The Black Hills of South Dakota
Crazy Horse
The Black Hills of South Dakota are a magnificent and beautiful place filled with history. The historical people from this area tend to be colorful and their lives both rich and difficult. From weather, to the gold rush, to expeditions, to Native American People, lives were filled with excitement and tragedy. When I first came to the hills in the 1990’s, I was immediately struck by the beauty of the hills and intrigued about the history.
When visiting the Crazy Horse Monument for the first time, I bought several books on Native American people including Black Elk Speaks.
Black Elk Speaks
“Black Elk — 1863-1950
One of the most studied and written about Native Americans, Black Elk was an Oglala Lakota holy man. His story was first told in John Neihardt’s Black Elk Speaks, a book-length poem published in 1932. Neihardt tells Black Elk’s story from his childhood through the 1890s.” Read More: http://www.nrcprograms.org/site/PageServer?pagename=airc_bio_blackelk
After visiting South Dakota in the 1990’s and reading Black Elk Speaks, a story of a boy – Circle Boy – started to unfold in my imagination. I wrote out the story and painted the pictures back in the summer of 1995 and then many years later when we moved to the Black Hills, I met my co-author Joanna Jones and we put the book together! Several articles were written about the book including:
“BHSU faculty create children’s book that teaches native culture, sciences
SPEARFISH | Black Hills State University faculty are working to share the Lakota history across South Dakota through a new children’s book. Liz Fayer, coordinator of PROJECT Second at BHSU, and Joanna Jones, former BHSU reading specialist and professor, wrote “Circle Boy: Bringing Black Elk’s Storytelling to Life,” with collaboration from Jace DeCory, assistant professor of history and American Indian Studies at BHSU.”
The book tells the story of a young Native American boy that has a deep connection with nature and uses his observation tools to save his village from a severe storm. Although a fictional tale, the story is based on Black Elk, a prominent Oglala Leader (1863-1950), who often shared stories about the Lakota history, culture and wisdom. The book and teacher’s manual can be purchased at www.piecesoflearning.com. Read More: http://rapidcityjournal.com/bhsu-faculty-create-children-s-book-that-teaches-native-culture/article_402198c8-2513-513b-8242-a63b048b981b.html
Black Elk
Harney Peak – Now Named Black Elk Peak
South Dakota Magazine described the book by saying that ‘The main character in Circle Boy seeks wisdom from a higher power and that his pilgrimage is similar to that of Black Elk’s vision quest ascent of Harney Peak.”
Interestingly, shortly after the book was published Harney Peak was renamed Black Elk Peak!
Harney Peak in the Black Hills of South Dakota has been renamed Black Elk Peak in honor of Oglala Lakota Nicholas Black Elk. This renaming is highly significant because it is the highest point in the Black Hills at 7,242 feet.
“The granite high point is sacred ground to Native Americans, especially the Sioux. It was upon this peak towering over the Sioux Nation that a young Black Elk experienced a vision. Many years later he would recount that vision publicly as he evolved as a respected elder and medicine man.” Read More: http://harneypeakinfo.com/
I invite you to visit the beautiful Black Hills, read about the rich history of the place and people, and read Circle Boy!
This guest post was written by Liz Fayer – Liz is an Author, Educational Consultant, and Professor. You can contact Liz at ([email protected]).
Robert McLean
Dr. Liz Fayer
INED 411
23 January 2017
Module 3
Resources
http://www.wolakotaproject.org
http://www.wolakotaproject.org/introduction-to-the-oceti-sakowin-essential-understandings/
http://www.rcsculptureproject.com/assets/components/uploads/TSP%202%20Oceti%20Sakowin%20Kinship%20Systems%202%20copy.pdf
Above are three resources that I think could help teachers teach their students talking about OSEU. A huge thing I took away from the videos is the fact that we need to teach our youth how to use the land. We need to talk to them about how to preserve the land and the importance of the land. Also, A big thing was regardless of what a student’s background is, they should be more informed about their neighbors, family members or anyone that is around them. Allowing exposure to all students instead of just learning through movies or TV shows. We have to take the time to show who we are and utilize the history we have to benefit our students and get learning about it all. The resources above are good examples of information that should be shared with students to give them more knowledge about Indians.
The first resource shows three different videos that explain more background knowledge about OSEU and understanding them. Also, I think they are beneficial videos when understanding the knowledge needed to best teach students.
The second resource is also videos, but this time it is more talking about what each standard really is. I think this is the most beneficial due to the fact that the speaker truly talks about the importance and why the standard says and is what it says.
The third resource is a project that I think ties all of this into the big picture. When we look at the blog and the history behind South Dakota and also teaching our students all of the history, we sometimes come short in getting all of the information across. I think it is necessary to tie in a project to help move the knowledge learned from sensory to permanent memory. A big thing when teaching is making sure that student retain and remember the information.
I liked the videos too. They really helped me focus on things I found interesting so I could develop how I would teach my students OSEU 1 in a way they would find relevant and interesting.
Interesting information regarding a little history of the Black Hills which allows teachers to bring the Native American Culture into the classroom. I believe to reach my 9th grade students we need to review/study further history of the Lakota and Dakota people. Utilizing the following site I look to help build a lesson that brings to reality the Oceti Sakowin Essential Understanding 1, Standards.
http://www2.nau.edu/~jar/Curr.html
Once the lesson is built teachers can plan to connect the standard 1.1 – Identify changes from the historic land base to the contemporary nine-reservation South Dakota land base of the Oceti Sakowin, and analyze the causes and implication of those changes. Teachers can utilize the below websites to make connections to the history of the seven tribes and the land base across South Dakota, Minnesota, North Dakota, and Nebraska. Making the connections to the history can be of great benefit for Native American students and non-native American students. This brings to life the importance of the history and the reality of the positive things that this history can be brought back into the classroom and our society.
History Sites:
http://www.usdakotawar.org/history/dakota-homeland/oceti-%C5%A1akowi%C5%8B-seven-council-fires
https://indiancountrymedianetwork.com/education/native-education/7-things-teachers-need-to-know-about-native-american-heritage-month/
http://www.nea.org/assets/docs/HE/mf_aianreport.pdf
http://www.olc.edu/~ljarding/webfolder/Intro%20to%20Social%20Science/Lakota%20People%27s%20Law%20Project.pdf
To bring this home to the students, I believe a visit (field trip) to the Akta Lakota Museum and Cultural Center in Chamberlin, South Dakota will enhance their learning. More importantly will help build a connection between the history and now. Especially, if I can bring along some current tribal leaders to assist with the museum tour and what they have lived. If feasible and in a perfect teaching world I thinking spending time-after the museum-in the world of the Lakota people on their land. This would brings history to life and allows everyone to see the struggles of the past and now. They can learn how taking care of the land is vital to survival of the Native Americans but more importantly vital to life across the nation. Just as the creation of the book Circle Boy, by BHSU to spread the word of the tribes my intent is to spread the word through studying and living a piece of their history. It is important to teachers to make it real to our students and this is just a start. Enjoy the information and hope it brings to life the 7 Council Fires, while lighting a fire into your students.
http://aktalakota.stjo.org/site/News2?page=NewsArticle&id=8309
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Dr Fayer
One of the first resources I found that relates to OSEU 1 is an interactive website that explains the Lakota’s Winter Count. The Lakota marked time passed by drawing important and memorable events that happened onto some sort of hide (buffalo, elk, or deer). These drawings were horizontal or in a spiral. This website shows an exhibit of Winter Counts that are presented by the Smithsonian. There are interviews with some Lakota people about how they relate and make personal connections to the winter counts. This is a great resource because they provide a guide for teachers and students are able to understand the meaning and history of winter counts. Students are also able to interact with the website by clicking on different images that were found on the winter counts to see what those images mean and to discover the history of the images that were drawn.
Resource 1: http://wintercounts.si.edu/flashindex.html
The second resource I found that relates to OSEU 1 is a book called “To You We Shall Return: Lessons About Our Planet from the Lakota” by Joseph M Marshall III. I think this would be a great book for older students to read on their own or have some of the lessons/stories read aloud to younger students. This book explains the Lakota’s connection to the land and how to respect the land. This book is such a wonderful resource because it shares personal experiences and gives lessons from the Lakota ancestors (lessons on love, respect, and gratitude for Grandmother Earth).
Resource 2: “To You We Shall Return: Lessons About Our Planet from the Lakota” by Joseph M. Marshall III
The third resource I found was another book that may be more geared toward younger students. “Greet the Dawn: The Lakota Way” by S. D. Nelson is a wonderful book that shows young readers how to appreciate their surroundings and culture. This book relates to the past and present day life of the Lakota. The paintings and symbolism in this book are wonderful! Nelson shows and explains how to balance all, most importantly how to be respectful to all living things and Grandmother earth. This book explains why it is important to be sensitive to simple experiences that nature has to offer, which is why I think this is a great resource to have in the classroom!
Resource: “Greet the Dawn: The Lakota Way” By S.D. Nelson
I think it is important to point out that there are several controversies surrounding the Crazy Horse Monument and Mt. Rushmore.
“In an interview with Voice of America, Elaine Quiver, another descendant of Crazy Horse, said Standing Bear had no right to order the monument.
“They don’t respect our culture because we didn’t give permission for someone to carve the sacred Black Hills where our burial grounds are,” Quiver said. “They were there for us to enjoy and they were there for us to pray. But it wasn’t meant to be carved into images, which is very wrong for all of us. The more I think about it, the more it’s a desecration of our Indian culture. Not just Crazy Horse, but all of us.”
Read More:
http://www.cnn.com/2012/11/05/us/crazy-horse-memorial/
Thanks! Dr Fayer
Teaching middle school students about Native Americans and want to hit OCETI SAKOWIN Essential Understanding Standard #1? I have some great resources for you!
Standard 1.1 – Identify changes from the historic land base to the contemporary nine-reservation South Dakota land base of the Oceti Sakowin, and analyze the causes and implication of those changes. • Standard 1.2 – Describe traditional and contemporary Oceti Sakowin perspectives on communal stewardship of land and natural resources (flora, fauna, geographic and sacred features). • Standard 1.3 – Demonstrate understanding of the interrelationships of Oceti Sakowin people, places, and environments within all tribal lands in South Dakota. • Standard 1.4 – Identify and explain contemporary environmental issues facing Oceti Sakowin lands (i.e. Dakota Pipeline, etc.). • Standard 1.5 – Examine strategies the tribal governments and other tribal leaders are taking to improve the lands and natural gifts of Oceti Sakowin people.
No DAPL- Show students something that is currently happening. #NODAPL (No Dakota Access Pipe Line) is currently trending on social media. This is a billion dollar project that would affect the land across four states prominently North Dakota and South Dakota. Protestors from the Standing Rock Indian Reservation believe this pipeline as a threat to the region’s clean water and to ancient burial grounds. Standard 1.2, 1.3, 1.4
https://www.indiancountrynews.com/index.php/news/education-life/14351-my-journey-at-standing-rock-by-cody-looking-horse This blog tells the story of Cody Looking Horse’s experience at Standing Rock. This blog would fit perfectly with the resource listed above and give background on Cody’s background and ancestors. Teachers could read this to students for better understanding ways to relate to students. Standard 1.4
http://www.educationworld.com/a_special/native_americans.shtml Education World offers lessons and activities dealing with celebrating Native American Heritage. You could use any of these ideas to teach numerous activities. This website offers legends and myths, pictographs, games, literature, and lesson plans. I suggest you check this website out for awesome ideas! Standard 1.2, 1.3
Robin McGregor
INED 511
Module 3
Resources:
http://www.lessonsofourland.org/lessons/mother-earth
http://www.tolerance.org/blog/caring-plants-and-animals-fosters-empathy
http://www.giftofcuriosity.com/introduction-to-land-air-and-water-preschool-geography/
Being that my students are so young, being able to present some of these standards is a bit tough. The first resource is a lesson plan about Mother Earth. I would edit the lesson plan to accommodate my students being that the story given is too wordy and too abstract. I would either find a simple story about the earth or do a general discussion. I would also use the questions that they listed, nature walk, and the music and movement. I think this was a good resource because it would get the kids talking about the earth and get us outside to have a purposeful nature walk.
I thought the second resource gave some good ideas for things you could do with your class as well. They are not lesson plan format, but you could easily pull something together with the ideas listed.
The last resource is another type of lesson plan. It is having the kids demonstrate what they know about land, air, and water and what belongs where. This would give you a good indicator of if they actually understand the three aspects of Mother Earth. From there, you can go many directions! I would not read the books they listed as I feel they would be too much for my current students. I would find my own that would be appropriate for the topic and for their level.
Another thing that I thought of that we do each year is planting a garden. We do not have space at the school, but we always do a plant study and learn about how to take care of plants and why they are important. Each child gets to choose the vegetable that they want to grow and take home. We then plant our seeds in plastic cups and take care of them until it is time to transfer into the ground. At that point, we send the plants home for the children to share with their families. We HOPE that they plant it outside and are able to care for it so they are able to harvest when ready.
