… · Web viewReading. S3C1. PO2- answer questions (e.g. who, what, where, when, why, how) about expository text, heard or read. S3C2. PO3- State the meaning of specific

Dine Culture & Language Goals & ObjectivesArizona Academic Standards Alignment

Culture Units Kindergarten

Unit Objectives

Dine Language/Culture

Arizona Reading/Math Resources CBA Questions: Assessment:

Clans Identify and name maternal clanIdentify and name family kinship

S1C R1PO 2 – Use correct kinship terms (e.g., shima, shizhe’e, shideezhi, shitsili, shinaai, shadi, shicheii, shima sani. PO 3 – Introduce him/herself in the appropriate traditional way;

ReadingS2C1PO2. Identify elements of a story, including characters, setting, and key events.PO 3 – Retell of re-enact a story placing events in the correct sequenceMathS2C1PO1- Students create object graphs and pictographs using data relevant to their lives. (e.g.; favorite ice cream, eye color, pets, etc..)

Graphs may be constructed by groups of students as well as by individual students.

Book titles:Dii shi’asht’I, Johnny Lee and his family, Littleman’s familyWorksheet:Navajo clan sheetFamily kinship termsIllustrations:Family picturesK’e posters

Where does your 1st clan come from?Haisha’ nishchi?

Hogan Identify and name the male and female HoganCreate a male and female Hogan

S1C R1PO 5 – Exemplify knowledge on the traditional significance on the various types of dwellings;S3C R1PO 3 – Orally demonstrate an understanding of traditional construction of the various types of Hogan and be able to tell the significance of each;

ReadingS2C1PO2. Identify elements of a story, including characters, setting, and key events.PO 3 – Retell of re-enact a story placing events in the correct sequenceMathS1C1PO1. Express whole numbers 0-20, using and connecting multiple opportunities to count object and recognize that a number represents a specific quantity.S4C1PO1. Identify, analyze, and describe circles, triangles, and rectangles (including squares) in different orientations and environments.

Book titles:Three Little SheepThe First HoganThe Old HoganJohnny Lee and his HoganWorksheet:List of Hogan namesIllustrations:Hogan pictures,Types of home pictures Curriculum Center Hogan Illustration

What are the 2 traditional homes of the Navajo People?Dine bighan naakigo alaa’ at’ehigii yiinizhi.

Clothing Identify and name the female and male moccasins.Identify and name the animal hides used.

SIC R1PO5 – identify traditional dress styles of the Navajo people;

ReadingS2C1PO 3 – Retell of re-enact a story placing events in the correct sequenceMathS4C4PO1- Compare and order objects according to observable and measurable attributes. Students use ordinal number language to describe the position of the ordered objects. They use language such as longer than wider than, etc.

Book titles:Taazbaa’ and her magic shoesGrandfather Work MoccasinsWorksheet:Illustrations:Pictures of the 3 types of moccasins

What are the names of a female and male moccasin?Dine doo asdzani bikee’ la haawolye?

Places History and

Create a map of familiar places in the

S4C R3PO4 – identify landmarks and their significance on a

ReadingS1C4PO3- Describe familiar objects and events in

Book titles:Teacher made mapsWorksheet:

What is the name of the place where you learn?

Revised: June 2012 Dine Culture & Language Curriculum Team


Government community. Example: stores, schools, chapter house and clinic

community map; use original Navajo names to produce a community profile;

both general and specific languageMathS2C1PO1- Students create object graphs and pictographs using data relevant to their lives. (e.g.; favorite ice cream, eye color, pets, etc..)


Federal project made map of Chinle, Many Farms and TsaileIllustrations:Pictures of significant locations

Haadisha’ ihoolaah?

Story Telling/ Recreation

Identify and name the Earth, Sun, Moon, and star.Identify and name 2 characters from a coyote story.

S3C R2PO2 – exemplify an understanding of the Traditional principles and values that encourages the maintenance of environmental harmony; respect the natural laws and order; and understanding the inter-dependency of non-living and living matter (e.g. the understanding of Navajo constellations – So’ Dine’e Baa hane’, winter/summer stories teaches mental soundness, sureness, and appropriate behavioral development;S4C R1PO3 – explore and discuss for an indepth understanding the Navajo terminologies that associate with earth (Nahasdzaan), sky (shitaa’ yadilhil), sun (shitaa’ johonaa’ei), moon (shima tl’ehonaa’ei), and the constellation (shi tsooyehe or shitsoiyehe yot’aah silaii or wot’aah silaii)

ReadingS3C1PO1- Identify the purpose for reading expository textMathS1C1PO1- Express whole numbers 0-20, using and connecting multiple opportunities to count object and recognize that a number represents a specific quantity.

Book titles:Coyote Stories

Worksheet:PostersTeacher made resourcesIllustrations:Coyote Stories Video/DVD

Internet Resource

What are the names of the planets that we see in the sky?Ha’iish bikaa’ danihighan doo ha’iish taa’go bee adinidiin?s

Rug Weaving Identify and name at least 1 rug weaving tool.Create a paper weaving rug.

S5C R2PO1 – recall and retell the traditional seasonal hane’ (e.g. Spiderwoman and weaving) interpret inferences and meaning of the stories at appropriate grade level.

ReadingS2C1PO 3 – Retell of re-enact a story placing events in the correct sequenceMathS3C1PO1- Recognize, describe, extend create and record simple repeating patterns

Book titles:Goats In the Rug by Martin LinkWorksheet:Teacher made resourcesIllustrations:Posters

What is one type of weaving tool?Ha’iish atl’oogii choo’i?

Food Identify and illustrate 1 type of traditional

SIC R1PO5 – exemplify knowledge of the traditional significance of the various types of Navajo

ReadingS2C1PO 3 – Retell of re-enact a story placing events in the correct sequence

Book titles: Blue Corn Bread- Color BookWorksheet: Flashcard, Rdg Book

What is one type of traditional food?Dine bich’iyaan la’ yinizhi?



food. food and how they are prepared;

MathS2C1PO1- Students create object graphs and pictographs using data relevant to their lives. (e.g.; favorite ice cream, eye color, pets, etc..) Graphs may be constructed by groups of students as well as by individual students.

5 Food group posterIllustrations:Food Demonstrations

Traditional Seeds-squash, corn, beans

Arts and Crafts

Create and apply the correct colors of the Navajo basket.

S4C R2PO7 – understand the association between American Indian arts and craftsS3C E3PO3 – Gain understanding through a Traditional Practitioners cultural concept of feminist and masculinity in all things in the environment (e.g. wedding basket…)

ReadingS1C4PO3- Describe familiar objects and events in both general and specific languageMathS4C1PO1. Identify, analyze, and describe circles, triangles, and rectangles (including squares) in different orientations and environments

Book titles: Ts’aa’ Rdg book, Little Navajo Basket MakerWorksheet:Illustrations:Illustration from the coloring book Ts’aa’ (CUSD)

What are the 3 colors of the Navajo Basket?Ts’aa’ ha’ii ‘al’aa’ at’eego bee naashch’aa’?



Culture Units 1ST GRADE

Unit Objectives



Clans Identify and name maternal and paternal clans.

SIC R1 PO 3 – Introduce him/herself in the appropriate traditional way;S4C R1PO1 – Verbally introduce self in the traditional way by maternal and paternal clan;

ReadingS2C1PO2. Identify elements of a story, including characters, setting, and key events.PO 3 – Retell of re-enact a story placing events in the correct sequenceMathS2C1PO1- Students create object graphs and pictographs using data relevant to their lives. (e.g.; favorite ice cream, eye color, pets, etc..)


Book titles:“Navajo Clan Legends,” by San Juan Media Center/Reference“Beauty beside me,” by Seraphine Yazzie Worksheet:Navajo clan sheetFamily kinship termsIllustrations:Curriculum Clan Illustration

Who do you get your 1st

and 2nd clan from?Haisha’ bits’aadoo yinaal?

Hogan Describe the difference between a male and female Hogan. Create a male or female Hogan.

SIC R1PO 5 – Exemplify knowledge on the traditional significance on the various types of dwellings;S3C R1PO 3 – Orally demonstrate an understanding of traditional construction of the various types of hogans and be able to tell the significance of each;

Reading S2C1PO1- Identify the plot of a literary selection, heard or read.S2C1PO 3 – Retell of re-enact a story placing events in the correct sequenceMathS5C2PO1- Identify the question(s) asked and any other questions that need to be answered in order to find a solution.S5C2PO4-Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols.

Book titles:“Johonaa’ei, Bringer of Dawn,” by Veronica Tsinajinie“First Hogan”, “Three Little Sheep”Worksheet:Teacher made resourcesIllustrations: Teacher made illustrationInternet resourceHogan Model w/ appropriate placements

What is the difference between a male and female Hogan?Alch’I’ adeeza doo Hooghan nimazi hait’eego ‘al’aa’ at’e?

Clothing Recognize the difference between the male and female hair knot and hair tie.


