Roxanne's+Unit

Understandings (OSEU): || OSEU 3 Indicator 1 Students are able to describe the Oceti Sakowin camp circle, the three dialects and their relationship to contemporary reservations. || Core State Standards: || **__State Science Standards__**: 4.L.2.1. Students are able to identify behavioral and structural adaptations that allow a plant or animal to survive in a particular environment. 4.L.3.1. Students are able to describe the flow of energy through food chains and webs. 4.W.2.1. Students are able to describe influences of European cultures on South Dakota communities. 4.G.2.1. Students are able to describe how the resources of various regions and the state of South Dakota affected the growth of each. __**Common Core State Standards**:__ 4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. 4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. R.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. R.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 4.SL.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. || Students will describe the Oceti Sakowin camp circle and their relationship to contemporary reservations. || to know, do, and understand as a result of the unit?) || **__Know__**: Students will know the seven original Oceti Sakowin oyates. Students will know how Oceti Sakowin oyates are linked to today's contemporary tribes. Students will know the nine South Dakota reservations. Students will create a technological presentation (Animoto, Prezi, Powerpoint, Edmodo, combination of, etc.) to show their understanding of Oceti Sakowin oyates, location of South Dakota's nine reservations, contemporary tribes, ecosystem of area researched. Students will understand cycles as they exist within history/cultures and within life (ecosystems). Students will understand how a cultures past can impact their present and future. || questions that will guide the learning?
 * || This column is what you will be filling out for your unit. ||
 * Unit Overview || 4th grade students will learn about South Dakota history and culture through studying the seven Oceti Sakowin oyates and how they relate to today's tribes and reservations. ||
 * Unit Introduction || "To understand our present we must know where we come from. Today we are going to start talking about circles and how everything has a beginning and an ending, if only we look for it. As we explore Oceti Sakowin Oyates, we will see how they were formed from the beginning of time and are now present in today's tribes (people) and reservations (lands). We will explore how different regions have different ecosystems. As we go through our Oceti Sakowin unit, I want you to be thinking about cycles, or circles. Beginnings and endings." ||
 * Author: || Roxanne Evans ||
 * Title (English) || Oceti Sakowin Oyates (oh-chay-tea shaw-ko-ween oh-yah-tay) ||
 * Title (Lakota/Dakota/Nakota) || Oceti Sakowin Oyates ||
 * Topic Area/s: || South Dakota Social Studies (History/Culture), Literacy (Reading/Writing) ||
 * Time Frame: || 1-2 weeks (depending on amount of time for student research and inclusion with your science ecosystem unit) ||
 * Description of the Unit: || Students will trace the history of Oceti Sakowin from earliest times to present day. As students explore South Dakota history/culture, they will also compare and contrast various ecosystems as reflected on contemporary reservations. As they trace Oceti Sakowin oyates, they will start to see that cycles (circles) exist within and throughout all things. ||
 * Grade Range: || 4th Grade ||
 * Oceti Sakowin Essential
 * Content Area/Common
 * __State Social Studies Standards__**:
 * Student Learning Objectives: || Students will understand cycles as they exist within cultures and within life (ecosystems).
 * (What are students expected
 * __Do__:**
 * __Understand__**:
 * What are the essential

(Questions that provoke sustained inquiry and get to the ‘heart’ of the discipline or learning.) || 1) How does understanding a cultures past impact their present and future lives?

2) How do circles represent cycles? [beginnings and endings]

3) Where do we find cycles throughout our lives? [spatial, social, geographical, biological, etc.] || Family Involvement: || Each student could research their own family culture and where they come from. I didn't include that within this unit due to time; however, that could be an extension within your school year. || Essential Understandings: || OSEU 3 Indicator 1 Students are able to describe the Oceti Sakowin camp circle, the three dialects and their relationship to contemporary reservations. || 4.G.2.1. Students are able to describe how the resources of various regions and the state of South Dakota affected the growth of each. R.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 4.G.2.1. Students are able to describe how the resources of various regions and the state of South Dakota affected the growth of each. 4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. ||
 * Notes/Reflections: || This unit can be modified to fit into your class schedule. I have listed the main ideas into lessons; however, each "lesson" may take a few days depending on how you want to incorporate the information into your class time. ||
 * Parent/Guardian/
 * Lesson #1 || Woyaksape (Words of Encouragement and Wisdom) - The Beginning ||
 * Oceti Sakowin
 * CCSS Standards: || 4.W.2.1. Students are able to describe influences of European cultures on South Dakota communities.
 * Teacher Preparations: || None ||
 * Materials: || Science Notebook (or handout for students to take notes on) ||
 * Resources: || PBS Video - "Oceti Sakowin: People of the Seven Council Fires" ([|http://watch.sdpb.org/video/1472853204]) ||
 * Assessment: || None, unless you want to check their notes ||
 * Notes/Reflections: || __NOTE__: To incorporate woyaksape (whoa-ack-saw-pay) into your school day, you can do this at the beginning of the day and at the end to complete the circle. If time does not allow, then start and end your lesson with woyaksape. I have set this unit up to start and end each lesson with woyaksape to help reinforce a beginning and ending specifically focused on encouraging students during their research and presentation.

