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ESSENTIAL OR COMPELLING QUESTIONS Note: Essential Questions frame deep understanding. These big questions are central to the discipline. Students demonstrate proof of their knowledge by answering

these questions, using the discipline specific vocabulary. Questions address core concepts—civics, history, economics, and geography—and general points such as

cause and effect, argument, evidence, critiquing conclusions, perspectives, problem solving, and more.

» How is a bond with nature and the land at the core of Sioux identity?

» How did geography and bison define the Sioux way of life?

» How did the Sioux resist and preserve their way of life despite assaults meant to destroy it?

» How did forced change create leaders who are still honored today?

» How did Sioux ethical principles and character extend into every aspect of tribal life?

» How did core values contribute to the survival of Sioux culture?

GUIDING OR SUPPORTING QUESTIONS Note: These help students get to deep understanding and “direct” their knowledge discovery.

» How does the Sioux origin story affirm the sacredness of their land?

» How are the Sioux united, even though their nation has three divisions and geographic separation?

» Why is the Sioux language a unifying part of their culture?

» How did the Sioux migrate to North America, and eventually the Black Hills?

» How did horses transform the Sioux way of life?

» How did dependence on bison impact the Sioux positively and later adversely?

» How did the impact of settlers on Sioux territory lead to conflict?

» How were the Oregon Trail and gold destructive to the Sioux?

» How did the media create misconceptions and assumptions in settlers about land and “wide open spaces”?

» How was the U.S. military an agent of injustice and oppression? What was their motivation?

» How were Sioux leaders compelled to fight and defend their people?

» Why was the Battle of the Little Big Horn a fruitless victory for the Sioux?

» How is Custer’s Last Stand a testimony to Sioux resolve and alliances?

» How does the Ghost Dance religion arise out of despair?

» Why were the Sioux religion, language, government, and way of life banned in the reservation system?

» How were reservations deadly?

» Why was the Massacre at Wounded Knee the end of Sioux resistance to reservation life?

» How did the American Indian Movement change the lives of reservation Sioux?

» How does the character of leaders, religion, social expectations, and tribal focus generate a strong code of ethics for the Sioux?

» How did activism bring about change for the Sioux?

» How is self-government key to the past and future of the Sioux?

» Why is Sioux spirituality connected to the earth and living things?

» How do Sioux people use ceremonies to reaffirm their beliefs and values?

Spotlight on Native Americans Sioux lesson plan

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» How did the Sioux succeed at surviving by preserving their values?

» How do the Sioux still struggle with reconciling their traditions and nonnative values?

LESSON PLAN ACTIVITY IDEASNote: Pick and choose from the list. Be certain to embrace all the inquiry practices.

» Introduce and discuss the Essential Questions above about the Sioux to build meaning, purpose, and connections to daily life.

» Check for prior knowledge and background knowledge about the Sioux, checking for misconceptions.

» As a focus for discussion use quotes from Native Voices: Witnesses to History in the Spotlight on Native Americans Planning Guide and challenge groups to deduce conclusions about the Sioux in diverse historical contexts.

» Students brainstorm questions and contribute to a concept map of important big ideas supported by facts from Sioux. Use the VIPs: Very Important Points and People and/or Find Support for the Main Idea graphic organizers.

» Generate a cause and effect chart that aligns conflicts, climate, geography, and natural resources with the migrations and adaptations of the Sioux.

» Brainstorm “WHAT IF” questions related to the Sioux, making valid predictions about them if events, trends, natural forces, and cultural collisions were different from what actually occurred.

» Create a timeline featuring significant migrations, events, conflicts, leaders, and actions that caused historic, economic, and political change for the Sioux. Trace related changes over time. Use the maps and factual information in Sioux.

» Use a Dilemmas and Decisions graphic organizer to analyze the conflicts faced by Sioux today who are torn by tradition and nonnative values.

» Use Drawing Conclusions from Information to analyze why and how the Sioux nation strongly, and at times effectively, resisted their oppressors.

» Generate and use maps to analyze the migrations of the Sioux over time, and the shifts in territory before and after contact with the whites.

» Chart and reflect on evidence of Sioux values in Sioux.

» Upload a map of Sioux tribal territory to thinglink.com and have students create an interactive image via the buttons they are able to place. Have students speak about: cause and effect, contributions, economic aspects, geographic aspects, and more. Build these aspects (lenses or C3 social studies “practices”) into a rubric.

» See the Spotlight on Native Americans Teacher’s Guide for further ideas.

