Learning to Give, Philanthropy education resources that teach giving and civic engagement

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Mile In My Moccasins (A)
Lesson 2:
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Lesson
Handouts
Academic Standards
Philanthropy Framework
6th-8th Grade
Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view
ELA: Concept Mapping; Cultural/Historical Contexts; Narrative Writing; Research; Writing Process
PHIL: Common Good; Philanthropic Traditions
SOC: 10 genOn; Communities; Cultures; Good Character; Native Peoples; Research

Purpose:

To raise student awareness and develop perspective of Native American culture in regard to philanthropy.

Duration:

Two to Three Forty-Five Minute Class Periods

Objectives:

The learner will:

  • give examples of philanthropic deeds of Native American people.
  • list concepts related to Native American philanthropy.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.

None for this lesson.

Materials:

  • Anticipatory Set Overhead (Attachment One)
     
  • The Talking Circle Overhead (Attachment Two)
     
  • One feather for each group of seven (Use a real feather or create a paper feather from scratch or clip art.)
     
  • Symbol (Using the graphic organizer Native American Scenarios Talking Circle Recording Sheet, Attachment Four, enlarge each of the graphics and glue them to the back of the corresponding scenario card.)
     
  • Native American Scenarios, a copy for each student (Attachment Three) · Native American story cards, a copy for each group (These are created from Attachment Three.) Prior to the activity, make enough sets of these scenarios on cards so that each group of seven will have a set. You will also want to put the appropriate graphic on the back of each one. Refer to The Talking Circle (Attachment Two) for directions.
     
  • Native American Scenarios Talking Circle Recording Sheet, one for each student (Attachment Four)
     
  • Concept Map and Overhead (Attachment Five)
     
  • Vocabulary List from Lesson One
     
  • T-Chart (Attachment Six)
Handout 1
Anticipatory Set
Handout 2
The Talking Circle
Handout 3
Native American Scenarios
Handout 4
Native American Scenarios Talking Circle Recording Sheet
Handout 5
Concept Map
Handout 6
T-Chart

Instructional Procedure(s):

Anticipatory Set:
Have a recording of Native American music playing as students enter the room. Display a small pair of moccasins or a picture of moccasins. (See Anticipatory Set, Attachment One.) Ask students to create a story of the person who would have worn those moccasins and tell a little about the acts of kindness that person shared and/or received in his or her life journey.

  • Preparations: Using the scenarios from Native American Scenarios (Attachment Three), cut and paste each separate scenario on an individual piece of construction paper, creating one card per scenario. Use the following list to place the appropriate graphic on the back of each. Use the graphics from Native American Scenarios Talking Circle Recording Sheet (Attachment Four). Laminate the cards for durability.

     
  • Thorpe - heart in hands
     
  • Massey - bag/pouch
     
  • Harris - shirt (explain the well-known phrase "the shirt off my back")
     
  • Hill - grave
     
  • Mankiller - interconnected rings
     
  • Williams - key
     
  • Coyhis - deer

     
  • The Talking Circle: Explain to the students that the scenarios used in this activity are the authentic words of Native American people of today. Each of the people quoted in the lesson is real and is of our time period.

     
  • Hand out a Native American Scenario to each student. Have students read through the seven scenarios and identify any unfamiliar words. Take a few minutes to clarify any words with which the students had trouble.

     
  • Go through Talking Circle Overhead (Attachment Two) using whole group instruction. Once the students understand the concept, break them into groups of seven and have each group form a circle. Distribute one scenario card and a Native American Scenarios Talking Circle Recording Sheet (Attachment Four) to each student. Instruct each student to become familiar enough with their scenario to share the beliefs of a Native American without having to read from the card. Have each student take a few minutes to record a couple of key concepts on their recording sheet in the box designated for their respective scenario. For example: The student who has Thorpe will record some ideas in the box which contains the heart in hand and so on with each student filling his or her portion of the recording sheet. (This procedure eliminates the need for the reader to stop and write during his/her presentation.)

     
  • Once each student has had the opportunity to record some of the key concepts, choose one student to be the leader and give that student a feather. The leader's responsibility is to make sure the students successfully complete this activity.

