Lori's+Unit

Understandings (OSEU): || EU1 The original land base and natural resources of the Oceti Sakowin were under communal stewardship prior to immigrant settlement. EU3 Indicator 2: Analyze the Oceti Sakowin sacred sites, creation stories, and star knowledge and how they relate to each other. EU5 Indicator 2: Analyze the impact of Imperialism and Manifest Destiny and its impact on the culture of the Oceti Sakowin. EU6 Indicator 2: Analyze how land stewardship began to change through the process of treaty-making to land ownership. || Core State Standards: || [|CCSS.ELA-LITERACY.RST.9-10.2] Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
 * Unit Overview ||  ||
 * Unit Introduction ||  ||
 * Author: || Lori Keleher ||
 * Title (English) || The Black Hills: Geology & Astronomy Connections ||
 * Title (Lakota/Dakota/Nakota) || Paha Sapa ||
 * Topic Area/s: || rocks, minerals, geologic time, constellations ||
 * Time Frame: || 4 90-minute class periods ||
 * Description of the Unit: || These lessons connect what students have learned in their Earth-Space Geology & Astronomy units to the geology and history of The Black Hills and stories of the Oceti Sakowin, who have a unique relationships with The Black Hills. ||
 * Grade Range: || 9-12 ||
 * Oceti Sakowin Essential
 * Oceti Sakowin Essential
 * Content Area/Common

[|CCSS.ELA-LITERACY.RST.9-10.4] Determine the meaning of symbols, key terms, and other domain-specific words or phrases as they are used in a specific scientific or technical context.

[|CCSS.ELA-LITERACY.RST.9-10.7] Translate quantitative...information expressed in words in a text into visual from and translate information expressed visually into words.

[|CCSS.ELA-LITERACY.RST.9-10.8] Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. [|CCSS.ELA-LITERACY.RST.9-10.9] Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. [|CCSS.ELA-LITERACY.WHST.9-10.2.D] Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

[|CCSS.ELA-LITERACY.WHST.9-10.6] 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.

[|CCSS.ELA-LITERACY.WHST.9-10.9] Draw evidence from informational texts to support analysis, reflection, and research.

|| to know, do, and understand as a result of the unit?) ||  || questions that will guide the learning?
 * Student Learning Objectives: || At the end of this unit, students will be able to...
 * describe the area now known as The Black Hills as it was in the Precambrian, Paleozoic, Mesozoic, and Cenozoic eras.
 * locate the Sacred Sites of the Oceti Sakowin in the Black Hills, describe their geologic formation and composition, and explain their significance to the Oceti Sakowin.
 * identify constellations, name the stars that form the constellations, and tell both Greek and Lakota stories and legends that relate to the constellations. ||
 * (What are students expected
 * What are the essential

