Classroom Activities
Analyze and Discuss the Mexican- American War
Students will read the text “Beyond a Border Conflict: Indigenous Involvement in the Mexican- American War” pages 34-42. They will begin the unit by building historical background knowledge about the events that led to the Navajo Long Walk. They will read excerpts from "Beyond a Border Conflict: Indigenous Involvement in the Mexican-American War". As they read, students will complete a guided note worksheet that helps them organize key information and collect evidence.The guided note worksheet will ask students to identify (1)What happened during the Mexican-American War? (2) Who was involved? (3) How did the Navajo respond to the expansion of the United States? (4) What actions did the United States government and military take toward the Navajo? (5)What examples of resistance, negotiation, or resilience are described? (6) How do these events help explain the Treaty of 1868?
Analyze the Treaty of 1868
Students will annotate selected provisions of the Treaty of 1868 using guiding questions that encourage close reading and historical analysis. As they examine each provision, students will determine what the article says, identify whether it demonstrates Navajo resistance, negotiation, resilience, or the United States government's efforts to assimilate the Navajo People, and explain their thinking using evidence from the treaty and other historical sources. Students will also think about why each provision was included, who benefited from it, and how it connected to the historical events they studied earlier in the unit. These discussions will help students to see that the treaty contains both provisions that protect the Navajos interest and provisions that have reshaped Navajo society.
Graphic novel, comic strip, or storyboard
Students will use the evidence that they collected from their historical evidence organizer, their analysis of the Treaty of 1868, and other primary and secondary sources. They will create a graphic novel, comic strip, or storyboard that illustrates the significant acts of Navajo resistance and resilience. Their visual narrative will have historical evidence, illustration, dialogue, and captions to explain how the Navajo people resisted displacement, negotiated their return to their homeland, and preserved their culture and identity.
Museum of Navajo Resilience
To conclude the unit, students will participate in a classroom Museum of Navajo resilience by displaying their graphic novels, comic strip, or storyboard alongside their annotated copy of the Treaty of 1868. During the gallery walk, students will present their work, explain the historical significance of the events they selected, and discuss how the treaty reflects both Navajo resistance and the U.S. government's assimilation efforts. This final activity will provide students with an opportunity to share their learning, communicate their understanding, and reflect on the resilience of the Navajo people.
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