowds of people dressed in festival costumes gather at the fairground to watch horseback-riding tournaments and,to join in the dancing and singing. Rugs festival tonts are set up where people enjoy the excellent sausages and Bavarian beer for which Germany is famous. German Americans conduct similar festivities in Los Angeles and other places in the U.S. celebrate Diwali as the home- the country to another. In northern India, Hindus differs from ane partof wakes up early, bathes, defeat of the demon king.On this day tbs whole family coming of Rama, after his the children have a A splendid breakfast followsthe morning prayers, and then and puts on new clothes. lit with little lamps to attractthe glorious time shootiagfirecradkers. At night every building is exchanging gifts. blessing of the goddessLakahmi. People go from house to house

Celebration: The Feast of Flowers It is unusual in autumn at Siar-i-gul Farosham, asmall town not far from Delhi. This festival takes place Fire Dancers makes its in that it is celebrated bybothHindus and Moslems.A gay procession headed by flowers and spangles. It stops way through thestreets bearing great fans ofpalm leavs decorated with at the mosque, then atthe Hindu temple.

Culture Group: American Indian Celebration: Ton-Kon-Ko Ceremoar place on November 11 at IndianCity, What is perhaps the most exoticobservance of Veterans Day takes the coming of the white man to Anadarko, Oklahoma, where Indian menperform a ceremony that antedates Kiowa Society of the Black legs. North America. It is performed by membersof the Ton-Kon-U, the

Culture Group: Jazanese American Celebration: Shi-Chi-Go-San (Seven-Five-ThreeFestival) certain ages are so unlucky thatall who survive them owe specialthanks to Many Japanese believe that which occurs on November the gods. That is the reason for thechildren's holidky called Shi-Chi-Go-San, and three, and for bays agedfive and three. 15. It means 7-5-3. It is a holidey for girls aged seven The children are dressed iA Shi-Chi.4o4an usually includes thegrateful family's visit to ashrtno. brightly colored kimonos withbis buttwrfly bows ontheir their best clothes.Many little girls wear for this dey. each child carries a badks. Many boys may wear kimonos,too, often bought especially paper bag decoratedwith good luck signs. the fun of filling the paperbags begins. Priests After the family has paidits respects at the shrine, souvenirs from the little shops nearthe shrines. often give the children candy. Parents bwf them toys and child's bag is filled with prisms. Once at home, a child By the time a family isready to go home, each 394 593 258 mgy receive more presents from visiting friends and relatives.The day often ends with a party to celebrate the happy occasion.

Many Nisei (second generation Japanese American), have not celebrated this festival. It was not part of their childhood. However a survey made in the Sun Fernando Valley showed that many Japanesewar brides and mothers who had shared many childhood experiences in Japan, have come back, and tosome degree still celebrate this occasion in their homes.Here, much of the day is spent like another birthday party witha visit to grandparents and relatives and to a temple if one is of the Buddhist faith. for lodging and Joseph to Bethlehemand their anxiaus search because they commemoratethe journey of Mary Christian purposes. custan are found in anAztec ceremony adapted to for the night. The origins of this with equal magic andpoetry. Generally, in the world whereChristmas is celebrated There are few places It then invites otherfamilies or persons first decides to offerits house forthe poeadas. one famiZy candies, nuts, fruitand pinatafor the child- the first eightpomades, providing the to eponear each of provides a dinner ofaucklizf pig, turkeyor ren andthe punchfor the adults. The hoist family also venison, alter midnight mean. and contains a nacimiento ortableau depicting the manger The house at which theposadamLare celebrated clay or max Moss-covered levelsreaching up the manger have simulating the landscepeof Bethlehem. the Virgin Mary, herdonkey, dudks, birds, menand women and of course, figures of lambs, donkeys, oxen, often of great beauty andvalue, Eadh night the etatuesof the pilgrims, his green staff. branches cover the whole and Joseph with on December24. Pinetrees and are moved up,eventually reaching the manger down on the scene. altar, with theEastern Star Chining The posed& processionis enacted by the usually at 8 or 9 p.m.with prayersandsongs. A pomade begins, =diets, crystallizedfruits, marzipan, nuts-- families involved,culminating withrefreshmentshard Finally comes the greatmoment whenthe Aidais broken. The paate served V3 the childrenand adults« objects of all kinds machefigure (the forms and sizes varyconsiderably) which mey represent in a papier Always of brilliant colors, theiKata animalswhich arefamiliar to the children. and shapes to depict child or am adult wanesforward, blindôldsd *ley jug full offruits, candies, evencoins.A contains a trying to hit thevitiate, end smash it whilethe anlodkors bat.Be/she strikes out.wildly and armed with a is finally broken or sneaked,the contents spill onto the laugh and screamwith glee. Whenthe piiate to be this with happy shouts. These saneceremonies are floor and the childrenthrow themselves upon Ch Christmas Diay thechildren receive only token carried out far nine dayspreceding Christmas Day. 6, their join the adults fordinner.They know that on January gifts, but aftermidnight Mass they then shoos and stockingawill be filledwith presents. style with services atthe churches and the Christmas is celebratedin the traditional In this country In 010100Uses gifts areopened and shared poradas performed atOlvera Street forall to sea and enjoy. with friends and siblings anChristmas Doky.

5 9

260 Culture Group: Asian Indian Celebration: The Bharat Milap Festival

The Bharat Milap, the anniversary of the meeting between Rime and his brother Bharat% is observed throughout the country as a Mmmily festival, and relatives take the opportunity to visit each other and arrange family reunions.

Culture Group: European American Celebration: Christmas

GERMAN-AUSTRIA: Maay of the world's cheridhed Christmas traditions stem from Germany, a land steeped in the lore of the season. In Europe, evergreen trees have been brought into homes during the northern %tinter as gymbole of unending life, but it was in the Black Fbrest that these were first used as a part of Christmas.Here, too, when Alsace was German, the fragrant firs ard spruces were first decorated with sparkling glass balls and garlands of tinsel.

Marzipan, lebkuchen, springerle, stolleh and other mouth-watering treats are of German origin.The colorful German Advent calendars with little windows to open for each of the seasons are a delight to children everywhere. It is with Advent that the German:Christmas begins. Then an evergreen wreath with four candles is hung in many houses, and every Sunday until Christmas Eve one candle is lighted.New Year's Eve, with its free-flowing wine and,beer, its dancing and street parades, brings this holiday season to an end.

ITALY: The Italians have a female Santa Claus called the Lady Beane, who distributes gifts on Epiphany while children roam the streets blo4ng paper trumpets.Legend has it that when Christ ums born the shepherds had told her of this wonderful happening, but she delayed setting out.Every Cprietmas since, she hes wandered in search of the Baly Child, leaving gifts at each house in hopes that He sight be within.Like Santa Claus, she comes down the chimney.One of the most colorful customs at this time is that of the pipers, or pifferai.These pipers, colorfully dressed with rod tassels and white peacock feather trim on their hats, play and sing carols and songs before eachshrine to the Holy Child.Often they are invited into homes, where they sing old carols and folk songs.

The Urn of Fate is a gay and suspenseful part of Christmas.A large ornamental bowl, brimming over with gaily wrapped gifts, also contains many empty boxes.Each person takes hialher turn at reaching into the bowl, and many are likely to draw blanks before getting a real present.

599 261 three or four Christmas tree. Made of cardboard and The Ceppo was the earlyItalian equivalent of the three feet high, withshelves rising to three orfour laths, or canes, it Wspyramidal in shape, about a puppet. Wax candles were lit in acradle At the top of thepyramid was placed a pine cone or levels. The shelves above holdcandy, fruit and smallpresents. surrounded by shepherds,saints and angels.

FRANCE: holly, stones and mossfrom the woods for its its creche. Children gather laurel, Almost every home has On Christmas Eve aglass of wine is Adults go to the woods tobring home the Yule log. decorations. late supper, to be eatenafter midnight Mass, maybe cooked poured over the logbefore it is ignited, and a eating cakes shaped fireplaces are infrequent,the tradition is kept by over the blaze. In cities, where stockings or set resemble tree bar*. The children hang up like logs and coveredwith chocolate icing to Adult gift-giving comeslater, on New Years Day. out shoes for FatherChristmas to fill. with baked to honor the Magi. These are round, frosted Ot Epiphany gateaux desrois, or kings' cakes, are the prize coin, a bean, or asmall favor. The person who finds plenty of almond paste,and each contains a ruler's king or queen for theday. Everyone must obey the new in his piece is given a papercrown and named commands during the gamesand dances thatfollow.

SWEDEN: light amid winter darkness, pagancustoms of holidays, a playof contrasts--bright Christmas is the holiday times) it was believed thatat Christmas the dead ritual. In Sweden (in heathen mi=gled with Christian Today the children set outfood for Santa returned to earth, sofood and drinks wereset out for them. Claus. point of the Christmascelebration. long one, so the makingof candles is a high The winter season is a clad in white with a crownof candles on her Day, Decemberthirteenth, a young girl And on Saint Lucia's candles, awakens sleepingfamilies at dawn tooffer hair, followed by other youngpeople carrying burning vie each year In villages throughoutthe land, young girls them wheat cakes andcoffee or hot chocolate. for the honor ofportraying her. reenacts the Journeyof the Three Kings to is the procession oftheStar Boys, which Even more colorful followed by strangelycostumed figures, most As they go about thetowns singiag, they are Bethlehem. feasting. The Christmas pigand the Christmas beer notably Judas with his puree. There is always great the manner in whichthe dough of theChristmas cake symbolize fecundity; and,according to old tradition, rises portends whether ornot a good year is inprospect.

1 262 SPAIN: From the snowbound villages of Catalonia to the sun-drenched provinceof Cadiz, Christmas in Spain is a time of devout and beautiful religious ceremonies. It begins on December eighth, which is the Feast of the Immaculate Conception. The stately Dance of the Sixes is performed in thecathedrals. Every- where, in cathedrals, country churches, and most homes,manger scenes known as Nacimientos are centers of devotion. Many families gather around their household Nacimientosevery evening during Christmas week to sing carols, and children Shake tinkling tambciurinesas they dance for the Christ Child.

There are special holiday foods such as dulces de almendra,or sweet almond pastries.Elaborate greeting cards are distributed by tradesmen to their patrons. And the rich give food and clothing to the poor, for, according to time-honored tradltion, good luck will come only to those whoare generous during this season.

It is not until January sixth that the children receive their gifts,which are said to be left by the Magi passing through on their way to Bethlehem. On that day, elaborate parades honoring the Three Kings are held in the big cities.

POLAND: With the appearance of the first star on Christmas Eve, the daylong fast of the PolishWigilia,is ended and families gather around the table to honor the Holy Child. Before the traditional supper is served, the father of the house breaks the Oplateki, or Christmas wafers, whichare marked with Nativity scenes and have been blessed by the Church. He then distributes the pieces to all who are presentas tokens of friendship and peace.

The Meal that follows has twelve courses, one for each of the Apostles. It is always meatless, consisting generally of borsch, fish, cabbage, mushrooms, almonds, and pastries made withpoppy reed and honey.

In commemoration of the birds and beasts who gathered at the Manger, children dressedas storks, bears, orcaracters from the Nativity go from house to house singingcarols. They are rewarded with gifts of food. On Christmas Eve, some Poles, Ukrainians, and other Slavic people put their children to sleepon beds of straw or hay in imitation of the newborn Christ.

GREAT BRITAIN: Christmas comes to Great Britain with the pealing of mai4 bells.Bells ring from the towers of famous abbeys and the belfries of small rural churches. In Dewsbury, Yorkshire, the Devil's Knellor Old Lad's Passing has, for the greater part of seven hundred years, been solemnly tolled for the last hour of Christmas Eve, a warning to the Prince of EVil that he will die when the Prince of Peace is born. Then

513 1 that announces theblessed England, the bellsbegin a jayous music at midnight, hereand throughout Carolers gather around com- hand-bell ringers stillwalk the wintrystreets. birth. In some areas voices at candlelitchurch services. In trees an the village greensand raise their munal Christmas part of everydaylife. Wales, this communalsinging is an important mince pies and gaiety...feasting on turkeywith rcest potatoes, day of family crackers (or Christmas itself is a decorated with paperhats, whistles and At dinner or attea, tables are plum puddings. little gifts. snappers) containingriddles, fortunes and

264 The special dish of the first meal is o-zoni, clearor beanmash sow, which may contain small amounts of vegetables or bite of fish or chiCken, or all of those.This is the nationml diSh of the New Year's festivities partaken by all classes, rich and poor alike. Many other delicacies that aro eaten also have eymbolic intent:kazu-no-ko, (many children); black beans or man, ma-me (robust); kachiguri (hulled, balm' chestnute); lotTh=erhizones; and, ofpours*, Map or komhu (iiiiiness).

Friendship ie the keynote of the season, and everywhereono Aay hear the cheery greeting: "Akemashito omedeto sozai masu." The de; begins with visits to friends, relatives, and businessaftuRintinces. a friend is too tar may, greetings aro sent by mail. Oseibo, or year-end gifts we given by landowners to tenants, shopkeepers to patrans, artisanz to apprentINZ'and by others to those to whomthey have any obligation.

Young people find this a time to extend companionship and smik recreation and amusement.Many Choose to leave the cities to celebrate part of the New Year 8011.5032 in snowbotmd mountains, where theygo Skiing. Traditionally, those attending Japanese language school enjoy playinga unique poem gime similar tO OUr "Concentration" game, called ka-ru-ta. The poems used in thRt game are divided into two sots, each set having one half of the poT7eader reads the first half and the object is to pick up the car- respanding second half from the floor and match the cards, completing the poemsas fast as possible. Tho ono matching the most poems and having the most sets is the winne2. or kite flying and the game of baStledore and Shuttlecock played by the girls are other t'aditlanal games plgyed while adults vieit and melange greetings.Gifts received at Christmas are Amared by Children and enjoyed at this time, especially games involving skill and action.

Culture Group: Nearly All Celebration: New Year's EMly

The observance of January 1st as the first dgy of the Now Year begin beck in46B.C. when.Julius Caesar instituted the Julian Calendar named for him.Regularky since 1904 grattlerowds of Americans and their guests have thronged New York City's world-renowned TIMM Square on New Tear's Zv to wet& au illuminated tell slide down a seventy-foot polo to mark the final mammas of the fading year and the arrival of the now ono "on the dot."The building supporting' the pole was originally the Times Tomer Building but is now the Allied Chemioal Tower.Ths dousing of the lighted ball is the signal that the New Year has begun.

Philadelphia celebrates with the renowned Muneor's Parade.Silks, sateens and ostrich feathers in groat profusion are the basic components of myriad extravagant costumes in one of the longest parades 518

01 7 265 event for the first day Pasadena holds thelimelight as the greatest anywhere. Now the Rose Parade in fans all across howl games win theattention of many sports of the New Year. Then the various football the nation.

AMERICAN INDIAN: , involve activities thatwould culminate with the Preparations prior to thisday among the Cherokees Many wear new All houses and cabins arecleaned thoroughly. burning of old clothes andutensils. painstakingly made by handand decorated withelaborate designs. clothes, new ornamentsthat have bean There are feasts, dancingand festive music.

KOREAN: first month of the lunar in Occidental countries. The first day of the New Year's is celebrated as greetings to senior members of celebrated at home with theoffering of NewYear calendar (Sey Hey) is their ancestors. hold a memorial servicefor the spirits of the family.Many families also

On ENGLISH: midnight to show grief atthe passing of the old year. Bells are rung muffleduntil twelve o'clock loud and clearly to announcethe arrival of the new year, the stroke of twelve,the bells are rung, with its happy promises. queen asking for any giftdesired. This custom was practiced by On New Year's, traditionused to include to replenish herwardrobe as well as her jewelbox. Elizabeth I of England, whotook this opportunity to be an agreeable the reign of HenryVIII and were considered The first metalpins were made during luxuries came to becalled "pin money"....afamiliar expression present for a lady.Thus, expenses for (orange stuffed solidly withcloves)'was a popular Gloves were popular as agift. A pomander and to us. It was used to floatin a wassail bowl to add new house present where aparty was in progress. cleaning the Festival goli s.) Another old tradition was delicious flavors. (From Ickis, The Book of to descend. chimney on New Year'sDay to permit luck

FRENCH: boys to their customerswith "season'scompliments," Early in the morning,tradespeople sand errand brioche, a butcher A fisherman may seedoysters, a baker a and a gifticharacteristicof their trade. to those In return, it is customaryto give wine and money a chicken, adairyman eggs, forexample. who bringthe presents. (From ...... _2:TheilioldieditILEtTle)

PERSIAN: life. 9ifts of decorated eggssymbolized creation and new / 9

266 ITALIAN: Early Romans presented branches of trees for good luck in the new year.

RUSSIAN; Puss-in-Boots, the fox, and other figures of the Russian fairy tale world entertain children during the holiday season.Every yeftr the House of the Moscow Trade Unions entertains Moscow children for several days around New Year's with one of the season's most magnificent spectacles, and each child is giten a present at the entrance. The.feast ib called the New Year's Yolka celebration. (From The World and Its People.)

