In this unit students explore the message of the South Asian Indian folktale "The Drum." In the folktale, a child shows repeated compassion when he recognizes the needs of others and shares his meager "capital." In this cross-curricular unit, the students rewrite the story as a ten-minute play; explore the economic concepts of capital, bartering, and goods and services; create a Public Service Announcement; explore how items can have little value to one person and great value to another; graph data; and design and carry out a service-learning project in which they share their capital with someone who will value it. As a final demonstration, students present their unit work with their peers, families, and the community. This unit covers several weeks. Many of the lessons can stand alone as a unit.

Focus Question: What different types of capital do we have that can be used to serve the common good?

The learner will:

• listen and respond to a folktale.
• identify the characters that show giving and selflessness.
• connect elements of the story to personal experience.
• rewrite the folktale into dramatic form with stage directions.
• produce a play from the student-written version of "The Drum."
• perform the play for an audience.
• reflect on the reading, writing, and acting experience.
• define the capitalist economy.
• explain the concept of barter system.
• contrast bartering for goods and services with sharing goods and services as volunteering and service.
• brainstorm the types of capital and expand on the concept in creative ways.
• with a small group, create a public service announcement that encourages people to use their creative capital to address a community or world issue.
• present the completed PSA to an appropriate audience. 
• compare and contrast wants and needs and define relative value.
• collect data and use it to create a stem and leaf plot, a box-and-whisker plot, means, and averages.
• graph the data using a line graph.
• calculate the range for the data.
• answer questions and draw conclusiions based on the data.
• identify items that the class can give to others.
• plan and implement a service project to give these items to others.
• set goals and collect data about items donated, then graph the data.
• reflect on the service-learning project through a "game."
• participate in an exhibit night for families, staff, and community or peers.
• describe specific actions he/she can take to improve the world.

In Lesson One: Giving to Get the Beat, the student performance serves as an authentic assessment. In addition, the students and teacher complete the provided performance rubrics.

In Lesson Two: Show Me NO Money, the teacher observes student participation in class activities, and the final PSA serves as an authentic assessment of student work and comprehension.

In Lesson Three: Graphing the Value, the accuracy of the calculations and graphs and plots from the group work serve as the authentic assessment for the lesson. As an assessment of understanding of the graphing skills, give each student Attachment Two: Student Assessment.

In Lesson Four: Worthless to Me; Priceless to You, the teacher observes student participation in group work and planning. The reflection activities and optional rubric give additional opportunities for assessment.

In Lesson Five: And the Beat Goes On ..., teacher observation of student performance serves as the assessment for this lesson.

This unit covers several weeks. Many of the lessons can stand alone as a unit.

This unit culminates in a demonstration and celebration of student work. Have the students collect their work and take photos throughout the lessons. The students may select their best work to present at the demonstration event.