•Students will develop knowledge and understanding of kinship systems.
•Students will develop knowledge and understanding of the reservation land base and natural resources.
•Students will develop knowledge and understanding of Lakota values, thought and philosophy.
•Students will develop knowledge and understanding of tribal government and economics.
•Students will develop knowledge and understanding of the different forms of Lakota communication.
•Students will develop knowledge and understanding of Lakota history and culture.
•Students will develop knowledge and understanding of the interconnection between spiritual, physical, social and mental health
STANDARD ONE:
Students will develop knowledge and understanding of kinship systems.
RATIONALE: The Lakota kinship system provides a framework for both individual and group behavior. It promotes harmony, compromise, a sense of order, and group cohesion. Its unwritten rules ensure that everyone will be cared for and that conflicts and problems will be resolved in systematic, respectful and fair ways. In addition, it fosters individual and group identity, as well as self-esteem.
BENCHMARKS
K-2 students will:
1. explore the concept of "Tiwahe"
2. identify Lakota and English kinship terms for members within the "Tiwahe"
3. explain and model the individual role(s) within the "Tiwahe"
4. identify and model individual responsibilities to the "Tiwahe"
5. identify and explain how personal actions affect the "Tiwahe"
6. compare and contrast family structures/functions and their relationships to the past and present within the "Tiwahe"
ACHIEVEMENT GOALS:
a. discuss immediate family structure (1,2,3, 4, 6)
b. discuss examples of positive actions versus negative actions that affect family name and family pride (2, 3, 4, 5, 6)
c. name appropriate actions that model responsibility toward family members
(1, 3, 4, 5, 6)
d. use appropriate Lakota kinship terms when addressing family members
(2,3, 4, 5, 6)
e. demonstrate respectful behavior towards others by using kinship terms
(1, 2, 3,4, 5, 6)
BENCHMARKS
3-5 students will:
1. explain the concept of "Tiospaye"
2. identify Lakota and English kinship terms for members within the "Tiospaye"
3. explain and model individual role(s) within the "Tiospaye"
4. identify and model individual responsibilities to the "Tiospaye"
5. identify and explain how their personal actions affect the "Tiospaye"
6. compare and contrast family structures/functions and their relationships to the past and present within the "Tiospaye"
ACHIEVEMENT GOALS:
a. describe family structures/functions of the tiospaye (1, 2, 5, 6)
b. use and respond to appropriate Lakota kinship terms when addressing extended family members (1, 2, 3, 5, 6)
c. model appropriate responsible actions towards extended family members
(1, 2, 3, 4, 5, 6)
d. investigate the concept of hunka (adoption ceremony) (1, 2, 3, 4, 6)
and other ceremonies that affect children and their place in Lakota society.
BENCHMARKS
6-8 students will:
1. describe the concept of "Oyate", (tribal nations)
2. identify Lakota and English kinship terms for members within the "Oyate"
3. explain and model individual role(s) within the "Oyate"
4. identify and model responsibilities to the "Oyate"
5. identify and explain how personal actions affect the "Oyate"
6. compare and contrast family structures/functions and their relationships to the past and present within the "Oyate"
ACHIEVEMENT GOALS:
a. differentiate among the different D/N/Lakota bands (1 )
b. explain roles and the responsibilities of tribal membership/leadership (3, 4, 5, 6)
c. apply leadership qualities from the past with leadership in contemporary society (3, 4, 5, 6)
d. differentiate the kinship terms for relatedness, respectfulness, or attained prestige (2, 3, 4, 5, 6)
BENCHMARKS
9-12 students will:
1. articulate the personal meaning of "Mitakuye Oyasin"
2. identify Lakota and English kinship terms for relatives in the world and the universe
3. explain and model their individual roles within the United States, the world and the universe (Dual citizenship)
4. identify and model responsibilities to the United States, the world and Universe (Dual Citizenship)
5. identify and explain how personal actions affect the United States, the world and the universe
6. compare and contrast family structures/functions and their relationships to the past and present within the United States, the world and the universe
ACHIEVEMENT GOALS:
a. demonstrate personal meaning of Mitakuye Oyasin (1, 2, 3, 4, 5, 6)
b. interpret personal roles and responsibilities at all levels of citizenship (1, 3, 4, 5, 6)
c. reflect on family structure changes within the United States, and tribal nations (6)
d. evaluate personal responsibility and personal role within Mitakuye Oyasin (1, 2, 3, 4, 5, 6)
e. pursue philosophy of Mitakuye Oyasin (1, 2, 3, 4, 5, 6)
STANDARD TWO:
Students will develop knowledge and understanding of the reservation land base and natural resources.
