The American Presidency

CONTENTS OF CURRICULUM UNIT 12.03.10

  1. Unit Guide
  1. Introduction:
  2. Rationale:
  3. Importance of a Government:
  4. Learning Objectives:
  5. Demographics:
  6. Chronological Culture:
  7. Kit Carson –Destroy and Conquer Campaign
  8. Treaty of 1968:
  9. Western Influence on the Dine:
  10. Navajo Tribal Code vs. Navajo Constitution
  11. Navajo Tribal Code vs. Constitution:
  12. Limits to Dine Government Power:
  13. Executive Branch of Dine Nation:
  14. Rules Before the Constitution:
  15. The Founders and the United States Constitution:
  16. A Call for a Convention:
  17. Success of the Convention:
  18. Commander in Chief:
  19. Collaborative Learning Activities:
  20. Essential Questions:
  21. Endnotes
  22. Works Cited

Naataanii'

Lucille Mitchell-Gagnon

Published September 2012

Tools for this Unit:

Collaborative Learning Activities:

Students will reenact the historical signing of the Treaty of 1868. The teacher will provide visuals and information of people who played key roles in the Dine and the United States history.

As an expository writing assignment, students will research key figures in history and present their writing in the class.

Students will describe the United States executive branch and make comparisons to the Dine Nation executive branch. (Significant historical events will guide the transformation typology in the lessons.)

After a week of studying key figures in the Dine and U.S. History, guest speakers (Charlene Kruger, a museum curator and a foster grandparent) will share information relating to the Long Walk of the Navajo. Students will write a reflection in regards to the proud hearted identity of being Dine.

Studying leadership styles and achievements of Henry Chee Dodge and George Washington students will compare and contrast between the first presidents.

Upon completing the unit, a guest speaker/representative of the Dine Nation government will further inform students of the operations of the largest, Native American Dine Nation government organizations. This will allow students to see how their immediate government functions so they can better participate in the community.

Native Americans endured years of injustice. The pride and determination remained strong. Read a poem and relate the reading to how the United States government treatment had effects on Native American tribes.

In pairs, the students will create a timeline for the Dine and United States history.

Finding rules as the delegates did would keep people talking until a compromise could be found. Write about a time when you had a disagreement with someone and then reached a compromise.

Write a letter to the President, (Dine or United States) telling him why the decisions he makes are so important to young people.

A revolution is a sudden change in government. Imagine that you became the decision-makers in our school. Describe some changes that might take place.

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