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
Sunday, December 2, 2007
Wapasha’s Prairie and Cardinal Directions- Lesson #2
1. Theme/Title of the day’s lesson with a brief description:
Introduction to Wapasha’s Prairie and Cardinal Directions
Third graders will be introduced to a short timeline of the Dakota Nation coming to Wapasha’s Prairie and the leaders of the Nation. They will also learn how to use a compass rose to find their way around Wapasha’s Prairie.
2. Materials/resources needed:
Uses 6 primary documents from the Winona County Historical Society:
Teaching a class of 20 students…
· 4 copies of the picture from the article, First in Winona: Wabasha’s Dakota band. Winona Daily News- July 22, 2001.
· 4 copies of the picture of Sugar Loaf from the article, Wabasha returns to ancestral home. Winona Post- March 17, 2004.
· 4 copies of the picture of Wapasha II from the article, Wabasha returns to ancestral home. Winona Post- March 17, 2004.
· 4 copies of the picture of Five Dakota Indians from the article, Wapasha’s Exile. Winona Daily News- June 17, 2004.
· 4 copies of the picture of Ernie Wabasha from the article, Chief Wapasha clings to history, memories. Winona Daily News- May 3, 1999.
· 20 copies of Wapasha’s Prairie in 1851. The map can be found in A History of Wapasha’s Prairie written by Myron A. Nilles (2nd Edition). The book can be purchased at the Winona County Historical Society.
· A map of Minnesota
· Map of the United States + Canada
· Copies of the worksheet
Teacher Preparation: Pre-mark one X and one O on each map of Wapasha’s Prairie.
3. Goal(s) for today’s lesson:
1. By using a map of Wapasha’s Prairie, students will learn and understand cardinal directions.
2. Students will become aware of how the Dakota Nation of Southern Minnesota lived in the early to mid 1800s.
4. Objectives for today’s lesson:
1. Students will understand the eight cardinal directions and be able to use them with a map.
2. Students will obtain a basic understanding of how the Dakota Nation lived.
5. Procedures
a. introductory experiences-
Hand each student one of the five pictures from the newspaper (the pictures are numbered in the upper right hand corner). Ask students to brainstorm and write down ideas of what the picture is. Give students about five minutes to come up with ideas. While the students are brainstorming, tape the five pictures on the blackboard so students can see all of them. Once students are done, point to the first picture and have students raise their hand if they had this picture. If so, ask students what the picture describes. Write all the ideas on the board. Repeat this process for all pictures. Once you have ideas written for all the pictures, have students sit in front of the black board or by the reading circle. You will read about each individual picture and see if any of the students were correct with their brainstorming ideas. Have a piece of chart paper near so you can start a timeline.
Estimated time: 3 minutes
1. Picture number one is “an artist’s rendition of what the future site of Winona looked like when it was occupied by the Dakota.” This picture was published in the Winona Daily News on July 22, 2001.
a. In the early 1800s, Wapasha I settled his nation known as the Mdewakantonwan (may want to write this word on the board and go through pronunciation) Dakota near the Mississippi River in present day Winona. (Put this on the timeline.) In 1806, Wapasha I died of cancer and his son, Wapasha II became leader of the band.
Estimated time: 3 minutes
2. Picture number three is of Wapasha II. Ask students what they think is over his eye. Take a few moments for students to respond.
a. Wapasha II lost his eye playing an intense game of Lacrosse. He did not want to wear an eye patch, so he grew his hair over his left eye. Wapasha II died of smallpox in 1836. (Mark this on timeline.) Ask students who they think took over the nation of Dakota Indians. Wapasha III took over (Wapasha II’s son).
Estimated time: 3 minutes
3. Picture number two is Wapasha’s cap- now known as ___________ (Sugar Loaf).
a. This picture was taken in the late 1880s after the white settlers came to take over. (Add 1880s- Sugar Loaf on your timeline.)
Estimated time: 3 minutes
4. “Five Dakota Indians are shown in Winona in this 1898 photo, 46 years after they were driven from Wapasha’s Prairie” published in the Winona Daily News on June 17, 2004.
