Lindsay's+Unit

Understandings (OSEU): || OSEU 1 || Core State Standards: || 4.G.1.2 Students are able to locate major South Dakota geographical and political features. 4.C.1.2 Students are able to describe key events related to South Dakota's entry into statehood. 4.RI.6 Compare and contrast a firsthand and secondhand account of the same event or topic. 4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. 4.RL.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text 4.RL.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. || XX Pre-test may be administered before the start of the unit to assess this SLO to chart growth. || to know, do, and understand as a result of the unit?) || Students will be able to describe the land loss of the Oceti Sakowin. Students will able to define what a reservation is and where they are located in South Dakota. Students will recognize the interrelationships of people, places and the environment. || questions that will guide the learning?
 * Unit Overview || Students will develop an understanding of OSEU 1. Students will be able to describe the land loss of the Oceti Sakowin from 1800-present. Students will also be able to understand the interrelationships of people. places and the environment. ||
 * Unit Introduction || Introduce unit with "A Simple Prayer" - provoke student thinking - What do you think this prayer means? How does it make you feel? How do you think the person writing the prayer felt? (connected with nature/land) ||
 * Author: || Lindsey Tellinghuisen ||
 * Title (English) || The Land ||
 * Title (Lakota/Dakota/Nakota) || MAKOCE ||
 * Topic Area/s: || Reservation Creation, Connection to Nature ||
 * Time Frame: || 1-2 Weeks ||
 * Description of the Unit: || Students will explore various resources - primary and secondary to describe the land loss of the Oceti Sakowin from 1800-present. Students will listen to texts and other resources to recognize the interrelationships of people, places and the environment. Students will then use technology to create a slideshow showing what they learned from the unit. ||
 * Grade Range: || 3rd-4th grade ||
 * Oceti Sakowin Essential
 * Oceti Sakowin Essential
 * Content Area/Common
 * Student Learning Objectives: || By the end of this unit 80% of students students will be able to:
 * Give one example of an interrelationship of people, places, and the environment
 * Define what a reservation is and how/why they were created
 * (What are students expected
 * What are the essential

(Questions that provoke sustained inquiry and get to the ‘heart’ of the discipline or learning.) || What caused the Oceti Sakowin to loose their land?

Why is/was land loss, especial certain ares of South Dakota's sacred land, devastating to the Oceti Sakowin?

How can we relate Native American beliefs of interrelationships to our daily life? || Family Involvement: || Parent Letter could be sent home explaining upcoming unit. || Essential Understandings: || OSEU 1:1 || The Smithsonian Winter Counts website offers a brief overview about the Lakota moving into the Dakota area and white settlers following. Teacher can choose whether to go into greater depth - ex. specific battles if he/she chooses to do so. The history.com website is a resource for the Battle of Little Bighorn Two blank South Dakota maps || (n.d.). Retrieved from http://www.history.com/topics/native-american-history/battle-of-the-little-bighorn
 * Notes/Reflections: ||  ||
 * Parent/Guardian/
 * Lesson #1 || Who are the Lakota? ||
 * Oceti Sakowin
 * CCSS Standards: || 4.G.1.2 Students are able to locate major South Dakota geographical and political features. ||
 * Teacher Preparations/Materials: || Teacher needs to prepare "A Simple Prayer" from the gyspywolf website.
 * Resources: || //Battle of the Little Bighorn - Native American History - HISTORY.com//.

