Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Culture Units
Kindergarten
Unit Objectives
Dine Language/Culture
Arizona Reading/Math
CUSD
Objectives
and Goals
Resources
Clans
Identify maternal clan
Identify family kinship
S1C R1
PO 2 – Use correct kinship terms
(e.g., shima, shizhe’e, shideezhi,
shitsili, shinaai, shadi, shicheii,
shima sani.
PO 3 – Introduce him/herself in
the appropriate traditional way;
Reading
S2C1
PO2. Identify elements of a story, including
characters, setting, and key events.
PO 3 – Retell of re-enact a story placing events
in the correct sequence
Math
S2C1
PO1- Students create object graphs and
pictographs using data relevant to their lives.
(e.g.; favorite ice cream, eye color, pets, etc..)
Graphs may be constructed by groups of
students as well as by individual students.
West
South
Book titles:
Dii shi’asht’I, Johnny Lee and his family,
Littleman’s family
Worksheet:
Navajo clan sheet
Family kinship terms
Illustrations:
Family pictures
K’e posters
Hogan
Identify male and female
Hogan
Create a male and female
Hogan
S1C R1
PO 5 – Exemplify knowledge on
the traditional significance on the
various types of dwellings;
S3C R1
PO 3 – Orally demonstrate an
understanding of traditional
construction of the various types
of Hogan and be able to tell the
significance of each;
East, West
South, North
Book titles:
Three Little Sheep
The Old Hogan
Johnny Lee and his Hogan
Worksheet:
List of Hogan names
Illustrations:
Hogan pictures,
Types of home pictures
Clothing
Identify 2 types of
moccasins
Identify the animal hides
used
SIC R1
PO5 – identify traditional dress
styles of the Navajo people;
East
West
North
Book titles:
Taazbaa’ and her magic shoes
Worksheet:
Illustrations:
Pictures of the 3 types of moccasins
Places History
and
Identify familiar places
creating or using a map for
example: stores, schools,
S4C R3
PO4 – identify landmarks and
their significance on a community
Reading
S2C1
PO2. Identify elements of a story, including
characters, setting, and key events.
PO 3 – Retell of re-enact a story placing events
in the correct sequence
Math
S1C1
PO1. Express whole numbers 0-20, using and
connecting multiple opportunities to count
object and recognize that a number represents
a specific quantity.
S4C1
PO1. Identify, analyze, and describe circles,
triangles, and rectangles (including squares) in
different orientations and environments.
Reading
S2C1
PO 3 – Retell of re-enact a story placing events
in the correct sequence
Math
S4C4
PO1- Compare and order objects according to
observable and measurable attributes.
Students use ordinal number language to
describe the position of the ordered objects.
They use language such as longer than wider
than, etc.
Reading
S1C4
PO3- Describe familiar objects and events in
East, West
South, North
Book titles:
Teacher made maps
Worksheet:
Revised: June 2010 Dine Culture & Language Curriculum Team
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Government
chapter house and clinic
map; use original Navajo names
to produce a community profile;
Story Telling/
Recreation
Identify earth, sun, moon,
and stars
Identify 2 character from a
coyote story
S3C R2
PO2 – exemplify an
understanding of the Traditional
principles and values that
encourages the maintenance of
environmental harmony; respect
the natural laws and order; and
understanding the interdependency of non-living and
living matter (e.g. the
understanding of Navajo
constellations – So’ Dine’e Baa
hane’, winter/summer stories
teaches mental soundness,
sureness, and appropriate
behavioral development;
S4C R1
PO3 – explore and discuss for an
indepth understanding the
Navajo terminologies that
associate with earth
(Nahasdzaan), sky (shitaa’
yadilhil), sun (shitaa’ johonaa’ei),
moon (shima tl’ehonaa’ei), and
the constellation (shi tsooyehe or
shitsoiyehe yot’aah silaii or
wot’aah silaii)
S5C R2
PO1 – recall and retell the
traditional seasonal hane’ (e.g.
Spiderwoman and weaving)
interpret inferences and meaning
of the stories at appropriate
grade level.
Rug Weaving
Identify at least 3 rug
weaving tools
Complete a paper weaving
rug
Food
Identify 3 types of
traditional foods
SIC R1
PO5 – exemplify knowledge of
the traditional significance of the
various types of Navajo food and
how they are prepared;
Revised: June 2010 Dine Culture & Language Curriculum Team
both general and specific language
Math
S2C1
PO1- Students create object graphs and
pictographs using data relevant to their lives.
(e.g.; favorite ice cream, eye color, pets, etc..)
Graphs may be constructed by groups of
students as well as by individual students.
