Winter Counts

Grade Level: 3rd Grade

Timing: Approximately 2 hours (split between two classes)

South Dakota Visual Arts Content Standards and Rationale:

Anchor Standard 1:
 3.VA.Cr.1.1 Elaborate independently on an imaginative idea
o Rationale Statement: Students will create a list of things they want to put on their
winter count before they begin.
Anchor Standard 6:
 3.VA.Pr.6.1.a Identify and explain how and where different cultures record and illustrate stories
and history of life through art.
o Rationale Statement: Students will show their knowledge by discussing as a group at
the conclusion of the lesson.
Anchor Standard 8:
 3.VA.Re.8.1.a Determine messages communicated by an image
o Rationale Statement: Students will look at each other’s winter counts and attempt to
figure out what their symbols stand for.

Learning outcomes/Lesson Objectives:

1. Students will create their own winter counts by brainstorming the things they want to represent
on them.
2. As a result of this lesson, students will be able to create a winter count for their own lives using
images/symbols by using historical Native American Winter counts as a reference.
3. Students will evaluate their peers work and try to understand what each symbol represents.
4. Students will create a winter count that includes elements of design, specifically color and line.

Prior knowledge: Before this lesson students should understand how to use symbols to represent
words.

Vocabulary Terms: New terms that will be introduced in this lesson will be color and line.

Materials list:
 Reference source to use while discussing what a winter count is
 A variety of drawing utensils (pen, marker, colored pencil, or crayon)
 9x12 sheet of paper or faux animal hide depending on accessibility (one per student)
 Scratch paper (for their brainstorming of ideas)
 Lakota winter count reference images on the board (possibly the teacher’s personal winter
count)
Lesson Body:
Divide the lesson body into individual 1- hour class sessions

Anticipatory Set: I will engage students by showing them images of real Lakota winter counts and have
them try to guess what they are.

Day 1:
Instruction: As a class, students will be shown images of winter counts and will try to figure out what
they are. Once the ideas start to slow down, they will be talked to about what it actually is and why they
were used by the Native American people, specifically looking at Lakota tribes. After this, students will
discuss as a class why Lakota tribes might have recorded their history with images and drawings and
what they are as a way for the educator to gauge each student’s understanding of the topic. They will
also address the example winter counts and see what colors (if any were used) and the different lines
used to create an image as well. After that, students will be asked to create a list of things that are
important to them such as family members, pets, places, etc. This brainstorming will occur on a scratch
piece of paper.
Demonstration: First the teacher will demonstrate some example ideas that they can put on their
winter counts like family members, places, pets, etc. Before handing out the 9x12 sheets of paper the
teacher will use the projector to remind students how to translate words into images. The teacher can
show any examples they choose such as people or animals. The teacher can then show them the best
way to fill their pages and avoid a lot of empty space. The teacher should also emphasize the importance
of putting images in a circle type of shape, leaving the middle of their paper open like the real winter
counts do. The teacher will also demonstrate the importance of having at least six things that are
important to them to translate into drawings.
Guided Practice: Students will then begin to translate the words from the scratch paper into images on
their project paper or faux animal hide. Each item, person, or idea will take approximately 5-7 minutes.
Additional steps of Demonstration/Guided practice: Once most of their ideas are on their material, the
teacher can demonstrate ways they can add more detail such as patterns on clothing or grass on the
ground. This demonstration will be done on a projector, so all students have the ability to see the
details. They will then have the opportunity to go in and add some small details to make it more
personal.
Questioning: During guided practice I will ask my students what types of things are associated with the
thing they are drawing. Why we think people in the past recorded their lives with drawings and images.

Day 2:
Instruction: Before students begin to add to their artwork, we will be reintroduced to the elements of
design that we talked about (color and line) and the idea of winter counts in history which is what we
talked about the previous day, so students can be refamiliarized with those and what they are.
Demonstration: I will show students how to use all the different materials to add color. I will
demonstrate on the projector how to use marker in some parts, colored pencil in others, and crayon in
different places as well. This will show them the different things and ways they can use materials.
Guided Practice: Students will go in with their choices of colors and choice of material (crayon, marker,
colored pencil) and add to their winter counts. After they are satisfied with their work, students will put
their name on their winter counts.
Questioning: I will ask students what they think people in the past used to add color to their winter
counts.
Checking for Understanding (formative assessment): Students will either pair up or be in small groups
depending on the number of students. They will try and figure out what the other person’s drawings
represent by evaluating the images. As I walk around I will talk about the different ways that different
students drew certain things in their lives and how everyone’s drawings of their family members might
be different. As a class, we will come together and talk about how this type of recording history was
helpful to the Native American people, specifically Lakota tribes, as a way for the educator to see where
the students are with that idea.

Lesson Closure:
At the end of the lesson, students will address the question of how history is recorded today or how
their families might keep things to remember different events. Students will also discuss how the
different elements and principles of design were used in their artworks.

Differentiation: Modifications and Enrichment activities

Differently Abled Learner: If a student is unable to draw for their winter count, I would be available
while others are working on the project for that individual to explain it to me instead. If students lack
the materials needed, I will have plenty available for them to use.
Advanced Learner: These students will be encouraged to try and make a chronological winter count with
events from their lives.
 1 2 3 4
Students will create their own
winter counts by brainstorming
the things they want to
represent on them.

As a result of this lesson, students

will be able to create a winter
count for their own lives using
images/symbols by using historical
Native American Winter counts as a
reference.
 Students will evaluate their peers
work and try to understand what
each symbol represents

Students will create a winter

count that includes elements of
design, specifically color and
line

AVERAGE _________________________

1= Needs improvement
2= Satisfactory
3= Excellent work
4= Exceptional work