https://native-history.sites.grinnell.edu/files/original/ff8d8147d02ea07b79dd1158fe9e3d13.pdf aff4449f6bb5707a5b0e7a2127a86830 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Amelia Johnson-Post Description An account of the resource This unit begins by introducing two key types of colonialism. Students will explore lasting impacts of U.S. exploration and colonialism on Native sacred land. Students will learn more about sacred land, both in their own cultural experiences, and for various Native American tribes. Finally, students will connect what they have learned about colonialism, sacred land, and things that threaten sacred land by exploring Standing Rock and the #NoDAPL protests. Beginning with a contextual overview, students will dive into the role of activism, the media, and the U.S. government in protecting or threatening sacred land. Students will leave this unit with a greater appreciation for grassroots movement and a greater sense of the Native sacred land that surrounds them. This unit involves a final project that allows students to practice creating historical narratives, creating arguments, and creating creative elements to tell the story of the #NoDAPL protests. Lessons from this unit can be taught individually or as a whole unit. Specifically, these lessons could be used to supplement students' understanding of exploration, Manifest Destiny and Westward Expansion, U.S. modern domestic policy, and modern activism. Subject The topic of the resource We Are Still Here Type The nature or genre of the resource Unit Plan Language A language of the resource English References A related resource that is referenced, cited, or otherwise pointed to by the described resource. Dakota Lakota (Sioux) Temporal Coverage Temporal characteristics of the resource. 2000s Late 1900s Mid 1800s Audience Education Level A class of entity, defined in terms of progression through an educational or training context, for which the described resource is intended. Middle School Low High School Upper High School Title A name given to the resource Sacred Land Unit Plan Dakota Lakota (Sioux) Low High School Middle School Upper High School