Forging a New Frontier

I wrote this article for the National Storytelling Magazine in 2008. I came across it today in my files and thought I would share it here in the hopes it might inspire other storytellers to say “yes” to a request that helps them stretch their storytelling skills. 

Forging a New Frontier © 
by Karen Chace

The call came a week before Christmas. I was contacted by Anne, Vice President of a local Massachusetts company; plans for their 75^th anniversary celebration were underway and they wanted a storyteller to write and perform their story. She shared some of the details and their vision for the evening.  She wanted it to be fun, upbeat and entertaining. I was intrigued. I can do this!

Then I asked the million-dollar question. “When is the celebration taking place?”  “In two weeks,” came the reply. The answer rocked me back on my heels. Only two weeks to interview, research, write and learn the piece? Can I really do this? I was doubtful and shared my concerns. She assured me the employees would be writing letters about their corporate experiences. They were compiling a book to present to the founders’ sons during the celebration; she would forward their letters to assist me in creating the piece. My mind ping-ponged back again. Okay, yes, I can do this!

Then I watched the first week slip away.  With the holiday rush upon us, the letters arrived at a painstakingly slow pace. The letters offered professional snapshots of the business, and I discovered a common thread, the respect employees at every tier held for the founders and each other. Yet critical elements were missing — there were no personal vignettes that would bring this story to life. What were the founders like beyond their office walls? During the past decades, surely there were some light-hearted moments, challenges faced, tales of camaraderie, and kindnesses that are the heart of what makes a company not only succeed, but flourish for 75 years.

I read the letters again, searching for something to latch onto and found buried within them, two teasers that begged further explanation. One person wrote, “I remember the time the roof collapsed.” Another reminisced, “I remember the nickname Speedo.” There had to be stories behind those casual, off-hand remarks!                                                                   

With one week left, I pleaded with Anne for more information. “Put me in touch with those who know the timeline of the company, both professional and personal.”  I compiled a list of questions and sent them to those who submitted the letters, hoping they would respond with some personal memories. 

The next day the president of the company phoned. We talked for hours; he shared a detailed timeline from the company’s inception during the Great Depression to the present day. I inquired about the roof collapse and found out it was indeed a great story! I questioned him about the mysterious Speedo as well. Laughingly, he admitted he was the owner of that mysterious moniker; his company cohorts bestowed it upon him after a hard-fought swimming race at the company picnic long before he carried the title of president. 

Conversations with other employees followed; I cautiously prodded for personal tidbits, and the stories began to flow. I soon realized that while the interview questions were important, the best tools were my own two ears. As I listened intently and let them freely talk, rare gems in the form of memories began to fall from their lips, reminiscent of the folktale Diamonds and Toads.

Once the pieces were gathered, the question of how to frame the story came into play. Anne wanted to keep it light and funny, but the president was very specific about the many important names and events he wanted mentioned. With less than a week to spare, I felt like I was lost in the woods without a compass. 

I kept trying to find a way to give it a folktale feel; I did not want it to be merely a recitation of facts.  Finally, a single sentence in one of the letters sparked an idea. Years ago, an important client offered the owners another business to represent, but only on one condition— cease working with their competitor or they would take their business elsewhere. The fateful scene was described as “The day two men came in wearing black hats…" Instantly, a Tall Tale with a western theme popped into my head. But how could I tie it all together? 

Since the company began in 1932, I researched that year; it was one of the worst years of the Great Depression. I had my opening! I juxtaposed the difficulties of the Depression with the hardships of the Wild West, comparing the founders to cowboys in search of new frontiers. I continued to research, gathering facts and jargon that would link the western theme with the business story and found that cowboys lived by their own set of unwritten rules known as the Code of the West. 

The Code was a perfect analogy for the relationship the founders forged with their employees and clients through the years.
 

• Welcome strangers
• Honesty is absolute
• Your word is your bond
• Always help someone in need
• Live by the Golden Rule

Using the timeline provided by the president, I separated the story into decades, weaving the important names and client information with comical vignettes gathered from the interviews. 

I completed the story with only one day to spare, a day devoted to practicing the tale I would deliver the next evening. The room was overflowing with people dressed in their finest as the Boston skyline shimmered in the distance. An overwhelming nervousness washed over me. How would the story be received? But as I began, conversations stopped, eyes focused and their body language spoke the silent words we all love to hear, “I am listening.” At the end of the performance, the greatest compliment was spoken silently as well — when the Chairman of the Board rose to shake my hand, there were tears in his eyes.

