Subject:‌‌Social‌‌Studies‌ 

‌
 ‌
Common‌‌Core‌‌Standards:‌‌   ‌
- CCSS.ELA-LITERACY.RH.6-8.5‌‌‌Describe‌‌how‌‌a‌‌text‌‌presents‌‌information‌‌(e.g.,‌‌sequentially,‌‌comparatively,‌‌ 
causally).‌  ‌
- CCSS.ELA-LITERACY.RH.6-8.7‌‌Integrate‌‌visual‌‌information‌‌(e.g.,‌‌in‌‌charts,‌‌graphs,‌‌photographs,‌‌videos,‌‌or‌‌ 
maps)‌‌with‌‌other‌‌information‌‌in‌‌print‌‌and‌‌digital‌‌texts.‌  ‌
- CCSS.ELA-LITERACY.RH.6-8.4‌‌Determine‌‌the‌‌meaning‌‌of‌‌words‌‌and‌‌phrases‌‌as‌‌they‌‌are‌‌used‌‌in‌‌a‌‌text,‌‌ 
including‌‌vocabulary‌‌specific‌‌to‌‌domains‌‌related‌‌to‌‌history/social‌‌studies.‌  ‌

Objectives:‌‌   ‌
Students‌‌will‌‌utilize‌‌the‌‌provided‌‌web-sources‌‌to‌‌generate‌‌a‌‌timeline‌‌of‌‌events‌‌in‌‌the‌‌lifetime‌‌of‌‌the‌‌Dakota‌‌ 
pipeline.‌‌   ‌
 ‌
Resources/Materials‌‌List:‌‌   ‌
- Pencils‌  ‌
- tape/glue‌‌sticks‌  ‌
- Scissors‌  ‌
- Computers‌‌&‌‌projector‌  ‌
- What‌‌to‌‌Know‌‌About‌‌the‌‌Dakota‌‌Access‌‌Pipeline‌‌Protests‌‌   ‌
- Timeline Lesson   ‌ ‌
● Key‌‌Moments‌‌In‌‌The‌‌Dakota‌‌Access‌‌Pipeline‌‌Fight‌   ‌ ‌
● Dakota‌‌Access‌‌Pipeline:‌‌Timeline‌   ‌ ‌

