Archived standards are preserved as originally published and may differ from current standards.
Compelling question
How can we ensure that there are plenty of resources for everyone for all time?
Standards & practices
OSEUS 1.4 -- Identify and explain contemporary environmental issues facing Oceti Sakowin lands (i.e.
Dakota Pipeline, etc.).
SS 9-12.E.1.1 -- Through the construction of compelling questions, explain how the fundamental
economic problem of unlimited wants with limited resources reflects enduring issues at all levels.
SS 9-12.G.6.3 -- Explain the ways technology expands the human capacity to use and modify the
physical environment.
SS 9-12.G.7.2 -- Elaborate upon the interaction of physical and human systems and their influence on
current and future condition.
Staging the question
Discuss the availability of resources for future generations.
Identify and discuss what resources are important to the state of South Dakota.
Supporting inquiries
Supporting question 1
What is reciprocity?
Formative performance task
Create a table comparing and
contrasting differing views of
reciprocity.
Featured sources
View Gladys Hawk interview:
(http://www.wolakotaproject.org/?p
age id=274)
_
Library of Economics and Liberty
Article:
(http://www.econlib.org/library/Enc/
NaturalResources.html)
Supporting question 2
What role does technology play in my
life?
Formative performance task
Create a chart, poster, or PPT
displaying how resources are used.
Featured sources
What is technology? Video:
(https://www.youtube.com/watch?v=
D0Ii0k1KhR4)
The 11th Hour Video:
(clip: http://youtu.be/sguPheFzFBo)
(full video:
http://vimeo.com/107108296)
Supporting question 3
Who do you turn to to seek wisdom
about difficult decisions?
Formative performance task
Interview an elder or older person
about their views on preservation of
our resources.
Reflect on the interview and write a
paragraph about why that person was
chosen.
Featured sources
Interviewing Tip Sheet:
(http://www.whatkidscando.org/feat
urestories/2007/maine students/tip
_ _
sheets/INTERVIEWING%20TIP%20SHE
ET.pdf)
Summative performance task · Argument
Create a political cartoon urging the viewer to take action and be prepared to defend
your views in class.
Task
Extension
Create a graph displaying population growth and concurrent resource depletion.
Taking informed action
World of Solutions Video: (http://youtu.be/rm5DxojGAEI)
Place students in small groups (4 or 5) to brainstorm ideas for addressing this problem that THEY
would like to pursue. Have each group come up with an immediate action (what can I do right now in
my community) and a long-term action (what goal might I aim for as a future solution… one that
might combine my work as a scientist AND as a future Wise Elder).
Elder sources included in this lesson
No specific Elder video could be matched to the archived lesson’s source references.
Also named in the source: Gladys Hawk. A specific video was not identified for these references.
Original text & supporting materials
The complete archived text is retained here, including details that may extend beyond the inquiry blueprint.
Read the full archived lesson text
Inquiry Design Model (IDM) Blueprint™
“Ancient Pockets of Sunlight” | OSEU 1: Lands & Environment
Compelling
Question
How can we ensure that there are plenty of resources for everyone for all time?
Standards and
Practices
OSEUS 1.4 -- Identify and explain contemporary environmental issues facing Oceti Sakowin lands (i.e.
Dakota Pipeline, etc.).
SS 9-12.E.1.1 -- Through the construction of compelling questions, explain how the fundamental
economic problem of unlimited wants with limited resources reflects enduring issues at all levels.
SS 9-12.G.6.3 -- Explain the ways technology expands the human capacity to use and modify the
physical environment.
SS 9-12.G.7.2 -- Elaborate upon the interaction of physical and human systems and their influence on
current and future condition.
Staging the
Question
Discuss the availability of resources for future generations.
Identify and discuss what resources are important to the state of South Dakota.
Supporting Question 1
Supporting Question 2
Supporting Question 3
What is reciprocity?
What role does technology play in my
life?
Who do you turn to to seek wisdom
about difficult decisions?
Formative Performance Task
Formative Performance Task
Formative Performance Task
Create a table comparing and
contrasting differing views of
reciprocity.
Create a chart, poster, or PPT
displaying how resources are used.
Interview an elder or older person
about their views on preservation of
our resources.
Reflect on the interview and write a
paragraph about why that person was
chosen.
Featured Sources
Featured Sources
Featured Sources
View Gladys Hawk interview:
(http://www.wolakotaproject.org/?p
age_id=274)
Library of Economics and Liberty
Article:
(http://www.econlib.org/library/Enc/
NaturalResources.html)
What is technology? Video:
(https://www.youtube.com/watch?v=
D0Ii0k1KhR4)
The 11th Hour Video:
(clip: http://youtu.be/sguPheFzFBo)
(full video:
http://vimeo.com/107108296)
Interviewing Tip Sheet:
(http://www.whatkidscando.org/feat
urestories/2007/maine_students/tip_
sheets/INTERVIEWING%20TIP%20SHE
ET.pdf)
Summative
Performance
Argument
Create a political cartoon urging the viewer to take action and be prepared to defend
your views in class.
Task
Extension
Create a graph displaying population growth and concurrent resource depletion.
Taking Informed
Action
World of Solutions Video: (http://youtu.be/rm5DxojGAEI)
Place students in small groups (4 or 5) to brainstorm ideas for addressing this problem that THEY
would like to pursue. Have each group come up with an immediate action (what can I do right now in
my community) and a long-term action (what goal might I aim for as a future solution… one that
might combine my work as a scientist AND as a future Wise Elder).