Karen Chace 2026 ©

This blog post was written by Karen Chace. Permission for private use is granted. Distribution, either electronically or on paper, is prohibited without my expressed written permission. For permission, please contact me at storybug@aol.com  or karenchace.stories@gmail.com .  Of course, if you wish to link to my blog via your website, blog, newsletter, Facebook page or Twitter please feel free to do so; I appreciate your support and personal integrity.

Reindeer Antler Game: Toss Your Story

Vintage Postcard
Circa 1907-1915

Yesterday was our last storytelling class before holiday break. I decided to add some extra winter fun to our time together.

We played a reindeer toss game; all connected to their story. I had two boxes of the reindeer toss game, one with two antlers, the other with one. The game is found in many stores; it is very inexpensive and can be purchase for approximately $7.00. (Picture below) 

I separated my students into three equal lines. I had eighteen students in attendance that day. Three of students were reindeer, the remaining fifteen were in lines of five. Numbers will obviously be different in other groups.

            

Directions

Each student has three chances (three is the magic number in fairy tales) to ‘ring’ the antlers. If they succeed, they go back to the end of their team’s line.

 If they didn’t manage to ring an antler, they rolled the dice (large foam dice found at any Dollar Store.) Next time I will use three dice so students in each line don't have to wait to roll.

Whatever number they rolled they answered according to the number that came up. Of course, you can change the statements as you choose for your students. I used these as we had already worked on these elements. 

These are the details that correspond to the numbers:

1. Share dialogue from your story using an emotion you give them.

2, Describe a character from your story.

3. Tell something from the middle of your story.

4. Tell the end of your story.

5. Describe something in your story using one of the five senses.

6. Describe a gesture in your story and share the gesture.

Note: In our previous classes they already completed worksheets specific to their individual story, regarding character description, dialogue, gestures, and the five senses. 

• Character Creation
• Giant Gestures
• Sensory Steppingstones

That made it a little easier to answer those questions. If you have my book, these are the worksheets within.

They had a blast and asked to play the reindeer game again when we return. I will think of new ways to switch it up.

If you use it in your storytelling or classroom work, I ask only for the courtesy of attribution. I hope you have fun with this new winter storytelling game.

 

 

Please note, websites change at a rapid pace and weblinks may change or break without notice. I cannot be responsible for redirected or broken links. At the time of this posting all links were in working order. Thank you for understanding.

 

Karen Chace 2025 ©

This blog post was researched and compiled by Karen Chace. Permission for private use is granted. Distribution, either electronically or on paper, is prohibited without my expressed written permission. For permission, please contact me at storybug@aol.com  or karenchace.stories@gmail.com .  Of course, if you wish to link to my blog via your website, blog, newsletter, Facebook page, or Twitter please feel free to do so; I appreciate your support and personal integrity.

Once Upon a Generation: Bridging the Generations One Story at a Time

Note: Andrea Lovett and I originally authored this article for the New England Storytelling (NEST) website in 2021. We continue to offer this program, pairing our storytelling students from elementary, middle, high school, and college with our local senior citizens. 

“When an elder dies a library burns down.” – African Proverb

Once upon a time a little boy saw a sepia toned picture of a stunning young woman with a mischievous smile sitting on a wooden stoop, leaning back, striking a pin up girl pose. “Who’s that?” he asked. “That’s your grandmother.” Shocked and surprised he couldn’t believe that his beloved grandmother was the same young woman in the photo. That moment led to more questions. “How old is she?’ “Where is she?”  “What is she doing?” “Who’s taking the picture?” The idea that this woman led a different, full, interesting life before he was born sparked the idea for our Once Upon a Generation program in 2015 that continues to this day.

Once Upon a Generation © is a twelve-week intergenerational program connecting senior citizens with middle school students through story. We pair storytelling students from Karen’s after-school Story Explorers program with local senior citizens for a ten-week workshop and finish with two community performances. The students are selected for their storytelling abilities, their level of maturity and ability to collaborate with the seniors.

Each year we reach out to senior citizens through the Council on Aging (COA) organizations in Freetown and Lakeville. Details about the upcoming program are published in their newsletters, along with a date and time for an informational meeting learn more about our work. Funding for the program is secured through a grant from the Massachusetts Local Cultural Council program.

GATHERING THE STORIES

The foundation for this program is to connect the generations through story, shining a light on a world that in many ways, no longer exists. There is always an assortment of stories. While some tales are incredibly profound.