RATIONALE: The survival of Lakota society is dependent on maintaining a place--a "homeland" The essential philosophy of Lakota people is grounded in the relationship of people to the land and people - to all things--and the notion of being caretakers of the land and all things--both now and for future generations. Natural resources could serve as a vehicle to economic independence for the Sicangu Lakota Oyate. It is important to recognize how care of land, water and other natural resources here affects areas elsewhere and the interrelationship of all things. Interdependence of all things is a cornerstone of Lakota thought and philosophy.
BENCHMARKS
K-2 students will
1. explain the various communities of which they are a part (classroom, school,
community)
2. identify what community they live in and where it is
3. be acquainted with Lakota origin stories
4. describe ways to be respectful protectors of community environments
5. explain the basic concept of the European ideas of land ownership
6. explain the basic concept of tribal membership
7. identify tribal natural resources
8. explain their role as land owner
9. explore careers related to land and natural resources management
ACHIEVEMENT GOALS:
a. discuss the ideas of communal ownership versus personal ownership
(4, 5, 6, 8, )
b. discuss groups which have members (i.e. clubs, classroom, school, family, etc.) (1, 2, 4, 6)
c. specify natural resources and related careers (3, 4, 5, 7, 8, 9)
d. read and retell Lakota origin stories (3, 4, 5,)
BENCHMARKS
3-5 students will
1. explain the origin of the community they live in (ie. its name, its original
leader, etc.)
2. describe the connection between schools, the communities, the reservation,
and how important all these communities are to their lives
3. analyze various origin stories
4. describe ways to be respectful protectors of reservation environments
5. discuss the concept of land ownership/heirship today with traditional
Lakota views on land and possessions
6. identify personal tribal membership status and how it affects individual and
tribal rights
7. describe all the natural resources on tribal land (clean water, land,
timber,recreational areas, wildlife, tribally owned livestock, etc.)
8. identify ways in which they personally can help to protect tribal lands and
natural resources
9. identify careers related to land and natural resources management
ACHIEVEMENT GOALS:
a. discuss the role of community and its impact to personal lives ( 1, 2, 4, 6,)
b. compare and contrast various Lakota origin stories (1, 3, 4,)
c. contrast the concepts of Western views of land ownership to that of Lakota tribal ownership (5, 6, 8,)
d. connect individual membership rites with tribal membership and responsibility (4, 5, 6, 7, 8,)
e. create a personal/professional responsibility to be caretakers of our natural resources (4, 5, 7, 8, 9)
BENCHMARKS
6-8 students will
1. describe the connection between sovereignty and the Rosebud reservation land base.
2. explain how the federal government's policies led to the loss of reservation
lands throughout history
3. explain the meaning of the Lakota origin stories and how they impact the
Lakota world view on environmental protection
4. describe ways to be respectful protectors of U. S. environments
5. explain the significance of the Dawes Allotment Act
6. explain personal tribal membership status and how it affects individual and
tribal rights
7. explain ways to protect and preserve Lakota land and natural resources
8. explain ways in which the tribe is protecting its lands and natural resources
9. explore, experience or develop careers related to land and natural resources
management
ACHIEVEMENT GOALS:
a. apply the knowledge of the connection between land and sovereignty (1, 2, )
b. respond to federal government policies on land (1, 2, 5, 7, 8)
c. analyze and discuss how the Lakota origin stories teach us to protect the environment (3,4,7,8,)
d. demonstrate an active and avid role as an environmental caretaker (3, 4, 6, 7,8,9)
BENCHMARKS
9-12 students will
1. analyze and disseminate information about current issues involving use of
National and international indigenous lands, water rights and natural resources
2. consider a course of action for future land preservation
3. explain the significance of Lakota spirituality as a philosophy of survival and
preservation of the earth
4. describe and participate in ways to be respectful protectors of global environments
5. discuss the implications for you and your family of the Dawes Allotment
Act as it regards heirship, tribal and federal land laws, and the
Tribal Land Enterprise (TLE).