Reading S3C2PO1- Follow a set of multi-step directions with picture cues to assist.MathPO4-Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols.

Book titles: “Susie Chee’s Comb”, Shitsigha, Nihitsiigha’, San JuanWorksheet:Teacher made resourcesPoster on hair tie (CUSD)Illustrations:Internet resource“Leading the Way” (Apr. 09) Navajo TimesHair tie modelDVD: “When the Highway Ends”

What is the difference between the male and female hair knot and hair tie?Hastiin doo asdzani bitsiiyeel doo bitsiitl’ool hait’eego ‘aal’aa’ at’e?

Places History and

Retell and illustrate the significant

S4C R3PO4 – identify landmarks and their significance on a

Reading S2C1PO1- Identify the plot of a literary selection,

Book titles:Canyon De Chelly: Through Eyes of Navajo”

What are the significances of places in Chinle?



Government places in Chinle.

community map; use original Navajo names to produce a community profile;

heard or readS3C1PO2 -Answer questions (e.g. who, what, where, when, why and how) about expository text, heard or read.MathS5C2PO4-Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols.

“The Canyon”“Don’t tell anybody that there is a dinosaurs in Canyon de Chelly” (CUSD)Arizona Highway Magazine“Canyon Voices” (Video)Worksheet:Teacher made resourcesIllustrations:Internet resource/Google MapsPost card puzzlesPosters (CUSD)

Ha’iishbinahji’ Ch’inili doo Tseyi’ hoosye?


Name the appropriate season to create string game designs.

S3C R2PO1 – Demonstrate an understanding of Dineji of Haigo hane’ (winter stories) and activities (e.g. string games);

Reading S3C1PO2- answer questions (e.g. who, what, where, when, why, how) about expository text, heard or read.S3C2PO3- State the meaning of specific signs (e.g. traffic, safety, warning signs).MathS4C4PO1-Compare and order objects according to length, capacity, and weight.S5C2PO4-Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols.

Book titles:Sting Games /Video(San Juan)Na’atlo’ by Mike MitchellWorksheet:Teacher made resoursesIllustrations:Navajo TimesLeading the Way

When is the appropriate season to create string game designs?Haagone’ yihagosha’ ei nida’jitl’o’ leh?

Rug Weaving Name and draw the sequence in preparing wool.

S5C R2PO1 – recall and retell the traditional seasonal hane’ (e.g. Spiderwoman and weaving) interpret inferences and meaning of the stories at appropriate grade level.PO4 – Give and follow multiple-step directions;

Reading S2C1PO1-Identify the plot of literary selection, heard or read.S1C6PO1-Predict what might happen next in a reading selection.MathS5C2PO1-Identify the question(s) asked and any other questions that need to be answered in order to find a solution.

Book titles:“Season of a Navajo” (DVD)Goats In the Rug by Martin LinkWillie Chee and Shearing Time (CUSD)“Grandmother’s Magic” CUSD)“Billy Goat” (CUSD)Worksheet:Teacher made resourceConsultant/ Teacher demonstration of shearing, carding, spinning and dyingIllustrations:Internet resourceNavajo Times

What are the steps in preparing wool?Hait’eego Dibe bighaa’ hasht’eeli?

Food Name and illustrate 2 types of traditional

S6C R2PO2 – Identify, explore and discuss the various types of Indian food and the processes

Reading S3C1PO2- answer questions (e.g. who, what, where, when, why, how) about expository

Book titles:Grandmother’s Yum YumWorksheet:Teacher made resource

What types of traditional food are not eaten today?Diijiidi, Dine Bich’iya’



foods not eaten today.

for preserving, conserving, and understanding the traditional act of giving thanks for the abundance of food and/or wealth;

text, heard or read.MathS2C3PO1-Use Venn diagram to sort, classify, and count objects and justify the sorting rule.

Illustrations:Photographs of prairie dog, locust, rabbit, goat milk, yucca bloom, etc.

hait’ehigii doo yidaada?

Arts and Crafts

Name an element used to make pottery.

S4C R2PO7 – understand the association between American Indian arts and crafts

Reading S3C1PO2- answer questions (e.g. who, what, where, when, why, how) about expository text, heard or read.MathS5C2PO1-Identify the question(s) asked and any other questions that need to be answered in order to find a solution.S4C4PO1-Compare and order objects according to length, capacity, and weight.

Book titles:Internet resource/Google potteryWorksheet:Teacher made resourceIllustrations:Pottery posters/pictures

What type of element is used to make pottery?Ha’at’ii leests’aa’ bee ‘ali?



Culture Units2nd GRADE

Kid Friendly Unit Objectives



Clans Identify and name your Cheii’s clan.

S2C R1PO1 – Exemplify the understanding of a nucleus in a family structure and the role of each member (e.g. maternal grandfather);

Reading S3C1PO.5- Locate specific information from graphic features ( e.g. charts, maps, diagrams, illustrations, tables, timelines ) of expository text.MathS2C1PO.1-Collect, record, organize, and display data using pictographs, frequency tables, or single bar graphs.

Book titles:“Navajo Clan Legends,” by San Juan Media Center/Reference“Beauty beside me,” by Seraphine Yazzie “Proud to be a Blacksheep,” by Roberta John“My grandfather and the Colt” (CUSD)“Grandfather’s hat” (CUSD)“Grandfather’s work moccasin” (CUSD)Worksheet:Navajo clan sheetFamily kinship termsIllustrations:Family Tree

What is your Maternal Grandfather’s clan?Nima bizhe’e hait’eego k’e bidini?

Hogan Identify and name the significance and colors of the Cardinal Directions.

S4C R1PO6 – Exemplify an understanding of the traditional construction and design of a Navajo Hogan and be able to tell of the significance of its essential elements;

Reading S1C6PO.3- Ask relevant questions in order to comprehend text.MathS2C1PO.1- Collect, record, organize, and display data using pictographs, frequency tables, or single bar graphs.S1C2PO.5-Create and solve word problems based on addition and subtraction of two-digit number

Book titles: Internet resource/Google Hogan“The three little sheep,” by Sarephine YazzieWorksheet:Teacher made resourcesIllustrations:Posters or pictures of Hogans

What are the significance and colors of the cardinal directions?Ha’at’iish t’aadii’igoo bee’eehozingo nida’ashch’aa’?

Clothing Describe the characteristics of sacred gems/stones/shells.Compare and contrast men and women’s jewelry.

S3C F2PO4 – Identify , and describe the cultural values and practices associated with utilizing earth’s surface and substance; minerals and other natural resources (e.g. Gems);

Reading S3C1PO.5- Locate specific information from graphic features ( e.g. charts, maps, diagrams, illustrations, tables, timelines ) of expository textMathS2C1PO.1- Collect, record, organize, and display data using pictographs, frequency tables, or single bar graphs.S1C2PO.5-Create and solve word problems based on addition and subtraction of two-digit

Book titles: “A Summer’s Trade,” by Deborah Trotter Internet resource/Google gemsWorksheet:Teacher made resourceIllustrations:Posters/photos if not actual artifact of white shell, turquoises, abalone and black jet

What are the characteristics of sacred gems/ stones/ shells? What are the similarities and differences of men and women’s jewelry?Nitl’iz yodi ‘alt’aasei hait’eego bee al’aa’ adaat’e?Beeshlighai ootseed Hastii doo saanii yee hadit’ehigii hait’eego al’aa’ at’e?



number

Places History andGovernment

Locate and signify Window Rock, Chinle, Tuba City, Monument Valley and Shiprock on the Dine Bikeyah map.

S4C R3PO4 – identify landmarks and their significance on a community map; use original Navajo names to produce a community profile;

Reading S3C1PO.5- Locate specific information from graphic features ( e.g. charts, maps, diagrams, illustrations, tables, timelines ) of expository textMathS2C1PO.1- Collect, record, organize, and display data using pictographs, frequency tables, or single bar graphs.S1C2PO.5-Create and solve word problems based on addition and subtraction of two-digit numbers

Book titles:Arizona Highway MagazineWorksheet:Teacher made resourcesIllustrations:Internet resource/Google MapsPost card puzzlesPosters (CUSD)

Where are Chinle, Tuba City, Window Rock, Monument Valley and Shiprock located on the Dine Bikeyah Map? Dine Bikeyah biikaa’gii haa’ish Ch’inili, To Naneesdizi, Tse Bighahoodzani, Tse Biinidisghai doo Tooh bil hahoodzoh?


Demonstrate 2 more new string game designsIllustrate the male and female revolver

S3C R2PO1 – Demonstrate an understanding of Dineji of Haigo hane’ (winter stories) and activities (e.g. string games);S3C R2PO2 – exemplify an understanding of the Traditional principles and values that encourages the maintenance of environmental harmony; respect the natural laws and order; and understanding the inter-dependency of non-living and living matter (e.g. the understanding of Navajo constellations – So’ Dine’e Baa hane’;

Reading S3C1PO.5- Locate specific information from graphic features ( e.g. charts, maps, diagrams, illustrations, tables, timelines ) of expository textS2C1PO.1-Describe literary elements of text including characters, plot (specific events, problem, and solution) and setting.MathS2C1PO.1- Collect, record, organize, and display data using pictographs, frequency tables, or single bar graphs.

