/ Curriculum Unit Plan
Theme: Zintkala Tiyospaye (Winged Family)
Level: PreK - Adult
Date: Fall 2010
Developed by the members of: LMEA 733 Owayawa Wicoun
Overview and Introduction to the Unit
To the Lakota many animals are of high cultural significance. For example, the winged or Zintkala are reveared as essential messengers. Specifically wanbli (eagle) is a messenger to and from Tunkasila (Creator), hinhan (owl) is a messenger of news, and tasiyagnunpa (meadowlark) is a messenger of seasons. It is important that our Lakota youth continue learning about the traditional cultural relationships, as well as the contemporary biological relationships and responsibilities to the winged.
Desired Results
Understandings:
  • The students will understand the relationships and importance of the messengers of the winged nation to the Lakota. Specifically focusing on the eagle, owl, and the meadowlark.
/ Essential Questions:
  • Why is the winged nation important to the Lakota people?
  • What ways did the Lakota utilize the winged nation in the past?
  • What ways do the Lakota utilize the winged nation in the present time?
  • What are the traditional stories that speak to the importance of the Winged Nation to the Lakota people?
  • What endangerment issues do the Winged Nations currently encounter?
  • What are the misconceptions of the mixed traditional views of the various winged messengers?
  • How does global warming effect/impact the Winged Nation?

Students will know…
  • The students will indicate the understanding and synthesis of the following questions specifically aligned to their grade levels.
  • Students will know, what types of messages the Lakota people got from the Winged Nation.
/ Students will be able to…
  • Students will be able to retell traditional stories of the Winged.
  • Students will be able to identify misconceptions of the Winged.
  • Students will be able to analyze how endangerment affected the Lakota lifestyle.
  • Students will be able to explain how global warming affects/impacts the Winged Nation.

Assessment Evidence
Performance Tasks:
After hearing the traditional Lakota stories and misconceptions of the winged, depict the messages that the Winged Nation brings to the Lakota people by either creating a graphic organizer, utilizing pictures of the eagle, owl, and the meadowlark, and labeling the messages they bring. You could also create a video, perform a skit, bird calling, or some other presentation to the class. / Other Evidence:
  • Students will indicate understanding by oral feedback and inquiry modeling of knowledge of the winged.
  • Students will do a research paper on global warming.
  • Students will create a power point, video, or composition for presentation about the Winged Nation and the messages they bring to the Lakota.
  • Peer presentations that will encourage learning between the age/ability groups.
  • Group dialogue, role playing, performance that explains the winged/Lakota connections past and/or present.
  • K-2 grades: student self-assessments (K-W-L charts, posters).
  • 3-12 grades: student self-assessment by a rubric provided by the instructor.

Learning Experiences and Instruction
WHERETO Learning Activities:
How students know where they are headed and why?
  • What do you want to know about this unit? Use a KWL chart (for all age groups). This creates ownership for the group. Gearing the direction/tone of the unit. Identification of misunderstandings can be seen and corrected.
How do we hook students through engaging and thought-provoking experiences?
  • Traditional Lakota oral story telling
  • Movie
  • Elder (community input)
What events will students experience? What learning activities will help students to explore the big ideas and essential questions? What instruction will equip students for the final performance?
  • Introduction of the topic/unit by researching a variety of web sites that relate to social structure/history/biology or biomes.
  • Presentation of raptors and/other winged’s by outside source (Reptile Gardens)
  • Field trip to LaCreek Wildlife Refuge
How will students rehearse, revise, and reflect on their learning based on feedback and self-assessment?
  • Relating personal experiences of contact with the winged nation.
  • Dialogue about traditional and contemporary meanings of personal experiences.
  • Production of traditional/contemporary art that reflects Lakota/winged similarities and differences.
  • Students will exhibit self-assessment through writing and/or illustration that conveys their understandings of the unit.
  • Students will set future goals to pass on acquired knowledge to younger students within the school about the relationships and importance of the messengers of the winged nation to the Lakota. This will ensure the value and meaning of the unit.
How will students exhibit their understanding through performances and products?
  • Students will create a presentation about the Winged Nation and the messages they bring to the Lakota. The presentation format will be determined by individual students and may range from multimedia presentations to visual or performing arts.

Sequence of Instructional Lessons and Learning Experiences: (Daily lessons will need to be planned in accordance with the grade level and unique needs of the class to which the unit will be presented. The following is a suggested sequence of instruction.)
  1. Presentation of raptors and/other winged’s by Reptile Gardens
  2. K-W-L chart
  3. Dialogue about traditional and contemporary meanings of personal knowledge of the messages the winged bring to the Lakota.
  4. Production of traditional/contemporary art that reflects Lakota/winged similarities and differences.
  5. Traditional oral Lakota story telling by elders in the community of the winged.
  6. Small group dialogue to whole group sharing on the misconceptions of the winged.
  7. Researching a variety of web sites that relate to the social structure/history/biology or biomes.
  8. Research paper of global warming and it’s effects on the winged.
  9. Field trip to LaCreek Wildlife Refuge
  10. The “L” in the K-W-L chart.
  11. Presentations in the form of a performance, role playing, skits, power point, video, bird calling, etc.
  12. Students will exhibit self assessment through writing, posters, charts, or rubrics that convey the understanding of the unit.

