Tipi Rings in the Ree Hills

1. Ree Heights, SD By Jan Deuter Tipi Rings in the Ree Hills

2. The End That’s All Folks!

3. Tipi Rings in the Ree Hills Brief Summary of Unit The tipi was the home of the Plains Indians. A tent of animal skins was “Fastened to the ground” with rocks. Rocks in the form of rings are still found in the Ree Hills of South Dakota. Students visiting the site can use the locations of the rocks to speculate and try to interpret the obstacles and solutions that were used for survival and the importance of good leadership.

4. Identify Desired Results Enduring Understanding: “Big Idea” “Uncover the Organization of the Tipi in the Ree Hills” -Obstacles of living in this era -Access to basic needs -Leadership of a tribe

5. Identify Desired Results“Essential” questions What obstacles of living in this era did the Indians face? Did the Indians have access to basic needs for human survival? Was the leadership of tribe treated differently?

6. Identify Desired ResultsStudents Will Understand… Students will understand that the Indians and their leadership adapted their living styles to overcome obstacles and hardships living at this period in history.

7. Identify Desired ResultsQuestions that will focus this unit… What obstacles of living in this era did the Indians face? Did the Indians have access to basic needs for human survival? Was the leadership of tribe treated differently?

8. Content Standard 1 of 4 History Students will know and be able to describe life in American before the 17th century by identifying and describing the arrival, settlement, and culture of the first Americans, including Indians of the Northwest, Southwest, Plains, Eastern Woodlands, and Middle America; and inferring how climate and geography influenced the way various Indian tribes lived.

9. Content Standard 2 of 4 History Students will know and be able to summarize the growth and change in America from the Revolution to 1861 with emphasis on territorial exploration, expansion, and settlement of the Louisiana Purchase; acquisition of Florida, Texas, Oregon, and California; the influence of geographic, economic, and climatic factors on the movement of people, goods, and services (voluntarily and involuntarily as in the Trail of Tears); the effect of American relationships with other countries on our westward expansion; and the impact of inventions such as the steamboat, cotton gin, and locomotives on life in America.

10. Content Standard 3 of 4 Geography Students will know and be able to determine the purpose of and use appropriate maps, including relief, product, road maps and mileage tables, time zones, migration/movement patterns, population, and historical.

11. Content Standard 4 of 4 Technologies Source: Standards for Technological Literacy: The Designed World:Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies.

12. Determine Acceptable Evidence Rubric, Create a timeline, Write a diary page,

13. Learning Experiences & Instruction Meaningful, Engaged Learning Indicators  1.     Indicator: Vision of Engaged Learning  2.     Indicator: Tasks for Engaged Learning  3.     Indicator: Assessment of Engaged Learning  4.     Indicator: Instructional Models & Strategies for Engaged Learning  5.     Indicator: Learning Context of Engaged Learning  6.     Indicator: Grouping for Engaged Learning  7.     Indicator: Teacher Roles for Engaged Learning  8.     Indicator: Student Roles for Engaged Learning

14. Learning Experiences & Instruction

15. Learning Experiences & Instruction 1 The tepee was the home of the Plains Indians. The frame of the tepee was made of long wooden poles pointed together and fastened at the top. The bottoms were spread out to form a circle. This was covered with a tent of animal skins, which fastened to the ground. These Indians would often paint decorations on the outside of the teepee. The Plains Indians would have a fireplace inside the tepee. This form of home could quickly be taken down when the Plains Indians moved to follow the buffalo. A tent of animal skins was “Fastened to the ground”.

16. Learning Experiences & Instruction 2 Your project: You will have responsibilities during your visit to the site. Just like the real explorers, you will have to follow some rules in order for your trip to benefit you.

17. Learning Experiences & Instruction 3 Before taking this field trip, read flyers and newspaper articles about the site. A.Read documents and newspaper clips that are relevant to the questions you may be asking yourself. Compare and discuss your questions with the class. B.At the site, note your observations, impressions and the new questions that come to mind. C.After your exploration, you will share your discoveries with the other students in your class (or team). D.At the end of the exploration, you will have to publish your findings in Microsoft Word using word processing and/ or charts/ pictures.

18. Learning Experiences & Instruction 3 Description of the Activities: 1.Take a field trip to Ree Heights to look at the Tipi rings. Once at the site, find the locations of the rings using the GPS. 2.Discover what “Fastened” the Tipi to the ground. Speculate why they used what they did and why.

19. Learning Experiences & Instruction 3 Cont. 3.Be able to name a site user tribe or others, the time period they used the area, why did the user tribe or others locate where they did, and how do you know? 4.Write a diary for one day (beginning at sunrise and ending at dark) in the life of the occupant. In your diary consider the season and day time activities. 5. Measure and chart the rings finding complete/ incomplete rings, radius, diameter, and circumference of the rings. To find the answers to these questions, you must listen, reflect, and read several documents.