Book titles:Sting Games /Video(San Juan)Na’atlo’ by Mike MitchellWorksheet:Teacher made resourcesIllustrations:Navajo TimesLeading the WayConstellation posters (CUSD)

What 2 new string game designs can you demonstrate?What designs do the Male and Female revolver create?Naakigo na’atl’o ‘igii bihwiil’aa’igii la’inileeh?Nahookosii’go So’ siniligii haadaolye?

Rug Weaving

Illustrate 4 wool preparations steps in sequential order.

S5C R2PO4 – Give and follow multiple-step directions;

Reading S3C1PO.5- Locate specific information from graphic features ( e.g. charts, maps, diagrams, illustrations, tables, timelines ) of expository textS2C1PO.1-Describe literary elements of text including characters, plot (specific events, problem, and solution) and setting.MathS2C1PO.1- Collect, record, organize, and display

Book titles:“The Goat in the Rug,” by Martin Link“Wisdom Weaver,” by Jann JohnsonWorksheet:Teacher made resourceIllustrations:Poster/Sequential order in weaving (CUSD)“Leading the Way” (Mar. 09)

What are the correct steps to wool preparation?Dibe bighaa hait’eego hasht’eeli?



data using pictographs, frequency tables, or single bar graphs.

Arts and Crafts

Describe the significant parts of a cradle board and make a completed Cradleboard project.

S6C R1PO2 – Explore the significance of the traditional beliefs in child rearing practices (e.g., cradleboard…..)

Reading S2C1PO.1-Describe literary elements of text including characters, plot (specific events, problem, and solution) and setting.MathS2C1PO.1- Collect, record, organize, and display data using pictographs, frequency tables, or single bar graphs.

Book titles:Internet resource/Google cradle boardWorksheet:Teacher made resourcesIllustrations:Poster/ Cradle Board (CUSD)

What are the significant parts of the cradleboard? Awee ts’aal bil hadiilyaa’igii bizhi’ haadaolye?

Food Explore 2 different types of food prepared from a sheep

S6C R2PO2 – Identify, explore and discuss the various types of Indian food and the process for preserving, conserving, and understand the traditional act of giving thanks for the abundance of food and /or wealth;

Reading S2C1PO.1-Describe literary elements of text including characters, plot (specific events, problem, and solution) and setting.MathS2C1PO.1- Collect, record, organize, and display data using pictographs, frequency tables, or single bar graphs.

Book titles:Internet resource/Google sheep/mutton/lambWorksheet:Teacher made resourceIllustrations:“Leading the Way” (Sept. 09)Navajo TimesPicture or photos of roast ribs, intestines, blood sausage and etc.

How are 2 different types of food prepared from sheep?Hashyit’eego Dibe bitsi’ naakigo al’aa’ at’eego hasht’eeli?



Culture Units3rd GRADE

Unit Objectives


Arizona Reading/Math Resources CBA Questions: Assessment:s

Clans Recite your 4Clans; Nishli, bashishchiin, dashicheii, doo dashinali

S4C R1PO1 – Verbally introduce self in the traditional way by maternal and paternal clan; introduce parents, grandparents, or guardian by clan relationship, name and place of residence;

Reading S3C1PO1-Determine and express the main idea and supporting details in expository text.S2C1PO4-Make relevant connections to text to increase comprehension.MathS3C2PO1-Recognize and describe a relationship between two quantities, given by a chart, table, or graph, in which the quantities change proportionally, using words, pictures, or expressions.

Book titles:Internet resource/Google Clans/Relationships/KinshipsWorksheet:Teacher made resourceIllustrations:“Leading the Way” Navajo TimesPicture or photos of clan Stories, Clan Pictures, Clan Wheel. etc.

What are your 4 clans?Haadoone’e nili?

Hogan Classify four items in a Hogan andconstruct an 8 sided Hogan.

S4C R1PO6 – exemplify an understanding of the traditional construction and design of a Navajo Hogan and be able to tell of the significance of its essential elements: honeeshgish, ko’, to, ch’iyaan (four basic sacred food) and cooking preparation and utensils.

Reading S3C1PO1-Determine and express the main idea and supporting details in expository text.S3C1PO3-Locate and interpret specific information from organizational and graphic features of expository text functional text.MathS4C4PO2-Apply measurement skills to measure length, weight, and capacity using US Customary units.

Book titles:Internet resource/Google Navajo HoganWorksheet:Teacher made resourceIllustrations:“Leading the Way” Navajo TimesPicture or photos of Navajo Hogan

How many sides does a Hogan have and what are the 4 items classified in it?Hooghan Nimazi ha’iish biyi’ naazla?

Clothing Name a piece of traditional clothing for a man or woman


Reading S2C1PO4-Make relevant connections to text to increase comprehension.S1C6PO5-Use a variety of graphic organizers to aid in comprehension of text.MathS5C2PO1-Analyze a problem situation to determine the question(s) to be answered.S3C2PO1-Recognize and describe a relationship between two quantities, given by a chart, table, or graph, in which the quantities change proportionally, using words, pictures, or expressions.

Book titles:Internet resource/Google Native ClothesWorksheet:Teacher made resourceIllustrations:“Leading the Way” Navajo TimesPictures, Photos, illustration of Navajo ClothingCUSD resource materialOther Resources:Dine College Library and Museum

What is one piece of clothing item called for either a man or woman? Dine Hastiin doo asdzaan bi’ee yee hadit’ehigii la yinizhi.

Places/ Locate and describe 1 of

S3C R4PO3 – Describe and make

Reading S3C1

Book titles:Internet resource/Google

Which of the 4 sacred mountains are you able



History and Government

the 4 Sacred Mountains on a map.

inferences on personal connections, cherished moments to places in the immediate environment (e.g., Four Sacred Mountains);

PO3-Locate and interpret specific information from organizational and graphic features of expository text functional text.S1C6PO5-Use a variety of graphic organizers to aid in comprehension of text.MathS4C4PO2-Apply measurement skills to measure length, weight, and capacity using US Customary units.S3C2PO1-Recognize and describe a relationship between two quantities, given by a chart, table, or graph, in which the quantities change proportionally, using words, pictures, or expressions.

The Long Walk, Navajo Code Talkers DVD, Navajo TimesWorksheet:Teacher made resourceIllustrations:“Leading the Way” Navajo TimesCUSD Posters and illustration

to locate and describe to me?Dzil dii’go naazniligii la’ shil iishjani ‘anileeh doo bee shil naholne’.

Story Telling/Recreation

Recognize the differences of the constellations related to the string games.

S3C R2PO2 – exemplify an understanding of the Traditional principles and values that encourages the maintenance of environmental harmony; respect the natural laws and order; and understanding the inter-dependency of non-living and living matter (e.g. the understanding of Navajo constellations – So’ Dine’e Baa hane’;

Reading S2C1PO4-Make relevant connections to text to increase comprehension.S2C1PO1-Compare and contrast literary elements across stories, including plots, setting and characters.MathS3C2PO1-Recognize and describe a relationship between two quantities, given by a chart, table, or graph, in which the quantities change proportionally, using words, pictures, or expressions.S1C1PO5-Express benchmark fractions as fair sharing, parts of a whole, or parts of set

Book titles:Internet resource/Google “Journey to the Sun” DVD, Cats in the Cradle, Book of String Games.Worksheet:Teacher made resourceIllustrations:Constellation/String Game Posters CUSDPicture or photos of Constellations/String Game etc.

What are the different types of constellations related to the string games?So’ Dine’e sha’ hait’eego Na’atl’o’ bil ahii’ sila?

Rug Weaving Name and design a cardboard rug weaving using weaving tools.

S2C F2PO6 – Listen, participate, discuss and interpret meaning in patterns…that make up art, crafts…..PO7 – Observe, discuss and make inferences to relationships and variations in… art, crafts to other areas of academic skills: mathematics….

Reading S3C2PO2-Provide multi-step directionsPO3-Evaluate written directions for sequence and completeness.MathS3C2PO1-Recognize and describe a relationship between two quantities, given by a chart, table, or graph, in which the quantities change proportionally, using words, pictures, or expressions.

Book titles:Internet resource/Google Navajo WeavingRugs and Posts by H.L. JamesWorksheet:Teacher made resourceIllustrations:“Leading the Way”Navajo TimesPictures or photos of Navajo RugsBook Titles: Goats In the Rug by Martin Link

What are the weaving tools used to make a rug?Diyogi ajileehgo, ha’at’iisha’ choo’i?j



Arts and Crafts

Understand and create a Navajo Sandpainting picture project.