Resources
Lakota Language Vocabulary:
Zintkala-winged, bird
Hinhan-owl
Tasiyagnunpa-meadowlark
Wanbli-eagle
Wahosiyaahhe –Owl with a warning or message
Wagliyelo – Meadowlark saying we’re back, we came back.
Taku waste wablakikte – Going to see something good (message from the eagle)
Oral History Stories:
  • http:
Books:
  • Bead on an Anthill: A Lakota Child (Delphine Red Shirt, 1998)
  • Adopted by the Eagles (Paul Goble, 1994)
  • Eagles: Hunters of the Sky (Ann C. Cooper, 1992)
  • Owls: A Wildlife Handbook (Kim Long, 1998)
  • When the Meadowlark Sings (Riverbend Publishing, 2003)
Teacher Guide and Materials:
  • Keepers of the Animals (Cadulo & Bruchac, 1991)
  • http:wildlifehc.org/…/backyard-lessonplans.cfm
Videos:
  • Strange Creatures of the Night (Warner Home Video, 1995)

Content Standards
Several South Dakota Content Standards may be addressed through the unit. The standards to be targeted will need to be determined by the teacher implementing the unit as s/he plans the daily lessons.
Science
K.L.1.1. Students are able to sort living from non-living things.
1.P.2.1. Students are able to describe relative positions of objects.
1.L.1.3. Students are able to list life needs of people and other animals. Example: Illustrate life needs of an animal living in your area. (Be sure to include food, air, water, place to live as life needs.)
1.L.3.1. Students are able to relate characteristics of plants and animals that allow them to live in specific habitats.
2.L.1.2. Students are able to classify people and animals according to similarities and differences.
3.L.1.2. Students are able to identify characteristic features of animals and their related functions in relation to their environment
3.L.3.1. Students are able to describe how species depend on one another and on the environment for survival.
3.L.3.2. Students are able to explain how environments support a diversity of plants and animals.
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.2.2. Students are able to explain how a size of a population is dependent upon the available resources within its community.
4.L.3.1. Students are able to describe the flow of energythrough food chains and webs.
5.L.3.1. Students are able to describe how natural events and/or human influences may help or harm ecosystems.
5.L.3.2. Students are able to analyze the roles of organisms to determine the transfer of energy using an energy pyramid model. Examples: producer, consumer, decomposer, herbivore, carnivore, omnivore, predator – prey.Define an energy pyramid. Define an organism.
5.L.3.3. Students are able to describe how interrelationships enable some organisms to survive.
6.S.2.1. Students are able, given a scenario, to identify the problem(s) of human activity on the local, regional, or global environment.
7.N.2.1. Students are able to conduct scientific investigations using given procedures.
8.N.2.1. Students are able to design a replicable scientific investigation.
9-12.N.1.2. Students are able to describe the role of observation and evidence in the development and modification of hypotheses, theories, and laws.
Language Arts
K.W.1.1 Students can draw a picture and write a simple sentence about the picture.
K.LVS.1.6 Students can contribute to group discussions on a topic
1.W.1.1 Students can illustrate and write text to express thoughts and ideas.
1.W.1.2 Students can include details in pictures and writing.
1.W.2.1 Students can write complete sentences using capital letters and periods.
1.W.2.3 Students can write legibly and space words within a sentence.
2.W.1.1 Students can write three related sentences.
2.W.1.3 Students can write questions and statements.
2.W.2.3 Students can spell high-frequency words as well as words with phonetic elements.
2.W.2.4 Students can form letters accurately, and space words and sentences correctly.
3.W.1.1 Students can write statements, questions, commands, and exclamations.
3.W.1.2 Students can identify a topic sentence, supporting details, and a conclusion in a paragraph.
3.W.1.3 Students can write a paragraph using supporting details
3.W.2.3 Students can write in manuscript and/or cursive with proper spacing of words and sentences.
4.W.1.2 Students can create sentences using words that describe, explain, or provide additional details and connections.
4.W.1.3 Students can compose a paragraph with a topic sentence, supporting details, and a conclusion.
4.LVS.1.2 Students can record and explain information while listening and viewing.
4.LVS.1.3 Students can express ideas and convey information in an oral presentation.
5.W.1.1 Students can compose narrative, and descriptive text of one paragraph
5.W.1.2 Students can express ideas; reflect on personal thoughts, opinions, and observations; and respond to literature through writing
5.W.2.1 Students can punctuate and capitalize text including dialogue
5.W.2.2 Students can identify and incorporate verbs in the writing process.
6.W.1.1 Students can compose narrative and descriptive text of three paragraphs
6.W.1.2 Students can revise the organization in narrative and descriptive writing