     
  • Instruct the leaders to start the circle by introducing their "name and group" from the scenario sheet. They then share the beliefs from the scenario card. While each member of the circle is sharing, students continue to record concepts or ideas that pertain to that person's beliefs. These words should be recorded on the recording sheet next to the graphic that is on the back of the reader's scenario card. The talking circle continues until all members have had a chance to share. Note: Ideas for recording sheets and their correlation to graphics:

    • Thorpe (heart in hand) This graphic is used because the message is that people give unconditional love, giving from the heart with no expectation of return.

       
    • Massey (bag/pouch) This graphic is used to represent a collection of little things which are given to any visitors. The collection represents your appreciation of the visit.

       
    • Harris (shirt) This graphic is used to represent the idea that no material item is too sacred to give to someone else. Harris explains that any item admired by another should be given to that person. This exemplifies the cliché "shirt off your back."

       
    • Hill (grave) This graphic is used to represent the idea of the spirit. Hill explains that people are known or remembered for what they give and that giving is generosity of the spirit.

       
    • Mankiller (interconnected rings) This graphic is used to represent the strong connection the Native people have to their tribes.

       
    • Williams (key) This graphic is used to represent William's idea that respect is the key element in teaching philanthropy.

       
    • Coyhis (deer) This graphic is used to represent the Native tradition of "sharing the deer." "Sharing the deer" is the idea that everything you have is shared with your community, as in a hunt when the game is shared among all members of the group.

       
  • Once all students have finished, conclude with a whole-group discussion of their findings. Ask students to tell you why the particular graphic was selected for that scenario.

     
  • Concept Map Hand out a Concept Map (Attachment Five) to each student. (Note: Students will create information to be placed only over North America during this lesson. As they uncover the information from lessons three and four, they will continue to use the same concept map.) Give them a few minutes to come up with some concept words and vocabulary terms that would represent the Native American beliefs on giving. Instruct them to record those ideas over the North American map. Use an overhead to share ideas with the whole group.

     
  • T-graph: Distribute a T-graph to each student. Using the overhead, give examples of ways the adoption of Native American beliefs could benefit and/or hinder our lives. Have students complete their diagrams with additional ideas.

Assessment:

  • Scenario recording sheet

  • Concept Map

Bibliographical References:

Wells, Ronald Austin. The Honor of Giving. Bloomington: Indiana University Center on Philanthropy, 1998.

Lesson Developed By:

Cheryl Larkin
Pontiac School District
Madison Middle School
Pontiac, MI 48340

Handouts:

Handout 1Print Handout 1

Anticipatory Set

Take a few minutes to tell the story of the person who wore these shoes. Include any acts of kindness they may have received or shared along their life journey.

Handout 2Print Handout 2

The Talking Circle

 
  • Chairs are arranged for the talkers to sit in a circle around the fire, with a space forming a channel that opens to the east.

  • One of the participants, who will begin the talking circle, carries a large feather. (Traditionally, this person would begin the talking circle by offering a prayer to the Great Spirit.)

  • Starting south of east, as the feather is passed to the left, the privilege of speech moves from one to the other in a clockwise direction around the circle. The person holding the feather has the right to speak. Time taken may be as long as the person wishes—all others respect the person's right to speak and will not interrupt.

  • When the speaker has finished, the feather is passed to the next person on the left. After the circle has been completed, any member of the circle may request the feather, and speak again.

    • Handout 3Print Handout 3

    Native American Scenarios

    Dagmar Thorpe (Sac and Fox)

    Giving is an inseparable part of the way of life of Native people. It is your acknowledgement and thanksgiving to the Creator for the things that you have been given. This thanksgiving shows itself in the ways in which you give to others. It can be giving in words, prayers, gifts of time, energy, or love. Giving is an integral part of what your life is, your acknowledgement of life itself and all that life gives to you.

    The motivation to give is love and is unconditional without expectation of return - knowing that to give is to show your respect and your love for another, and that as we live the way we are intended to live, the goodness that we share with others will come back to us. It is a natural part of this way of life.


    Henrietta Massey (Sac and Fox)

    For us, giving means sharing. I grew up in a home where, if a visitor came to your home, you give that person something. If you've got something cooking, you feed them. Or if you have no food, you give them something to drink - even a glass of water. Those are relatives - they thought enough to come to see you, so you share. There are many ways that we all share.