• Surviving a devastating hurricane barreling up the coast before the 24-hour weather channel.
• Coping with the loss a parent at an early age.
• The childhood confusion of finding out your best friend, a person of color, is not welcome at the same ice cream counter.
• Transitioning from a friendly, rural school to a city high school becomes the target of bullies.
• How a child lived through the Great Depression when a glass of water froze over night because there was no heat in the home.

others are lighthearted and fun.

• Seeing the technological wonders at the 1964 New York World’s Fair for the first time.
• The excitement of winning a new bicycle at a local amusement park.
• The panic of a five-year-old child being chased by a rooster on the family farm.
• Winning the Betty Crocker Award.

Many experiences are foreign to the students, going to school in a one-room schoolhouse, milking cows on the family farm, living in a huge city tenement with sixteen 

  

separate apartments, being the only family on the block with a television set or having no television at all.

Certain memories are more familiar, going to your first school dance, playing Little League Baseball, and summer camp, or a surprising tale of two best friends in kindergarten who decide, “We’ve had enough!”  and decide to run away from their strict Catholic school!

No matter the topic, these stories offer a glimpse into their childhood that will create a bonding experience between the seniors and students.

The first three sessions are exclusively for the seniors, collaborating with them to find a memory from their lives, between the ages of five and twenty-five, sharing what life was like in the last century. The first few years of the program the seniors would arrive with snippets, anecdotes from their lives. We discuss which memory would make the best story for performance and they select the story they will develop.

In 2018 Rick was new to the program. He came to our first session with two story ideas. He described his first story; it was about the cat he now owned. While endearing, it did not fit the period we were seeking. We said, “Tell us about the second story.” What happened next stunned everyone into silence. Rick began to share his experiences during the race riots of the 1960’s and was present when Martin Luther King gave his “I Have a Dream” speech in Washington, D.C.

As we dug deeper, we learned how his musical abilities helped calm a group of families barricaded inside a church as the riots raged around them, then making his way home as military tanks drove through the streets and finally meeting Coretta Scott King after her husband’s assassination. When he finished, we shouted in unison, “That’s the story!” Now, seven years later, the seniors who have been with us from the beginning arrive not only with a solid story idea but with their story already written down.

During those initial three weeks we guide them, using worksheets and interactive activities to strengthen and edit their story. They learn a mixture of the storytelling skills the students will use in performance, gesture, expression, dialogue, and sensory details to assist their storytelling partner in transporting their story from the page to the stage.

PAIRING SENIORS, STORYTELLERS, AND STORIES

On the fourth week our seniors and storytellers meet for the first time. Prior to this class we decide which student(s) and senior will be paired together. Although several of our seniors and students return each year, we don’t necessarily pair the same senior and student together each time. The tone of the story and the individual strengths of each student are considered and discussed before we make our final decision. Sometimes two students will tell one of the senior’s stories in tandem.

The students listen to the stories then pair off with their senior, interviewing them to elicit more story details. Later, everyone comes together to play entertaining storytelling games that help us learn more about each other. Each step of this process helps them become further acquainted, a key component to begin the bonding process between both generations.

FINE TUNING THE STORIES

 

The following six weeks we meet with only the students. They have latitude, or ‘literary license’ in rewriting the senior’s story in their own words, fleshing it out, editing it down when necessary, and adding additional dialogue. We use various storytelling worksheets to help them break down and enhance the story further, utilizing sensory details and imagery. There are also fun, interactive storytelling games to get the story into their bones. There is also structured coaching time from us and their peers.

As our class time together winds down the seniors return for a sneak peek to hear what the students have accomplished with their personal stories. The storytellers perform for the seniors, receive encouraging feedback, along with the opportunity to make any changes. We also incorporate additional time for more storytelling games between the two groups to reinforce their connection.

We meet one last time with the students to put the finishing touches on their performances, participate in additional storytelling games, and go over our plans for the upcoming public performances.

PERFORMANCE TIME

The culmination of the project includes two public performances. This requires a bit of coordination between the students and seniors’ schedules, as well as when the performance facilities are available for our use.

At the very beginning of the program, we reach out to local organizations who might be interested in hosting the program. We’ve produced performances at the school library, the local public library, and a historical museum. During the pandemic we reverted to Zoom, inviting the students and seniors to appear on Karen’s cable television show, the Story Café in Seekonk, MA. This also allowed us to bring the program to a wider audience, outside of our community.

Both events are free, open to family, friends, and the community. We publicize the events via local newspapers, community bulletin boards, and social media. We also invite the local cable company to videotape the performance to air for the Freetown/Lakeville community.