I think that all of these ideas are good for EC teachers because it gives you a variety of directions to go and rather than just having one lesson on plants or earth, you can turn it into a unit or study where the kids take much more from it rather than “a plant needs sunlight and water to grow”.
Kaitlyn Bjorkstrand
INED- 1/25/17
Resources:
https://prezi.com/10m03tfly3pn/oceti-sakowin/
https://wn.com/joseph_marshall_iii
Standard 1.2 “Describe traditional and contemporary Oceti Sakowin perspectives on communal stewardship of land and natural resources (flora, fauna, geographic and sacred features).
The two resources above relate to the perspectives of the Oceti Sokowin that they had on the land. The prezi, is a brief summary of the Oceti Sakowin and lists the essential understandings. This I believe would be a great start for a teacher to bring out to introduce and educate on the Oceti Sakowin. The next website contains two videos, Joseph Marshall III- Essential Understanding 1 and 4. In these two videos Joseph Marshall talks about the land, ownership, and the economy. He provides insights on why they believe that you should not own the land, the connection that they invoke with one another and bringing everyone closer with one another, and how they owned very little. He also talks about their trading economy within their community and other tribes, once again connecting one another. These videos would be good for teachers to show their students because they can then hear from someone else how the Oceti Sakowin kinship system works and the relationship/views of the land.
My blog post will be expected for 5th grade students to complete. I would have them do a bulletin board blog, on this blog I would have them create two sides (for a compare and contrast). I would have them label one half of the bulletin board their views and then the Oceti Sakowin tribes view. Before showing them the videos and prezi I would have them make little bullets based on how they see the land, environment, natural resources, and how they interact with the world around them. Afterwards I would show them the prezi and the two videos and have them make bullets for how the Oceti Sakowin tribes view the land, environment, natural resources, and how they interact with the world around them. This allowing them to open their minds and pull in different viewpoints of how people see the land and world around them.
Crystal Statler
Dr. Liz Fayer
INED 411/511
Module 3
I have chosen two resources to incorporate OSEU 1 and Black Elk and the Black Hills that I feel would benefit educators and students alike. The use of Social Studies Disaggregation Standards (a more detailed level of standards) will allow teachers to see where OSEU can be taught within the context of Social Studies. Utilizing both standards while teaching will educate students about the Oceti Sakowin history and culture, and also make the connection geographically. Separately, the standards in regard to learning, is hands down informative. However, putting the standards ‘to use’ collectively, I feel will benefit students on a different level of ‘real life’ understanding and preservation.
Standard 1.2 Describe traditional and contemporary Oceti Sakowin perspectives on communal stewardship of land and natural resources (flora, fauna, geographic and sacred features).
Standard 1.5 Examine strategies the tribal governments and other tribal leaders are taking to improve the lands and natural gifts of Oceti Sakowin people.
High School Social Studies Grade 9 – Geography
NCSS Social Studies –The study of geography allows learners to develop an understanding of the spatial contexts of people, places, and environments. It provides knowledge of Earth’s physical and human systems and the interdependency of living things and physical environments. Studying geography stimulates curiosity about the world and the world’s diverse inhabitants and places, as well as about local, regional, and global issues. Geography allows learners to understand and make decisions about issues at the global as well as the local level. http://www.socialstudies.org/standards/teacherstandards
NCSS 9-12.G.1.1 Use maps and other geographic representations, tools and technologies to acquire, process, and report information from a spatial perspective.
NCSS 9-12.G.6.1 Identify specific adaptive strategies employed by different cultures in similar environments
Resources
http://www.villageearth.org/global-affiliates/pine-ridge-reservation
The Lakota Lands Recovery Project (LLRP) is an organization in South Dakota serving the Pine Ridge Reservation region. The LLRP supports groups on Pine Ridge that are working to reclaim tribal lands and access the resources needed for the Lakota people to live on. They are helping to return the balance between economy, ecology, and culture. The unequal land-use has contributed to the highly insecure food economy on Pine Ridge today which is heavily dependent on Federal commodities and highly processed foods. The LLRP is very supportive in the land recovery and restoration process. This includes the culture and economy surrounding the sustainability of land and buffalo. The organization has offered training workshops throughout the reservation to help educate the families on the proper procedures and steps to take for land recovery. Protection and control of land and natural resources is a pressing issue globally. Teaching native and non-native students, in my opinion, is the thread that holds our culture together.
http://www.kstrom.net/isk/maps/dakotas/sd.html
We live our lives increasingly in the digital world. Our perception of the world around us is impacted by digital use. Teaching using maps allows the student to gain a better insight of location, specifically, South Dakota. We know that maps are necessary to locate significant places, just as important, they are a window into history. Young adults are engaged by technology, this is something that is not going away. My thought is to use digital mapping, in conjunction with the combined standards, to accommodate and encourage the way students learn. Using these resources, students are able to locate specific South Dakota tribes and gain historical knowledge. For example, The 1851 Fort Laramie Treaty Map outlines the territory covered by the treaty. Visually, the students are able to see the demographics and timeline laid out for them, rather than just reading about the treaty and the location. Teaching the students digitally, as in this instance, will assist them in the comprehension and the importance of many historical events.
http://www.ndstudies.org/resources/IndianStudies/standingrock/1851treaty.html
Garrett Heusinkveld
INED 411
January 26, 2017
Module 3
“Every member of the tribe born into the group had a lifelong right to live on that land and became a custodian to preserve and protect the land for the future generations.” This quote is so powerful because it describes what OSEU 1 is all about. Protecting and preserving the land is something we should never forget, just like the Native Americans haven’t.
For my first resource, I chose a link to the SDPB website which featured two different resources as well. Relating to OSEU 1 these resources provide great information and hands on learning into great natural resources offered in South Dakota. The two sources teach about Bear Butte State Park and Dakota Life which features great videos and information about different people, places, and things. These resources would be great for any grade level and providing many forms of media can access many age groups. I like these resources because it really makes you want to go out and explore these places to experience what the Oceti Sakowin experienced and try to understand what they loved so much about the land and environment.
Resource #1: http://pbsdll.k12.sd.us/Asset.aspx?ID=478&C=All&G=All&S=oseus
SDPB Dakota Life
Bear Butte State Park
Bear Butte – Great Native leaders such as Red Cloud, Crazy Horse and Sitting Bull all sought out the location known as Bear Butte for spiritual guidance.
Resource #2: http://www.sdpb.sd.gov/lakotaland/# Lakota Land
This resource highlights many different lands and the environment in which they are in. Nestled in the black hills are certain landmarks such as Oonaghazee, Slim Buttes, Yellow Bear Canyon, and many more. Just like Crazy Horse, these landmarks are important in their own special way to the people who call this place home. We may never truly understand how powerful the land and environment is until we experience it for ourselves. The videos on this website give a glimpse into what these landmarks provide and the visual with narration is sure to get students engaged and wanting more. I think the visual aspect is one of the most important parts about OSEU 1 and it is very powerful.
The following resources will be beneficial to teachers with discussing OSEU. The first standard discusses how Native Americans relate to the land and the environment. As educators, we need to include teaching about the land and environment. This is important because it allows students to connect to environmental protests. Students would benefit understanding why protecting the land is a good idea. Also it would give students more knowledge about the Native American ways. Students would learn about how important the land is to the Native American culture and also how the environment ties into this
The following website is a great resource to relate to OSEU Standard 1.4 which is concerned about environmental issues: https://insideclimatenews.org/news/22122016/standing-rock-dakota-access-pipeline-native-american-protest-environmental-justice. This source discusses the impact that the Native Americans had on standing up for environmental protection of their land. I think that this would be beneficial to teaching since it shows that when people come together, they can make a difference.
http://www.sdpb.sd.gov/lakotaland/ this resource contains a few videos that talk about the connections to the land in the Pine Ridge region. This relates to OSEU 1 by discussing the Native Americans relation to the land and the environment.
http://www.nativecairns.org/CAIRNS/Lessons_files/Natalie%20Harrison%20LP.pdf is a lesson plan that has the students learn more about their background. It has students think about where they came from culturally and then where they would like to go. Students would become more culturally aware and that impact on relationships.
http://www.nativecairns.org/CAIRNS/Lessons_files/Tyler%20Young%20LP.pdf This resource is a lesson plan to be used teaching mathematics to high school students. It relates the stories that are told by Native Americans to mathematical concepts. This lesson plan is teaching about how to plot a graph while the students learn about the journey that the four brothers took, each traveling in a different direction. The students would create a distance vs time graph while staying connected the Native American homeland.
I have found it interesting to learn more about how Native Americans feel about the carvings such as Mt Rushmore and Crazy Horse in particular. I really enjoyed reading the article about the Crazy Horse memorial. The article even stated that there are no known photos of Crazy Horse which I think makes it difficult to create a memorial without an image to copy. Though as the article later mentioned that it was more about his spirit and not his image that they are trying to capture.
I believe the following two resources are great for teachers who are trying to understand, incorporate, or teach the history of Lakota people, their connection to the land, or the importance of land in relation to the Lakota, as well as the rest of humanity.
First and foremost, it is important for teachers to have access to resources that build their understanding of the material they need to teach their students. The OSEU interviews provide visual and auditory examples of how the Lakota people of South Dakota connect to their environment, allowing for deeper understanding of the EUs. These videos may prove to be tools in the classroom if students were not understanding the written standards of learning, as well.
In addition to having knowledge of what they must teach, it is important to stay up-to-date with controversies or current happenings involving the content being covered in class. The University of Nebraska Lincoln website titled “Native Daughters” provides an extensive look at the potential consequences of pulling away from our ties with the land around us. Moving forward, teachers can bring attention to the problem of not respecting our environment to students and show that we need to be more conscientious in our day-to-day actions if we want to maintain a healthy body and healthy environment.
http://www.wolakotaproject.org/oceti-sakowin-essential-understanding-one/
http://cojmc.unl.edu/nativedaughters/environmentalists/natives-struggle-to-stay-one-with-the-land#disqus_thread
1. a. “Sioux Tribal Divisions in South Dakota Explained” is a short video that uses a visual map to explain the divisions and placement of the Sioux Indian Nation, as well as a brief overview of the different classifications of Native people. The video is clear and concise, and it is a great resource to use with visual learners. The voice over speaks fairly slowly and goes step by step, making it appropriate for students who learn at a slower pace or cannot interpret multiple points at once. At the end of the video, there is a summary of the material along with a Venn Diagram to reinforce the material. This video supports standard 1.3.
https://www.youtube.com/watch?v=mbifhIEwlww
b. In this short interview with David Bald Eagle, he explains why his people have difficulty understanding the man-made laws that we are so familiar with today. He describes the Indian laws as simply the law of nature. He even says that the Big (or Little, not specified) Dipper in the night sky is their flag, and the seven stars represent seven campfires, which is where the name Seven Fires originated from. This would be good to show my students because it is a very quick way to show them how different the Indian way of life was/is from our own. It also exposes them to a man who looks and talks a little bit differently than they may be used to. This interview enforces standards 1.1 and 1.2. Many of the other interviews in this series support the same standards, along with many other OSEU standards.
1. I would first and foremost use the short interview videos with my 4th-5th grade students. There really would be any of them that would benefit the students’ knowledge of the Indian tribes of South Dakota, but I would especially include the culturally based ones such as the ones that describe what their life used to be like, and how it has evolved and changed over time. I think this would be a valuable resource for my students because personal stories from people who experienced it are most often the most effective way to learn about something new. A second resource that I would include for my students would be a website that informs teachers how to implement Indian instruction in ways that is not as repetitive as some of the activities that teachers use. This article states that most of the time teachers will implement only the things they know how and don’t often vary from it. This would directly benefit the students as well because they would be getting exposed to a different variety of instruction and information about the topic.
http://www.wolakotaproject.org/oceti-sakowin-essential-understanding-one/hespa-olowan-wan-song-by-earl-bullhead/
https://indiancountrymedianetwork.com/education/native-education/native-american-heritage-month-resources-for-teachers/
2. I would use the bulletin board blog approach when directly working with my students for a variety of reasons. First of all, it would be a visual reference point that they could easily refer to when needing to access the information. Displaying some of the students work on it would also positively affect their self- confidence of a job well done. Standard 1.1 references the historic changes that were made and why and this bulletin board blog approach would allow me to easily post the compare and contrast elements of this standard. This would also also the students to organize the similarities and differences in a very organized and simple way.
http:wolakotaproject.org
http:wolakotaproject.org/introduction-to-the-oceti-sakowin-essential-understanding
The resources that states about the standards and the important of why we need to teach our children from the youngest generation of how to use the land. The children needs to understand the important of the land and how to protect it. No matter where the student’s background and where they are from they need to learn about their neighbors, their grandparents and their family members and their story. This allows the students to learn more about the Indian culture and their nature of law.
The 2nd resource from Jeffrey Ostler, The Lakota’s and the Black Hills: The Struggle for Sacred Ground.
This book talks about the history of Lakota’s Indians struggle in the Black Hills a place they call their home. The conflict of the changing world as the white settlers arrived and the Lakota’s continue to fight for their homelands and trying to get the title for the Black Hills between the U.S. Government and the Lakota’s. This related to the video from the interview that talks about how important the land is.
