LESSON PLAN OLC LAKOTA IMMERSION Matilda Montileaux

JUNE, 2012

UNIT: Social Studies; Governance LEVEL: Grades 4 & 5

LESSON TITLE: NO: 1

Tribal Identity and Governance

OBJECTIVE:

1.  The students will understand information on the tribal names, reservation names and locations, the origins narrative, and the Lakota legends concerning the seven council fires.

2.  Students will understand how to compare information on a tribe’s origin.

3.  Students will research information and report on a tribe’s origin.

ESSENTIAL UNDERSTANDING 3:

1.  Students are able to describe the Oceti Sakowin camp circle, the three dialects and their relationship to contemporary reservations. (Create and display a poster of the Oceti Sakowin camp circle. Identify the three dialects and the locations on contemporary reservations.)

ESSENTIAL QUESTIONS:

1.  What was the traditional system of governance?

PERFORMANCE TASK:

Develop a model and describe the Oceti Sakowin encampment.

CRITERIA FOR SUCCESS:

Students will be able to identify the Seven Camp Fires and know which one they belong to.

STANDARDS:

5.C.1.1. (Knowledge) Define basic differences between various forms of government.

PROCEDURES:

1.  Students will read information on the tribal and reservation names and locations, the origin narratives, and the Lakota legends concerning the Seven Council Fires.

2.  Students will discuss and share information found from research on how tribes originated and compare how non-Native Americans say a tribe originated.

3.  Students will create a model of the Oceti Sakowin Camp circle, and they will know where each encampment is located within the circle.

4.  The students will be able to create a list of known leaders from the Oceti Sakowin

DESCRIPTION OF ACTIVITIES:

1.  The teacher will read the Legend of the Seven Camp Fires and the students will be able to retell the events in sequential order.

2.  The teacher will give a paper model of the Oceti Sakowin diagram, the students will be able to use the diagram and make a model of the encampment.

3.  The teacher will provide resource books for the students to select leaders of the Oceti Sakowin.

4.  The teacher will provide resource material for the students to identify which reservation was settled by which leaders.

RESOURCES: 1. PEOPLE – Resource person(s), teacher

2. MATERIAL – modeling clay, paper, markers, paints, crayons, sticks

3. INFORMATION – written legend of Seven Camp Fires, books on leaders, student journals

4. EQUIPMENT – computers

EVALUATION: Did the students research the Seven Camp Fires, Can the students identify the names of the tribes within the Dakota, Nakota, Lakota, and where they come from. Can the students identify leaders and what reservation the leaders settled at?

LANGUAGE DEVELOPMENT

VOCABULARY: Content Emphasis: Students will learn about the

Seven Council Fires – Oceti Sakowin governance within their own tribal interest

Legends/stories – Wico-oyake Thinking Emphasis: description, identifying

Past - Ehankehan differences/similarities, making connections

Leaders – Itancan Language Emphasis: vocabulary, oral language

Encampment – Eotipi story experiences, retelling

Boundaries – Oihanke Ocunkaske

Allies – Dakota, Nakota, Lakota

SCORING RUBRIC:

4. Demonstrates exemplary performance, excellent comprehension, creativity

3. Demonstrates solid competence but with a few errors

2. Makes errors and had a grasp that is good but thorough

1. Attempts but has no real grasp