S4C R2PO2 – Exemplify an understanding on the interdependency of living and non living matters; exemplify understanding for the act of reverence, sacredness and respect of all elements by the people

Reading S3C2PO2-Provide multi-step directionsPO3-Evaluate written directions for sequence and completeness.S2C1PO4-Make relevant connections to text to increase comprehension.MathS3C2PO1-Recognize and describe a relationship between two quantities, given by a chart, table, or graph, in which the quantities change proportionally, using words, pictures, or expressions.

Book titles:Navajo Sandpainting by Mark BatiInternet resource/Google Arts & Crafts of the Native American Tribes by Michael G. Johnson Worksheet:Teacher made resourceIllustrations:Picture or photos of sandpainting

What is the purpose of a sandpainting?Iikaa sha’ ha’at’ii ‘ayisi biniye choo’i?

Food Design a diagram of 3 foods prepared from corn.

S3C R3PO3 – Explore the culture and historical information associated with traditional preservation and preparation of native food (e.g., corn, cornmeal), utilizing grandparents, traditional practitioners, and Navajo studies teachers, and parents as consultants.

Reading S3C1PO3-Locate and interpret specific information from organizational and graphic features of expository text functional text.MathS3C2PO1-Recognize and describe a relationship between two quantities, given by a chart, table, or graph, in which the quantities change proportionally, using words, pictures, or expressions.S5C2PO1-Analyze a problem situation to determine the question(s) to be answered.

Book titles:Internet resource/GoogleNative American FoodsOxford Picture DictionaryWorksheet:Teacher made resourceIllustrations:“Leading the Way” Navajo TimesPicture or photos of four basic food groups.

What are 3 types of food prepared from corn?Ha’t’iish ch’iyaan, naadaa’ bits’aadoo ali?



Culture Units4th GRADE

Unit Objectives


Arizona Reading/Math Resources CBA Questions:

Assessment:

Clans Name and identify maternal clan group among peers and used correct kinship.

S2C R1PO1 – Exemplify the understanding of a nucleus in a family structure and the role of each member; understand the significant roles of a grandmother and mother’s brother (ada’i/ahastoi);

Reading S1C4PO.2- Use context to determine the relevant meaning of a word.S3C2PO.2-Interpret details from functional text for a specific purpose ( e.g. to follow directions, to solve problem, to perform procedures, to answer questions ).MathS2C3PO1-Contruct tree diagrams to solve problems in context by

representing all possibilities for a variety of counting problems,

explaining how its properties relating to the problem,

representing the same counting problem in multiple ways, and

drawing conclusions

Book titles:Internet resource/Google Clans/Relationships/KinshipsWorksheet:Teacher made resourceIllustrations:“Leading the Way” Navajo TimesCUSD Clan poster

What are the sub clans of your maternal clan and how do you address them?Nima ‘adoone’ nilinigii dabikei la hai doo hait’eego k’e bidini?

Hogan Distinguish the purpose and use of a Male Hogan.

S3C R1PO3 – Orally demonstrate an understanding of traditional construction of the various types of Hogan and be able to tell the significance of each;

Reading S3C1PO.8-Draw valid conclusions based on information gathered from all expository, functional, and persuasive text.S3C2PO.2-Interpret details from functional text for a specific purpose ( e.g. to follow directions, to solve problem, to perform procedures, to answer questions ).MathS4C1PO6-Draw right, acute, obtuse, and straight angles and identify these angles in other geometric figures.

Book titles:Internet resource/Google Lapahie.comThe Old Hogan by Berard HaileThe Navajo Sweat Lodge:San Juan CurriculumWorksheet:Teacher made resourceIllustrations:Hogan Models“Leading the Way” CUSD Hogan posters: Curriculum Center

What is the purpose and uses of a Male Hogan?Alch’i’ Adeez’a ha’at’ii ayisi biniye choo’i?

Clothing Describe the various early Navajo adopted clothing styles.

SIC R1PO5 – Exemplify knowledge of the traditional significance on the various types of traditional dress styles of the Navajo people;

Reading S1C4PO.2- Use context to determine the relevant meaning of a word.S3C2PO.2-Interpret details from functional text for a specific purpose ( e.g. to follow directions, to solve problem, to perform procedures, to answer questions ).S3C1Math

Book titles:Internet resource/Google CUSD Curriculum CenterNative Threads.comWorksheet:Teacher made resourceIllustrations:“Leading the Way” Navajo TimesCUSD Clan posterOther Sources: Dine College

What are the various early Navajo adopted clothing styles?Naana’ la Dine’e da bi’ee’ alk’idaa’ nihi Dine’e chidayool’iinit’ee la bee shil holne’.



S4C4PO3-Solve problems involving conversions within the same measurement system.

Library/ Museum

Places History and Government

Compare and Contrast a pictograph and petroglyph.

S7C R6. Access, view and respond to visual forms such as computer programs, video, artifacts, drawings, pictures and collages.

Reading S3C2PO.2-Interpret details from functional text for a specific purpose ( e.g. to follow directions, to solve problem, to perform procedures, to answer questions ).S3C1PO.8-Draw valid conclusions based on information gathered from all expository, functional, and persuasive text.S1C6PO.6- Use reading strategies (drawing conclusions, determining cause and effect, making inferences, sequencing ) to comprehend text.MathS5C2PO5-Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols.

Book titles:Internet resource/Google Rock Art Petroglyph and Pictograph Books and CDWorksheet:Teacher made resourceIllustrations:“Leading the Way” Navajo TimesCUSD Time Line Poster “Navajo History Posters” & “A Guide to The Navajo/U.S. History Timeline”Rough Rock Poster of Twins

How are a pictograph and petroglyph distinguished? Tse bik’ina’ashch’aa’ doo Tse bik’ina’astseligii hait’eego al’aa’ at’e?


Define the meaning of names for each month on the calendar.

S3C R2PO2 – exemplify an understanding of the Traditional principles and values that encourages the maintenance of environmental harmony; respect the natural laws and order; and understanding the inter-dependency of non-living and living matter (e.g. the understanding of Navajo constellations – So’ Dine’e Baa hane’, winter/summer stories teaches mental soundness, sureness, and appropriate behavioral development;S4C R1PO3 – Explore and discuss for an indepth understanding the Navajo terminology that associate with the constellation;

Reading S1C4PO.2- Use context to determine the relevant meaning of a word.S1C6PO.4- Use graphic organizers in order to clarify the meaning of the text.S1C6PO.6- Use reading strategies (drawing conclusions, determining cause and effect, making inferences, sequencing ) to comprehend text.MathS5C2PO8-Make and test conjectures based on data (or information) collected from explorations and experiments.

Book titles:Internet resource/Google “Journey to the Sun” DVD, Cats in the Cradle, Book of String Games.Worksheet:Teacher made resourceIllustrations:Constellation/String Game Posters CUSDPicture or photos of Constellations/String Game etc.

Define the meaning of 6 out of 12 months from calendar.Nahidizidi bits’aadoo baahane’igii, hastaago baa halne’.

Rug Weaving Name the significant color and design a

S3C R2PO3 – Exemplify general knowledge acquired on the traditional use of plants (e.g.,

Reading S1C6PO.3-Generate clarifying questions in order to comprehend text.

Book titles:Internet resource/Google Navajo Weaving

What is the significant color and the design of the Ganado Rug?Lok’aniteel diyigi



Ganado Red Rug pattern.

for herbs, food, ointment, tools, dwelling materials);

S1C6PO.6- Use reading strategies (drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text.MathS4C1PO1-Draw and describe the relationships between points, lines, line segments, rays, and angles including parallelism and perpendicularity.

Rugs and Posts by H.L. JamesWorksheet:Teacher made resourceIllustrations:“Leading the Way”Navajo TimesPictures or photos of Navajo RugsBook Titles: Goats In the Rug by Martin Link

hait’eego naashchaa’?

Arts and Crafts

Name the colors and design a Navajo Sash.

S5C R3PO1 – Recall and retell of American Indian stories related by elders, students, consultants or from video tapes.

Reading S1C6PO.3-Generate clarifying questions in order to comprehend text.S3C2PO.2-Interpret details from functional text for a specific purpose ( e.g. to follow directions, to solve problem, to perform procedures, to answer questions ).MathS4C1PO1-Draw and describe the relationships between points, lines, line segments, rays, and angles including parallelism and perpendicularity.

Book titles:Internet resource/Google Native American Sash BeltsA Sash Belt for Rosie/CUSD Curriculum CenterWorksheet:Teacher made resourceIllustrations:Sash Belts, Sash Belt Looms“Leading the Way”Pictures or photos of Sash Belts

What colors are used in the Navajo Sash?Sislachi’i ha’iila bee naaschaa’?

Food Choose 3 dried foods to explain the many ways of preparing for a meal.

S6C R2PO2 – Identify, explore and discuss the various types of Indian food and the processes for preserving, conserving, and understand the traditional act of giving thanks for the abundance of food and/or wealth (e.g., Hozhooji, the Blessing Way Ceremony performed in expression of appreciation for life, living and existence); and

Reading S1C4PO.2- Use context to determine the relevant meaning of a word.S1C6PO.4- Use graphic organizers in order to clarify the meaning of the text.S1C6PO.6- Use reading strategies (drawing conclusions, determining cause and effect, making inferences, sequencing ) to comprehend text.MathS2C1PO3-Use median, mode, and range to describe the distribution of a given data set.