Reading
S3C1
PO1- Identify the purpose for reading
expository text
Math
S1C1
PO1- Express whole numbers 0-20, using and
connecting multiple opportunities to count
object and recognize that a number represents
a specific quantity.
Reading
S2C1
PO 3 – Retell of re-enact a story placing events
in the correct sequence
Math
S3C1
PO1- Recognize, describe, extend create and
record simple repeating patterns
Reading
S2C1
PO 3 – Retell of re-enact a story placing events
in the correct sequence
Math
S2C1
PO1- Students create object graphs and
Federal project made map of Chinle,
Many Farms and Tsaile
Illustrations:
Pictures of significant locations
East, West
South, North
Book titles:
Coyote Stories
Worksheet:
Posters
Teacher made resources
Illustrations:
Coyote Stories Video/DVD
Internet Resource
East, West
South, North
Book titles:
Goats In the Rug by Martin Link
Worksheet:
Teacher made resources
Illustrations:
Posters
East, West
South, North
Book titles:
Worksheet:
5 Food group poster
Illustrations:
Food Demonstrations
Traditional Seeds-squash, corn, beans
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Arts and Crafts
Identify the colors of the
Navajo basket
S4C R2
PO7 – understand the association
between American Indian arts
and crafts
S3C E3
PO3 – Gain understanding
through a Traditional
Practitioners cultural concept of
feminist and masculinity in all
things in the environment (e.g.
wedding basket…)
Revised: June 2010 Dine Culture & Language Curriculum Team
pictographs using data relevant to their lives.
(e.g.; favorite ice cream, eye color, pets, etc..)
Graphs may be constructed by groups of
students as well as by individual students.
Reading
S1C4
PO3- Describe familiar objects and events in
both general and specific language
Math
S4C1
PO1. Identify, analyze, and describe circles,
triangles, and rectangles (including squares) in
different orientations and environments
East, West
South, North
Book titles:
Worksheet:
Illustrations:
Illustration from the coloring book Ts’aa’
(CUSD)
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Culture Units
1ST GRADE
Unit Objectives
Dine Language/Culture
Arizona Reading/Math
CUSD
Objectives
and Goals
Resources
Clans
Identify maternal and
paternal clan
SIC R1
PO 3 – Introduce him/herself
in the appropriate traditional
way;
S4C R1
PO1 – Verbally introduce self
in the traditional way by
maternal and paternal clan;
West
South
Book titles:
“Navajo Clan Legends,” by San Juan Media
Center/Reference
“Beauty beside me,” by Seraphine Yazzie
Worksheet:
Navajo clan sheet
Family kinship terms
Illustrations:
Hogan
Describe the difference
between a male and female
Hogan
Create a Male and/or
Female Hogan
SIC R1
PO 5 – Exemplify knowledge on
the traditional significance on the
various types of dwellings;
S3C R1
PO 3 – Orally demonstrate an
understanding of traditional
construction of the various types
of hogans and be able to tell the
significance of each;
East, West
South, North
Book titles:
“Johonaa’ei, Bringer of Dawn,” by Veronica
Tsinajinie
Worksheet:
Teacher made resources
Illustrations:
Teacher made illustration
Internet resource
Hogan Model w/ appropriate placements
Clothing
Identify the male hair knot
and the female hair knot
Identify the difference
between the female hair tie
and the male hair tie
SIC R1
PO5 – identify traditional dress
styles of the Navajo people;
Reading
S2C1
PO2. Identify elements of a story, including
characters, setting, and key events.
PO 3 – Retell of re-enact a story placing events
in the correct sequence
Math
S2C1
PO1- Students create object graphs and
pictographs using data relevant to their lives.
(e.g.; favorite ice cream, eye color, pets, etc..)
Graphs may be constructed by groups of
students as well as by individual students.
Reading
S2C1
PO1- Identify the plot of a literary selection,
heard or read.
S2C1
PO 3 – Retell of re-enact a story placing events
in the correct sequence
Math
S5C2
PO1- Identify the question(s) asked and any
other questions that need to be answered in
order to find a solution.
S5C2
PO4-Represent a problem situation using any
combination of words, numbers, pictures,
physical objects, or symbols.
Reading
S3C2
PO1- Follow a set of multi-step directions with
picture cues to assist.
Math
PO4-Represent a problem situation using any
combination of words, numbers, pictures,
physical objects, or symbols.
