This paper, the sixth of seven, part of an interdisciplinary project on the context of reading and reading research that explores similarities and dissimilarities in the response to literature in readers from different cultures, presents the complete texts of the three stories used in the project. The stories are the Danish "Per Smed's…

Selects more than 45 titles from a field of approximately 300 small press books from around the nation for notable merit. Providing brief descriptive annotations, the reviews are arranged on a regional basis and full publication data are included. (RAA)

The translator selected six short stories by modern Indian writers and compiled them as a reader for advanced students of Hindi and Area Studies. The Hindi text on the right-hand page is translated into English on the left. The stories were selected to include vignettes of urban and rural life and characters from both middle and lower class…

This collection of short stories contains tales of a mythical animal called the "Tajar." Tajar tales are a tradition among campers who attend summer camps. The stories are to be read aloud, and approximate reading times for the stories are provided. Tajar looks something like a tiger, a jaguar, and a badger. He is a friendly, but mysterious…

This curriculum guide is intended to introduce elementary school students to folktales and fairy tales. Three categories of tales, each containing four examples, are included: "Encounters with Wee Folk,""Foolish Use of Wishes," and "Unlikely Success." The folktales and fairy tales in this unit are described as…

This curriculum guide is intended to introduce fifth and sixth grade children to narrative prose and verse. The guide includes analyses of, suggested activities for, and questions about Rudyard Kipling's "The Cat That Walked by Himself," Jack London's "The Story of Keesh," Ernest Thompson Seton's "The Springfield Fox"…

States that the proper end for social studies is understanding, and that stories, because of their form and substance, can provide the conditions necessary for understanding in social studies. Stories are judged educationally worthwhile for psychological, pedagogical, and curricular reasons. (Author/JDH)

In an effort to determine whether there is a place for fictional religious themes in the social studies, students are asked to compete for an award based on their reaction to the story "Bonshe the Silent . (AP)

This curriculum guide is intended to introduce elementary school students to Norse mythology. Nine myths are included: "The Creation,""Yggdrasil,""A Meeting of the Gods,""The Fenris Wolf,""Thor's Journey,""The Theft of Thor's Hammer,""The Death of Balder,""The Punishment of…

This series of illustrated booklets presents 13 Indian stories in a bilingual format of English and Assiniboine, an Indian tribal language. Written on the first grade level, the stories have the following titles: (1) "Orange Tree in Lodgepole"; (2) "Pretty Flower"; (3) Inktomi and the Rock"; (4) "Inktomi and the…

This article argues that discussions of folktales would be more meaningful if their brief existence as "ideal tales" in a narrative contract could be accepted. The article focuses on the concept of a folktale as an object of experience and of study, by a sustained discussion and charting of the tortuous ways by which so-called folktales…

This curriculum guide is intended to introduce elementary school students to fables. The authors suggest that the fables not be studied as a unit, but that they be used periodically along with other genres of literature. The guide is organized into the following categories: (1) fables with animals, (2) fables with people, (3) inanimate objects,…

Discusses four types of historical understanding and argues for a developmental sequence in historical understanding. Suggests two frameworks: (1) the story-form framework (ages up to 8) and; (2) a romantic framework (ages 8-15), sketching a curriculum based on each. Argues that these forms are necessary for acquiring more sophisticated levels of…

Highlights new editions of work on multiculturalism; reissues of significant works on multiculturalism that had been out of print; translations; recommended additional volumes in a publisher's series; and previously published works that have been reissued in a new form such as compilations of folktales on CDs from around the world. (SM)