MEXICAN: The Mexican year opens with the national New Year's holiday. This holiday is celebrated after the end of Christmas and before January 6, when Mexican Children are visited by the Three Magi bearing gifts. Therefore, it is not as important a holiday as either Christmas or Twelfth Night. There are a number of traditional customs, both in the cities and in the rural areas, whichare associated with it.

In the towns, the family generally goes for a walk, ending in the plaza where a band concert is performed. After this there is a special dinner consisting of tamales, atole and bunuelos. Later in the night most people go to see displays of firewcrks at churches and catherin and then attend a midnight Mass.At the stroke of midnight the church bells throughout the country begin to sound, the fireworks are ignited and much merrymaking prevails.

New Year's Day is celebrated most by merchants.On that day, tl,ey are expected to give presents-- either the goods they sell, a calendar or toys for the children--to those who have patronized their stores throughout the year. Many shops hold raffles, instead. New Year's ikan occasion for families to give presenti to those who have provided services for them during the year--the postman, the neighborhood policeman, the gardener and the nurse and housekeeper.

In rural areas, fireworks, midnight Mass and a feast of pork and venison mark the passing of the old year. At Mitla there is a special ceremony to welcome the New Year.The Zapotec Indians gather at the Cross of the Suppliants, just outside the ancient city, and one by one they approach the Cross, kiss it, and deposit a small drawing or a miniature model of that which they would like to obtain during the coming year.

521 ._Qe267 MONTH: FEBRUARY Culture Group: Chinese American Celebration: New Year Festivities like those of their neighbors. observe January 1 as NewYear's Day with activities Many Chinese Americans 24th dRy of the 12th month, 7dRys from New Year's Traditional Chinese New Yearcelebration begins on the Chinese New Year preparationsbegin with homes being Day; it is with muchanticipation and joy that the signs bearing messagesexpressing prosperity cleaned, making or buying newclothes, and placing red paper purchased as markets andshops are closed for on both sidesof the doors. Food, sweets and fruits are several days during theChinese New Year. Chinese people in China andhere in the U. S., Chinatown As this is the mostimportant festival of the Thunderous sounds of manyfirecrackers start the festive dresses up for its traditionalcelebration. Ceremonial of cultural displays andentertainment includes the weekend celebration. A continuous program show, cooking demonstra- concerts, art shows,baby contest, fashion ikon Dance, Kung-fu demonstrations, thousands flock, theGolden carnival and the most importantevent, to which tions, sports events, pereonalities colorful floats depicting scenesof Chinese festivals, Dragon Parade.This parade includes Cathayan beauties forall to admire, musicalunits, such and officials who greetthe onlookers, lovely to entertain thechildren and the ceremonial world-renowned Chinatown Drumand Bugle Corps, clowns as the streets, and of course,the exciting 100-footgolden lion to dance and prance ashe is teased along the the finale of thisproceseion. dragon winding along theparade route, marking discard old and the belief that atNew Year's everyone should A traditional reasonfor the celebration is "When the year returns to its new andbeneficial. One Chinese swing is, evil ways for those that are the dey should be decidedin the early morn- beginning, all things arerenewed."Another is "The plan for which is the New Year." ing and that for the yelr,in the early spring, expected to attend. de' dinner, which every memberof the family is On New Year's Eve,people enjoy a rich After dinner the wholefamily goes out to visit.

Culture Group: Vietnamese Celebration: Tet brightly decorated stalls, whereNew the trees, and thestreets are lined with Glowing lanterns bang in Armloads of fresh aware areused to decorate Year presents arepurchased for friends andrelatives. the homes for thisfestive occasion. r-, t),:3

268 - All members of the family dress in their best clothes andgo to the temple for prayer on New Year's Day. Friends and relatives visit one another, and children offer good wishes for the comingyear to their parents and grandparents. In return, the children receive red envelopes containingmoney. The New Year is the most important holiday in South Vietnam.The date differs a little from year to y4ar, occuringduring late January or early February.

Some Chinese festivals are observed by the Vietnamese amd by the people who have migratedto Southeast Asia from China.

MONTH: MARCH Culture Group:Greek Celebration: Procession of the Swallow

In the village and town on March 1 two children fill a basket with ivy leaves; they passa rod through the handle, and at the end of the rod they attach the "swallow," a wooden effigy of a bird around whose neck little bells are hung. The two children go from house to houae with this baaket, singing:

A swallow came to us; What if you grow pour? She sat on a bough and sweetly sang, What if you grow cross? March, good March, There will soon be a spill of summer, And ugly February And even if you bring snow, What if you grow sour? It will soon be Spring.

And you, good wife, Come in, Joy Go down to the cellar; Come in, Bemlth Bring up some speckled eggs, For the master, for the mistress, Bring a little hen, For the children and the parents Bring a little bun. and allthe good relatives.

Each housewife takes a few ivy leaves from the basket to place in the nest of her hen, so that the hen may lay more eggs. The Woman then gives the children a few eggs and they move on to another house.Ivy is a symbol of evergreen vegetation and it is believed to have the power to transfer health to hens and other animals. (From Ickis, The Book of Festivals and Bolideys the World Over.)

269 Culture Group:Jazanese Celebration: Mina Matsuri (DollFestival) in most Japanesehouseholds.Girls giggle expec- As March 3 comesaround, there is anair of excitement Inside the boxes boxes which have beenstored away for a year. tantly, urging parentsto open certain lovely." These dolls arethe most im- called hina, which means"something emall and are special dolls Japanese girls, dressedin their prettiestkimonos, portant feature ofthe Hine Matsurifestival. entertain their friendsand display thespecial dolls. Its purpose was tocleanse *woof winter'sevil Shinto spring-welcomingritual. At one time, t4is was a dolls, in the belief that anyevil spirits within People rubbed themserveswith small paper spirits. Than they threw thedolls into a stream, tobe their own bodies wouldleave then and enterthe dolls. it was blonmed at the time theritual was performed, purified and carried away.Because peach tress sometimes called thePeach Blossom Festival. model their dolls afterancient dolls. Craftsmen began to later, clay dolls wereused instead of paper Others were dressed like dressed like a Japanese emperorand his wife. royalty. Two tiny figures were furniture, and orange treesfor There were alsominiature dogs, palace court attendants andservants. Wealthy parents bought became careful4 guardedfamily treasures. a royalgarden. These tiny figures buy at least a fewdolls soon as she wasbornt Poor people saved to a completeset for a daughter as for their girlbabies. You kneel on a cushion, Japanese home onMarch 3, a little girlwelcomes you. Typically, as you enter a Fifteen dolls, along with diamond-shaped rice cakesand candies shapedlike fruit. and she serves you shelves covered with redcoth. other objects, aredisplayed on a rack of seven furniture, trees, and Girls are told that thisis a very lucky day flowering peach ie placed new-tile Shelves. A branch of wanting to be married onMarch 3. for them, and manyof them grow up

Culture Group: American Indian Celebration: Peach Stone SprivFestival against women to see whowill have charge ofthe planting. This is the game inwhich men play supplications to thedeities comprising theseelements: The ceremony precedingthe game includes

Prgyers with the group longer Hope that the oldpeople will remain Hope that the youngwill grow strong 52 8 270 Hope they will fulfill the instructions they were given in the beginning Hope that all will have the right feelings in our hearts as we plant and mind our gardens Hope that the Creator will recognize us and remember ue and continue to feed us Special thanksgivings are made for the Mother Earth and the Three Sisterscorn, beans, and squash, staples of the Iroquois diet.

Culture Group: Mexican American Celebration: Alamo Day

While the heritage of the Alamo is usually considered in terms of ita meaning to all Americana, it has a special message for Mexican Americans.Seven of the valiant men who gave their lives in the Alamo battle on March 6, 1836, were Mexicans. Hence, Americans of Mexican descent can takes pride in the fact that some of their forebears sacrificed their lives for the principle of self-government.The defense of the Alamo represents opposition to the dictatorial tyranny of Santa Ana.Such tyrangy later became unbearable to the Mexicans he ruled, and they overthrew him.Thus the battle at the Alamo did not pit Mexicans against Texans, as such, but rather tyranny against freedom.

Culture-Grow: Iran Celebration: NoMi (New Year's Celebration)

The New Year in Iran begins on March 21, and is celebrated by a festival known as No-Ruz, which lasts for 13 days. Several cla.; before No-Ruz the bazaars are filled with brightly colored sweetmeats and cakes often shaped like crescents or hearts. Pomegranates, age-old aymbole of fertility, clan be sten everywhere. Food plays a large role in this festival and housewives are very busy collecting items of food to represent the produce of every part of Iran.

It is a New Year's Eve tradition to plows an egg on a mirror at the center of the table; the egg eymbo- lizes the sun, and the mirror represents the heavens.It was at one'time popularly believed that, at the instant of the transition from the old year to the now, the sgg would turn around.

Another traditional activity is the lighting of the lamp at the arrival of the new year, a custom which undoubtedly has its roots in Zoroastrianism or perhaps earlier.The flame of tbe lamp originally represented Ormazda, the god of light and life, and creator of all good things. (From The World and Ito

029 530 271 Celebration: 13th Dgy of No-Ruz all town dwellers to spend the dayin the country, in an en the 13th dey of No-Ruz,it is traditional for fresh lettuce leaves and drinkfresh echo of ancient springtimerituals. At dusk on that day people eat milk Wreaths are made of greenbranches and leaves.

Wednesday of No-Ruz is marked by thelighting of bonfires. Leaping through In many districts, the last This ritual is similar to that tho flames is Bupposed to bring a persongood luck in the coming year. carried out at mid-summer in someparts of Europe.

Culture Group: Egutiss Celebration: Shii-il-Missim (Smell the Breeze) An festivals in Egypt is calledSham el Nessim, which means"Smell the Breeze." One of the most popular spring,-IrargaMitodey a national holiday which unites ancient pagan feast to markthe coming of the joy over the renewal oflife. It takes place on Copts and Moslems, peasantsRnd townsfolk, in a common March 21. opportunity to leave the crowded cityand pour into The people of Cairo lookforward to the feast as an to dress in their best andparade in the parks and the countryside to visitfriends and relatives, or gmrdens or along the banksof the Nile. out-of-doors enjoying end sniffing thede- The cuatom is for theentire family to spend the day dky is to visit the most beautifulspot lightful scent of Spring.An important feature of the in the desert, some go on anexcursion boat possible. Some families make thetrip toan oasis -*meshes. The most important up the Nile orto a picnic ground,while others jo to beautiful lunch prepared particularly for thenoonday meal. part of the holiday forthe child is a large storytelling and kite flying...Theholidays offer In the afternoon, there aregames, singing, become more aware of thebeauty of Spring. (From Ickis, a specialopportunity for everyone to The Book of Festivals andHolidge the WorldOver.)

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MONTH: APRIL Culture Group: §,31.4.anke Celebration: New It'easIy The in celebrating the NewYear, which falls at thebeginning 53i BuddhAsts and Hindus unite 272 assistance of the gods is invoked, and almanacs forecasting good and evil fortune in the coming year are consulted. It is believed that anything undertaken at this time will be successful. Finally, the people

gather to feast on curry and rice, the national dish, and wash it down with rah and ar. , drinks made from coconut milk, Ceylonese meals are usually frugal, except on such days. The festivideGis with songs and games. (From The World and Its People.)

Culture Group: French Celebration: Caiil

The importance of Carnival derived from the fact that it was the last period of enjoyment before Lent, but today Carnival celebrations have become almost completely secularized.Years ago, Carnival WS a time of widespread masquerading, but the taste for this has declined.

One of the merriest of the French festivals takes place at Nice, on the Riviera. This Carnival Lasts about two weeks. King Carnival, a huge straw man with a round face, arrives in Nice about two weeks before Lent. Every night after dark he leads a big parade of horsemen, floats, and thousands of clowns and o'uter costumed people.

For about two weeks the people of Nice enjoy the parades and merrymaking. They have a battle in which everyone throws flowers at everyone else. There is a confetti battle during which Nice seems to be cagght in a many-coiored snowstorm. A big masquerade ball is held on the last night of the Carnival. At the end, fireworks are set off, and poor King Carnival is burned.

Culture Group: Korean Celebrations: Buddha's Bil.thday

Buddhists observe a "lantern festival."Solemn rituals are held at Buddhist temples, and the day's festival is climaxed by a lantern parade.

Culture Group: Japanese American Celebrations: Pilgrimages to Manzanar and Poston and Tule Lake

Beigionizigin April and extending into May and often into June, pilgrimages to therelocation/concentration camps of World War II internment of 110,000 Japaneseof American ancestry are grave reminders of this many-faceted tragedy in Asian American history. Memorial services are held and the hundreds

533 Jj4273 of former internees who came bybun relive their memories bysharing their experiences with others. drive home made more bear- Picnic lunches and odoris(folk dancing) culminate the day with a long bus able with singing and music.

Celebration: Cherry Blossm Festival from City Hall to Japan Center. This This is a double weekend celebrationthat ends with a grand parade festival attracts thousands fromthroughout Northern California. The Kabuki Theater, musicians from Art, and other displays and enter- Japan, the minyo folk dancers, theAvery Brundage Collection of Asian tainment are featured.

Culture Group: Hispanic American Celebration: Pan American Day Organization of American States(OAS). Twenty-one nations of the Americasform an association called the symbol of their membership in one great April 14 was designated as anannual day of celebration as a its independence from Britain in1776, the hemispheric community. When the United States declared from Spain and Portugal. Several peoples of Latin America alsowanted to seek their independence is frequently called the "George famous men inspired this action. Simon Bolivar, "the Liberator," who present-day republics of Washington of South America," wasinstrumental in. liberating five of the hero of Argentina; Jose Artigas ofUruguay; and Bernardo South America. Jose de San Martin, the national great leaders in the struggle for O'Higgins of Chile (Spanish, in spiteof his Irish name), were other independence. throaghout the Western Hemisphere but The OAS contributes to peace,freedom, and prosperity not only aside as a special day for allcitizens members throughout the world. Therefore, April 14 has been set to strengthen their commondesire for lasting cooperation.

Culture Group: Swedish Celebration: Walpurgis Night During the nightof April The first of the groat Swedishfestivals is celebrated from April 30 toMay 2. Death and Winter. While the 30, "±aleETALNAg111.," the forcesof Life and Spring are said to triumph over in answer, in thevalleys. festival lasts, bonfires are lit eachevening--first on the hilltops and then, These fires are a signal forthe festivities to begin; theycontinue until dawn.

274 In Southern Sweden, poetry reading and singing competition take place around bonfires. In the main squares, a great Maypole, the symbol of the festival, is decorated with garlands of fresh flowers. To the music of the Ilyckellharpa the people perform old country dances around it.

