The Navajo Creation Story and Modern Tribal Justice
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Navajo Baskets and the American Indian Voice: Searching for the Contemporary Native American in the Trading Post, the Natural History Museum, and the Fine Art Museum
Brigham Young University BYU ScholarsArchive Theses and Dissertations 2007-07-18 Navajo Baskets and the American Indian Voice: Searching for the Contemporary Native American in the Trading Post, the Natural History Museum, and the Fine Art Museum Laura Paulsen Howe Brigham Young University - Provo Follow this and additional works at: https://scholarsarchive.byu.edu/etd Part of the Art Practice Commons BYU ScholarsArchive Citation Howe, Laura Paulsen, "Navajo Baskets and the American Indian Voice: Searching for the Contemporary Native American in the Trading Post, the Natural History Museum, and the Fine Art Museum" (2007). Theses and Dissertations. 988. https://scholarsarchive.byu.edu/etd/988 This Thesis is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. by Brigham Young University in partial fulfillment of the requirements for the degree of Brigham Young University All Rights Reserved BRIGHAM YOUNG UNIVERSITY GRADUATE COMMITTEE APPROVAL committee and by majority vote has been found to be satisfactory. ________________________ ______________________________________ Date ________________________ ______________________________________ Date ________________________ ______________________________________ Date BRIGHAM YOUNG UNIVERSITY As chair of the candidate’s graduate committee, I have read the format, citations and bibliographical -
Focus on Navajo Tribal Government. INSTITUTION Central Consolidated School District No
DOCUMENT RESUME ED 265 992 RC 015 611 AUTHOR Pacheco, Sylvia TITLE Focus on Navajo Tribal Government. INSTITUTION Central Consolidated School District No. 22, Shiprock, NM. Dept. of Curriculum Materials Development. SPONS AGENCY Office of Indian Education (ED), Washington, D.C. PUB DATE 84 NOTE 26p.; Small print in map may affect legibility. AVAILABLE FROMToohnii Press, P. 0. Drawer C, Shiprock, NM 87420 ($.50). PUB TYPE Guides - Classroom Use Materials (For Learner) (051) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Administrative Organization; Agencies; American Indian Education; *American Indian Reservations; American Indians; *American Indian Studies; Civics; Elementary Secondary Education; *Governance; Government (Administrative Body); *Governmental Structure; Local Government; Maps IDENTIFIERS *Navajo (Nation); *Tribal Government ABSTRACT Navajo Tribal Government is explained in a booklet for ninth grade civics students. The booklet emphasizes basic information drawn from the Navajo Tribal Code and includes a pre-post test and teacher, group and individual activities which stress finding, organizing, and communicating information. The three branches of tribal government--legislative, executive and judicial--are explained. Black and white illustrations and special typographical features help define relationships among the government agencies. Information is presented in outline and question-answer formats with large print. Photographs of past and present tribal chairmen and a detailed map of the Navajo reservation supplement the -
Diné College - AZ - Final Report - 12/5/2018
Diné College - AZ - Final Report - 12/5/2018 Diné College - AZ HLC ID 1729 STANDARD PATHWAY: Reaffirmation Review Visit Date: 10/22/2018 Dr. Charles Roessel President Stephanie Brzuzy Michael Wilds Donald Johns HLC Liaison Review Team Chair Federal Compliance Reviewer Lynn Aho Ted Hamilton Koreen Ressler Team Member Team Member Team Member Jean Swillum Team Member Page 1 Diné College - AZ - Final Report - 12/5/2018 Context and Nature of Review Visit Date 10/22/2018 Mid-Cycle Reviews include: The Year 4 Review in the Open and Standard Pathways The Biennial Review for Applying institutions Reaffirmation Reviews include: The Year 10 Review in the Open and Standard Pathways The Review for Initial Candidacy for Applying institutions The Review for Initial Accreditation for Applying