Lesson Overview:

Students explore different cultures' supernatural explanations for human existence in three societies. They identify the common elements between the three stories, then use these common elements to break into groups and write a play according to one of the selections provided by the teacher.

Length of Lesson:

Three 45-minute class periods

Instructional Objectives:

Students will:

• listen to and discuss in class five different supernatural creation stories.
• list and categorize basic aspects of the five stories, pointing out similarities and differences.
• select three of the stories discussed in class and write a 300-word essay comparing the three stories and their basic elements.
• collaborate in groups to select three of the stories and write a play according to one of the selections provided by the teacher.

Instructional Plan:

Introduction

Ask the students to share information regarding their general knowledge about how different societies have explained human existence and other natural phenomena. Read aloud five different creation stories from different cultures and begin to discuss them with the students. The following creation stories are some examples you can use:

• Dakota Creation Myth
• Iroquois Creation Myths
• Aboriginal Creation Myths
• African Creation Myths
• Hebrew/Christian Creation Myths

Ask which of the stories the students have heard before, and point out a few of the similarities and differences between the stories.

Writing an Essay

Explain to the students that they will continue to explore these similarities and differences on their own in their notebooks. They will choose three of the stories to research and write a 300-word essay highlighting the similarities and differences between them. Leave one class period during which the students can conduct research at the library. The students should use a Venn Diagram handed out by the teacher to compare and contrast the three stories, and decide how they will want to approach their expository essay.

The students should consider the following questions when writing their essays:

• What are some of the most obvious similarities between these stories? The differences?
• Which of the stories is the oldest? Do you suspect that there is some deliberate overlapping between the stories?
• Who tells these stories? Is it from a sacred book, oral legend, or religious leaders?
• Who accepts these stories as true?
• How did early people explain their origins?
• What factors might cause one group to develop a supernatural explanation for human existence and natural phenomena different from another group?
• What categories would help us to sort, compare, and contrast ideas in the creation stories we have read?

After researching and writing their essays, review with students effective expository essay writing standards. Choose five essays that are excellent examples of expository writing and photocopy them or read portions of the essays aloud to the class.

Divide students into groups (4-5 groups max), and have each group explore one interactive creation myth on The Big Myth. Students should consider the following questions: How do these stories dramatize the plot? How are the main characters depicted? What creative liberties are taken with setting, conclusion, etc? Students will use these observations to help them develop their play.

Creating a Play

Ask students to break into small groups and use their knowledge on different creation stories to write a 10-minute play for their group to perform. For a good resource on techniques and tips for writing plays, see the Playwriting Seminars site. Have the students select a structure for their play from one of the choices below:

1. Write a new creation story based on the common elements you have found in your three stories. The myth should be from an imaginary religion, culture, or society.
2. Write a play intertwining the three stories, in which characters from the myths interact with one another.
3. Rewrite one of the creation stories, changing some of its most fundamental aspects (i.e., setting, characters, chronology of events, ending, etc.).
4. Structure the play around an idea of your own, in which you demonstrate your knowledge of the similarities and differences of at least two creation myths. (If students choose this option, they must submit a proposal to the teacher for approval prior to working on their production.)

Have students perform their plays in front of the class. After all groups have performed their plays, discuss with students which plays they liked best and why. Ask students to evaluate the work of their peers using the criteria in the Assessment section below.

Assessment:

Evaluate students’ plays using the below criteria. Also ask students to evaluate the work of their peers using the same criteria.

• Completeness of the script
• Accuracy and believability of the characters
• Originality and creativity of the presentation
• Accuracy of the portrayal of a particular culture or religion
• Appropriate incorporation of research materials

Authors:

• ARTSEDGE and DoDDS, Curriculum Partnership
  The John F. Kennedy Center
  Washington, DC