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Lesson Plan
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\n\"Traditions\n\n
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\nCurated OER\n
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\nTraditions and Languages of Three Native Cultures: Tlingit, Lakota, and Cherokee\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nLearners explore the connections between tradition and language. They examine the environment, history and culture of the Tlingit, Lakota and Cherokee tribes and identify the importance of maintaining languages for oral traditions.\n
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\n\"Lesson\n\n
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\nCurated OER\n
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\nLesson Plan: Making History to Go\n

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\n\nFor Teachers\n\nK - 5th\n
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\nLearners use their higher-order thinking skills to understand how visual images have been used to tell stories. They analyze a Lakota tipi that tells a story through paint and artistry. They then make miniature tipis using butcher paper...\n
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Lesson Plan
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\n\"Lakota\n\n
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\nCurated OER\n
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\nLakota Signs & Symbols\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars discuss and identify the signs, symbol, and sacred animals associated with traditional Lakota objects of the past. They then design and create a two-dimensional piece of art that incorporates one of these signs or symbols.\n
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Lesson Plan
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\n\"Lakota\n\n
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\nCurated OER\n
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\nLakota Numbers\n

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\n\nFor Teachers\n\n9th - 11th\n
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\nStudents count in Lakota Sioux numbers and solve math problems. In this algebra lesson, students count in a different language and use it to solve math problems. They work on their pronunciation and spelling as well as math skills in...\n
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Interactive
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\n\"Sioux\n\n
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\nMr. Nussbaum\n
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\nSioux (Lakota) Nation\n

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\n\nFor Students\n\n4th - 6th\n\nStandards\n
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\nScholars test their reading comprehension skills with an interactive that focuses on the Sioux tribe. After reading an informational text, learners answer 10 questions. \n
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Lesson Plan
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\n\"Traditions\n\n
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\nCurated OER\n
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\nTraditions and Languages of Three Native Cultures: Tlingit, Lakota, & Cherokee\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nStudents understand the meaning of a tradition and know how it is maintained. They have a general knowledge of the environment, history and culture of the Tlingit, Lakota, and Cherokee\n
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Lesson Plan
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\n\"Lakota\n\n
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\nCurated OER\n
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\nLakota Beaded Leather Bag\n

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\n\nFor Teachers\n\n9th - 11th\n
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\nYoung scholars examine and review Lakota beadwork designs. They watch an instructional video on how to bead and then design and graph a design on paper. Finally they bead the design onto a leather bag.\n
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\n\"Lewis\n\n
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\nLewis and Clark and Native Americans, Part II\n

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\n\nFor Teachers\n\n6th - 10th\n
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\nStudents research the Native Americans living in the regions explored by Lewis and Clark. They identify the modern-day names of sites claimed by the Lakota Indians, and create a poster of the original Native American names.\n
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\n\"Native\n\n
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\nCurated OER\n
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\nNative Americn Religious Beliefs and Practices\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents research how religions are created and how they influence the way people live. They identify the religious beliefs and practices of the Inuit, Lakota, Apache, Navajo and Iroquois Native Americans. Students find the...\n
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\n\"Lesson\n\n
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\nDenver Art Museum\n
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\nLesson Plan: Stories of Home on My Home\n

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\n\nFor Teachers\n\n6th - 10th\n
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\nLearners research the Lakota tribes, culture, art, and family life. They analyze an installation piece created by a Lakota Indian, and connect what they see to the concept of home. They engage in a discussion, creative writing activity,...\n
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\n\"Sitting\n\n
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\nPBS\n
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\nSitting Bull: Spiritual Leader and Military Leader\n

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\n\nFor Teachers\n\n3rd - 7th\n\nStandards\n
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\nSitting Bull was not expected to be a great warrior. Yet, he led the Lakota people and other tribes to several pivotal victories against the United States government when federal troops threatened their land. Using primary sources, such...\n
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\n\"Sitting\n\n
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\nCurated OER\n
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\nSitting Bull: Chief of the Lakota Nation\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents view the \"Sitting Bull\" video, complete vocabulary work, and discuss the video as a class.\n
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\n\"Buffalo-Ta\n\n
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\nBuffalo-Ta Tanka\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents study the buffalo. They watch a video and read a story about the buffalo and what it meant to Native American Indian tribes. They practice naming the parts of buffalo in Lakota.\n
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\n\"Buffalo\n\n
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\nBuffalo Hide\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents research the traditional Lakota tipi (teepee) and compare types of homes used in the past with those used today. They design and construct an accurate model of a tipi.\n
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\n\"Songs\n\n
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\nCurated OER\n
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\nSongs of Native Americans\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers listen to chapter from novel When Legends Die by Hal Borland, listen to traditional Lakota song, discuss feeling song induces and in what circumstance it may be used, and examine connection between cultural music and...\n
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\n\"Nomad\n\n
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\nCurated OER\n
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\nNomad Land\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nLearners explore the migratory movements of animals as they monitor their own movements throughout the school day. Climatic and feeding conditions are examined as cues for the movement.\n
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Lesson Plan
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\n\"Lewis\n\n
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\nCurated OER\n
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\nLewis and Clark and Native Americans, Part I\n

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\n\nFor Teachers\n\nAll\n
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\nStudents will identify the structure of the Dakota Nation including the Seven Council Fires, explore the relationship between the Corps of Discovery and the Lakota and examine the conflict between the two parties from varied points of view.\n
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\n\"Wounded\n\n
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\nCurated OER\n
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\nWounded Knee Massacre\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents interpret historical evidence presented in primary and secondary resources. In this Westward Expansion lesson, students examine sources regarding the Battle of Wounded Knee from the perspective of Lakota fighters and...\n
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\n\"Conflict\n\n
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\nCurated OER\n
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\nConflict On The Plains\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders investigate the culture and lifestyles of the Lakota Sioux and the Northern Cheyenne tribes. They use a variety of resources for research. They create questions based on information to be used during classroom discussion...\n
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\n\"PBS\n\n
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\nPBS Kids Go Buster Buffalo Round-Up\n

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\n\nFor Teachers\n\n2nd\n
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\nSecond graders visit Rapid City, South Dakota, and Jackson Hole, Wyoming in these two episodes of Buster. They examine the Lakota people in South Dakota to see what it means to persevere. They sing songs and study idioms. They brainstorm...\n
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\n\"Dreams\n\n
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\nDreams and Shields\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents study and view examples of shields from the Lakota, Crow, Cheyenne, Black Feet, and Shoshone tribes. They find the meaning of the symbols used on the shields and then make their own shields out of cardboard.\n
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\n\"Sacred\n\n
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\nSacred Ceremonial Use of the Buffalo\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents invite an elderly person to come talk about the significance of the buffalo in their Native American community. They record and videotape all the activities and create a visual presentation of the day.\n
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\n\"Two\n\n
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\nSmithsonian Institution\n
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\nTwo Perspectives on the Battle of Little Bighorn/Greasy Grass\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nLearners understand why historians conduct research and the importance of perception when it comes to studying history. The resource covers The Wars of Expansion and the Battle of Little Bighorn/Greasy Grass through group work, debate,...\n
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\n\"Western\n\n
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\nWestern Indian Wars\n

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\n\nFor Students\n\n5th - 12th\n\nStandards\n
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\nWhy do many Native Americans live on reservations? An interactive resource teaches about how reservations came to be and the tragic history behind Native Americans moving from their lands. Teenagers read passages, view images, and click...\n
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