The final performance includes a panel discussion, where the audience participates in a 

Q & A, asking the students and seniors specific questions about their experiences with the program, their stories, and the relationships they have cultivated. At the end of the evening there is an award presentation for all participants.

PIVOTING DURING A PANDEMIC

In 2020 the world stopped, and our work suffered. Yet, we decided to move forward with the program using Zoom. But would our seniors embrace this new challenge? We shouldn’t have been concerned as each one jumped into the technology pool with both feet. Using old technology, the telephone, we guided the seniors through the Zoom landscape. Although there were a few comical pitfalls. During one session a senior struggled to get his computer camera working. He continually called out, “I can hear you, but I can’t see you.” We frantically tried everything. Nothing worked but he continued with the session, using only his audio function. Later, Andrea reached out to him privately, attempting to solve the problem, only to discover he had placed duct tape on his camera lens because he was concerned about his personal privacy. Mystery solved!

Using Zoom allowed us to continue with the program, but more importantly, to remain connected with everyone during a very isolating time.

We even took the final performance ‘on the road’ via a Zoom performance on Seekonk Channel 9. You may listen to the stories here:
http://cable9.dyndns.org/CablecastPublicSite/show/7751?channel=1  

 

 

 

TODAY…

Walking down the hallway of the Council on Aging in Lakeville, MA we hear excited chatter coming from the open door of our classroom.

“I know just the story I am going to tell this year. It’s about the time I decided to get lost in a snowstorm in New Hampshire. I was about eleven years old.”

 Another voice answers, “Oh I want to hear that one.”

 “My story is about Little League baseball this year. A game I didn’t like to play.”

 Laughter spills from the room. 

We give each other a knowing smile before entering. These voices are from our seniors in the Once Upon a Generation program ready to begin a new year. One of the most satisfying and unexpected outcomes of this program is the strong, personal relationships formed beyond the confines of the meeting room walls. Frequently we’ve overheard conversations unrelated to the program. For example, “Hey Pat, you want to try that new restaurant? We’ll call you next week.” 

And these connections extend to the students as well. The one comment echoed by both seniors and students every year is, “We wish we could spend more time together!”

We continue to modify the program, learning new things to enhance the experience for all; it is always a work in progress. While it is bittersweet saying goodbye each year, we know the genuine friendships established over the past months and years will bring us back together again, eager to share and hear brand new stories. Josie, one of our student storytellers, expressed it best, "Everyone deserves to have their story told."

Please note, websites change at a rapid pace and weblinks may change or break without notice. I cannot be responsible for redirected or broken links. At the time of this posting all links were in working order. Thank you for understanding.

 

Karen Chace 2025 ©

This blog post was researched and compiled by Karen Chace. Permission for private use is granted. Distribution, either electronically or on paper, is prohibited without my expressed written permission. For permission, please contact me at storybug@aol.com  or karenchace.stories@gmail.com .  Of course, if you wish to link to my blog via your website, blog, newsletter, Facebook page or Twitter please feel free to do so; I appreciate your support and personal integrity.

 

 

 

Birds of a Feather

Birds near a Mountain Stream
by Herman Henstenburgh 
(c.1683-c.1726)

 
“A bird does not sing because it has an answer, it sings because it has a song.”                                                                                                               - Maya Angelou

Here in the United States, we are winging our way towards springs. I offer you some stories about our feathered friends from around the world.

STORIES

The Bird Grip – Sweden
https://fairytalez.com/the-bird-grip/

The Bat the Birds and the Beasts - Aesop
https://www.bartleby.com/17/1/24.html

The Bird of Folklore - Denmark
https://andersen.sdu.dk/vaerk/hersholt/TheBirdOfFolklore_e.html

Crow Brings Daylight - Inuit
https://www.planetozkids.com/oban/crodayli.htm

The Enchanted Storks - Bagdad
http://www.aaronshep.com/stories/019.html

Fenist the Bright Falcon - Russia
https://russian-crafts.com/russian-folk-tales/fenist-brave-falcon.html

The Fox and the Stork - Aesop
https://www.bartleby.com/17/1/19.html

The Golden Bird – Germany
https://etc.usf.edu/lit2go/175/grimms-fairy-tales/3048/the-golden-bird/

The History of Caliph Stork - Arabia
https://www.worldoftales.com/Asian_folktales/Arab_folktale_60.html#gsc.tab=0

How Hummingbird Got Fire – Ohlone/Native American
This link also includes a lesson plan.
https://goldengatebirdalliance.org/wp-content/uploads/Hummingbird-Story-Packet.pdf

