The stories for this lesson are Native American folktales. Native groups differ from each other just as other American ethnic groups do. The featured fairy tales come from the traditions of the following indigenous groups: Odjibwa, Wampanoag, Hopi, Maya, Inuit, Menomini, and Cherokee.  

Using a map of North America, locate the geographic area for the featured Native American groups. Identify the absolute locations (longitude and latitude) and relative locations (general descriptors of where the places are located). They may do further research to identify the physical characteristics and human characteristics of the areas.

Move the youth into small groups and assign each group one of the folktales. As teams, have them read their own stories and discuss the following questions:

• What is the lesson of this folktale?
• What does the folktale reveal about the culture of the group? 
• What is revealed about the generosity of spirit of the characters? Do they serve as models for others to follow?
• Which of the following character traits seem to be valued in the story and culture? (caring, courage, civic virtue and citizenship, giving, honesty, justice and fairness, perseverance, respect, responsibility, trustworthiness)

Each group should may also discuss specific elements to their folktale described below:

• In the Ojibwa story “Bokewa or The Humpback from the Odjibwa,” the physically-gifted brother is ultimately surpassed in almost all ways by his supernaturally-gifted brother Bokewa, who, throughout the story, does his best to look after his vain brother. Bokewa’s gifts of love, care and wisdom are not appreciated and even ignored by his brother. Why wasn’t Bokewa’s benevolence appreciated? Is it a waste of time to be generous when it is not appreciated?
• In the creation story “The Circle of Life and the Clambake,” Maushop and Kehtean give great gifts to the Wampanoag people. Why is Kehtean’s gift more significant? What is meant by the “Circle of Life”? If a person believes in the idea of the circle, how would he or she act?
• In the Hopi story “The Hopis and the Famine,” the normally benevolent rain priest brings harm (prolonged drought) to his people rather than life-giving rain. Does this evil deed nullify the later good that he does? Is he a generous person?
• In the Mayan story “The Little Boy Who Talked with Birds,” the father-son relationship is not a strong one due to the father’s fear and jealousy. What will the son’s gift of forgiveness mean to his father? Although the story gives every indication that it was easy for the young man to forgive his father, sometimes this is not possible. In that case, what would an inability to forgive mean to both a child and a father?
• In the Inuit story “The Magic Bear,” the formerly childless couple disrespect the gift they have been given. How is it possible that people who have known great need and then received a great gift will forget how much they have been given? Is this a rare or commonplace thing that happens to people?
• In the Menomini folktale “The Man Who Transgressed a Taboo,” a curse turns into a blessing as a transformed man provides for his father and others. Other than his generosity in providing food to his father, how else does the man show “generosity of the spirit”?
• The Odjibwa tale “Mon-Daw-Min or the Origin of Indian Corn: An Ojibwa Tale” tells of a young man who receives the gift of Mon-Daw-Min (corn). Wunzh experiences a spirit fast (vision quest) which will guide him through life. The results benefit not only him and his family, but the entire community as well. What personal qualities are revealed about the main character which makes it believable that such a great gift should be given to Wunzh?
• In the Inuit story “The Old Woman Who Was Kind to Insects,” the old woman uses the expression, “I’d rather die first.” Many people have used this expression but didn’t really mean what they said. Did the old woman mean it and realize the danger her “gift” could bring to her future existence?
• In the sad Ojibwa story “Sheem: The Forsaken Boy from the Odjibwa,” readers are reminded of the importance of family and societal obligations. Consider the older brother and sister’s individual rights to live their lives as they wished versus the obligation to their younger brother placed on them by their parents. Was this a fair burden for them to carry? Since the older brother sincerely wants his young brother to come to him at the end of the story, why did the story’s author give it a sad ending as opposed to a happy ending? What modern-day lessons are there in this story?
• In the Cherokee story “Thunder Deputizes the Eagle,” great responsibility was given to Eagle. Did Thunder chose wisely in selecting his best friend to have such power? As a leader, what was Eagle’s “gift” to the wild creatures? What lesson does this story impart to those who strive for power?
• The Inuit story “Tiggak” emphasizes the idea of the Circle of Life. How is that shown? Tiggak gives a precious gift to the animals. Why is his giving so special? In what way is Tiggak’s story repeated over and over in modern society?
• In the Odjibwa story “The Two Jeebi-Ug or A Trial of Feeling from the Odjibwa,” a hunter and his family are put to a severe test regarding hospitality. Do they pass the test or fail it? According to the tale, what are the limits of hospitality for one with a generous spirit?

Allow time for each team to report to the whole group. They should begin by sharing the research on their group and then providing a summary of their story. They should next go over their discussion questions.

When all groups have reported, make comparisons and contrasts between the peoples and stories. Discuss whether there are elements specific to Native American culture.

Working individually, learners write descriptions of how the story fits a situation they have encountered or may encounter in the future. What insight does the story provide in helping its readers develop the strong character trait revealed in the story?