https://oldwolakotaproject.org/wp-content/uploads/2016/08/SS-9-12-OSEU-25-Picturing-Our-Lives.pdf

Inquiry Design Model (IDM) Blueprint™ “Picturing Our Lives” | OSEU 2: Identity & Resiliency “Picturing Our Lives” | OSEU 5: Oral Tradition & Story Compelling How and why is memory important to a community or a people, and what happens when a Question community loses its ability to truly remember? OSEUS 2.1 Demonstrate knowledge of the Oceti Sakowin people’s understanding of the interrelationship of spiritual, physical, social and emotional health OSEUS 2.2 Describe the impact of Euro-American ideals, values, rights, philosophy and beliefs, upon Oceti Sakowin people as tribal, state and US citizens Standards and OSEUS 5.1 Identify elements of Oceti Sakowin culture within oral, written accounts and primary Practices source information, and compare them to written accounts by mainstream historians SS 9-12. H.1.2 Identify patterns and analyze change and continuity in historical eras SS 9-12. H.5.3 Identify historical evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims Connect to 9-12.SL.8.1 and 8.5 if desired Show videos: Can You Trust your memory at https://www.youtube.com/watch?v=lkvOMt34hAo ; 56 Ways of Saying I don’t remember at https://www.youtube.com/watch?v=Mf3Z8asXB8 and Lakota Star Knowledge at https://youtu.be/VyK1Oqoqcg8 (or use links and show Prezi presentation from Wolakota site HS Art Lesson). Whole class discussion on how is memory important to a person and what happens when a person loses his or her ability to truly remember? Staging the What happens when a community loses its ability to remember? Discuss Oceti Sakowin and Question mainstream ways of recording events and remembering history. What might you need to take into consideration when creating something for your community as the audience? How would it feel to be responsible for remembering for your community, and how would it feel to be responsible for recording that artistically? What if the even chosen wasn’t the one YOU would want- how would you approach that? Supporting Question 1 Supporting Question 2 Supporting Question 3 What patterns, similarities or What inconsistencies exist between What values and beliefs do you think differences to you notice in different the history shown by Winter Counts influenced the choices of events the artist’s Winter Counts covering the versus history told or depicted by keepers of the Winter Counts made? same year? mainstream historians? Formative Performance Task Formative Performance Task Formative Performance Task Create a chart, poster, or PowerPoint Watch Joseph Marshall’s video “Who displaying “markers” of events that gets to tell the story”. Choose and Create a table comparing and reflect at least two values or beliefs compare an event on a Winter Count contrasting patterns, similarities and that influenced an Oceti Sakowin with a mainstream source and differences in different artist’s Winter artist’s choice of events to illustrate identify any inconsistencies. Discuss counts covering the same year. on a Winter Count. Share with class which source is more credible and  and explain your reasoning. why. Featured Sources Featured Sources Featured Sources Dr. Craig Howe video on Winter Joseph Marshall’s video at Smithsonian Winter Count site at Counts at Http://www.lc- http://wintercounts.si.edu/index.htm http://wolakotaproject.org/oseu- triballegacy.org/video.php?vid=957& five-interview-with-joseph- l query=Winter%20Counts marshalliii/ Re-view video “Can You Trust your Memory?” at https://www.youtube.com/watch?v=lkvOMt34hAo and write a brief essay describing Argument how and why memory is important to a community or people, and what happens Summative when a community loses its ability to truly remember. Performance Task Reflect on event choices of individual students, evaluate and describe whether, in a Extension practical sense, each artist made something that will keep the event, and the year, memorable. Divide into small groups (4-5 students), discuss the Note: worksheet and drawing sheet individual’s Art Expression for My Community worksheet, for this activity is located at the draw a “marker” for an event for the last school year, and Wolakotaproject.org website at the Taking Informed reach consensus as to which event would be a marker for Action end of the HS Art and Language Arts the year for the group. Share and defend groups’ choices and have students select the best marker for the whole Lesson “Picturing Our Lives: Artistic class. Expression for A Community”