Absolute Locations

Inquiry Design Model (IDM) Blueprint™ “Absolute Locations” | OSEU 1: Lands & Environment Compelling Question How has western expansion affected the United States and the area that the Oceti Sakowin people lived? Standards and Practices 5. G.1.1: Apply latitude and longitude to find absolute locations on a globe and map. OSEU 1.1: Identify changes from the historic land base to the contemporary nine-reservation South Dakota land base of the Oceti Sakowin, and analyze the causes and implications of those changes. Staging the Question Imagine that you wanted someone in a different country to find your exact location here at school, and they didn’t have access to computers or GPS. How would they be able to find you? How has the creation of reservations changed the area the Oceti Sakowin live on? Supporting Question 1 Supporting Question 2 Supporting Question 3 What is absolute location? How can we find latitude and longitude? How has the land of South Dakota changed since it became a state? Formative Performance Task Formative Performance Task Formative Performance Task Ask students the following question, and have them explain their thinking: Which statement would be the most useful in finding out where someone lives?: My house is close to the mall. My house is on the corner of Maple Ave and Olive Street. My house is in a small South Dakota town called Pierre. My house is in Pierre, South Dakota at the corner of Maple Ave and Olive St. Students will then go to Brainpop.com, and watch the video titled, “Latitude and Longitude”. Students will take the video quiz on latitude and longitude. Students will play the game, Message in a Bottle, on Brainpop. Review latitude and longitude with students Using a map of South Dakota which includes latitude and longitude, demonstrate finding the location of the city you reside in using latitude and longitude for students Pass out individual world maps to partners. Ask students to find the location of the city located at the coordinates of 38 N and 77W. (Washington DC). Check for understanding. Pass out the Where in the World? Worksheets for students, and have them work with their partner to find the latitude and longitude of different continents. Go over the answers as a group and address any issues or misconceptions students may have. Watch the video on Stewardship and the Land Interview by Stephanie Charging Eagle Discuss with students the change from stewardship to ownership and how that shaped the lands of South Dakota. Show students the animated map depicting the change in Native American land stewardship Students will then each view the map of South Dakota and how it has changed. Discuss with students the changes in the land area. Featured Sources Featured Sources Featured Sources Brainpop video and game: https://www.brainpop.com/socialstudi es/geography/latitudeandlongitude/ Enough world maps that include latitude and longitude for partners Where in the World? Worksheet for each group: http://www.educationworld.com/a_l esson/dailylp/dailylp/pdfs/dailylp13 0.pdf Stephanie Charging Eagle Interview: http://www.wolakotaproject.org/oc eti-sakowin-essential- understanding-one/oseu-one- interview-with-stephanie-charging- eagle/ Animated Map: https://www.youtube.com/watch?v =ZZCvUroBpaE Map of South Dakota prior to European settlement and with current reservations on it: https://en.wikipedia.org/wiki/Histo ry_of_South_Dakota#/media/File:Si oux01.png Summative Performance Task Argument Students will discuss the impact of western expansion on South Dakota, and more specifically on the land the Oceti Sakowin lived. Extension Students will create a presentation discussing the impact of western expansion on South Dakota and the Oceti Sakowin, concentrating on land base. Taking Informed Action Create an accurate map using latitude and longitudinal coordinates depicting the changes from the historic land base to the current nine-reservations in South Dakota.