A Small Tale from the Far Far North Teachers Guide

A Small Tall Tale from the Far Far North

Teachers' Guide

Introduction
Every culture has its own folk heroes who embody values, explain history, and fire children's imaginations. When Peter Sís was growing up in Czechoslovakia, Jan Welzl, who went out on his own to the Yukon to seek a more rewarding way of life, was that hero. In this book, Peter Sís combines the stories he remembers and the facts about Jan Welzl's life with a traditional American folktale form: the tall tale.

Students in grades 2–4 will find A Small Tall Tale from the Far Far North both strange and familiar. Teachers will find classroom connections in history, literature, art, social studies, geography, research skills, and many sparks for children's creativity.

Reading and Language Arts Activities
Peter Sís's illustrations can be very mysterious. Have your students study the opening illustration of the book. Then have them try their hand at one -– or both –- of the following writing activities:

As young Jan Welzl walks through the streets of Prague lamenting about his miserable life, a woman is looking down at him from behind a curtain in an upstairs window. Who can she be? Is she a stranger or does he know her? Have the children speculate about her and her relationship to Jan. Have them write a story about her.

Besides Jan Welzl there are a number of other people walking the streets of Prague. There is a soldier on horseback, several marching soldiers, a peddler, a man rushing somewhere, a woman walking a dog, a blind organ grinder, a woman and a young boy, and a woman in a doorway with a baby. What are their stories? Are their lives as sorry as Jan's? Rewrite the text for each of these characters as the center of attention.

For example, the peddler might be thinking, "Oh, my aching back. I've carried these shirts all day and haven't sold any." The soldier on horseback could be saying, "Make way for the king's guard."

Standards:
Language Arts:

Uses a variety of strategies to predict content and meaning in visual media (2–4)
Writes in a variety of forms or genres (2–4)

Visual Arts:

Uses visual structures and functions of art to communicate ideas (2–4)

Peter Sís calls his story of Jan Welzl "A Small Tall Tale." Use this book to launch your unit of tall tales. Read tall stories of Johnny Appleseed, John Henry, Davy Crockett, Paul Bunyan, Stormalong, etc. Have your students discuss how Jan Welzl's actions and character are similar to and/or different from those of the other tall-tale heroes. Some of the elements to consider are: the real life stories of the men and sometimes women who are the protagonists of tall tales; their exaggerated abilities and feats; the way they handle challenges; their attitudes; the transition from realistic and possible to fantastic.

Students should then write their own original tall tales. These might be based on stories about members of their own families or local heroes. Research into the real lives of their heroes can be done through interviews and local newspaper archives. The stories can then be published in a class book. Multiple copies of the book can be printed, perhaps each volume hand-bound by individual students, and given to each student's family. Volumes can also be presented to the school library, public library, principal, local government officials, etc.

Standards:
Language Arts:

Uses reading skills and strategies to understand a variety of literary forms (2–4)
Understands similarities and differences within and among literary works from various genres (2–4)
Knows themes that recur across literary works (2–4)
Understands elements of character development (2–4)
Writes in a variety of forms or genres (2–4)
Uses a variety of sources to gather information (2–4)

Cooperative Learning:

Contributes to the overall effort of a group (2–4)

Social Studies Activity
Jan Welzl's journey took him across central Europe, Russia, and Siberia to reach the Arctic Circle. The countries of the world today are far different from what they were in 1893 when Jan's journey began. Have your students trace out his route on a modern map and write down the countries he would pass through if he were traveling now. It took him three years to reach his destination. Would it take the same time now? What kind of vehicles might he travel in if he were to take the trip now? Discuss how travel has changed.

Standards:
Geography:

Understands the characteristics and uses of maps (2–4)
Understands the concept of region (2–4)

Look at the double-page spread where Jan transforms a cave into a home. Discuss with your children what home means to Jan. Why does he feel the need for a home? What steps does he take to make one? What do your students think a good home is? Make a list of the 10 best things about their homes. How do their homes compare to Jan Welzl's home in the cave?

Standards:
Language Arts:

Understands the main idea or message in visual media (2–4)
Understands the similarities and differences between real life and life depicted in visual media (2–4)

Social Studies:

Knows how to identify change and continuity in his/her life (2–4)

History Activity
As a way to show his gratitude to the native people who saved him, Jan decides that he will try to ease their hard lives by writing to Thomas A. Edison for some phonographs. Ask the children to think about how Edison's phonograph could help the Inuit. What are some other things that Jan could have done to help them? The children should keep in mind that at the turn of the century electricity was not available even in many parts of the developed world, let alone in the wilderness of the Arctic.

The turn of the century was the age of invention. Have the class learn more about Edison and the inventors who were his contemporaries. Some of them are: Alexander Graham Bell, Charles Parsons, Emile Berliner, Nikola Tesla, Michael Faraday, and Wilbur and Orville Wright. Research them and their accomplishments. The children can write reports and make oral presentations in the first person. Make a time line that shows dates, inventions, and inventors.

Standards:
History:

Knows how to construct time lines (3–4)
Understands the scientific enterprise (2–4)

Language Arts:

Uses a variety of sources to gather information (2–4)
Makes basic oral presentations to the class (2–4)

Research Skills Activities
Jan's Inuit and Yupik friends taught him the skills he needed to survive in the hard Arctic climate. Talk about what those skills were. If someone from another country came into the class, what skills would be important for him/her to learn? Talk about how the children treat a newcomer to the class. Are the children as friendly as the people who welcomed Jan?

Students should make a chart to compare survival skills. For example:

What the Inuit and Yupik taught Jan	Skill you use today	Common goal
How to make a watertight kayak, capsize, and ride it without getting wet	How to roller-blade and fall without getting hurt	Safe transportation

Find out more about the native people Jan Welzl met on his journey to Alaska and the Yukon. Have your students research the Inuit and Yupik. Some areas to study are: habitat, customs, daily life, art, history, and animals. Besides the encyclopedia and library books, they can use the Internet. Two good sites are http://www.alaskanative.net and http://www.detroitzoo.org/arl/tundra.html

Standards:
Language Arts:

Uses a variety of sources to gather information (K–3)
Uses electronic media to gather information (3)

Social Studies:

Knows how to identify patterns in the lives of various cultures from the past and present (3)

The Curriculum standards following each activity have been culled from a variety of sources; among them are McRel, and the state education departments of Texas, New Mexico, Delaware, North Carolina, and Utah. The numbers following each standard refer to the grade level.

About the author
Peter Sís is an internationally acclaimed illustrator, author, and filmmaker. He was born in Brno, Czechoslovakia, and attended the Academy of Applied Arts in Prague and the Royal College of Art in London. He began his career as a filmmaker, and his film work is in the permanent collection of the Museum of Modern Art.

Peter has more than twenty books to his credit and almost as many honors, including the Caldecott Honor for both Starry Messenger: Galileo Galilei and Tibet Through the Red Box. He lives in the New York City area with his wife, Terry Lajtha, a documentary filmmaker, and their two children, Madeleine and Matej.

For more information please visit www.petersis.com

This guide was prepared by Clifford Wohl, Educational Consultant.