1) Have students stand in a circle. 2) Discuss with students how we will start and end each day with woyaksape. 3) "As we embark on a new unit exploring South Dakota history, culture, and regions, we want to offer words of encouragement to each other every day to keep us moving in the right directions and focusing on helping one another achieve our goals." 4) Model for students how they will shake everyone's hand and say "Anpetu waste" (an-pet-u wash-ay) as they greet each other. (For example, if you class consists of 20 students, then the person who speaks the words of encouragement will turn and shake the hand of the person next to them. As they shake hands, they will say "Anpetu waste". They then proceeed to the next person and repeat the cycle. They will do this 19 times until they have greeted all people within the circle.) 5) As students are finished greeting each other have them return to their seats. 6) Remind them this is our beginning. Beginning of the unit and beginning of understanding South Dakota's history, culture and people. 7) Have students take out their science notebook or provide them with a handout to take notes on. 8) Show students the "Oceti Sakowin: People of the Seven Council Fires" PBS video. 9) Stop every now and then to discuss what is relevant and allow students to take notes. 10) Model your own notes on an overhead, so students who need assistance can copy. 11) When you are finished with the video/discussion/notes for this lesson, have students come stand in a circle. 12) Let them know we are going to end our lesson with woyaksape to send each other off with words of encouragement. 13) Model for students how they will shake everyone's hand and say "Toksa ake wacinyankinkte (ye/lo)" (Dok-sha ah-kay watchin-yawn-keen-ka-tay yeah/low) which means "I will see you again later". The "ye" (yeah) or "lo" (low) will be said based on whether the student is a boy or girl. Girls will say "ya" (yeah) and boys will say "lo" (low). 14) Students repeat going around the circle, shaking hands, and saying "Toksa ake wacinyankinkte (ye/lo) to each person. 15) Once they have finished shaking everyone's hand, they return to their seats. || Essential Understandings: || OSEU 3 Indicator 1 Students are able to describe the Oceti Sakowin camp circle, the three dialects and their relationship to contemporary reservations. || 4.G.2.1. Students are able to describe how the resources of various regions and the state of South Dakota affected the growth of each. 4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. R.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. R.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 4.SL.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. || (SD PBS Lakota/Nakota/Dakota list of helpful websites) http://www.sdpb.sd.gov/oceti/documents/weblinks.pdf (Smithsonian Winter Counts) http://wintercounts.si.edu/index.html --> Note: shows the social structure of the Oceti Sakowin at this website http://wintercounts.si.edu/html_version/html/socialstructure.html (Lakota Winter Counts) http://wintercounts.si.edu/index.html (Akta Lakota Museum) http://aktalakota.stjo.org (SD Tribal Relations) [|www.sdtribalrelations.com] (Historic Fort Snelling) [|www.historicfortsnelling.org/history/american-indians/dakota-people] (Lakota Elders Project: The Journey of the Generations) http://www.youtube.com/watch?v=ov2tg6uP3ds (Buffalo PDF) http://history.sd.gov/museum/education/BuffaloPlainsIndians.pdf (Historical Society) [|collections.mnhs.org/sevencouncilfires] (US Dakota War) [|usdakotawar.org/history/Dakota_classroom_resources] (Smithsonian Institute Infinity of Nations) [|nmai.si.edu/exhibitions/infinityofnations/culturequest] (Smithsonian Institute Life in Beads) [|nmai.si.edu/sites/1/files/pdf/education/NMAI_lifeinbeads.pdf] (Dakota Lapse) dakotalapse.com || 2) Students have now been introduced to original seven council fires. 3) On the board recap the seven original tribes by drawing how the tribes were situated within the circle. (You can get this from the PBS video or search for Oceti Sakowin camp circle). There are also pictures located in the above resources to help students visualize what a camp circle would look like. I have inserted a document I created for the CAIRNS institute which gives a better description of the original oyates, along with some historical information and references.
 * Lesson #2 || Oceti Sakowin Oyates ||
 * Oceti Sakowin
 * CCSS Standards: || 4.W.2.1. Students are able to describe influences of European cultures on South Dakota communities.
 * Teacher Preparations: ||  ||
 * Materials: ||  ||
 * Resources: || (National Museum of American Indian - Collections Search) http://nmai.si.edu/searchcollections/peoplescultures.aspx
 * Assessment: || Final presentation (Create a rubric based on the standards and your expectations. You can make free rubrics at rubistar.4teachers.org.) ||
 * Notes/Reflections: || 1) Do woyaksape open and close of this lesson to reinforce beginning and endings (cycle/circle).