The 3rd resource from S.D. Nelson . Greet the Dawn: The Lakota Way.
This is a children book that explains the beauty part of start a new day with the nature of the color and sounds, smells and memories as the day comes. The warmth of the sun shining on their face and those are the part of the Lakota way by living in balance. Related to the video that talks about the father and the daughter sitting on the porch and the daughter thinks she knows everything about the world. But when she realized that listening to the environment is how she learns around her.
My first website connects to OSEU 1 Standard 3, Culture & Language. This website gives background information on the Medicine Wheel and the beadwork that Native Americans make. The Medicine Wheel is made up of four colors, Red, Black, White, and Yellow. The four colors represent the four directions. Red is for the South, where the Sun is the highest, and it represents warmth and growing. Black is for the West, where the Sun sets, represents the Earth, and introspection and insight into the larger scheme of the worlds. White is for the North, stands for air and the cold winds, and represents the hardships they went through. Yellow is for the East, the direction of the Sun, represents light, represents wisdom, and understanding, and helps you to see things for what they really are.
https://sites.coloradocollege.edu/indigenoustraditions/6-%e2%80%a2-independent-projects/lakota-beadwork-and-the-medicine-wheel/.
My second website pertains to Standard 6, Sovereignty & Treaties. The website gives you background information about the treaties. There are also different side bars you can click on to find more information about Native Americans. On this side bar is a link to the shrinking reservation sizes, Tribal Government, Language, Art and Artists, and Tribal colleges. There are many more things to explore on the side bar menu.
http://www.trailtribes.org/pierre/making-treaties.htm.
My third website pertains to Standard 5, Oral Tradition & Story. The website’s author is a Lakota Native American and she writes the website with Oral TraditiIon with historical perspective also. The author talks about how the land before and after the Europeans arrived.
http://www.ispmb.org/LakotaConnection.html.
As one of my classmates commented above, I liked watching the videos that were on the OSEU website for OSEU 1. I watched most of them and through the watching of the videos and the reading of the standards, I felt like I understood the connection and importance of lands and environment.
I want to focus on what I could teach a classroom of third or fourth graders that live on the edge of the Black Hills in Wyoming. One of the lessons I would lead with is a map unit of how much the Lakota nation has changed from century to century. I would show them a map of the original land base and then show them how it shrank over time with treaties and battles. I would end with them having and understanding of the where the current reservations are but doing a “geography test” when they have to take a reservation and label it with reservations, larger towns, and tribal headquarters, any rivers or lakes that are important to the reservation and either mountain ranges or grasslands.
After the map labeling, they would do a group project where they study a reservation more in-depth. They would learn the schools and government on the reservation. They would also know who the Tribal Chief was and any other famous elders or members of the tribe. Some of this stuff was talked about specifically in the OSEU 1. Here are some websites with maps and tribal flags.
http://sdtribalrelations.com/ninetribes.aspx
http://www.sdtribalrelations.com/maptribes.aspx
http://www.slate.com/blogs/the_vault/2014/06/17/interactive_map_loss_of_indian_land.html
https://books.google.com/books?isbn=0806155752
A second lesson that seemed like it would be educational and fun was one that was suggested in the OSEU. It was a winter count project. My upper elementary students would learn about the winter counts and then they would create there own. At the end of the unit I would try to take them to a museum or a place that had winter counts on display.
http://wintercounts.si.edu/html_version/html/learning_teachers.html
wintercounts.si.edu/html_version/pdfs/lessons.pdf
https://www.youtube.com/watch?v=DDplYRMhrhE
The last thing I would like to do to emphasize the oneness the Lakota had with their land and using their environment for survival would be a hands on project. I would have my students watch the two interview that talked about the importance of chokecherries and the interview that talked about the land providing all they needed. I really enjoyed how many of the videos described the importance of the sun for preserving their food.
I would allow my students to participate in making sun dried meat and if I could get my hands on cranberries, it would be interesting to have them at least taste them. I know school is not in session when cranberries are ready for harvest, but it would be good for them to experience eating both of these items, even if I had to freeze them. I have a friend that has a great choke cherry patch.
http://www.wolakotaproject.org/oseu-one-sidney-byrd-chokecherries/
http://www.wolakotaproject.org/oseu-one-april-fallis-crooked-gut/
http://www.wolakotaproject.org/oseu-1-hunting-with-dad-with-pearl-kennedy-colombe/
http://www.prairieedge.com/tribe-scribe/how-to-smash-chokecherries
openprairie.sdstate.edu/cgi/viewcontent.cgi?article=1485&context=extension_extra
https://www.motherearthnews.com/…/drying/sun-drying-food-techniques-zmaz75jazgoe
These are all things that seem fun and interactive. Many of them can be done in groups and it would be fun to finish up with a field trip to the Black Hills or the Akta Lakota Indian Museum. A fourth thing that I thought of would be a trip to Wind Cave and going over the oral history of the origins of the Lakota from the cave. It is actually in close proximity to us and would be an easy trip, as is Devils Tower and Inyan Kara Mountian, all which are part of the Lakota history.
Overall this blog post was very insight and offered a greater understanding of the Black Hills and the connection to the Native American people. I think its really cool that Harney Peak is now named Black Elk Peak because its important to honor significant figures from Oglala Lakota people. I also look forward to reading Dr. Fayer’s book, it looks really interesting.
http://www.wolakotaproject.org/oceti-sakowin-essential-understanding-one/oseu-one-interview-with-jace-decory/My first site is an interview with Jace DeCory who is such an awesome person with so much knowledge and any interview with her is bound to be amazing. I was fortunate enough to be able to take a class with her and one item that I will always take away from her class is that she always emphasized the importance of everyone being related even to the land and if we take something from this sacred land we must give back to it. In this interview which is a really great resource for all teachers, she looks at how the land and how the Lakota look at the land. She also explains how the Lakota have such a strong connection to not only her family but her environmental family as relatives. I think she also makes great points that I think other teachers could use when she says that we should be thankful for the air we breath, and her smudging that helps her be the best she can be. She also explains the connection of the Lakota people and the Black Hills and coming from a cave that evolved her people. I think this would be a great resource for students and teachers alike because she really emphasis the importance that each day is a blessing and we must protect this land for which we are related to. This article goes with the standards of 1.3 and the relationship of mother earth offers and the people. https://savingplaces.org/stories/sacred-native-american-sites-bear-butte-and-wind-cave#.WIp42WOYWFI My next resource speaks heavily on the connection of some spiritual places in the Black Hills like Wind Cave and Bear Butte. Wind Cave and the Black Hills is a sacred site where many Lakota People believe the “Buffalo Nation/People emerged from inside Mother Earth to become common people” (Montes). Jace DeCory is also interviewed in this article by saying these amazing words about Bear Butte, “Because traditional cultural rites provide human beings with healing connectedness to the land, our stewardship of open spaces and sacred sites is a duty to our Creator and to future generations.” I also think this would a great teaching resource because it gives a little background to the Lakota culture but also the connection of the Lakota people to the land. This article focuses on standard 1.3 with its focus on the relationship of land and people.
http://sites.coloradocollege.edu/indigenoustraditions/sacred-lands/the-black-hills-the-stories-of-the-sacred/The third site, which I found to be very interesting was really deep and eye opening to some issues on the land and some of the issues with the Black Hills and other sacred areas in the Black Hills that need to be left alone. I think its always an important lesson for anyone to remember that the Black Hills are sacred and people must understand this. I think it would be a great resource for teachers because it gives great insight to the Lakota people and the Black Hills and how they are deeply connected. The article also shared a great quote with, “It is inherent in Lakota spiritual and cultural understanding that this land holds infinite significance, and it is thus the obligation of the people of the earth to protect and preserve its sanctity.” This article applies standards 1.3 and 1.4 of the OSEU 1 and focuses on the interrelationship of Lakota people and contemporary environmental issues dealing with the sacred lands.
https://www.relcentral.org/resource-download/?id=1322&post_id=1321
http://www.wolakotaproject.org/lakota-stories/
http://nativeamericanscience.org/
The first resource is about Indian Education for all grade levels. It first speaks about having accurate information, historical events, and calling Indians by their tribe name, not using a general name. It has a guide for teaching Indian Education to all grade levels. I am going to focus on 2nd/3rd grade. There are resources within this website that give Indian/Tribal specific information in language arts, social studies, and science. I will be able to teach students about the Tribes within the area so they will be able to better get to know and understand their neighbors, classmates, family, and teachers.
The second resource is a link to many many Indian stories. It will be a great resource for my language arts class. We have been working on reading comprehension and answers text based questions. This will be easy for me to place into the curriculum I already have. This will help students understand why and how Indian people are so connected to the land. Students will be able to read these stories and dive into why Indian people need the land, this will turn into talking about stewardship and why it is important for us to care for our land. In the video by Jace DeCory, she explained how plants, animals, and the air are all her relatives because they as a people emerged from Mother Earth.
The third resource is wonderful! It has PowerPoint to share with students. The information is very rich and in depth. It compared western cultural views with Native views on land conservation, stewardship, and sustainability. It was interesting for me to read, I have so much to learn from these resources. This PowerPoint talks about Indian people seeing seven generations, not just protecting the world for the next generation to come but leaving behind a place for seven generations to live. This shows how connected Indian people are to the earth, they view nature as a life source, not just a place.
Blog post Module 3 – Mackenzie Ivie
Presenting students with information on the history of the Black Hills not only teach them about the area that they live in, but will also allow them to gain a deeper understanding of the American Indian culture. Having my high school English students read the book Circle Boy would be beneficial, however it would need to be supplemented with background information to give them context and additional readings from at-level literature. With any new unit, especially in English, I feel it is important to gain an understanding of what was going on during the time period in which the book takes place or was written. For a unit on the Oceti Sakowin, some useful background information, relating to OSEU 1: Lands and Environment, would focus on how the tribal lands were first established and how they have changed. Below are a few links that address the land change.
http://www.ndstudies.org/resources/IndianStudies/standingrock/historical_gs_reservation.html
This site provides a wealth of information relating to the formation and establishment of the Sioux Nation, also known as Oceti Sakowin. This site would be a great resource for teachers to gain a better understanding of what really took place. It offers the viewpoints of different tribes as well as the United States Government. I found it interesting how the many Lakota refused to sign and recognize the 1868 Treaty and were forced to change their lifestyles from nomadic to farming. This site would also be beneficial for students read. Teachers could also have students complete a basic research project prior to starting the unit, using this site as a resource.
http://ngm.nationalgeographic.com/2012/08/pine-ridge/reservation-map
The map on this page is a very powerful image, showing how much the reservation boundaries have moved. In many cases, a picture is worth a thousand words. The ability to change the date on the map allows the viewer to see the great changes that took place on the Sioux Reservation. Teachers could use this site to show students how much the reservation lands have decreased in a short amount of time.
Blog post for mod 3:
For the first resource that I would use to teach Standard 1, I would use; http://www.wolakotaproject.org/oceti-sakowin-essential-understanding-one/, I feel like hearing interviews from adults that grew up using the land and using the animals on the land to survive is vital for students. I feel like this generation is out of touch about where their food comes from and the nutrition that can come from the land if they just know where to look. These interviews do a great job of explaining some very valuable lessons about where they found food and how they used the land to survive. I also think these interviews do a adequate job of promoting conservation of the land and preservation of the land. Land is something that gets over looked by a lot of people and that should not happen. The land is a resource that is extremely valuable and is not a renewable resource. Hearing this information from an elder that has experienced all of it is a very important lesson. The only thing that could be more beneficial would be to sit down with the elder face to face and be able to ask questions and have a discussion with them. The interviews are a great way to incorporate technology into the lesson as well.
The second resource is; http://insider.si.edu/2011/05/native-americans-were-changing-environment-in-north-america-long-before-european-settlers-arrived/.This article deals with Native Americans and how they used the land. I feel like when teaching students they need to hear both sides of every argument. Throughout school students get a very one sided story and this article says something different. It hits on Native Americans and hurting the land. This is a thought that not very many people have every thought of and teaching students this idea is only fair. There needs to be a balance in learning. This article also hits on practices that were used that did not help the environment. I think children need to learn what hurts the environment and impacts nature. The environment and nature is a very valuable resource that needs to be taken care of.
http://www.teach-nology.com/teachers/lesson_plans/history/native/. The final resource I picked is a website full of lesson plans and lessons to help teach students about Native American culture and heritage. I think a website like this could be very helpful because it gives a teacher somewhere to start. It relates to OSEU standards and there are numerous lessons on there to hit the standards. Having a place to go to get a plan is essential for saving time and energy as a teacher.
https://www.youtube.com/watch?v=k4eGkCnDBHE
I would use this first resource as an introduction of the Oceti Sakowin. This will give students a background of the history of these people and how the seven council fires are all connected. This would be a good introduction for the use of OSEU 1.3. This background knowledge is important for students to understand the history of where the Oceti Sakowin come from. I would use it along with this link (http://www.ocetisakowincamp.org/history) to show the seven bands of Lakota or Tetonwan group.
http://www.sdtribalrelations.com/maptribes.aspx
This next resource is the reservations map of South Dakota. You can click on each reservation for more information about that land. This would go along with OSEU 1.1. It would be important for all students to understand where many Native people are located in South Dakota. It would go along well with this interactive map (http://www.slate.com/blogs/the_vault/2014/06/17/interactive_map_loss_of_indian_land.html) to explain the history of how land was taken from many Native Americans. It would help to explain that before land was taken, the Native American people did not have laws to govern their land and the connection they had with it.
http://www.wolakotaproject.org/wp-content/uploads/2015/03/Brother-Eagle-Sister-Sky-lesson-plan.pdf
This last resource is a lesson plan to go along the story Brother Eagle, Sister Sky by Susan Jeffers. This book explains how connected the Oceti Sakowin is with the land and the environmental issues that face our land. This would go along well with OSEU 1.4. I would use this lesson along with the interviews about the environment and the land from the WoLakota project website. (http://www.wolakotaproject.org/oceti-sakowin-essential-understanding-one/) These videos have great information and stories of how we are all stewards of the land and how we have a responsibility to take of it.
