WISELearn Grant Lesson Plan Template
| Title: Water Protectors | Author: Tara Grignon |
| Subject(s): Social Studies | |
| Grade Level(s): 3, 4, 5 | Total Time: 60 minutes |
Overview / Description:
Water is life. Learning about an important piece of modern-day history is important. The history of Indigenous-led movements is as important as learning the reasoning and beliefs behind them.
Learning goals/objectives:
After completing this activity, students should be able to . . .
Recall what Dakota Access Pipeline is.
Recall the events at the Standing Rock protest.
Identify the cause of the Standing Rock Protest.
Explain why Native Americans hold water to be sacred.
Write about how a pipeline could possibly be affected if a pipeline was installed.
Workplace Readiness Skill:
| x | Social Skills | x | Communication |
| Teamwork | x | Critical Thinking | |
| x | Attitude and Initiative | x | Planning and Organization |
| Professionalism | Media Etiquette |
Content Standards:
SS.BH2.b.4 Give examples of how peoples from different cultures develop different values and ways of interpreting experiences.
SS.Hist1.a.i Use evidence to draw conclusions about probable causes of historical events, issues, and problems.
SS.Hist1.b.i Use evidence to draw conclusions about probable effects of historical events, issues, and problems.
Materials:
Book- We Are Water Protectors by Carole Lindstrom
Dakota Access Pipeline Protestors
Learning Activities:
Read Aloud- We Are Water Protectors
Teacher lead lecture introducing DAPL. Use links above in the Materials to lead this lecture.
Watch videos and discuss the causes and effects of the protest. Discuss the importance and significance of water to Native Americans. Discuss the pros and cons of the pipeline.
Writing assignment, "If an oil pipeline was installed in your community how would you feel and what could the possible affects be?"
Wrap up the lesson by listening to the last video (Stand up) and viewing the Water Protectors visual.
WHO (T=Teacher Focus Lesson; WG=Whole Group\; SM=Small Group; I=Independent)
| Learning Activity Task | WHO is responsible for this step? | Approximate time for task |
| Read Aloud | Teacher | 10 minutes |
| Lecture | Teacher | 10 minutes |
| Watch videos and discuss | Teacher/WG | 20 minutes |
| Writing assignment | Independent | 15 minutes |
| End with Stand up video and visul | Teacher/WG | 5 minutes |
Assessment: Writing assignment will be used as the assessment.
Wrap-Up: Wrap up the lesson by listening to the last video (Stand up) and viewing the Water Protectors visual.
Extension Activity Research past oil pipelines affecting Native communities.