    You just do it - like when someone comes to visit, I make a collection of little items, material things - and I will give it to the person who has come to visit; you appreciate for them to come to see you. This is how we're taught when we're young. You're taught to give - and that if you give, it will come back to you ten times.


    LaDonna Harris (Comanche)

    In the Comanche tradition, giving and receiving are an intricate part of the social norm that you grow up in. The whole concept of ownership is different from the Euro American view of property and giving. The basic concept is "You should never own anything that you couldn't give away." You should always offer to feed anyone who comes to your door. If someone admires something you own, you should be able to give it, take it down and present it to them - because they have honored you by admiring some of your possessions.

    Norbert Hill (Oneida)

    In the Oneida tradition…the definition of "being noble" is to give to those who have less. And so you get more by giving—rather than by saving or hoarding. If you have something, you give the best of it - you give the best piece of meat to the most elderly person, and so on. Throughout the country, I find Indian people very generous. They may not have much to give, but they share whatever they have. It's not generosity with regard to things, it's generosity of the spirit. I never fail to see that, especially with older people. You're more likely to be known for what you give away rather than for what you keep.


    Wilma Mankiller (Cherokee)

    The concept of giving is very natural for Indian people. If you look first at the very strong interdependence among tribal people - and I think that is the most significant difference between Native people and non-Native people today - we Native people have a sense of interconnectedness with, and a sense of responsibility for, one another. If that is so, that we still have a sense of community or of tribe and a clear understanding that we have to depend on one another, somehow separate, as something that one does as part of a social obligation in our community, then it does not quite come together.


    Tessie Williams (Nez Perce/Cayuse)

    It's not just responsibility and it's not just bonding. It's the respect - that's the key - the respect for such a person, such a group, people who really have the knowledge of respect. And that is to me the most important thing. When I do teaching I always emphasize self-respect - how I feel about me? And when I can understand and have self-respect, I can then learn how to respect other people - regardless of how they appear.


    Don Coyhis (Mohican)

    When you look at the origins of giving, based on the old traditional communities - the way that it was explained to me by the elders - there was always the concept of "share the deer." There was no custom of people accumulating things. In the society there was a system of balancing things out in the community. Whether the community was on hard times or not, whatever was there was given out. Traditionally, it was more a survival situation. I've been told that there were some communities where, on a periodic basis, they would lay everything out, and then divide it. It was a survival mechanism. Additionally, it was frowned upon to accumulate; it was more popular to give to the community. So it had to do with survival, and always looking for the good of the people first.

    Excerpt from Wells, Ronald Austin. The Honor of Giving. Bloomington: Indiana University Center on Philanthropy, 1998.

    Handout 4Print Handout 4

    Native American Scenarios Talking Circle Recording Sheet

     

    Native American Scenarios Talking Circle Recording Sheet

    Talking Circle Recording Sheet:
    Directions: Match the graphic on the back of the reader's card to the graphic in the boxes on this recording sheet. As each reader is sharing their thoughts, record key words, concepts, and/or ideas about their beliefs next to the matching graphic.

    Handout 5Print Handout 5

    Concept Map

     
    Concept Mapping:

    This recording sheet is to be completed as you go through Lessons Two, Three and Four.

    After reading information from each of these cultural areas you will be instructed to write concepts from those writings that correspond to the cultural group.

    For Lesson Two, you will record the words/ideas of the people across the North America map.

    For Lesson Three, you will record the words/ideas
    of the people across Europe.

    For Lesson Four, you will record the words/ideas
    of the people of Africa.

    You will also need to keep this recording sheet
    to complete your assignment in Lesson Five.

     

    Handout 6Print Handout 6

    T-Chart

    Pros
    List any benefits you can see for yourself or for society if we were to adopt Native American philanthropic beliefs.
    Cons
    List any disadvantages you can see for yourself or for society if we were to adopt Native American beliefs.

     

     

     

     

     

     

     

     

     

     

     

     

    		  

    Philanthropy Framework:

    Comments

    Lisa, Teacher – Grand Rapids, MI10/27/2007 8:21:01 PM

    (The positive aspects of using this lesson were) the connection between history and philanthropy, opportunities for creative and higher level thinking, insight into cultrural diversity and "Real life" application shown in a philanthropic culture.

    Marguerite, Teacher – Holland, MI10/27/2007 8:22:21 PM

    (The positive aspect of using this lesson was) the Talking Circle!

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