Estimated time: 3 minutes
5. Picture number five is “A direct descendent of Chief Wapasha, Ernie Wabasha, stands Sunday afternoon in front of Sugar Loaf, which used to be called ‘Wapasha’s Cap.’ The descendent of the Dakota leader visited Winona State University’s annual pow wow.” Explain:
a. Ernie Wabasha is Chief Wapasha VII.
b. He resides on a Sioux (Dakota) reservation near Morton, MN.
c. Take out a map of Minnesota so students have a general idea of where Morton, MN is from Winona, MN. Tell students that it is to the North and the West. (Northwest)
Estimated time: 4 minutes
6. Introduce students to the cardinal directions North, South, West and East. Give a few more examples from the map using relative location. Canada is to the North of Winona. Wisconsin is to the East of Winona. Iowa is to the South of Winona, and South Dakota is to the West of Winona.
Estimated time: 4 minutes
b. developmental experiences:
Each student will be given a map of Wapasha’s Prairie in 1851. Briefly go over the map pointing out examples such as living sites (4 Log Long Houses and 12 Summer Wigwams). There will be a pre-marked X, a pre-marked O, and a compass rose on the map. Teach students about the compass rose found on almost all maps and tell them that W and E are easy to remember because it spells WE. (It may be helpful to make a compass rose on the blackboard for students to find on their map.) Go over a few examples with students using the compass rose and the map of Wapasha’s Prairie.
Estimated time: 3 minutes
1. Put one of your pointer fingers on the Dancing Grounds. Put your other pointer finger on the 12 Summer Wigwams. Looking at the compass rose, what direction are the Wigwams from the Dancing Grounds? (West) Have students answer. Explain: the Dakota Nation lived in wigwams.
Estimated time: 3 minutes
2. Put one of your pointer fingers on the Athletic Field, Ceremonial Grounds and Arena and your other pointer finger on the Horse Fence. What direction is the Horse Fence from the Athletic Field? (Southeast) Introduce Northwest, Northeast, Southwest and Southeast. While going over these places on the map, explain what they were used for in the mid-1800s.
Estimated time: 3 minutes
3. Each student has an X and an O on their paper. Their job is to figure out which direction a person would have to travel to get from point O to point X (X marks the spot). After the student has their answer, have them raise their hand so the teacher can come around and check to see if they are correct. If they are correct, pass out the worksheet. If the student is incorrect, explain why it is incorrect. If many students are getting the incorrect answer, go over a few more examples for the class to see.
Estimated time: 5 minutes
4. Pass out the worksheet for those students who have an understanding of the cardinal directions. Have students complete the worksheet (which is attached to the back of the lesson). If some students finish early, have them help those who are struggling with directions.
Estimated time: 5 minutes
5. If time permits, go over the answers. If there is not a lot of time left, have the students complete the worksheet for homework and correct it the next morning.
c. culminating experiences (closure)
Estimated time: 5 minutes
As time comes to an end, have students put their worksheets in either their social studies folder (if finished) or take-home folder for homework. Gather students back to the black board or reading circle. Take a look at the timeline you made and briefly discuss it with the students again. Quiz students by asking questions. For example: Who took over after Wapasha I died? End the lesson by adding the following to the timeline:
1. 1850- About 300 men, women and children were living in Wapasha’s Prairie.
2. 1851- Captain Ortin Smith claimed Winona’s landing and prairie.
3. 1853- Wapasha’s Prairie becomes Winona
Tell students that you will talk about the white settlers invading the Dakota Nation’s land tomorrow.
6. Assessments used during lesson:
During the introduction, students will be assessed by participation. While working on their worksheets, constantly walk around to help students who are having difficulties with cardinal directions. Students are expected to stay busy during their work time. If students finish early, they should help other students with permission of the instructor.
WORKSHEET:
Name: ____________________________
Wapasha’s Prairie Worksheet
What direction would you travel to go from the Burial Scaffolds to the Prehistoric Indian Mounds?
What direction would you travel to go from the 4 Log Long Houses to the Horse Fence?
What direction would you travel to go from the Fenced Cemetery to the 4 Log Long Houses?
Introduction to Wapasha’s Prairie and Cardinal Directions
Third graders will be introduced to a short timeline of the Dakota Nation coming to Wapasha’s Prairie and the leaders of the Nation. They will also learn how to use a compass rose to find their way around Wapasha’s Prairie.