Book titles:Internet resource/Google Navajo FoodWorksheet:Teacher made resourceIllustrations:“Leading the Way”Pictures or photos of Navajo Foods

Explain the 3 dried foods that you researched.Ch’iyaan bisk’a’ taa’go bihwiilaa’ agii baa halne’.




Unit Objectives


Arizona Reading/Math Resources CBA Assessment Assessment

Clans Name andidentify kinship through paternal clan group

S1C F1PO1 – Demonstrate social, cultural and historical understanding of their own extended clan family history through maternal and paternal context;PO2 – Use correct kinship terms with extended clan family members, students, staff and community people (e.g., shima yazhi, shida’i, shibizhi, shizhe’e yazhi, shizeedi, shima sani, shicheii, shinali asdzaan doo shinali hastiin);

Reading S1C6PO1-Predict text content using prior knowledge and text features (e.g., illustration, titles topic sentences, keywords.)MathS2C1PO.1- Collect, record, organize and display data using multi-bar graphs or double line graphs.

Book titles:Internet resource/Google Navajo ClansLapahie.comWorksheet:Teacher made resourceIllustrations:“Leading the Way”Navajo TimesNavajo Clan Chart/CUSD Curriculum CenterOther Sources:

What are the sub clans of your paternal clan and how do you address them?Nizhe’e ‘adoone’ nilinigii dabikei la hai doo hait’eego k’e bidini?

Hogan Retell the history of the Hogan and construct a many legged Hogan

S1C F1PO3 – Analyze a particular cultural event (e.g., naming, first laugh, anointing of corn pollen, traditional puberty and wedding celebration, appropriate teasing from grandmothers and uncles); understand the logic for an individual of a different culture to respond to it differently;S2C F1PO6 – Describe how family, gender, ethnicity and institutional affiliations contribute to personal identity; recall and retell information on the first Hogan, share the significance of the Navajo games: moccasin, stick and string; understand the significance of honeeshgish (fire poker), ko’ (fire), to (water), and ch’iyaan (food); and

Reading S2C1PO2-Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary selection.MathS4C1PO.3 Classify quadrilaterals and polygons.S5C1 PO.2- Solve problems involving area and perimeter.S4C4PO.3- Draw angles between 0 and 360 degrees.

Book titles:Internet resource/Google Navajo HoganLapahie.comWorksheet:Teacher made resourceIllustrations:“Leading the Way”Navajo TimesNavajo Hogan/CUSD Curriculum CenterOther Sources:Chinle Visitor’s Center

Retell the history of the Hogan.Hooghan nimazi bikee’ nahane’ la shil honle’.

Clothing Describe the various later Navajo adopted clothing styles.

S2C F2PO3 – Participate in traditional activities; use the customs and languages associated with those activities (e.g., American Indian Day, cultural connection

Reading S2C6PO6-Determine all aspects of the setting (e.g., time of day or year, historical period, place, situation) in a literary selection.Math

Book titles:Internet resource/Google Navajo Clothing

Worksheet:Teacher made resource

What are the various later Navajo adopted clothing styles?Naana’ Dine’e da bi’ee’ nihi Dine’e k’ad chidayool’inigii la’ bee



project, traditional dress-up, native food day, native arts and crafts bazaar, pow wow, traditional social song and dance, grandparent’s day, Cinco de Mayo);

S4C1PO.1&4-Draw and label 2-D and 3-D figures and compare them.

Illustrations:“Leading the Way”Navajo TimesNavajo Clothing/CUSD Curriculum CenterOther Sources:

shil holne’.

Places Historyand Government

Describe and locate the significant of the Long Walk.Name 3 Navajo leaders pertaining to that Era.

S3C F4PO1 – Examine persistent issues involving the rights, roles and status of individuals in relation to the general welfare of a community and growth; discuss write about pass leadership, leaders and notable events that are of significance to the development of the local government; and share information with community;S4CFPO2- Identify and use various resources for reconstructing the past, such as documents, maps, textbooks, interviews with elders and photos;

Reading S2C6PO6-Determine all aspects of the setting (e.g., time of day or year, historical period, place, situation) in a literary selection.MathS2C1PO.1- Collect, record, organize and display data using multi-bar graphs or double line graphs.

Book titles:Internet resource/Google The Long Walk: The Story of Navajo Captivity (Great Journeys) Raymond Bial Lapahie.comWorksheet:Teacher made resourceIllustrations:“Leading the Way”Navajo TimesNavajo History Posters: CUSD Other Sources:Chinle Visitor’s Center

Explain the significances of the Long Walk.Hweeldi adahoot’iidigii baa halne’.


Define and describe the natural resources used for survival skills.

S2CF3PO1-describe and compare how various American Indian tribes have historically satisfied their basic economics needs and wants through the production of goods in different regions of North America (e.g. hunting, fishing, seed and plant gathering, farming, trading, arts and crafts);PO2- locate and discuss the importance of tribal economic activities that make use of natural resources on the reservation (e.g. agriculture, mining, fishing, forestry, ranching, arts and crafts);S3C F3

Reading S3C1PO3-Determine author’s main purpose (e.g., to inform, to describe, to explain) for writing expository text.S1C6PO4-Use graphic organizers in order to clarify the meaning of the text.MathS2C1PO.1- Collect, record, organize and display data using multi-bar graphs or double line graphs.

Book titles:Internet resource/Google Navajo StoryTellingWorksheet:Teacher made resourceIllustrations:“Leading the Way”Navajo TimesOther Sources:Coyote and Beaver Video

Name 5 different survival skills used from natural resources.Hait’eego hastsazhdoogaal, ashdla’go bee shil holne’.

Rug Weaving Compare and describe a Two Grey Hills and storm

S3C F2PO1- exchange information with elders, culture teachers and traditional practitioners on

Reading S1C6PO4-Use graphic organizers in order to clarify the meaning of the text.

Book titles:Internet resource/Google Rugs and Post by H.P. JamesLapahie.com

Tell the difference of a Two Grey Hill and Storm Pattern Rug. Diyogi Bis dah litsoh


http://www.amazon.com/Raymond-Bial/e/B000APJ8RG/ref=ntt_athr_dp_pel_1


pattern rug weaving design.

performing arts, social events, hands on activities, songs and oral history (hane’) associated to preparation of wool, loom and tools for weaving, farming and harvesting, corn grinding and corn meal preparation, etc;

S3C1PO1-Identify the main idea and supporting details in expository text.MathS4C1PO.3 Classify quadrilaterals and polygons.S5C1 PO.2- Solve problems involving area and perimeter.

Worksheet:Teacher made resourceIllustrations:“Leading the Way”Navajo TimesNavajo Hogan Chart/CUSD Curriculum CenterOther Sources:Local Rug WeaversConsultants

doo To haalini dee’ diyogi yistl’onigii hait’eego ‘al’aa ‘at’e?

Arts and Crafts

Name and describe the tools for Silversmith.

S2C F3PO1- describe and compare how various American Indian tribes have historically satisfied their basic economic needs and wants through the production of goods in different regions of North America (e.g. hunting, fishing, seed and plant gathering, farming, trading, arts and crafts);S4C F2PO7- analyze and make references to Native music, dances, arts, crafts and songs as an expression of balanced within health, emotion and spiritually; to strive for living in harmony with the environment.

Reading S2C1PO2-Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary selection.S3C1PO7-Identify cause and effect relationship (stated and implied)MathS4C4PO3-Measure angles between 0 and 360 degrees.S4C1PO1,04-Draw and label 2-D and 3-D figures and compare them.

Book titles:Internet resource/Google Navajo SilverSmithingWorksheet:Teacher made resourceIllustrations:“Leading the Way”Navajo TimesOther Sources:Navajo Arts and Crafts

What are the tools used for silversmith? Beesh ligai la ha’at’ii bee adaal’i’?

Food Illustrate 3 foods adopted from other cultures.

S2C F2PO3 – Participate in traditional activities; use the customs and languages associated with those activities (e.g., American Indian Day, cultural connection projects, traditional dress-up, native food day, native arts and crafts bazaar, pow wows, traditional social song and dance, grandparent’s day, Cinco de Mayo);PO4 – Explain and give example of how various cultures and customs attribute to bridging an understanding of literature, the arts, architecture, other artifacts, traditions, beliefs, values, and

Reading S1C6PO1-Predict text content using prior knowledge and text features (e.g., illustrations, titles topic sentence, key words.)S3C1PO1-Identify the main idea and supporting details in expository text.MathS2C1PO1-Collect, record, organize and display data using multi-bar graph or double line graphs.S4C4PO2-State an appropriate measure and degree of accuracy in a given context.

