Wapasha’s Praire becomes Winona- Lesson #3

1. Theme/Title of the day’s lesson with a brief description:

Wapasha’s Prairie becomes Winona

Today, third graders will understand how white settlers took over Wapasha’s Prairie which belonged to the Native Americans.

2. Materials/resources needed:

Blackboard/chalk
Map of Minnesota
Pre-made 3X5 inch note cards with one term written on each
One term list for each group

3. Goal(s) for today’s lesson:

1. By talking about the history of the Dakota Nation, students will understand how they lived in southern Minnesota during the early 1800s. By making a timeline, students will demonstrate chronological thinking skills.
2. Students will understand the economic term “scarcity.”

4. Objectives for today’s lesson:

In groups, students will write down and present information about each term related to Wapasha’s Prairie and the Dakota Indians with 90% proficiency.

5. Procedures

a. introductory experiences
Students may sit at their desks or gather in a circle. Go over the timeline which was created yesterday with the students. Explain how the Dakota lived in the early 1800s in Wapasha’s Prarie.
1. Explain:
The Dakota Nation lived in teepees, wigwams, and log long houses. (Draw pictures on the blackboard and describe simple characteristics of each Dakota home.)
a. Teepee- built from long poles and animal skin. Teepees have a flap as a door. The shape is a triangle.
b. Wigwam- formed from poles with bark and skin over the top. The shape is oval/circular.
c. Log Long House- made from logs and skin. The shape is rectangular.
d. Think-Pair-Share…Put students into pairs and discuss which house they would rather have and why. Allow three minutes for discussion amongst partners and five minutes for group sharing.
Estimated time: 10 minutes
2. Explain:
a. Dakota men hunted for buffalo, antelope and deer.
b. Buffalo were very important to the Dakota Nations. The buffalo was used for food, clothing and/or shelter.
Estimated time: 2 minutes
Add to the timeline- 1830. Explain that 1830 was when white settlers started to pass by Wapasha’s Prairie. Dakota Nation’s food (buffalo, antelope, and deer) started to become scarce because of the influence of white settlers. Discuss scarcity (one cannot have all the goods and services that one wants).
Estimated time: 3 minutes

b. developmental experiences:
Ask students questions throughout…keeping them interested. An example question is: Where do you think the Native Americans went after the white settlers took over?
Possible answers: disappeared, another state/country, to find new land
1. Explain: In 1851, the Sioux of southern MN signed the Mendota Treaty after Captain Ortin Smith claimed Winona’s landing and prairie.

Example question: Why do you think Native Americans signed the treaty? Brainstorm ideas and write them on the board. Possible answers include: to get something in return, because they had to, they food was becoming low so they wanted to move somewhere else, white people were taking over and the Native Americans didn’t want to live with them.

Explain: In return for the land, Native Americans received money and flour. The Mendota Treaty did not become official until 1853 when the US congress approved it. Wapasha’s nation moved near Morton, MN. Ask a volunteer to point out where Morton is (this was done in a previous lesson so students should know this).
Estimated time: 7 minutes
2. Put students into groups (three students per group) and hand them the ‘term list.’ Students will write information to the best of their ability regarding each term. Each group member will have a job: #1 will be the writer of the group, #2 & #3 will be the presenters. (View the list of terms on the attached sheet.) Write down main ideas for each term on the blackboard.
Estimated time: 15 minutes

c. culminating experiences- 6 minutes
Tape a note card with a term (from the term list) to each student’s back. Students will be given a partner of the opposite gender. The object of the game is to guess the term on your back by asking yes/no questions to your partner.

6. Assessments used during lesson: Students will be assessed by their group work. Groups will be graded by the extent of their answer to each term.

7. Wrap Up: Go over the timeline with students. Touch briefly on main points. Answer any questions.
Estimated time: 5 minutes


TERMS:

Mendota Treaty



Wigwam



Teepee



Log Long House



Wapasha’s Prairie



Buffalo



Wapasha I-



Winona



1853