6. research/explore tribal membership issues and implications for the future of
individuals and the tribe
7. outline personal responsibilities for managing and caring for Lakota
lands and natural resources
8. identify ways in which the tribe is protecting its lands and natural resources
9. explore, experience or develop careers related to land and natural resources management
ACHIEVEMENT GOALS:
a. support current movements to protect indigenous lands, natural resources, and sacred sites ( 1, 2, 3, 4, 7, 8, 9, )
b. create the spiritual philosophy of what is sacred below is sacred above (2, 3, 4,6,7,8,)
c. develop systematic plans to utilize and preserve natural resources, water, land and sacred sites. ( 1, 2, 4, ,6, 7, 8, 9,)
d. actively participate in a plan of action to reconstruct land management and land issues (1,2,3,4, 5, 6, 7,8,9,)
e. establish an ongoing relationships with students, tribal officials, treaty council representatives to protect tribal sovereignty and treaty rights.
(1, 2, 3, 4, 5, 6, 7, 8, 9,)
STANDARD THREE:
Students will develop knowledge and understanding of their Hocokan as it relates to the Lakota values, thoughts and philosophy.
RATIONALE: Lakol Wicohan* is the basic foundation of Lakota culture. It is critical to understand that Lakota children, because of their world view, are often in conflict with mainstream societal values and beliefs. Therefore, it is important for students to experience a variety of activities that validate Lakota values, beliefs, thoughts and philosophy.
BENCHMARKS
K-2 Students will:
1. explore Lakota values as they were and are practiced.
2. explore gender roles/responsibilities and practices in Lakota society (age
appropriate)
3. explain why children are Wakan*- sacred and honored.
4. explore their own personal values and responsibilities
5. explore and support values and beliefs practiced among other cultures
6. develop a positive concept of unique identity
7. explore their own biases and prejudices (I only like
Pepsi and not generic pop, clothes, movie stars, toys)
ACHIEVEMENT GOALS:
a. recognize Lakol Wicohan* and Lakol Wicoun* (1, 2, 3, 4, 5, 6, 7, )
b. demonstrate their behavior in a sacred manner (1, 2, 3, 4, 6, 7, )
c. seek information of other cultural values and beliefs. (4, 5, 6, 7, )
d. engage in verbal research on their personal biases and prejudices (4, 5, 6, 7, )
BENCHMARKS
3-5 Students will:
1. identify Lakota values as were/are practiced (e.g. ceremonies)
2. explain and research gender roles/responsibilities and practices in Lakota society (age appropriate)
3. explain why children are Wakan*-sacred and honored.
4. explore their own personal values and responsibilities
5. identify and affirm values practiced among other cultures
6. develop a positive concept of unique identity
7. examine biases and prejudices; realizing the implications and impact of biases and prejudices (find and discuss biases and prejudices in textbooks, movies e.g. Pocahontas, holidays, T.V. etc. etc.)
ACHIEVEMENT GOALS:
a. demonstrate their involvement in Lakol Wicohan* and Lakol Wicoun* (1, 2, 3, 4, 6, )
b. express their own personal values and appropriate behaviors (3, 4, 5, 6,)
c. develop a positive personal balance of behaviors, values, and beliefs to ensure a unique identity ( 1,2,3,4,6,7,)
d. investigate the impact of biases and prejudices on other cultures. (5,7,)
BENCHMARKS
6-8 Students will:
1. identify, compare and affirm Lakota value systems to those from other cultures
2. investigate/research gender differences in order to revitalize practices in Lakota societies
3. demonstrate and understand the belief that they are sacred and honored.
4. explore their own personal values, and understand the emotional changes and their responsibilities as they move toward young adulthood.
5. develop a positive self concept of uniqueness and value diversity of other cultures
6. articulate biases and prejudices; realizing the implications and impact of biases and prejudices (find and discuss biases and prejudices in textbooks, movies e.g. Pocahontas, holidays, T.V. etc. etc.)
ACHIEVEMENT GOALS:
a. participate in classifying value systems in Lakota cultures as well as other cultures. (1, 2, 4, 5, 6)
b. establish a relationship with community members and elders to reaffirm honorable gender practices. ( 1, 2, 3, 4, 5, 6, )
c. describe behaviors and values that show they are sacred and honored
(1,2,3,4,5,6,)
BENCHMARKS
9-12 Students will
1. explain why the Lakota value system has undergone a drastic change for some individuals, families, communities and tribes
2. understand the importance of gender roles and honor the differences daily. (critically analyzing gender roles traditionally and what is happening now)
Practice proper gender roles and practice acceptable role behaviors- journal writing, role playing)
3. exhibit characteristics and responsibility of being sacred and honored
4 explore personal values and responsibilities as they move into the adult roles .
