Students are introduced to new vocabulary associated with business cycles. In groups, they read excerpts from their textbook about the causes and effects of business cycles. To end the lesson, they identify the businesses in the Four...

Students are introduced to new vocabulary words associated with tribes and relocation. As a class, they listen to their teacher read an excerpt on tribal termination and urbanization. To end the lesson, they identify how this act...

Learners examine the various migration patterns of the Athabaskan. In groups, they discuss the Bering Strait Land Bridge theory of migration and take notes on a lecture from their teacher. To end the lesson, they brainstorm the...

Sixth graders investigate and determine the origins of the ancient Anasazi who inhabited present-day Utah and the Four-Corners-Region, after receiving direct instruction and carrying out activities in cooperative group settings. They...

Learners study Athabaskan migration patterns and the Bering Strait Land Bridge theory. They investigate the importance of the expansion of trade and compare the differences between American Indian oral tradition accounts of origin and...

Students compare and contrast the environment to the economy of Utah. In groups, they pick one environmental issue and identify its relationship to sustainable economic growth. To end the lesson, they share their findings with the...

Students 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 lesson, they write in their journals about their own...

Pupils 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...

Pupils examine various images of Native Americans in the media. In groups, they create a list of present Native American stereotypes and what the media did to continue the stereotype. To end the lesson, they write in their journals...

Students list the main events in historical sequence of tribal restoration and reorganization. They identify a present-day American Indian experience or phenomenon as a result of Tribal Restoration and Reorganization laws and record...

Students 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 instructional activity, they...

Sixth graders study Period 1- Basket Maker 0-500 A.D. of Anasazi Culture. They identify the sequence of history in Anasazi Culture and Indians of the Mesa Verde. They discover American Indian contributions to the world and develop...

Sixth graders study Period 3-Developmental Pueblo 700-1050 A.D., of Anasazi culture. They identify the sequence of history in Colorado and recognize American Indian Contributions to the world. They study Indians of the Mesa Verde and...