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. Tsoodzi[ people of Dinetah and the Dook’o’oos[77d People’s first contact with the Where is my Dib4 Nitsaa, Ch’00l9’7 Pueblos, Utes, Apaches and personal clan history Dzi[n1’oodi[ii Spanish-Mexican 1400-1600, derived from in a the people immersed into the Hai literal and physical Daan western culture today). sense? Sh9 Aak’ee Week Four NNStds S1CF1PO7: In what ways do the Acquire examples and Haj77n44d44 -Dinetah, TSWBAT…identify ways in Navajo People describe the importance of Political History Chapter 4-5- which culture influence people’s retain perceptions cultural unity and diversity Indigenous Stories perception of places and of their origins and within and across groups Culture Clash 6 “The Ethnocentric Spaniards”, regions (i.e., Hopi on the Mesa, homeland? (i.e., acceptance of cross- Eurocentric “The Navajo within the Four Sacred cultures and creation of Spaniards Mtns., Apache in the White How can we as new clans). Settle New Mtns., etc.). People explain the Mexico”, cross-cultural and and “The shared values of today? Horse”

Ganado USD-PACING GUIDE (Subject/Grade) Page 2

Week Five NNStds: S1CF1PO6- What are some of Students will be able to Navajo Philosophy Dinetah, TSWBAT…demonstrate an the earliest relate the terminology from Cardinal Directions Chapter 7 understanding that migration of adaptations that the history as the different people at different times and Dineh picked up cultures lend goods, trade, Naay44’ K’ehgo “The Pueblo d00 H00zh0j7 Rebellion” places viewed the world and made it and borrow many items of K’ehgo Na’nitin differently (e.g., the people of uniquely Navajo as culture and ceremony for Dinetah and the People’s first a result? example. TPR Terms: contact with the Pueblos, Utes, Apaches and Spanish-Mexican Nits1h1kees 1400-1600, the immersed into Nahat’1 the western culture today). Iin1 Sii’hasin

{ich77’ {itso Doot[‘izh G77nse Naakiy11l D99y11l Hast33y11l T’11[1’7 B44so

The Pope vs Pop4 Week Six NNStds: S1CF1PO8- Learning New Ways Identify and describe in TPR TERMS: Dinetah, TSWBAT…compare and – What changes short details the complete Chapter 8 contrast different stories or come about as changes from living in Nits44skees “Learning significant occurrences of past cultures clash Dinetah to the present day Nahash’1 New Ways” events, people, places or throughout 18th and Navajo land boundaries. Hinishn1 situations: identify how they 19th century history Siihnisin

contribute to the understanding in Dinetah? Shim1

Ganado USD-PACING GUIDE (Subject/Grade) Page 3

of the past (e.g., trading, raiding, Shizh4’4 the practice of slavery, adoption Shim1s1n7 of clothing style, farming Shicheii practices, adoption of new Ceremony words and new clans). Weaving Livestock

Week Seven NNStds: S1CF1PO8- Dinetah-Is the Students will explore the TPR TERMS: Dinetah, TSWBAT…compare and emergence of the root of modern day Chapter 9 contrast different stories or First leader(s), leadership in the Navajo Shim1 Y1zhi “Narbona” significant occurrences of past Naat’aanii and leadership by working in Shizh4’4 Y1zh7 Shib7zh7 events, people, places or Narbona the root cooperative settings. Shid1’7 situations: identify how they behind the modern

contribute to the understanding name of Navajo? Naabaahii of the past (e.g., trading, raiding, the practice of slavery, adoption Navahu of clothing style, farming Navajo/Navajo practices, adoption of new Naat’11nii words and new clans).

