
Through Vietnamese folklore and
culture, this story explains why ducks naturally sleep standing on one leg.
After creation, all of the animals were built well and were happy with how they were
created. However, the ducks were doomed since they only had one leg.
Because of this, they could barely walk, swim, or catch food. In order to get
an additional leg, the ducks decided to petition the Jade Emperor who rules
over the universe. After the help of a kind goose and rooster, the ducks decide
to visit the village guardian who acts as an intercessor between the village
and the Jade Emperor. Thành-Hoàng, the village guardian, refuses to intercede
for the ducks and instead lets them use the extra
golden legs from the incense burner. He warns the ducks to guard the golden
legs from thieves. The ducks heed the warning from the guardian and sleep with
the golden leg tucked under them. When ducks from other places see them
sleeping this way, they imitate them since they find that it is comfortable. The
tale says that to this day, ducks sleep with one leg because of the ducks from this village.
This story would fit well in a
second-grade classroom. The illustrations are vivid and the story has a quick
enough pace to captivate second graders. Because the story incorporates aspects
from Vietnamese culture, it would accompany a history lesson well. The book gives
insight into religious beliefs since the setting takes place right after
creation and involves deities and intercessors. At the beginning of the book, the author describes some
aspects of life in Vietnamese villages, and this introduces new vocabulary. For example, a
“dinh” is a meeting place for the village community where the village guardian
resides. From the given factual information in the story, the students could
compare and contrast other cultures with the Vietnamese culture. Furthermore,
this book would be beneficial to have in my classroom library because there is
a large Vietnamese population in this area of the U.S. The students could feel
comfortable seeing their culture represented in the classroom.
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