Lesson Plan

Unit Two Subsistence:  Men’s Contributions

Pronghorn Antelope and Bison

Pronghorn Antelope and Bison (NPS Sketches)

NPS Sketches

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Subject:
History, Language Arts, Reading, Writing
Duration:
45-60 minutes
Group Size:
Up to 24
Setting:
classroom
National/State Standards:
Social Studies:
Fourth Grade
4.1.1,4.1.3
Eighth Grade
8.1.1 ,8.1.2 

Overview

Students will learn how men contributed to the dietary needs of the people living at Knife River Indian Villages through hunting, trapping, fishing and foraging through reading and discussion, graphic organization utilizing the KWL (Know/Want to Know/Learned model and through dramatization in song or skit writing. 

Objective(s)

Students will:

      Understanddiversity by using Hidatsa words when discussing Knife River Indian Villages.

 Appreciateof the sacredness of life and food through developing a skit or writing a song that demonstrates respect.

Background

Subsistence: Men's Contributions, is broken into two parts. First students will learn somebasic Hidatsa language referring to subsistence. The second part reinforces the literacy skillslearned in lesson 1 by engaging students with the text through use of the KWLmodel (Know/Want to Know/Learned).

 Finally students will demonstrate cultural literacy through dramatization by either writing a song or a skit using the words that they learn in part 1 of the lesson. 

Materials

KWL Chart
Student journals
CD of Hidatsa Words

Procedure

Assessment

Students provide answers to fill in the KWL chart
Student skits and songs demonstrate understanding of Hidatsa language
Students skits and songs portray respect for theculture of the Hidatsa people

Park Connections

During the Knife River Indian Villages years, the people ate healthy foods and lived more active lifestyles. After relocating to areas that were less favorable for agriculture, they became more sedentaryand began to adopt more European-like eating habits including eating commodities and in more modern times fast foods.

Extensions

On-Site
Ask students to write down somethingmemorable that they learned about men's roles in their journals.

 

Post-visit

Design a tool made of bone that youwould like to have had if you lived at Knife River.

Additional Resources

Book: Tools of Native Americans

Website: www.mhanation.com

Vocabulary

Fish trap, medicine bundle, spiritual ceremonies, foraging, willow baskets, food preservation, pemmican