Book titles:Internet resource/Google Navajo Food recopiesWorksheet:Teacher made resourceIllustrations:“Leading the Way”Navajo TimesOther Sources:Navajo Food Consultants

What types of food are adopted from other cultures?Ch’iyaan t’aa haadee’ yilnihigii taa’go yinizhi.



behaviors in development and transmission of culture (e.g., Mexican, Apache, Ute, Pueblo influences on the Navajo language and culture)




Unit Objectives


Arizona Reading/Math Resources CBA Questions Assessment

Clans Name and identify maternal & paternal Grandfather’s clan group and kinship.

S1C F1PO1 – Demonstrate social, cultural and historical understanding of their own extended clan family history through maternal and paternal context;PO2 – Use correct kinship terms with extended clan family members, students, staff and community people (e.g., shima yazhi, shiyaazh, shida’i, shibizhi, shizhe’e yazhi, shizeedi, shimasani, shicheii, shinali asdzaan doo shinali hastiin);

Reading S3C1-P08 Identify the organizational structures (e.g., chronological order, comparisons and contrast, cause and effect relationship, logical order) of expository text.S3C2-P03 Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve a problem, to perform a procedure, to answer questions).MathS2C3-PO1 Use data collected from multiple trails of a single event to form a conjecture about the theoretical probability.S2C3-PO1 Build and explore tree diagrams where items repeat.S3C2-PO1 Recognize and describe a relationship between two quantities, given by a chart, table, or graph, using words and expressions.

Book titles:Internet resource/Google Navajo ClansLapahie.comWorksheet:Teacher made resourceIllustrations:“Leading the Way”Navajo TimesNavajo Clan Chart/CUSD Curriculum CenterOther Sources:

What are the sub-clans of your maternal and paternal grandfather’s clan and how do you address them? Nicheii doo ninali adoone’e nilinigii dabik’ai la hai doo hait’eego k’e bidini?

Hogan Compare, contrast, and illustrate a traditional & modern Hogan.

S1C F2PO4 – Understand and demonstrate traditional knowledge of the various types of Navajo dwellings and the significance of each (e.g., make inference to a careful site selection, ground preparation and building a strong understanding of adil’idli, doo hol’ili doo adaa’akohwiindzin);S2C F1PO6 – Describe how family, gender, ethnicity and institutional affiliations contribute to personal identity; recall and retell information on the first Hogan, share the significance of the Navajo games: moccasin, stick and string; understand the significance of honeeshgish (fire poker), ko’ (fire), to (water) and chiyaan (food); and

Reading S3C1-P08 Identify the organizational structures (e.g., chronological order, comparisons and contrast, cause and effect relationship, logical order) of expository text.S1C6-PO6 Apply knowledge of the organizational structures (e.g., chronological order, time-sequence order, cause and effect relationships) of text to aid comprehension.S1C-PO 7 Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text.Math S3C2-PO1 Recognize and describe a relationship between two quantities, given by a chart, table, or graph, using words and expressions.

Book titles:Internet resource/Google Navajo HoganLapahie.comWorksheet:Teacher made resourceIllustrations:“Leading the Way”Navajo TimesNavajo Hogan/CUSD Curriculum CenterOther Sources:Chinle Visitor’s Center

How are the modern and traditional Hogan alike and different? Alk’idaa hooghan nimazi doo aniidi hooghan nimazi hait’eego al’aa ‘at’e?

Clothing Differentiate contemporary

S2C F2PO3 – Participate in traditional

Reading S1C4-PO5 Identify the meanings,

Book titles:Internet resource/Google

Tell the difference of the modern clothing



clothing styles.

activities; use the customs and languages associated with those activities (e.g., American Indian Day, cultural connection projects, traditional dress-up, native food day, native arts and crafts bazaar, pow wows, traditional social song and dance, grandparent’s day, Cinco de Mayo);

pronunciations, syllabication, synonyms, antonyms, and parts of speech of words, by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and the internet when available.S3C1-PO9 Interpret details from text for a specific purpose 9e.g., to follow directions, to solve a problem a procedure, to answer questions.MathS2C2-PO1 Use data collected from multiple trials of a single event to form a conjecture about the theoretical probability.

Navajo ClothingWorksheet:Teacher made resourceIllustrations:“Leading the Way”Navajo TimesNavajo Clothing/CUSD Curriculum CenterOther Sources:Teacher made resourceIllustrations:“Leading the Way”Navajo TimesNavajo Clan Chart/CUSD Curriculum CenterOther Sources:

style. Diigiidi ee’ adaat’ehigii baa halne’.


Identify and name a Navajo Leader who signed the Treaty of 1868.

S3C F4PO1 – Examine persistent issues involving the rights, roles and status of individuals in relation to the general welfare of a community and growth; discuss write about pass leadership, leaders and notable events that are of significance to the development of the local government; and share information with community;S4C F3PO8 – research both the Indian point of view and the non-Indian perception of a controversial social, economic, political and environmental issue that has a geographic dimension (e.g., Indian water rights, eminent domain, allotted land, school boundaries, reservation boundaries).

Reading S3C1-PO2 Summarize the main idea and critical details of expository text, maintaining chronological or logical order. S2C1-PO5 Analyze the influence of setting (e.g., time of day or year, historical period, place, situation) on the problem and resolution. MathS2C2-PO1 Use data collected from multiple trials of a single event to form a conjecture about the theoretical probability.

Book titles:Internet resource/Google The Long Walk: The Story of Navajo Captivity (Great Journeys) Raymond Bial Lapahie.comWorksheet:Teacher made resourceIllustrations:“Leading the Way”Navajo TimesNavajo History Posters: CUSD Other Sources:Chinle Visitor’s Center

Name a leader to signed the Treaty of 1868.Naat’aanii Naaltsoos sani bizhi’ yikaa’ ayiilaa ‘agii’ la’ baa halne’.


Categorize contemporary and traditional games.

S3C F3PO 7- identify and describe ways various ethnic cultures influence individuals’ daily life (e.g. hair style, attire, types of activities enjoyed: rodeos, dancing, rollerblading, basketball and other sport); identify various attitudes and

Reading S3C1-PO2 Summarize the main idea and critical details of expository text, maintaining chronological or logical order. S1C6-PO6 Apply knowledge of the organizational structures (e.g., chronological order, time-sequence order, cause and effect relationships) of text to aid comprehension.

Book titles:Internet resource/Google Navajo StoryTellingWorksheet:Teacher made resourceIllustrations:“Leading the Way”Navajo TimesOther Sources:

Classify contemporary and traditional games. Na’a’ne k’ad doo alk’idaa’ yee la’ bee shil holne?


http://www.amazon.com/Raymond-Bial/e/B000APJ8RG/ref=ntt_athr_dp_pel_1


behaviors adapted; MathS2C2-PO1 Use data collected from multiple trials of a single event to form a conjecture about the theoretical probability.

Coyote and Beaver Video

Rug Weaving Describe and illustrate a Chief blanket pattern

S3C F2PO1- exchange information with elders, culture teachers and traditional practitioners on performing arts, social events, hands on activities, songs and oral history (hane’) associated to preparation of wool, loom and tools for weaving, farming and harvesting, corn grinding and corn meal preparation, etc;

Reading S3C1-P08 Identify the organizational structures (e.g., chronological order, comparisons and contrast, cause and effect relationship, logical order) of expository text.S2C1PO.5- Analyze the influence of setting (e.g. time of day or year, historical period, place, situation) on the problem and resolution.MathS3C1PO.1- Recognize, describe, create, and analyze a numerical sequence involving fractions and decimals using all four basic operations.S4C4PO.5- Solve problem involving area and perimeter of regular and irregular polygons.

Book titles:Internet resource/Google Rugs and Post by H.P. JamesLapahie.comWorksheet:Teacher made resourceIllustrations:“Leading the Way”Navajo TimesNavajo Hogan Chart/CUSD Curriculum CenterOther Sources:Local Rug WeaversConsultants

Describe the 3 phases of the Chief blanket pattern. Naat’aanii Bibeeldlei taa’go al’aa’ at’ehigii la’ bee shil holne’.

Arts and Crafts

Distinguish the seasonal traditional dances.

S2C F2PO3 – Participate in traditional activities; use the customs and languages associated with those activities (e.g. American Indian Day, Cultural connection projects, traditional dress up, native food day, native arts and crafts bazaar, pow wows, traditional social song and dance, grandparent’s day, Cinco de Mayo)

Reading S3C1-P08 Identify the organizational structures (e.g., chronological order, comparisons and contrast, cause and effect relationship, logical order) of expository text.S3C1-PO9 Interpret details from text for a specific purpose 9e.g., to follow directions, to solve a problem a procedure, to answer questions.MathS4C4PO.5- Solve problem involving area and perimeter of regular and irregular polygons.

Book titles:Internet resource/Google Navajo SilverSmithingWorksheet:Teacher made resourceIllustrations:“Leading the Way”Navajo TimesOther Sources:Navajo Arts and Crafts

Differentiate the seasonal traditional dances. NihiDine’e be’iliil hait’eego al’aa’ at’eego azhizh bii’ sila?