4) Have students sketch this original camp circle in their notes showing where the seven oyates would have been placed within the circle. The geographical positioning is located with the "History of Oceti Sakowin Oyates" document above. 5) Break students up into seven small groups and assign each group to one of the original oyates. 6) Explain that students will start researching today's South Dakota reservations to see which one is linked to their oyate.

@http://www.sioux.org/
 * []
 * @http://www.crowcreekconnections.org/
 * @http://fsst.org/
 * @http://lowerbrulewildlife.com/
 * []
 * @http://www.oglalalakotanation.org/oln/Home.html
 * @http://www.rosebudsiouxtribe-nsn.gov/
 * @http://www.swo-nsn.gov/
 * @http://www.standingrock.org/
 * @http://www.yanktonsiouxtribe.com/  (couldn't get this website to work)
 * []

7) End today's lesson with woyaksape. || Essential Understandings || OSEU 3 Indicator 1 Students are able to describe the Oceti Sakowin camp circle, the three dialects and their relationship to contemporary reservations. || 4.L.2.1. Students are able to identify behavioral and structural adaptations that allow a plant or animal to survive in a particular environment. 4.L.3.1. Students are able to describe the flow of energy through food chains and webs. || 2) Introduce your ecosystem unit looking first at South Dakota ecosystems related to the location of the seven original oyates. 3) Have students include information regarding specific ecosystems into their oyate presentation. 4) Have students think about the following questions: - How did this ecosystem help the oyate survive? - Is the ecosystem still important to today's reservations? - What cycles are located within an ecosystem? 5) Keep linking cycles back to oyates and reminding students of how oyates existed long ago, but are still seen in today's tribes (people) and reservations (land) . 6) End with woyaksape. || Essential Understandings: || OSEU 3 Indicator 1 Students are able to describe the Oceti Sakowin camp circle, the three dialects and their relationship to contemporary reservations. || Student notes || Essay (questions and rubric included in "Final Assessment for this Unit" section || 2) This final lesson will be the culmination of the student's presentation on their oyate, what they learned about ecosystems, and how cycles are found throughout our lives. 3) Provide students with essay questions and time to construct and write their essay. 4) Use the below rubric to see how the students ideas support their essay. 5) End with woyaksape. || completed lessons: ||  || for this Unit: || 1) Students will write an essay answering one of the following questions:
 * Lesson #3 || Ecosystems ||
 * Oceti Sakowin
 * CCSS Standards: || 4.G.2.1. Students are able to describe how the resources of various regions and the state of South Dakota affected the growth of each.
 * Teacher Preparations: ||  ||
 * Materials: || Science Curriculum ||
 * Resources: || Science Curriculum ||
 * Assessment: || Individual Teacher based on curriculum ||
 * Notes/Reflections: || 1) Start with woyaksape.
 * Lesson #4 || Bringing It All Together ||
 * Oceti Sakowin
 * CCSS Standards: || 4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. ||
 * Teacher Preparations: ||  ||
 * Materials: || Notebook paper
 * Resources: || Essay Map (Can print black copies or do online through this website: []) ||
 * Assessment: || Presentation (no rubric included - teachers can develop their own)
 * Notes/Reflections: || 1) Start with woyaksape.
 * Overview of
 * Final Assessment

- How does understanding a cultures past impact their present and future lives? - How do circles represent cycles? [beginnings and endings] - Where do we find cycles throughout our lives? [spatial, social, geographical, biological, etc.]

2) Use the following rubric to see how the students ideas support their essay.

||
 * Unit Notes/Reflections: || If you are not studying ecosystems, you could do another science cycle, such as, the water cycle or moon phases. I included the www.dakotalapse.com website with the references as an additional source for students to include in their presentations. ||