5. acknowledge common values among various cultures and examine them in
light of their personal philosophy
6. develop a positive self concept of uniqueness by valuing diversity of other cultures
7. discern and deal with biases and prejudices in a healthy and positive manner. (emotional impact, deal with negative and angry feelings, self-concept and self-esteem, )
ACHIEVEMENT GOALS:
a. recognize, accept, and utilize the continual changes of the Lakota value system
(1, 2, 3, 4, 5,)
b. devise and maintain a personal model to represent values and responsibilities that reflect a wakan individual. (1,2, 3, 4, 5, 6, 7, )
c. demonstrate sensitivity and respect of one's own culture and other cultures. (1, 2, 2,3,4, 5, 6, 7)
STANDARD FOUR:
Students will develop knowledge and understanding of tribal government and economics.
RATIONALE:
Realizing that Lakota people are a sovereign nation, we need to maintain that strength by understanding the history, culture, responsibilities and spiritual aspects of tribal life. As tribal members, community members and human beings, we need to understand and participate in tribal government for the betterment of our nation.
BENCHMARKS
K-2 students will:
1. Introduce Lakota kinship system as it relates to traditional family structures.
(Grandfather, Father, Wisest person head of Tiospaye went on examining how the
seasonal changes affected tribal activities and how the roles changed )
2. examine leadership skills and roles in home, family, community, and school
(study historical leaders in the past and present)
3. explore the concept of jurisdiction
(home, school, bus, lunchroom etc. rules and consequences)
4. explore and explain the concept of sovereignty (personal space)
5. explain the importance of voting. (active involvement, decision making, making choices)
6. formulate and express personal opinions.
7. explore the concept of "treaty" as an agreement between people
8. explore the concept of economics and the traditional roles of sharing (Wacantognaka*)
ACHIEVEMENT GOALS
a. Identify family kinship terms as it relates to family roles and structures (1, 2, 6, )
b. discuss jurisdiction as it relates to classroom, school and home rules.(3, 6, 7, )
c. discuss sovereignty as it relates to personal and family space (1, 2, 3, 4, 6)
d. explore group decision making processes (i.e. voting, building consensus,) (5, 6, 7,)
e formulating and expressing personal opinions (6,)
f. discussing ways of trading objects, tasks, resources etc. and explore equity issues (students who have and those who have not) (8)
BENCHMARKS
3-5 students will:
1. explain the aspects of the kinship system as it relates to traditional tribal government
2. identify and describe School, Community and Tribal levels of leadership and government.
3. explore the concept of jurisdiction (community, tribal)
4. extend exploration of the concept of sovereignty (family, school, community,)
5. formulate and express personal opinions relating to school, community and
tribal issues and concerns
6. explain the differences between various kinds of decision making: ie. majority
vote vs. consensus
7. explain the impact of treaties on the relationship between governments.
8. explore the concept of tribal economics in pre-reservation times and discuss the traditional roles of sharing (Wacantognaka*)
ACHIEVEMENT GOALS:
a. Use kinship terms appropriately in family and tribal settings (1, 2,)
b. discuss jurisdictional issues as it relates to the school,the community, and the tribe. (3,4)
c. discuss sovereignty issues as it relates to the school, the community, and the tribe (3.4)
d. formulate and express personal opinions (1, 2, 3, 4, 5, 6, 7, 8)
e. practice aspects of all appropriate decision making processes (5, 6,)
f. explain how governments reach agreements (treaties, law)
BENCHMARKS
6-8 students will:
1. describe kinship/seasonal relationships to traditional tribal government
2. identify historical and contemporary leadership characteristics
3 understand the implications of jurisdictional issues
4. explore historical aspects of the development of tribal sovereignty
5. formulate and express personal opinions relating to tribal,
state and national issues and concerns
6. model various kinds of decision making processes (ie. majority rules vs.
consensus, voting) in authentic situations
7. explain how treaties impact tribal, state, federal and international relationships
8. explore the concept of tribal economics as they relate to the past, present and future
ACHIEVEMENT GOALS
a. investigate kinship and seasonal relationships (1)
b. research leadership characteristics among past and present leaders (2)
c. investigate the implications of various jurisdictional issues (3)
d. research tribal sovereignty (4)
e. formulate and express personal opinions relative to local, state, national, issues (5)
f. observe and practice various kinds of decision making processes (6)
g. research treaty making processes (7)
h. investigate and research the role economics plays in a tribal setting (8)
BENCHMARKS
9-12 students will:
1. compare various federal Acts ( i.e.Indian Reorganization Act, Dawes ) with the traditional Lakota government.