As teachers in South Dakota we need to cover the Oceti Sakowin Essential Understandings in our classrooms. Listed below you will find the OSEU 1 and some resources that may be helpful in meeting this standard.
OSEU 1: LANDS & ENVIRONMENT
The original land base and natural resources of the Oceti Sakowin [oh-CHEH-tee SHAW-koh-we] were under communal stewardship prior to immigrant settlement. Oceti Sakowin have a distinct and unique interrelationship with the environment that is essential to South Dakota.
OCETI SAKOWIN ESSENTIAL UNDERSTANDING 1, PK-12 STANDARDS
Standard 1.1 – Identify changes from the historic land base to the contemporary nine-reservation South Dakota land base of the Oceti Sakowin, and analyze the causes and implication of those changes.
Standard 1.2 – Describe traditional and contemporary Oceti Sakowin perspectives on communal stewardship of land and natural resources (flora, fauna, geographic and sacred features).
Standard 1.3 – Demonstrate understanding of the interrelationships of Oceti Sakowin people, places, and environments within all tribal lands in South Dakota.
Standard 1.4 – Identify and explain contemporary environmental issues facing Oceti Sakowin lands (i.e. Dakota Pipeline, etc.).
Standard 1.5 – Examine strategies the tribal governments and other tribal leaders are taking to improve the lands and natural gifts of Oceti Sakowin people.
Here are a few helpful resources for upper elementary and middle school teachers to help guide in teaching this understanding. Also listed is the South Dakota Department of Education website where you can find lesson plans for all grades to cover all of the Oceti Sakowin Essential Understandings.
Resources:
Video: Joseph Marshall III Interview on OSEU 1
https://www.youtube.com/watch?v=Az8Wyp9JA9Y
This video interview with Joseph Marshall is great resource. This could be shown to both middle school and high school students. The questions at the end provide great discussion points and set a foundation for thinking for class wide projects. For use with middle schoolers, however it might be better to provide them with the questions first to allow them to process the information Joseph Marshall III is talking about.
Website: Learning to Give
http://www.learningtogive.org/units/earth-connections/mother-earth-past
This website has a few lesson plans relating to ‘Mother Earth’ that would be useful for teaching OSEU 1. These lessons are geared towards 3rd, 4th, and 5th grade, but can easily be adapted to meet the needs of students in lower grade levels or also middle school grades.
Department of Education: Social Studies Lesson Plans
http://doe.sd.gov/contentstandards/ssose.aspx
The Department of Education website provides social studies lessons plans for all grade levels. While you will have to sift through them to find lessons directly relating to specific standards, every standard is covered. These lesson plans provide a great jumping off point that you can turn into your own and meet the needs of your classroom.
Resources: http://standingrock.org/environmental-profile/
http://www.wolakotaproject.org/oseu-one-lowell-amiotte-connections-to-land-and-people/
http://www.cbc.ca/radio/unreserved/something-extraordinary-is-happening-at-standing-rock-1.3850506/ladonna-brave-bull-allard-s-land-is-home-to-water-protectors-at-standing-rock-1.3853339
These are three resources that I found that teachers can use in regards to OSEU 1. The first resource is one that is general for all of the OSEU 1 standards. It describes numerous points of the OSEU 1 standards for the Standing Rock Sioux tribe. This resource covers topics such as the government, history, land, and culture. Using this resource would help teachers gain a better understanding of these topics, and therefore covering OSEU 1 standards. As the teachers gains this understanding, they can then explain to their students how the tribe operates now, as well as give the history of the tribe’s changes. This resource is able to cover most of the OSEU 1 standards.
My next resource is one that is more specific to OSEU standard 1.3.It is a short interview so a teacher could share this with the class. Also, there are questions that go with the video that the teacher could ask to spark discussion. These questions are very thought-provoking and are able to be applied to all age groups. I highly recommend this resource to any teacher because it can be applied in so many different situations.
My last resource is one that applies mostly to OSEU standard 1.4. It is very relevant to today because it talks about an issue that is happening right now. It is about Sacred Stone camp, which is one place where people are staying to protect against the Dakota Access Pipeline. I found it very informative because I did not know that these people prefer to be called protectors and not protestors. They are of course protecting the land, and specifically the water from the Dakota Access Pipeline. This resource could also apply to any age group because it is a big issue that is happening right now.
http://sd4history.com/unit5/reservations.htm
This resource is a map depicting the change of reservations. It correlates to Standard 1.1. It is actually on a website my students currently use to learn about South Dakota every week, sd4history.com. In order to deepen the understanding of my students, we could incorporate this map into a geography/map-making lesson that is part of a packet we also do on South Dakota.
http://library.mtsu.edu/tps/lessonplans&ideas/Lesson_Plan–War_on_the_Plains.pdf
This resource could be used as is with 8th grade students, but I believe that with editing and careful selection of primary sources, could be used to teach a lesson on interpreting primary sources and comparing/contrasting viewpoints. This fits with Standard 1.2 because by asking my students to restate what the primary sources are saying in their own words, my students would be able to describe traditional perspectives on the ownership of land.
http://www.wolakotaproject.org/oseu-one-lowell-amiotte-connections-to-land-and-people/
This video could be used as a resource for my students to practice listening, as it comes with content questions at the bottom they could answer, and also as a prompt for writing unit based on answering the ‘deep sharing’ questions also included. The video itself deals with Standard 1.3, and I think it would be good to expand on the concept of connectedness to land not only of the Oceti Sakowin people, but also how all people connect and interact with the lands they call their own. After all, Lowell Amiotte himself mentions in the video that connectedness is not just an ‘Indian thing’ but is a ‘people thing.’ That is why, after watching the video, I would have my students begin brainstorming their own connections and feelings with regards to places they have lived, and do a descriptive writing unit based on that.
http://www.mudcityjournal.com/layli-longsoldier/
This one is a freebie to all the high school English teachers out there. While looking for resources I was trying to find poems to fit Standard 1.2, but couldn’t find any that were age-appropriate and really focused. Then I found this poem, which addresses Standard 1.1. I just think it’s a really good poem and want to share it with anyone who might be interested in things like that 🙂
Madison Houston
INED 411 Module 3
1/27/17
I am looking forward in becoming an early childhood special education teacher and in doing so these resources I am going to share with you may be difficult for some to understand but I will do my best in explaining what is being taught and why it is something the students need to learn. First off every student especially if they in the Black Hills needs to understand who and what Native American really is specifically because everyone lives on the same land together. (U.S.A.)
The first standard I would teach is standard 1.1, identify changes from the historic land base to the contemporary nine-reservation South Dakota land base of the Oceti Sakowin, and analyze the causes and implication of those changes. It may be a little challenging for a young student to understand the causes and changes of the land but I can help explain to the student a little history about the people of the land as well instead of it being specifically about the land itself. I would read a book called When We Were Alone that is a story about a difficult time in history, about empowerment and strength. A young girl is curious about her grandmother’s long braided hair, colored clothing and different language. Her grandmother tells her about life in a residential school, where all of these things were taken away from her.
The second standard I would teach is standard 1.2, describing traditional and contemporary Oceti Sakowin perspectives on communal stewardship of land and natural resources. I would start the lesson by reading a children’s book called, Sweetest Kulu that is a lyrical bedtime poem written by internationally acclaimed Inuit throat singer Celina Kalluk. Based on the Inuit values of love and respect for the land and its animal inhabitants. I think this book would be great for younger students to learn about how Native Americans were taught how to love and have respect for the land they live on and the animals that live with them on that land.
After I read each story to the student I would help them create a picture of what they think the Native American land looked like based on the stories and their own schema. For example, in the first lesson the student may draw the grandmother and her long hair and colorful clothes with a short paragraph explaining what they drew and how it relates to the story. If they would like to choose the second lesson they may draw the land with many people and animals on it and continue with writing a short paragraph on what they drew and how it relates to the story and what they learned. These are just examples of what the student can draw but they can draw something different and to their own liking. After the students are done with their drawings I will post them out on the hall bulletin board for everyone to read and learn about Native Americans and their culture. This way my teacher’s blog can be seen by all students even if they do not own a computer. The parents would then have access to these drawings at the end of the unit or year and can take them home for keepsakes from their children without having to search everywhere online for them because I know some parents are not technologically motivated.
http://coloursofus.com/32-native-american-childrens-books/
http://www.rockinresources.com/2016/09/native-american-crafts-actvities-and.html
I think these books and websites would be great resources for teachers especially those who are teaching younger students like myself because most young students are learning to read and are strengthening their own reading skills, critical thinking skills and schemas. A great way to learn at such a young age is to read and draw pictures to familiarize the student with what the reading was about and it also helps the student understand what they learned. The second resource has more ideas about what students can create to make their learning a visual and that way everyone can see their peers’ different schemas and they can share their own thinking with everyone else.
Samantha Burleson
Module 3
OSEU 1: LANDS & ENVIRONMENT
The original land base and natural resources of the Oceti Sakowin [oh-CHEH-tee SHAW-koh-we] were under communal stewardship prior to immigrant settlement. Oceti Sakowin have a distinct and unique interrelationship with the environment that is essential to South Dakota.
OCETI SAKOWIN ESSENTIAL UNDERSTANDING 1, PK-12 STANDARDS
Standard 1.1 – Identify changes from the historic land base to the contemporary nine-reservation South Dakota land base of the Oceti Sakowin, and analyze the causes and implication of those changes.
Standard 1.2 – Describe traditional and contemporary Oceti Sakowin perspectives on communal stewardship of land and natural resources (flora, fauna, geographic and sacred features).
Standard 1.3 – Demonstrate understanding of the interrelationships of Oceti Sakowin people, places, and environments within all tribal lands in South Dakota.
Standard 1.4 – Identify and explain contemporary environmental issues facing Oceti Sakowin lands (i.e. Dakota Pipeline, etc.).
Standard 1.5 – Examine strategies the tribal governments and other tribal leaders are taking to improve the lands and natural gifts of Oceti Sakowin people.
Here are some good resources that I found. The first is an interview by Davis Bald Eagle, next I included the South Dakota Indian Education webpage as I feel history is very important when students really start learning about why or how’s. Finally the best resource I found was the Department of Education: Social Studies Lesson Plans which cover Oceti Sakowin Essential Understandings. I feel that a person should not have to re-create, when there is already resources out there.
Resources:
Video: David Bald Eagle- “The Law of Nature”
http://www.wolakotaproject.org/oceti-sakowin-essential-understanding-one/oseu-one-interview-with-david-bald-eagle-2/
Out of all the interviews that I had watched I found this one to be the most fascinating. David Bald Eagle explains the changes of “the Indian Way of Life”. You could easily make this into any-standard. I think that you could create an art project at any level that goes into the lesson with the seven campfires, along with meaning (Flag with the seven stars).
South Dakota Indian Education
https://indianeducation.sd.gov/ocetisakowin.aspx
I also found this website to be very helpful. I feel that students should know the history and how they came into play, for example the process that it took to get Indian Education in our social study classes. I would recommend this for upper elementary to early middle school students, as the comprehension level needs to be there. I would than like them to form small groups and create a project that they feel is important to them and why.
Department of Education: Social Studies Lesson Plans
http://doe.sd.gov/contentstandards/ssose.aspx
I found this website very helpful. There is no reason for anyone to re-create the wheel. These lesson plans start at the kindergarten level all the way through high school.
Blog Post Comment:
As a future educator in the Black Hills of South Dakota, I feel it is very important that students understand their area’s history. By educating students about the Oceti Sakowin Essential Understandings in our classrooms, they will not only understand about other, they will be learning about where they live.
