Activities
Activity 1
Student and teacher discussion on Dine history and Dine Leaders.
This first activity will set the stage for the first week's discussion and feedback. Student feedback will be displayed on a poster next to the Dine Nation map. During this time a development map will help students get a visual idea of Dine Nation's property. This illustration will be drawn by the teacher at the beginning of the lesson. While I am giving a quick overview of the Dine land, I will be tracing the boundaries of the four states, New Mexico, Colorado, Utah and Arizona. Next is to trace the Dine Nation that was located in the New Mexico area. I will pause for any input from the students. All input can be posted on another chart titled What I know about ….
The second part of this activity is to capture the student thoughts on Past Dine Leaders. At this time I would post a picture or a sketch of Manuelito and Barboncito. Again will ask them to turn to their partners and discuss what they know about the leaders. After a three minute discussion, each team will share out loud. As the students are talking my job as a teacher will be record their thoughts on the "Feedback Poster"
Activity 2 History
Using Timeline from certain websites, teams of students will create their time beginning from 1800's to present. Teacher will give four different website for students to research. By assigning different website, students begin to understand that resources can differ and as a class we have to decide which part of the timeline can be debated. After debating the most accurate according to the teacher's primary resource (Navajo Nation Museum history line) students will fill in their timeline accordingly.
Once the timeline has been developed, students will concentrate on the event that relates to the Treaty of 1868. In addition, they will retrieve some information on Barboncito and Manuelito. Again, students will work in pairs to get short bibliography of the two leaders. Teacher will use the website that relate to the Long Walk to find information on Barboncito and Manuelito.
Once the bibliographies have been collected, teacher will present portion of Barboncito's speech and portion of Manuelito's speech. Prints of these speeches are in a 6 volume of books call Through White Mens Eyes: A Contribution to Navajo History by J. Lee Correll. Of course, these volumes of book are limited edition. It is not common to only see one volume at a time.
Activity 3- What makes a great speech?
During this activity, teachers will introduce terms that relate to speeches. Words such as oratory, rhetoric, ethos, pathos, logos, volume, pace, articulation, eye contact, pausing and breathing, facial expression, and gestures will be covered.
Students will take this time to listen to Native American Indian Orators. Technology might be the best teaching tool at this time. Teacher will show at least two speakers and get immediate feedback. Like the first activity, teacher will have a chart with terms like ethos, pathos, logos, and other terms on the poster. As students are giving feedback, teacher will ask which category the feedback will go under.
A follow up activity would be needed to fully explain the different attributes of speech. This activity may have to take two session to help students understand the elements of speeches.
Activity 4 Creating a speech to persuade a family member or educators
The final activity will require students to create a speech that will persuade. In this speech students will have to at least have ethos and pathos, or ethos and logos, present in their speech. Previous activities and posters will be used as resource to help their process. As a teacher I will work with students by reading their speech. After reading, each student will give their opinion of which part of the speech needs extra attention.
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