These resources are designed to provide an overview of Native American rights, environmental justice issues, and the recent (2016-2017) protests regarding the Dakota Access Pipeline in your classroom. While all of these resources (an individual reading and response assignment, a small group news review discussion assignment, and a Prezi) may be used together as an entire module designed to aid understanding of socio-technological approaches, they may also be used separately as learning enhancement aids.
These resources are designed to provide students of all levels with:
- An introductory understanding of the protests,
- An awareness of the rights of indigenous people,
- A contemporary example of what can happen when technological innovations conflict with the needs of individual and community stakeholders.
Develop Skills & Knowledge
- Students will be able to evaluate how decisions impact the sustainability of communities.
Structure Deep Learning Experiences
- Students will be able to communicate effectively with the public about creating sustainable communities.
Build Long-Lasting Values and Beliefs
- Students will develop and manifest personal values and beliefs consistent with their roles as responsible members of local, national, international, and/or professional communities.
Facilitator Note: All resources are designed to be used either individually or together as an entire module.
- Individual reading and response exercise should be completed individually prior to class
- Discuss responses together in class
- Small Group news review discussion
- Group presentations
- Allow remainder of class for discussion about what students have learned
These materials are suitable for all majors and all class years.
- MS Word documents (Dr. Rebekah Greene) including course planning guide, individual reading and response assignment, small group news review discussion assignment, and resources for further reading
- Online Prezi regarding Native American rights (Dr. Ruth Yow).
- Offline PowerPoint version also available here.
- Individual reading and response exercise (approx. 1 hour)
- Class discussion of responses (approx. 50 minutes)
- Small Group news review discussion assignment (approx. 30 minutes)
- Group presentations (20 minutes total, allow 5 minutes per group)
- Prezi (approx. 20 minutes). Allow remainder of class for discussion about what students have learned.
- Computer with internet connection
- Access to printer for readings and discussion responses
Related SLS Big Ideas
- Environmental Justice & Citizen Science
- Voice & Agency
- Cultural, Linguistic, and Biological Diversity
- Local & Global Collaborative Action
Environmental justice, rights, indigenous people, water quality concerns