Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Culture Units Kindergarten / Unit Objectives / Dine Language/Culture / Arizona Reading/Math / Resources / CBA Questions: / Assessment:Clans / Identify and name maternal clan
Identify and name family kinship / S1C R1
PO 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; / Reading
S2C1
PO2. Identify elements of a story, including characters, setting, and key events.
PO 3 – Retell of re-enact a story placing events in the correct sequence
Math
S2C1
PO1- 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 family
Worksheet:
Navajo clan sheet
Family kinship terms
Illustrations:
Family pictures
K’e posters / Where does your 1st clan come from?
Haisha’ nishchi?
Hogan / Identify and name the male and female Hogan
Create a male and female Hogan / S1C R1
PO 5 – Exemplify knowledge on the traditional significance on the various types of dwellings;
S3C R1
PO 3 – Orally demonstrate an understanding of traditional construction of the various types of Hogan and be able to tell the significance of each; / Reading
S2C1
PO2. Identify elements of a story, including characters, setting, and key events.
PO 3 – Retell of re-enact a story placing events in the correct sequence
Math
S1C1
PO1. Express whole numbers 0-20, using and connecting multiple opportunities to count object and recognize that a number represents a specific quantity.
S4C1
PO1. Identify, analyze, and describe circles, triangles, and rectangles (including squares) in different orientations and environments. / Book titles:
Three Little Sheep
The First Hogan
The Old Hogan
Johnny Lee and his Hogan
Worksheet:
List of Hogan names
Illustrations:
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 R1
PO5 – identify traditional dress styles of the Navajo people; / Reading
S2C1
PO 3 – Retell of re-enact a story placing events in the correct sequence
Math
S4C4
PO1- 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 shoes
Grandfather Work Moccasins
Worksheet:
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 Government / Create a map of familiar places in the community. Example: stores, schools, chapter house and clinic / S4C R3
PO4 – identify landmarks and their significance on a community map; use original Navajo names to produce a community profile; / Reading
S1C4
PO3- Describe familiar objects and events in both general and specific language
Math
S2C1
PO1- 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:
Teacher made maps
Worksheet:
Federal project made map of Chinle, Many Farms and Tsaile
Illustrations:
Pictures of significant locations / What is the name of the place where you learn?
Haadisha’ ihoolaah?
Story Telling/ Recreation / Identify and name the Earth, Sun, Moon, and star.
Identify and name 2 characters from a coyote story. / S3C R2
PO2 – 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 R1
PO3 – 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) / Reading
S3C1
PO1- Identify the purpose for reading expository text
Math
S1C1
PO1- 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:
Posters
Teacher made resources
Illustrations:
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 R2
PO1 – recall and retell the traditional seasonal hane’ (e.g. Spiderwoman and weaving) interpret inferences and meaning of the stories at appropriate grade level. / Reading
S2C1
PO 3 – Retell of re-enact a story placing events in the correct sequence
Math
S3C1
PO1- Recognize, describe, extend create and record simple repeating patterns / Book titles:
Goats In the Rug by Martin Link
Worksheet:
Teacher made resources
Illustrations:
Posters / What is one type of weaving tool?
Ha’iish atl’oogii choo’i?
Food / Identify and illustrate 1 type of traditional food. / SIC R1
PO5 – exemplify knowledge of the traditional significance of the various types of Navajo food and how they are prepared; / Reading
S2C1
PO 3 – Retell of re-enact a story placing events in the correct sequence
Math
S2C1
PO1- 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: Blue Corn Bread- Color Book
Worksheet: Flashcard, Rdg Book
5 Food group poster
Illustrations:
Food Demonstrations
Traditional Seeds-squash, corn, beans / What is one type of traditional food?
Dine bich’iyaan la’ yinizhi?
Arts and Crafts / Create and apply the correct colors of the Navajo basket. / S4C R2
PO7 – understand the association between American Indian arts and crafts
S3C E3
PO3 – Gain understanding through a Traditional Practitioners cultural concept of feminist and masculinity in all things in the environment (e.g. wedding basket…) / Reading
S1C4
PO3- Describe familiar objects and events in both general and specific language
Math
S4C1
PO1. Identify, analyze, and describe circles, triangles, and rectangles (including squares) in different orientations and environments / Book titles: Ts’aa’ Rdg book, Little Navajo Basket Maker
Worksheet:
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 / Dine Language/Culture / Arizona Reading/Math / Resources / CBA Questions: / Assessment:
Clans / Identify and name maternal and paternal clans. / SIC R1
PO 3 – Introduce him/herself in the appropriate traditional way;
S4C R1
PO1 – Verbally introduce self in the traditional way by maternal and paternal clan; / Reading
S2C1
PO2. Identify elements of a story, including characters, setting, and key events.