institutions The Year 4 Review for Standard Pathway institutions that are in their first accreditation cycle after attaining initial accreditation Scope of Review Reaffirmation Review Federal Compliance On-site Visit Multi-Campus Visit (if applicable) Shiprock, NM Federal Compliance 2018 Institutional Context The purpose of the October 22-23, 2018 HLC Site Visit was to conduct a Standard Pathway 10-year Comprehensive Evaluation of Diné College. The Comprehensive Evaluation includes a Federal Compliance Review, a Visit to the branch campus in Shiprock, New Mexico, and two embedded reports. History Diné is the first tribal college in the United States. It is a non-profit, postsecondary educational institution that was chartered in 1968 by the Navajo Nation Council for the purpose of providing educational opportunities to the Navajo people and others in areas important to the economic and social development of the Navajo Nation. -
Diné Binaadââ' Ch'iyáán Traditional Navajo Corn Recipes
Sà’ah Nagháí Bik’eh Hózhóón Dinétah since 1996 Catalog 2016 – 2017 Naadàà’ Ãees’áán Dootã’izhí Blue Corn Bread Sà’ah Nagháí Bik’eh Hózhóón New Diné Binaadââ’ Ch’iyáán Traditional Navajo Corn Recipes www.nativechild.com PO Box 30456 Flagstaff, AZ 86003 voice 505 820 2204 fax 480 559 8626 [email protected] Bilingual Units Item No Quantity Title Amount 1008 Colors paper edition $ 19.80 1009 Colors card stock edition $ 29.80 2001 24 Shapes paper edition $ 29.80 2002 24 Shapes card stock edition $ 45.00 1003 Feelings paper edition $ 17.80 1004 Feelings card stock edition $ 25.80 1113 Numbers paper edition $ 27.80 1114 Numbers + activities card stock edition $ 37.80 2004 35 Diné Letters: Photo edition card stock in binder $ 65.00 6017 35 Diné Letters: Photo edition laminated, boxed version $ 69.95 2018 Food 70 Photos paper edition $ 89.00 2019 Food 70 Photos card stock edition $ 125.00 2005 50 Animals paper edition $ 65.00 2006 50 Animals card stock edition $ 98.00 2030 60 Plants from Navajoland paper edition $ 78.00 2031 60 Plants from Navajoland card stock edition $ 114.00 2040 50 Traditional Diné items paper edition $ 65.00 2041 50 Traditional Diné items card stock edition $ 98.00 6001 Transportation/Money paper edition $ 29.50 6002 Transportation/Money card stock edition $ 45.00 6005 Nature 35 photos paper edition $ 48.00 6006 Nature 35 photos card stock edition $ 69.00 6015 50 Insects and Spiders paper edition $ 65.00 6016 50 Insects and Spiders card stock edition $ 98.00 6018 50 Birds of Navajoland paper edition $ 65.00 6019 50 Birds of Navajoland card stock edition $ 98.00 Please add 10% to cover FEDEX Shipping and Handling The material is organized in deluxe three ring binders for convenient use and storage. -
Dinéjí Na`Nitin
CONTENTS Acknowledgments ix Introduction—Entering the Táchééh 1 1 Wind, Hand, and Stars: Reading the Past, Finding the Future through Divination 13 2 The 1918–1919 Influenza Epidemic: A Cultural Response 44 3 Sacred Evil: The Dark Side of Life along the San Juan 72 4 “Too Much Noise in That Bunch across the River”: Ba’álílee and the 1907 Aneth Brawl 100 5 Traditional Teachings and Thought: Navajo Metaphors of the Elders 133 6 “He Stood for Us Strongly”: Father H. Baxter Liebler’s Mission to the Navajo 159 7 Seeing Is Believing: The Odyssey of the Pectol Shields 187 8 Of Stars, Goats, and Wind: Navajo Metaphors Then and Now 213 9 Gambling on the Future: Navajo Elders, Jiní, and Prophetic Warnings 237 Bibliography 265 Index 275 Introduction Entering the Táchééh As I completed this manuscript in mid-July 2011, two seemingly unre- lated items to most people came to my attention. The first was the con- tainment of Arizona’s largest fire in the history of the state, recently burn- ing in the White Mountains of the Bear Wallow Wilderness. The blaze eventually dipped into part of western New Mexico—scorching over 538,000 acres total, destroying seventy-two buildings, and at one point causing the evacuation of 10,000 people.1 Started on May 29 by an aban- doned campfire, the conflagration eventually required 1,700 firefighters to suppress the blaze, burning 841 square miles of rugged territory, pri- marily in eastern Arizona. By July 3, 95 percent of the fire was contained, with mop-up crews extinguishing remnants in isolated pockets. -
