https://www.dropbox.com/s/fyfuh1f5xsic61f/ND%20SS%206-12%20Place%2C%20Image%20and%20Relationship.pdf?dl=0

spirituality. Inquiry Design Model (IDM) Blueprint™ “Place, Image & Relationship” NDNAEU 1: Sacred Relatives | How We Relate to Everything Native people practice a deep interconnectedness with the land, the resources, the water, all living things and all human beings. Land stewardship, respect for all 2 legged, 4 legged, winged, crawlers and swimmers and a strong belief in the sacredness of all human beings are key elements of our Compelling Question How do maps and images show human relationships to “place”? Standards and Practices interdependence) resources) Grades 9-12 VISUAL REPRESENTATIONS 9-12.1.1 Interpret and evaluate a variety of visual representations (e.g. charts, graphs, time lines, graphic organizers, maps, flow charts) of data 9-12.1.2 Interpret and evaluate documents (e.g., primary and secondary sources, fact, fiction, or opinion) to enhance the understanding of social studies content. Grades 9-12 HUMAN GEOGRAPHY 9-12.5.1 Analyze the Earth’s human systems (e.g., population, culture, settlement, economic 9-12.5.2 Interpret the relationships between physical environments and society (e.g., humans modify environment, environment modifies society, and use, distribution, and importance of Staging the Question Meet My Wife (or husband, or daughter, son, uncle, aunt, etc.) activity. Supporting Questions 1 Supporting Question 2 Supporting Question 3 How do we make decisions about the kind of images we use to share details of a family relationship with others who don’t know that person? What did the Dakota people use images for in their Winter Counts, and how were the images related to their attitude toward “place”? How do maps help us to understand not only physical area but also important connections and resources within the space? Formative Performance Task Formative Performance Task Formative Performance Task Tell students you want to introduce them to some family member and then begin showing pictures of “retro physiology charts” that give details of how particular organs work... eyes, ears, liver, kidneys, etc.. Gauge student reactions to this... ask questions like “Why are you laughing? Isn’t it important to know how her eyeballs work?” etc... Then show some real pictures of this person, briefly telling the stories that go with each... Engage in a large circle discussion around some of these questions. View image 40 from High Dog Winter Count, zoomed in, and then progressively zoomed out (see attached images example). Ask students to describe what they see at each stage. Engage in whole circle conversation about what the image is. Once you zoom all the way out, include Beede’s description of that particular image and ask students how the image might show this. Show Dr Craig Howe’s “Lakota Star Knowledge” video clip for an overview of Winter Counts. Possibly Students read articles linked below “How do we all get around?” and “Indian spatial concepts” Compare maps found at the links listed below and note the focus or purpose for each map. 1. In what ways do the maps vary from one another? 2. How are these maps similar to Winter Count images? How are they different? 3. What explains the differences between these maps made (or dictated) by native people and the Winter Count images? 1. How do you decide on an image to use? 2. What makes an image appropriate? 3. What makes an image inappropriate? 4. What makes an image understandable or significant for someone else? Have students select a picture of someone they know and care about and write a brief explanation of why this would be a great image to use in describing this person to someone else. visit the Smithsonian Museum online Winter Count site. 1. What was the purpose of Winter Counts? 2. What did they do for the people? 3. What did they do for individuals in the tribe? 4. How are Winter Counts connected to “Place”? 5. How do Winter Count images show relationship with “Place”? Watch “Sacred Relatives” with Elder JT Shining Oneside and have students discuss in small circles some of the “Learn From” questions. 4. What connections do you find between these maps and the ideas of “Horizontal and Vertical Navigators”? Find a variety of contemporary maps (within the last 75 years) of your region or state. Compare them and identify their purposes. For each, address these questions: 1. What stands out here? 2. What is missing? 3. Who made this, when and for what reason? 4. What sense do you make of it? 5. What might it mean to ? Featured Sources Featured Sources Featured Sources Google search for Retro Physiology Chart pics: https://www.google.com/search?q=r etro+physiology+pics&espv=2&biw=1 920&bih=948&source=Inms&tbm=isc h&sa=X&ved=OahUKEwi4hIWpglvSAh VJjIQKHRQsC21Q_AUIBigBHtbs=isz:1&t bm=isch&q=retro+physiology+chart+ Ss Get full related Prezi here: http://prezi.com/fcbal8ngxtu7/?utm campaign=share&utm_medium=cop y&rc=exOshare Lakota Star Knowledge with Dr Craig Howe: https://www.youtube.com/watch?ti me_continue=2&v=VyK10qoqcg8 Smithsonian Winter Counts sit http://wintercounts.si.edu, Sacred Relatives with JT Shining Oneside: http://teachingsofourelders.org/esse ntial-understanding-1-jt-shining- oneside/ Get full related Prezi here: http://prezi.com/fcbal8ngxtu7/?utm campaign=share&utm_medium=cop y&rc=ex0share Additional related Elder interviews: “The Land Owns Us” with Yankunytjatjara (Australian Aboriginal) Elder Bob Randall https://youtu.be/wOsWIVR1hXw “Otiwote, Makoce, Wizipan” with Lakota Elder Duane Hollow Horn Bear https://youtu.be/tk2nUv-wuTs “How Do We All Get Around?” (Horiz. vs Vert. navigators) http://www.lewis- clark.org/article/1262 “Indian Spatial Concepts” http://www.lewis- clark.org/article/1263 Sheheke’s Map http://www.lewis- clark.org/article/1146 Sitting Rabbit’s map http://www.digitalhorizonsonline.org Lcdm/singleitem/collection/uw- ndshs/id/3786 Old Swan’s map http://oldgeogr.muni.cz/ucebnice/de jiny/images/K2/2-10Ackomokki.jpg Google Search for North Dakota Maps: https://www.google.com/search?q=r etrot+physiology+pics&espv=2&biw=1 920&bih=948&source=Inms&tbm=isc h&sa=X&ved=O0ahUKEwi4hIWpglvSAh VJjIQKHRQsC21Q_ AUIBigBHtbs=isz:1&t bm=isch&q=North+Dakota+Maps Get full related Prezi here: http://prezi.com/fcbal8ngxtu7/?utm campaign=share&utm_medium=cop y&rc=ex0share Supported Claim (written/spoken) or Demonstration of Write a paper or create a presentation in which you compare 3 types of images connected with the same “Place”: 1) An image created by indigenous inhabitants of the region (Winter Count, Bead Work, Pictograph, etc) 2) A Performance Process (project- relatively contemporary map of the region, and 3) A photograph or image Task based) created to represent the place in some way. Compare and contrast the ways these 3 different images express Relationship to Place. Build an argument concerning why these relationships and images differ, and how that is significant. Create an image or map of your own that truly expresses YOUR relationship Gioia with a particular “place”. Mel ir-suielelsem! Propose an image campaign to your city, county, state or tribal office. As a class, design various Action / Real images or posters as examples for your proposal. Be ready to communicate to those who might be World considering your proposal why you’ve made the choices you’ve made and what you hope to Application communicate about your relationship with the Place where you live. What Do You See? — . a ee >i e ° «= e : . »*e. ®& .- . _ From Beede’s Interpretation of High Dog’s Winter Count 40 (1837) Small pox carried off to ‘““Wanagi-yakonpi” many of the suffering people. I have heard tales of this terrible winter too pitiable to record.