East
West
North
Places History
and
Government
Identify significant places in
Canyon de Chelly and Del
Muerto Canyon
S4C R3
PO4 – identify landmarks and
their significance on a community
map; use original Navajo names
to produce a community profile;
Reading
S2C1
PO1- Identify the plot of a literary selection,
heard or read
S3C1
PO2 -Answer questions (e.g. who, what, where,
when, why and how) about expository text,
East, West
South, North
Book titles:
Worksheet:
Teacher made resources
Poster on hair tie (CUSD)
Illustrations:
Internet resource
“Leading the Way” (Apr. 09)
Navajo Times
Hair tie model
Book titles:
“Don’t tell anybody that there is a dinosaurs
in Canyon de Chelly” (CUSD)
Arizona Highway Magazine
“Canyon Voices” (Video)
Worksheet:
Teacher made resources
Revised: June 2010 Dine Culture & Language Curriculum Team
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Story Telling/
Recreation
Name the appropriate time
to create string game
designs.
S3C R2
PO1 – Demonstrate an
understanding of Dineji of Haigo
hane’ (winter stories) and
activities (e.g. string games);
Rug Weaving
Identify the first step in
preparing wool.
S5C R2
PO1 – recall and retell the
traditional seasonal hane’ (e.g.
Spiderwoman and weaving)
interpret inferences and meaning
of the stories at appropriate
grade level.
PO4 – Give and follow multiplestep directions;
Food
Identify 3 types of
traditional foods not eaten
today.
Arts and Crafts
Name an element used to
make pottery.
S6C R2
PO2 – Identify, explore and
discuss the various types of
Indian food and the processes for
preserving, conserving, and
understanding the traditional act
of giving thanks for the
abundance of food and/or
wealth;
S4C R2
PO7 – understand the association
between American Indian arts
and crafts
Revised: June 2010 Dine Culture & Language Curriculum Team
heard or read.
Math
S5C2
PO4-Represent a problem situation using any
combination of words, numbers, pictures,
physical objects, or symbols.
Reading
S3C1
PO2- answer questions (e.g. who, what, where,
when, why, how) about expository text, heard
or read.
S3C2
PO3- State the meaning of specific signs (e.g.
traffic, safety, warning signs).
Math
S4C4
PO1-Compare and order objects according to
length, capacity, and weight.
S5C2
PO4-Represent a problem situation using any
combination of words, numbers, pictures,
physical objects, or symbols.
Reading S2C1
PO1-Identify the plot of literary selection,
heard or read.
S1C6
PO1-Predict what might happen next in a
reading selection.
Math
S5C2
PO1-Identify the question(s) asked and any
other questions that need to be answered in
order to find a solution.
Reading
S3C1
PO2- answer questions (e.g. who, what, where,
when, why, how) about expository text, heard
or read.
Math
S2C3
PO1-Use Venn diagram to sort, classify, and
count objects and justify the sorting rule.
Reading
S3C1
PO2- answer questions (e.g. who, what, where,
when, why, how) about expository text, heard
or read.
Math
S5C2
Illustrations:
Internet resource/Google Maps
Post card puzzles
Posters (CUSD)
East, West
South, North
Book titles:
Sting Games /Video(San Juan)
Na’atlo’ by Mike Mitchell
Worksheet:
Teacher made resourses
Illustrations:
Navajo Times
Leading the Way
East, West
South, North
Book titles:
Goats In the Rug by Martin Link
Willie Chee and Shearing Time (CUSD)
“Grandmother’s Magic” CUSD)
“Billy Goat” (CUSD)
Worksheet:
Teacher made resource
Consultant/ Teacher demonstration of
shearing, carding, spinning and dying
Illustrations:
Internet resource
Navajo Times
Book titles:
Grandmother’s Yum Yum
Worksheet:
Teacher made resource
Illustrations:
Photographs of prairie dog, locust, rabbit,
goat milk, yucca bloom, etc.
East, West
South, North
East, West
South, North
Book titles:
Internet resource/Google pottery
Worksheet:
Teacher made resource
Illustrations:
Pottery posters/pictures
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
PO1-Identify the question(s) asked and any
other questions that need to be answered in
order to find a solution.
S4C4
PO1-Compare and order objects according to
length, capacity, and weight.
Revised: June 2010 Dine Culture & Language Curriculum Team
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Culture
Units
2nd GRADE
Clans
Unit Objectives
Dine Language/Culture
Arizona Reading/Math
CUSD
Objectives
and Goals
Resources
Identify maternal
grandfather’s clan
S2C R1
PO1 – Exemplify the
understanding of a nucleus in a
family structure and the role of
each member (e.g. maternal
grandfather);
Reading
S3C1
PO.5- Locate specific information from graphic
features ( e.g. charts, maps, diagrams,
illustrations, tables, timelines ) of expository
text.
Math
S2C1
PO.1-Collect, record, organize, and display data
using pictographs, frequency tables, or single
bar graphs.