Culture Group: Samoan Celebration: Flag Day

Flag Day, April 17, commemorates the raising of the first American flagon that date in 1900. On Flag Day, a Samoan flag flying from the same pole as the American flag waves overa crowd gathered to hear speeches, prayers, the playing of anthems, and a parade. Often the holiday activities include boat races, coconut-husking contests, dancing, fire-making, and a tug-of-war. iPiPOiP4100110111MIPIPMOMO1110***IPIPMMIP ***** Orneill******11101PIPIPIPIP*0.01...... 0.111,01.0410Wills********1111040*******11100

MONTH: MAY Culture Group: German Celebration: Maifest

Maifest in Germany originally was a spring festival to celebrate the coming of spring and the return of the birds. A Maypole was erected on the first of May and a wreath of flowers placed on top, with ribbons hanging from the wreal.h. The children would dance around the Maypole and weave with the ribbons. In smme towns the wreath would contain food such as sausages and wine instead of flowers. Then the young men would climb the Maypole to get the food down.

Since about 1680, Maifest has been changed to Labor Day and is an official holiday, celebrated much like our Labor Day in the U.S.A. In dnall towns, however the Maifest is still celebrated as it was originally.

Culture Group: Yugoslavian Celebration: Arrival of Spring

The first important event of the peasant's year is the arrival of spring. Celebratione usually take place during the first days of May.

The peasant is dependent for his well-being on nature. Thus, the arrival of spring, the season of new growth, is immensely important. The Serbian peasants of /ugoslavia nave a rain-making ceremony in which 038 275 which She is dressed entirelyin grass ana flowers, the main figure is asmall girl known asthe dodola. of other little girlsshe walks throughthe village, yaver even herf,4ce. Together with a procession which is The other childrensinga song (the refrain of stopping in front of everyhouse and dancing. water over her. "ah dodo, ah dodole") and the housewife pours

Culture Group:Japanese American Celebration: Boy's Day - Tango-No-Sekku ties Here in America, manyhomes with strong traditional On May 5th, all ofJapan celebrates thisday. the artifacts for display purposescelebrate this day in much who have in theirfamily possession the same way az theywould in Japan. Paper or cloth streamersin the shape called the Feast ofFlags, or the Iris Fete. Tango-No-Sekku is also homes. They are made like paper long bamboo poles are seenin the gardens of many of carp aying from fishes' bodies and theyfloat like kites. of the fish is open. The air fills the balloons and the mouth able to swim upstream like real fish.Carp are fish that are The wind helps thefish kites to swim firct Boy's Usually one fish isflown for each son. If this is the son's against strong currents. fifteen feet long, family and friends. The largest oarp, over Day Festival, herecieves presents from air, they learn that As the boys watch the carpdart and twist in the is reserved forthe eldest son. and brave like the carpand grow up to be couragzous men. their parents wantthem to be strong If the family has ancedr preparations for thefestival takes piece inthe home. The other traditional dolls are used instead. These are arranged onshelves, unpacked. If not, small warrior All tral armor it is of armor, swords, speaes,and bows and arrows. along with otherartifacts: miniature helmets, suits boys to be brave, strong,and determined. these objects aresaid to inspire the young

Celebration: Children's Day model themselves an samurai feel their sone should nolonger 1/6 encouraged to Today, many Japanese therefore established a newnational holiday warriors and other militaryheroes. The government has each girls alike and encouragesthem to love and respect called Children's Day. It honors boys and that of the formerBoy's Festival, Mey 5. other. Its date is the ORMO as walk are led to stand shrines on this day. Those old enough too Many young children aretaken to Shinto there by parents orgrandparents. The tall shrine flagpoles are in front of it. Babies are carried for girls.A priest waves black-speckled ones forboys, reddish-colored ones decorated with silk carp,

276 54g a wand of white paper streamers over the children and then faces the shrine to ask for their happiness and health. A special meal is then served to all after they return home. Mast mothers have prepared the children's favorite sweets. There is a great deal of visiting back and forth among neighbors, relatives, and friends.

Culture Group:Korean Celebration: Children's Day

The 5th day of the 5th month by the lunar calendar, also known as Tano festival or Children's Day, is a very special day in Korea. Some of the highlights of the day's festival are Korean wrestling contests among young bays and rr and swinging contests for young girls.

Culture Group: Mexican American uelebration: Cinco de Mayo

In much of California, and in the southwestern part of the United States which once belonged to Mexico, Cinco de Mayo, May 5, is a day for honoring the close and friendly relations between the two countries. Many communities hold elaborate ceremonies; there are serious religious services and formal speeches and there are parades, costumed riders on palomino horses, gay music, feasting and dancing. Many communities feature ballet folklorico concerts. The festivities often last all night. It is a happy occasion, when American citizens of Mexican ancestry express pride in their Mexican heritage.

Cinco de Mayo commemorates the victory of the Mexicans over the French in 1862, following the armed intervention of Spain, England and Prance. The Mexican army, commanded by General Ignacio Zaragoza, routed the French In three bloody attacks at Puebla. The victory was not a decisive one from the military point of view, but it had great psychological and political importance, because it marked the failure of French intervention in the country. Among the national holidays of Mexico, it ranks as one of the most important civil bolidayso

Culture Group: Vietnamese Celebration: Buddha's Birthday

This is a quiet and solemn great holiday like Christmas day in Western countries.

2 77 t_r-) MONTH:JUNE Culture Group: Chinese American Celebration: Drawn Boat Festival this is celebrated place in the month ofJune. In the lunar year In the solar year,this festival takes 2,400 years ago, of Chu Yoan, It celebrates thedeath, more than fifth day of the fifthmonth. th4 unscrupulous on the As a statesman hewould not conform to a well-knownstatesman, poet, andpolitician. of this he the independence ofhis country, and because policies of his riVals. He wanted to preserve misunderstood, he wasaccused of with foreign powers. His intentions were saw the needto form alliances In exile he wrote abouthis love for his wrongdoing by the emperor,and he was banishedfrom China. After writing thepoi4 "Li Sao," PartingSorrow, country and about his sorrowat seeing itsdecadence. he drowned himself. revered his memcry andthey took it Tradition has it thatChu Yuan's followers But why the boatraces? this beloved man. off any fish whichmight eat the:,body of upon themselvesto beat the waters to soare day his river to feed ChuYuan's ghost. A 1.gend seys that one A custom arose ofthrowing rice into the intended that a sea monster waseatiag the rice that was spirit appeared to somefishermen and told them dif- rice in pieces of silkand tie it with five The spirit instructedthe people to wrap the for him. thus protected fromthe monster. ferent colored silkthreads. The bundles would be peanuts or mungbeans. A sweet called "tsung tse" arestuffed with meat, duck egg, The rice offerings Through the years thebeating of the water is sym- variety contains lotusseed paste or redbean psste. bolized by the thrashing oarsof the Dragon Boats. and ems rent the boats andparade them in processions up Recently, people dressed Intheir best clothes During the veningfol- eaten or throwninto the river. the nearest lake orriver. The tsuns tse is last time along theriver. adorned with lanterns asthey parade for the lowing zhe parade,the boats are used for racing are upto on this day. The dragon boats The custom has alsodeveloped of having races The body of the with hardly enough roomfor two :mowers'width. one hundredfeet long and very narrow, and fangs. The boat is color- high prow shows thebeast's fierce mouth boat is shapedlike a dragon and a accompanied by men whobang prominent color.The rowers are fUlly painted, withred being the most cymbals and gongs.

Culture Group: Korean Celebration: Memorial Dal held at the rational to the war dead,and memorial services are On this day thenetion pays tribute UnitediNations Cemeteryin Pusan. cemetery inSeoul and at the 1 4 2 78r. kJ 1' 4 Celebration: Farmer's Day

In Korea, this day is a day of happiness and relaxation as the farmers in colorful costumes rejoice with age-old farmers' dances and music.

Culture Group: American Indianel:eminole Celebration; Green Corn Celebration

As the corn ripens in late Ju (-! the Seminoles of Florida get ready to celebrate ono of their most sacred ceremonies. Families leave fr the Everglades where they camp under the trees for seven days.It is a happy time, during which children play with deerakin balls filled with deer hair, men and women dance to the beat of their rattlee, wld feasting seems continuous. Daring Fast Day, however, men and boys abstain from any nourishment. The tribe's Medicine Man goes into the swamp to look for the magic Medi- cine Bundle which was hidden by him the previous year. Magical powers are attributed to the Bundle, for the Seminoles believe that it was handed down to them by the Great Powers that fill the universe. t is their most precious posf3cssion. It can keep the tribe together and strong. Its contents are sacred and very few people ever se.them. It is said to contain snake fangs, feathers, herbs, and roots. After a long prayer, the Medicine Man checks the Bundle to see that nothing is missing.For the rest of the day both men and women d...21,.e religious rituals around the Bundle.

The last dance is perforrici at midnight and is called the Green Corn Dance. It is a preyer and thanksgiving for the survival f the Seminole tribe. By dawn food is again plentiful; for the first time corh is part of the meal. The meal includes corn biscuits, corn on the cob, and corn gruel to drink. The beginning of a new year ie marked by the return of the Bundle to its hiding place, where it will be safe until the tribe returns for it in twelve months. (From Maragevich, Multiethnic Studies in the Elemen- tary School Classroom.) 11011000,0***********0,000*00111010**00001,00011,0*****010$10100***00********011140***00110000$01P001,0000.0041***0000041041

MONTH: JULY Culture Group: Asian American Celebration: Dar of the Lotus Festival

Through the concerted efforts of many organizations or the various Asian Azerican commurities, a festival known as the Day of the Lotus was conceived to bring together all Asian-Pacific peoples to share in their heritage and culture. To paraphrase the goal of one of the festival consultants: "The Asian

5 s 516 279 United States, but have notachieved the status Americans have been integralparticipants of life in these May this festival of shariAgunite the community at large, of being recognized asfirst class Americans. Asian-Pacific Americans woulubecome active participants encourage deeperunderstanding to the end that and in the end, reap therewards afforded to all Americana."This in the decision making processes their cultural arts and crafts. All groups has been effectively shownwith various groups displaying tasty and different in formand texture but still have booths featuringfoods, distinctiv, exotic, festivities is always designed tofeature two of the cultures for basically similar.The highlight of the its aspects, the themeand-activity to be f6a- that year, each culture tobe prominently shown in all of celebrities sharing the spotlight. Continuous tured each dey with famouscommunity leaders and media and music, contemporary aswell as the more entertainment offers the hundredsof people attending dances with the cooperation of the LosAngeles well-known traditional favorites. This program is sponsored state dignitaries appearing ashonorary County Department of Parks andReareation with city, county and festival participants.

Culture Group: Korean Celebration: Constitution Dly Korea Constitution in1948. This day commemorates theadoption of the Republic of

Culture Group: Japanese Celebration: Bon Festival takes place on July 13,14, and 15. 'It comes a In most of Japan, and herein the United States, Bon where people still use thelunar calendar. Families clean their homes month later in rural areas, Family graves are made neatand tidy. from top to bottom, to preparethem for their spiritvisitors. fruits, and vegettbles arebought, and At special Bon markets, evergreenbranches, flowers, incense, the homes more cheerful. often crickets are broughthome in tiny cages to make before the entrances from the light of paperlantern:9'as well as from small fires The streets glow softly Japan, sometimes called the"Feast of the Lan- This is the first nightof the Bon festival in of homes. Buddhist faith honor theirancestors. It is a special time of yearwhen Japanese people of the terns." have died pay them a visit onthese three days and They believe that thespirits of their relatives who that the lanterns and smallfires will light the way. village gather near the templeand Usually on the last night of thefestival, the young people in the

280 dance the Bon-,Odori until very late at night.They sing as they dance, clapping their hands and stamping their feet to the music of the samisens and the drums. The Bon festival is not a sad occasion, but a peaceful, joyful one. The families rejoice that their relatives can be with them in spirit on these festival days.

Culture Group: French Celebration: Bastille Day

Bastille Day io celebrated on July 14. This is a national holiday, the anniversary of the capture of the Bastille prison by the people of Paris in 1789. This was one of the events that marked the beginning of TEe French Revolution. Parades, dancing in the streets, and colorful displays of fireworks highlight this celebration in Paris and other cities and towns in France. Crowds of excited people line the streets to watch the full-dress military parade through the heart of the city.

11.1,161110.1110.11.0111.41.101MOOMW0000101.0111.0111110,0*001110.11111410.000.00***IPOOMMOsse4MGOOMO*0016*710110sesseses*410$

MONTH: AUGUST Culture Group: Korean Celebration: Liberation Day

On this day in 1945 Korea was liberated from Japan after 36 years of colonial rule.

Culure Group: Japanese American Celebration: Nisei Week

Nisei Week opens with the Coronation Ball at a posh hotel wherb the Nisei Week Festival queen is judged, picked and crowned. It closes with a grand parade through the streets of Little Tokyo (downtown Japanese town) mounted with floats, bands, dignitaries and hundreds of "ondo" (Japanese folk dance) dancers in beautiful summer kimonos. In between are nearly 50 events which focus attention on the cultural heritage of Los Angeles' Japanese community.

While the traditional events in the festival do not,seemto vary much from year to year, there have been changes through the 36 years of the festival's history. Nisei Week began as a grand sales promotion idea for Little Tokyo merchants during the Depression year of1934. Except for the seven-year hiatus during and immediately after the World War II years, the annualsummer festival has continued to grow and prosper. 51.9 55 281 students), special radio poster and essaycontestd*(the Nisei were still mostly The first festival had and street dancing. As the Nisei and kends tournaments, afashion show, a talent revue programs, judo married and had children, ababy contest was grew, a queen contest wasinstituted. As the generation citizen age, they werehonored at an IsseiAppreciation Pioneer begun.As the Issei attained senior the wayside; now asongfest the talent revue lostits luster and fell by Luncheon.As television came, and prospered, theyoutgrew street ano/or cultural music has tikenits place. As the Nisei matured the Coronation Ball,until tickets now dances and preferred ever moreelaborate dinner-dances for continued to mirror thegeneration for which it wasnamed. cost $>0 a couple.Thus the festival has festival, the board in chargevoted Yonsei now activelyparticipating in this With the Sansei and the Whatever name it bears, thefestival will Week" and rename it theJapanese Festival. to drop "Nisei it is in Little Tokyobut continue to be the focalpoint of Japanesecommunity life--centered as Southern California. (Excerpts from Kashu Mhinichi) drawing from the extendedcommunities throughout

282 TRADITIONAL COSTUMES

GRID REFERENCES

Culture Group: Asian American and Pacific Island Heritage Country:" Japan

The Japanese kimono (kr-mo-no) is widely known and the word has entered the vocabulary of many languages. There are, as might be expected in this complex country, various kinds of kimono. Kimonos range from the light-blue and white yukata (ye-ki-ti) of summer angMThathhouses to formal costumes for such occasions as marriages, funerals, or the theater. In theory, a kimono must correspond in color, design, and pattern to the season, the mood, the time or thought of an occasion/festival/holiday. In actual practice, kimono styles are as subject to the whims of fashion as is haute couture in the West. ln principle, bright colors are reserved for young girls. They will wear the most elaborate pinks, reds, oranges, all printed in bold, beautiful patterns on their long-sleeved kimonos. Older women gradually renounce these bright colors in favor of subdued greys, deep olives, and browns. Purple, however, a color the West often associates with old age, is considered a bright color in Japan and is reserved for young girls. (Here, in this country, many older women have adopted the choice of the Occidental woman an&wear many subdued shades of purple.)

Men wear only black, dark brown, or deep grey; and this is reflected in the costumes that are worn to commemorate various festivals. Elaborate headgear accented with gold trim is featured. The headgear denotes status, title, and the era of the ruling lord. To bind the kimono at the waist, Japanese wear an obr (sash or belt). For women, the obi is a very elaborate affair. It is wide, stiffly padded, and'tied in an enormcus bow at the back. Since women do not wear jewelry on kimonos, the obi substitutes as embel- lishment for the kimono. Sometimes the obi will be woven in a pattern of dragons' heads or peony flowers dr in abstrant designsiFT colors. An actor's wife may, on,the occasion of a certain famous classical play, wear an obi with her husband's face embroidered on it in a scene from some climactic moment. For a young child, the obi may be tied in a butterfly design. It has been stated that the obi will reveal the age and.status of a woman-and whether or not she is married. In some instances, the age can be determined

553 55 283 The obi i$ cumbersome design, and the waythe obi is fashioned. by the color, pattern, Japanese women findits support to theback and bulky, butdespite these discomforts, Men's obi are thinstrips uf strengthening and itssymbol of elegancebeyond question. tied in a discreetbow at Tn. back. fine cloth wrappedaround the hips and (ha-6-rn, the last of the light cloth coatcalled the haori Over the kimono is worn a also more subduedin color and design requirements of formaldress. Haori for men are than those worn by women. glory; and forfestive occasionsshe will allow her To a Japanese woman,her hair is her and folds. This elaborateheaddress could be a hair to be coifedinto intricate loops various hair ornamentsin- hair weighing adozen pounds with wig of traditi-onally set hair a tasseled crownof paper serted for eye appeal. A youngerchild may wear on her flowers. footwear of twokinds: geta (ge-ta), orwooden clogs Traditionally, the Japanese use zori (z5-rY) rain, mud, or on theroughcobbled paiements; and for walking in snow, bouncy to the scep. These are worn in which are soft straw-wovensandals, springy and better weather and onsmoother pathways.

