Cheyenne Again-Off Reservation Indian Boarding Schools
Combined WoLakota archive · IDM lessons
OSEU 2Social studies
Grade level: Grade 4
Grade inferred from the archived academic standard codes; check suitability for your students.
Archived standards are preserved as originally published and may differ from current standards.
Compelling question
How a child’s life today compares to life of a child in an off reservation boarding school during the
1880s?
Standards & practices
4.H.2.3: Describe the influence of notable South Dakotans of the development of our state
4.H.2.3: Describe influences of European cultures on South Dakota communities
OSEU 2: Standard 2.3 Recognize that there is a continuum of tribal identity, ranging from
assimilated to traditional lifestyle, that includes each unique subculture or individual member
within the Oceti Sakowin.
Staging the question
How would you feel if you were forced to move away from your family?
Supporting inquiries
Supporting question 1
How did Young Bull feel when he found
out he had to leave his family?
Formative performance task
Tell students that today they are going to make an open mind portrait.
Ask students if they know what an open minded portrait is.
Explain to students that open minded portrait allows us to think more deeply about a character and they let us reflect
on story events from the character’s viewpoint.
Provide students with an example of an open minded portrait. Create an example of a book that we read aloud as a
class.
Tell students that open minded portraits have two parts, the face of the character is drawn on the first page, and the
mind of the character is explored throughout several pages that are placed behind the first page.
Before students begin their own open minded portraits for characters in Cheyenne Again, brainstorm different
elements that they could include in their characters mind.
After the class has brainstormed different ideas, explain the different steps involved when doing an open minded
portrait.
But first, ask students to write their ideas on paper and look them over to make sure that they are on the right track.
1. Make a portrait of the character. Students draw and color a large portrait of the head and neck of a character in a
book they are reading.
2. Assemble the open-minded portrait. Students cut out the character’s portrait and trace around the characters head
on several more sheets of paper. Students include several “mind” pages to show what the character is thinking at
important points in the story. Next, they cut out the “mind” pages and place them in order. The portrait goes on top,
and the “mind” pages go behind it. They then attach the portrait and the “mind” pages with a staple to a sheet of
heavy construction paper; it is important to place the staple at the top of the portrait so that there will be space to
write and draw on the “mind” pages.
Tell students that they must have at least 3 (beginning, middle, and end) mind pages.
Featured sources
Cheyenne Again by Eve Bunting & Construction Paper
Supporting question 2
How was Young Bull feeling as he was
forced to become someone he
wasn’t?
Formative performance task
Tell students that today they are going to make an open mind portrait.
Ask students if they know what an open minded portrait is.
Explain to students that open minded portrait allows us to think more deeply about a character and they let us reflect
on story events from the character’s viewpoint.
Provide students with an example of an open minded portrait. Create an example of a book that we read aloud as a
class.
Tell students that open minded portraits have two parts, the face of the character is drawn on the first page, and the
mind of the character is explored throughout several pages that are placed behind the first page.
Before students begin their own open minded portraits for characters in Cheyenne Again, brainstorm different
elements that they could include in their characters mind.
After the class has brainstormed different ideas, explain the different steps involved when doing an open minded
portrait.
But first, ask students to write their ideas on paper and look them over to make sure that they are on the right track.
1. Make a portrait of the character. Students draw and color a large portrait of the head and neck of a character in a
book they are reading.
2. Assemble the open-minded portrait. Students cut out the character’s portrait and trace around the characters head
on several more sheets of paper. Students include several “mind” pages to show what the character is thinking at
important points in the story. Next, they cut out the “mind” pages and place them in order. The portrait goes on top,
and the “mind” pages go behind it. They then attach the portrait and the “mind” pages with a staple to a sheet of
heavy construction paper; it is important to place the staple at the top of the portrait so that there will be space to
write and draw on the “mind” pages.
Tell students that they must have at least 3 (beginning, middle, and end) mind pages.
Featured sources
Cheyenne Again by Eve Bunting & Construction Paper
Supporting question 3
How did Young Bull feel after he was
reunited with family?
Formative performance task
Tell students that today they are going to make an open mind portrait.
Ask students if they know what an open minded portrait is.
Explain to students that open minded portrait allows us to think more deeply about a character and they let us reflect
on story events from the character’s viewpoint.
Provide students with an example of an open minded portrait. Create an example of a book that we read aloud as a
class.