West
South
Book titles:
“Navajo Clan Legends,” by San Juan Media
Center/Reference
“Beauty beside me,” by Seraphine Yazzie
“Proud to be a Blacksheep,” by Roberta John
“My grandfather and the Colt” (CUSD)
“Grandfather’s hat” (CUSD)
“Grandfather’s work moccasin” (CUSD)
Worksheet:
Navajo clan sheet
Family kinship terms
Illustrations:
Family Tree
Hogan
Identify the four directions
their associated colors and
their significance
S4C R1
PO6 – Exemplify an
understanding of the traditional
construction and design of a
Navajo Hogan and be able to tell
of the significance of its essential
elements;
East, West
South, North
Book titles:
Internet resource/Google Hogan
“The three little sheep,” by Sarephine Yazzie
Worksheet:
Teacher made resources
Illustrations:
Posters or pictures of Hogans
Clothing
Identify sacred
gems/stones/shells
Identify men’s jewelry
Identify women’s jewelry
S3C F2
PO4 – Identify , and describe the
cultural values and practices
associated with utilizing earth’s
surface and substance; minerals
and other natural resources (e.g.
Gems);
East
West
North
Book titles:
“A Summer’s Trade,” by Deborah Trotter
Internet resource/Google gems
Worksheet:
Teacher made resource
Illustrations:
Posters/photos if not actual artifact of white
shell, turquoises, abalone and black jet
Places
History and
Government
Locate Window Rock,
Monument Valley and
Shiprock on a map
S4C R3
PO4 – identify landmarks and
their significance on a community
map; use original Navajo names
to produce a community profile;
Reading
S1C6
PO.3- Ask relevant questions in order to
comprehend text.
Math
S2C1
PO.1- Collect, record, organize, and display data
using pictographs, frequency tables, or single
bar graphs.
S1C2
PO.5-Create and solve word problems based on
addition and subtraction of two-digit number
Reading
S3C1
PO.5- Locate specific information from graphic
features ( e.g. charts, maps, diagrams,
illustrations, tables, timelines ) of expository
text
Math
S2C1
PO.1- Collect, record, organize, and display data
using pictographs, frequency tables, or single
bar graphs.
S1C2
PO.5-Create and solve word problems based on
addition and subtraction of two-digit number
Reading
S3C1
PO.5- Locate specific information from graphic
features ( e.g. charts, maps, diagrams,
illustrations, tables, timelines ) of expository
East, West
South, North
Book titles:
Arizona Highway Magazine
Worksheet:
Teacher made resources
Illustrations:
Revised: June 2010 Dine Culture & Language Curriculum Team
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Story
Telling/
Recreation
Make 3 more new string game
designs
Identify the male and female
revolver
Rug
Weaving
Put 4 wool preparation steps in
sequential order
Arts and
Crafts
Describe significant parts of a
cradle board
Complete a Cradleboard
project
S3C R2
PO1 – Demonstrate an
understanding of Dineji of Haigo
hane’ (winter stories) and
activities (e.g. string games);
S3C R2
PO2 – exemplify an
understanding of the Traditional
principles and values that
encourages the maintenance of
environmental harmony; respect
the natural laws and order; and
understanding the interdependency of non-living and
living matter (e.g. the
understanding of Navajo
constellations – So’ Dine’e Baa
hane’;
S5C R2
PO4 – Give and follow multiplestep directions;
S6C R1
PO2 – Explore the significance of
the traditional beliefs in child
rearing practices (e.g.,
cradleboard…..)
Revised: June 2010 Dine Culture & Language Curriculum Team
text
Math
S2C1
PO.1- Collect, record, organize, and display data
using pictographs, frequency tables, or single
bar graphs.
S1C2
PO.5-Create and solve word problems based on
addition and subtraction of two-digit numbers
Reading
S3C1
PO.5- Locate specific information from graphic
features ( e.g. charts, maps, diagrams,
illustrations, tables, timelines ) of expository
text
S2C1
PO.1-Describe literary elements of text
including characters, plot (specific events,
problem, and solution) and setting.
Math
S2C1
PO.1- Collect, record, organize, and display data
using pictographs, frequency tables, or single
bar graphs.
Reading
S3C1
PO.5- Locate specific information from graphic
features ( e.g. charts, maps, diagrams,
illustrations, tables, timelines ) of expository
text
S2C1
PO.1-Describe literary elements of text
including characters, plot (specific events,
problem, and solution) and setting.
Math
S2C1
PO.1- Collect, record, organize, and display data
using pictographs, frequency tables, or single
bar graphs.
