U.S. Social Movements through Biography

Appendix on Implementing District Standards

My curriculum unit:  AIM and Native American political activism in the 20th century, focuses on the autobiographies of the key leaders who voiced and demonstrated their concerns on Indian rights by treaties, land, education, religion, and the BIA. The state standards are aligned to the topics in my unit.

Social Studies

5.C2.1 Explain how democracy relies on people’s responsible participation within the context of critical historical events pre-American Revolution to Industrialization.²⁵ Key concepts include using the First Amendment (free speech, religion, press, assembly, petition) and protest movements. Students will read about Native American protests and the actions of Indigenous people.

5.C4.1 Using primary and secondary sources to examine historical and contemporary means of changing society through laws and policies to address public problems.²⁶ Key is the formation and development of social and reform movements and responses to industrialism and poverty at the turn of the century. Students will read about how native leaders created awareness and change Indian people’s perception of the BIA policies.

5.G3.1 Use critical historical events with geographic tools to analyze the causes and effects of environmental and technological events on human settlements and migration.²⁷ Key information is the territorial expansion upon Indian lands, the education institution of Indian children, the positive and negative impact on the environment and the growth of cities, and the impact of transportation and infrastructure on settlement and migration of Indian people. Students will read about the relocation of native people to the cities.

5.H2.1 Use primary and secondary sources to summarize the causes and effects of conflicts, resolutions, and social movements throughout the historical timeframe.²⁸ Key topics include cultural, political, and economic disputes with the US government and the Indian people. Students read and discuss issues of AIM takeover of public landmarks and sacred sites.

5.H4.1 Use primary and secondary sources to describe how different groups shaped the United States’ multicultural society within the historical timeframe.²⁹ Students learn how the AIM movement change the lives of native people and the Indigenous perspective of their history.

Navajo (Diné) Standards

4^th-6^th Diné Government Standards

Standard: Diné Bi Beenahaz’aanii Atse Silei baa akonisin dooleel. [I will understand and apply the Navajo Nation Laws (Traditional Law, Customary Law; Natural Law and Common Law)].

Concept 1: Diyin Bits’aadee’ Beehaz’aanii – Dine Traditional Law: Diyin bits’aadee bibeehaz’aanii choosh’ii dooleel. (I will apply the Dine traditional law by formulating ideas).

PO3. Naat’aanii ya eehozinii shil beehozin dooleel. (I will identify the attributes of a good Navajo leader). The Navajo Standard supports naat’aanii concept and for students to think about their role as a leader.