Samuel Hintgen-Week 3 Module 3 Post
Dr. Liz Fayer
INED 411/511
My list of potentially useful resources for educators who desire to teach a lesson on OSEU Standard I to a high school level class:
1. http://www.wolakotaproject.org
The home page of the WoLakota Project would be a great starting point for anyone planning a lesson on OSEU Standard I: Lands and Environment. However, this site can be used to gather information for discussing any of the OSEU Standards. In addition to the standard general overview of the goals of the project, the page is filled with links to informative videos and interviews about the importance of educating both Indian and Non-Indian students in the standards. Further, some of the interviews come conveniently paired with questions that could be used to test the students’ comprehension of the lesson to make sure the desired message was being delivered. Some of the videos on the page feature insights from faculty right here at Black Hills State, such as Jace Decory. With the continuing development of North American land, it is more important than ever to make today’s youth aware of their relationship with the natural world!
2. https://crazyhorsememorial.org
The Crazy Horse Memorial web site is packed full of information! The tools offered by this website would be invaluable to any educator who wanted to teach about American Indians. I believe that the knowledge offered by the website would be of particular importance to teachers in the local area because we inhabit this historically significant region to the Lakota. The section that allows you to explore the museum would be great in a classroom setting because a teacher could display and analyze the pictures of actual content featured in the museum. To better give students an idea of some of the tools and tricks the Lakota used to survive, while also reinforcing the respectful relationship the Lakota had with the land (OSEU I). Just a note, the museum is officially called the Indian Museum of North America. Anyways, to continue, a teacher might even take it a step further and plan a field trip to the Crazy Horse monument. We took a trip there as a class when I was a young student and it was great. The trip was both informative and really fun. Maybe I’m biased because of the fond memories, but I firmly believe that the Crazy Horse Memorial and the memorial website are quintessential resources for teachers to utilize in the classroom.
3. http://harneypeakinfo.com
I couldn’t think of a better third resource for a teacher to use in the classroom to teach students about American Indians, Black Elk, and the significance of OSEU 1 than the official Black Elk Peak information website! It talks about the history of Black Elk Peak, (formerly known as Harney Peak) and the mountain’s importance to the local American Indian population. An educator could talk about Black Elk’s journey to the peak, and how climbing the mountain had such spiritual significance. Which could also, of course, be used to again reinforce how in-tune American Indians were with the natural world around them, and the importance of protecting this mutualistic relationship!
(You may need to paste the links into the address bar to follow them, I apologize for the inconvenience)
Thank You and Enjoy the Rest of Your Weekend,
Sam
Allison Blume
https://www.youtube.com/watch?v=KCNQJZZNJy4
My first resource I found interesting is this video that is age appropriate for elementary to high school students and it uses visuals to help explain the Dakota Access Pipeline. It breaks things down so that they are easy to understand and ends by giving an opened ended question that would transition into a great discussion in class. I think this video would suit the needs of Standard 1.4 – Identify and explain contemporary environmental issues facing Oceti Sakowin lands.
http://www.wolakotaproject.org/oseu-one-lowell-amiotte-connections-to-land-and-people/
The next resource is a video of Lowell Amiotte from Pine Ridge who talks about his connection to the land and people of South Dakota. He says that the people are what make it worthwhile to live in a certain area. This would fit in with Standard 1.3 – Demonstrate understanding of the interrelationships of Oceti Sakowin people, places, and environments within all tribal lands in South Dakota. This video would be a big help to a High School classroom because it’s a direct interview with someone who grew up and lives in this area, someone that may be easy for students to connect to and learn from.
http://www.wolakotaproject.org/oceti-sakowin-essential-understanding-one/oseu-one-interview-with-faith-spotted-eagle/
The third resource I chose was a video of Faith Spotted Eagle talking about stories of her childhood and how the black hills hold a lot of stories and sacred land. She tells a story of natural law in which in order to learn how to live you should look at animals for an example. This would fill the Standard 1.2 – Describe traditional and contemporary Oceti Sakowin perspectives on communal stewardship of land and natural resources. I think this would be beneficial for a middle school classroom because Faith Spotted Eagle does such a good job of making her stories so vivid they are very easy to understand, visualize and learn from.
1. http://www.wolakotaproject.org/oceti-sakowin-essential-understanding-one/oseu-one-interview-with-joseph-marshall-iii/ — Standard 1.5
2. http://www.wolakotaproject.org/oceti-sakowin-essential-understanding-one/oseu-one-interview-with-gladys-hawk/
Teachers can use both of these videos and a couple questions from each to discuss how European Americans and Native Americans view the land. European Americans tend to see the land as something to be owned and how can we use it to make money. My family is a prime example of this. We are farmers and we used the land to make a living. Native Americans see the land as something that cannot be owned because it is a relative, Mother Earth. The land is seen as a provider.
I would ask questions like “Who provides for you?” and “How do you give back to your provider?” in hopes that my students would understand things from a different perspective. This would lead into a discussion on how we can show appreciation for land. I would expect to hear answers like recycling. Then we would discuss how Native Americans give back to the land.
3. http://www.nodapl.life/ https://daplpipelinefacts.com/ — Standard 1.4
Teachers should bring up current events such as the Dakota Access Pipeline to discuss why there is such a debate over it. What are the perspectives from both sides? Teachers should provide evidence for both sides and be completely unbiased. We would talk about reputable sources and facts against opinion.
Blog Post Module 3 – Tayler Lenz
The first resource I found pairs well with OSEU Standard 1.1, http://www.newworldencyclopedia.org/entry/Indian_reservation, which is a detailed description of the history of Native American land and Euopean intervention. Through an admittedly detached tone, the article takes the reader through the history of Indian Reservations through the past 200 years. While it talks about Indian reservations systems as a whole, and not just the seven reservations of Oceti Sakowin, I feel as though this history is a base knowledge that every student should know before any single area is focused on. My second resource accompanies OSEU Standard 1.2, the traditional view of land ownership and natural resources, http://archive.adl.org/education/curriculum_connections/na_quotes.html. This website has a list of Native American quotes from leaders such as Luther Standing Bear, Crazy Horse, and Chief Joseph expressing their views on land “ownership”. The best way to get an understanding about what someone’s opinion is to hear it from the person directly, and through this website we can see the perspective of a variety of Native American leaders, including Crazy Horse’s “One does not sell the land he walks on”.
To incorporate these learning resources in a blog I’d utilize the blog mentioned in the earlier Module, and use the first resource as a preliminary learning means of the basics of Native American history with Europeans. When branching from that area to direct relation with the land, I’d incorporate the next website with quotes of Native American leaders, to give a better idea of what they felt. I was already someone with a great love of nature, but the videos from this week’s lesson and through my further research, I’ve developed a whole other level of thought, love, and appreciation for it, and that’s something I’d love to share with my students.
Emily Clary
INED
Week 3
Resources
http://www.firstpeople.us/articles/Black-Elk-Speaks/Black-Elk-Speaks-The-Butchering-at-Wounded-Knee.html
https://www.siouxnationtreatycouncil.org/index.php/documents/33-a-summary-of-the-1851-and-1868-treaties
http://standingrock.org/history/
The first resource relates to OSEU 1.1. The website tells about Black Elk and the historic battle at Wounded Knee from Nicholas Black Elk’s words. I chose a resource that I thought upper elementary could find useful for knowledge about Black Elk and Wounded Knee. I grew up in Minnesota, and I never had history lessons that told the side of Native Americans, so I thought this was important to learn about such an event from Black Elk. I also think that since the resource is more in a narrative story form, it is more appealing to students as compared to a textbook.
The second resource I found fall under OSEU 1.3 and 1.5. It talks about 1851 and 1868 Peace Treaties between the Great Sioux Nation and the USA government to preserve the Black Hills. I thought students would find this interesting since it directly relates to the land and culture around them. Since so much of the North American land wasn’t preserved or kept sacred, this website is interesting because it explains how knowledge of the treaties was passed through generations to keep the Black Hills land what it is today.
The third resource utilizes OSEU 1.5. It is a website that has factual and educational information on Standing Rock, and how it got to be what it is today. There is also history on the Lakota nation, explaining the tribal government, geography of Standing Rock, and history events interconnecting the Lakota and Standing Rock. I thought this would be interesting for students to learn about since there are heated debates about it today, so it would seem relevant to the students.
OSEU 3: CULTURE & LANGUAGE
Standard 3.3 – Recall Oceti Sakowin sacred sites, creation stories, and star knowledge and describe how they relate to each other, and how they are still used today on and off the reservation.
http://www.firstpeople.us/FP-Html-Legends/BlackCorn-Lakota.html
This website is a good resource for teachers because it collects a significant amount of native stories and legends that we can use in the classroom during the reading time to preserve the Native American heritage. We can read and discuss the meaning and the purpose of each story, and their cultural and historical value with the student. We can ask the students to create and draw a representation of the story and enhance the Lakota Indian attributes in a way that our children can identify themselves with them.
Also this website has pictures and artworks that we as teachers can use to show the culture and history of the native people and teach the students about the social customs and lifestyles of the native from centuries and decades ago.
http://www.lakhota.org/ALPHABET/alphabet.htm
My desire is to teach little ones, and the principal knowledge tool is the language, speaking and reading. Learn the words, know their pronunciation and writing them correctly, that is the beginning to preserving the language. Teaching the student at early stages the Lakota alphabet is a clue to gain more Lakota speakers later in life. This site is an important tool for the teacher because it shows the correct spelling and pronunciation of the Lakota alphabet. This is crucial for a person like me, because the sounds of this letters are completely different compared to letters of the English language.
OSEU 2: IDENTITY & RESILIENCY
Standard 2.1 Demonstrate knowledge of the Oceti Sakowin people’s understanding of the interrelationship of spiritual, physical, social and emotional health.
https://www.youtube.com/channel/UC6u3e_YCyDTHDcyYfxnHFuQ/featured
Wayáwa Čík’ala is a channel on you tube that has a lot of videos to teach the Lakota language to the students. Each video shows the word and the pronunciation with pictures and short videos that students can be attracted to see and in this way learn the Lakota language and lifestyle in a fun way. This website is an easy website to navigate. This channel is a good resource for me as a new teacher because it facilitates to me the learning of the Lakota language in a way that can appeal to a little one to understand and learn, but also is adaptable to all ages and audiences.
Resource 1: http://www.indians.org/articles/lakota-indians.html This first resource I found is a site in which my students can go to find information on history, ancestry, art, food, culture and customs. It’s a whole variety of topics that they can connect to lessons I teach. It would especially come in handy when it come to lessons on earth science, earth history, even anatomy & physiology in regards to nutrition. It’s a sort of search engine that leads to other resources on the topic you choose. It’s a much easy way to narrow down searches and get valid information on the Lakota people.
Resource 2: http://www.legendsofamerica.com/na-nativeamericans.html This site is also one that can lead the to information on any topic a teacher may wish to incorporate into a lesson. I feel both these sources are good for high school age student because its solid information broken down into easy to follow components. It’s simple to find the subject you are looking for and the information given is concise and wouldn’t overwhelm students when doing their research.
Deanna Vallone
The Lakota and other tribes of the Oceti Sakowin hold a special relationship with the land and environment of South Dakota and many resources can be found to allow my upper elementary students to not only fully understand OSEU1 but also better understand the relationship that land and natural resources have on a population.
Resource #1: http://wintercounts.si.edu/index.html
This resource comes from the Smithsonian Museum of Natural History and includes a variety of information about the Lakota tribe. This resource provides students, and teachers, with a plethora of information that is cross-curricular in nature. It not only provides great information about the “Winter Counts” artistic calendaring that the Lakota tribe is so famous for, but also gives background into the Lakota environment as well as the changes over time that they have to undergo due to their lands being ceded over time to the United States government. This resource would provide students with a great base for background knowledge as well as lend itself beautifully to an all-encompassing project that could expand itself beyond social studies into art and science as well. This resource would most closely align with OSEU1- standards 1.1 and 1.3, which focus on land changes for the Oceti Sakowin over time and their interrelationships with “the people, places, and environments within all of the tribal lands of South Dakota”.
Resource #2: http://www.ndstudies.org/resources/IndianStudies/standingrock/historical_intro.html
This resource comes from the North Dakota Studies Project at the State Historical Society of North Dakota. It provides a detailed overview of how the Oceti Sakowin people were forced to change over time due to their being forced to change from their historic land base to the reservation system, OSEU 1- standard1.1. This website provides very detailed information about how the Sioux nation lived prior to the reservation system as well as the struggles they faced afterwards. This is a great resource for establishing the implication of the reservation system on the Oceti Sakowin people. This is a great resource for teachers to use with students and would pair perfectly with a graphic organizer that asked students to compare lifestyles of the Lakota before and after the establishment of reservations.
Resource #3: http://ngm.nationalgeographic.com/2012/08/pine-ridge/reservation-map
This is an interactive map created by National Geographic that allows viewers to see how the Sioux Reservation land has changed over time. It is a great resource once again for providing a visual for OSEU1- Standard 1.1. Often times students have a hard time visualizing such substantial changes and this website would provide students with an interactive tool to really allow them to see how the Sioux tribes were forced to change over time and help them to imagine all of the changes that would have had to take place to accommodate such a change. This is a great resource for teachers to use visually with their students early on in a unit that covers OSEU1 to really show students the change that they will be studying. It provides a powerful depiction of the standard. Also, by being an interactive map students can move the map both chronologically and reverse chronologically which might really resonate with students whom families were affected by the reservation system. It would allow them to “travel back in time” to see where their ancestors might have lives and understand how much larger the Oceti Sakowin land was before the current reservation system was established. This will also better allow students to understand the impact that the reservation system must have had on the lifestyle of those affected.