Navajo Nation to Obtain an Original Naaltsoos Sání – Treaty of 1868 Document
FOR IMMEDIATE RELEASE May 22, 2019 Navajo Nation to obtain an original Naaltsoos Sání – Treaty of 1868 document WINDOW ROCK – Navajo Nation President Jonathan Nez and Vice President Myron Lizer are pleased to announce the generous donation of one of three original Navajo Treaty of 1868, also known as Naaltsoos Sání, documents to the Navajo Nation. On June 1, 1868, three copies of the Treaty of 1868 were issued at Fort Sumner, N.M. One copy was presented to the U.S. Government, which is housed in the National Archives and Records Administration in Washington D.C. The second copy was given to Navajo leader Barboncito – its current whereabouts are unknown. The third unsigned copy was presented to the Indian Peace Commissioner, Samuel F. Tappan. The original document is also known as the “Tappan Copy” is being donated to the Navajo Nation by Clare “Kitty” P. Weaver, the niece of Samuel F. Tappan, who was the Indian Peace Commissioner at the time of the signing of the treaty in 1868. “On behalf of the Navajo Nation, it is an honor to accept the donation from Mrs. Weaver and her family. The Naaltsoos Sání holds significant cultural and symbolic value to the Navajo people. It marks the return of our people from Bosque Redondo to our sacred homelands and the beginning of a prosperous future built on the strength and resilience of our people,” said President Nez. Following the signing of the Treaty of 1868, our Diné people rebuilt their homes, revitalized their livestock and crops that were destroyed at the hands of the federal government, he added. -
Navajo N a Lion Scholarship and Financial Assistance
The Department of Dine Education Off;ce o/ Navajo N a lion Scholarship and Financial Assistance P.O. Box 1870 Window Rock, AZ. 86515 (928) 871-7444, 1-800-243-2956, WWW.Onnsfa.org llen D. Yazzie was one of que for high school. In 1942, Allen Athe first Navajo students was drafted. While in the Army, to receive a Bachelor's he saw Africa, Sicily, France, and Degree in Education from Alizona Italy. When he came home, he State College in Flagstaff, Arizona. enrolled in college. Back then , stu It was 1953. dents received $1,200. At the time, When he was eight years the Navajo Nation Scholarship old in 1925 Steamboat, A1izona, policy stated, "Recipients of aid his father, Deneb, was prepar- from said funds shall be members ing him for an entirely different of the Navajo Tribe at least one future - to be a medicine man half Indian Blood, shall be gradu teaching him Navajo ceremonies ates of high schools, and shall be and songs. Coming from a family chosen on the basis of previous of six children, he was also needed scholastic achievement, personal at home to herd sheep and plant ity, characte1; general premise, and the com fields. He twice asked his ability." ONNSFA Staff (l-R): Rowena Becenti, Carol Yazzie, leon Curtis, Grace father to let him go to school ; twice Today, the Office of Navajo Cooley, Maxine Damon, Kay Nave-Mark, l ena Joe, Winona Kay, Eltavisa Begay, Shirley Tunney, Orlinda Brown, Rose Graham, and Ang~la Gilmore. his father said no. Asking a th ird Nation Scholarship and Financial time, Allen was told, "It's up to Assistance is still dedicated to classes, as well as our own local and foremost, who took the time your mom." She consented. -
Navajo Indians of the Southwest History Worksheets