Pacific Island Heritage Culture: Asian American and Country: China Kad for their splendor. Ceremonial costumes Ancient ceremonialrobes are memorable Underneath wasembroidered dragons, and pheasantspainted on them. sun, moon, stars, in the room of theancestors, anaquatic herb, in five colors a vaseused for ceremonies Ceremo- letter fu. These were symbolsof virtue. fire, white rice, ahatchet, and the Caps of all types, ribbons and ballsof cottoriafthe sides were worn. nial caps with popular in China. Some caps coveredthe entire each with a differentmeaning, were forehead and fell overthe brow. Huang-ti, who iscredited the EmpressSin-Lin-Chin, wife ofthe legendary Emperor Itis and painting silk. Silk clothes were pro- with perfecting atechnique of manufacturing red, occasions in manylovely colors ofyellow, turquoise, duced and worn at festive ears of corn,and paint- These were ornamentedwith feathers, flmwers, blue, and coral. embroidered withdragons. ings. Many costumes were madeof ornate brocades

356 284 Dragons were the symbol of heaven for the Chinese; they played an important part in the religion and were portrayed wherever possible--on hangings, embroidered on clothes, and in books and pictures. There were dragons of all sorts, some with one head, some with two or more heads or with tongues of fire. There were earth dragons and lake dragons, good dragons and bad, often accompanied by other monsters. The number of claws on the dragon designated the rank of the wearer.

Dragons were usually bearers of happiness and had a festive significance; hence their popularity and the devotion they received from a population who wished for happiness.

The emperor's costume was magnificient. Pearls were used as buttons. There were jewel- encrusted dragon motifs on his silks. The simplest of his necklaces consisted of more than a hundred pearls intermingled with rubies, lapis lazuli, and yellow amber. His sashes were ringed in gold and studded with rubies, sapphires, and pearls. The dragon was also the symbol of the emperor who was called the "true dragon"; the "seat of the dragon" was his throne, and the "clothcs of the dragon" were his ceremonial robes.

Culture Group: Asian Amer_ican and Pacific Island Heritage Country: Korea

The traditional Korean dress is remarkable for its restraint in the use of color. While the Japanese and Chinese use bright colorful colors in dress, the Koreans prefer white a few subtle colors. A discreet mixture of white and vay adorns the man's traeltional attire, while a woman uses either all white or two complementary colors. Brivt colors are worn by children, and on festite occasions their sleeves are striped with the shades of the rainbow.

The traditional clothing for women consists of bloomer-like trousers (paji) worn under a long and loose skirt (chima) and a waist-length jacket (chogori). The ,chogori is fastened by two long ribbons tied in a bow. Men, too, occasionally wear the choeri. Instead of the chima, however, the long and baggy kaji tied at the bottom, serves as an outer garment. An overcoat (turumag9 and rubber shoes with pointed and turned-up toes complete the traditional attire for both sexes. 557 time considered the for hair does notreflect how hair was at one The traditional style Now, nearly all Korean menand women have most important partof a woman's make-up. In the old days,however, the young,unmarried people wore adopted Western hair styles. their heads until they weremarried. pigtails which they ware notallowed to knot up on styles, the nan 'a(maiden) style is oneof the few preserved Of the many early hair style goes back to the6th century when today in remote villages. The origin of this knotted their hair into aball just above the napeof the neck. the ladies of the court fastener and a decora- A Din made of gold,silver, or jade wasthrust into the knot as a tion. In ancient times, they Headwear has always been anIccessory worn exclusivelyby men. (wind-breaker) with birdfeathers decorating wore an elaboratehat called the cholpuns made of The kat, another man'shat still worn byold country gentlemen, is the front. the white of the costume. plaited horsehair. It is black in contrast to

Pacific Island Herita e Culture Group: Asian American and Country: IIALLLmijm_LLLELL of dress for theFilipina is the sarong, alength of material which The traditional form and which falls to theankles. Some women is wound around thewaist in a special way of a long, straight,seamed tube. Some consider wear a form ofskirt, which consists by a sarong's natural this a less attractivegarment as it lacksthe elegance afforded ternos, capacious garmentswith huge butterfly sleeves folds. The women also wear occasions. usually coveredwith richem7175TaTry for f -tive and special in large towns brought ataste for AMong the wealthier classes,the Spanish influence satins which were madeinto full skirts and wornwith the traditional rich, embroidered fashion of fans. lace blouses. The colonizers alsointroduced the practical, style of dress. The men wear colored Nowadays townspeople haveadopted a casual modern sombreros to protectthem from the sun. For festive'occa- shirts and slacks with straw loose shirt of thinmaterial, rich with lace sions, the men wearbarons tagalog, a long, or embroidery. headdresses are worn inthe islands and it ispossible to tell where A great variety of headcloths or the kind of hathe is wearing. Hats range from turban-like a man lives by offer effective protectionfrom the heat of the small caps to large,wickerwork hats that sun. ow) 559 286 Culture Group: Asian American and Pacific Island Heritage Country: Vietnam

The traditional dress of both male and female Vietnamese consists of a pair of wide- bottomed trousers and a jacket, usually of the same color. The trousers, worn everywhere with a brightly colored sash, are generally black in the South, brown in the North, and white in the Central regions.

On festival days the male costume is varied by the addition of a long black tunic buttoned down the right side.

City-dwelling Vietnamese women have adapted traditional dress to suit modern fashion. The trousers are often of white satin or silk and are worn with a long tunic. Another style of dress is the Chinese type of dress which has a narrow skirt slit up one side.

Men, especially the young, are drescing more and more in the American manner.

An almost universal item of Vietnamese dress is the typical conical hat which has pre- vailed over the beret, turban, fez, and all other types of headgear introduced from abroad. The conical hat has a variety of uses; it is both a sunshade and an umbrella and is also found very useful as a shopping basket and handbag.

In country districts the Vietnamese wear very heavy wooden clogs or go barefoot. Sandals are customary for both men and women in the towns, although it is common, evenin the larger cities to see the people walk barefoot.

Culture Group: Asian,American and Pacific Island Heritase Country: Burma Burmese women wear their hair bound into a knot on the top of the head and wrapped round with a piece of gaily colored muslin or silk. The dress of both men and women consists of a jacket of cotton or woolen cloth according to the season, with a silk or cotton sash in bright colors bound round thewaist. Today this traditional costume is often replaced by Western-style clothes.

The custom of piercing the earlobes is common to both sexes. The earrings most commonly 56/

5.612 2 87 inch long and a littleunder half seen are cylindersof gold or other metal, about one an inch indiameter. important occasion; friends and The piercing of the earlobesof a child is considered an not written or printed oncards, relatives are invited. Invitations to this ceremony are sending little packets ofspecially prepared tea, whichwhen but are distributed by properties, takes on a solid mixed with a glutinous substancethat does not alter its consistency and is consideredan.excellent aid to digestion.

Culture Group: Asian American andPacific Country: Laos evident in Laotian dress. For work most Laotians wearodd Western influence is very shirt is the most items of European dress: a pair of khakishorts worn with a colored popular style of costume amongmen. Women will often wear asimple wrap-around skirt with a blouse. a samyot, asarong-like skirt, the endsof which are drawn For special ocasions men wear shirt. between the legs toform knee-lengtli trousers,and a white jacket or a loose ,:onsists of a skirt wrappedaround the waist and reaching justbe- Laotian female dress around the upper part of the body. low the Knee, and abrightly colored scarf draped is made of silk and has abroad band of The traditional skirtof the Laotian woman silver or gold trimming,in elaborate designs,around the hem. symbol of the prestige and wealthof a A great deal ofjewelry is worn as it is a woman's family. fashion Long hair .:rawn into aknot at the nape of theneck was once the universal this has been replaced by shorthair among Laotian.women. In recent times, however accepted fashion for hair styles. styles. Permanent waving is also an

Culture Group: Asian American and PacificIsland Herita*e Country: Cambodia simi!ar to that of the Thai and the Lao- The traditional dress ofthe Cambodians is very wrapped around the hips with oneend tians. The men wear a cottongarment that is 1.7)Sti AF3 passing between the legs and fastening into the belt at the back. Shorts may be sub- stituted, but either garment is generally worn with a short cotton jacket on top.

The women wear a sarong, a single piece of material draped around the waist and falling to mid-calf. A short blouse is worn on top. As a rule, both men and women go bare-headed, but when the sun is at its fiercest, they may improvise' a kind of turban. Some men wear felt hats which quickly become floppy and shapeless by dint of being worn in rain and sunshine.

At festival time especially, the dancers will wear a brocade skirt held in place with a jeweled clasp. Over the short blouses a gold-encrusted scarf is usually draped. A jeweled collar and many bracelets on the arm complete the outfit. An elaborate tower, pointed as high as two feet above the head, jeweled in many tiers,is one k,ind of headdress. The other is a traditional miter crown, a mokot, which is a precious piece of metalwork, finely wrought in gold, the severity ofM.fines relieved by the rose over the left ear and the floral wreath touching the cheek.

Culture Group: Euro ean/Mediterranean American Maritage Country: Switzer an Almost every canton (state) in Switzerland has its traditional clothing, wornonly at festivals and other ceremonial occasions. The women of the canton of Appenzell wear an ankle-length skirt and abodice of rich lace over a finely embroidered blouse. 7he bodice is fastened with silver and gold chains. Soft linen sleeves are fastened at the wrists with ihite lace, and theembroidered lining of the frock is alsd decorated with lace of the same color. The women also wear an organdy shawl with pleats and elaborate embroidery. Headgear is made up of two quite separate pieces of tulle, shapedlike fans and divided from each other by a bunch of white flowers. The collars are decorated with many strings of pearls, which, together with the big necklace reaching down to the waist and the embroideredpetticoat, give them an air of distinction and elegance. The festive dress of the shepherds in121122211 is made of thick blue cloth finely speckled w,ith white. They have short jackets with balloon sleeves, wear a straw hat known as a "capette,," And carry an iron crook or crotzette. This costume is particularly comMon in 565 566 289 the Gruyere district whereit is worn by all men,not only shepherds. clothing of other women isthe apron petticoatwithout which no The main feature of the and gold chains all Swiss woman would feeldressed. Bodices, mantles, lace, ribbons, imaginative decorations offolk art. Woman's folk costume isnowadays add variety to the far different from only seen on specialholidays in the canton ofVaud, and even that is The modern costumes havebeen adapted to modernstyles--partic- the dress of the past. and white striped ularly in regard to freedomof movement. Velvet bodices and green by a simple sleevelessfrock with an apron. The blouse has skirts have been replaced scarf, short flounced sleeves, thebodice has been replaced by asimple decorated white and the complicated headgearby a little hat. shorter skirts with deeppleats which allow thewhite stock- In Fribourg the women wear hats, but still ings and black shoeS to be seen. They also wear lace coifs, or straw silk shawls, and sashes. On some special occasions,black silk keep their aprons, The women dresses" and aprons are worntogether, with a white shawlwith fringed edges. hats, lace caps, embroideredshawls crossed over thoirbodices, of Neuchatel wear straw These costumes have also short sleeves and pleatedskirts of cretonne or chintz. changed somewhat throughthe years. embroidery, Yt Bern, the men wear velvetcostumes with shortsleeves and red and silver together with a little roundleather cap called a calot. The women generally wear sometimes these are moresombre, as at Bases. 4t Interlaken, bright dresses; however, shawls. women's hats have loweredbrims, and at Simmenthalthey wear embiTaTe-red consisted of a black velvetbodice fastened by twocrossed silver The old Bernese costume give the cords and a white shirtwith billowing sleeves. The gold chains were worn to The costume of Gu5;isberz isunusual: the hat is men an ideaof the dowry available. has very tiny disc, the pleated bodice isattached to the skirt, the apron a little flat by ribbons. pleats, and the whitestockings go only to theknee where they are held imprrtant feature is thehat. The costume of Thurgauis also a simple one; its most Catholic women wear hats coveredwith gold embroidery andfastened with broad ribbons; coifs with black silk ribbons orribbons with plain designs Protestant women wear simple distinguished from the on them. The married women of the cantonof UnterwaIden may be' unmarried ones by the silver andgold arrows with which theydecorate their costumes. The mien's costume is Besides a bodice, they also wearbig yellow hats and necklaces. rather simple, but blue shirtsand richlyembroidered waistcoats areworn.

290 567 In Wehnthal (Zurich) the men wear a three-quarter length jacket with large flaps on the pockets. Their broad breeches schlotter or flotterhosen) are made of rough cloth and sometimes of bleached canvas. They wear red belts, long black neckcloths, red waistcoats, socks made of multicolored yarns, high shoes wit% buckles (stockli), a three-cornered hat, or a broad hat with a buckle on Sundays. The women wear black or dark velvet bodices attached to their black skirts. Their blouses are white and have short sleeves. The apron is decorated with bright colors. The women of the village of Knonau in the canton of Zurich wear a costume called the burefeufi, the main feature or which is the decoration of colored ribbons on the back in the form of a V. The skirt is dark blue; the wool and cotton bodice is a little lighter; the apron has horizontal red bands; they wear red stockings and a white headcloth, the corners of which hang down in front. The old costume of the Grisons used to be made up of a red coat and jacket with blue breeches for the men and long skirts, a high bodice, red stockings, and a blouse with long sleeves for the women.

The men wear brightly hued uniforms and feathered hats at many festivals. These are reminiscent of the many different colors the Swiss men wore fighting in the service of the foreign kings. ln order to preserve the folk customs and traditions of Switzerland and to insure that this rich legacy is not lost to succeeding generations, the National Federation of Swiss Customs has been established.

Culture Group: European/mediterranean American Heritage Country: India

In India people wear a variety of clothes. Most women wear saris. A sari isa piece of cotton or silk cloth. It is wound around the f;.gure in sucha way that it makes not only a gracefully draped skirt but also an upper garment. Indian women sometimes wear blouses under their saris. There are many ways of arranging a sari so that it makes a very becoming dress. A woman may also drape her sari over her head. Then it serves as a headdress, too. In northern India, many women wear a long blouse over full trousers.

Many Hindu men wear a piece of white cloth, which is wound around the waist and arranged to loTOTTrke a pair of baggy trousers. This garment is called a dhoti and is usually made of cotton. Over the dhoti, some Hindu men wear a coat that is buttoned to the neck. Many wear turbans on their heaUs. Turbans are of great variety, and some are very picturesque and showy.

569 570 291 They wear coats thatreach to their knees, Parsees still dress astheir grandfathersdid. ;IraTrousers, and high felt orblack oilskin caps. of clothing tell which group anIndian belonged toby the special types A person could and women of India arewearing European worn by theindividual. More and more young men Little boys in India usually European and partlytraditional clothing. clothes or partly blouses and colorfulsaris or full wear a pairof shorts and ashirt. Girls wear loose skirts.