Food Compare and contrast traditional and modern farming techniques.

S1C F1PO8 – Compare and contrast different stories or significant occurrences of past events, people, places or situations; identify how they contribute to the understanding of the past (e.g., trading, raiding, the practice of slavery, adoption of clothing style, farming practices, adoption of new words and new clans); andS2C F3PO2 – Locate and discuss the

Reading S3C1-P08 Identify the organizational structures (e.g., chronological order, comparisons and contrast, cause and effect relationship, logical order) of expository text.S3C1-PO9 Interpret details from text for a specific purpose 9e.g., to follow directions, to solve a problem a procedure, to answer questions.MathS4C4PO.5- Solve problem involving area and perimeter of regular and irregular polygons. S3C2-PO1 Recognize and describe a

Book titles:Internet resource/Google Navajo Food recopiesWorksheet:Teacher made resourceIllustrations:“Leading the Way”Navajo TimesOther Sources:Navajo Food Consultants

What are the differences and similarities of the traditional and modern farming techniques?Alk’idaa’ doo k’ad k’idilye hait’eego al’aa ‘at’e?



importance of tribal economic activities that make use of natural resources on the reservation (e.g., agriculture, mining, fishing, forestry, ranching, arts and crafts)

relationship between two quantities, given by a chart, table, or graph, using words and expressions.



Culture Units7th & 8th GRADE

Unit Objectives


Arizona Reading/Math Resources CBA Questions: Assessments

Clans Identify self identity and self image Identify 4 major clansIdentify kinship through siblingsIdentify clan meaning

F1SICF1Demonstrate social, cultural and historical understanding of their own extended clan family history through maternal and paternal context: F!SICF1PO2 use correct kinship terms with extended clan family members, students, staff and community people. (e.g. shima yazhi, shiyaazh, shida’I ) F2 SIC-F2PO2 identify and describe how location, ethnic and national cultures influence individual’s daily life (e.g. rural and urban Indians have own perception and understanding of cultural events and occasions).F3S2CF1PO1 Demonstrate knowledge gained on the correct usage of Navajo kinship terms relating to extended clan family members.F6S3CF1PO1 properly introduce themselves in the Traditional way when addressing a group, making a presentation, welcome visitors, and meeting community people F6S3CF1PO3 verbalize appropriate greetings with politeness and confidenceF14S5CF1PO1 in written form, properly introduce their parents, grandparents and themselves in the traditional Navajo way which is inclusive of their place of residence and any special accounts that are significance to the family history:

ReadingS1C1 Concept 1: Print Concepts

Demonstrate understanding of print concepts.S1C6 PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 2. Confirm predictions about text for accuracy. PO 3. Generate clarifying questions in order to comprehend text. PO 4. Use graphic organizers in order to clarify the meaning of the text.

PO 5. Connect information and events in text to experience and to related text and sources.

PO 6. Apply knowledge of the organizational structures (e.g., chronological order, compare and contrast, cause and effect relationships, logical order) of text to aid comprehension.

PO 7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to interpret text.Math S2C3 PO2- Solve counting problems using Vein diagrams and represent the answer algebraically. S2C1

PO 4-Distinguish between a simple random

and non-random sample.

A History of Navajo Clans (Rough Rock)

K’e doo k’e ts’osi Nanich’aah (Kine Clan Coloring Book) San Juan

http://www.lapahie.com/Dine

ClansDine Self-Introduction: Wilson Aronilth Jr.

Story of Dine Clan System (Dine College)

Clan Wheel

Color Coated Clan Sheet from Chinle Curriculum Center

Tall Woman

Alchini Baa Hane’

Leading The Way: Article on Clan

What are the sub-clans of your 4 clans and how do you address them? Adoone’e nilinigii dabik’ai la hai doo hait’eego k’e bidini?





F15S7CF1 Identify him/herself in written form to his/her primary, immediate and extended clan family relations through the understanding the traditional Navajo concepts of K’e

Hogan Read and summarize a story, “Old Hogan”Write a haiku or acrostic poem on traditional hoganIdentify, draw, and label 6 different types of hoganConstruct a female hogan

F2SICF2PO4 understand and demonstrate traditional knowledge of the various types of Navajo dwellings and the significance of each (e.g. make inference to careful site selection., ground preparation and building the foundation as to building a strong understanding of adil’idli, doo hol’ili doo adaa’akohwiindzin)F4S2CF1POP6 Describe how family, gender, ethnicity and institutional affiliations contribute to person identity: recall and retell information on the first hoganF5S2CF3PO4 compare housing and land use for Indians living in urban and rural areas; note similarities and differencesF6S3CF1PO5 explore, discuss and describe how family, gender, ethnicity and institutional affiliations contribute to personal identity; recall and review the “Dine Educations Philosophy” statement: Nihookaa Diyin Dine’e niidli (we are the holy people of the earth), (our doorway faces east)

ReadingS1C1 Concept 1: Print ConceptsDemonstrate understanding of print concepts. S1C5 PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression).

S1C6 PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 2. Confirm predictions about text for accuracy. PO 3. Generate clarifying questions in order to comprehend text.

PO 4. Use graphic organizers in order to clarify the meaning of the text.



PO 7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to interpret text. S2C1 PO 2. Compare (and contrast) themes across works of prose, poetry, and drama. S2C2 PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature.MathS4C1 PO1- Solve problems involving the

The Hogan, The Traditional Navajo Home

The Story of the Hogan (Dine College)

Ama doo Achei Baah hane’

Navajo Times articles and Pictures

Leading the Way

The Old Hogan Book

Research the 6 different types of Hogan.Hooghan nimazi hastaago baa hane’ hadiniitaalgo bee shil hodiilni.



circumference and area of a circle by calculating and estimating.S4C4 PO 4- Determine actual lengths based on scales drawing or maps.

S3C2 PO1-Use a table of values to graph an equation or proportional relationship; describe the graph’s characteristics

Clothing Read and summarize a story of Navajo clothingWrite a haiku or acrostic poem on traditional clothingMake a Navajo MoccasinMake a miniature Navajo rug dress

F1SICF1PIO8 compare and contrast different stories or significant occurrences of past events, people, places or situations: identify how they contribute to the understanding of the past (e.g. adoption of clothing style)F4S2CF2PO3 participate in traditional activities: use the customs and languages associated with those activities (Traditional dress-up)F4S2CF1PO6 Describe how family, gender, ethnicity and institutional affiliations contribute to personal identity: recall and retell information on the moccasin.

ReadingS1C1 Concept 1: Print ConceptsDemonstrate understanding of print concepts.S1C5 PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression).

S1C6 PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 3. Generate clarifying questions in order to comprehend text. PO 4. Use graphic organizers in order to clarify the meaning of the text.



PO 7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to interpret text. MathS4C1 PO2- Predict results of combining, subdividing and changing shapes of plane figures and solids.S5C2PO11-Identify simple valid arguments using

Leading the Way

Navajo Times Pictures

Biilee’ Navajo Times “Return of Juanita Manuleto’s Dress” Stories: History of Navajo Clothing.

What are the names of our traditional clothing from feet to your hair?Ha’at’iisha’ Dine bi’ee’ shii bee hadinit’e nikee’ doo nilee nitsiiji?



if…then statements.


Research and summarize a story of 6 Navajo leaders.Write a haiku or acrostic poem on Navajo leaders.Illustrate a portrait of one of the 6 Navajo leaders and create a map of Ft. Defiance to ft. Sumner on a drawing paper

F9S3CF4PO1 examine persistent issues involving the rights, roles and status of individuals in relation to the general welfare of a community and growth; discuss and write about past leadership, leaders and notable events that are of significance to the development of the local government; and share information with community.F9S3CF4 PO5 attend, participate and analyze local community chapter functions and meetings: identify and determine how groups and organizations encourage unity and deal with diversity to maintain order and security.F9S3CF4PO6 participate in the school governmental system: understand the Roberts Rules of Order, the plan of operation, students handbooks, regulations and rules for club membership and attend meetings; make comparison with local community government system.


S1C6 PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 2. Confirm predictions about text for accuracy. PO 3. Generate clarifying questions in order to comprehend text. PO 4. Use graphic organizers in order to clarify the meaning of the text.

PO 5. Connect information and events in text to experience and to related text and sources. PO 6. Apply knowledge of the organizational structures (e.g., chronological order, compare and contrast, cause and effect relationships, logical order) of text to aid comprehension.

PO 7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to interpret text. S2C1 PO 3- Describe a character, based upon the thoughts, words, and actions of the character, the narrator’s description, and other characters. S2C1

PO 5-Analyze the relevance of the setting (e.g., time, place, situation) to the mood and tone of the text. S3C1 PO 8. Interpret graphic features (e.g., charts,

Atlas of the North American Indian by Carl Walden, pg.126.

