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WoLakota ProjectArchived OSEU-aligned Lessons

Archived OSEU-aligned Lesson

Choices

Combined WoLakota archive · IDM lessons

OSEU 4Social 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

Why is it important to think of others when making individual choices?

Standards & practices

OSEUS 4.2 Describe the traditional behavior patterns, codes of respect (ohola) and values (theȟia) promoted within the Oceti Sakowin tiospaye. 4.E.1.1 Discuss what factors (both positive and negative) influence individual choices.

Staging the question

How did the Oceti Sakowin people consider the influence of extended family?

Supporting inquiries

Supporting question 1

What is a tiospaye?

Formative performance task

Describe what a tiospaye is and explain the influence a tiospaye had to individuals within.

Featured sources

Songs on the WoLakota Project site on Kinship: http://www.wolakotaproject.org/ we-are-family-kinship-terms- lesson/

Supporting question 2

What are some similarities and differences between traditional values promoted within the Oceti Sakowin and values today?

Formative performance task

Create a Venn diagram showing the similarities and differences between traditional values promoted within the Oceti Sakowin and values today.

Featured sources

Elder interview, Family is Always There with Lowell Amiotte: https://www.youtube.com/watch? v=M4seAcR wfQ _

Supporting question 3

What factors influence individual choices?

Formative performance task

Write an essay describing three factors (positive or negative) that influence individual choices.

Featured sources

What if Everybody Did That? by Ellen Javernick Read aloud on book above: https://www.youtube.com/watch? v=oUpSjVoS jY _

Summative performance task · Argument

Construct an argument to use in a class debate on the value of considering extended family when making independent decisions.

Extension

Using a current class problem, brainstorm possible solutions that benefit the classroom as a whole.

Taking informed action

Create a “Where I’m From” poem and explain how your family background influences your individual decisions. Where I’m From I am from clothespins, from Clorox and carbon-tetrachloride. I am from the dirt under the back porch. (Black, glistening it tasted like beets.) I am from the forsythia bush, the Dutch elm whose long gone limbs I remember as if they were my own. I am from fudge and eyeglasses, from Imogene and Alafair. I’m from the know-it-alls and the pass-it-ons, from perk up and pipe down. I’m from He restoreth my soul with a cottonball lamb and ten verses I can say myself. I am from Artemus and Billie’s branch fried corn and strong coffee. From the finger my grandfather lost to the auger the eye my father shut to keep his sight. Under my bed was a dress box spilling old pictures, a sift of lost faces to drift beneath my dreams. I am from those moments - snapped before I budded - leaf-fall from the family tree. --George Ella Lyon I am from ______________(specific ordinary item), from _________________ (product names) and ________________. I am from the ______________(home description…adjective, adjective, sensory detail.) I am from the ________________(plant, flower, natural item), the _______________ (plant, flower, natural detail.) I am from ______________(family tradition) and _______________ (family trait), from ______________ (name of family member) and _____________ (another family name) and _________________ (family name.) I am from the ___________________ (family tendency) and __________________ (another one.) From _________________ (something you were told as a child) and _____________________ (another.) I am from _______________________________________ (representation of religion, or lack of it). Further description. I’m from ________________ (place of birth and family ancestry), _______________ and ______________ (2 food items representing your family.) From the __________________(specific family story about a specific person and detail), the _________________ (another detail), and the _____________________ (another detail about another family member.) I am from _________________ (location of family pictures, mementos, archives and several more lines indicating their worth.)

Elder sources included in this lesson

Family Is Always There

Lowell Amiotte

Read transcript & reflection questions

What Is Your Chapter Going to Say

Duane Hollow Horn Bear

Read transcript & reflection questions

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™ “Choices” | OSEU 4: Kinship & Harmony Compelling Question Why is it important to think of others when making individual choices? Standards and Practices OSEUS 4.2 Describe the traditional behavior patterns, codes of respect (ohola) and values (theȟia) promoted within the Oceti Sakowin tiospaye. 4.E.1.1 Discuss what factors (both positive and negative) influence individual choices. Staging the Question How did the Oceti Sakowin people consider the influence of extended family? Supporting Question 1 Supporting Question 2 Supporting Question 3 What is a tiospaye? What are some similarities and differences between traditional values promoted within the Oceti Sakowin and values today? What factors influence individual choices? Formative Performance Task Formative Performance Task Formative Performance Task Describe what a tiospaye is and explain the influence a tiospaye had to individuals within. Create a Venn diagram showing the similarities and differences between traditional values promoted within the Oceti Sakowin and values today. Write an essay describing three factors (positive or negative) that influence individual choices. Featured Sources Featured Sources Featured Sources Songs on the WoLakota Project site on Kinship: http://www.wolakotaproject.org/ we-are-family-kinship-terms- lesson/ Elder interview, Family is Always There with Lowell Amiotte: https://www.youtube.com/watch? v=M4seAcR_wfQ What if Everybody Did That? by Ellen Javernick Read aloud on book above: https://www.youtube.com/watch? v=oUpSjVoS_jY Summative Performance Task Argument Construct an argument to use in a class debate on the value of considering extended family when making independent decisions. Extension Using a current class problem, brainstorm possible solutions that benefit the classroom as a whole. Taking Informed Action Create a “Where I’m From” poem and explain how your family background influences your individual decisions. Where I’m From I am from clothespins, from Clorox and carbon-tetrachloride. I am from the dirt under the back porch. (Black, glistening it tasted like beets.) I am from the forsythia bush, the Dutch elm whose long gone limbs I remember as if they were my own. I am from fudge and eyeglasses, from Imogene and Alafair. I’m from the know-it-alls and the pass-it-ons, from perk up and pipe down. I’m from He restoreth my soul with a cottonball lamb and ten verses I can say myself. I am from Artemus and Billie’s branch fried corn and strong coffee. From the finger my grandfather lost to the auger the eye my father shut to keep his sight. Under my bed was a dress box spilling old pictures, a sift of lost faces to drift beneath my dreams. I am from those moments - snapped before I budded - leaf-fall from the family tree. --George Ella Lyon I am from ______________(specific ordinary item), from _________________ (product names) and ________________. I am from the ______________(home description…adjective, adjective, sensory detail.) I am from the ________________(plant, flower, natural item), the _______________ (plant, flower, natural detail.) I am from ______________(family tradition) and _______________ (family trait), from ______________ (name of family member) and _____________ (another family name) and _________________ (family name.) I am from the ___________________ (family tendency) and __________________ (another one.) From _________________ (something you were told as a child) and _____________________ (another.) I am from _______________________________________ (representation of religion, or lack of it). Further description. I’m from ________________ (place of birth and family ancestry), _______________ and ______________ (2 food items representing your family.) From the __________________(specific family story about a specific person and detail), the _________________ (another detail), and the _____________________ (another detail about another family member.) I am from _________________ (location of family pictures, mementos, archives and several more lines indicating their worth.)
Original lesson page 2: source illustrations and worksheet material
Original page 2 · illustrations and source materials
Original lesson page 3: source illustrations and worksheet material
Original page 3 · illustrations and source materials

Combined archive source: pages 236–238

Download the original archived lesson (hosted here)

Source provenance: OSEU Lesson Plans Old ALL Combined.pdf · WoLakota Project archive. Reformatted for this collection.