//Sioux Treaty of 1868//. (n.d.). Retrieved from http://www.archives.gov/education/lessons/sioux-treaty/

//Asset//. (n.d.). Retrieved from http://pbsdll.k12.sd.us/Asset.aspx?ID=402&C=All&G=All&S=oseus1

//Lakota Relationship with US - The Shrinking Reservation//. (n.d.). Retrieved from http://trailtribes.org/pierre/shrinking-reservation.htm

//Village Earth Makes Allotment Map Accessible to Residents of Pine Ridge//. (n.d.). Retrieved from http://villageearth.org/pages/global-affiliate-network/projects-pineridge-reservation/original-allotment-map-now-accessible-to-residents-of-pine-ridge || Teacher needs to prepare primary and secondary sources ahead of time - for 4th graders, primary sources may be difficult to read. It would be best to show the document, but highlight the most important text you want your students to read and understand. || The teacher will read Paul Goble’s // All Our Relatives: Traditional Native American Thoughts about Nature // A discussion will follow - engaging students in their own thinking of how we are related to nature. Teacher will then read Paul Goble's //The Great Race of the Birds and Animals// Discuss how these texts are similar and different Essential Understandings: || OSEU 1 || Goble, P. (1991). //The great race of the birds and animals//. New York: Macmillan Pub. Co. Blank Venn Diagram Retrieved from http://www.eduplace.com/graphicorganizer/pdf/venn.pdf || Teacher will introduce the lesson by watching the Dakota Pathways video: People of the Bison. After watching the video - teacher and students will discuss the importance of the buffalo, the many uses of the buffalo, and the effect reservations had on that relationship. If available - explore the SDSHS Buffalo Educational Kit || Essential Understandings || OSEU 1 || Computer Access || https://www.youtube.com/watch?v=Gi9Ice4xkMQ
 * Assessment: || Students will construct two maps - one showing reservation land in 1868 and one showing reservation land in 1877. ||
 * Notes/Reflections: || This lesson would be enhanced with a guest speaker who could provide more information on reservations and why they were created.
 * Lesson #2 || "Connections"
 * How do these stories connect to the previous lesson about the land loss and creation of reservations? ||
 * Oceti Sakowin
 * CCSS Standards: || 4.RL.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. ||
 * Teacher Preparations: || Teacher will need a blank Venn Diagram and prepared places throughout both texts to pause for discussion. ||
 * Materials: || Blank Venn Diagram ||
 * Resources: || Goble, P. (2005). //All our relatives: Traditional Native American thoughts about nature//. Bloomington, Ind: World Wisdom.
 * Assessment: || Students will construct a Venn Diagram comparing the two texts read aloud. ||
 * Notes/Reflections: ||  ||
 * Lesson #3 || "Tatanka"
 * Oceti Sakowin
 * CCSS Standards: || 4.RL.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text ||
 * Teacher Preparations: ||  ||
 * Materials: || Buffalo and the Plains Indians SDSHS Educational Kit
 * Resources: || Dakota Pathways: People of the Bison [Video file]. (n.d.). Retrieved from

//SDSHS Education Kits//. (n.d.). Retrieved from http://history.sd.gov/museum/education/edkits.aspx || Students will create a four slide slide show demonstrating their knowlege of the concepts taught in the previous lessons. Slide show should include: -Title Slide - Slide using at least one picture and 2 sentences describing why reservations were created -Slide using at least one picture and 2 sentences explaining how people, places,and the environment are connected -Slide using at least one picture and 2 sentences describing the importance of the buffalo to the Lakota people and how the creation of reservations effected that relationship. || Essential Understandings: || OSEU 1 || completed lessons: ||  || for this Unit: || Final Assessment for this unit will be the "Show What You Know" slide show. Students will be graded with a rubric based on the requirements and also the visual appeal of the slideshow. ||
 * Assessment: || Students will be assess through observation and discuss. ||
 * Notes/Reflections: ||  ||
 * Lesson #4 || "Show What You Know"
 * Oceti Sakowin
 * CCSS Standards: || 4.W.2.c 4.W.9.c 4.RI.9 ||
 * Teacher Preparations: || Computer/ipad access ||
 * Materials: || rubric, guidelines/expectations for project ||
 * Resources: ||  ||
 * Assessment: || Teacher may create a rubric for use of work time using [] or use observation ||
 * Notes/Reflections: ||  ||
 * Overview of
 * Final Assessment
 * Unit Notes/Reflections: ||  ||