Learners will identify what constitutes a folktale, describe the different types of folktales, define philanthropy, recognize cultural influences in folktales, analyze motivations for giving and recognize models of "giving" in folktales from around the world.

• Learners will use art or music to represent various folktales as they were told or in modern-day form. These creative pieces will be performed or displayed in a location where they can serve as a reminder of the importance of giving to others.
  
  
• Working individually or in groups, learners will describe the lesson that is being taught in folktales. They will update and rewrite the story so that it represents a present-day extreme emergency in an African country but gives the same lesson. The summary of the original folktale and the new folktale will be printed in the school newspaper to make others aware of the importance of helping others in extreme emergencies.
  
  
• Learners will visit an elementary classroom and share original folktales which speak to generosity. They will update the folktales to fit modern times and situations and invite the elementary learners to illustrate portions of the stories.
  
  
• A speaker from a nearby animal shelter or greyhound rescue organization will be invited to speak to the class. If the group wishes, a fund-raiser can be organized for the organization.
  
  
• A speaker from a Jewish nonprofit may be invited to speak to the class. If the group wishes, a fund-raiser can be organized for the organization or another group.
  
  
• Learners and their families may develop their own personal philosophy of giving as a result of studying the folktales and their lessons. They may then carry out their plan of giving in accord with their own philosophy.
  
  
• After researching Native American roles in modern philanthropy, learners have the option of investigating a specific "giving program" related to Native Americans today and contribute resources to the program of their choice.
  
  
• Learners will check the local telephone directory or go online to determine if there is a local Buddhist community available to speak to the class about "generosity". They will ask for information on Buddhist philanthropic activities. If the group wishes to support their efforts, a "giving" activity may be developed. They may instead opt to research the work of non-local groups online.
  
  
• After researching characteristics of African American philanthropy, learners will narrow their focus to a local or other group that is of interest to them. They will ask a representative of that group to speak to the class. If there is interest in supporting the organization, a fund raiser may be organized.
  
  
• Learners will research an organization in civil society which works towards environmental stewardship. They will produce a "promo" for the work of the group and display or exhibit the created work to a larger group as a means of affecting change or promoting interest in the environment.
  
  
• Learners will create posters which graphically represent examples of decision-making or advice recommended for those facing difficult situations. These will be posted in commons areas so that they may impart "wisdom" to those who view them.
  
  
• Learners will research the Pay it Forward Foundation, the Random Acts of Kindness Foundation and the Giving Game and develop a plan to implement a campaign for serial reciprocity and random acts of kindness.
  
  
• Learners will research generosity/giving in the Asian American community. They will invite a representative of a nonprofit to speak to the class and determine if they wish to volunteer their time, talent or funds.

"Copy-and-Paste" Class/School Newsletter Information Insert:

"Folktales are for kids." Not really. When was the last time you heard a really good story that forced you to think about situations that are challenging and unsettling and gave hints about how to solve the problems? Folktales have been teaching lessons to young and old for centuries. They are a part of every culture and are treasured. Pair a good folktale with the idea of being generous with your time, talent or treasure, and you have something of value to fill your time. "Generosity of the Spirit" folktales will make you think and reveal a lot about yourself and the ways of the world. Coming...to a classroom near you.

Interactive Parent / Student Homework:

• Learners will share the stories with a family member. They will discuss the stories and make decisions about the appropriateness of the actions taken. They will discuss possible real-life situations where a similar decision might have to be made and determine other possible consequences of such acts.
  
  
• Learners will share the stories with a family member and discuss who in the family seems to have a "good heart" and is generous with others. They will analyze whether this was a learned trait or whether it seemed to come naturally.
  
  
• Learners will share the stories with a family member and explain that there are times when a person must make great sacrifices to gain greater rewards. Such sacrifices are often made by parents who give up many things they would rather have or do when they start and raise a family. They will ask family members about sacrifices they have made for their families.
  
  
• Families will discuss whether "hoarding" or "sharing" of a gift/treasure is wise.
  
  
• Learners will share the folktale with a member of the family and ask if they have strong feelings about pets and what they mean to their family. They will discuss what the addition of a pet means to a family and whether or not it changes family dynamics. They will decide whether a family pet can make others more generous.
  
  
• Learners will share the story with family members and look for a story in the day’s news which reflects a character in the folktale. The family may be invited to help analyze characters and stories in the news to find the one that is similar in some way to one of the story’s characters.
  
  
• At home learners will discuss with their families the idea of having a personal philosophy that governs generosity and giving. If the families already have a giving philosophy, they will explain what it is and how it was formed.
  
  
• Learners will share stories with a family member and analyze what would allow a person to forgive the evildoer after an act of malice.
  
  
• Learners will discuss with their families the idea of knowing when to follow and when not to follow the advice of others. They will investigate ideas/tips which will help a young person evaluate the advice and take the proper course of action.
  
  
• With their families, learners will share a Native American folktale, discuss the efficacy of the vision quest in the story and analyze how a young person in modern society can begin to determine his or her future.
  
  
• Learners will share the folktales with their families and discuss the question: "In real life, is it ever possible to overcome a foe by changing the foe rather than destroying him/her?"
  
  
• Using any of the folktales from the lesson as a starting point, the learners will share the story with their family and discuss how the "lesson" from the story compares with the family’s understanding and practice of hospitality. They will determine if hospitality is extended only to family or whether it has a wider dimension.
  
  
• Learners will share a quote on forgiveness with their families and ask family members whether they agree with the point of view. They will also discuss the importance of families in society and analyze why it is so important for family members to be open to forgiveness for past actions.
  
  
• Learners will share a folktale with their families and discuss whether the local government, a church or any other civic group follows a plan for acting as a caretaker of the community’s environment. The family members will discuss whether or not they support the actions of that organization and determine whether or not to provide their support to the group, either as a member or through private actions that improve the environment.
  
  
• Learners will ask their family members to share instances when they learned a hard lesson through life’s experiences and discuss whether they could have learned that lesson just as well through a story instead.
  
  
• With their family members, learners will discuss the idea of "paying back" a favor vs. "paying it forward." They will borrow from the library or rent the DVD of the movie Pay It Forward and view it together. They will discuss this option of helping others.
  
  
• Learners will share the story "Aina-Kizz and the Black-Bearded Bai" with a member of their family. They will then discuss Aina-Kizz’s quote, "But, as wise folk say, a rich family's fortune is in its herds, a poor family's in its children," deciding whether or not they agree with it.
  
  
• Learners will share one of the stories with a member of their family. They will discuss recommendations that were made in class regarding advice on reaching the right decision when there are various paths to chose. They will discuss whether or not the advice is workable and look at other possibilities that could be selected.
  
  
• Learners will discuss the idea of random acts of kindness with members of their family. If appropriate, they will describe their recently completed act of kindness which was a part of this lesson and encourage others in their family to plan a random act of kindness.