(Questions that provoke sustained inquiry and get to the ‘heart’ of the discipline or learning.) || *What did the area now known as The Black Hills look like in the Precambrian period? ...in the Paleozoic era? ...in the Mesozoic era? ...in the Cenozoic era? Family Involvement: ||  || Essential Understandings: || EU1 The original land base and natural resources of the Oceti Sakowin were under communal stewardship prior to immigrant settlement. EU5 Indicator 2: Analyze the impact of Imperialism and Manifest Destiny and its impact on the culture of the Oceti Sakowin. EU6 Indicator 2: Analyze how land stewardship began to change through the process of treaty-making to land ownership. || Video Notes Article1: Geology by the Lakota Society Article Highlights: In yellow, highlight information that pertains to rocks. In blue, highlight information that pertains to minerals. In orange, highlight informations that pertains to landscape formation. In pink, highlight other things we've studied this quarter. Video 2: Maps & Borders http://watch.sdpb.org/video/1634471488/ Article 2: Black Hills Land Claim by the Lakota Society Article TIPS: Think & Ink: As you read the article, use sticky notes to identify one statement you Agree with, one statement you could Argue with, and one statement you'd like to Ask more about. Pair, Share & Square: Share your 3 statements with a partner and then in a group of 4. Be prepared to share your statements in a final whole class discussion. || Essential Understandings: || EU3 Indicator 2: Analyze the Oceti Sakowin sacred sites and creation stories and how they relate to each other. || Story 1.1: Lakota Sioux Creation Myth - Wind Cave Story http://www.sioux.org/index.php/main/inner/sioux/lakota_sioux_creation_myth_wind_cave_story Story 1.2: The True Name of Bear Butte http://wiki.olc.edu/index.php/Lakota_Stories#The_True_Name_of_Bear_Butte_as_told_by_Jake_Herman Research 1.1 Write 3 facts about the Geology of Wind Cave on a notecard. Research 1.2 Write 3 facts about the Geology of Bear Butte on a notecard. Video 2: Tower of Stone Story 2: Native American Folklore http://en.wikipedia.org/wiki/Devils_Tower Research 2: Write 3 facts about the Geology of Devil's Tower on a notecard Video 3: Harney Peak - South Dakota High Point Story 3: A Sacred Prayer on Harney Peak http://voices.yahoo.com/a-sacred-prayer-harney-peak-12235784.html Research 3: Write 3 facts about the Geology of Harney Peak. Story 4: Inyan Kara Mountain http://wikimapia.org/11398696/Inyan-Kara-Mountain Research 4: Write 3 facts about the Geology of Inyan Kara on a notecard. Story 5: The Sacred Black Hills http://wiki.olc.edu/index.php/Lakota_Stories Research 5: Write 3 facts about the Geology of Hot Springs (the phenomena, not the town;) Explain Everything iPad app (to produce interactive Map with Photos and geologic, describing words) || Harney Peak video clip: http://www.youtube.com/watch?v=1ZlMAR-tWWE Tower of Stone video clip: http://www.youtube.com/watch?v=qKV3_-hS3Yw || Students will use the Explain Everything iPad app to create an interactive map that shows the location of the Sacred Sites. Students will attach a photo to each of these locations and use their notecards to choose and attach one word that describes the geology for each site. || Essential Understandings || EU3 Indicator 2: Analyze the Oceti Sakowin sacred sites, creation stories, and star knowledge and how they relate to each other. || [|CCSS.ELA-LITERACY.WHST.9-10.2.D] Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. || Gemini Constellation: Bear Tipi (Devil's Tower) Aries Constellation: Dried Willow Pisces Costellation: Elk Big Dipper Constellation: Seven Council Fires Milky Way: Ghost Trail the Buffalo stars: Pleiades, Betelgeuse, Rigel, Sirius, Orion's belt || Students will be given a set of cards and will need to match the pictures of the constellations with stars within that constellation with the Greek Name and with the Lakota Name. For Example: picture of Big Dipper/ Dubhe & Merak/part of Ursa Minor/ Seven Council Fires || http://www.youtube.com/watch?v=B-LG0qiHe9M Video: Sundance Chief - Lakota Star Connection to Pleiades http://www.youtube.com/watch?v=5mFLBrL_gAE PowerPoint: Lakota Cosmos Chart: http://web.stcloudstate.edu/aslee/DAKOTAMAP/DLakotaText6_4_13.pdf || night sky on a given range of dates. Students will identify the planets, constellations, and stars that are visible that night. Students will choose one of the planets, constellations, or stars and research Native American connections to that object. Students will write a paragraph about their space object, including Native American connections and will share their writing with the class. || Essential Understandings: ||  || 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. || Fossil Freeway http://fossilfreeway.net Videos: https://www.youtube.com/watch?v=O-IFSqbz_fg https://www.youtube.com/watch?v=7Gfu7tJngaY https://www.youtube.com/watch?v=SJm5hLp42Wg https://www.youtube.com/watch?v=2EgmQSntr5g || we've studied in class. || completed lessons: ||  || for this Unit: || In small groups, students will create jeopardy games based on this unit at https://www.superteachertools.net/jeopardyx/ In large groups, we will play the student-created games. ||
 * How has the "ownership" of The Black Hills changed through time?
 * Where are the Sacred Sites of the Oceti Sakowin in The Black Hills? What are their English and Lakota names? How were they formed? What is their composition? Why are they considered sacred?
 * What are the names and locations of constellations and the stars that make them?
 * How did these constellations get their scientific, Greek, or Lakota names? ||
 * Notes/Reflections: ||  ||
 * Parent/Guardian/
 * Lesson #1 || Overview of the Geology of the Black Hills ||
 * Oceti Sakowin
 * CCSS Standards: || all listed above ||
 * Teacher Preparations: ||  ||
 * Materials & Strategies: || Video 1: Formation of the Black Hills http://vimeo.com/31660102
 * Resources: || http://1onewolf.com/lakota/society17.htm ||
 * Assessment: || Presentation: Geologic Time Scale of the Black Hills Students will create a presentation using the technological tool of their choice illustrating the changes in the Black Hills from the Precambrian Era to the present. ||
 * Notes/Reflections: ||  ||
 * Lesson #2 || Geology of Sacred Sites in the Black Hills ||
 * Oceti Sakowin
 * CCSS Standards: || all of the above ||
 * Teacher Preparations: || Sacred Sites in this lesson include: Wind Cave, Bear Butte, Devil's Tower, Inyan Kara, Hot Springs, Harney Peak ||
 * Materials & Strategies: || Video 1: Globe Trekker: The Rockies: Learning about the Lakota in South Dakota, Wind Cave of the Black Hills, and Bear Butte & Sioux Traditions
 * Resources: || Globe Trekker: The Rockies video @ DiscoveryEducation.com clips: Learning about the Lakota in South Dakota, Wind Cave of the Black Hills, and Bear Butte & Sioux Traditions
 * Assessment: || Map: Sacred Sites of the Black Hills (with Photos and 1 word, that describes the geology, for each sacred site)
 * Notes/Reflections: ||  ||
 * Lesson #3 || Stars ||
 * Oceti Sakowin
 * CCSS Standards: || [|CCSS.ELA-LITERACY.RST.9-10.7] Translate...information expressed in words in a text into visual form and translate information expressed visually into words.
 * Teacher Preparations: || Star Information: Winter Circle Constellation: the Sacred Hoop stars: Pleiades, Rigel, Sirius, Procyon, Castor-Pollux, Auriga B, Capella
 * Materials & Strategies: || Card Sort: Picture/ Star Names / Scientific Names / Lakota Names
 * Resources: || Video: Constellations of the North American Lakota Tribe
 * Assessment: || GoSkyWatch!!! Using the GoSkyWatch iPad app, students will take a screen shot of the
 * Notes/Reflections: ||  ||
 * Lesson #4 || an educational Virtual Tour of the Black Hills ||
 * Oceti Sakowin
 * CCSS Standards: || [|CCSS.ELA-LITERACY.WHST.9-10.6]
 * Teacher Preparations: || make sure you have a Java enabler (such as Virtual Firefox) if using a MacBook or iDevice ||
 * Materials & Strategies: || Students will go to these sites to further explore geology and astronomy connection in the Black Hills. ||
 * Resources: || http://www.blackhills360.com. Virtual Tour of the Journey Museum
 * Assessment: || Students will write about connections among what they saw in their virtual tour to what
 * Notes/Reflections: ||  ||
 * Overview of
 * Final Assessment
 * Unit Notes/Reflections: ||  ||