Standards
Below are all the standards that this unit as a whole meets. As you can see, there are a multitude of standards that are met and based on the unit, many of these are met at different points and in some cases, in many different of the lessons.
Wisconsin Model Academic Standards
Geography
A.4.4 “Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters.”
A.4.5 “Use of atlases, databases, grid systems, charts, graphs, and maps to gather information about the local community, Wisconsin, the United States, and the world.”
A.4.7 “Identify connections between the local community and other places in Wisconsin, the United States, and the world.”
History
B.4.7 “Identify and describe important events and famous people in Wisconsin and United States history.”
B.4.8 “Compare past and present technologies related to energy, transportation, and communications, and describe the effects of technological change, either beneficial or harmful, on people and the environment.”
B.4.9 “Describe examples of cooperation and interdependence among individuals, groups, and nations.”
B.4.10 “Explain the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin.”
Political Science
C.4.1 “Identify and explain the individual’s responsibilities to family, peers, and the community, including the need for civility and respect for diversity.”
C.4.4 “Explain the basic purpose of government in American society, recognizing the three levels of government.”
C.4.6 “Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking into account the viewpoints and interests of different groups and individuals.”
Economics
D.4.6 “Identify the economic roles of various institutions, including households, businesses, and government.”
Behavioral Science
E.4.11 “Give examples and explain how language, stories, folk tales, music, and artistic creations are expressions of culture and how they convey knowledge of other peoples and cultures.”
E.4.13 “Investigate and explain similarities and differences in ways that cultures meet human needs.”
E.4.14 “Describe how differences in cultures may lead to understanding or misunderstanding among people.”
E.4.15 “Describe instances of cooperation and interdependence among individuals, groups, and nations, such as helping others in famines and disasters.”
MMSD (Madison Metropolitan School District) Standards
Geography
#3 “Explain how physical environment affects the way people live.”
#5 “Describe the importance of the movement of people, ideas, and goods, to, from and within Wisconsin.”
History
#1 “Examine primary and secondary sources of Wisconsin’s history.”
#2 “Construct and interpret a timeline of significant people (groups and individuals) and events in Wisconsin’s history.”
#4 “Describe and explain the history, culture, and contributions of the American Indian tribes and bands in Wisconsin.”
Political Science
#1 “Identify the major Wisconsin and U.S. treaties and how they affected Wisconsin tribes.”
Economics
#4 “List Wisconsin’s natural, human, and economic resources.”
Behavioral Science
#1 “Compare and contrast individual perspectives and differences”
#2 “Define culture.”
#3 “Explain how personal opinions and choices are shaped by one’s family and community.”
#5 “Describe the arts and literature, traditions, customs, and celebrations of the diverse cultural groups in Wisconsin including Wisconsin Native Americans.”
NCSS (National Committee for the Social Studies) Standards
Culture and Cultural Diversity
Wisconsin Model Academic Standards
Geography
A.4.4 “Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters.”
A.4.5 “Use of atlases, databases, grid systems, charts, graphs, and maps to gather information about the local community, Wisconsin, the United States, and the world.”
A.4.7 “Identify connections between the local community and other places in Wisconsin, the United States, and the world.”
History
B.4.7 “Identify and describe important events and famous people in Wisconsin and United States history.”
B.4.8 “Compare past and present technologies related to energy, transportation, and communications, and describe the effects of technological change, either beneficial or harmful, on people and the environment.”
B.4.9 “Describe examples of cooperation and interdependence among individuals, groups, and nations.”
B.4.10 “Explain the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin.”
Political Science
C.4.1 “Identify and explain the individual’s responsibilities to family, peers, and the community, including the need for civility and respect for diversity.”
C.4.4 “Explain the basic purpose of government in American society, recognizing the three levels of government.”
C.4.6 “Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking into account the viewpoints and interests of different groups and individuals.”