I appreciate that this blog gives us insight into the history of the Black Hills and the cultural influences and history of American Indians in contact with the land. By presenting this direct connection to places students are familiar with, but may not know all the aspects of the history of these places in the Black Hills, this blog helps raise student interest in learning about these cultures and histories. I have based my resources on stories and pieces of writing that future middle school English language arts students could read to understand these American Indian cultures close to home and gain some insight into OSEU 1.
Resource 1: http://www.wolakotaproject.org/oceti-sakowin-essential-understanding-one/
To introduce this information, I would have students watch the interviews that explain the different connects to the environment by Lakota people. These videos provide real examples of OSEU 1 that can help solidify student understanding in the beginning before diving further into this information. Even for myself when starting this week’s information, these videos helped strengthen my understanding of the importance of being connected to the land and the various ways in which someone could do this. They show the variety of connections to the land that OSEU 1 explains, and the visual aspect can help make the information more engaging for students. Many of the videos also have final questions that students can go through to check their understanding, and this can also be a way for the class to come together to discuss their answers.
Resource 2: http://www.pbs.org/wgbh/americanexperience/features/biography/rushmore-sioux/
To bring the information closer to home as the original blog did, this PBS site explains more into the history of Mount Rushmore and the impact it had with the Lakota Sioux. For students, this page gives more information into the negativities of this monument and what lead up to its creation that often isn’t addressed. It also addressed how the Black Hills are sacred to the Lakota Sioux and the importance of the land through their culture. Just as my first resource can help introduce the ideas of OSEU 1 into the classroom, this resource can help bring these lessons closer to home and see the class between cultures in our history.
Resource 3: https://www.amazon.com/Journey-Crazy-Horse-Lakota-History/dp/0143036211
My final resource is Joseph M. Marshall III’s The Journey of Crazy Horse: A Lakota History. I feel this book can tie together my two other sources and can help solidify these cultural ideas further for students in an interesting manner. I love the style of Marshall’s writing, and I think this novel could give further insight into what my class lesson has been building up to. This book presents solid research and the Lakota oral tradition to give more information on Crazy Horse and the Black Hills. I think students would find this interesting due to Marshall’s writing style, it’s close connection to their area, and that it gives more information into Crazy Horse than what they may have previously heard.
I believe that the OSEU is an important step towards more inclusive multicultural education in South Dakota. It is to be hoped that other states will follow suite and begin to place emphasis on the Native American history of this nation. As an early elementary teacher I feel that some of these standards can be difficult to teach, because students do not have the background knowledge needed to understand the concepts. The resource that I found to be the most helpful was this website:
https://www.thinglink.com/scene/824338827383406594
This is part of the SDDOE. It is a matrix listing all the OSEU standards and all the available lesson plans by age and standard. If I am looking for lessons to teach standard 1.2 for Kindergarten I can click on the Matrix and it will show me the available lessons. This is very helpful for a new teacher like my self because it gives me a base to build upon rather than trying to create an age appropriate lesson from scratch.
Another resource that I found to be very helpful was this site:
http://www.learningtogive.org/units/our-class-our-earth-kindergarten/our-class-our-earth-kindergarten
This is a Kindergarten lesson about caring for the Earth that fits well with the OSEU Standard 1.2. In this lesson students come in to discover “trash” littering the classroom and students talk about littering and caring for the Earth. This works well with traditional texts like The Lorax by Dr. Seuss but it would also work well with Native American legends about the creation of the Earth and The Native believe that they do not own the Earth but rather are steward that care for Mother Earth while they are here.
1. I believe that the two resources that I found will help teachers and students alike better understand the history, culture and the of the Lakota people.
The first resource was a Ted talk called America’s Native Prisoners of war by Aaron Huey. This talk is about the history and the hardships the Native Americans went through. He shot all the photos that were in his slide show on the Pine Ridge Reservation. This Ted talk shows how brutality the Native Americans were and are treated and how the are currently living. He also talks about how the Black Hills were stolen from them. This one relates to standard 1.1.
1. https://www.ted.com/talks/aaron_huey
My second resource is a website called Legends of America. This website talks a lot about the migration of the Native Americans. This website talks about the Lakota, Dakota, and the Natoka people. Which I think is very helpful because we can learn a lot about the differences and similarities. At the bottom of the website it has a great slide show of famous Indian chiefs and and pictures of the land. This one relates to standard 1.2 and 1.3.
2. http://www.legendsofamerica.com/na-sioux.html
2. I would use a bulletin board blog that my students will help create. I will have them make art projects and look up history on the Lakota people or have them go out and take pictures of something beatiful that involves nature. My intended audience would be other classes and teachers. I want the youth to learn about the importance of the Lakota land and the history. I want the blog to be decked out in pictures and interesting facts. I would like it to catch your eye so you would want to stop and look.
Module 3
https://www.c-span.org/video/standalone/?165060-1/writings-black-elk&popoutPlayer
http://www.history.com/topics/native-american-history/black-elk
If you are going to live somewhere like the Black Hills, it is going to very valuable to know the fine History of where you live.
Above are two resources that I chose. I think that it is SO important to know the history behind things that you may or may not agree with. There are plenty of people in the Black Hills who did not agree with changing the name of, “Harney Peak.” I however, thought it was quite interesting as I looked up more information about, “Black Elk.”
I’ll be honest, I’m going into Music Education so I won’t be teaching the history behind something unless my choir is singing in that language. However, that doesn’t mean that I don’t think that this is a very important subject to be continued in the public school system. These resources are very interesting to me. They allow the students to really know how the Natives became to be in SD and why they were run out.
The first resource is a video that I found that describes how Black Elk started his first war as a 13 year old boy. That was the battle of Little Big Horn. I think this would be a good topic for a choir class if we were singing, it would help them understand the song more.
The second resource is an article about Black Elk and the Sioux Tribe. It explains how the Black Hills became their home.
I enjoyed watching the video and reading the article. It’s really nice to learn different things about the Black Hills and how historical they really are.
( http://mrnussbaum.com/crazyhorse/ )
The Black Hills is full of history and where ever we live it is important to learn about the people that make up the many years of history we learn about! One of the most well known monuments found in the Black Hills that is representative of Native American culture is Crazy Horse. The resource I found to be the most helpful with teaching my students is an actual biography on Crazy Horse which is that he is best known for preserving the Lakota way of life! This biography is something I would have my students split up into groups and read aloud to each other. They would then go on to research the actual monument as well as any new facts about Crazy Horse himself and share information in the form of a short presentation. This is more of a 5th grade level lesson plan, so for younger grades I would break down and teach my students the main idea of the biography and read it to them with a variation of tones to keep their attention.(OSEU 1.1.1) This monument would help students understand the importance of the land and environment to the Lakota because of the desire to construct a monument that has such an amazing story behind it.
( http://www.wolakotaproject.org/lakota-stories/ )
The second resource I chose is one with Lakota stories where students can learn about legends that show us the beauty of the environment. Everyone of the legends reveals that the Land and Environment play a large role in the history of the Lakota. I think this is such an awesome resource for teachers because there are plenty of stories to create a whole lesson plan around. Not only will they teach the students about the history of what makes up South Dakota, but they will also be challenged personally by the morals that appear while reading the short stories.
http://aktalakota.stjo.org/site/News2?page=NewsArticle&id=8309
https://www.youtube.com/watch?v=k4eGkCnDBHE
As I watched the videos of OSEU, I realized how important the land and environment are to the Oceti Sakowin people. My first resource is to help students better understand who the Oceti Sakowin people are, and more about their history. This resource would be useful for educators to gain more knowledge for lesson plans, and it would also be a great tool for students to use to know what the Seven Council Fires are, and what their translations mean. This source also gives the explanations of the seven bands of the Tetonwan, and what their translations are. I believe this could be resourceful for student’s who are doing a research project about the Native American History in South Dakota. It could be a project that they would need to present to the class or the teacher. They could use a tri-fold poster board, or a PowerPoint, or even a tool such as Prezi. I believe this resource could be useful for if a class were to take a field trip to the Akta Lakota Museum and Cultural Center. It could be used to create some questions to ask and learn more about when on the field trip. It can also be used to learn more about the Lakota Culture.
The second link is a link to a PBS video about Oceti Sakowin, and gives more information about who these people are and their history. I believe this could be useful for any of the ideas I stated before.
http://www.ndstudies.org/resources/IndianStudies/standingrock/historical_gs_reservation.html
http://www.sdtribalrelations.com/maptribes.aspx
The third resource is showing how much the land and environment has changed for the Great Sioux Reservation. It shows what their land territory looked like in the mid 1860s, and what the Government said the Native American’s could have as their land. This would be useful for when you are explaining in a lesson about how the land that is considered theirs has changed from then to now. I could have a project that deals with the students showing on a map of where the reservations are today and then we could compare the two maps and see the difference visually rather than just speaking about it. The fourth source is just one map I found to help show where the reservations are today. This will help the students to be able to learn by a more hands-on lesson to see the land difference, and about what the Government said the Native American’s owned to what they now own.
I plan on becoming a high school math teacher making it a little more difficult to incorporate these kinds of lessons into my classroom. However OSEU 1 discusses the land and environment which can include numbers and possible ways for me to incorporate these lessons into my plans and create historical math problems.
https://www.youtube.com/watch?v=F4uGCj6knVw
This is the first source I found which discusses the environmental issues the people have to face due to coal mining on the reservation. This not only discusses the risk factors that this mining has on the people that live here but also how they feel about the mining. The native american people believe in protecting the earth and giving to the earth more than you take from it. I think is a big part of their culture and this video does a great job representing the problems they face and the internal struggles with their culture. Overall I think this video would be a great resource at the high school level because it teaches values and the current event going on in the nation. Although this speaks of Native American land outside of South Dakota I think it is a great representation of standard 1.4.
http://www.wolakotaproject.org/oseu-one-lowell-amiotte-connections-to-land-and-people/
I found this video to be a great resource as well because it talks about the appreciation that Native Americans have for the land. Not only that but I think it would be great for high school students to generate a connection to an actual person who believes in the spiritual land and how great it truly is. This is also a up close and personal account for those in South Dakota specifically at BHSU because we are familiar with the area and can truly understand what he is talking about. Overall this is an excellent video to demonstrate Native Americans and their involvement with the land and their environment. I think this is a great representation of OSEU standard 1.3.
Module 3 Akela Sorensen
Resources:
http://www.wolakotaproject.org/
Field trip
Reflective writing
Personally I believe that one of the best ways to learn is through hands on, personalized experiences. In order to be successful in teaching this way I would want to gain permission to go to the Black hills and have my students experience going to the places I discuss in class when discussing OSEU. I would want to take my students to see Crazy Horse and perhaps meet some of the main people behind OSEU. By meeting the people behind the project my students won’t have to sit through online interviews, they can hear the person for themselves and ask questions and truly engage in learning about American Indians.
In addition to the field trip I would use the wolakota project website as resources to educate my students. I found the interactive website to be very informative. It is also enjoyable, not only for me but for my students. The website explains the Lakota’s Winter Count, which is important because it displays historical accounts of the Lakota people. Additionally, if my students were unable to meet those from the project, the interviews would be sufficient. This website provides essential learning for students to be educated in OSEU and American Indian education.
Upon concluding my teaching about OSEU and American Indian education and the field trip I would create a lesson plan that would allow for my students to reflect and discuss feelings, thoughts, and questions with their peers and myself.
http://standingrock.org/
https://tytnetwork.com/
Deloria, V. (1994). God is red: A native view of religion. Golden, CO: North American Press.
• Standard 1.1 – Identify changes from the historic land base to the contemporary nine-reservation South Dakota land base of the Oceti Sakowin, and analyze the causes and implication of those changes.
Standard 1.2 – Describe traditional and contemporary Oceti Sakowin perspectives on communal stewardship of land and natural resources (flora, fauna, geographic and sacred features)
Standard 1.3 – Demonstrate understanding of the interrelationships of Oceti Sakowin people, places, and environments within all tribal lands in South Dakota.
Standard 1.4 – Identify and explain contemporary environmental issues facing Oceti Sakowin lands (i.e. Dakota Pipeline, etc.).
I feel one of the foremost books in American Indian Studies is Vine Deloria Jr.’s God is Red. I believe it is important because he does a great job of laying out a huge cultural conflict, which is the way Euro-Americans, and Oceti Sakowin people view the earth. Our view of the earth is intimately tied to spirituality and the entire philosophy of the Oceti Sakowin. As a Standing Rock member, Lawyer, former Deacon, and professor of American Indian Studies, Deloria lays out the cultural conflicts in very thorough ways. For 12th graders, this is a great resource but is a great resource for any student of American Indian Studies. It is the first book I suggest when people ask for suggestions. This resource helps with Standard 1.2, and Standard 1.3.