NATIVE VOICES: WITNESSES TO HISTORY

» Chart connections between Sioux spiritual beliefs and their way of life. Use these quotes as a primer:

“The Lakota was a true naturist—a lover of nature. He loved the earth and the all things of the earth, the attachment growing with age.” Chief Luther Standing Bear, Sioux

“The earth is your grandmother and mother, and she is sacred. Every step that is taken upon her should be a prayer.” Black Elk, Oglala Sioux

“Out of the Indian approach to life there came a great freedom, an intense and absorbing respect for life, enriching faith in a Supreme Power, and principles of truth, honesty, generosity, equity, and brotherhood as a guide to mundane relations.” Chief Luther Standing Bear, Oglala Sioux

“The land is sacred. These words are at the core of your being. The land is our mother, the rivers our blood. Take our land away and we die. That is, the Indian in us dies.” Mary Brave Bird, Brulé Lakota

» Post student responses to oppression of the Sioux at any time in their history, and connect the violations of human rights to today’s world. Use these quotes as a focus:

“Earth was bountiful and we were surrounded by the blessings of the Great Mystery . . . until the hairy man from the east came and with brutal frenzy heaped injustices upon us and the families we loved.” Chief Luther Standing Bear, Oglala Sioux

“They made us many promises, more than I can remember, but they never kept but one; they promised to take our land, and they took it.” Red Cloud, Chief of the Oglala Sioux 1869–1909

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“What treaty that the whites have kept has the red man broken? Not one. What treaty that the white man ever made with us have they kept? Not one.” Sitting Bull, Oglala Sioux

SIMULATION IDEAS » Recreate a forum for Sioux leaders over time to explain Sioux heritage to the tribal youth today.

» Generate the speeches and conversations of the members of the American Indian Movement as they traveled to Washington, D.C., to address the Trail of Broken Treaties.

» Collaborate with Art teachers to replicate tribal art.

» Collaborate with PE teachers: dance, stamina, etc.

» Oral history acknowledgement via “oral presentations” and narratives.

KNOWLEDGE PRODUCT IDEAS » Historical inquiry is based on materials left from the past that can be studied and analyzed. Brainstorm how the Sioux, and other quality information sources uncover the past. Create a visual representation of what we know about the Sioux because of an artifact, record, speech, story, practice, ceremony, or action.

» Build an evidence-based claim that the traditional Native American way of life has merit, and could inspire important changes in our 21st century way of life.

» Dramatize Native Voices by creating a series of native witnesses to Sioux history, and presenting a presentation of narratives from different perspectives.

» Using Photostory or Animoto capture the compelling identity and character of the Sioux in images.

» Write an evidence-based claim that supports the idea that youth on the Pine Ridge Reservation face crippling educational, economic, and social problems that demand solutions.

» Research and generate an action plan for Sioux activists today who work to improve the future of their tribe.

» Create a fictional narrative or iMovie that captures the realities of acculturation for children taken away to Indian Schools to force white culture on them. What parallels exist in today’s world?

» Using all the Social Studies lenses—economic, geographic, cultural, historical, political—create an infographic or collage that communicates the connections between these concepts in Sioux history.

» Use Sioux and other quality information sources to explore and communicate the core values of the Sioux, what is and is not important to them, and explain how these values helped them to survive oppression, keep their culture alive, and continue to solve problems. Use the spoken words to do this in a Socratic seminar.

» Generate a Sioux code of ethics or ethical framework, and explain how that would be a worthy guide for character.

» Write a letter to your congressman, or representative, centered on a viewpoint, perspective, or value that was demonstrated by the United States government during the history of the Sioux that is still a concern today. Express your concern.

» Build a timeline chronicling Sioux survival and projecting with evidence their future.

» Write a dialogic poem conveying the thoughts of a young, contemporary Sioux trying to embrace traditional and nonnative values.

» Create serial podcasts or broadcasts called “The Sioux Nation Speaks.” Have students write copy, conduct interviews, record, and share their broadcasts; integrate ELA standards.

NATIVE VOICES: WITNESSES TO HISTORY

» Write a historical journal in the first person voice of a tribal leader as the Oregon Trail or discovery of Black Hills gold causes a collision of cultures. Use this quote as a primer:

“Before the [settlers] passed through my country, buffalo, elk, and antelope could be seen… Now, when I look for game, I see only wagons with white tops and men riding upon their horses.” Chief Washakie, 1858

ASSESSMENT IDEAS » Using the lesson plan ideas above, create a rubric for grading and assessment. Give the students only the “exemplary” column to aim for. See if this breeds success.

» Maps and geographical representations of historic events and conflicts that changed forever the traditional Sioux world.

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» Write to learn: Formative knowledge can be captured in a journal. (When students paraphrase and document their new knowledge, they are reinforcing what “speaks” to them and making connections to get new knowledge into long-term memory.)

» Evidence-based claims and arguments that express original conclusions relevant to specific content area.

» Expository writing that uses historical, economic, or geographic information for a real world purpose.

» Speaking and listening in both early formative assessment, and as a part of summative presentations.

» Demonstration of deep understanding of core concepts in social studies using knowledge products that require synthesis, critical thinking, and original conclusions.

» Formative assessment using graphic organizers, collaborative self-check, and peer review tools.

» Using rubrics that are criterion referenced for summative assessments.

» Summative assessment that addresses quality of questions, investigations, critical thinking, expression, and deep understanding of essential questions.

LEARNING RESEARCH EXTENSIONSNote: For deeper discovery or differentiation.

» Investigate ongoing occurrences of governments around the world displacing people for land, minerals, territorial expansion, or control. (For example, the Chinese are now displacing nomadic Tibetans from a mineral-rich plateau, forcing them into reservation-like dwellings, claiming the land and mineral rights, and cutting people off from their way of life.) Create a public service announcement arguing that the cycle continues.