2. Materials/resources needed:
Uses 6 primary documents from the Winona County Historical Society:
Teaching a class of 20 students…
· 4 copies of the picture from the article, First in Winona: Wabasha’s Dakota band. Winona Daily News- July 22, 2001.
· 4 copies of the picture of Sugar Loaf from the article, Wabasha returns to ancestral home. Winona Post- March 17, 2004.
· 4 copies of the picture of Wapasha II from the article, Wabasha returns to ancestral home. Winona Post- March 17, 2004.
· 4 copies of the picture of Five Dakota Indians from the article, Wapasha’s Exile. Winona Daily News- June 17, 2004.
· 4 copies of the picture of Ernie Wabasha from the article, Chief Wapasha clings to history, memories. Winona Daily News- May 3, 1999.
· 20 copies of Wapasha’s Prairie in 1851. The map can be found in A History of Wapasha’s Prairie written by Myron A. Nilles (2nd Edition). The book can be purchased at the Winona County Historical Society.
· A map of Minnesota
· Map of the United States + Canada
· Copies of the worksheet
Teacher Preparation: Pre-mark one X and one O on each map of Wapasha’s Prairie.
3. Goal(s) for today’s lesson:
1. By using a map of Wapasha’s Prairie, students will learn and understand cardinal directions.
2. Students will become aware of how the Dakota Nation of Southern Minnesota lived in the early to mid 1800s.
4. Objectives for today’s lesson:
1. Students will understand the eight cardinal directions and be able to use them with a map.
2. Students will obtain a basic understanding of how the Dakota Nation lived.
5. Procedures
a. introductory experiences-
Hand each student one of the five pictures from the newspaper (the pictures are numbered in the upper right hand corner). Ask students to brainstorm and write down ideas of what the picture is. Give students about five minutes to come up with ideas. While the students are brainstorming, tape the five pictures on the blackboard so students can see all of them. Once students are done, point to the first picture and have students raise their hand if they had this picture. If so, ask students what the picture describes. Write all the ideas on the board. Repeat this process for all pictures. Once you have ideas written for all the pictures, have students sit in front of the black board or by the reading circle. You will read about each individual picture and see if any of the students were correct with their brainstorming ideas. Have a piece of chart paper near so you can start a timeline.
Estimated time: 3 minutes
1. Picture number one is “an artist’s rendition of what the future site of Winona looked like when it was occupied by the Dakota.” This picture was published in the Winona Daily News on July 22, 2001.
a. In the early 1800s, Wapasha I settled his nation known as the Mdewakantonwan (may want to write this word on the board and go through pronunciation) Dakota near the Mississippi River in present day Winona. (Put this on the timeline.) In 1806, Wapasha I died of cancer and his son, Wapasha II became leader of the band.
Estimated time: 3 minutes
2. Picture number three is of Wapasha II. Ask students what they think is over his eye. Take a few moments for students to respond.
a. Wapasha II lost his eye playing an intense game of Lacrosse. He did not want to wear an eye patch, so he grew his hair over his left eye. Wapasha II died of smallpox in 1836. (Mark this on timeline.) Ask students who they think took over the nation of Dakota Indians. Wapasha III took over (Wapasha II’s son).
Estimated time: 3 minutes
3. Picture number two is Wapasha’s cap- now known as ___________ (Sugar Loaf).
a. This picture was taken in the late 1880s after the white settlers came to take over. (Add 1880s- Sugar Loaf on your timeline.)
Estimated time: 3 minutes
4. “Five Dakota Indians are shown in Winona in this 1898 photo, 46 years after they were driven from Wapasha’s Prairie” published in the Winona Daily News on June 17, 2004.
Estimated time: 3 minutes
5. Picture number five is “A direct descendent of Chief Wapasha, Ernie Wabasha, stands Sunday afternoon in front of Sugar Loaf, which used to be called ‘Wapasha’s Cap.’ The descendent of the Dakota leader visited Winona State University’s annual pow wow.” Explain:
a. Ernie Wabasha is Chief Wapasha VII.
b. He resides on a Sioux (Dakota) reservation near Morton, MN.
c. Take out a map of Minnesota so students have a general idea of where Morton, MN is from Winona, MN. Tell students that it is to the North and the West. (Northwest)
Estimated time: 4 minutes
6. Introduce students to the cardinal directions North, South, West and East. Give a few more examples from the map using relative location. Canada is to the North of Winona. Wisconsin is to the East of Winona. Iowa is to the South of Winona, and South Dakota is to the West of Winona.
