Todd County Middle School · OSEU 1&2 · SocialStudies

Inquiry Design Model (IDM) Blueprint™ Why would we study the Oceti Sakowin People? Compelling Question  OSEU 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.  OSEU Standard 2.3 – Recognize that there is a continuum of tribal identity, ranging Standards and Practices from assimilated to traditional lifestyle, that includes each unique subculture or individual member within the Oceti Sakowin. K-12.H.2 Students will analyze and evaluate the impact of people, events, ideas and symbols upon history using multiple sources. Where do you fit into Oceti Sakowin? (If applicable) Staging the Question Where does Lakota culture fit into Oceti Sakowin? Supporting Supporting Supporting Question 1 Question 2 Question 3 What does Oceti Sakowin translate to? What are the three divisions and seven bands of the Oceti Sakowin Where did/do these people What is identity and how can knowing people? live? your identity help you in life? Formative Formative Formative Performance Task Performance Task Performance Task Students will be questioned on familiarity with the Lakota language and if/where they have heard the Students will journal on what they words before. Students will compare the think identity is. (Emphasis on where lands of the Oceti Sakowin Students will begin charting the divisions of the Oceti we come from)We will look at a with the current lands. Sakowin. Students will take a walking tour around textbook definition and discuss what Vocab: Reservations, the room to see each of the seven council fires that means. Students will view a video Treaties (Day 3,4) around the room in order. They will take their on the importance of identity. (Day 5) notebooks to take notes on each. (Day 1, 2) Featured Sources Featured Sources Featured Sources https://www.youtube.com/watch?v= Cairns Seven Council Fires https://www.youtube.com/watch?v=k4eGkCnDBHE 4DVLJ4Fwykw&index=2&list= Books, online maps PLs8d38Q6863v6LIr2Ee2hJqAc2jtxL5ZZ Grant, Lee, and Swan, 2014  Students come up with a list of three reasons to study the Oceti Sakowin Argument people. They will also include one sentence on why it is important to them Summative Students will get into groups and make posters using the information they Performance Task Extension came up with in their argument. We will present these to the class (Day 6) Students will be challenged to go home and explain to one person at home why it is important to Taking Informed Action study the history of the Oceti Sakowin people and how it can help them in life. Grant, Lee, and Swan, 2014