Dakota 10, 20, 30 | Saskatchewan Curriculum

(a)	Explore the concept of language minority communities in Saskatchewan.
(b)	Identify the Dakota names of places (e.g., Bde Taɳka – Standing Buffalo; Waḣpetoɳwaɳ – Wahpeton; Wapaha Ska – Whitecap).
(c)	Explore the meaning (e.g., Dwellers Among the Leaves) and origin (e.g., names of chiefs) of the names of Dakota communities.
(d)	Discuss the significance of Mother or Grandmother Earth to Dakota people as a source of life.
(e)	Investigate Dakota contributions to Saskatchewan arts and entertainment such as wac̀ipi and kahomni dances and traditional games such as moccasin “haɳmpa apeda”.
(f)	Inquire about “wic̀oḣaƞ”, the Dakota way of life (e.g., community, traditional medicines and food).
(g)	Recognize the cultural-linguistic world views of Dakota speakers, such as how not having a word for “goodbye” reflects Dakota beliefs and values.
(h)	Discuss how language is integral to understanding and participating in ceremonies. *Note that sacred aspects of ceremonies are not appropriate for classroom discussion and not everyone can participate in certain ceremonies.
(i)	Practise protocols associated with the Dakota culture, such as: boys remove their hats when praying; and, offer gifts when asking for knowledge or gathering offerings from the land.
(j)	Explore the significance of various aspects of Dakota culture, such as: White Buffalo Calf Woman; Seven Council Fires; sacred rites with the sacred pipe (c̀aɳnuɳpa); seven stars (wic̀iɳc̀ada śakowiɳ wic̀áɳḣpi); Big Dipper constellation; seven teachings; and, looking seven generations ahead and behind.

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