» Research and demonstrate how Sioux stories convey important ideas about character.

» Research reservation life for the Sioux today and in the past using Sioux and other quality information resources. Research in depth social problems related to poverty, unemployment, and poor health and draw conclusions about solutions.

» Research and generate an action plan for Sioux activists today who work to improve the future of their tribe.

» Investigate projects to create memorials to Sioux leaders and create an infographic about their progress, purpose, visual features, sources of support, and importance.

» Dig deeper into the historical notables mentioned in this book and spotlight their accomplishments. How and why were they compelled to fight for their cause? Use their own words when possible. (Red Cloud, Sitting Bull, Crazy Horse, Russell Means)

» Investigate the Little Bighorn battle site in depth and reflect on what is preserved there for all Americans to understand and affirm going forward as a nation.

» Dig deeper into speeches, historical photographs, and archives that preserve the Sioux experience in primary sources. Select a compelling testimony that should be shared and feature it in a blog explaining your choice and its meaning.

» Using Google Earth and historical maps, compare and contrast historical images with current location images. Track the history of the Sioux with maps.

» Search the tribal landscape of the Sioux today and investigate National Historic sites, National Parks like Wind Cave, and state historical documents for additional information on people and events in this book.

NATIVE VOICES: WITNESSES TO HISTORY

» Use this quote from a military leader in the Indians Wars of the 19th century to conclude how he is experiencing regret:

“I could not help thinking that there was a better way to deal with Indians than to begin with the conquering sword and follow it up with starvation, and justify every species of neglect and mismanagement in our dealing with them.” General Oliver Howard, United States Army

ALIGNMENT WITH THE STANDARDSCollege, Career, & Civic Life (C3) Framework for Social Studies State Standards

CCSS ELA Literacy RH 1, RH 2, RH 3, RH 4, RH 6, RH 7, RH 8, RH 9

CCSS ELA Literacy W 1, W 2, W 3, W 4, W 7, W 8, W 9

CCSS ELA Literacy SL 1, SL 1.c, SL 1.d, SL 2, SL 3, SL 4, SL 5, SL 6

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GRAPHIC ORGANIZERS TO CONSIDER » Bill of Rights: Violation Citation or Commendation

» Cause-Effect-Why Chart

» Compare and Contrast

» Dilemmas and Decisions

» Drawing Conclusions from Information

» Evidence-Based Claim Evaluation

» Find Support for the Main Idea

» Reading and Analyzing Nonfiction (RAN) Chart

» Social Studies Lenses

» Supporting a Claim with Textual Evidence

» Thinking About Evidence

» VIPs: Very Important Points and People

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130Spotlight on Native Americans • published in 2015 by Rosen Publishing Group

Name: ____________________________________________________________________

Spotlight on Native Americans ! published in 2015 by Rosen Publishing Group

Bill of Rights: Violation Citation or Commendation

RIGHT (First 10)

VIOLATION CITATION

OR COMMENDATION?

YOUR THOUGHTS

Freedom of religion, speech, press, assembly, and petition

Right to keep and bear arms

No “quartering” of soldiers on my land

Freedom from unreasonable searches and seizures

Right to due-process

Right to a speedy trial

Right of a trial by jury

Freedom from excessive bail, cruel and unusual punishments

Other rights not specifically mentioned here

There are other rights reserved by the local state

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Effect: Effect:

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Compare and Contrast Compare this: ___________________ With this: ______________________

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SYNTHESIS and CONCLUSIONS: Based on the above facts, please draw a few conclusions: •

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Dilemmas and DecisionsComplete this form with evidence from the text.

Decision Action Supporters: Opposition:

Who made the decision?

Why? Why supported? Why opposed?

Short-term consequences:

Long-term consequences:

Seeing things clearly: What do you think about the decision, now that we know how history played out?

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Drawing Conclusions from Information

Statement: Inference – (hidden meaning)

Statement: Inference – (hidden meaning)

Conclusion:

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Drawing Conclusions from Information

Statement: Inference – (hidden meaning)

Statement: Inference – (hidden meaning)

Conclusion:

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Name: ______________________________________

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Social Studies Lenses Read a Spotlight on the 13 Colonies: Birth of a Nation book and take notes in the appropriate category. Record interesting facts in the appropriate box.

History (Eras/Timelines) Politics

Economics Cause and Effect

Geography Culture

Name: ______________________________________

Read a Spotlight on Native Americans book and take notes in the appropriate category.Record interesting facts in the appopriate box.

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Read a Spotlight on Native Americans book and take notes in the appropriate category.Record interesting facts in the appopriate box.

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Follow your teacher’s directions.Working with a partner, �nd 5 VIP points or people in the text, and be ready tosupport why you chose them.

Spotlight on Thirteen Colonies | Reproducible | Published in 2015 by Rosen Publishing

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Follow your teacher’s directions.Working with a partner, �nd 5 VIP points or people in the text, and be ready tosupport why you chose them.

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