2. demonstrate leadership characteristics in home, family, community, tribal and school
3. understand implications of jurisdiction issues
4. understand the current issues of tribal sovereignty.
5. formulate and express personal opinions relating to tribal, state, national and international issues and concerns
6. model various kinds of decision making processes (ie. majority rules vs.
consensus) in authentic situations
7. explain the impact of treaties on the relationship between tribal and federal
governments
8. compare tribal, state,federal and international law, and explain similarities and differences and their impact on tribal members (dual citizenship)
9. Explore the concept of tribal economics as it relates to the past, present and future development
ACHIEVEMENT GOALS
a. research traditional ways that the Lakota governed themselves (1)
b. research and identify various federal acts (1)
c. identify positive leadership characteristics (2)
d. research and analyze jurisdictional issues that impact the reservation (3)
e. research and analyze tribal sovereignty issues (4)
f. formulate and express personal opinions relative to local, state, national, and international issues (5)
g. observe and practice various kinds of decision making processes (6)
h. investigate and gather evidence of intergovernmental treaties (7)
i. investigate and identify the role economics plays in tribal settings.
STANDARD FIVE:
Students will develop knowledge and understanding of the different forms of Lakota communication
RATIONALE: Preservation of Lakota language, song , art and dance are critical because they are an integral part of Lakota culture and philosophy. If the language is lost, the culture will also be lost. Lakota language is sacred; it allows for the transmission of cultural knowledge from one generation to the next and outlines the norms of acceptable social behavior among Lakota people.
BENCHMARKS
K-2 students will
1. listen to Lakota language on a regular basis
2. use Lakota words and phrases with appropriate phonetics, grammar and
sentence structure
3. explore written Lakota language text (words, phrases, stories)
4. explore Lakota song, dance, arts, oral tradition and ceremony in self, family, and community
5. explain the importance of the Lakota language in Lakol Wicohan in self and family
6. express themselves through Lakol Wicoun through song, dance, art, and oral tradition
ACHIEVEMENT GOALS
a. listen and use the Lakota language on a regular basis. (1,2,3)
b. participate in all activities that use Lakota song, dance, arts, and oral traditions and ceremony. (4)
c. discuss ways in which the Lakota language is important to the Lakota way of life. (5)
d. practice the Lakota way of life in songs, dances, oral traditions, and other expressive art forms. (6)
BENCHMARKS
3-5 students will
1. Integrate Lakota language on a regular basis
2. Integrate Lakota conversations using appropriate phonetics, grammar
and sentence structure
3. Recognize and incorporate Lakota language text (words, phrases, stories)
4. identify different types of Lakota songs, dances, arts, oral tradition and ceremony in the classroom and community
5. explain the importance of the Lakota language in Lakol Wicohan in self, family, and school
6. express themselves through Lakol Wicoun through song, dance, arts, and oral traditions
ACHIEVEMENT GOALS
a. listen and use the Lakota language on a regular basis. (1,2,3)
b. participate in all activities that use Lakota song, dance, arts, and oral traditions and ceremony. (4)
c. discuss ways in which the Lakota language is important to the Lakota way of life. (5)
d. practice the Lakota way of life in songs, dances, oral traditions, and other expressive art forms. (6)
BENCHMARKS
6-8 students will
1. Integrate Lakota language on a regular basis
2. Integrate Lakota language appropriately (phonetics, grammar and
sentence structure) in various contexts
3. Recognize and incorporate Lakota language text (words, phrases, stories)
4. identify different types of American Indian/Native American songs, dances, arts, oral traditions and ceremonies
5. Incorporate Lakota language in Lakol Wicohan in self, family, school, community, and tribal nation
6. communicate Lakol Wicoun through song, dance, arts, and oral traditions
ACHIEVEMENT GOALS
a. listen and use the Lakota language on a regular basis. (1,2,3)
b. investigate different types of American Indian/Native American songs, dances, arts, oral traditions and ceremonies (4)
c. discuss ways in which the Lakota language is important to the Lakota way of life. (5)
d. practice the Lakota way of life in songs, dances, oral traditions, and other expressive art forms. (6)
BENCHMARKS
9-12 students will
1. Integrate Lakota language on a regular basis
2. Integrate Lakota language appropriately (phonetics, grammar and
sentence structure) in daily contexts
3. recognize and incorporate Lakota language text using appropriate diacritical marks,
grammar and sentence structure
4. identify different types of American Indian/Native American songs, dances, arts, oral traditions and ceremonies
5. incorporate Lakota language Lakol in Lakol Wicohan in self, family, school, community, tribal nation, and global
6. communicate Lakol Wicoun through song, dance, arts, and oral traditions
ACHIEVEMENT GOALS
a. use the standard Lakota language on a regular basis. (1,2,3)
b. participate in all activities that use Lakota song, dance, arts, and oral traditions and ceremony. (4)
c. discuss ways in which the Lakota language is important to the Lakota way of life. (5)
d. practice the Lakota way of life in songs, dances, oral traditions, and other expressive art forms. (6)
STANDARD SIX:
Students will develop knowledge and understanding of Lakota history and culture.
