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École Mathias Grünewald — pédagogie steiner-waldorf Les Temps modernes 11e classe · Histoire
Sommaire
—Accueil
Chapitres
1. La périodisation 2. Les Grandes Découvertes 3. Les Conquistadors 4. La controverse 5. L'Humanisme 6. La réforme protestante 7. Les guerres de religion · à venir 8. Les Lumières · à venir 9. Les révolutions anglaises · à venir 10. La révolution américaine
—Crédits iconographiques
Chapitre 4 · Travail autonome (TAE)

Oceti Šakowiŋ

Using the texts and images provided, you will learn more about the first inhabitants of North America. The Focus of all the documents is the time BEFORE the first contact with Europeans. 

Consigne

Read and learn about the Oceti Šakowiŋ  nation and write down important information on the blackboard.
You can add a little explanatory sketch (for example for their ‘home’.)
You will then present your findings to the class.

ON THE BLACKBOARD YOU WILL WRITE:

  1. The name of the tribe
  2. Where they lived
  3. How they lived
  1. THE LANDSCAPE:You are going to describe the landscape. 
  2. TASK 1: GROUP WORK   (10 minutes)Look at the photographs and write down words to describe the landscape. Use the blackboard.
    • Take 1 minute per picture and note down some geographical features. 
À propos

 REMEMBER TO LOOK AT THE WORDBANK (on paper)   plain (plaine) – a large area of flat land •     prairie (prairie) – a large area of flat or rolling grassland •     hill (colline) – a raised area of land •     butte (butte) – a tall, narrow hill with steep sides and a flat top •     badlands (terres arides) – dry, eroded land with little vegetation •     rolling hills (collines onduleuses) – hills that rise and fall gently •     river (rivière) – a natural flow of water across land •     ridge (crête) – a long, raised strip of land •     valley (vallée) – low land between hills •     gorge (gorge) – a narrow valley with steep, rocky walls Colors •     golden (doré) – a bright yellow color, like dry grass •     tan (havane) – a light brown color •     brown (marron) – the color of dry soil or grass •     blue (bleu) – the color of a clear sky •     green (vert) – the color of spring grass Textures / Surfaces •     grassy (herbeux) – covered with grass •     dry (sec) – having no water or moisture •     dusty (poussiéreux) – covered with fine, dry dirt •     rolling (onduleux) – rising and falling gently •     rocky (rocailleux) – covered with rocks, as in the badlands Vegetation •     prairie grass (herbe de prairie) – tall grass that covers the plains •     sagebrush (armoise) – a small, gray-green desert shrub •     wildflowers (fleurs sauvages) – flowers that grow naturally •     few trees (peu d'arbres) – only a small number of trees •     buffalo grass (herbe à bison) – a short, hardy grass of the plains Weather / Climate •     windy (venteux) – with strong or constant wind •     dry (sec) – with little or no rain •     hot (chaud) – having a high temperature, especially in summer •     cold (froid) – having a low temperature, especially in winter •     stormy (orageux) – with strong winds, rain, or thunder Space / Size •     vast (vaste) – extremely large in area •     open (ouvert) – with no walls or barriers; unobstructed •     endless (infini) – seeming to have no end •     sweeping (immense) – covering a very large area Feelings / Atmosphere •     sacred (sacré) – considered holy or spiritually important •     spiritual (spirituel) – related to deep, non-material meaning •     wild (sauvage) – natural and untamed •     free (libre) – open and unrestricted •     majestic (majestueux) – impressively beautiful or dignified 

  1. TASK 2: INDIVIDUAL WORK  (10 minutes)Read the text with the title LANDSCAPE and look for information that is missing on your list, add this to the blackboard. 
  2. TASK 3: GROUP WORK   (5 minutes)Look at the blackboard, decide which words should stay/go. Are there contrasting words? like mountain-valley, desert-ocean… Is it a landscape of contrasts? Bring them into order
  3. TASK 4: INDIVIDUAL WORK  (10 minutes)Write a text about the landscape. (2-3 sentences)

THE HOME

  1. INDIVIDUAL WORK: Read the text about their homes  (10minutes)Work on your paper copy.
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  1. UNDERLINE important details on the structure,
  2. What material did the Oceti Šakowiŋ use to build it?
  3. What is surprising?

Write down the most important information on the blackboard. Don’t write too much. 

Now that you know where they lived and what their homes were like, have a look at the way they lived together…

Pistes de lecture

Now read the text on the SEASONAL ROUNDS (15 minutes)

  1. UNDERLINE important details in this text
  2. Was the Tipi the only home?
  3. Where the Oceti Šakowiŋ sedentary or nomadic?

EXTRA: If you have some time left you could read some more. What does their name stand for?

YOU WILL NOW PRESENT THE Oceti Šakowiŋ TO YOUR CLASS.

Consigne

Speak loud and clear. Take turns, so that everybody from the group has something to say. 

  1. We are going to present the Oceti Šakowiŋ to you.
  2. Their homeland is ….describe the landscape
  3. They live in …. describe their homes
  4. They are sedentary | semi-sendentary | they are nomadic
  5. Furthermore, it is important to note that…. (here you can talk about the social structure or agriculture, food, language…)

By now, you know a little bit more about some of the people who inhabited America before the Europeans arrived. 

You are now going to discover an ancient, traditional Indigenous art form….

Consigne

As you watch, complete both tasks below. 

  • Task 1 — Identify the object
    What object is being made in this video? Describe it in your own words, and support your answer with a quick sketch. 
  • Task 2 — Identify the materials
    What materials are used to make it? List them, and be as precise and detailed as possible.

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HOMEWORK: Based on your notes, write down what you have been able to find out.