Heiitage Culture Group: European/Mediterranean American Country: Austria clothes and considerthem part of theirnational The people ofAustria wear traditioaal inheritance to be passed onfrom one generation tothe next. and often everyvillage, has itsspecial clothes by Every part ofAustria, every valley clothes has re- solidarity with theirhomes. The cut of the which men and women express variation in colorand material. mained the same forcenturies, with perhaps some fabrics, the best-knownof held mostly totheir home-spun and woven The villagers have stiff wool material. Women wear much linen which is the Loden, awonderfully resistant, and this,too,Trhome-woven and very strong. all men wear theSteiergewand. This clothing, In Styria, known asthe green province, become the nationalcostume ofAustria. It is very dis- once restrlctedto Styria, has The jacket madeof loden tinguished, subdued incolor, and extremelyhard wearing. lapels. The shorts aremade of stoutleatber (thick woolen cloth)is gray with green and stitched with coloredthread. The woolen stockings are green and are sometimes embroidered vests, sometimesmade of velvet, with white or dark blue. There are finely copied every- embroidered suspendersof wool or velvet are silver buttons. The Austrian The felt hats varyin straps and thebelt are richlydecorated. where; the leather tuft of chamois hair. Also, there are shape but always areadorned with a feather or plaited straw. typical shepherdcloaks made of fur or Lower Austria the country wearthe famous dirndl. The name comes from Women throughout dirndl, hut, with time,the word was applied to where a farmer'sdaughter was called a the costume thatgirls wore.

292 The bodice made of wool, cotton, velvet, or silk is covered with a shawl fixed with a silver brooch. The white blouse has full sleeves. The ample skirt is of figured, hand- printed cotton with an apron in cotton for week-days and silk for Sundays. Stockings are white and shoes are black, sometimes having buckles.

The headdress varies from one valley to the next, sometimes from one village to the next. In Burgenland, for example, girls wear richly embroidered kerchiefs while in Upper Austria the women are proud of the Linz bonnets.

For religious and other festivals, particular care is taken in dressing young Austrian children in traditional costumes. Embroidery and lace are lavishly used. The little girl wears a dirndl consisting of a white blouse,'velvet bodice, full skirt and apron. The little boy's costume is lavishly embroidered on his velvet vest and velvet jacket. In Upper Austria women wear a headdress made of stiff gold material decorated with pearls. This headdress and the more elaborate traditional costumes are passed from mothers to daughters for many generations and are most carefully preserved.

In Tyrol men wear traditional costumes richly embroidered, with a wide-brimmed soft hat adorned with wild flowers and feathers. It is probable that this costume was worn by their fathers and grandfatherF before them when getting married, at funerals, and on other important occasions and festivals.

Culture Group: European/Mediterranean American Heritage Country: Hungary

Traditional Hungarian costumes vary widely from region to region, but certain coferall similarities may be noted. Male costume is in general more splendid tban the female. Sheepskin is one of the most eommon materials, especially in rural areas. Sheepskin jackets and cloaks are richly decorated with colored wools and appliqued leatherwork on the shoulder and back. Men's trousers vary from the baggy, pleated linen pants worn on festive occasions to tight trousers of heavy material for more practical occasions. On festival days it is the custom for women to wear numerous petticoats and underskirts so that their wide skirts, sometimes embroidered in as many as twenty different shades, stand out in a bell-like shape. Married women wear embreidered scarves over their heads, while girls go bareheaded or wear a light wreath. The usual male headgear is a sheepskin cap or a felt hat. 374 293 573 white wool cloak, the szur,which is beautifullydecorated Herdsmen are seen wearing a and vary with each region. with appliqued felt andembroidery. The designs are elaborate basis of the national Young girls wear fullskirts and embroideredblouses that are the embroidery used to be donein the spinning and weaving costome. Much of the beautiful the supervis;on of room where unmarriedgirls gathered to %,orkduring the winter under married women.

Celture Group: European/Mediterranean AmericanHeritage Country: Czechoslovakia Traditional costumes are no longer wornin everyday life in most partsof Czechoslovakia, However, most of theforms although they are still tG be seenin mountainous regions. folk dancing societies of national dress are preservedby the members of the numerous and are worn for performances atmeetings and festivals. This great The costumes ofCzechoslovakia vary considerablyfrom district to district. diversity is due partly to theethnic and temperamentaldifferences of the Czechoslo- the varied influences ofneighboring peoples, such asthe vakian people and partly to general idea of Germans, Poles, Hungarians,and Ukrainians. A few examples may give a the richness of traditional costume. bordered with ribbons, whiteblouses The women of southernBohemia wear pleated skirts and short sleevelessjackets. Their aprons are embroidered with short puffed sleeves, handkerchiefs as head coverings. with bright floral patterns. They wear embroidered trousers reaching tothe knee, embroideredwhite shirts The men wear yellow kidskin embroidered collars, an4 wide- covered by blue wail,tcoats,short jackets with stiff, brimmed hats trimmed withbeads and feathers. province are familiar as beingthos'e worn by the actors in Smetana's Costumes of Plzen blouses opera The BarteredBride. The women wear a greatnumber of petticoats, white decorated with lace andribbons, and lace headdresses with prirraileeves71717e collars and with bows at the back. The men wear yellowkidskin knickerbockers, black cravats, wide tailcoats. red stockings, blue skirtsedged with red, In southern and eastern Moravia women wear Men wear high embroidered blouses and bodices,and red handkerchiefs asheaddresses.

294 v boots, black leather knickerbockers, white shirts, red and blue waistcoats, blue jackets, and wide brimmed hats.

The costume generally taken as the prototype of Slav national dress for women is found in western Slovakia. It consists of a wide, pleated skirt, a tight, embroidered sleeveless jacket worn over a blouse with puffed sleeves and an apron. It is all white with the exception ef the apron, which is embroidered with floral patterns. Married women wear a cone-shaped headdress covered with a light, white woolen shawl, while unmarried girls wear a_whit: headdress with gold embroidery.

Culture Group: European/Mediterranean American Heritage Country: Germany

The 'most celebrated costume of Germany comes from tipper Bavaria. The woman's costume (dirndl) consists of a pleated cotton skirt with a flowered print and a tig.ht-fitting short-sleeved blouse; the man's costume consists of the famous lederhosen, characteristic leather shorts, with shoulder straps connected on the chest by an embroidered crosspiece. In summer the men wear a shirt of blue or green cloth, and in the winter a jacket of course gray woolen cloth with the lapels ornamented by applique work of green material in the shape of oak leaves. The hat also is green; in the cold season loden capes are added to the attire.

Also deservedly famous is the female costume of the Black Forest. The black background of the broad pleated skirt, velvet blouse, and short jacket is enlivened by the white of the puffed sleeves and the appons embroidered in bright-eolored flowers. The head covering characteristic of the Gutach Valley is called bollenhut. It is of white straw stiffened with gypsum and,ornamented with woolen pompoms, red for maidens and black for married women.

Perhaps the most luxurious female costume is that worn in the Lausitz. The bodice is completely covered with embroidered multicolored beads and dangling ornaments in the form of hearts and crosses, while the hat is a kind of fez of black velvet, crowned with a wreath of spangles and gold leaves. Also very charming and very fitting is the head covering of the women of the Spreewald, consisting of a cap with two sidewise wings embroidered in flowers and bordered with lace all around a fringe, white for the unmarried women and colored ones for the married women.

578295 577 American Heritage Culture Group: European/Mediterranean Country: Russia language, history,and civili- made up of nationsdiffering as much in The U.S.S.R. is variety of nationalcostumes is United States. As a result, the zation as in the dress in differentdegrees, industrial- enormous. Modern life hasaffected traditional becoming a workman, change. The Kaxakh shepherd, on ization being thechief factor of overalls;-FErTadzhik woman gave upher veil on abandoned his long,flowing shirt for entering the university. still wearnationil dress. Some people have It is only in remoteregions tfiat people Tatars, for example,dress like Russiansin everyday adopted both waysof dressing. and on clotheiEirrestive occasions. Women wear trousers life but weartraditional Silver coins andbangles adorn tNeir holidays add littleboots with upturned toes. black hair. all retained manyelementsi'of their old costumes The Uzbeks, Kazakhsand Turkmen have mixed with moderndress. inal7TF-TailFITTJ, but strongly increased interest inthe productionof consumer During Khrushchev'sregime, there was they were began losing someof that air ofshabbiness for which goods, and the people Today most of thepeople go abouttheir known in the Twenties,Thirties, and Forties. business in somewhatdrab but functionalWestern dress. much,like our own, soit isn't un- Nowadays Soviets are able tobuy sport shirts vpry shirtsleeves, without atie, and often in usual to see the mentialking about in their with no Ivy Leaguetouches or Madison Avenue re- sandals. Their appearance is neat, silk, usually in aprinted Women wear ratherplain dresses of cotton or finements. decidedly proletarian. fabric. The look of thepopulation in general is dressed and well-protected best in the winter. They are comfortably The Russians look have fur collars and areankle-length-- against the rigorsof winter. Coats usually The military look is verypopular and particularlydash- worn with Persianlamb hats. which are famous fortheir The majority of people wearvalenki (felt boots) ing. twhe claihes of Russians, andmuch expertise is warmth. Furs play animportant role in shown in the treatmentof furs and leathers.

296 4)79

n ' Culture Group: Hiapanic American Heritaa Country: Venezuela Both men's and women's traditional dress varies from region to region, from the hot climate of the plains to the cold air in the Andes. In the Andes region, the universal

garment for both men and women is the short pcho (ruana) worn with black, wide-brimmed - felt sombreros. The women decorate these wit1iflowersnd ribbons.

Straw hats are becoming more c'ommon than before, especially to be worn during the daytime. On the llanos,enormous black or Havana hats, called tejanos ("from Texas") are worn by the cattle raisers and are their distinctive headgear.

The tru'e male national costume is the liguiligui, a suit of white cloth, consisting of trousers and a large shirt fastened up to the neck with,buttons of gold or leather. A similar costume is worn in all the Andes region under the oncho. In the hot regions it is the onlY costume ever worn, even oh feast days. Besides te liguiliqui, men wear a large sash or belt (fele) mespecially in the countryside, on which fhey hong a purse and a machete, the large knife which a peasant always carries.

. The most widespread feminine garment is the joropera, a full and brightly colored skirt of cotton or other cloth, worn with the plitaj a white and richly embroidered blouse. Blouses are very loose, leaving tWe shouiiiii exposed, and may be held at the waist by a sash. In the Andes region, women still wear long, wide skirts which are delicately embroidered and even sometimes fringed with gold. An important part of women's dress is earrings (xarcillos).

Culture Group: Hispanic American Heritaje Country: Mexico In the countryside most men wear simple cotton shirts and trousers of the same color, generally white, though pink, yellow and other bright colors are sometimes seen. Dif- ferences occur in the cut of the shirts and trousers from region to region. The men wear broad sashes Of wool or cotton wrapped several times around the tratst. Their sandals (huaraches) resemble those depicted in Aztez codices, on terra-cotta statuettes, and in the.bas-reliefs from Mayan buildings at Palenque and Bonampak.

In some villages less traditional garments are worn. The typical male costume in the

5ssi 592 297 aug. embroidered shirt, and achamarra which consists of shortpants an state of Chiapas which is fastened atthe waist with aleather belt. is a short handwovenwoolen jacket and the sombrero(hat). The is completed bythe seraye (shawl) The basic male costume opening for thehead-777r; worn like a serape is ablanket of handwovenwool with an from region toregion. One common type of serape sleeveless cloak. Thesa, too, vary left shoulder. Red which Lrof mediumsize and isfolded over the is the tororgo of Jalisco, Colima,and Nayarit. woolen lorongos arepopular in the states variations inmaterials, shape,and size Sombreros axe madeeverywhere. There are many brims. in the stateof Morelos have enormous of crown and brim. The sombreros worn distinguished by their veryhigh crowns in the state ofVeracruz are Those from Papantla flat crown and anormal-sized brim. The HuicholIndians prefer a and narrow brims. and on feast days arefurther embellishedwith Theirs are decoratedwith bright feathers silk ribbons,plaited with many-coloredstrands of wool, orchids. Some are adorned prefer richlydecorated leather, and pearls. Townsmen usually horsehair, worked for its sombrerosmade of plaited palmleaves. sombreros made offelt. Yucatan is famous china zoblana. The original costume con- women's costumeis known as the dark The national yoTke,a Whitesleeveless blouse, a sisted of a fullred cotton skirt, a green breast, a stringof pearls the shouldersand crossed on the rebozo (shawl) worn over and red or greenhigh-heeled oots. TATETeveral strands, headgearof colored ribbons, sometimes embroideredwith silk and little'ftarls, The sleevelesswhite cotton blouse, which go back to pre- kind, but there are manyothers, including two is the most common made of two piecesof rectan- The first of theseis the quezguemetl Columbian times. The second blouseof pre- fall from theshoulders like a cape. gular cloth which huipil which is wideand capacious; itslength varies Columbian origin isthe sleeveless very long huiils The womenoTMca and Yucatan usually wear from region to region. plateau the womenprefer them to be o cptton. On'the Chiapas of embroidered white Chamula women alsolike them long,but handwoven wool and tobe richlydecorated. Chinatec women wear verylong with beautifulfiery-red decoration. prefer black wool, wopl and embroideredin contrastingcolors. huipils made of red orpurple handwoven hui ils which Tehuantepec, wearbright-colored cotton The Tehuanas, womenof the city of floral designs. 0n t eir rea0 to the waistand are embroideredwith geometrical or of fruit andflowers. ' painted gourds,full heads they carry 5531

563 4 Unmarried girls wear their hair long, either unbound or in three braids which hang down in the back. Married women wear their hair up on the head or make a bun of it at the nape of the neck. The jewelry of most Mexican women is very modest, consisting of many strings of colored heads, with the rich affording the more valuable gems. The Mestizas of Yucatan make filigree earrings and beautiful rosaries out of fragments of coral; Tehuanas like golden earrings and long golden necklaces with many coins hanging from them. Unusual silver earrings are wo-n in many villages near Toldca.

5,96

oS5 299 A SELECTIVE BIBLIOGRAPHY RELATING TO MULTICULTURAL EDUCATION

Prepared by Betty G. Wethers Child Development Division Los Angeles Unified School District This selective bibliography, with a few exceptions, is reflective of multicultural literature published for children and teachers since 1970. For more extensive bibliographic data, you may wish to review previously created ethnix lists as prepared by the Library Services Section, Los Angeles Unified School District.

Books are listed within the categories which characterize the total publication. These are arranged in major content areas but may also relate to other categories. Thoseeitems marked with an asterisk (I') are intended for teacher background and referbnce.