RATIONALE: The Lakota perspective has not been portrayed, represented, or interpreted accurately in American history. As a result, Native American history and culture has been distorted. It is important for Lakota children to know their own true tribal history and culture and how it impacts their lives today.
BENCHMARKS
K-2 students will
1. explore the concepts of personal history and relationship to Mitakuye Oyasin
2. explore how agreements and compromises are reached when different people have
conflict with each other (ie. Power Rangers; tie in with literature and oral tradition)
3. identify useful information for answering questions
4. use information to formulate answers to questions
5. recognize the importance of oral history (origin stories)
6. differentiate between oral and written history
7. explore how Lakota society, past and present, solved problems through
invention and innovation (ie impact of the horse, tools, trade)
8. explain the impact of constant change on Lakota society and all societies
ACHIEVEMENT GOALS
a. discuss how their personal cultural experiences relate to all of creation (1)
b. discuss how agreements and compromises are reached in conflicting situations (2)
c. develop strategies to find information that answers their questions (3)
d. develop strategies and practice formulating answers to their questions (4)
e. listen and read Lakota origin stories and other written accounts of Lakota history (5,6)
f. discuss how Lakota people (past and present) solve(ed) problems in their everyday life.(7)
g. discuss how change is constant and what impact this may have on societies. (8)
BENCHMARKS
3-5 students will
1. explain how there is a sequence of events in Lakota history (time line)
2. explain impacts of major conflicts through Lakota history (religion--
missionary movement; land--individual ownership vs.collective,
shared use; education--traditional Lakota experiential,
developmental education vs. "western" academic schooling; and
philosophy--individual materialism vs. equitable distribution of
wealth, goods.
3. differentiate historical information for authenticity, credibility and bias.
4. formulate answers to questions and analyze for conclusiveness
5. compare the nature of oral and written historical accounts and tell
how they are similar or different
6. explain the relative value (advantages and disadvantages) of oral and
written history
7. identify and describe the inventions of Lakota people historically
8. examine how Lakota society was changed (and is still changing)
by the introduction of "modern advancements" (ie. buffalo hides to
canvas to wood; quills to beads; bow and arrow to rifle; impact of
cars and railroads on transportation; media, etc.)
ACHIEVEMENT GOALS
a. identify the sequence of events in Lakota history by using a graphic organizer (e.g. time line) (1)
b. identify and discuss differences in cultural beliefs/experiences that have led to major conflicts to the Lakota society (2)
c. examine historical information for authenticity, credibility and bias (3)
d. develop strategies to support answers to questions (4)
e. compare and analyze oral and written accounts of Lakota history (5,6)
f. discuss how Lakota people (past and present) devised innovations/inventions (7)
g. discuss how change impacts societies, and how Lakota society is an ever-changing
culture. (8)
BENCHMARKS
6-8 students will
1. demonstrate an understanding of the chronological structure of
historical events (time line)
2. explain the different values systems among Lakota people and Euro-
American groups which caused major conflicts through Lakota
history (religion; perspective on land usage; education; and views on
ownership of property and wealth)
3. examine historical information employing analytical skills*
4. answer historical questions/problems based on examination of
information
5. maintain oral tradition using various strategies (ie. songs, dance, art,
stories, historical events
6. analyze the lessons and values to be learned from oral tradition
7. articulate the lifestyle changes that have happened as the result of
Lakota people adapting or adopting technologies and/or social
customs associated with modern life (ie. traditional costumes,
powwow customs, quilting and traditional arts, ceremonies,
gaming, etc.)
