Multiple Perspectives Learning Activity
By Milan Virant
NCSS Standards.
1. Culture & Cultural Diversity
5. Interactions among individuals, groups, and institutions.
Performance Expectations:
b. analyze group and institutional influences on people, events, and elemts of culture in both historical and contemporary settings.
e. examine the interactions of ethnic national, or cultural influences in specific situations or events;
Outcomes :
Students will learn about different perspectives regarding how the pipestone should be treated. Students will learn some cultural, religious, geological, and government perspectives regarding pipestone. The students will learn reasons why pipestone is so sacred to Native Americans. Students will learn about the controversy regarding pipestone and the government. Students will be asked to evaluate both sides of the controversy regarding pipestone and to formulate an opinion about the issue. They will then write a two page reflection paper about the lesson.
Evaluation:
Students will be evaluated by answering questions presented on a worksheet regarding the controversy surrounding the pipestone placed inside of the National Museum of the American Indian in Washington DC. Students will participate in active learning by discussing questions prompted by the teacher. The students will also write a two page reflection paper concerning many perspectives and beliefs surrounding pipestone. The paper will be graded on the basis of whether or not the students discussed their opinions on perspectives presented in class.
Curriculum:
This lesson plan would fit an 11th to 12th grade civics, history, or American government class. It has perspectives encompassing geological findings, government policy and social issues, and it also includes Native American history, culture, and religious issues.
Instruction:
Students will be asked if they know anything about pipestone or its’ origins. A brief history of pipestone will be discussed. Students will be handed a brief overviews about the Dakota and the Lakota religious stories concerning pipestone. The stories will be read out loud in class by the teacher. After the Dakota and Lakota stories, a geological overview of pipestone will be given. Then the controversy concerning the National Museum of the American Indian will be discussed. A brief class discussion will follow. Students will be asked prompt questions. After the discussion students will be asked to fill out a worksheet concerning the controversy surrounding the pipestone placed inside of the National Museum of the American Indian in Washington DC. As homework the students will write a two page reflection paper concerning the many perspectives and beliefs surrounding pipestone.
Discussion questions:
1. Should the stone have been removed from the museum floor?
2. What is your opinion of religious differences and tribal beliefs?
3. Do you think the museum’s reluctance to remove the stone from its floor promotes good tribal relations?
4. What is your opinion of the sovereign rights given to Native Americans by the government? Are they fair or unfair?