Tell students that open minded portraits have two parts, the face of the character is drawn on the first page, and the
mind of the character is explored throughout several pages that are placed behind the first page.
Before students begin their own open minded portraits for characters in Cheyenne Again, brainstorm different
elements that they could include in their characters mind.
After the class has brainstormed different ideas, explain the different steps involved when doing an open minded
portrait.
But first, ask students to write their ideas on paper and look them over to make sure that they are on the right track.
1. Make a portrait of the character. Students draw and color a large portrait of the head and neck of a character in a
book they are reading.
2. Assemble the open-minded portrait. Students cut out the character’s portrait and trace around the characters head
on several more sheets of paper. Students include several “mind” pages to show what the character is thinking at
important points in the story. Next, they cut out the “mind” pages and place them in order. The portrait goes on top,
and the “mind” pages go behind it. They then attach the portrait and the “mind” pages with a staple to a sheet of
heavy construction paper; it is important to place the staple at the top of the portrait so that there will be space to
write and draw on the “mind” pages.
Tell students that they must have at least 3 (beginning, middle, and end) mind pages.
Featured sources
Cheyenne Again by Eve Bunting & Construction Paper
Summative performance task · Argument
Should Young Bull be thankful that he was able to see other perspectives of life in our
country and how it was changing?
Extension
What was the reasoning behind Richard Pratt for wanting to assimilate Native
Americans into the general population? Why did he feel so strongly about this?
Taking informed action
Not specified in the archived lesson.
Elder sources included in this lesson
No specific Elder video could be matched to the archived lesson’s source 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™
“Cheyenne Again-Off Reservation Indian Boarding Schools” | OSEU 2: Identity &
Resiliency
Compelling
Question
How a child’s life today compares to life of a child in an off reservation boarding school during the
1880s?
Standards and
Practices
4.H.2.3: Describe the influence of notable South Dakotans of the development of our state
4.H.2.3: Describe influences of European cultures on South Dakota communities
OSEU 2: Standard 2.3 Recognize that there is a continuum of tribal identity, ranging from
assimilated to traditional lifestyle, that includes each unique subculture or individual member
within the Oceti Sakowin.
Staging the
Question
How would you feel if you were forced to move away from your family?
Supporting Question 1
Supporting Question 2
Supporting Question 3
How did Young Bull feel when he found
out he had to leave his family?
How was Young Bull feeling as he was
forced to become someone he
wasn’t?
How did Young Bull feel after he was
reunited with family?
Formative Performance Task
Formative Performance Task
Formative Performance Task
Tell students that today they are going to make an open mind portrait.
Ask students if they know what an open minded portrait is.
Explain to students that open minded portrait allows us to think more deeply about a character and they let us reflect
on story events from the character’s viewpoint.
Provide students with an example of an open minded portrait. Create an example of a book that we read aloud as a
class.
Tell students that open minded portraits have two parts, the face of the character is drawn on the first page, and the
mind of the character is explored throughout several pages that are placed behind the first page.
Before students begin their own open minded portraits for characters in Cheyenne Again, brainstorm different
elements that they could include in their characters mind.
After the class has brainstormed different ideas, explain the different steps involved when doing an open minded
portrait.
But first, ask students to write their ideas on paper and look them over to make sure that they are on the right track.
1. Make a portrait of the character. Students draw and color a large portrait of the head and neck of a character in a
book they are reading.
2. Assemble the open-minded portrait. Students cut out the character’s portrait and trace around the characters head
on several more sheets of paper. Students include several “mind” pages to show what the character is thinking at
important points in the story. Next, they cut out the “mind” pages and place them in order. The portrait goes on top,
and the “mind” pages go behind it. They then attach the portrait and the “mind” pages with a staple to a sheet of
heavy construction paper; it is important to place the staple at the top of the portrait so that there will be space to
write and draw on the “mind” pages.
Tell students that they must have at least 3 (beginning, middle, and end) mind pages.
Featured Sources
Featured Sources
Featured Sources
Cheyenne Again by Eve Bunting & Construction Paper
Summative
Performance
Task
Argument
Should Young Bull be thankful that he was able to see other perspectives of life in our
country and how it was changing?
Extension
What was the reasoning behind Richard Pratt for wanting to assimilate Native
Americans into the general population? Why did he feel so strongly about this?
Taking Informed
Action