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Leveled Vocabulary for And Then There Were None
Chaotic, perjury, tenacious, vague, predatory, idiosyncrasy. Using Marzano and Brown’s six steps of direct instruction for vocabulary (choose, restate, illustrate, use, discuss, play) readers of And Then There Were None engage in a...
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Business Cycles in the Four-Corners
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...
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Tribal Termination & Urbanization
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 instructional activity, they identify...
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Outdoor Survivors
Fifth graders complete a survey to decide what are most popular plants among the class. They test the water quality in a nearby pond. Studnts test the quality of soil samples taken from their homes. Different plants are moistened with...
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The First & Fourteenth Amendments
Students analyze the historical implications of the First Amendment of 1791 and the Fourteenth Amendment of 1868, upon American Indians and African Americans. They consider the applicability of the 14th Amendment to African Americans in...
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Athabaskan Migration & Bering Strait
Students 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...
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The Anasazi
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...
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Athabaskan Migration & Bering Strait
Students 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...
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Cultural Lit. 40: Native American Self Determination
Students list main event in historical sequence of Self Determination after receiving direct instruction, reading selected texts and working in group structures. They take notes utilizing note-taking frames to list main events in...
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The Environment & Economy of SE Utah
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...
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Athabaskan & Navajo Migration
Students examine the migration patterns of the Athabaskan and Navajo tribes. After taking notes on a lecture, they compare and contrast the two groups. To end the lesson, they write their favorite Navajo story in their journals.
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The U.S. & Navajo Bills of Rights
Middle schoolers 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...
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Tribal Termination & Urbanization
Students 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...
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Native American Images in the Media
Students 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 plan, they write in their...
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Geography & Places in SE Utah
Students evaluate SE Utah and Four-Corners place names in relation to geographical characteristics of place. They examine a map of Four-Corners region and take notes listing places they know. They list the meaning of the place name and...
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Tribal Restoration & Reorganization
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...
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Anasazi Basket Weaving: 0-500 A.D.
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...
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Anasazi Pueblo Period: 700-1050 A.D.
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...