NNStds: S2CF3PO7- TSWBAT…identify and describe types of territorial units; describe the characteristic of political units; explain how and why people compete for control of earth’s surface and resources as exemplified by being able to

Ganado USD-PACING GUIDE (Subject/Grade) Page 4

research, write, and illustrate a geographic history of a state; identifying Indian control and occupation of the land Week Eight NNStds: S4CF3PO1- The Mexicans-What Students will explain in TPR TERMS: Dinetah, TSWABAT…demonstrate an changes and short descriptors the major Chapter 10 ability to use correct vocabulary conflicts do the components of cultural Shin1l7 Asdz33 “The associated with time such as Navajo have to changes and influences Shin1l7 Hast88 Mexicans” past, present, future and long experience during between the leaders of the Shid1’7’ ago; read and construct simple this political Mexican government and Shiy11zh time lines; identify examples of change? the Navajo Headmen and Haj77n44 change; and recognize examples family groups.

of cause and effect relationships TPR TERMS: (e.g., American Contact 1846- 1870, Treaties with Ni’hodi[hi[ Mexicans and Waashindoon). Ni’hodot[‘izh NNStds: S1CF3PO4- Ni’haltso TSWBAT…describe and Ni’halgai compare ways in which people of various cultures express, influence behaviors and values; relate to and deal with their physical environment and social conditions (e.g. Oral history, preservation of their languages, cultures, stories, music, artistic creation, customs and ceremonies).

Ganado USD-PACING GUIDE (Subject/Grade) Page 5

Ganado USD-PACING GUIDE (Subject/Grade) Page 6

Ganado Unified School District #20 (Navajo Language/Studies-8th Grade)

PACING Guide SY 2016-2017 Timeline & AZ College and Career Readiness Essential Question Vocabulary Learning Goal Resources Standard (HESS Matrix) (Content/Academic) Week Nine NNStds:S2CF3PO1- How are other To engage the student in an Naaly4h4 *research TSWBAT…describe and compare Native American online and text source week how various American Indian tribes and different research project and TPR TERMS: and similar to the convert all findings into a tribes have historically satisfied L1ts7n7 their Navajo people? PowerPoint presentation Yoostsah basic economic needs and wants What are some for the class members. *This Yoo’ through the production of goods shared issues and will be spaced out through Jaat[00[ in different regions of North experiences of the quarters to allow America (e.g., hunting, fishing, these other early enough flexibility in the Yoo[gai Americans? student preparation. Doot[‘izhii seed and plant gathering, Dichi[7 farming, trading, arts and crafts); B11shzhin7

PO6-TSWBAT…research and trace Reservation the reasons for growth and Treaty Supreme Court declination of various American Indian settlements (e.g., Mississippian Mound culture, Chaco Canyon culture, Aztec and Mayan cultures, Hopi, Tewa, and Navajo culture); and

Ganado USD-PACING GUIDE (Subject/Grade) Page 7

PO7-TSWBAT…identify and describe types of territorial units; describe the characteristic of political units; explain how and why people compete for control of earth's surface and resources as exemplified by being able to research, write and illustrate a geographic history of a state; Identifying Indian control and occupation of the land. Week Ten NNStds: S4CF3PO1- The Struggle For The students will display a TPR TERMS: -Dinetah, TSWBAT…demonstrate an Peace- What kinds variety of approaches to Chapter 11 ability to use correct vocabulary of challenges are learning the history of a Ni’ “The associated with time such as the Navajo People given period through N7[ch’i Struggle For past, present, future and long in the period of listening-speaking-reading- T0 Peace” ago; read and construct simple 1820-1850? writing. K-‘ timelines; identify examples of change; and recognize examples Headman/Chief of cause and effect relationships Band (e.g. American Contact 1846- 1870, treaties with Mexicans and Waashindoon).

NNStds: S1CF3PO4- TSWBAT…describe and compare ways in which people of various cultures express,

Ganado USD-PACING GUIDE (Subject/Grade) Page 8

influence behaviors and values; relate to and deal with their physical environment and social conditions (e.g. Oral history, preservation of their languages, cultures, stories, music, artistic creation, customs and ceremonies).