How the Goldfinch Got Its Colors - Belgium
https://fairytalez.com/goldfinch-got-colours/

The Lucky Bird – Kashmir|
https://www.kidsgen.com/stories/folk_tales/the_lucky_bird.htm

The Turtle and the Birds – South Sudan
https://www.southsudanesefolktales.org/?project=the-turtle-and-the-birds

White Wings – The Tale of the Dove and the Hunter - India
https://storiestogrowby.org/story/white-wing-the-tale-of-the-doves-and-the-hunter-panchatantra-stories/

The Wings of the Butterfly - South America
http://www.aaronshep.com/stories/030.html

Why the Wren Flies Close to the Earth - Britain
https://www.sacred-texts.com/etc/bnm/bnm23.htm

The Wonderful Bird – Romania
https://www.worldoftales.com/European_folktales/Romanian_folktale_2.html#gsc.tab=0

BOOKS

Discover Wildlife: Best Books on Birds for Children
https://www.discoverwildlife.com/reviews/books-birds-children

CRAFTS

Messy Little Monsters – Easy and fun bird crafts for children.
https://www.messylittlemonster.com/2022/01/bird-crafts.html

CURRICULUM

Cornell Lab – Lessons and Activities for grades K-12. Some are free to download, others you may purchase.
https://www.birds.cornell.edu/k12/get-started/ 

Please note, websites change at a rapid pace and weblinks may change or break without notice. I cannot be responsible for redirected or broken links. At the time of this posting all links were in working order. Thank you for understanding.

 

Karen Chace 2025 ©

This blog post was researched and compiled by Karen Chace. Permission for private use is granted. Distribution, either electronically or on paper is prohibited without my expressed written permission. For permission, please contact me at storybug@aol.com. Of course, if you wish to link to my blog via your website, blog, newsletter, Facebook page or Twitter please feel free to do so; I appreciate your support and personal integrity.

Character Creation: A Storytelling Worksheet

 

Hubert 
from Character Hub
Public Domain

My storytelling students completed my Character Creation sheet yesterday and these were some of the wonderfully expressive faces they completed for their story character.

Afterwards, we played Walk the Talk, and the results were amazing; fabulous facial expressions, tone of voice, gestures, and body language to further complement their story character. It was so wonderful to watch them all shine!

Each facial emotion the students drew is listed below to the picture. I think they are all spot on!

If you are interested in this worksheet, the Walk the Talk game, and other storytelling tools I created, they are all found in my book, Story by Story.

ANGRY

SURPRISED

                                                                                      

                                                                                                    CONFUSED

                                                                           

                                                                         SURPRISED

Please note, websites change at a rapid pace and weblinks may change or break without notice. I cannot be responsible for redirected or broken links. At the time of this posting all links were in working order. Thank you for understanding.

 

Karen Chace 2024 ©

This blog post was researched and compiled by Karen Chace. Permission for private use is granted. Distribution, either electronically or on paper is prohibited without my expressed written permission. For permission, please contact me at storybug@aol.com. Of course, if you wish to link to my blog via your website, blog, newsletter, Facebook page or Twitter please feel free to do so; I appreciate your support and personal integrity.

CharacterHub’s mascot, Hubert, is a character who has many qualities associated with public domain characters. They are provided through a Creative Commons BY-NC 4.0 license. 

Celebrate the Chinese New Year: 2024 the Year of the (Wood) Dragon

 

"A fisherboy dived into the water
and brought up a pearl from beneath
the chin of a black dragon."
The Dragon Princess
from The Chinese Fairy Book
by Richard Wilhelm
Artist George W. Hood, 1921

"I do not care what comes after; I have seen the dragons on the wind of morning."
- Ursula K. Le Guin, The Farthest Shore

The Chinese New Year begins on Saturday, February 10, 2024, marking the start of a new lunar year and 2024 is the Year of the Wood Dragon.

