Heritage: Japanese Culture in a Folktale

Heritage: Japanese Culture in a Folktale

I can define the genres of myth and folktale

Multiple Choice

behavior, values, beliefs, and knowledge shared by a group

• Culture

• Element

• Folktale

• Heritage

• Myth

Multiple Choice

a story that is used to explain a belief system or a real situation

• Culture

• Element

• Folktale

• Heritage

• Myth

Multiple Choice

the contributions, traditions , history, and beliefs of a group of people

• Culture

• Element

• Folktale

• Heritage

• Myth

Multiple Choice

a part of a larger unit

• Culture

• Element

• Folktale

• Heritage

• Myth

Multiple Choice

a story that is shared orally and passed on through generations

• Culture

• Element

• Folktale

• Heritage

• Myth

Multiple Choice

Define 'heritage.'

• a part of a larger unit

• s story that is shared orally and passed on through generations

• the contributions, traditions, history, and beliefs of a group of people

• a story that is used to explain a belief system or a real situation

Multiple Choice

Define 'myth.'

• behavior, values, beliefs, and knowledge shared a group

• a part of a larger unit

• the contributions, traditions, history, and beliefs of a group of people

• a story that is used to explain a belief system or a real situation

Multiple Choice

Define 'folktale.'

• behavior, values, beliefs, and knowledge shared by a group

• a part of a larger unit

• a story that is shared orally and passed on through generations

• the contributions, traditions, history, and beliefs of a group of people

Multiple Choice

What lesson does the passage reflect?

• Helping others is always worth the risk.

• It is important to be generous with others.

• A person with enemies should not be trusted.

• Some people cannot help themselves.

Multiple Choice

Read the excerpt from “My Lord Bag of Rice.”

Another feast was prepared, more sumptuous than the first. All kinds of fish, prepared in every imaginable way, raw, stewed, boiled and roasted, served on coral trays and crystal dishes, were put before him, and the wine was the best that Hidesato had ever tasted in his life.

Which element of heritage is preserved by this excerpt?

• details about a traditional food

• details about a real person

• details about a historical event

• details about a religious ceremony

Multiple Choice

Read the excerpt from "My Lord Bag of Rice.”

Hidesato felt very sorry for the Dragon King on hearing his story, and readily promised to do what he could to help him. The warrior asked where the centipede lived, so that he might attack the creature at once.

What lesson does this excerpt reflect?

• Helping others is always worth the risk.

• It is important to be generous with others.

• A person with enemies should not be trusted.

• Some people cannot help themselves.

Multiple Choice

Read the excerpt from "My Lord Bag of Rice."

He had only gone a few steps when he heard someone calling him from behind. On turning back he was much surprised to see that the monster dragon had entirely disappeared and in its place was a strange-looking man, who was bowing most ceremoniously to the ground. His red hair streamed over his shoulders and was surmounted by a crown in the shape of a dragon's head, and his sea-green dress was patterned with shells. Hidesato knew at once that this was no ordinary mortal and he wondered much at the strange occurrence.

What element of a folktale does this excerpt contain?

• a description of everyday life

• a character who plays a trick

• a lesson about human behavior

• a detail about how a tradition began

Multiple Choice

Read the following excerpt from “The Boy Who Glowed.”

Back on land, the boy began to collect the feathers of birds that littered the cliffs and the dunes. He made himself a pair of giant wings that he strapped to his back, and the wings carried him out across the Great Water. As the boy flew, the gray seas turned golden and glowed with a soft light. The sky at the edge of the horizon was painted with vibrant reds and oranges. The boy returned to the home in which he was raised and spoke kindly to the fisherman and his wife.

What element of a myth does this excerpt contain?

• an explanation of how to deal with everyday life

• characters with exaggerated abilities

• a lesson about human behavior

• valid historical facts

Multiple Choice

Read the following excerpt from “Homecoming.”

Inside the hogan, Grandmother, Mother, and Father were preparing a Blessing Way ceremony in anticipation of Nantai’s arrival. His brother was coming home, back to the sacred land of his people, the Diné. It had been three years since Nantai had been rounded up by agents of the federal government while herding the family’s sheep and taken to boarding school to learn the White man’s ways.

Although the Navajos had agreed to have their children attend school as part of a decades-old treaty with the United States government, many Navajo families, like Atsidi’s, were not willing to send their children away from their sacred homeland. As a result, children were taken and enrolled without their parent’s consent. Nantai was one of those children. He had been 15 years old the last time Atsidi had seen him.

What historical reality is represented in this excerpt?

• Navajo children were taken from their parents to be educated far away.

• Many Navajo children did not come back to the reservation.

• The parents of Navajo children created their own educational system.

• Many Navajo parents wanted their children to be educated but not taken away.

Multiple Choice

Read the following excerpt from “Homecoming.”

Inside the hogan, Grandmother, Mother, and Father were preparing a Blessing Way ceremony in anticipation of Nantai’s arrival. His brother was coming home, back to the sacred land of his people, the Diné. It had been three years since Nantai had been rounded up by agents of the federal government while herding the family’s sheep and taken to boarding school to learn the White man’s ways.

Although the Navajos had agreed to have their children attend school as part of a decades-old treaty with the United States government, many Navajo families, like Atsidi’s, were not willing to send their children away from their sacred homeland. As a result, children were taken and enrolled without their parent’s consent. Nantai was one of those children. He had been 15 years old the last time Atsidi had seen him.

What historical reality is represented in this excerpt?

• Navajo children were taken from their parents to be educated far away.

• Many Navajo children did not come back to the reservation.

• The parents of Navajo children created their own educational system.

• Many Navajo parents wanted their children to be educated but not taken away.