8. articulate how the outside technological and social forces that have resulted
in significant historical changes among Lakota people (electricity,
indoor plumbing, transportation, media, Depression,
WW II, relocation program, AIM)
ACHIEVEMENT GOALS
a. identify the sequence of events in Lakota history by using a graphic organizer (e.g. time line) (1)
b. identify and discuss differences in cultural experiences that lead to differences in beliefs/values that have led to major conflicts to the Lakota society (2)
c. examine historical information for authenticity, credibility and bias (3)
d. develop analytical skills to support answers to questions (4)
e. practice Lakota oral traditions through Lakota song, dance, art, stories, etc.) (5,6)
f. investigate the lifestyle changes that have happened as a result of Lakota people adapting or adopting technologies and/or social customs associated with modern life. (7)
g. investigate the outside technological and social forces that have resulted in significant historical changes among Lakota people (8)
BENCHMARKS
9-12 students will
1. articulate the impact--past, present and future--of cross-cultural
conflicts regarding religion; perspectives on land usage; education;
and views on ownership of property and wealth
2. describe the impact of forced assimilation policies and practices on
Lakota people historically and today
3. evaluate data from a historical perspective using multiple processes of
analysis
4. formulate positions or courses of action around historical hypotheses,
questions, or issues based on evaluation of data and in recognition of
uncertainties inherent in historical information
5. maintain oral tradition using various strategies (ie songs, dance, art,
stories, historical events
6. explain the lessons and values to be learned from oral tradition
7. describe the conditions and factors that shaped and influenced changes
in Lakota lifestyles through history.
8. evaluate the consequences of rapid technological and social changes
throughout Lakota history.
9. And finally, discuss how the Lakota has been able to adapt to these changes.
*(distinguishing between fact and conjecture, trivial and consequential, general and particular; detection of bias, weighting of evidence, evaluation of arguments; interpretation of narrative, inclusiveness, point of view, historical context, distortion, propaganda, evaluation for reliability, credibility)
ACHIEVEMENT GOALS
a. investigate the impact--past, present and future--of cross-cultural
conflicts regarding religion; perspectives on land usage; education;
and views on ownership of property and wealth (1)
b. analyze the impact of forced assimilation policies and practices on
Lakota people historically and today (2)
c. analyze historical information for authenticity, credibility and bias (3)
d. develop analytical skills to support opinions, hypotheses, questions or issues (4)
e. practice Lakota oral traditions through Lakota song, dance, art, stories, etc.) (5)
f. analyze the lessons and values to be learned from oral tradition (6)
f. analyze the lifestyle changes that have happened as a result of Lakota people adapting or adopting technologies and/or social customs associated with modern life. (7)
g. investigate the outside technological and social forces that have resulted in significant historical changes among Lakota people (8)
h. discuss ways in which the Lakota can better integrate, adapt and accept or reject changes that they experience. (9)
STANDARD SEVEN: All students will develop knowledge and understanding
of the interconnection between spiritual, physical, social and mental health.
RATIONALE: With the respect for life, all students will know the consequences of positive and negative influences to make appropriate choices. In order to achieve a balanced lifestyle, all students must know and understand the inter-connection between spiritual, physical and mental health and their relationship to academic, social, cultural and spiritual growth.