Economics
D.4.6 “Identify the economic roles of various institutions, including households, businesses, and government.”
Behavioral Science
E.4.11 “Give examples and explain how language, stories, folk tales, music, and artistic creations are expressions of culture and how they convey knowledge of other peoples and cultures.”
E.4.13 “Investigate and explain similarities and differences in ways that cultures meet human needs.”
E.4.14 “Describe how differences in cultures may lead to understanding or misunderstanding among people.”
E.4.15 “Describe instances of cooperation and interdependence among individuals, groups, and nations, such as helping others in famines and disasters.”
MMSD (Madison Metropolitan School District) Standards
Geography
#3 “Explain how physical environment affects the way people live.”
#5 “Describe the importance of the movement of people, ideas, and goods, to, from and within Wisconsin.”
History
#1 “Examine primary and secondary sources of Wisconsin’s history.”
#2 “Construct and interpret a timeline of significant people (groups and individuals) and events in Wisconsin’s history.”
#4 “Describe and explain the history, culture, and contributions of the American Indian tribes and bands in Wisconsin.”
Political Science
#1 “Identify the major Wisconsin and U.S. treaties and how they affected Wisconsin tribes.”
Economics
#4 “List Wisconsin’s natural, human, and economic resources.”
Behavioral Science
#1 “Compare and contrast individual perspectives and differences”
#2 “Define culture.”
#3 “Explain how personal opinions and choices are shaped by one’s family and community.”
#5 “Describe the arts and literature, traditions, customs, and celebrations of the diverse cultural groups in Wisconsin including Wisconsin Native Americans.”
NCSS (National Committee for the Social Studies) Standards
Culture and Cultural Diversity
- This is one of the guiding standards in terms of the way the unit was designed. As largely social studies based unit, the concept of cultural diversity is seen from the beginning by trying to decompose the prejudices and extract the differences that are there. these differences are not frowned upon, but rather looked at critically and appreciated.
- For this unit, this manifests itself in the form of looking at the changes that American Indians have made based on multiple facets but also, through the lens of a shared history. As time continues, so does the history and legacy of American Indians in Wisconsin and their ever-changing ways.
- This can be seen through the looking at the importance that nature plays into the lives of American Indians. Whether it is the Menominee and their sustained-yield forestry or the Ojibwe and their rice, the relationships between the environments and the people are analyzed.
- This is the standard that frames the unit based on the ideas of having the students look at different cultures and histories and begin to appreciate and look at the impact that has been made on these cultures. By breaking down stereotypes, looking at the influence of mainstream culture on American Indians, the interactions of European Americans and American Indians, the students are gaining appreciation for the differences in people.
- Through the use of simulations in this unit, the unit offers the students the means to study the interactions of American Indians with European Americans. By having them act out the interactions, they can begin to internalize the feelings and then report out these feelings. The historical look also offers the ability for students to look at the changes that have occurred, for better or worse, between the two parties.
- By looking at the clan structure of the different Nations and the sovereignty of American Indian reservations, the students are gaining experience working with different forms of governance that is not consistent with mainstream governance. The experience with this alternative form of governance offers the students a case study to compare the governance form they are most familiar with.
- This standard is met through the activity and lesson around the Menominee and sustained-yield forestry based on the principle of production and use of the resources present. By using a simulation, the lesson takes on a real-world experience and gives them the agency to think about how the Menominee manage their forest.
- By infusing science and language arts, the interaction between society and science is being seen through the lens of telling stories. These stories rely on the students recreating the information that they have learned in the lesson and then adapt the stories to fit what they have seen in the natural world.
- By looking at something local and breaking down the barriers that exist, the students will now be equipped with the means to make connections to the world based on the lessons within this unit.
- This unit is built on the foundation of civic discussion and creating culture and routine in the classroom, especially around self-governance as a class. The students are allowed to identify their own rules and laws and then analyze the ways in which American Indians use similar or different government and the meaning of that.