SELF-IDENTITY AND AWARENESS OF OTHERS clifton,'Lucille. All Ds Come Cross the Water. Holt, 1973. A little Slackboy tries to find out where his people Adults, Ruth. Fidelie. -tothrop, 1970. are from. Not till he talks to an old man called Tweeter Seven-yeaMITTFidelis Ortega wants to play the violin does he get a staisfying answer. (3-4) more than anything else. Undismayed that her usical family cannot afford another musical instrument, Fidelia makes Clifton, Lucille. Sonof the Days of Everett Anderson. herself a violln and practices until she can play s tune. Holt, 1970. Because of Fidelia's skill and deternination, the school Excellent lilting poetry expressing the thoughts and music teacher arranges for her to have s quarter site vio- actions of young ix-year-old Everett Anderson, a small lively Sleek boy. lin and lssons. (3-4) (1-6) linzen, William. First Du In School. toubleday. 1972. !Warta, Patricia. Chicanos: The Story of Nesican The author of Mi uolvs Mountain hes written a ',00k Ajriçqg. Wessm,-1-1717,--- with large black.an -w p otograp s showing children n readable style the book describes the history end adjusting to the first day of kinderperten. The pre.-school contributioks of Mexican Americans. List of "Some Out- chile can get some idea of what acttviticts of a school day standing Americans of Mexican Ancestry" ke, this a valu- are like. (1) able additibn to the cnilettism. (3-4)

Bengali, Crosby (Howell). Dote Prism, Cachatudo (origi- DLeeuw, Adele. . Ballerina. nally Hurvz Up_ Slowpoke). Grosset,-1971. Garrard, 1971.* The soventures of a boy rat as he trails the foot- Maria TaIlchief, an Osge Indian, came from Oklahoma steps of his family on a visit to Grandmother. (2.5)' to ugely Hills bcauee her mother was convinced that her small daughter had talent and would be $ great ballerina Cains, Jeannette. ANIL. Harper, 1973. some day. Maria Tallehief did indeed become a prima Abby, a pre-echiTair, likes looking st her baby book ballerina. (4-5) that tells of her adoption. Kevin likes to pretend he is brother, but Abby is reassured when !Cowin wants to take Beans, Doris. Coward, 1972. her to show-and-tell at school and brag that "we get to The No fasilyuelYe for eating but keep her forever." Shaded drawings accent this story of also felled some very unusual uses for cheap too. That Wes warm and loving Slack family living in a city apartment. wby th441 were not always *nought left for then to eat 5 S8 (1-2) with. When Mr. Charlyy was coming to dinLer, Hr. Wu made an especially beautiful pat" of chopsticks for his, but 597 just before dinner, Mu-Lin discovered one was missing. (2-3) 301 Stone, Elberts. I'm G'Iod I'm Me. Putnam, 1471. Irdian Two Feet and theWolf Cubs. puTMTEVIRNITIFT seitieg nd madereievant friskily, Margaret. A poem is of en- Childrens Press,107T. to the Lnner-citychild. It shows that regardless Little Indian Two Peet goesinto the woods to watch vi.onment, a child is happiestbe,ing himself, among his springtime. He really wants to observe friends and his family. (Ke2) the animals in the and eaentually is accepted wolves. H. does find a family bsck to camp when it appears Pablo the Potter. lentern, 1069. by them. He brings the cubs Stone, Helen. sell- (2-3) Pablo earned enough money they have been abandoned. At a market in Mexico, he found ing his clay animals tobuy his special toy, but Walker, 1974.' (3-4) Gault, Clare. The HomeRun'fings. out there was somethingmore important, The book is dividedinto twc parts--the first, a of Dodd, 1971. biography of aabe Ruth,and the ;econd, a biography Reit, Seymour. Child of the Navajos. learns of thesimilarities and with easy-to-read textof the Henry Aaron.. The reader A photographic account Indian boy ifferences Setween the two men--onewho set the record of a small Navajo finslly broke the daiIy life lincl activities of hic --"s\r hitting home runsand the other who showing both the present-dayand ancient cultures re ord. (3-4) people. (3-4) Child. Watts, Athlete. Gra iela. Gracielst A Mexican/American Sullivan, George. Jim Thorpe All-Around Garrard, 1971. 19 . photographs combine with a biography, told with objec- Sensitive black-and-white Well-written, fast moving recorded conversationswith with tivity, yet with compassionand understentiing, of the test based on tape Indian athlete, had to Graciela to portray aglimpse into her life. (3-4) special problems Jim, the great surmourt. ((3-4) Greenwald, Sheila. The Hot Day. Bobbs, 1972. low to make it coolerfor her Makoto, the Smallest Blit. T. Crowell, Young Sadie discovers of Uchida, Yoshiko. family and friends onehot day among the tenements 1970, (1-3) The smallest boy in the classis the slowest runner Manha.tae's lower East Side, after meeting but finds somethingin whicS he can excel The Pink Suit. Crown, 1970. in Kyoto. (3-4) Hirsh, Marilyn.thi-liTillliWa-tribulations of a littleboy Mr. Imai, the best potter Describes from the Grwaset, 1968.° living on the lowerEast Side during the 1020's Wilde, Arthur. Apache Boy, pink suit until he wasable to A true story of a ten yearold boy from a large time he received a hated (14-2) movie company to go on dispose of it in a waysatisfactory to all conderned. Apache family vho is chosen by a location with them and thea toHollywood to complete the penile on His Own. Dial, 1970. picture. (4-5) Lexau, Joan. intelligence of a littleboy Shows the courage end when his grandmotherbecame ill. (3) Queen of Hawaii. Garrard, Malone, Mary. Liliuokalani: FAMILY LIFE Ile MANY CULTURES 1975, Laliuokalani, The courage anil impactof the dynamic Benchley, Nathaniel. Small Wolf. Harper, 1972. Hewiiii, is reflected in thisstory of 177i-,-Treasy-to-read story of Small the last queen of of her In fiztionalized her life and efforts topreserve the old ways Wolf whose family is forced to moveagain and again as the (2) lovely land. (3-4) white men settled on thu landof Worth America. Bobbs, 1973." Martin, Patricia. Indians. Parents', 1970, Them Cell Me Leni. in the United States,their Berdektive, Idenka. families adopted An overview of Indians reservation and During World War IT, many Gernau history and their lifetoday, both on the Czech orphans who wore laterrepatriated. This is the in the big cities. (3-4) fictionalised story of one such Orphan. (S-6) 1 hm Freedom's Child. Bowser, 1970. That. Golden Gate. 1965, Martin, William. other people are basic Clerk, Ann Noise. his For Good feelings about self and White Shell was the properIndian name of a little (3-4) His family :ailed him to responsiblenembetship in a tree society. boy who lived in thePapago Dosert. the habit of puttine some- Garraiml, 1974, Put-it Pick-It because he had to McInnes, John. How Pedro Got HisNoma. thing down as soon as he sawsonothing else of interst Tony wants to-boy the puppyhe sess at the pat store This story tells how his parentstried to help needs by working for a manwho pick up. and earns the money he hie. (3-4) A slight story with vocabulary aimed at makes shoes. Lothrop, the very beginningreader. (1) Edwardsot, Cordelia. Mirian Lives in a Kibbutz. 1971." Plyj Jimmy, Fly. Patna*, 1974. Personalised fictional account ofcommunal life in an Myers, Walter. birds but be A small Bloch boy yearnste fly like the Israeli kibbutz told from theperseective of a fivemyear- Then he does succeed ashit readers learn about cannot, even though hetries. old. In follovins her experiences, uses hls mind andhis imagination. (K-a) agriculture, small industry,recreation, communal life, importance of water, otherreligions, and the elseeisi Doubleday, 1970.° Jewimh Sabbath. (4-5) SachsiMarilym. Marv. inventor, meaning and obcervence of the The endeerinfirfery ofMery Greens creative tinkerer, and gadgeteer,whom no one reallyunderstands. port:eyed in this story of 5 5 0 5 s 9 Good family rlationships are New York in the early1940'S. (G-6) ^ Mime. Permayen, Jo. The Wonderful Lamp Prom Isfalkan. McGraw. Kirkup, Janes. The Mitic Drum. Knopf, 1973.* 1974. AdepteJ from Japaniao non dram*, the plot involves an The brave, wise, and pateint Prince of Persia had to elderly couple whose prayers for a child are granted. solv the problem of what to do with the gardener's trou- Tenko, the child, becoses obsessed with a desire fo' a blesome goat, beloved by his thirty-two children. When he drum. When rewarded with one, he and his drum are upited finds the Wonderful Lam, From-Isfahan, the magical genie in a mystical relationship. (4-5) who liVes in the lamp provides a happy solution. (1-1)

Lexau, JoaTi. Me Da . Diel, 1971. Fraser, Kathleen. Adam's World: San Francisco. Although Ii is Rafer's birthday, the day does not A. Whitman, 1971. start off happily because the T.V. doesn't work and there Excellent book for developing pride in and love of is no lettar from his father who no longer lives with them. falsity and people in general. A picture of life and ac- Then a telephone call causes a change to occur. Sensi- tivitises of San Prancieco as seen through Adam's eyes, tively written story provides insight into life in dis- bringing out the joys of a closely-knit, warn and loving advantaged neighborhood. (3-4) family. (K-2) Lewis, Thomas. Hill of Fire. Harper. 1971. Friskey, Margaret. Indian Two Feet and the Grizzly Bear. The story of T.aricutin, the volcano that erupted in Childrens Press, 1974. Mexico in 1943 as it might have happened to the farmer as A small Indian boy trios to catch a grizzly bear so he was plowing his field. (2-3) thee he can use its skin for a blanket. .The bear out- smarts him, and the boy's mother makes him a blanket. (K-2) Lyon, Fred. A Week in Windler's World: Hawaii. T. Crowell, MT

Gerson, Mary-Joan. Omoteji's Baby Brother. Walck, 1974, . A pictorial account with very little text which de- Omoteji, a Nigerian boy of the Yoruba tribe, feels scribet the activities of a typical young boy during one neglected after the bitth of his baby brother. The con- week of his life. (2-3) flict is resolved, however, when "Teji" proudly recites his own poem at the infant's naming ceremony. (3-4) Martin, Patricia. Be Brave, Charlie. Putnam, 1972. A warmly human story of a young Navajo boy who grad- Gidal, Sonia. My Village in Korea. Pantheon, 1968." ually learns to ovhecOme his feer of the boarding school With a Korean boy as guide, the reader observes outside his reservation. (3-4) daily life in a snail Korean village thirty miles south of Seoul. (4-6) Martin, Patricia. One Special Dog. Rand, 1968. When Charlie tines a wild dog and it guards his sis- Goldman, Louis. A Week in Halar's World: Israel. ter's pet lamb, his sister loses her fear of the pack of Macmillan, 1969. .dogs. The story depicts the life and surroundings of the A picture of life on an Israeli Kibbutz is presented Navajo Indians on a reservation today. (3-4) as th reader accompanies first grader, Hagar, through a typical week -a life quite different in many respects martin, Patricia, Pocahontas. Putnam, 1964. lrom that of most American children. (3-4) This very simply written biography of Pocahontas tells of her friendship with the Jamestown colonists, her Gray, Genevieve. Send Wendell. McGraw, 1974. marriage to John Rolfe, and her death while returning to Whenever his mothet had an errand for someone to do, England. (3-4) the other members of the family were always too busy, so it was always "Send Wendell."When Uncle Robert cpmes to Prather, Ray. Anthonr and Sabrina. MaceilIan, 1973. visit, his concern for his nephew gives Wendell things of Two Bleck chirdren--s brother and sister--visit their his own to do. (3-4) grandmother's farm in Florida. This stork relates their common bickering and shard edventures. The pictures are Gridley, Marion. Pontiac. Putnam, 1970. attractive, the text is realistic, demonstrating the unit- The biography-07TM Indian chief, Pontiac, including ed front children maintain against their elders and cap- his life in Fort Detroit, his friendship with the French, turing the wonderfully special relationship existing be- and his difficulties with the English. (3-4) tween older brother snd younger sister. (K-2)

liamptcn, Doris. Just for Manuel. Steck, 1971. Segal, Lore. Tell No a Mitzi. Farrar, 1970. A4 easy-te-read story about a small boy who tries to Three different family situatiOns in which Mitzi and find a special piace of his own.in his small apartment her brother, Jacob, share Shots, resourcefulness, Logic which he shar s with.msny members of his family. After and fantasy are woven into a storytelling situation which everal unsuccessful attempts, he does find one in a rath- has a strong Jewish, urban 1930's feeling. (K-6) eg gousnal place. (2) Todd, Barbara. Juan Patricia. Putnam, 1972. Hirsh, Warily*. len Gee, Into kunipepp. Holiday, 1973. 'A Veva and WaTriTTriThy about a small Maxican Ten-yesr-old Nei persuades hft aims to lend his a American boy who wants te help but is too little to do the dins st a tins when a dia. would buy a whole week's supply task properly. li finally does find a job that suits him of potatoes. Ho invests the dime in a supply of all-day perfectly. (2-3) suckers which he sells, st a profit-, to the "rich people" on Coney Island. H. is thus able to help earn a living Udry, Janice. Mary Jo's Grandmother. A. Whitman, 1970. for his nawly-arwived, impoverished, Jewish family. (11-2) This story tlls of limy Jo's Christeas vacation with her grandmother and how she copes with a blizzard and an 591 accident to her gresimother. (5-4) 592 WORKING AND PLAYING TOGETHER Keats, Ears. Pet Shawl, Macmillan, 1472. There ia To bio.a pet show. When Archie's cat cannot Holt, 1976. Clifton, Lucille. liverett Anderson's Priond be found at the right time,Archie comes up with a most A new family is about to moveinto the apartment neat unusual pet to take his cat'splace. (1-2) Much to Everett Anderson'sdisappointment, it turns 400r. Joe. out to be a family stbichhas all girls, including Maria gottwinkle, William. Up the Alley with Jack and who is especially good.atplaying ball. His disappoint- Macmillan, 1974. ment turns to joy as hebecomes involved with the new A whole Saturday stretches outbefore three small family and its different customsand acquires a new, friend boys and an old dog as theymeander up an alley and out in Maria. (K-2) into the surrounding countryside,discovering all kinds of things to do and people to meet. (2-0, Fife, Dale. Adam's ABC. Coward, 1971. Adam and his friends, The ever717F-iFfNities of Liang, Yen. ToRMY and Dee-Dee. Walck, 1953. Arthur and Albert, are described aswell as objects com- A simple lesson In internationalunderstanding. A wanly found in an urban setting. The author has cleverly find they are alike in many ' Negro boy and a Chinese boy objects that are black--afire but unobtrusively featured ways. (g-Z) escape, a river at night,licorice. (2-3) Navajo Pet. Putnam, 1971. Career Martin, Patricia, Glee, Margaret. Come and Play Hide and Seek. Two small Navalo toys can't seesto get along at all 1975. --but their pets, a goat and ahorse, are the best of The reader goes along with Jakeand Jerry's little How they are successful ingetting the two boys inside and outside the friends. dog as he looks In many places both to be friends makes agood lesson. (3-4) house for the twills in their gameof hide-and-seek. ,(g-I) Orbach, Ruth. I'M Dan. Scribner, 1970. Glovach, Linda. Let's Make a Deal. Prentice, 1975. This is a Tero1 o7 excellentcolor photographs about Tom and Dewey have asofid inter-racial friendship. different boys of various racial groupsnamed "Dan." The When they adopt a stray dog,they make a deal that if they repetition of words helps thebeginning reader to build ever part, one of themwill keep her. When Tom has to his vocabulary and the photographsteach likenesses and friendship is threatened but sus- move to New Orleans, the differences. (1-2) A pleasant, heart warming storywith :aportant tained. Lippincot, values. (2-6) CT61.by, Virginia. What's Wrong With Julio? Coward, :970. Greene, Roberta. Two and Me Makes Three. Of the five Spanish-speakingchildren in the class, Probes the frrenditip of threeboys living in New only Julio looked unhappy endrefused to talk or to par- York City. Good race relations. (3-4) ticipate in the school ctivities. Teresita, Maria, Roberto, and Gonsalito were not onlygrasping the new Parents', Named*, Hirosuke. The Little Mouse WhoTarried. language but helping theirclassmates under the teacher's 1971 guidance to learn many spsnishwords. The ch,ildren's A cumulative-type tale ofGrandee Mouse's attempts to gradual awareness of Julio'sloneliness and 'their wars get her animal friends tohelp her to find her grand- responsiveness to his problem arelensitively handled.(3-4) daughter who has not cone homefrom her trip to the bakery., An English translationof a Japanese story. (g-3) Prather, Ray. New Neighbors. McGraw, 1975. Rickey has-Dis trauiiiic experienceof severing ties McCall, Heuck, Sigrid. Buffalo04to_Loold_or_j_.:?ely. and friendships and movinginto a neighborhood of seem- He was creative in the solu- 1970. simple in their de- ingly unfriendly children. Colorful collage illustrations. tion to his problem and soon Misaccepted by his ne of two friends whose friend- tail, help to tell this story friends. (1-3) selfishness. When they decide ship was nearly ruined by their to work together to getthe horse they both wanted, Prether, Ray. lo Traspasstnt. Macaillan,.1974. friendship was restored. (K-4) When their bell goes infothe yard of ea unfriendly - neighbor, three young boy, showmuch ingenuity as they Hoffman, Phyllis. Steffie and Me. Harper, 1970. eventually retrieve the bollwithout actually going into A candid lookTWT3717TrirOf a little girl and her '(1-4) because she enjoys the same the forbidden territory, friend who is very special of what is things she does. The sensitivity and awareness Rutherford T. Find% 21 Putnam, 1970. (Pry-3) Rinkoff, Barbara. important to the little girl iswell desdribed. Whild looking for kishlusroon, a six-year-old boy makes many friends on hisffrst del of school. (5-4) Hopkins, Leo, comp. City Talk. Knopf, 1970. Cfnquain created by children fromthe A collection of Thompson, Vivian. geola'slesio. Golden Gate Attractive photograph, depict various urban communities. Jr. Books, 1966. the mood of 000 pee,. (3-4) The cherming story of geols, aUswaiian boy, and a stubborn littleJdonkey who bothknew the importance of %oats, Ezra. Louie. Greerwillew, 1975. work but also liked .ten,Omp toadmire tho beauty around popular multiethnic and One of thrii-IM7thor-artist:s them. Illustrations cetch the whimsy of the story Shy, withdrawn Louis attends apuppet inland. (3-4) neighborheod:series. The the character of a Hawaiian show snd becomes infatuatedlath one puppet, Cassie. puppet's creators eyontuallygive Gussie to him. (1-3) 593 F. w 594 TM, 104IVARSALITY AND DIOPERIINCES OP FOODS Preston, Ultima, Ching's Magic *rush. Carolrhoda, 1973. Ching's ambition was to becode ais great an artist as liarth, Edna. pirkeyPilgrims, and Indian Corn. S.abury, Kim Meng, the master painter who lived in Ching's village, 197S.* amd when he was assigned as a helper to Kist Plum's cook, Beginning with the history of the landing ef the K. finally discovered tho great artist's magic-.4$44) Pilgrims, the author writes an interesting and factual account of the first Thanksgiving and subsequent nut's Jur- Towne, Peter. George Washington eerier. T. CroM4111, ing which the symbols that are now associated with the 1975. holiday 'come into being. (5-0 Easy vocabulary end expressive illustrstions by Eliza Moon combine to provide an interesting biography for young Clark, Ann. The Desert People. Viking, 1962. readers of the Black man who through his knowledge of Describes Panago 'Allege, homes, customs, food, and plants and agriculture, was able to revolutionise farming work of men, women, and children and the changes which in the South and to realise hitdream to help his own come with each new noon. (3-4) people. (3-4)

