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Lesson Plan
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\n\"Fort\n\n
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\nCurated OER\n
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\nFort Sumner and the Navajo Long Walk\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents research the Fort Sumner campaign against the Navajo; why the campaign took place; the details of the forced march to Fort Sumner; conditions at Fort Sumner; length of imprisonment; details of life in prison, and circumstances...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe U.S. & Navajo Bills of Rights\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nLearners are introduced to the United States and Navajo Bill of Rights. In groups, they compare and contrast the two documents and take notes to share with the class. To end the instructional activity, they write in their journals...\n
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Lesson Plan
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\n\"Navajo\n\n
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\nCurated OER\n
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\nNavajo Shoe Game\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents in a Navajo community research the traditional shoe game. They interview community elders and find out how shoe game is played and the songs that are sung while playing it. They attend a shoe game and compare their research to...\n
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Unit Plan
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\n\"Native\n\n
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\nAnnenberg Foundation\n
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\nNative Voices\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nThe Navajo people build their dwellings with the doors facing the rising sun in the east to welcome wealth and fortune. Pupils learn about the traditions of the Navajo people in the first part of a 16-part unit. They explore American...\n
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\n\"Sand\n\n
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\nCurated OER\n
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\nSand Painting\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nYoung scholars explore Navajo traditions and art. In this sand painting lesson, students discuss Navajo rituals and traditions prior to designing a sand painting that is representative of the Navajo ideal of the hozho.\n
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\n\"Native\n\n
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\nNative Americn Religious Beliefs and Practices\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents research how religions are created and how they influence the way people live. They identify the religious beliefs and practices of the Inuit, Lakota, Apache, Navajo and Iroquois Native Americans. Students find the...\n
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\n\"Sand\n\n
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\nCurated OER\n
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\nSand Painting\n

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\n\nFor Teachers\n\n2nd - 6th\n
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\nStudents create sand art paintings based on those of the Navajo.\n
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\n\"Artwork\n\n
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\nArtwork of World Cultures\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders research a culture and art produced by the people of that culture. They create a PowerPoint presentation to explain their findings. Students make a sand painting depicting the art of that era.\n
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\n\"Navajo\n\n
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\nNavajo Code Talkers of WWII\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders assess different ways that significant individuals and events influenced economic, social and political systems in the United States after 1880. They experience a Navajo code talker's dictionary to create and decode messages.\n
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\n\"Sacred\n\n
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\nSacred Art\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents view a PowerPoint about Tibetan monks to help them explain the culture's world views, myths and religious beliefs. They investigate Navajo sand paintings and compare how they are similar to the Tibetan monks' artwork.\n
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\n\"Indigenous\n\n
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\nIndigenous Cultures Change Over Time\n

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\nFourth graders research and take notes while viewing a video on the Navajo Indians. In this Indigenous people instructional activity, 4th graders use the notes they've taken to compare and contrast the Navaho tribe to other Indigenous...\n
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\n\"Codebreaker\n\n
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\nCodebreaker Math\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nStudents solve addition and subtraction problems and decipher and write messages using a code. They read and discuss an informational fact sheet about the Navajo code talkers from World War II, and decode and re-code messages using math...\n
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\n\"Weaving\n\n
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\nWeaving a Story of Cooperation: The Goat in the Rug\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nWeaving is an important part of Navajo culture. Read The Goat in the Rug to your fourth and fifth graders, and give them a glimpse into the process of rug making from the point of view of a goat! They will learn new vocabulary words and...\n
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\n\"Rainbow\n\n
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\nRainbow in a Rug\n

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\n\nFor Teachers\n\n1st - 6th\n
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\nStudents are taught the steps involved in Navajo weaving. They research various rug and blanket styles of the Navajo. Students design and create their own replica Navajo weaving. They are asked how do the Navajo weave such beautiful rugs?\n
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\n\"Legends\n\n
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\nLegends of the Navajo People\n

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\n\nFor Teachers\n\n2nd\n
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\nSecond graders are read a story in which they begin to examine Native American legends. Using different legends, they discuss how they affected the future people of native peoples. They write a short story on the information they gathered.\n
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Instructional Video7:19
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\n\"Journey\n\n
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\nCurated OER\n
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\nJourney of Man: A Genetic Odyssey, Part 12 of 13\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPart 12 starts with the Navajo story of creation and the journey of the ancient ancestors. Spencer argues the facts of this story with his genetic evidence. This episode recaps the journey thus far and attempts to describe the difference...\n
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\n\"Civil\n\n
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\nCurated OER\n
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\nCivil Rights\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents are introduced to the concept of Civil Rights. In groups, they use a timeline of the Navajo tribe to identify the ways the tribe has made advances in Civil Rights throughout the years. To end the lesson, they take notes and...\n
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\n\"Bi-Lateral\n\n
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\nBi-Lateral Systems of Government\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nStudents discover how Aboriginal forms of Government can be adapted and how the Navajo's have utilized government.\n
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\n\"Grinding\n\n
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\nGrinding Stones # 2\n

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\n\nFor Teachers\n\n2nd\n
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\nSecond graders discuss and explore the Navajo tradition of grinding with stones. They observe how the grinding stone is used and then they practice using the grinding stones themselves.\n
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\n\"Tribal\n\n
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\nTribal Termination & Urbanization\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents list the main events in historical sequence of tribal termination and urbanization. They identify a present-day American Indian experience or phenomenon as a result of termination and urbanization and refer to 'Navajo...\n
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\n\"Life\n\n
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\nLife of a Navajo Weaver\n

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\n\nFor Teachers\n\n1st - 5th\n
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\nStudents explore Native American weaving patterns and dance movements. In this Native Americans lesson, students view examples of weaving patterns on the Internet and compare the patterns to a Native American dance. Students demonstrate...\n
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\n\"Navajo\n\n
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\nNavajo Poetry\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nStudents listen to Navajo poetry and create various responses to what they have heard. Students may create an illustration for the poems, create an original work of poetry, or write about how the poem relates to Native American culture.\n
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\n\"Inspired\n\n
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\nInspired Innovation\n

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\n\nFor Teachers\n\nK - 5th\n
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\nThroughout time, innovators have taken basic ideas and changed them into creative and cutting-edge designs. Kids tackle the topic of innovations in relation to traditional or creative objects. They discuss traditional Navajo pottery then...\n
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Worksheet
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\n\"Code\n\n
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\nFun Music Company\n
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\nCode Breaking with Music Symbols Representing Letters\n

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\n\nFor Students\n\n2nd - 12th\n
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\nNavajo code talkers beware! These kids use music symbols to break the codes and find both the question and the answer to a music trivia question.\n
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