Navajo Indians of the Southwest Americans built a fort, named Fort Defiance in Navajo territory in September 1851. The Americans seized the valuable grazing land around the fort. In 1860, when the Navajo’s livestock strayed onto pastures, U.S. soldiers slaughtered a number of Navajo horses. The Navajos raided army herds in order to replenish their losses. The Navajo eventually led two attacks against the fort, one in 1856 and one in 1860. Nearly 1,000 Navajo warriors attacked the Fort in the 1860 raid, but Maneulito (below right) and Barboncito (right) did not have enough weapons to take the fort. Navajo continued their hit and run attacks. A militia unit, the Second New Mexico Mounted Volunteers, was formed to fight the Navajos and Apaches. In January 1861, Maneulito and other leaders met with Colonel Canby to sign a new peace treaty. The Navajo were anxious to get back to their crops and livestock and signed the treaty. A second fort, called Fort Fauntleroy, was built in 1860. (Later it was renamed Fort Wingate.) Manuel Chaves became the commander of the fort. The Navajo gathered at the fort for rations and friendly horse races. There had been heavy betting. Allegations of cheating in a horse race led to a fight between Chaves’s men and visiting Navajos. Chaves ordered his men to fire at the Navajo. In all, the troops killed twelve Navajo men, women, and children and wounded around forty more. In 1862, Fort Wingate was moved. The Civil War was in full swing. Navajo raids increased. Citizens in the area complained that nearly 30,000 sheep were stolen in 1862. -
DEPARTMENT of DINÉ EDUCATION Table of Contents
DEPARTMENT OF DINÉ EDUCATION Dr. Tommy Lewis, Superintendent of Schools Timothy Benally, Assistant Superintendent of Schools First Quarterly Report - Fiscal Year 2016 (October, November, and December 2015) Table of Contents Page No. I. EXECUTIVE SUMMARY 1-2 II. CRITICAL ISSUES 3-8 III. NNDODE MAJOR ONGOING PROJECT STATUS 9-15 IV. OPERATIONAL & PROCESS IMPROVEMENT INITIATIVE STATUS 15-18 V. NNDODE BUDGET STATUS 18-20 VI. SUPPLEMENTS 21-23 NNDODE 1st Quarterly Report FY 2016. Page i DEPARTMENT OF DINÉ EDUCATION Dr. Tommy Lewis, Superintendent of Schools Timothy Benally, Assistant Superintendent of Schools FY 2016 First Quarterly Report (October, November, and December 2015) EXECUTIVE SUMMARY (NNDODE PROGRAM) PUBLIC HEARINGS In the First Quarter of Fiscal Year 2016, Department of Diné Education convened five public hearings on the Sovereignty in Indian Education Grant pertaining to the transfer of authority of 32 BIE Operated Schools to Navajo, as follows: Date Location 1. Monday, November 9, 2015 SASI, Shiprock, NM. 2. Tuesday, November 10, 2015 T’iists’oozi Community School, Crownpoint, NM. 3. Thursday, November 12, 2015 Many Farms High School Auditorium, Many Farms, AZ. 4. Friday, November 13, 2015 Grey Hills Academy High School Auditorium, Tuba City, AZ. 5. Monday, November 16, 2015 DODE Auditorium, Window Rock, AZ. Dr. Lewis invited all BIE Operated Schools, Contract and Grant Schools, School Board Members, School Administrators to attend, including the general public. In the public hearings at the five locations, NNDODE receive public comments on the transfer of authority of 32 BIE Operated Schools to Navajo. The public hearings - dates and locations - complied with the Navajo Sovereignty in Education Act of 2005. -
A Navahók Világa
K I T E K I N T Ő A navahók világa Nagyon ritkán éreztem fontosnak, hogy nemzetiségi témáimmal kilépjek a Kárpát-medencei térből. Legutóbb épp két évti- zede történt, hogy távolabbi égtájra, a sarkkör vidékére figyelmezzek, de akkor is azért, mert a mi térségünk szempontjából volt érdemes továbbgondolni a több határral szétválasztott számi nép sorsát.1 Most hasonló indíttatást éreztem, amikor a muravidéki magyarok hetilapjában a Maribori Egyetem magyar lektorának tollából egy őslakos indián törzs nem minden- Nnapi érdemeiről olvastam.2 A következőkben igyekeztem többet megtudni erről a népről s azok alapján úgy vélem, talán nem érdektelen az ismereteket szintetizálva tovább is adnom. Kik is ők? Milyen históriai utat jártak be? A nagyobb nyelv- és népcsalád az atapaszkán, azon belül pedig az apacsok ága, amihez a navahók is tar- toznak. Saját nyelvükön – s ebben nincsenek egyedül – az „emberek” jelentésű diné a törzs neve, a navahó (spanyol írásmóddal: navajo) nevet a hódítók adták a XVII. században, ami pedig „termőföldet” jelent. 