SD Social Studies & OSEU Unit 5

Addressing OSEU 5 1. What is the book “Lies My Teacher Told Me” about? 2. What does the research tell us concerning the value of exposure to multiple perspectives in Social Studies? 3. How might story and even fiction help learners grasp important ideas concerning history? Addressing OSEU 6 1. Where do we look to find out how treaties impacted different tribes differently? 2. What treaties have been violated or broken in our region? In our nation? 3. What has or hasn’t been done in response to these violations? 4. In what ways is trauma impacting the Oceti Sakowin people today? Addressing OSEU 7 1. What’s the history of the Tribal College Movement? 2. Did all tribal colleges start out under the oversight of other state universities? 3. How many “Non-Indian” students attend tribal colleges? 4. What degree programs are being offered by tribal colleges? 5. What economic development programs are working well on the reservations? Among tribal people in general?

Addressing OSEU 5 1. Have you every found yourself feeling required to teach something you didn’t feel gave the full or true picture? How did / do you deal with this? 2. What is approach to understanding something when there are multiple even contradictory accounts or explanations? Do you approach this differently for yourself that for your students? Why or why not? 3. What role has story or storytelling played in your learning? In your classroom? Addressing OSEU 6 1. Have you ever experienced a law, policy or “agreement” that served someone else a lot better than it served you? How did that come about? What did you do about it? 2. Has some trauma ever motivated you to move forward productively? Tell that story. 3. Has some trauma ever stopped you in your tracks and kept you from moving forward? Tell that story. Addressing OSEU 7 1. Who was responsible for helping YOU get a college education? How did that happen? 2. Are there any unique understandings that YOU bring to your work as a result of specific people, events or specialties you encountered at the school(s) where you got your training? 3. Have you experienced economic or financial struggles at some point in your life? How did / do you deal with those?

Unit 5 What are the Oceti Sakowin Essential Understandings? (with a focus on 5, 6 & 7) If you haven’t already, you can download the OSEU document here! In this unit, you’ll be getting to know the last 3 Oceti Sakowin Essential Understandings through reading, viewing and reflecting upon the understandings themselves and video interviews with Dottie LeBeau, one of the original authors of the understandings, and Dr Cheryl Medearis, Dean of the College of Education at Sinte Gleska University established in Mission, SD by the Rosebud Sioux Tribe. After reading each Understanding and its accompanying standards and viewing each set of introductions by Elder Dottie LeBeau and Dr Cheryl Medearis, use the survey links to journal reflectively about your initial sense of each of the Oceti Sakowin Essential Understandings. Unit 5a: Click Here to Complete the “Understanding the OSEU” Survey on OSEU 5 Unit 5b: Click Here to Complete the “Understanding the OSEU” Survey on OSEU 6 Unit 5c: Click Here to Complete the “Understanding the OSEU” Survey on OSEU 7 To learn even more about each of the understandings, read the extended descriptions for each. These are included in the OSEU document itself, and can be found at the bottom of each of the WoLakota Project OSEU Elder interview main pages . Last Unit: Unit 6 Finishing up 3 IDM SD Social Studies / OSEU Lessons. OSEU 5: Oral Tradition & Story History told from the Oceti Sakowin {oh-CHEH-tee SHAW-koh-we] perspective, through oral tradition and written accounts, frequently conflicts with the stories told by mainstream historians. An analysis of multiple perspectives reveals history in a more inclusive and accurate way. Oceti Sakowin Essential Understanding 5, PK-12 Standards e« Standard 5.1 —Identify elements of Oceti Sakowin culture within oral tradition, written accounts and primary source information, and compare them to written accounts by mainstream historians. ¢ Standard 5.2 —Understand and evaluate the impact of Colonialism and Manifest Destiny on the historic and contemporary culture of Oceti Sakowin people. ¢ Standard 5.3 -- Compare the diverse cultures (woodlands, prairie, and plains) within the Oceti Sakowin through oral tradition and written accounts. Indian Education www.wolakotaproject.org OSEU 6: Sovereignty & Treaties Federal policies and treaties put into place throughout American history have affected Oceti Sakowin [oh-cHEH-tee SHAW- koh-we] people adversely. Tribes as sovereign nations have the authority to enter into government to government relationships. | Currently, the relationship between each tribe, their state(s), and the federal government is not the same for each tribe. Oceti Sakowin Essential Understanding 6, PK-12 Standards ¢ Standard 6.1 -- Identify historic eras as recorded through Oceti Sakowin Winter Counts, petroglyphs, and shirt wearer’s shirts (1700-1870). ¢ Standard 6.2 —Describe how Oceti Sakowin land stewardship was impacted through the process of treaty-making and land ownership (1532- 1828). e Standard 6.3 -- Analyze and define the historic and contemporary effects of US Removal and Relocation era policies on Oceti Sakowin people (1828- 1887). ¢ Standard 6.4 — Identify and describe the impacts of US assimilation policies and programs on Oceti Sakowin people in education, language, culture civil rights and spiritual practice. (1887-1978). ¢ Standard 6.5 —Describe the Reorganization and Self-Governance time period of the Oceti Sakowin people (1928-1945). e« Standard 6.6 —-Demonstrate an understanding of how Oceti Sakowin tribal governments participate differently with state(s) and the federal government (historically to the present). | | Indian Education www.wolakotaproject.org OSEU 7: Way of Life & Development The essential philosophy of the Oceti Sakowin [oh-CHEH-tee SHAW- koh-we] WICOUN [wee-CHO] (way Of life) is based on the values of the Oceti Sakowin which have created resiliency of the Oyate {oh- YAH-tay] (people). Tribal communities have put considerable effort into education and economic development, tribal universities and colleges, wellness centers, cultural traditions, and language revitalization. Oceti Sakowin Essential Understanding 7, PK-12 Standards e« Standard 7.1 — Identify policies that were established during the Self Determination Era which created a change for tribal communities and reinforced the essential philosophy of the Oceti Sakowin, demonstrating resiliency. ¢ Standard 7.2 —Examine and describe actions taken by Oceti Sakowin individuals and communities that bring about social change. ¢ Standard 7.3 -- Students will identify ways that the Oceti Sakowin values provide resiliency in keeping the Oceti Sakowin way of life. www.wolakotaproject.org