● (#‌‌of‌‌students‌‌*2)‌‌  ‌
http://www.worksheeto.com/post_blank-printable-timeline-worksheets_218833/‌‌   ‌
- digital‌‌LIST‌‌on‌‌class‌‌canvas/google‌‌classroom‌‌with‌‌other‌‌extra‌‌source‌‌materials‌  ‌
● https://apnews.com/article/1a00f95c83594dac931796a332540750‌‌   ‌
● https://nationalpost.com/pmn/news-pmn/a-timeline-of-the-dakota-access-oil-pipeline‌‌   ‌
● https://abcnews.go.com/US/timeline-dakota-access-pipeline-protests/story?id=43131355‌‌   ‌
● https://www.businessinsider.com/north-dakota-access-pipeline-protest-drinking-water-2016-10‌‌   ‌
 ‌
- List‌‌on‌‌board‌‌of‌‌events‌‌that‌‌must‌‌be‌‌included‌‌on‌‌their‌‌timelines‌  ‌
1. Proposal‌‌made:‌‌Dec.‌‌2014‌  ‌
2. Tensions‌‌reach‌‌a‌‌head:‌‌~11/21/2016‌  ‌
3. Oil‌‌begins‌‌to‌‌flow:‌ ‌06/2017‌  ‌
4. Unanimous‌‌vote‌‌on‌‌capacity‌‌expansion:‌‌02/2020‌  ‌
5. Engineers‌‌ordered‌‌full‌‌environmental‌‌study:‌‌March‌‌2020‌  ‌
6. Full‌‌oil‌‌removal‌‌within‌‌30‌‌days‌‌ordered:‌‌7/6/2020‌  ‌
Procedure:‌‌Includes‌‌but‌‌is‌‌not‌‌limited‌‌to:‌‌focus,‌‌review,‌‌modeling,‌‌guiding‌‌questions,‌‌guided‌‌practice,‌‌and‌‌independent‌‌ 
practice.‌  ‌
1. Before‌‌this‌‌students‌‌have‌‌learned‌‌about‌‌the‌‌Native‌‌Americans‌‌and‌‌the‌‌Pilgrims.‌  ‌
2. Ask‌‌the‌‌class‌‌as‌‌a‌‌whole:‌w ‌ hat‌‌do‌‌you‌‌know‌‌about‌‌the‌‌Dakota‌‌pipeline‌‌issue?‌  ‌
 3. To‌‌start‌‌of‌‌class‌‌students‌‌will‌‌look‌‌at‌‌the‌W ‌ hat‌‌to‌‌Know‌‌About‌‌the‌‌Dakota‌‌Access‌‌Pipeline‌‌Protests‌‌‌together‌‌as‌‌a ‌‌
class,‌‌including‌‌watching‌‌the‌‌video.‌‌   ‌
4. Ask‌‌the‌‌class‌‌as‌‌a‌‌whole:‌w ‌ hat‌‌do‌‌you‌‌think‌‌the‌‌importance‌‌of‌‌a‌‌timeline‌‌is?‌  ‌
a. Write‌‌student‌‌responses‌‌on‌‌the‌‌board.‌  ‌
b. Then‌‌they‌‌will‌‌watch‌‌ Timeline Lesson   ‌ ‌
c. Students‌‌will‌‌be‌‌told‌‌that‌‌they‌‌will‌‌be‌‌creating‌‌a‌‌timeline‌‌of‌‌events‌‌with‌‌at‌‌least‌‌2-3,‌‌but‌‌no‌‌more‌‌than‌‌6-7‌‌ 
sentences‌‌per‌‌event‌‌in‌‌the‌‌history‌‌of‌‌the‌‌Dakota‌‌pipeline.‌‌   ‌
4.‌‌After‌‌going‌‌through‌‌these‌‌two‌‌sources,‌‌students‌‌will‌‌be‌‌given‌‌the‌‌2‌‌resources‌‌on‌‌the‌‌event‌‌sequences‌‌of‌‌the‌‌Dakota‌‌ 
pipeline,‌‌as‌‌well‌‌as‌‌2‌‌pages‌‌of‌‌timeline‌‌worksheet.‌  ‌
 ‌
5.‌‌Students‌‌will‌‌be‌‌given‌‌some‌‌time‌‌to‌‌go‌‌through‌‌the‌‌articles‌‌to‌‌pull‌‌out‌‌important‌‌events‌‌and‌‌dates‌‌to‌‌put‌‌onto‌‌their‌‌ 
timelines‌s‌ tudents‌‌will‌‌have‌‌key‌‌events‌‌that‌‌must‌‌be‌‌included‌‌written‌‌up‌‌on‌‌the‌‌board‌.‌‌[students‌‌with‌‌fine‌‌motor‌‌ 
issues‌‌will‌‌be‌‌given‌‌a‌‌typed‌‌sheet‌‌with‌‌event‌‌names‌‌and‌‌dates‌‌formatted‌‌to‌‌fit‌‌within‌‌the‌‌boxes‌‌(dates‌‌and‌‌events‌‌separated‌‌ 
so‌‌they‌‌still‌‌have‌‌to‌‌utilize‌‌the‌‌articles)]‌‌{students‌‌with‌‌LD’s‌‌will‌‌go‌‌to‌‌the‌‌back‌‌of‌‌the‌‌room‌‌to‌‌work‌‌on‌‌the‌‌assignment‌‌ 
with‌‌a‌‌para.}‌  ‌
 ‌
6.‌‌If‌‌students‌‌desire‌‌they‌‌may‌‌go‌‌online‌‌to‌‌other‌‌sources‌‌(provided‌‌in‌‌a‌‌list‌‌above)‌‌to‌‌add‌‌more‌‌events‌‌to‌‌their‌‌timelines‌  ‌
7.‌‌At‌‌the‌‌end‌‌of‌‌class‌‌students‌‌will‌‌turn‌‌in‌‌their‌‌completed‌‌timelines‌‌to‌‌the‌‌teacher‌‌for‌‌grading.‌‌   ‌
d. If‌‌students‌‌complete‌‌the‌‌assignment‌‌early‌‌then‌‌they‌‌may‌‌use‌‌their‌‌computers‌‌to‌‌access‌‌educational‌‌ 
websites‌‌or‌‌free‌‌read.‌‌   ‌
 ‌
Plans‌‌for‌‌Differentiation:‌‌address‌‌the‌‌learning‌‌needs‌‌of‌‌students‌‌based‌‌on‌‌individual‌‌levels‌‌of‌‌understanding‌‌or‌‌ 
performance‌  ‌
- Students‌‌with‌‌learning‌‌disabilities‌‌can‌‌work‌‌in‌‌a‌‌small‌‌group‌‌with‌‌an‌‌adult‌‌at‌‌the‌‌back‌‌of‌‌the‌‌room‌‌to‌‌assemble‌‌ 
their‌‌timelines‌  ‌
 ‌
Plans‌‌for‌‌accommodation/modification:‌  ‌
- students‌‌with‌‌fine‌‌motor‌‌skills‌‌can‌‌cut‌‌and‌‌paste‌‌the‌‌event‌‌names‌‌onto‌‌the‌‌timeline‌  ‌
- students‌‌who‌‌are‌‌more‌‌advanced‌‌can‌‌include‌‌extra‌‌events‌‌beyond‌‌the‌‌minimum‌‌requirements‌‌or‌‌doing‌‌extra‌‌ 
research.‌‌   ‌
 ‌
Assessment:‌  ‌
Students‌‌will‌‌be‌‌graded‌‌based‌‌on‌‌whether‌‌or‌‌not‌‌they‌‌placed‌‌the‌‌events‌‌accurately‌‌onto‌‌the‌‌timeline.‌‌Students‌‌ 
need‌‌to‌‌include‌‌at‌‌least‌‌10‌‌events‌‌on‌‌their‌‌timeline‌‌for‌‌full‌‌credit.‌‌They‌‌will‌‌also‌‌need‌‌to‌m ‌ ake‌‌sure‌‌to‌‌include‌‌the‌‌items‌‌ 
listed‌‌among‌‌the‌‌resources.‌  ‌
 ‌
WHATS‌‌NEXT:‌‌Students‌‌will‌‌do‌‌3‌‌other‌‌lessons‌‌related‌‌to‌‌the‌‌Dakota‌‌Pipeline,‌‌and‌‌then‌‌they‌‌will‌‌turn‌‌to‌‌focus‌‌in‌‌more‌‌ 
on‌‌civics.‌‌   ‌