This inquiry leads students through an investigation of questions around Indigenous People’s land rights. Focusing on the construction of the Dakota Access Pipeline (DAPL), students explore how disputes over treaties and historical land bases complicate the already contentious issue of resource extraction. Students are progressively introduced to land rights issues centering on the experiences of Indigenous People.
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About the inquiry
Compelling Question
Who is responsible to the land?
Staging Question
Watch a brief news clip about the Mní Wičhóni School in Standing Rock. Generate questions about the video.
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Supporting QuestionWhat is the Dakota Access Pipeline (DAPL)?
Formative TasksList information to explain the who, what, where, when and why of DAPL.
SourcesSource A: Maps of the DAPL
Source B: “Dakota Access Pipeline,” Harvard Environmental & Energy Law Program
Source C: “What to Know about the Dakota Access Pipeline Protests,” Time
Source D: “Bismarck Residents Didn’t Even Have to Fight…” WNYC
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Supporting QuestionWho impacts the use of land?
Formative TasksCreate an annotated graphic organizer, web, or map to explain how people impact the use of land.
SourcesSource A: “Dakota Access Pipeline,” NPR
Source B: “Integrating Climate Change-Related Factors…” OECD
Previous Supporting Question’s sources
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Supporting QuestionWho is impacted by land use?
Formative TasksAdd to the previous graphic (or create a new graphic) to show how different people are impacted by land use.
SourcesSource A: “Treaties Still Matter,” Native Knowledge 360
Source B: “The Dakota Access Pipeline, the Standing Rock Sioux Tribe, and the Law,” The Atlantic
Source C: “The Youth Group that Launched a Movement ...” New York Times
Source D: “In Conversation: Standing with Standing Rock” EarthJustice
Source E: “Standing Rock Sioux Chairman Takes #NODAPL to the United Nations,” Video
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Supporting QuestionWho owns the land?
Formative TasksDevelop a claim supported by evidence explaining who has the strongest claim for the land DAPL will cross.
SourcesSource A: Interview with Stephanie Charging Eagle, WoLakota Project
Source B: Amici Brief on Behalf of Standing Rock Sioux Tribe
Source C: “The Dakota Access Pipeline, the Standing Rock Sioux Tribe, and the Law,” The Atlantic
Summative Performance Task
Argument: Construct an argument (e.g., detailed outline, poster, essay) that evaluates the controversies surrounding the Water Protectors and the Dakota Access Pipeline, using specific claims and relevant evidence from historical and contemporary sources, while acknowledging competing views.
Extension: Convert your argumentative essay into an op-ed and submit it to the school or city newspaper.
Taking Informed Action
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