1620-ban, amikor először leírták ezt az elnevezést, a mai Új-Mexikó és Arizona általuk akkor lakott föld- területét értették rajta. Ma döntően Északkelet-Ari- zona, Új-Mexikó és Délkelet-Utah a lakóhelyük, ám kisebb számban Nyugat-Virginiában, Marylandben, Hawaiin, Massachusettsben, Vermontban, New Hampshire-ben, New Jerseyben, Connecticutban, Delaware-ben és Rhode Islandben is megtalálhatók. A Colorado-fennsíkon a mintegy 75000 km2-nyi Navajo Nation (Navahó Nemzet) elnevezésű félau- tonómiával rendelkező, négyötöd magyarországnyi A Navahó Nemzet térképe (Forrás: https://en.wikipedia.org/wiki/ területük jelenti a közösség tömbhelyzetű súlypont- Navajo_Nation#/media/File:NavajoNation_map_en.svg) ját, több százezer lakossal. Ez a legnagyobb száraz- földi terület, amelyet őslakos törzs birtokol az Egye- közepén fokozódtak: „A navahó törzsek és az Egye- sült Államokban. -
Restoring Navajo-Churro Sheep: Community-Based Influences on a Traditional Navajo Fiber Resource and Textile " (2004)
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 2004 Restoring Navajo-Churro sheep: community- based influences on a traditional Navajo fiber resource and textile Susan Marie Strawn Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Art and Design Commons, and the Social and Cultural Anthropology Commons Recommended Citation Strawn, Susan Marie, "Restoring Navajo-Churro sheep: community-based influences on a traditional Navajo fiber resource and textile " (2004). Retrospective Theses and Dissertations. 1197. https://lib.dr.iastate.edu/rtd/1197 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Restoring Navajo-Churro sheep: Community-based influences on a traditional Navajo fiber resource and textile by Susan Marie Strawn A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Textiles and Clothing Program of Study Committee: Mary A. Littrell, Major Professor Jane Farrell-Beck Hsain Dahiane Sara Kadolph Mary Swander Iowa State University Ames, Iowa 2004 Copyright © Susan M. Strawn, 2004. All rights reserved. UMI Number: 3158372 INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. -
Ganado Unified School District #20 (Navajo Language/Studies 8Th Grade)* Semester Unit with Text Study of Dinetah by Lawrence Sundberg
Ganado Unified School District #20 (Navajo Language/Studies 8th Grade)* Semester Unit with text study of Dinetah by Lawrence Sundberg PACING Guide SY 2016-2017 Timeline & AZ College and Career Readiness Essential Question Vocabulary Learning Goal Resources Standard (HESS Matrix) (Content/Academic) Week One NNStds: S1CF1PO1-Demonstrate Where do Navajo Lay a foundation of Asdz33 -Student social-cultural-historical People come from? understanding in the N11dleeh7, interaction understanding of their own traditional social and TPR TERMS: with clan extended clan family history How and why do I historical process of identity through maternal and paternal need to use the understanding family and Kinyaa’11nii -Dinetah, context. clan/kinship system community dynamics in Hon1gh1hnii Chapter 1 of the Navajo relationships. Hasht[‘ishnii “The First People? T0d7ch’iinii Navajos” Sh1d7 Shideezh7 Sh7naa7 Shitsil7 K’4, Week Two NNStds: S1CF1PO1-Demonstrate Is there an Bring together pieces of oral Emergence -Cornell social-cultural-historical explainable stories into real places, Migration Notes understanding of their own connection of Navajo people, and events of the Athabaskan Anasazi -PowerPoint extended clan family history Clan origins with the past into the Navajo land and Pueblo/Kiis11nii on Anasazi through maternal and paternal Pueblo and Anasazi connect to the clan identity Theory and Pueblo context. People? and usage of today. Origin Story People Ganado USD-PACING GUIDE (Subject/Grade) Page 1 -Dinetah, Chapter 2 “The Pueblos” Week Three NNStds S1CF1PO6: Is there an Define the language TPR TERMS: -Dinetah, TSWBAT…demonstrate an explainable explanation of clan names Ha’a’aah Chapter 3 “A understanding that migration of connection of Navajo especially those that are Sh1di’11h people at different times and E’e’aah Changing Clan origins with the readily recognizable like the N1hok-s Tribe” places viewed the worLd and Pueblo and Anasazi Honey-Comb-Rock-People Sisnaajin7 places differentLy ( e.g., the People? etc.