Week NNStds: S4CF3PO1- The Americans- Students will enhance their TPR TERMS: Eleven TSWBAT…demonstrate an What part of this understanding with an -Dinetah, ability to use correct vocabulary political confusion overall comparison and !t11 Chapter 12 associated with time such as towards the Navajo contrast of the Spanish and An11 “The past, present, future and long do they contribute American influences Ajaa’ Adaa’ Americans” ago; read and construct simple to? towards the Navajo political time lines; identify examples of history. change; and recognize examples Civil War of cause and effect relationships Confederacy/Union (e.g., American Contact 1846- Mexican 1870,, treaties with Mexicans Independence and Waashindoon

NNStds: S2CF3PO7- TSWBAT…identify and describe types of territorial units; describe the characteristic of political units; explain how and

Ganado USD-PACING GUIDE (Subject/Grade) Page 9

why people compete for control of earth’s surface and resources as exemplified by being able to research, write, and illustrate a geographic history of a state; identifying the Indian control and occupation of the land. Week NNStds: S4CF3PO1- Broken Promises - The students will display a TPR TERMS: Twelve TSWBAT…demonstrate an What kinds of variety of approaches to -Dinetah, ability to use correct vocabulary challenges are learning the history of a Haashch’44[ti’7 Chapter 13 associated with time such as facing Navajo given period by speaking, Haashch’44shzhin past, present, future and long people in this reading, listening, and T0neenil7 “Broken Gh33’ask’idii ago; read and construct simple period of 1848- writing. Promises” Naay44’ time lines; identify examples of 1860? Neezgh1n7 change; and recognize examples T0b1j7shch7n7 of cause and effect relationships Hataa’ Bich’8 (e.g., American Contact 1846- Nijizh11zh 1870, Treaties with Mexicans and Waashindoon).

NNStds: S1CF1PO8- TSWBAT…compare and contrast different stories or significant occurrences of past events, people, places or situations; identify how they contribute to understanding of the past (i.e., trading, raiding, the practice of slavery, adoption

Ganado USD-PACING GUIDE (Subject/Grade) Page 10

of clothing style, farming practices, adoption of new words and new clans).

Week NNStds: S4CF3PO1- The Treaties and Students will enhance their TPR TERMS: Thirteen TSWBAT…demonstrate an Fort Defiance-What understanding with an -Dinetah, ability to use correct vocabulary problems arise overall comparison and !sh88 Bii’t0 Chapter 14 associated with time such as from the invention contrast of the American Hahodzo past, present, future and long of Treaties between influences towards the Dib4 Nitsaa “Fort Hahodzo ago; read and construct simple the Navajo and the Navajo political history. Defiance” Yoot0 time lines; identify examples of newcomers, the Hahodzo change; and recognize examples Americans? Hoozdo Hahodzo of cause and effect relationships (e.g., American Contact 1846- Fort Defiance 1870, Treaties with Mexicans Fort Wingate and Waashindoon). Fort Marcy Fort Sumner Fort Sill NNStds: S2CF3PO7- TSWBAT…identify and describe types of territorial units; describe the characteristics of political units; explain how and why people compete for control of earth’s surface and resources as exemplified by being able to research, write, and illustrate a geographic history of a state; identifying the Indian control

Ganado USD-PACING GUIDE (Subject/Grade) Page 11

and occupation of the land.

