Living in a Lakota Village (Grades 6-8 Social Studies, multigraded)
Lesson Plan Title:
Living in a Lakota Village
Developed by:
Phil Rehberger
Subject Area:
Social Studies
Topic:
Simulation, Lakota Language & Culture
Grade Level:
6-8
Time Frame:
Two weeks, 10 instructional hours
Lesson Summary:
The students will take the part of a Lakota Native American living in a village during the 1840's. They will interact in a real-time virtual immersion activity hosted by the teacher in a closed estate. The students will be in the Lakota village with a tribal elder, played by the teacher, and he will speak only Lakota to them. They, in turn, will have to learn the basic words to interact and survive. No English will be allowed. Finally, twice a week we will discuss their reactions to various events that might affect the entire village, much as a tribal village might. At the end of two weeks, they will write a one-page essay to describe their experience, using as many Lakota words as they can in the text.
Prerequisites:
Internet access in lab setting; student access to Teen Second Life (http://teen.secondlife.com/); background check for teacher by Second Life; willingness to not use English in the virtual world.
Standards:
6.SI.2.1 Analyze howadoption of technological advancements produces change.
8.CT.2.2 Demonstrate the ability to utilizevirtual learning environments in a classroom setting
8.C.1.2. Students are able to describe the relationship of government to citizens and groups during the Westward Expansion.
Lesson Objectives:
Given internet access, the student will interact appropriately to use a virtual world (Teen Second Life) for educational purposes.
Given the opportunity to be immersed in Lakota language and culture, the student will recite by memory 20 common Lakota words
Given the opportunity to be immersed in Lakota tribal life, the student will write a one-page essay describing Lakota tribal life.
Given internet access, the student will enjoy the use of the virtual world.
Given exposure to Lakota tribal culture, the student will express appreciation for the traditional Lakota way of life.
Assessment:
Write a one-page essay from a Lakota point of view, using Lakota words as ability allows, describing life in a Lakota village
Reference books on the lifestyle and language of the Lakota
Procedural Activities:
The teacher will purchase and prepare a piece of land for a Lakota village, and will build on it the traditional forms found in a Lakota village. Note that this will require a criminal background check and a limitation of usage for purely educational purposes. The teacher will also want to obtain parental consent and understanding for this activity.
The teacher will also want to be converstationally familiar with standard Lakota terms. Help is available online, or a teacher may want to take a class in Lakota language or enlist outside help. For the entire hour, each day, the teacher will play the part of an elder, speaking in Lakota and responding only to Lakota questions. The use of English or anachronisms is strictly forbidden.
Students will use the first day to receive direct instruction in how to set up a avatar in Second Life. The student direction will involve creation of an avatar that is plausible in appearance. (Visual-spatial) Discussion will be directed towards the dress and hairstyles that are common among the Lakota. After making an avatar, the rest of the day will be given over to exploration of the area of the village. The student will be directed to explore each item and try to determine the possible use of the item for the Lakota. Students will have access to online and text references to help them. (Logical-Mathematical) In addition, students will be encouraged to bring in samples of natural materials and emulate them in Second Life, as time and talent allows. The materials should be ones appearing in the natural environment, and which are native to South Dakota. (naturalist).
On Tuesdays and Thursdays, the students will begin with an in-world instruction by the teacher avatar, representing a Lakota elder. The goal will be to teach ten words to the students, by explaining and gesturing. (Bodily-Kinesthetic) The students will then type the words themselves. After language instruction, the students will be directed to explore and practice the Lakota words with each other.
On Wednesday and Friday of the first week, and on Monday and Wednesday of the second week, the students will begin their session with a hypothetical situation, as described by the teacher. Then the students will be encouraged to discuss the situation and decide what to do, and why. (Verbal-Linguistic) The four suggested situations are:
1) A group of Blackfoots have been spotted moving into the area. They appear to be looking for better hunting grounds. It is unknown if they are stronger or weaker than the tribe.
2) A stray Wasichu wagon was separated from its group and has strayed into the hunting grounds. The family in the wagon appears weak and lost. However, it is unknown if anyone else is looking for them.
3) A messenger from another Lakota tribe has come to your village to ask you to attend a parley. You have a strong suspicion that they will ask you to go on the warpath against a common enemy. However, you do not know who that enemy is.
4) One of the young men in your village has come into your village from his vision quest, claiming that the spirit told him to follow the way of the pipe. There are various opinions on what this might mean.
On the Friday of the last week, the students will attend a banquet where the elder will speak to them in Lakota words, and they will attempt to make a short speech in response. Students will hear a Lakota song and try to copy it. (Musical-Rhythmic) Various types of food will be introduced, and each student will try each out. Finally, a winter count will be introduced, and the group will decide on a symbol to put on the skin. Afterwards, students will be given the assessment to write a one-page essay on Lakota life and culture, using Lakota words as much as possible, as a final project.(Intrapersonal)
Extensions:
Possible extensions include:
Inviting native speaking Lakota to come and help as guests.
Inviting former students who have taken the class to assist in various Lakota guises.
Having the students make Lakota objects, using the in-world creator.
Having the lessons and discussions in-world, if using wonderland or croquet (when they go online).
Making two or more villages from classrooms, and having each go online synchronously.
Making a fort or tribal areas nearby to be explored in future units.
Asking students to make their own Native American crafts, using the in-world creator.
Keeping a journal in WordPad to record the events of each day.
Drawing a picture to demonstrate life in the village using ArtRage.