Cohen, Barbara. The qorp in the Bathtub. Lothrelp, 1972.* Wellerstein, Sadie. Ten and a Kid. Jewish Publication, A humorous, nostalgic story which provides a glimpse 1973.' of Jewish holiday customs in a bygone era. To keep the A fine fondly story depicting the life of an orthodox carp used in gefilte fish fresh, Mama kept it in the bath- .1,urish family in Lithuania. During the course of the kn- tub until it wail time for it to be cooked #or Passover% dividual activities of this large family the reader learns One yeor Leith and Harry attempt to rescue "Joe," en much about the observance of Jewish holidays and fast days. unusually playful carp, but fail. (4-5) (S-6)

Grimm, William. Indian Harvests. McGraw, 1973.* Yashima, Mitsu. Plenty to Watch. Viking, 1954. Describes the sajor plants which the Indians used and What it is like for a swan child to live and play in the ways is which they prepared them. Some of the foods a Japanese village and the sights he would see--a sweet

derived from the plants are familiar, some- are not. ' shop, the dyemaker, rice pounder, bean curd seller, and Accurate line drawings accompany the text. (5-6) fertiliser mill. (3-4) Hays, Wilma. Foods tFe Indians Gave Us. Washburn, 1973.* r Gives hisTiFFOr foods such as potatoes, peanuts, beans, tomatoes, And corn, which were not known to Euro- TRADITIONAL FOLK ARTS AND CRAFTS peans before 1492. The author describes how the seeds were taken from the Indians and introduced into Europe and Baylor, Byrd. Before You Came This Way.Dutton, 1969. Africa. Recipes adapted from Indian ways of cooking are Illustrations, based on prehistoric Indian rock draw- included. (7-8) ings found in the Southwest, and speculative text provide possible interpretations of the lives and purposes of the Lavine, Sigmund. Indian Corn and Other Gifts. Dodd, creators of Indian petroglyphs. cpal 1974.* Myth, legend, superstition, and scientific facts are Baylor, Byrd. Thee Put On Moises. Scx brier, 1974.0 'combined to present a lively account of the contributions After a lyirEal exfienation of why,Indiant crested of many Indian tribes to foods first produced in the West- masks, Baylor vividly describes Eskimo, Northedtt Indian, ern Hemisphere and later adopted by people all over the Iroquois, Navajo, Apache, Zuni, Hopi, andipgui creationi. world. son. of these foods include corn, lima besns, Colorful illustrations of authentic AmericanlIndian masks peanuts, peppers, potatoes, and pumpkins. (5-6) appear along with tribal legends, songs, and the author's own evocative verse. (5-6) Matsuteni, Miyoko. The Witch's Magic Cloth. Perentsi, 1969. Baylor, Byrd. on Cla s. Scribner, 1972" When the witch an the mountain top demanded rice The author 01 rearea 0 the making of pottery by pre-. cakes for herself and her new baby, the oldeet women in historic Indians in the Anerfisa Southwest. She suggests the village offered to lead the two braggarts who were that each frainsent of clay is a piece of sameone's life. afraid to go by themselves. When she finally cane beck Thm,author end the illustrator have takbn the designs of she brought a gift she was able to share with all the aecient potters and here voked a picture of prehistoric villagers. (3-4) life with a deft touch of poetry aed gentle humor. (5-6)

Loverne. The American India!! as Farmers. Nelmont, Behrens, June. L4y Drown Sal Book. Alden, 1974. 1 1963. Creative/la predtfelfrifenifor paper bags are shown Various methodof farming used by certain tribes of in self-explanatory color photographs, with simple com- American Indians in 'the past are presented. (3-4) sentery iw Dirge type. Multithnic children are pictured with their crestless of art forms-games clothing, pup- Politi, Leo. re Stull'. of Corn, Scribner, 1976. pets, etc. (K-S) This is sbeuI iLng.flca, * girl from Pico Rivera. Prim her grandmother,,Angelics learns shout corn and its eosins, Jeremy. Litin American Cr ft . Lothrop, 1974.* traditional inportance to the Mexican people in legend, An interesting mt1iof fa*iuiir*aing students with song, art, and in the kitchen. A foaliag of lave and degigns associated with pre-Coluebien art, filch craft in security radiates from this beautifully illustrated story. introduced vie photographs of original pieces and a brief Becipes in tbe beck. (3-4) description. Construction is adapted to materielle eccea- ible chirdre*. (5-45)

f 5 VARIETY OF FOLK MUSIC Glutook, Shirley. pi, Art of the Old West. Macmillan, 1971.* Leonard Bernstein's Yount People's paintings, sculpture, Bernstein, Leonard. This bdth presents a variety of Concert , Rev. ed. STIon, 1970.8- and photographs which recreate theexciting life of the onard Bernstein has been conducting concertsaised Titus R. Old Wst. Covers the period beginning with at the Interests of youngpeople for some time. In this Peale, one of the earliest artistsand concludes with 20tL beautifully illustrated work, he writesabout those world- century Georgia O'Keefe. (5-6) renowned concerts In such a mannerthat they are an enjoy- able as the concerts themselves! f6-7) Oubok, Shirley. The Art of the Southwest Indians.° Macmillan, 1971'. Bryan, Ashley, comp. Walk TouotherChildren. Atheneum, Presents photographs of rock pictures,fetishes, Kachinas, ceremonial robes, jew- 1974.' baskets, sand paintings, A collection of falsities andlesser-known spirituals. lry, rugs, and pottery madeby the Pueblo, Navajo, Apa;he David Play On These fine ex- including Walk Together Children, Little and othr Indian tribes of theSouthwest. your Harp, I dot Shoes, andothers. (g-6) amples of Indian arts are takenfrom the collections of Explains the ceremonLai use of thesearti- many useums. Cone, Molly. Leonard Bernstein. T. Crowell, 1970.0 facts and discusses briefly thetechniques used by the greai American musical conductor (5-6) A biograpSy of fhe artists of the past and the present. which covers his birth in 1918,education, and experiences he to the present time. His love of music is evident as Glubok, Shirley. The Art of the Spanish in the United has popularized concerts for youngpeople. (4-5) States and Puerto Rico. MacMillan, 1072.* are de- Spain's contributions to the arts of America Clyner, Theodore, comp. Four Corners of the Sky. Little, picted in an array of Spanish homes,churches, missions, mbroidered wall hangings, 1975.* and forts, as well as furniture, An outstanding collection ofIndian songs, chants; handwoven blankets, and tinware. (5-6) lullabies, and expressions of hope anddespair taken from many tribes, including the sourceof each saying snd a Gravelle, tnuk. Childrens Press, 1975.* commentary about most of then. (5-6) Inuk is unarriost Eskimos--hodoes not lila the,ice and snow and cold winds ofwinter. He unexpectedly finds Folk Songs of China% Japan, for Hawaii end so his Dietz, Betty Warner, yd. himself a stowaway In a boat headed Korea. Day, 1984.* dreass of a different life cometrue. Color stencil illus- twenty-five folk songs interest to the story, An attractive collection of trationsan Eskimo art form--add popular with the Chinese, Japanese,and Korean people, and a special section at the endtells children how to For each of the songs - using this unusual and beau- prepared by two music educators. make their own illustrations largely unknown to Westerners - these areexplanatory tiful art style. (4-5) notes, sinple piano accompsnisents,and English transla- phonetic transletions and Morrow, 1971.* tions of the lyric, along with Hofoinde, Robert. Indian Arts. a sampling of the originalcalligraphy. (5-6) Discusses the origin of IMdian artsend their use in thy decoration of ceremonial,personal, and household ob- The Trees Stand Shining: Poetryof the artists who Jones, Hattie, comp. jects. Explains the techniques uoed by .ttlejsuLjediansr. 101.1,1971.1 worked with horn, bone, shells,quills, wood, stone, roots, co lect on of Indian poemsfrom various The concluding Aeaut u twigs, grasses, clay, copper,and silver. tribes which are really songs - prayers,short stories, chapter deals with Indian artstoday. (4-5) lullabies, and war Chants. (4-5) Arts and Crafts of the MexicanPeople. Jones, Edward. Korty, Carol. Pia s From African yolktales withIdeas Scribner, 107X.' Ritchie, 1971.* traditions, and practice Actin Dance Cos uses d Music. A description of the history, aut or ae t on our o or favorite African of Mexican pottery, weaving,astalcrafts, woodworking, children nay per- Iacquerwork, fireworks, paper- folkteles and produced scriptsAmp that leather crafts, glassworks, form tnese plays without payinrroyaltiesif no adminsion (5-6) book sug- workt yarnwork, end featberwork. is charged. She hes included at the end of the dance, and costumes Dutton, 1975.* gestions and ideas about acting, music, Price, Chrittina. Made in West Africa. which would enrich their production. (5-6) The influence 'of African customs,history, and geography upon art ire explained in aclear; concise text and Echoes of Africa in Polk Songs ofthe photographo, (6-7) Landecb, Beatrice. through 160 black and white A#4ricas. McKay, 114.9.* how the Black san's music has been a Pacts, Activitiesj and Trionstrates Purdy, Susan. Jewish Holidays: source of strength and howit'has influenced, and been in- Crafts. Lippincott, 1969.* fluenced by any different culture's. Includes slyest -----Fiphasiting craft ideas and activitiesin the obser- piano, guitar, drum, and important Jewish holiduys, hundred songs scored for voice, vance of sixteen of the most other instruments. (Tea Ref) thm author also includes theorigin and significance of e ach one. (S-6)

5 9 s

.7.7". :7: -r7"-- 7* 1 777 .77. e4r1..7'.., Lewis, Richard. Ontof_theBerth. IStu.Norton. incl.* Bernstein, Margery. How the Sun Made a Progse and Wept Thisdintioguittiodiseoltis a colleifion of songs, It. Sctihner, 1974. cheats, poems, am* prayers from primitiv peoples of the Fro* the lore of the Cansdian Indians of Lake Winni- world including early American Indians, Eskimo tribes, peg, this Bungee Indian tal tells how, in releasing the jungle-"dwellers, and remote islend inhabitants. The poems captive stir in return for a promise, the beaver caws to express the universal hope, love, sadness, and search for look as he does today. (3-4) strength and beauty of humanity. (6-7) Puck, Pearl. The Chinese Story Teller. Day, 1971. Mathis, Sharon. Ry Charles. T. Crowell, 1973. A lovingriliairirrirriiiTiarriaaxedSummer day with Relates in easy vocaou ary the life of Ray Charles, her two grandchildren. She tells than the hld Chinese who rose from a barefoot blind boy whom his new class- tale of how eats and dogs Came to dislike ohe another-- mates tricked into running into a pole, to 0 rich, sue- just as she heard it told by a storyteller in China. (2-6) cosful, Black singer with throaty voice and perfect pitch. This is a remarkable biography of a man who has been Budd, Lillian. Full Moons. Rand, MI.' called a "genius" by the music world. (S-N) A co1loctioi-17-17iMs reflecting the importance of the moon in the lives and the way of life of North Ame.ican IteDearmon, Easy. Mahalia, Coupe! Sillier. Dodd, 1976. Indians. An excellent book sensitively depicting Indian Mahan& was torn In Che-Deep Soutt. Her gran4parents ideology. (5-6) were slaves that never left Louisiana.This gospel Singer rose to prominence, however, and trmvelecrthroughout the Clymer, Theodore. The Travels of Atungs. Little, 1973. world, lifting the hope of millions with her singing. It A haunting Eskimo story of men's original quest for was her song that preceded Martin Luther King Jr.'s "I food and of his relations with the greet spirits who con- Have a Dream" speech. (3-6) trol life. Grey, pale blue, and tan watercolors effectively recreate vest stretches of frozen water, snow, and Powers, Willidm Indian DancIng and Costumes. Putnam, air and give a sense of the eerily powerful spiritual 1966.* world which is stark reality to the Eskimo (3-4) Introduces Indian dancing as hobby. Presents background material on Indian dancing and information about Courlander, Herold. Peo le of the Short Blue C rn: Tales each dance. Aiso provides directions and step-by-step and Legends of the Hmpi natant. Harcourt, 7 . photographs for performing the dances. (5-6) Collection prigTtopl Indienlegends with a short history of the Hopis. (5-6) Robinson, Adjai. Lasho and the Thin Flutes. Coward, 1973. Oayrell, Elphinstone. hv the Sun and the Moon Live in Kasho, a young African boy, intends to help his mother the St , Houghton, 196 . prepare for his father's homecoming, but is invariably d African folk tale about the Sun, the Moon, and distracted by his own flute playing in an attempt to be- the Neter and how they came.to be where they are. (3-4) come as talented as his father. (3-4) Oolch, Marguerite. Once There Was a Coyote. Garrard, 1975, Robinson, *alai. Singing 1410s of Africa. Scribner, This volume of the Dolcl reading series contains 1974.* seven Indian legends about the cunning coyote as he easily The author hss retold seven of his favorite singing outwits humans and animals and supernatural creatures. (3-4) tales, each reflecting the culture, humor, wisdom, and traditions of African life. Verses are included for eiach Dolch, Marguerite. Stories Prom Africa. Garrard, 1975. tale. (5-6) Sixteen short African- telltales explore jungles, deserts, forests, sky, Cods, beasts, and heroes. Con- Serwadda, W. Songs and Stories from Uganda. T. Crowell, trolled third grade vocabulary and large type make this 1974. easy reading. (3) The author, se authority on his subject, enriches the child's understanding of the wor14 around him through Pu Bois, William. The Rare and the Tortoise and Thelor- Clear imagery in story and song as ha presents thirteen tolse asid the Oar : tie T S-111.42-11t-ISEISIP stories and their accompanying songs. The words for the y a o re. ou e sy, songs are phonetically spelled, using the Luganda language An English-Spanish edition of the famous foot race and with English translation. (4-3) a turn-about sequel oCLee Po's Oriente! version where the Hare is quite uncoafor.table the Tortoise quite at home, Wayne, Bennett. Three Jazz Greats. Garrard, 1973..9 down deep, undor the fee. (5-0) Tho lives and careers'of N.C. Handy, Louis Armstrong, and Duke Ellington are reviewed along with the development Durham, Mae. /Ali. Oradburr, 1974, cf the joss music form. The recording industry, record A retelliEFFt a Japanese folktale in which, due to probation, and other Jazz musicians aro also discussed. series of unexpected events, the unusually large moo (a (5-6) Yee-like root) Tahiti finds is the last one he ever digs up. (3-4)

STORIES AND STOPYTELLING IN MANY CULTURES .