The other resource is the Standing Rock website which helps with Standard 1.1. The website lays out much of the history about Standing Rock and the former land bases and describes the current land base. The website discusses the history behind the loss of the land base by dishonest dealings with Congress and agreements not being honored which continues into this day as seen with the Dakota Access Pipeline Fight.
The last resource I give is the Young Turks website. The Young Turks are not Native Americans (obviously, they are Turks) but they have covered much of the current DAPL fight from the frontlines through investigative journalism and has interviewed and showed many Standing Rock members on their sites. They do not simple act as court stenographers for Morton County like much of the media does. They will show the videos and exactly where Morton County is lying. This resource helps with Standard 1.4. Granted this resource does not touch on the blog post, it does touch on current issues surrounding Tribal sovereignty and our fight to preserve our homelands.
http://www.wolakotaproject.org/oceti-sakowin-essential-understanding-one/oseu-one-interview-with-stephanie-charging-eagle/
http://www.wolakotaproject.org/oceti-sakowin-essential-understanding-one/oseu-one-interview-with-david-bald-eagle-2/
http://www.wolakotaproject.org/oseu-one-whitney-rencountre-connected-to-the-land/
I believe these videos would help students to understand a lot about culture and background. The culture of Indian people is not something that is taught much about in many schools, and it is always important to know the history of a culture and a group of people, even if you are not part of it yourself. These videos would help students learn this stuff. The videos that I have chosen teach about different Native American views on the land, as well as how they feel connected to it. By explaining these simple things, it ca become easier to understand their way of life, which is something that everyone should try to do. All three of my resources are videos, which would help younger children a lot because it would be easier to focus on what is being said and taught. To help kids understand these important videos even better, you could pause the video during certain spots and have them talk about why what was said is so meaningful.
These are the three resources I chose:
1. http://www.wolakotaproject.org/wp-content/uploads/2016/09/Oceti-Sakowin-Essential-UnderstandingsHR.pdf
2. http://www.wolakotaproject.org/lakota-stories/
3. http://www.ocetisakowincamp.org/copy-of-map
1) The PDF itself provides plenty of good suggestions of how OSEU standards could easily be integrated into classroom instruction. It provides detailed examples with lessons that correspond to all seven standards and their corresponding units. This PDF is a good tool for teachers to use to be able to add lessons to their classroom that will help express Native American culture.
2) This website provides a list of stories, similar in writing style to those found in The Lakota Way. These stories can be used to cover Standard 1.1 – 1.3 They provide information about traditional and contemporary perspectives, understanding of interrelationships, and touch on the changes made to the land and the complications of those changes.
3) This whole website is a good resource that covers all parts of Standard 1, this specific page of the site however is a good fit for Standard 1.1. This webpage shows a colorful and detailed map, along with a key, of the Oceti Sakowin, Camp of the Seven Council Fires. This map would be a good tool to get students acquainted with the layout of the location and be able to recognize the key parts of the camp such as the Lightning Dome, Sweat Lodge, and Meeting Tent. As well as learning the significance of the locations.
In regards to my target audience of a Kindergarten and 1st grade Special Education classroom, these resources can be used to drive lessons about the culture in a way that’s easy for them to understand. The Second resource can be used to tell stories to my students to ease them into reading stories that will be easy for them to understand but will still challenge their abilities. The Third resource can be used to have them identify the different parts of the camp so that they can get well acquainted with it.
Resources:
http://www.wolakotaproject.org/oceti-sakowin-essential-understanding-one/oseu-one-interview-with-faith-spotted-eagle/
http://www.wolakotaproject.org/oseu-one-whitney-rencountre-connected-to-the-land/
http://www.wolakotaproject.org/oceti-sakowin-essential-understanding-one/oseu-one-interview-with-joseph-marshall-iii/
I think that these resources would greatly benefit teaching students standards from the Osecti Sakowin. In my mind they all relate well to certain aspects of OSEU 1, especially the one from Joseph Marshall III. One reason I am really fond of Marshall III’s video is because it would be a good introduction for non-native students as well.
The first resource is a take on Natural Law from Faith Spotted Eagle; this video is important for passing on information about the importance of the land and really ties in well with Osecti Sakowin Standards 1.2, 1.3, and in some ways to me 1.1. This video is amazing, I really enjoyed Faith’s enthusiasm and her message about the peoples relationship.
My second resource is a video about the Lakota connection to the land. Whitney Rencountre has a very interesting view of the connection to the land and how the experiences of being moved as affected the people and the land. This video ties in with standards 1.2, 1.4, and 1.5 more strongly (to me) than the others but could be applied to all of OSEU 1.
The last is a video from one of my favorite writers Joseph Marshall III; he compares and contrasts how Europeans and Native Americans view the land. I really liked how he summed up the Native American view of how the land is relative to both air and water in relationship something you can’t really own. I really like it when he compared it to a actual relative. I think it shows how the land should be respected. Also how there wasn’t a word for “wilderness” in the Lakota vocabulary. I think this is my favorite video and I probably will be adding this to my toolbox. This resource fits all of the OSEU 1.
Resource # 1: The Sculpture Project: Passage of Wind and Water http://pbsdll.k12.sd.us/Downloads/7/11181/TSP%20We%20Eat%20Food%20From%20Nature.pdf
South Dakota Oceti Sakowin Essential Understandings and Standards Addressed: EU 1.2: Analyze interrelationships of Oceti Sakowin people, places, and environments.
Age level: K-2 (teacher can adjust the lesson to meet the needs of other age groups)
This lesson asks the question- Which plants from nature give people food? The students start by reading a short passage from the book by Luther Standing Bear, called Land of the Spotted Eagle. The passage tells about the different fruits and vegetables that the Indians ate during each season of the year. There is also a worksheet for the students to complete when they are finished reading the passage. The students list the number of different fruits that were mentioned, which fruits they have tried, asks for their favorite fruit from nature and why, and asks the students to answer why eating food from nature makes people healthy. I think this resource would be good for teachers because the information is easy for students to understand. It also focuses on a variety of standards and topics. The children not only learn about the Indian culture, they also learn about healthy eating and the importance of eating healthy food from nature. The teacher can expand on this lesson. I would try to find some of the fruits and vegetables that the lesson talks about for the children to sample. It would also be fun for the children to plant a garden and have the experience to harvest their produce.
Resource #2: Understanding the Timeline of the Formation of the Current Government of the Oglala Sioux Tribe.
http://www.nativecairns.org/CAIRNS/Lessons_files/Complete%20RCAS%20Class%20Booklet%20Spring%202014.pdf
South Dakota Oceti Sakowin Essential Understandings and Standards Addressed: Oceti Sakowin Essential Understandings 1, Indicator 1
Age level: 2nd grade
Through a discussion and visual tools, students will be presented with the series of events which have influenced the current government of the Oglala Sioux Tribe. Through this discussion students will be able to see the timeline leading up to the current government of the Oglala Sioux Tribe, including important leaders, treaties, or battles. The students will be responsible for organizing the events in the correct order and giving some background about why each of them are important. As a support for the students, a class timeline will be constructed first to help with the small group organization. This is a great resource for teachers to help the students understand how the Oglala Sioux Tribe Government has changed over the years and to understand the influence that leaders, treaties, and battles had on the government.
Dr. Fayer
Module #3
http://watch.sdpb.org/video/1472853204/
This is a video that may help shed some light on Natives in South Dakoda. It is about an hour long so it might take a class period to watch. Overall it can be related to both subjects we have learned for this module. Educational videos can be very important tools for a young teacher, and this is why I think this is a good resource.
nativecairns.org/CAIRNS/Lessons_files/Reservations of the Oceti…
This site takes you to a kind of scavenger hunt activity. It might not be ideal teaching marital but could be very enlightening for the students. It is very personal with one of the activities asking to meet or find elders but this might help with understanding Native culture on a more personal level. Planning fun activities is part of being a good teacher. This source is a good idea and meets the requirements for this class.
So my idea for a future lesson plan involving what we learned in this module is quite easy. When I say easy I mean a fun challenge, because of the great level I am in. Working with special needs students some might not be able to do what others can do whether motor or connive. Videos are too easy of a route and physical activity might be too challenging. So what am I to do? My plan is to ask for a guest speaker. Ok here me out, the kids can ask questions and I can inject with questions related to Standards 1.1-1.5. I would pick standards 1.4 and 1.5 more or less in the speaking and jot down notes to help my students when it comes to understanding the content. I might have to fund the guest speaker myself but I feel that the kid with not forget the experience of meeting are Native American.
Taylor Amiotte
Module 3
INED 411
1. http://journeymuseum.org/collections/sioux-indian-museum/
Throughout my experience as a student, I have realized that the information that has stuck with me most throughout my years of schooling, are the field trips and so forth that I have attended. I believe that in order to help my students further understand Native American culture and their values, would be through field trips and guest speakers. One particular museum I think would be good to visit would have to be the Journey Museum in Rapid City, SD. It has a whole exhibit on the Sioux Indians. Having the students see the artifacts will really help connect them to the content I believe. If I were to create an activity in this field trip it would be a scavenger hunt throughout the exhibits. I would give them a few item to find in the museum, and require a few sentences on their importance. This would allow them to really pay attention to the exhibit but with the fun of a game to motivate them to learn even though they might not realize it.
http://www.wolakotaproject.org/oceti-sakowin-essential-understanding-one/the-story-of-the-little-plant-with-paul-white-dress/
With this video, the story “The Little Plant with the Paul White Dress” is being narrated. This video really illustrates the importance of the environment to Native American culture. I think that this video will provide students with a visual and could help connect the importance of the environment in their own lives. This story illustrates how important the environment is and why we should nurture it. When the girl in the story followed the instructions given by the plant, the plants then helped cure the sickness in her village. The earth gives us everything and we shouldn’t take that for granted. With the story the students could maybe draw scenes and so forth to help them make a connection in that way. They could then take those picture and tell what the story meant to them and how they could maybe implement the importance of environment into their own lives. Each student could then plant their own plant. They would then water the plant and help it grow. These plants could act as a daily reminder of how you need to give the plant water and sunlight in order for it to grow. This connects with the story and the idea that we must give back to the environment instead of just take.
Resources:
http://www.rcsculptureproject.com/assets/components/uploads/TSP%202%20Oceti%20Sakowin%20Kinship%20Systems%202%20copy.pdf
http://www.wolakotaproject.org/oceti-sakowin-essential-understanding-one/
http://nativeamericanscience.org
The first resource I have chosen is called The Sculpture Project, Passage of Wind & Water. The question they discuss in this lesson is, “How do Oceti Sakowin kinship systems help people live well together in a community?” It relates to the first Oceti standard because it discusses Oceti Sakowin people, places, and environments. As a teacher using the OSEU standards and teaching kids about OSEU, this is the end goal. Teachers strive for educating students so every individual, Native American as well as the whole community, can come together in a community to achieve balance and shape our future together in a positive way. I personally have not heard of these standards until this class, and I definielty want to add them into my future classroom along with the Common Core State Standards. This post, outlines both the OSEU standards, as well as CCSS. It brings both standards together to provide the teacher the tools nessisary to educate students. If I used this resource in my classroom, I would give the students all of the handouts it provides. They ask questions that are easy enough for a fifth grade level, but are tough enough to make the students really think about each answer.
My second resource outlines the OSEU 1 standards. It describes in some detail what each part of the first standard includes. As a teacher who is going to incorporate OSEU standards in the classroom, it is extremely nessisary to understand each standard and all parts of each standard. Every teacher must have a firm understanding in order to teach the matieral correctly. Not only does this resource have the first standard outlined, but also gives one the option to watch different videos relating to the standards. These short videos are very imformative and give more perspective on the subject. Also, at the bottom, the site gives a very detailed description on the first standard of OSEU. Lastly, the site lists other links to additional resources. Because of all of this information, this resource is one of the best to look over and refer back to periodically. Once I begin teaching, I will refer back to this resource and continue to use it throughout my years of teaching.
My third resource is a website that outlines many different aspects of Native Americans curriculum. It is not focused on OSEU, but gives a broad stance on Native American curriculum as a whole. The site has many side tabs on different subjects. One tab that connects to the first OSEU standard is, “Natural Resource Management from an Indigenous Perspective.” It explains why the environment and nature is a very important aspect to Native Americans, explains what natural resources are, examples, and more. It also gives mapping resources, power points, documents, and more. I personally, would not use this site as much as my first two sites, just because the power points seem to be for an upper level class, not so much elementary, but it still has lots of information that would be helpful to me. Because it has all of this information, I will use it in the future and recommend this site to other teachers.
All three resources relate to not only the first OSEU standard, but almost all of them. They also relate to the blog post. They all talk about the land, nature, and how important that is. I will use all three in my future classroom and recommend them all to other teachers as well.
