Team+High+School

Unit Plan: HS Weavings Team The essential philosophy of the Oceti Sakowin wicoun (way of life) is based on the values of the Oceti Sakowin which has created resiliency of the Oyate. Tribal communities have put considerable efforts into economic development ventures, Tribal universities, alternative education, wellness centers, cultural, traditions and language revitalization. **Indicator 1:** Analyze the policies that were established during the self-determination era to make a positive change for tribal communities. Key Ideas and Details 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
 * Title (English) || The Indian Self-determination and Education Assistance Act ||
 * Topic Areas || The impact of legislative acts on social change ||
 * Time Frame || Two Weeks (approximately) ||
 * Description of the Unit || Students do research to discover the impact of the 1975 Indian Self-determination and Education Act on South Dakota tribal communities, and then report their finding to peers. ||
 * Grade Range || 9-12 ||
 * OSEU/Standards || Essential Understanding 7
 * 9****th****-12****th** **Standard:** Students are able to analyze the impact of Indian Self-determination and Education Assistance Act of 1975 on tribal communities and the policies that were developed.
 * Indicator 2:** Analyze the actions taken by individuals and communities in an effort to bring about positive social change.
 * 9****th****-12****th** **Standard:** Students are able to identify the positive effects that Tribal people have initiated for social change. ||
 * Content Area/Common Core State Standards || Reading Standards for Informational Text Grades 9-10

Integration of Knowledge and Ideas 9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

Writing Standards Text Types and Purposes
 * 1) Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
 * 2) Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
 * 3) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
 * 4) Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
 * 5) Use precise language and domain-specific vocabulary to manage the complexity of the topic.
 * 6) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
 * 7) Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.) 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Language Standards Conventions of Standard English
 * 1) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * 2) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language Vocabulary Acquisition and Use || (What are students expected to know, do, and understand as a result of the unit?) || Students will demonstrate an understanding of how the Indian Self-determination and Education Assistance Act (PL 93-638) of 1975 has affected South Dakota tribal communities and the positive effects that have initiated social change in those communities. || (Questions that provoke sustained inquiry and get to the ‘heart’ of the discipline or learning.) || What efforts of South Dakota tribal communities have helped to move them into the 21st Century? ||
 * 1) Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
 * 2) Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
 * 1) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
 * 2) Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
 * 3) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
 * 4) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
 * Student Learning Objectives
 * What are the essential questions that will guide the learning?
 * Overview of completed lessons || Opening Activity - 1 approximately 45 minute class period

, or something similar

The Act - 2 approximately 45 minute class periods Working individually or in groups (groups would probably be best), have students read the Indian Self-determination and Education Assistance Act of 1975. This would be a good time to use a Jigsaw Reading activity: []

Use the links provided to access a copy of the act: ISDEAA. Have students spend approximately ½-hour researching the Act in order to find brief summaries of it. If students need help, possible sites are:
 * American Indian/Alaska Native Education: An Overview -- []
 * U.S. Department of the Interior Indian Affairs Division of Self-Determination -- []
 * History of the Tribal Self-Governance Initiative -- []

Have each group write a brief statement predicting how they think this act has affected tribal communities in South Dakota.

The Project - 7 approximately 45 minute class periods

As individuals or groups, students are to pick one of the nine recognized tribal entities in South Dakota to research.

South Dakota Department of Tribal Relations - []

Using the link above, and those discovered through their own research, students are to contact officials (probably through phone conversations) from one South Dakota Tribal Nation and determine how the Indian Self-Determination and Education Assistance Act of 1975 has affected that tribe. Students should demonstrate an understanding of:
 * A minimum of three examples of positive social changes
 * Possible disadvantages of the Indian Self-determination and Education Assistance Act of 1975
 * A minimum of three references used during the project. Proper MLA citations and works cited should be expected at the high school level.

The format for presenting the information could be the teacher’s or students’ choice. Possible formats could be a traditional research paper, PowerPoint, poster, journalism article, or Prezi.

|| Project Rubric || Project Overview
 * Final Assessment for this unit || The attached rubric would be an appropriate evaluation tool for the project.


 * [|Details]
 * [[file:sdweavings/High School Oceti Sakowin Essential Understandings Unit Overview.docx|Download]]
 * 22 KB

Project Unit
 * [|Details]
 * [[file:sdweavings/UnitLessonplan.docx|Download]]
 * 136 KB

Lesson Plan for ISDA (PL 93-638) [|Unit Lesson plan.docx] ,
 * [[image:http://static.ning.com/socialnetworkmain/widgets/forum/gfx/fileicons/file.gif?xn_version=4063921297 caption="Unit Lesson plan.docx" link="http://sdt2tn.ning.com/group/weavings/forum/attachment/download?id=3506432%3AUploadedFile%3A84120"]] ||
 * Unit Lesson plan.docx ||

Project Rubric (Also found Under Pages and Files tab.)
 * [|Details]
 * [[file:sdweavings/ProjectRubric.docx|Download]]
 * 145 KB

Tribal History Webquest
 * Lesson Plan and Activity Documents **
 * [|Details]
 * [[file:sdweavings/Tribal History Webquest2.pdf|Download]]
 * 75 KB

Tribal Government Webquest
 * [|Details]
 * [[file:sdweavings/TribalGovernmentWorksheet.pdf|Download]]
 * 48 KB

Corresponding PBS Video Link: http://pbsdll.k12.sd.us/Asset.aspx?ID=190&C=All&G=All&S=tribal government

Related WebLinks:

1. [|Alaska Natives and Indian Self Determination Act] @http://tm112.community.uaf.edu/unit-3/indian-self-determination/

2. [|Timeline Indian Self Determination Act] http://www.tribalselfgov.org/red%20book/the%20history%20&%20goa...

3. Finnish Education System @http://en.wikipedia.org/wiki/Education_in_Finland

4. [|SD Tribal Relations homepage]

5. Kids Vote--Chiesman Center for Democracy Lesson Plan

6. Kids Vote Tribal Government and Elections section

7. [|Victor Douville's Materials---Sinte Gleska University] []

8. National Archives site for TEachers--DocsTeach @http://docsteach.org/resources

9. Cornell Law Site--ISDEAA USCode 25 Ch. 14 section 450

10. [|Justice Department Legal Research Site] []

11. [|Scanned Copy of PL 93-638 (ISDA)] []

12. **Native Americans and the Law: Native Americans Under Current United States Law** @http://thorpe.ou.edu/guide/robertson.html

13.