6.W.1.4 Students can summarize information from references to compose text.
7.W.1.2 Students can revise word choice in writing.
7.W.1.4 Students can summarize and paraphrase information from references to compose text.
7.W.2.2 Students can identify and incorporate adjectives in the writing process
8.W.1.2 Students can revise writing for ideas and content.
8.W.1.3 Students can compose text using information from multiple sources to support a topic
8.W.2.1 Students can edit text for run-on sentences and fragments.
9.W.1.1 Students can write a thesis statement for an expository or persuasive document
9.W.1.2 Students can revise a document for sentence fluency.
9.W.2.1 Students can revise text for the correct use of phrases.
9.LVS.1.2 Students can implement organizational methods for informative presentations.
9.LVS.1.4 Students can support a presentation with audio/visual aids and technology considering audience and purpose.
10.W.1.3 Students can write a research document that cites sources to support a thesis.
10.LVS.1.3 Students can analyze how verbal and nonverbal communication can influence the interpretation of the message.
10.LVS.1.4 Students can clarify and defend positions with precise and relevant evidence in a formal presentation or speech.
10.LVS.1.7 Students can incorporate verbal techniques in formal speeches or presentations
10.LVS.1.8 Students can construct and deliver a variety of formal speeches or presentations
11.W.1.1 Students can write text using comparison/contrast organizational patterns.
11.W.1.2 Students can write a document analyzing how a work of literature mirrors the themes and issues of its historical period.
11.W.2.1 Students can edit text for the correct use of independent and subordinate clauses.
11.W.2.2 Students can edit for correct use of verbals and verbal phrases.
11.W.2.3 Students can edit for correct use of semicolons and colons.
11.W.2.4 Students can edit for correct use of parentheses, dashes, hyphens, and ellipses.
12.W.1.3 Students can revise document for ideas, organization, diction, fluency, voice, and presentation.
12.W.2.1 Students can edit a document for all conventions.
12.LVS.1.3 Students can narrate a multimedia presentation that combines text, images, and sounds to reflect, to inform, to persuade, or to entertain
The Story
Setting: Then – Camp along the Cheyenne River; Now – 21st Century
Characters: Wanbli (eagle), Hinhin (owl), and Tasiyagnunpa (meadowlark)
Opening: Introduce the birds as messengers. Wanbli is a messenger from Tunkasila. Hinhan is a messenger of news. Tasiyagnunpa is a messenger of seasons.
Obstacles/Problems: Endangerment, misconceptions, global warming
Dramatic Tension: Poachers v. traders, natural disasters, the knowledge not being passed down, not being able to obtain feathers for cultural and spiritual reasons
Surprise Twist: They’re still here doing their jobs despite the change in lifestyle.
Resolution/Solution: Start protecting their habitats. Start learning your culture and passing it down. Go GREEN and stop global warming.
Credits
Special thanks is given to the members of Marcel Bull Bear’s Lakota Oral Literature class at Pejuta Haka College Center who helped provide direction for this unit through their development and sharing of the story about the Zintkala Tiospaye.
Lakota Oral Literature Class Members: Cessilee Big Crow, Cory Blackfeather, Dylan Brave, Adam Brown, Heath Ducheneaux, Leona Hopkins, Dustin Kills Straight, Shields King, Maria Littleboy, Hawkeye Montileaux, Elayne Morrison, Nicole Pourier, Samantha Puckett, Gregory Ross, Tashina Shangreaux, Vanessa Shangreaux, William Spotted Eagle, Erin Taken Alive, Tabor White Buffalo, Frank Yellow Hawk, Delbert Yellow Wolf
Curriculum Designers
A Note from the Instructor and Curriculum Developers: One of the greatest challenges facing Native American communities today is providing educational opportunities that will prepare Indian children to be successful in life both on and off the reservation. From this challenge emerges two dominant issues: the implementation of research-based educational practices to improve the academic achievement and the implementation of culturally based educational programs that recognize and honor traditional languages and culture. This integrated thematic curriculum is designed to connect language, culture and content in meaningful ways. It is our hope that by giving students a sound and well-grounded education in their culture and in their heritage along with academics they will gain needed pride, self-esteem and skills to succeed in their tribal surroundings and in dominant culture.
Owayawa Wicoun Class Members: Sonia Bear Runner, Evaleen Brave Heart, Stephanie Brown Bull, Wilbert Buckman, Jr., Michael Carlow Jr., Ida Fast Wolf, Melissa Iron Cloud, Del Rae LaRoche, Darrin Merrival Lynda One Feather, Pte Poor Bear, Chanda Rendon-Spotted Eagle, Daniel G. Snethen, Carol Johnson Vaughn, Marge White Bear Claws
Owayawa Wicoun Instructor: Shannon Amiotte, Ed.D.

Design Model Adapted from: Understanding by Design Professional Development Workbook, McTighe and Wiggins (2004)