-MaKeesha Geiger
Julia Seamans
Module 3
http://www.wolakotaproject.org/oceti-sakowin-essential-understanding-one/oseu-one-interview-with-joseph-marshall-iii/
http://www.wolakotaproject.org/oseu-one-kevin-locke-the-human-being-tribe/
http://www.wolakotaproject.org/oseu-one-whitney-rencountre-connected-to-the-land/
Above I have 3 resources that I think really shed more light on OSEU 1 (most specifically standard 1.3). I chose these articles because they really highlight the importance of their culture’s relationship with mother or grandmother earth, and also their relationships with others. I thought especially my third source “Connected to the Land” related back to this article and how after the publishing of “Circle Boy” South Dakota renamed Hearney Peak Black Elk Peak. I thought they really related back to each other because Whitney Rencountre talked about how very few tribes are still in their “original” location (original in quotes because the tribes still traveled moved around a lot) and how that has really affected their relationship with their land and their culture. My other 2 videos just give more insight on the cultures relationships with each other and with mother earth. From all the videos I watched it is clear they really respected the earth and it is very important they try to teach future generations to do the same before there isn’t really anything left to respect. They also really loved each other and didn’t hesitate to share just for the benefit of their neighbor. I think these are good resources for teachers because they really grab at some of the cultures more valued traditions and ways that should be passed on.
The following are two sources that I find helpful when teaching students about OSEU.
http://www.wolakotaproject.org/
http://www.wolakotaproject.org/tasunke-witko/
I believe the WoLakota website is a great tool for any teacher. Not only does it have videos, but it also has a great introduction video to the project. As an agriculture educator it is important for me to teach my students about sustainability. Sustainability is taking care of our land in a way that ensure that future generations will have all the resources we had if not more. A basic definition of sustainability is, ensuring that our future generations will not be harmed from what we do today. I believe this ties in perfectly with the American Indian. The American Indian has a long history of taking care of the land and using sustainable practices. Throughout this website my students will see the value the American Indian puts on their land and how their heritage ties in with the land. This is a lesson everyone can learn.
Students like to learn in a variety of ways. I find that most students want to see and hear a concept to remember it. With the videos on this website, as well as the written information, I know that my students can learn through a variety of mediums. It is important for students to be able to form their own opinions about OSEU. It is also important for students to get information directly from reliable sources, not just movies or TV. Watching these videos and reading this information will inform my students about how much American Indians care for their history. It is my hope that this will encourage my students to care about their history and impact as well. I hope they will also grow to appreciate our state and all the people in it.
The second resource is a video about Crazy Horse. This is a short film, but I think it would be very impactful in the classroom. This would challenge my students to change their way of thinking. I also think that it will encourage my students to try and understand the importance of the land and why it is so important to the American Indian. My students must put themselves in someone else’s shoes to further understand them to the best of their ability.
All in all I believe these resources will be a positive addition to any natural resources class I may teach. It is my hope that I can share with my students the importance of learning from mistakes and learning from other people. The American Indian is a great example of sustainability and conservation. I believe these videos will open a good dialog in my classroom and that we can have meaningful and impactful discussions.
http://www.wolakotaproject.org/oceti-sakowin-essential-understandings/
http://www2.scholastic.com/teachers/unit/native-americans-everything-you-need
I enjoyed this blog very much. I think this blog is interesting and a good read with a lot of information. I wish to teach kindergarten and I want them to have the best education possible and to do that I want to be able to teach them all kinds of thing and help them get a better understanding of the world around them even if it is at the most basic level every little bit helps. this is why picking a website was a little trick but one of the websites I think is extremely educational is the Wolakota project not only for its educational purposes but for the fact that it is a local program in South Dakota. The wolakota project directly fixates on what I would be hoping to achieve as a kindergarten teacher teaching my students about Native Americans. this websites dedications to informing the youth about Native Americans is encouraging and shows how important it is for teachers to start at a young age with their students teaching them about Native Americans.
The second website that I chose was one that a teacher I observed recommended to me because it hold a lot of great teaching material its called scholastic. The website is completely kid friendly and has a large amount of activities and games that are representative along with short stories and informational passages that would allow me to read to the children on a level they will be able to understand along with activities getting them involved and hopefully further encouraging learning. the website also has books for beginning readers on Indian history and story’s that are appropriate and fun for children.
http://www.lessonsofourland.org/lessons/land-and-identity
http://www.k12.wa.us/IndianEd/Curriculum.aspx
http://www.educationworld.com/a_lesson/lesson038.shtml
The first resource is a lesson plan for a 9-12 grade history class, which is about the level which I wish to teach at. It focuses primarily on how the land shapes the culture and identity of the peoples that live on and from it. Although the lessons themselves could be taught in their original form, I intend to alter them slightly to incorporate the idea of SD Indian Education Director Mato Standing High in the video https://youtu.be/iB16gYNNPqw at 1:30 where he states that, “we are South Dakotans” and how our geography shaped both the Lakota culture as well as the current common culture of South Dakota. This will give my students a direct connection and personal interest in the subject matter and allow for a greater acceptance of Lakota cultural values for my students.
The second resource is a collection of articles dealing with how Columbus is viewed by Native peoples, including the Lakota. I will be able to use this resource to start a discussion on how individuals can be viewed as either heroes or villains by different peoples for the same actions. This will allow for exploration into what can be accepted as heroic and whether or not an individual can be both brave and harmful at the same time.
The third resource talks about a children’s book on the Squamish Native American’s, “Brother Eagle, Sister Sky” which depicts West coast Indians in the clothing and tipis of the plains tribes. Since I will be teaching an older classroom, they will be able to learn from the text that even attempts at giving Native Americans respect can form stereotypes of what they ‘should’ be if not thoughtfully done.
Ah, I just noticed that the blog post was supposed to also just be on the first OSEU standard, so here is the second resource for that.
http://www.nativeamericanscience.org/alaska/alaska-native-land-claims
This resource deals with how the Alaskan Native American Tribes have worked to build a good environment for the land while also having to deal with unique situations such as the fact that they have no land base that they have sovereignty over. This fact has led to a very different style of influencing governmental systems and would be a very good subject for comparisons between the models in the classroom.
Module 3
https://www.theatlantic.com/politics/archive/2016/07/native-americans-property-rights/492941/
This article goes with 1.1 because it talks a lot about property rights of native americans and the standard is about property and land of natives so this article should shed a little light on it. In a unit for native american history you could print it out and go through it with students so that they understand the difficulties that are on the reservation right now because most students have never been around reservations. Maybe students will understand the native americans and become more invested in the content you are teaching.
http://www.independent.co.uk/news/world/americas/dakota-access-pipeline-facts-explained-pros-cons-protests-what-next-a7544451.html
This one goes with standard 1.4 and has to do with the DAPL. I found this article to be very unbiased unlike a lot of articles that I found. I thought it would be a good project for high schoolers to make a presentation on and they could look up more resources but this one is a good starter. I like that it doesn’t really pick a side so that students have the choice to choose how they feel about it.
Resource number 1. https://www.youtube.com/watch?v=SM8WZ0ztMuc
Resource number 2. http://www.slate.com/articles/news_and_politics/jurisprudence/2016/09/why_the_sioux_battle_against_the_dakota_access_pipeline_is_such_a_big_deal.html
Resource number 1 is a youtube video depicting the poor living conditions experienced by Native Americans living on the Pine Ridge Reservation. These include severe poverty, high rates of suicide, and drug and alcohol problems.The video describes the feelings and emotions many individuals have towards their current living conditions. They express that they are Lakota first before they are American. The title of the video is “American is a Stolen Country.” I believe this video would do quite well grabbing the attention of young high school students. It provides real life experiences and shows the true story and hardships people on the reservations endure.
Resource number 2 is an article highlighting the impact of the protest of the Dakota Access Pipeline. The article describes it as another last stand for the indigenous people. The article has great value in describing the impact the protest has around the world with the coming together of other tribes. “The protests around the Dakota pipeline have already achieved something historic: They have inspired indigenous peoples across the world to unite around efforts to preserve natural, religious, and cultural resources essential for the survival of the earth.” This article can provide other teachers a great example of the importance of land preservation and the significance it holds in the eyes of its people.
http://www.wolakotaproject.org/oceti-sakowin-essential-understanding-one/oseu-one-interview-with-gladys-hawk/
http://www.wolakotaproject.org/oseu-1-preventing-the-concrete-jungle-with-pearl-kennedy-colombe/
http://www.wolakotaproject.org/oseu-one-delores-taken-alive-respecting-mother-earth/
1. I picked 3 videos I thought would be good resources for teachers. I thought these were good resources because they really touch on how important mother earth was to Native Americans and I thought that related back to the blog post because it touched on the beauty of the black hills, and the story “Circle Boy” talks about Lakota history, culture and wisdom so I’m sure the importance of protecting and respecting the earth is included in there somewhere.
Meghan Ramey
Dr. Liz Fayer
INED 411
28 January 2017
Module 3
These resources are a great way to help teachers get a message across to their students about OSEU. Each of these videos has a great outlook on the subject and would be a great tool for students. The youth will be able to be exposed to what is around them in means of culture, history, and the background of others different from themselves. Many things can be taken away from these sources such as the utilization of the land and how important it is to preserve. However, this is not the only great outlook from these videos. The importance of the history of others and exposing them through means of just lectures and shows, will benefit the students learning in many aspects and help encourage the knowledge of Native Americans.
http://www.wolakotaproject.org
This source has multiple videos that encourage the learning of general background knowledge and over-all understandings about OSEU. I believe that this knowledge would be a great starting point for all students to get a better grasp on what they are going to learn. I believe this resource is beneficial because it focuses on the importance of the standard. Students will enjoy getting to watch the video and also learn from it as they watch.
http://www.rcsculptureproject.com/assets/components/uploads/TSP%202%20Oceti%20Sakowin%20Kinship%20Systems%202%20copy.pdf
The second resource I found is one that brings everything together into one. It is a project that will help the students fully understand what is actually going on with this subject. Teaching our students the history of South Dakota and all the information they need to know that pertains to the subject of OSEU, along with the blog could be hard to connect all together. I believe that the project does a wonderful job of tying everything together that will help the students learn and intake all of the information by making connections.
I have chosen two teaching resources that relate to OSEU 1.
1. http://www.tolerance.org/blog/helping-students-connect-standing-rock
The first resource I chose was on educating students on understanding the connection with Standing Rock. Thousands of members of more than 200 First Nation tribes, and many other supporters, have joined the Standing Rock Sioux in North Dakota to protest the Dakota Access Pipeline (#NoDAPL), which threatens to contaminate water supplies and destroy land held sacred. Just as Black Elk believed the granite high point is sacred ground to Native Americans, the same can be said for Standing Rock. The article states that “teachers can introduce students to this story through lessons on the environment, government, history, journalism and media, culture and capitalism, or through broader concepts such as identity, solidarity and activism”.
This directly relates to OSEU 1 Standard 1.4 – Identify and explain contemporary environmental issues facing Oceti Sakowin lands.
2. http://www.sdpb.sd.gov/lakotaland/
The second resource I chose were videos that highlights and educates us on the different reservations found in South Dakota. As mentioned by the Elder and co-author of the Oceti Sakowin Essential Understandings, Dottie LeBeau, many children both native and non-native do not understand or know the different reservations that exist within our state. As a community, it is important for us to understand where our neighbors, friends, and family come from. Each reservation has a different way of life and understanding those difference is something that can and should be taught in the classroom to help our upcoming generations understand the vast amount of history that South Dakota has.
This directly relates to OSEU 1 Standard 1.1 – Identify changes from the historic land base to the contemporary nine-reservation South Dakota land base of the Oceti Sakowin, and analyze the causes and implication of those changes.
This blog is a great resource of information on the Black Hills and Native American cultures. It is a good resource of information. After reading and watching the links given on the OSEU I took away some good information. I think they could be useful in the classroom as well. By using the resource links students could learn about the land of the reservations, the relationships among people on and off the reservations, and the government system on the reservation. Students should also be introduced into the meaning of some of the rituals, family, and all other aspects of the Native American culture. All of these are things that students who don’t live on the reservation may not understand fully, and should have a better understanding. I grew up just ten miles from a reservation, and even with that exposure I learned very little about the cultures and practices. That is why I find the OSEU important. Students should be introduced to this information, because like Mahto Standing High pointed out, we all will have someone in our lives with a different background than us, and being open and understanding is important.
http://www.rcsculptureproject.com/assets/components/uploads/TSP%202%20Oceti%20Sakowin%20Kinship%20Systems%202%20copy.pdf
This link could be useful when teaching OSEU 1 to students. It allows a better understanding to the subject, and even has some good questions over the topic at the end. This link gives a good overall outlook on the topic which would be good for the students. It just offers a broad range of information on OSEU 1.
https://www.youtube.com/watch?v=5YDD-AUn3kc
This YouTube video is a video of the Hespa Olowan wan (OSEU 1) performed by Earl Bullhead. I found this link to be useful because my other link was more informational and I thought this was a good source to introduce the culture in a different way. I think by showing the students a link like this of a good video and great demonstration of part of the Native American culture can be very educational. I would be able to use both of these links in a up elementary classroom most likely.