Navajo History: Map pg. 46 Routes of the Long Walk

Navajo Nation map

The Navajo History Posters by CUSD

Postcards of different Areas

Navajo Time Pictures

Navajo Nation Government Book

What are the names of the 6 Navajo Leaders associated with the Treaty of 1868? Naat’aanii hastaago Naaltsoos Sani bizhi’ dabikaa’igii shil holne’.



maps, diagrams, illustrations, tables, timelines, graphs) of expository text. (Connected to Research Strand in Writing) PO 9. Apply knowledge of organizational structures (e.g., chronological order, comparison and contrast, cause and effect relationships, logical order, classification schemes) of expository text to aid

comprehension. PO 11. Compare (and contrast) the central ideas and concepts from selected readings on a specific topic.

MathS1C3PO4-Estimate the measure of an object in one system of units given the measure of that object in another system and the approximate conversion factor.S5C2PO9-Solve logic problems using multiple variables and multiple conditional statements using words, pictures and chartsS1C3PO1-Estimate and apply benchmarks for rational numbers and common irrational numbers.


Read, watch a video and write a summary on the coyote story.Develop a Poem about the Coyote Stories.

F4S2CF2PO5 articulate understanding on how native dances, music, arts, crafts, songs, oral storytelling create and communicate meaning, through movement and symbolic materialF5S2CF2PO5 articulate understanding on how native dances music, arts, crafts, songs, oral storytelling create and communicate meaning, through movements and symbolic material.F5S2CF2PO6 listen, participate, discuss and interpret meaning in patterns, style, modes and feelings that make up Indian music, dances, arts, crafts, songs and oral storytelling.


S1C6 PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 2. Confirm predictions about text for accuracy. PO 3. Generate clarifying questions in order to comprehend text.

Coyote Stories Video/DVD

Journey to Sun Bearier Video/DVD

String GameCats and the Cradle, CUSD string game booklet

Shoe Game

Stick Game by Mike Mitchell

Navajo Times

Leading The Way

String Game Book: SJSD

Recite a coyote story. Ma’ii Joodloshi la’ baahalne.



PO 4. Use graphic organizers in order to clarify the meaning of the text.



PO 7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to interpret text. S2C1 PO 3- Describe a character, based upon the thoughts, words, and actions of the character, the narrator’s description, and other characters. S2C1

PO 3. Describe a character, based upon the thoughts, words, and actions of the character, the narrator’s description, and other characters. PO 5. Analyze the relevance of the setting (e.g., time, place, situation) to the mood and tone of the text.

S2C2 PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature. PO 2. Identify common structures and stylistic elements in literature, folklore, and myths from a variety

of cultures. S3C1 PO 8. Interpret graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines, graphs) of expository text. (Connected to Research Strand in Writing) PO 9. Apply knowledge of organizational structures (e.g., chronological order, comparison and contrast, cause and effect relationships, logical order, classification



schemes) of expository text to aid comprehension.

S2C1 PO 1. Analyze plot development (e.g., conflict, subplots, parallel episodes) to determine how

conflicts are resolved.

MathS4C4PO1-Solve problems involving the circumference and area of a circle by calculating and estimating.S3C4PO1-Use graphs and tables to model and analyze change.S2C1 PO1-Solve problems by selecting, constructing, interpreting, and calculating with displays of data, including box and whisker plots and scatter plots.

Rug Weaving Construct a storybook about Navajo rugs.Create a haiku or acrostic poem on Navajo rugs.Develop a rug design on plastic canvas.

F5S2CF2PO6 listen, participate, discuss and interpret meaning in patterns, style, modes and feelings that make up Indian music, dances, arts, crafts, songs and oral storytelling.F7S3CF2PO1 Exchange information with elders, culture teachers and traditional practitioners on performing arts, social events, hand-on activities, songs and oral history associated to preparation of wool, loom and tools for weaving, farming and harvesting, corn grinding and cornmeal preparation.etc.

ReadingS1C1 Concept 1: Print ConceptsDemonstrate understanding of print concepts.S1C6PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 3. Generate clarifying questions in order to comprehend text. PO 4. Use graphic organizers in order to clarify the meaning of the text.



PO 7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing to interpret text.S2C2 PO 1. Describe the historical and cultural

Tessellations (How to Create Them) Video

Rug Weaving (Video)

Design Patterns

Rug Design coloring book

Navajo Times

Consultants

Leading The Way

Goats In the Rug by Martin Link

Retell a story about one of the Navajo Rugs.Diyogi baahane’ la’ bee shil nahalne’.



aspects found in cross-cultural works of literature.S3C1 PO 8. Interpret graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines, graphs) of expository text. (Connected to Research Strand in Writing)

PO 11. Compare (and contrast) the central ideas and concepts from selected readings on a specific topic.

MathS4C1PO2- Predict results of combining, subdividing and changing shapes of plane figures and solids.S4C1PO3-Draw and classify 3-dimentional figures with appropriate labels showing specific attributes of parallelism, congruence, perpendicularity and symmetry.S3C3PO4-Translate between different representations of linear equation and its graph, identifying and computing slope and intercepts.S4C1 PO 1-Solve problems involving the circumference and area of a circle by calculating and estimating.

Arts and Crafts

Research and design the art of beadwork.

F4S2CF1PO6 describe how family, gender, ethnicity and institutional affiliations contribute to personal identity: recall and retell information on the first Hogan, share the significance of the Navajo games: moccasin, stick and string; understand the significance of fire poker, fire, water and foodF5S2CF2PO5 articulate understanding on how native dances, music, arts , crafts, songs, oral storytelling create and communicate meaning, through movements and

ReadingS1C1 Concept 1: Print ConceptsDemonstrate understanding of print concepts.S1C6PO 3. Generate clarifying questions in order to comprehend text. PO 4. Use graphic organizers in order to clarify the meaning of the text.



Teacher made resources

Leading The Way

Navajo Times Pictures

Where does the Art of beadwork come from?Yoo’ nimaz naskadigii sha’ haadee’ yit’ihi?



symbolic material.F5S2CF2PO6 listen, participate, discuss and interpret meaning in patterns, style, modes and feelings that make up Indian music, dances, arts, crafts, songs and oral storytelling.

PO 7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing to interpret text.S2C1PO 7. Analyze the characteristics and structural elements (essential attributes) of a variety of poetic forms (e.g., epic, lyric, sonnet, ballad, elegy, haiku, free verse).

S2C2 PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature.

Math S4C1PO3-Draw and classify 3-dimentional figures with appropriate labels showing specific attributes of parallelism, congruence, perpendicularity and symmetry.S3C3PO4-Translate between different representations of linear equation and its graph, identifying and computing slope and intercepts.S4C4 PO 1- Solve problems involving the circumference and area of a circle by calculating and estimating.

Food Read and summarize a story on Navajo foods.Read and develop a recipe book about traditional foods.

S2C F1PO6 – Describe how family, gender, ethnicity and institutional affiliations contribute to personal identity; recall and retell information on the first Hogan, share the significance of the Navajo games: moccasin, stick and string; understand the significance of honeeshgish (fire poker), ko’ (fire), to (water), and ch’iyaan (food); andS3C F2PO1 – Exchange information with elders, culture teachers

ReadingS1C1 Concept 1: Print ConceptsDemonstrate understanding of print concepts. S1C6 PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). PO 3. Generate clarifying questions in order to comprehend text. PO 4. Use graphic organizers in order to clarify the meaning of the text.


Navajo Fry Bread and Indian Tacos History http//:whatscookingamerica.net/HistoryFryBread.htm

Pictures: Making fry bread at Blessing, Crownpoint, newspaper.

Cookbook (Ch’iyaaan ‘iil’ini binaaltsoos (Rough Rock)

Corn: articles from Navajo Times

Blue Corn Bread (Baah Dootl’izhi)

Tell me about your traditional food recipe in detail.Dine bich’iya’ baa’i’iinlaa yigii bee shil holne’.



and traditional practitioners on performing arts, social events, hands-on activities, songs and oral history (hane’) associated to preparation of wool, loom and tools for weaving, farming and harvesting, corn grinding and cornmeal preparations, etc.


PO 7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing to interpret text.S3C1-PO 8. Interpret graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines, graphs) of expository text. (Connected to Research Strand in Writing)

S3C2 PO 3. Interpret details from a variety of functional text (e.g., warranties, product information, technical manuals, instructional manuals, consumer safety publications) for a specific purpose (e.g., to follow directions, to solve problems, to perform procedures, to answer questions.

MathS1C2PO3-Solve problems involving percentages, ration and proportion, including tax, discount, tips and part-whole relationships.S5C2PO9- Solve logic problems using multiple variables and multiple conditional statements using words, pictures and chartsS5C2 PO 11- Identify simple valid arguments using if…then statements.S4C1 PO 4- Describe the relationship between the number of sides in a regular polygon and the sum of its interior angles.

Sample Recipes

Blue Corn Bread Flashcards

Leading The Way: Articles on Food (Corn)


Documents

… · Web viewReading. S3C1. PO2- answer questions (e.g. who, what, where, when, why, how) about expository text, heard or read. S3C2. PO3- State the meaning of specific