PO 3 – Retell of re-enact a story placing events in the correct sequence
Math
S2C1
PO1- 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:
“Navajo Clan Legends,” by San Juan Media Center/Reference
“Beauty beside me,” by Seraphine Yazzie
Worksheet:
Navajo clan sheet
Family kinship terms
Illustrations:
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 R1
PO 5 – Exemplify knowledge on the traditional significance on the various types of dwellings;
S3C R1
PO 3 – Orally demonstrate an understanding of traditional construction of the various types of hogans and be able to tell the significance of each; / Reading
S2C1
PO1- Identify the plot of a literary selection, heard or read.
S2C1
PO 3 – Retell of re-enact a story placing events in the correct sequence
Math
S5C2
PO1- Identify the question(s) asked and any other questions that need to be answered in order to find a solution.
S5C2
PO4-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 resources
Illustrations:
Teacher made illustration
Internet resource
Hogan 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. / SIC R1
PO5 – identify traditional dress styles of the Navajo people; / Reading
S3C2
PO1- Follow a set of multi-step directions with picture cues to assist.
Math
PO4-Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. / Book titles: “Susie Chee’s Comb”, Shitsigha, Nihitsiigha’, San Juan
Worksheet:
Teacher made resources
Poster on hair tie (CUSD)
Illustrations:
Internet resource
“Leading the Way” (Apr. 09)
Navajo Times
Hair tie model
DVD: “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 Government / Retell and illustrate the significant places in Chinle. / S4C R3
PO4 – identify landmarks and their significance on a community map; use original Navajo names to produce a community profile; / Reading
S2C1
PO1- Identify the plot of a literary selection, heard or read
S3C1
PO2 -Answer questions (e.g. who, what, where, when, why and how) about expository text, heard or read.
Math
S5C2
PO4-Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. / Book titles:
Canyon De Chelly: Through Eyes of Navajo”
“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 resources
Illustrations:
Internet resource/Google Maps
Post card puzzles
Posters (CUSD) / What are the significances of places in Chinle?
Ha’iishbinahji’ Ch’inili doo Tseyi’ hoosye?
Story Telling/ Recreation / Name the appropriate season to create string game designs. / S3C R2
PO1 – Demonstrate an understanding of Dineji of Haigo hane’ (winter stories) and activities (e.g. string games); / Reading
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 signs (e.g. traffic, safety, warning signs).
Math
S4C4
PO1-Compare and order objects according to length, capacity, and weight.
S5C2
PO4-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 Mitchell
Worksheet:
Teacher made resourses
Illustrations:
Navajo Times
Leading 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 R2
PO1 – 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 S2C1
PO1-Identify the plot of literary selection, heard or read.
S1C6
PO1-Predict what might happen next in a reading selection.
Math
S5C2
PO1-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 Link
Willie Chee and Shearing Time (CUSD)
“Grandmother’s Magic” CUSD)
“Billy Goat” (CUSD)
Worksheet:
Teacher made resource
Consultant/ Teacher demonstration of shearing, carding, spinning and dying
Illustrations:
Internet resource
Navajo Times / What are the steps in preparing wool?
Hait’eego Dibe bighaa’ hasht’eeli?
Food / Name and illustrate 2 types of traditional foods not eaten today. / S6C R2
PO2 – Identify, explore and discuss the various types of Indian food and the processes for preserving, conserving, and understanding the traditional act of giving thanks for the abundance of food and/or wealth; / Reading
S3C1
PO2- answer questions (e.g. who, what, where, when, why, how) about expository text, heard or read.
Math
S2C3
PO1-Use Venn diagram to sort, classify, and count objects and justify the sorting rule. / Book titles:
Grandmother’s Yum Yum
Worksheet:
Teacher made resource
Illustrations:
Photographs of prairie dog, locust, rabbit, goat milk, yucca bloom, etc. / What types of traditional food are not eaten today?
Diijiidi, Dine Bich’iya’ hait’ehigii doo yidaada?
Arts and Crafts / Name an element used to make pottery. / S4C R2
PO7 – understand the association between American Indian arts and crafts / Reading
S3C1
PO2- answer questions (e.g. who, what, where, when, why, how) about expository text, heard or read.
Math
S5C2
PO1-Identify the question(s) asked and any other questions that need to be answered in order to find a solution.
S4C4
PO1-Compare and order objects according to length, capacity, and weight. / Book titles:
Internet resource/Google pottery
Worksheet:
Teacher made resource
Illustrations:
Pottery posters/pictures / What type of element is used to make pottery?
Ha’at’ii leests’aa’ bee ‘ali?
Culture Units
2nd GRADE / Kid Friendly Unit Objectives / Dine Language/Culture / Arizona Reading/Math / Resources / CBA Questions: / Assessment:
Clans / Identify and name your Cheii’s clan. / S2C R1
PO1 – Exemplify the understanding of a nucleus in a family structure and the role of each member (e.g. maternal grandfather); / Reading
S3C1
PO.5- Locate specific information from graphic features ( e.g. charts, maps, diagrams, illustrations, tables, timelines ) of expository text.