BENCHMARKS
K-2 students will
1. identify health/healing practices of the Lakota people currently and historically
2. identify foods consumed by Lakota people currently and historically
3. identify and locate resources and people in their home and school who can provide (traditional and non-traditional) health information
4. distinguish between healthy and unhealthy relationships (friends, relatives,) (achieving balance)
5. identify harmful substances which can lead to addiction
6. explain the meaning of self-respect (honoring self)
7. identify health issues that impact Lakota people
ACHIEVEMENT GOALS
a. investigate/inquire about health/healing practices of the Lakota people (1)
b. investigate/inquire about foods consumed by Lakota people (2)
c. search local resources for information about traditional and non-traditional health information (3)
d. discuss healthy and unhealthy relationships (4)
e. evaluate information about harmful substances (5)
f. investigate/inquire about health issues affecting the Lakota people (6)
BENCHMARKS
3-5 students will
1. identify ways in which health/healing practices have changed or stayed the same in Lakota society
2. identify ways in which health, food preparation, and nutrition practices have changed in Lakota society
3. identify and locate resources and people in their community, reservation, and state who can provide (traditional and non-traditional) health information
4. identify and explain healthy and unhealthy relationships (achieving balance)
5. explore the causes and effects of addiction to harmful substances
6. identify sources for building self-respect (honoring self)
7. examine health issues that impact Lakota people
ACHIEVEMENT GOALS
a. investigate/inquire about health/healing practices of the Lakota people (1)
b. investigate/inquire about health, food preparation, and nutrition practices in the past to the present (2)
c. search for local and state resources for information about traditional and non-traditional health information (3)
d. discuss healthy and unhealthy relationships (4)
e. inquire about addictions and how they are harmful (5)
f. discuss, define self-respect and ways to maintain self-respect (6)
g. investigate/inquire about health issues affecting the Lakota people (7))
BENCHMARKS
6-8 students will
1. explain the differences between traditional Lakota health/healing practices and modern (western) medicine
2. explain ways in which diet, nutrition and food preparation have changed in Lakota society
3. explain how health information and its sources relate to personal, family, and community health
4. identify and explain appropriate courses of action for an unhealthy relationship (achieving balance)
5. explain the causes and effects of addiction to harmful substances on self and family
6. relate importance of self-respect to personal well-being
7. articulate reasons for the health issues that impact Lakota people
ACHIEVEMENT GOALS
a. research and compare healing practices of the Lakota and modern western medicine. (1)
b. investigate/inquire about health, food preparation, and nutrition practices in the past to the present (2)
c. search for local and state resources for information and discuss how this information relates to personal, family, and community health. (3)
d. discuss healthy and unhealthy relationships (4)
e. inquire about addictions and how they are harmful to self and family (5)
f. discuss, define self-respect and ways to maintain self-respect (6)
g. investigate/inquire about health issues affecting the Lakota people (7))
BENCHMARKS
9-12 students will
1. compare traditional Lakota health/healing practices and modern (western) medicine's and their implications to the individual, family, and tribal health
2. ascertain the impact of changes in diet, nutrition, and food preparation on individuals and Lakota society over time.
3. evaluate health information and its sources as related to personal, family, community and tribal health.
4. articulate why choosing a healthy lifestyle and developing healthy relationships is necessary for achieving a balance.
5. explain the causes and effects of addiction to harmful substances on community and tribe
6. examine self respect and its relationships to the health of a nation
7. compare/contrast health issues that impact Lakota people to other cultures
ACHIEVEMENT GOALS
a. research and compare healing practices of the Lakota and modern western medicine. (1)
b. investigate/inquire about health, food preparation, and nutrition practices in the past to the present (2)
c. search for local and state resources for information and discuss how this information relates to personal, family, and community and tribal health (3)
d. discuss how achieving healthy relationships is necessary for achieving a balance (4)
e. inquire about addictions and how they are harmful to self, family, and the tribe.(5)
f. discuss, define self-respect as ways to maintain the health of the tribe (6)
g. investigate/inquire about health issues affecting the Lakota people (7))
Glossary of Lakota Words: (as used in this context)
tiwahe - immediate family or all those living within a household. This could mean guests and all others who have moved in permanently or semi-permanently.
tiospaye - is the extended family. All relatives including those adopted by the family. This does not necessarily mean related by blood.
hunka - a ceremony of adoption and name giving that the majority of our Lakota children have gone through. This is one of the many ways the Lakota honor their children.
Mitakuye - meaning "my relatives".
Mitakuye Oyasin - all of my relatives, meaning we are related to all and everything on this earth. According to this philosophy these relatives must be respected and treated as a relative.
TLE - Tribal Land Enterprises
Hocokan - the center, in this context "to be in harmony - to be centered."
Lakol Wicohan - ceremonies, wacipis and other events that exclusively reflect Lakota philosophy and society.
Wankan - all that is sacred and holy.
Lakol Wicoun - The Lakota way of life. Meaning to respect and live in an honorable way.
Wacantognaka - The value of sharing, being generous. This includes generosity in all forms, being generous with time, respect, compassion, concern for other people and having patience - giving from the heart.