Week NNStds: S4CF3PO1- What does the title Students will describe the TPR TERMS: Fourteen TSWBAT…demonstrate an and phrase, Land decades of history {igai -Dinetah, ability to use correct vocabulary On Fire, infer and pertaining to the Civil War Doot[‘izh associated with time such as indicate in the and its impact on the {itso Chapter 15 {izhin “Land On past, present, future and long pages of Navajo conflict between the Fire” ago; read and construct simple history? Americans and the Navajo Zarcillos Largos timelines; identify examples of by using many vocabulary Manuelito change; and recognize examples terms. Ganado Mucho of cause and effect relationships Barboncito (e.g. American Contact 1846- 1870, treaties with Mexicans and Waashindoon). Week NNStds:S4CF1PO7-TSWBAT… How did the early To engage students in the Trail of Tears Fifteen identify and describe examples of U.S. Government conversation of a healing Whiskey Trail -Dinetah, tension between individual and Canadian through discovery of Indian removal Chapter 16 beliefs and governmental Government amass intentions and ideals being Act/IRA “The Long policies (e.g., Hopi and Navajo all Native people to forced upon people by Walk” land dispute, livestock reduction be treated the same assimilation and integration. of 1934, American Indian despite the variety Freedom of Religion Act, of cultural values American Indian Movement and and languages? Coalitions). Week NNStds:S4CF3PO2-TSWBAT… Fort Sumner – What To draw the attention and Fort Sumner Sixteen identify and use various stories can be told reflection of the student and Bosque Redondo -Dinetah, resources for reconstructing the by each photograph their ancestral experiences? Hw44ldi Chapter 17 past, such as documents, maps, taken of the Navajo Alkali

Ganado USD-PACING GUIDE (Subject/Grade) Page 12

“Fort textbooks, interviews with elders prisoners and Ration Sumner” and photos; participants in the Provost Topics: Hw44ldi, The Treaty of Fort Sumner failure? Commanche 1868, forming the Navajo Nation government, establishment of Navajo land boundaries and Navajo headsmen system;

Ganado USD-PACING GUIDE (Subject/Grade) Page 13

Ganado Unified School District #20 (Navajo Language/Studies-8th Grade)

PACING Guide SY 2016-2017 Timeline & AZ College and Career Readiness Essential Question Vocabulary Learning Goal Resources Standard (HESS Matrix) (Content/Academic) Week NNStds: S4CF3PO2-TSWBAT… The Old Paper or To bridge the moral, ethical, Peace Policy Seventeen identify and use various Naaltsos S1n7 – and family teachings of Dinetah, resources for reconstructing the What were the preserving and maintaining Separation of Chapter 18 past, such as documents, maps, realities of this one’s own life through our Church and State “The Treaty textbooks, interviews with elders terrible elders. of 1868” and photos; “concentration Reservation Topics: Hw44ldi, The Treaty of camp”? Allotment 1868, forming the Navajo Nation Commodity government, establishment of Navajo land boundaries and Navajo headsmen system; Week NNStds:S2CF3PO1- How are other To engage the student in an Eighteen TSWBAT…describe and compare Native American online and text source *summary/ how various American Indian tribes and different research project and Assessments tribes have historically satisfied and similar to the convert all findings into a /presentatio their Navajo people? PowerPoint presentation ns basic economic needs and wants What are some for the class members. *This through the production of goods shared issues and will be spaced out through in different regions of North experiences of the quarters to allow America (e.g., hunting, fishing, these other early enough flexibility in the Americans? student preparation.

Ganado USD-PACING GUIDE (Subject/Grade) Page 14

seed and plant gathering, farming, trading, arts and crafts);

PO6-TSWBAT…research and trace the reasons for growth and declination of various American Indian settlements (e.g., Mississippian Mound culture, Chaco Canyon culture, Aztec and Mayan cultures, Hopi, Tewa, and Navajo culture); and

Ganado USD-PACING GUIDE (Subject/Grade) Page 15

history through maternal and another person’s Community paternal context; relationship to me?

PO2. use correct kinship terms with extended clan family members, students, staff and community people (e.g., shim1 y1zh7, shiy11zh, shid1’7, shib7zh7, shizhe’e y1zh7, shizeed7, sh7ma s1n7, shicheii, schin1l7 asdz11n d00 shin1l7 hastiin);

Ganado USD-PACING GUIDE (Subject/Grade) Page 16

Ganado Unified School District #20 (Subject / Grade)

PACING Guide SY 2016-2017 Timeline & AZ College and Career Readiness Essential Question Vocabulary Learning Goal Resources Standard (HESS Matrix) (Content/Academic) .

Ganado USD-PACING GUIDE (Subject/Grade) Page 17