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-The characters "came to life" and were able to show/tell their story in real life.

- Gives visual and real-life context to metaphoic story.

-Teaching students that their voices can be heard.

-Community

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Group 1: Raschelle, Liliana, Yandell, Paola

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Group 1: Raschelle, Liliana, Yandell, Paola

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The video helps students better understand important concepts by showing strong visuals, such as water and people coming together. These images highlight a way of life and demonstrate how unity can create deeper meaning and send a powerful message. Having a child explain these ideas makes the message more relatable, giving students someone they can look up to and feel encouraged by. This serves as both a role model and an example of positive action. Additionally, the video emphasizes that speaking up can lead to meaningful change. The use of key vocabulary words throughout the video further supports learning, as students can clearly see how the terms are used and understand the perspective in which they are being presented. Along with learning the definition of the words.

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Learning Targets

Content Target:

Students will understand the conflict surrounding the Dakota Access Pipeline by watching a short informational video and discussing its message.

Language Target:

Students will determine the meaning of vocabulary words using context clues, visuals, and discussion.

Vocabulary Words:

illustrated, protectors, nourished, mother (Mother sacred, destroy, villages, tears

Materials

TV

Video link

Vocabulary graphic organizer (4 boxes: Word → What I saw → What it means → My picture)

Sentence stems

Whiteboard/markers

Lesson Procedure

1. Warm-Up (5 minutes) – “What Do You Know?”

Show an image of water protectors at Standing Rock.

Ask students: “What do you think these people are doing? Why do people protect water?”

Allow partner talk.

Introduce the idea of young activists, including Tokata Iron Eyes.

2. Vocabulary Preview (8 minutes)

Write the 8 target words on the board.

Provide kid-friendly definitions:

Illustrated: shown with pictures or examples

Protectors: people who keep something safe

Nourished: given what is needed to live or grow

Mother (Earth): land that gives us life

Sacred: very special or holy

Destroy: to damage so badly it cannot be used

Villages: small communities

Tears: drops we cry when we feel strong emotions

ELL scaffolds:

Spanish cognates where possible: ilustrado, protector(es), destruir, lágrimas, sagrado

Small drawings/gestures

Students predict which words might appear in the video

3. Watch the Video (10 minutes)

Play the video once through.

Second viewing:
Pause at key moments where words are illustrated in the visuals.
Examples:

Tokata speaking to protect the water → protectors

Land being described as sacred → sacred

Oil spill images/maps → destroy

Tokata emotional moments → tears

Have students jot notes in their organizer.

4. Guided Practice (10–12 minutes)

Students work in pairs to complete the vocabulary organizer:
Word → What I saw in the video → What it means → My picture

Sentence stems for language support:

“In the video, the word ____ was illustrated when…”

“A protector is someone who…”

“The land is sacred because…”

“Tears showed how Tokata felt ____.”

Teacher circulates and supports.

5. Whole-Class Share Out (5 minutes)

Ask students to share one vocabulary example they found.

Prompt emotional literacy:

“What part of the video gave you tears or strong feelings? Why?”

“What is something sacred to you or your family?”

This brings in culturally responsive practices and student identity connections.

6. Exit Ticket (3 minutes)

Students write:
Choose 2 vocabulary words and use them in your own sentence about the video.

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In this video they're many examples of the words from "We are Water Protectors" in this video. The young lady was strong in her words and what she believed in. Water is a source of nourishment to our bodies. She talked about how you can do your port and anything you do can help. Throughout the video there were parts when words would pop up to further explain what the little girl was talking about.

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This video can support student understanding in a few ways. This would be a great video to show before reading the book to help build connections as well as gain background information. Since some of the same vocabulary are present in both videos, the vocabulary can be pre-taught. The words will be presented in different contexts as well.

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Here are ideas for how I might integrate the video into my lesson:

1. Pre-watch: Introduce 2-3 of the key vocabulary words (“sacred,” “protect,” “resist”) before showing the video. Ask students: What do you think “sacred” might mean? What does it mean to “protect”?

2. Watch the video: Show it (or a portion) in class.

3. Pause and reflect: At a key point where a word is shown (ex. when Tokata says “water is life” or “we will protect”), pause and ask: How is she protecting the water? Why is the water sacred?

4. Use think-pair-share: Students talk in pairs: Which of our vocabulary words do they see being used (or could be used) in the video? Have them pick one word and explain how it shows up.

5. Follow-up writing/discussion: Ask students to choose one vocabulary word and write a sentence or draw a picture showing how the video helped them understand it better. Example: “Because the video showed people standing by the river, I see that the water might be hurt by something, and protect means to stand with it.”

6. Routine reuse: In later lessons, revisit the video or clips from it when discussing environmental topics, community discussion, or social action. Use the terms “resist,” “threat,” “harmony” to tie back to the video.

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The video supports the words I chose because it shows a young protector standing up to defend her community’s water and land. It also highlights how that land is deeply sacred to the people, and how their resistance has a steady rhythm rooted in tradition and collective action.

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The video gives concrete visuals of people being courageous. The video gives emotional and situational context: students can see courage in action. The video also really works well for the use of the word related as there is causality (the pipeline disrupting the way of life), but it also reminds us that this is not just the problem of a single group of people. It underscores that these circumstances are not merely “someone else’s problem” but are tied to broader social, environmental, and ethical concerns. This pushes students to recognize that words like courage and related are not abstract terms—they reflect lived experiences, community actions, and the complex realities faced by people who may be marginalized or overlooked.

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The words I chose were
medicine, sacred, and courage. So after watching this video I found it amazing that this young girl has the COURAGE to fight for what she believes in. She and many others were there to help fight this SACRED land that is their land. I have been thinking about how to tie medicine into this, and the young girl stated that everyone needs water to live, so for me, I took that as a type of medicine.

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This video gives a human face and real life experience to some difficult to understand vocabulary. Students can see Tokata and the protestors being stewards of the land by protecting the river from the pipeline. They can see WHY the river is sacred to Tokata and her ancestors. Although the vocabulary word spirit is intangible I think this video gives the students insight into this young women's spirit. Seeing real world application will solidify the students understanding not only of the vocabulary but of a real world problem. This might even encourage our students to understand the Earth is sacred and we must be stewards of the land.

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I really enjoyed this video! It shows the good that is coming from a bad situation. I love seeing all the tribes coming together. They have to continue fighting for the land that their ancestors already fought for. She is explaining that they need to take care of this land and the water because everything uses the water.
I think it would solidify students' understanding of the importance of coming together to take care of the river/land/earth and not allowing big corporations to come in and take/kill it.

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I am obsessed with young people who stand up to support and protect the environment. I was also floored to discover that tribes that have historically been at odds with each other are rallying together to try to protect the Earth that we all call home. This is such a beautiful story and told so well by someone who understands just how dire the climate crisis is.

I feel that this would help students understand the word steward by creating tangible real life connections to what it means to be a steward of the land. If we are protecting the Earth, what does that look like? Similarly I think this video creates a connection to the importance of water and how it nourishes us and that we would not survive without clean drinkable water.

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I love the personal connection and reasoning behind the story. I think it will help students make the connection that the Black Snake is a pipeline and that there is a fear of spoiling the water and the land. Tokata's ancestors fought for that land and now it is in danger from man again.

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-The opening scene shows indigenous people together with posters and banners.  (Rally)
-Tokata and thousands of other people are joining together at the Red Warrior Camp and are protesting the Dakota Access Pipeline (Rally & Steward)
-Tokata reminds us that everything needs water to live!  Water is Life! (Nourish)