The Wood Dragon is a symbol of power, nobility, and success, representing honor, courage, and tenacity. People born in the Year of the Dragon are said to be ambitious, energetic, and charismatic, inspiring others with their passion and enthusiasm. They are considered to be natural leaders, confident and unafraid to take risks, making them magnetic personalities in social and professional circles.
https://www.almanac.com/content/chinese-new-year-chinese-zodiac

 

STORIES

 

The Dragon - Italy
http://www.worldoftales.com/European_folktales/Italian_folktale_22.html

The Dragon and the Prince - Serbia

http://www.sacred-texts.com/neu/sfs/sfs57.htm

The Devil and His Grandmother – Brothers Grimm

https://fairytalez.com/the-devil-and-his-grandmother/   

 

The Dragon of Ghent - Belgium

http://www.sacred-texts.com/etc/tl/tl08.htm

 

The Dragon of the North – Estonia http://www.mythfolklore.net/3043mythfolklore/reading/estonia/pages/06.htm

 

The Dragon Princess - China
https://www.gutenberg.org/files/29939/29939-h/29939-h.htm#XLV

 

The Dragon’s Tail – Germany
https://fairytalez.com/the-dragons-tail/

 

The Four Dragons - Asia

http://worldoftales.com/Asian_folktales/Asian_Folktale_6.html

How the Dragon Came to Be - China

http://www.pitara.com/talespin/folktales/online.asp?story=47

How the Dragon Was Tricked - Greece
https://www.gutenberg.org/cache/epub/5615/pg565-images.html#link2H_4_0003

The Four Dragons - Asia
https://www.worldoftales.com/Asian_folktales/Asian_Folktale_6.html#gsc.tab=0

The Lambton Worm - England
http://tinyurl.com/3krfcz7

The Princess and the Dragon - Serbia
https://www.pookpress.co.uk/the-prince-and-the-dragon/


STORY COLLECTIONS

 

Chinese Fairy Tales by William Elliot Griffis, 1919 - The Golden Dragon ofthe Boringue on page 188 and Turk, Turban, Tulip and Dragon, page 166  To read these tales and download the  book for free go to
https://www.gutenberg.org/files/67256/67256-h/67256-h.htm 

The Serene Dragon - This incredible site is sure to slay you! Over 544 dragon tales listed by country and region, with origins, and articles; you will be breathing fire in no time at all. Unfortunately, the site is no longer online but you may still access the pages via the Wayback Machine at this link:
https://web.archive.org/web/20050205214117/http://www.theserenedragon.net/home.html

 

Story-Lovers.com –Books, stories and more, all related to those amazing mythical creatures.
Jackie crossed over a few years ago but her incredible work lives on, accessible via the Wayback Machine here:
http://web.archive.org/web/20100120170730/http://www.story-lovers.com/listsdragonstories.html

 

BOOKS

Bookroo – Dragon books for a variety of ages.
https://bookroo.com/explore/books/topics/dragons

CRAFTS AND ACTIVITIES

 

15 Chinese Dragon Crafts for Kids to Celebrate Chinese or Lunar New Year

https://happytoddlerplaytime.com/15-chinese-dragon-crafts-for-kids-to-celebrate-chinese-or-lunar-new-year/

Dragon Coloring Pages

http://www.coloring.ws/dragons1.htm

Handprint Dragon Puppet
https://www.craftsbyria.com/handprint-dragon-puppet-chinese-new-year-craft/

 

CURRICULUM

 

Adventures with Dragons, Gods and Giants – A grade three unit connected to the Core Curriculum Standards.
https://studylib.net/doc/18517051/fantastic-adventures-with-dragons--gods--and 

Edsitment.neh.gov – Lions, Dragons and Nian: Animals of the Chinese New Year – Curriculum grades K-5.
https://edsitement.neh.gov/lesson-plans/lions-dragons-and-nian-animals-chinese-new-year

 

Education.theiet.org – This is curriculum from the United Kingdom for ages 7 to 11 with downloadable activity sheets.

https://education.theiet.org/primary/teaching-resources/chinese-dragon/

We Are Teachers – Curriculum to complement the 2024 Chinese Lunar New Year.

https://www.weareteachers.com/lunar-new-year-for-kids/

 

SOMETHING EXTRA

 

British Folklore – Ten Dragons

https://norfolktalesmyths.wordpress.com/2018/03/28/british-folklore-ten-dragons/

Draconian.com - The history of dragons in various cultures, short legends about dragons and more.

http://www.draconian.com/whatis/whatis.htm

Please note, websites change at a rapid pace and weblinks may change or break without notice. I cannot be responsible for redirected or broken links.  At the time of this posting all links were in working order. Thank you for understanding.

 

Karen Chace 2024 ©

This blog post was researched and compiled by Karen Chace. Permission for private use is granted. Distribution, either electronically or on paper is prohibited without my expressed written permission. For permission, please contact me at storybug@aol.com. Of course, if you wish to link to my blog via your website, blog, newsletter, Facebook page or Twitter please feel free to do so; I greatly appreciate your support and personal integrity.