Estimated time: 4 minutes
b. developmental experiences:
Each student will be given a map of Wapasha’s Prairie in 1851. Briefly go over the map pointing out examples such as living sites (4 Log Long Houses and 12 Summer Wigwams). There will be a pre-marked X, a pre-marked O, and a compass rose on the map. Teach students about the compass rose found on almost all maps and tell them that W and E are easy to remember because it spells WE. (It may be helpful to make a compass rose on the blackboard for students to find on their map.) Go over a few examples with students using the compass rose and the map of Wapasha’s Prairie.
Estimated time: 3 minutes
1. Put one of your pointer fingers on the Dancing Grounds. Put your other pointer finger on the 12 Summer Wigwams. Looking at the compass rose, what direction are the Wigwams from the Dancing Grounds? (West) Have students answer. Explain: the Dakota Nation lived in wigwams.
Estimated time: 3 minutes
2. Put one of your pointer fingers on the Athletic Field, Ceremonial Grounds and Arena and your other pointer finger on the Horse Fence. What direction is the Horse Fence from the Athletic Field? (Southeast) Introduce Northwest, Northeast, Southwest and Southeast. While going over these places on the map, explain what they were used for in the mid-1800s.
Estimated time: 3 minutes
3. Each student has an X and an O on their paper. Their job is to figure out which direction a person would have to travel to get from point O to point X (X marks the spot). After the student has their answer, have them raise their hand so the teacher can come around and check to see if they are correct. If they are correct, pass out the worksheet. If the student is incorrect, explain why it is incorrect. If many students are getting the incorrect answer, go over a few more examples for the class to see.
Estimated time: 5 minutes
4. Pass out the worksheet for those students who have an understanding of the cardinal directions. Have students complete the worksheet (which is attached to the back of the lesson). If some students finish early, have them help those who are struggling with directions.
Estimated time: 5 minutes
5. If time permits, go over the answers. If there is not a lot of time left, have the students complete the worksheet for homework and correct it the next morning.
c. culminating experiences (closure)
Estimated time: 5 minutes
As time comes to an end, have students put their worksheets in either their social studies folder (if finished) or take-home folder for homework. Gather students back to the black board or reading circle. Take a look at the timeline you made and briefly discuss it with the students again. Quiz students by asking questions. For example: Who took over after Wapasha I died? End the lesson by adding the following to the timeline:
1. 1850- About 300 men, women and children were living in Wapasha’s Prairie.
2. 1851- Captain Ortin Smith claimed Winona’s landing and prairie.
3. 1853- Wapasha’s Prairie becomes Winona
Tell students that you will talk about the white settlers invading the Dakota Nation’s land tomorrow.
6. Assessments used during lesson:
During the introduction, students will be assessed by participation. While working on their worksheets, constantly walk around to help students who are having difficulties with cardinal directions. Students are expected to stay busy during their work time. If students finish early, they should help other students with permission of the instructor.
WORKSHEET:
Name: ____________________________
Wapasha’s Prairie Worksheet
What direction would you travel to go from the Burial Scaffolds to the Prehistoric Indian Mounds?
What direction would you travel to go from the 4 Log Long Houses to the Horse Fence?
What direction would you travel to go from the Fenced Cemetery to the 4 Log Long Houses?
Pictures used in Wapasha’s Prairie and Cardinal Directions
Artist's rendition of WinonaPublished July 22, 2001
Winona Daily News
Ernie WapashaPublished May 3, 1999
Winona Daily News
Wapasha's Exile
Published June 17, 2004
Winona Daily News
Wapasha IIPublished March 17, 2004
Winona Post
Wapasha's Dakota Band.Published July 22, 2001
Winona Daily News
Winona Daily News
Wapasha's Prairie in 1851A History of Wapasha’s Prairie
written by Myron A. Nilles (2nd Edition).
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