Setting+the+Stage+for+American+History+Study



https://affectiveliving.wordpress.com/2014/09/13/what-students-really-need-to-hear-video/ PREPARING FOR THE MAIN EVENT


 * August to Mid-September Unit: First 13 Days of School before 9.11.14 and 9.17.14 (Constitution Day)**

Pretend that all we are going to do this year is take paper pencil tests. Have students take the pretest (the diagonostic test plus some additional questions based on our Oceti standards) 50 +13 questions.
 * Engage:**

As they finish up in silence, have them draw from the fishbowl three to four questions that are literally from the diagnostic pretest. These will be their assigned topics to research and teach about throughout the year. (There could possibly be benchmark tests along the way, but there is an end of the year test in May.) Then rock it out with "Stomp Dance."

[Correct pretest together as a class and highlight correct answers. For fun, see how many correct guesses were made. Note responses to questions as this can direct their research on their questions/topics.]

Introduce the song "Stomp Dance" and use discussion guide to talk about the music. Link how we can use music as a way to study events in history, how music and oral traditions were/are very important to the Native American cultures in our area, and how music can share about the Oceti Sakowin belief system (fortitude, generosity, wisdom, humility, perseverance, respect, honor, sacrifice, truth, compassion, and bravery) together.

//Thirteen Moons on Turtle's Back:// students guess which turtle(s) on display represent the poem read aloud for each of the first 13 days of school. Students make reflection journal to record the eleven Oceti virtues to explain in their own words and add two more descriptive virtues of their own. Students will also record their joys and questions for each of the first thirteen days of school. (Later, students will store this journal in their parfleche.)

//Questions:// How are the Oceti Sakowin belief system concepts related to our character traits on display in the classroom? How do you explain the creation of the sun, moon, and stars?
 * Explore/Explain:**

//The Earth Under Sky Bear's Feet:// To explore origin stories, these poems are read aloud. Then, students create their own constellation stories/constellations using black paper and toothpicks. (The projects are shared on overhead.) Another related activity: students create a starfinder for the chosen month.

Students can investigate their night sky for the constellations represented in this starfinder tool. http://spaceplace.nasa.gov/starfinder/en We can also gear up for the event in October, where we will determine a constellation to see in the night sky and conduct a field study. This field study will help determine how much light pollution is in our area. "The Great World Wide Star Count: October 17-24, 2014" http://www.windows2universe.org/citizen_science/starcount/steps.html
 * Elaborate**:

Reflection journal and constellation artifacts can be evaluated for neatness and completeness.
 * Evaluate:**

//_//


 * Engage:**

What if ...?

Questions: Why is it important to learn more about the Lakota way of life in addition to the history in our textbook? Is our history just found in our American history textbook? What was going on in South Dakota while the east coast was becoming colonized during the earliest periods of American history?
 * Explore:**

**Review the T.E.L.L. strategy, as we will use it as we view the** //**Oceti**// **video.** **Students will hear the Lakota creation story as told by Albert White Hat on the PBS (one hour video).** DVD, **Oceti Sakowin: The People of the Seven Council Fires** **Complete an expository essay about the** //**Oceti Sakowin**// **video.** (Complete the essay about the video after taking notes using the T.E.L.L. strategy for note-taking and the higher order critical thinking skill EXPLAIN.)
 * Explain:**

Choose one of the seven council fires to further investigate. Share with your class what you find and why you chose this council fire to research. Create a bibliography of the resources you found that helped you learn about about your chosen council fire.
 * Elaborate:**

Create turtle using color and illustration that incorporates symbols from the poem chosen from //Thirteen Moons on Turtle's Back.//
 * Evaluate:**

Create a parfleche using the colors, symbols, and important Lakota concepts learned from the //Oceti Sakowin// video.

Collaborate with our ELA teacher about the format of our expository essay.// Research Report Rubric

=ACTIVITY 1: The Parfleche: A High Desert Container= []

Objectives:

 * To recognize that utilitarian objects can be works of art as well.
 * How did people store things in the past?
 * Make a parfleche.

Estimated Time Needed for Activity:
One 45--60 minute session

Notes:
A parfleche (meaning rawhide) was a folded container, similar to a portfolio, widely used by plains and desert dwelling Native Americans. Made small enough for medicines or large enough to store robes, these envelopes were made from rawhide and decorated, usually with geometric designs. They were tied with thongs to keep them closed and were easy to stack, store and transport.

Addressing Cultural Diversity in the Learning Environment:
Encourage the younger students to come up with a list of containers used in other cultures. For example, the bentwood box was used by the Northwest Coast Indians because rawhide rotted quite rapidly due to the climate. What types of containers have been used in the past in Japan? In South America, in India or in Africa? How have they been decorated? Are any of these still used today?

Materials Needed for this Activity:

 * Brown grocery bag or kraft paper
 * Lengths of yarn or shoe laces or even leather laces
 * Pencil
 * 18 inch ruler or a straight edge
 * Scissors
 * Waterproof black pens (such as Uniball)
 * Markers, or watercolor paints or colored pencils
 * Hole puncher

Additional Resources:

 * www.pam.org
 * www.nga.gov
 * www.dickblick.com/multicultural/parfleche
 * Invite an archeologist to speak about artifacts.
 * Encyclopedia of Native American Bows, Arrows and Quivers by Steve Allely 623.441 A23e ISBN: 1558219927
 * The Traditional Bowyers Bibleby Steve Allely 688.7932 T763
 * The Heard Museum
 * Art, craft and reference books on Native American designs

Procedure:

 * 1) View the video of Steve Allely, especially noting his attention to Native American artifacts.[]
 * 2) Cut the brown paper into a rectangle about 10 x 16 inches (this could be done beforehand by a much--valued parent volunteer).
 * 3) With pencil and straight edge, divide the rectangle down the middle each way so there are 4 smaller rectangles that are 5x8 inches.
 * 4) Fold each long edge into the center to meet at the line. Crease well.
 * 5) Open out and then fold each short edge into the center but overlap the line about an inch or so. Crease the folds well.
 * 6) The folded parfleche should resemble an envelope about 5x7 inches.
 * 7) Trim off corners to avoid bunching.
 * 8) Punch two holes in each short end at least 1/2 inch in from edge, ensuring that the respective opposite holes align fairly well.
 * 9) Decorate the outside, using traditional geometric designs or inventing another, using the pen, markers or paints.
 * 10) Thread the holes with yarn or laces and tie closed.

Assessment

 * Need to create a rubric to assess this activity.

Extensions and Adaptations

 * The Portland Art Museum has an exhibit of Native American artifacts, including parfleches. Other museums and galleries may have examples as well.
 * Older students might want to try making a more realistic parfleche, using rawhide or leather in place of paper. A leather craft store or Oregon Leather could provide the raw material.

partially adapted from: Developer Perry Killion 45360 241 st Street Madison, SD 57042 ( 605) 270-7984

Date: 2 July 2010

[]