Aardema, Verna. Wh / ULVIIBULSILULJJ_"" e /.. Dial, 1976. As a result of the told by the mosquito to the iguana, a chain of events is started which results in the Mothers' Owl'a not hooting and thus not waking up the sun so the day can GO0 7

Valet, 1975. Parker, Arthur. VakeLt.angzjaresj_jatatzlita. Gross, Michael. The Fable of the Fio_Tree, A Whitman, 1970. liuSrate folktale in Which a greedy Polk tales of the SenecaIndians, retold by a leading A centuries-old awarded to his men tries to benefitfrom the good fortune anthropologist of Seneca Indianancestry. (5-6) neighbor, and fails. (41.5) Robertson, Dorothy. Fairy Tales Friar the Philtnnines. A Story, A Story. Atheneum, 1970.* . Dodd, 1971.° Haley, Gail. folktale of Anansi, the the history and cul- A retelling of the African Traditional stwiies reflecting col- Spider Man, who bought thestories which all belonged to ture of the Philiprinesretold by the author after The price was high, butAnsnsi, lecting them from youngFilipinos as their hest-loved Kyeme, the Sky God. of talking ani- through his cleverness, wasable to fulfill his pert stories. Tales deal with the supernatural, the bargain. (4-5) mals, and monsters. (5-6) Atheneum, Crowell. 1972. Harris, Christie. Once Moro Upon a Totem. Rockwell, Anne. The Dancin Stars. T. The 'loving and po gnant roquois legend which tells 1975.* contains three long epic- brothers into dancing for- This distinctive collection of how the moon tricked the seven like tales that recountthe disappearance and return ever for her in thesky. (5-4) the Pacific salmon; theactivities of an Indian trickster; ParentsA 1970; and life, death, and thespirit world. (4-5) Rockwell, Anne. When the Drum Sant. Tselane, a littlelantu girl of southern Africa, sang Lejends of the wicked zinwi kidnapped her, puther in Hill, Kay. More Glooscap Stories; so sweetly that a the Dodd, 1910.+ his drum, and orderedher to sing whenever ho beat Webanaki Indians. of the Wahanaki Eighteen tales based on legends drum. (5-4) Indians who lived in the easternwoodlands of North (5-6) Blossom Tree. Harper, America are included in thisattractive book. Say, Allen. Once Under the Cherry 1974. folktale concerns a mean, Kirn, Ann. Never Run Scared. Four Winds, 1974. This claseic Japanese rabbit on the head, he is swallows a cherry pit andsprouts a When aTiCIZTFliTiirriTtle miserly landlord who hole is ending. He runs and many animals tree on top of his head, When he pulls it up, the sure that the world This is a While chasing Join him, frightened, untilstopped by a lion. fills with water and thenfish remain. Little from India. (3-4) his cranial cavity, hisbody version of Chicken children who are fishing in leaving in does * back flip intothe hole and disappears, in Mexico. Messner, Lyons, Grant. Tales the PeopleAlp its place teaely pond. (5-4) 1972. Shawnee Tall tales, humor, storiesabout ghosts, animals, The Ring in the Prairie. in- Schoolcraft, Henry. giants, and fleas, afew riddles and wise savings are Le end. Dial, 1970. book. (4-5) related how an Indian cluded in this easy-to-read Shawnee Indian legend which the Warrior, his wife, And sonbecame the first eagles on An Eskimo Myth, Viking, 1975. McDermott, Beverly. Socha: of earth. (3-4) Sedna, a female waterspirit, controls the forces The Inuit Eskimo people werehungry and had ne- The Mighty Prince. Crown, WI, nature, asked to Sejims, Yoshisissa. Japanei , folktale in which glected to honor theirgod. The man of magic was An adaptation 0 sp old her story. The magician de- emperor the way to peaceand love. (3-4) speak to Sedna and she tells his a child shows an cides to help the lonely waterspirit and get food for Macmillan, 197,3.* people. (3-4) Shulovitr, Uri. Ttla Magician. Adapted from a story InYiddish by the classic writer, the guise Ariansi the Spider. Holt, 1972. I. L, Perots, the talenarrates how Elfish. in McDermott, Gerald. to in a villege on she eve During a longsnjalfflcuIt journey, Anensi needed Not knowing of it traveling magician, appears pious but needy call up ell six of his sons tohelp him. ov Phi:mitres and conjuresa feast for a Teward for his help, Anansi which one of hls sons to couple. (41-$) celled upon the god Nyasa whosolved the problem in * The purr Moon. Little, 1070.° most unusua.1 way. (5) Sleator, William. Indians of Alaska, a In this legend of air-Tlingit The Ma ic Tree; A Tale Free ro: Congo. Moon when she laughs sthim. She is McDermott, Gerald. small girl angers the Her friend malies Holt, 19'73. spirited awey and held aprisoner. Retells e Congolea tatein whicn an ugly and unloved ladder through the sky iithhiS arrays, nd bY his wits he grandmother, he manages tofree twin discovers a magic treethat gives him everything and the magic of an old moment of boastfulness, wants. Out returning home, In a Lapowinsa and get safelyhose.' (dS) ruin. (3-4) he brings about his own Golden Gate, 1972. Thompson, Vivien. Aukele the F arlese. The Stone Cutter: A Ja anese Polktale. Thought to be one ofHawiIP, o ost tales, this McDermott, Gerald. epic hare, who slays monsters Vikino, 1975. story is about Aukele, an to this old Japanese fable, aman's foolish longing and battles with the gods. (4-) satisfied. \ for power becomes $ taleof wishes never being A stonecutter asks aspirit for great wealth, to bethe sun, clouds, and amonetain. (2-3) CO/ 602

-,-=,308 'Thompson, Vivian. Hawaiian Iftthe of BerthOlea, and Sky. Eastman, Philip. AFres Tu MI Mame? (Are YOu My Mother?). Holiday, 1966.10 Seginner Kooks, 1967.e- Stories told by the Hawaiian people explaining natural Entertaining story of a little bird hunting for his phenomena OP tacit island homeland including tales of god- mother. Thip.English appears on tho same page as the desses imprisoned in a volcano, heroes who tossed the chief Spanish. (1-2) of the sharks into the sky, and heroes who broke the mighty surf into tiny waves. (5-6) Feelings, Muriel, Jambq Moons Hello. Dial, 1974. Twenty-four words were Selected which illustrate each Thompson, Vivian. Hawaiian Tales of Heroes and Chavions. one of the lettere of the Swahili alphabet. Each word is Holiday, 1971." respelled phonetically, briefly defined, and illustrated.As! An excellent collection of twelve tales reflecting Scenes depicting arts end crafts., custons, people, food, the strength, wisdom, and heroic deeds in the Hawaiian animals, and recreation rflect a life of happiness and culture. It is rich in authentic vepabulary and concepts. harmony. (1-6) (5.6) Feelings, Muriel. Moja Moans One.Dial, 1971. Titus, Eve. Why the Wind nod. Wept; an Original Story. In this Swahili countIng bocierths illustrator has Doubleday, 19,2. created a detailed double-paged spread painting for each An original folklore-like tale set in ancient Mexico. numeral frowone to ten. Illustrations prOvide the reader Colorful illustrations and poetic language combine tb with a feeling for tho East African countryside and its create a haUntingly beautiful tale. (3.4) people. (K-6)

Towle, Faith. The Magic Cooking Pot. HoUghton, 1975. Priskey, Margaret. Welcome to Japan. Childrens Press, When the good man/s magical. always-full pot of rice 1975." is stolen, the powerful goddess Durga gives him a potful The geography, industry, holidays, and social life of of demons to solve his problem. This is a folktale from Japan are introduced in easy text and colorful photographs. India. (3-4) While the information is not dcealled, it acts as an interest motivator. Includes a 11.t of things to do in Tokyo and a dictionary of a few voids and phrases in Japa- nese. (4) WORDS AND NUMBERS FROM MANY CULTURES Friskey, Margaret. Welcome to Mexico. Childrene Press, Adoff, Arnold. Na n Ds La. Harper, 1971. 197S." A curious eitie7TiWiTwith sound - seven monosyllables simple text and graphic color photogravhs supply to be exact. Each syllable stands for a word or idea. Ms minimum ot information about tho places in Mexico which is mother, Ds is father and La is singing. Sunny illus.- are ost likely to attract tourists. A few words and trations OrTseiiy life - apparently set in Africa - lend phrases in Spanish with thole English equivalents are a joyous feeling to this unusual book. (1-2) listed at the back of the book. (44)

Anon, Altne. Talking Hands. Doubleday, 1968.* Kohn, Bernice. Talking Leaves: The Slpry of Sequorah. Due to the fact tgat Indians of various tribes spoke Prentice, 1969. in a variety of tongues, a sign language was developed. A condensed and sihptified story of the life and work The sign language is pfesented here. There is a sap lo- of the great Cherokee Indian, Sequoyah. Emphasis is cating meny American Indian tribes and an index including placed on his struggle to create an alphabet for hi. every sign presented. (4) placed. (3-4)

Bang, Betsy. The Old Woman and the Red Pumpkin. Palwer,-lielen. Un Pal Puere,.401 Alma qqb out of Macmillan, WI. Petite). Beginner Books, 097. On her way to her granddaughter's, a skinny o/d woman A boy feeds too much fish food to his fish and it meets a jackal, a tiger, and a bear who went to eat her. grows and grows with all kinds of consequeaces. English She persuades thee to welt fur her return because then she and Spanish text are on the same page. (2-3) will be fat. And fat she is, so fat she can't walk. Her daughter hides her ie a red,pumpkin and starts her rolling Pine, Tillie. The Mayas Knee. M Grew, 1971. towards hose. How she outwits the three animels end gets Covey* briefly the accemplis Of the Ways Indians safely hwy.* makes a good story. Some liengalese words are in the followin, areasl writing ey tem, paper making. included and trmnslated at the end of the book. (3-4) number system, .obber meting, astronont\, arcbitecture, and musical instrument*. (1-4) Carr. Rachel. The Picture St,ry of Ja an. McKay, 1970." Axt encyclopecic iiacrtption of Japan, covering welly Tellon, Robert. ASPRF0014NgPQRSTUiMZ Ap cnalteh and aspects of family life, history, industries, snorts, and S Amish. Lion, even the language. (4-5) An English/Spanish alphabet book based on the English alphabet wherein both words begin with the same letter end Darbois, Dosinique. Noriko, Girl of Japan. Follett. -seen the same thing. (1-1) * 1964." Superb photographs acoonpenied by a brief text portray fillies*, tatty. Ihajjefr011 T4rt. Prentice, 1970. a Japanese schoolgirl in Kyoto. Pronunciations of common A svunky girl, sélli, sea hat fog, nacho, DoWit A, Japanese words aro listed in a glossary. (4-5) hungry tiger by fixing him hot frijoles. Clever, Win- gusi, with picture #inpsary in the back. (1-2) 60309 The Jews Helped Build America. Messner, World, Kurtis, Arlene. Wyndham, Robert. Chinese Mother Goose Rhau, 1970.* 1968. Combining factual information with thehypothetical A collection of authenticChinese rhyves, riddles, adventures of a Russian-Jewish immigrantfamily, the au- and games which are centuriee old.Mother Goose-type thor describes the life, customs, andreligious practices verses read vertically likeAn Oriental scroll. The thelpresent. , of Jews in America from colonial days to Chinese version of the verses is indecorative calligraphy. Also discussed is the impact of Jewishthoughts and expe- (1-4) rienCes on American society and thedistinctive contributions of individual Jews to American science,government, TRADITIaRAL CELEBRATIONS.AND COSTUMES and the arts. (5-6) Harper, Baker, Betty. Little Runner of.the Longhouse. Laugesen, Mary. -The Christmes Tree. Hobbs, 1970. 1962. Muan had been to thiretheistmas party given bythe An Ircquois Indian boy wants totake part in the New American soldiers, and had seen the Christmas tree. Now Year's celebration just as the big boysdo. (1-2) he wants one, too. But where can he find a Christmas trce in Thailand? As he searches for his tree, and resolves Brock, Virginia. Pinatas. Abingdon, 1966.* his problem, the reader is given a finepicture of life occasions, giving A handicraft giTZTUreful for many and customs in Thailand. (K-2) the history of some-Mexicandecorations, stories about diagrams. (5-6) them, and explicit instructions and Tsst::field, William. The Whiskers pf Ho Ho. Lathrop, Buell, Hal. Festivals of Japan. Dqdd, 1965.* An old Chinese man, with his hes)and hts rabbit, car- An authentic explanationof the religious and national foreign land where colaring ries beautifully painted eggs to a festivals of Japan, giving their background and people are celebrating Easter. (1-44 some with their Americancounterparts. (5-6) Marcus, Rebecca. Fiesta Time in Mexico. Garrard, 1974.* Clifton, Lucille. Everett Anderson's Christmas Coming.. Mexican holidays--a special lilendof Christian and Holt, 1971. revealed in apart- Indian customs and patriotic celebrations--are Six-year-old Everett Anderson, a Black boy occasions. The author shows how Christmas as a time of as gals end emotional ment t14A, sees the week before lively music, fasting and feasting,mourning robes end secret smiles, of snow falling,of parties, and of Pre- colorful-costumes, and wild extravaganzasplay equal parts sents, (7-4) in the holiday festivities inwhich children are imports,,t participants. (4-5) Elting, Mary. The Hopi Way. Evans, 1969.* boy's iummer Simply told narrative of a city Indian More Festivals in Asia. Kodansha, 1975.* at his father's Hopi %Allege. Rituals, customs and cere- The Asian Cultural Centre for UNESCOis promoting a monials are briefly described. (4-5) publication venture to procure materialsabout Asian coun- More Festivals ie tries. Two books, Festivals in Asia and Embry, Margaret. Peg-Leg Willy. Holiday, 1966. Asia, are a part of that program. rich book contains ninp The Apodaca children In tiew Mexico manageto avoid countries. The festivals for Thanks- stories about festivals from many capturing their pet turkey, Peg-Leg Willy, may he religipus or incelebration of some season of the the river and illustrated by a giving dinner by going on a picnic near year. Since ach story is luitien and catching a huge fish instead. (3-4) different person, there is a widevariety of styles of writing and illustrating. (4-5) Epstein, Sam. A Year of Japanese Festivals. Garrard, Garrard, 1967. 1974.* Some Morrow, Betty. Jewish Holidays. Festivals occurthroughlt the year in Japan. Different hell-days are presented including; Sabbath, in nature, honor graups of honor the gods, are historical Rosh Hashanah, Yom Kippur,Sukkot, Hanukkah, and others. people, or celebrate the seasons. The illustrations aid Ancient traditions are discussed as well astoday'e cus- of the festival being dis- in the reader's understanding toms, food, and activities. (3-4) cussed. (4-5) Scribner, 1913. Childrons Politi, Leo, The Nrcest Gift. Feague, Mildred. LittleIndiarieandthe Auel. Carlitos and his parents live in thebarrio in East Press, 1970, As Christen is near, Carlitos,his mother, little Navajo and hip Los Angeles. Charming Christmas story of tho and dog Blanco go shopping at thebusy Mercado. When angel as they move throughthe seasons into Christmas. Blanco disappeers, Carlitos isinconsolible. At Mass on (3-4) ristmas Day, Carlitos recilves a giftthat aleost seems Th'is tender story is not a Parents' 1971. o come from the Nativity. Kishi, Mani. The 0 re and His Bride. new theme but it does revivethe "Christmas Spirit." (2-4) In parts o f iapnn, diailng e ew Year season, people dr/ outside and happi- throw out beans and shout, "Devil stay Uchida, Yoshiko. The Birthdey Visltor. Scribner, 1975. ness stay inside." This story tells thy origin ofthis kmerican girl, fears that a back to the ogre Col.,a little Japanese custom. Keiko, wife of an ogre, must go visitor from Japan will interfere with herbirthday cele- best flowers. (3-4) when the burnt beans hi plants bration. Her fears prove unfounded as theRev. Okura helps in making her seventh birthday oneshe would never forget. (li-2) 605 696 310