Eloquence

Strategies

In this unit, the following strategies will be used to approach this unique topic. Students will make connections using KWL charts, "10-2' discussion, and jig saw reading, to organize text and lectures of Dine history, Dine leaders, and identifying eloquence. There will be a good amount of reading material that will be divided up among groups to read and review. Once we have covered the history of the Dine, activity one will be activated. Not only will the students read informational text but some short stories that relate to Long Walk event called Navajo Long Walk by Nancy M. Armstrong will be read.

Another strategy that will play a key part in our unit is a picture input chart. This strategy will help students visualize the demographic and geological representation of the people and places we're studying. The main map will be placed towards the front of the classroom wall as our visual aid. This visual aide will slowly transition to a resource aid. Around the map certain names and ideas will be posted: Barboncito, Manuelito, pictures of the Long Walk, speeches written by leaders, key words like pathos, etho, logos, oratory, rhetoric, and Treaty of 1868 will be arranged.

When I am teaching this unit, I will be asking the students how eloquence speeches of our early leaders like Barboncito and Manuelito made their speech positive. One of the main references that I will be using is the book by Jennifer Nez Denetdale, Relclaiming Dine' History. Denetdale have collection of interview of Manuelito's account during and after the The Long Walk to Fort Sumner. Denetdale explained,

"The Dine' had long recognized Barboncito's abilities to speak eloquently and persuasively. They had been wise to select him to address the U.S. military rullers. On June 1, 1868, Manuelito and other Navajo leaders signed the last treaty between their tribe and the Americans. Among its provisions were stipulations about the land base size, American education for children, instruction in Christianity, and annuities for ten years……Seventeen days later, more than eight thousand began the journey home…" ¹⁶

Once I sharing and role play the gestures and expression of Dine leaders, I can use another strategy that will help teach the meaning of patho. The interpretation and representing information in a visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) matter. In addition, students will explain how the information contributes to an understanding of the text in which it appears.