Reading
S2C1
PO.1-Describe literary elements of text
including characters, plot (specific events,
problem, and solution) and setting.
Math
S2C1
PO.1- Collect, record, organize, and display data
Internet resource/Google Maps
Post card puzzles
Posters (CUSD)
East, West
South, North
Book titles:
Sting Games /Video(San Juan)
Na’atlo’ by Mike Mitchell
Worksheet:
Teacher made resources
Illustrations:
Navajo Times
Leading the Way
Constellation posters (CUSD)
East, West
South, North
Book titles:
“The Goat in the Rug,” by Martin Link
“Wisdom Weaver,” by Jann Johnson
Worksheet:
Teacher made resource
Illustrations:
Poster/Sequential order in weaving (CUSD)
“Leading the Way” (Mar. 09)
East, West
South, North
Book titles:
Internet resource/Google cradle board
Worksheet:
Teacher made resources
Illustrations:
Poster/ Cradle Board (CUSD)
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Food
Identify 3 food prepared from
a sheep
S6C R2
PO2 – Identify, explore and
discuss the various types of
Indian food and the process for
preserving, conserving, and
understand the traditional act of
giving thanks for the abundance
of food and /or wealth;
Revised: June 2010 Dine Culture & Language Curriculum Team
using pictographs, frequency tables, or single
bar graphs.
Reading
S2C1
PO.1-Describe literary elements of text
including characters, plot (specific events,
problem, and solution) and setting.
Math
S2C1
PO.1- Collect, record, organize, and display data
using pictographs, frequency tables, or single
bar graphs.
East, West
South, North
Book titles:
Internet resource/Google sheep/mutton/lamb
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way” (Sept. 09)
Navajo Times
Picture or photos of roast ribs, intestines,
blood sausage and etc.
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Culture Units
3rd GRADE
Unit Objectives
Dine Language/Culture
Arizona Reading/Math
CUSD
Objectives
and Goals
Clans
Identify maternal, paternal
and
Maternal, Paternal
grandfather clans
S4C R1
PO1 – Verbally introduce self in
the traditional way by maternal
and paternal clan; introduce
parents, grandparents, or
guardian by clan relationship,
name and place of residence;
West
South
Hogan
Identify four items in a
Hogan
Construct an 8 sided
Hogan
S4C R1
PO6 – exemplify an
understanding of the traditional
construction and design of a
Navajo Hogan and be able to tell
of the significance of its essential
elements: honeeshgish, ko’, to,
ch’iyaan (four basic sacred food)
and cooking preparation and
utensils.
Clothing
Name a piece of
traditional clothing for a
man or woman
SIC R1
PO5 – identify traditional dress
styles of the Navajo people;
Places/History
Locate 1 of the 4 Sacred
S3C R4
Reading
S3C1
PO1-Determine and express the main idea and
supporting details in expository text.
S2C1
PO4-Make relevant connections to text to
increase comprehension.
Math
S3C2
PO1-Recognize and describe a relationship
between two quantities, given by a chart, table,
or graph, in which the quantities change
proportionally, using words, pictures, or
expressions.
Reading
S3C1
PO1-Determine and express the main idea and
supporting details in expository text.
S3C1
PO3-Locate and interpret specific information
from organizational and graphic features of
expository text functional text.
Math
S4C4
PO2-Apply measurement skills to measure
length, weight, and capacity using US
Customary units.
Reading
S2C1
PO4-Make relevant connections to text to
increase comprehension.
S1C6
PO5-Use a variety of graphic organizers to aid
in comprehension of text.
Math
S5C2
PO1-Analyze a problem situation to determine
the question(s) to be answered.
S3C2
PO1-Recognize and describe a relationship
between two quantities, given by a chart, table,
or graph, in which the quantities change
proportionally, using words, pictures, or
expressions.
Reading
Revised: June 2010 Dine Culture & Language Curriculum Team
East, West
South, North
East
West
North
East, West
Resources
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
and
Government
Mountains on a map
PO3 – Describe and make
inferences on personal
connections, cherished moments
to places in the immediate
environment (e.g., Four Sacred
Mountains);
Story Telling/
Recreation
Recognize that a diamond
represents a star in the
string game
S3C R2
PO2 – exemplify an
understanding of the Traditional
principles and values that
encourages the maintenance of
environmental harmony; respect
the natural laws and order; and
understanding the interdependency of non-living and
living matter (e.g. the
understanding of Navajo
constellations – So’ Dine’e Baa
hane’;
Rug Weaving
Name Weaving Tools
Complete a cardboard rug
weaving in
symmetrical design
S2C F2
PO6 – Listen, participate, discuss
and interpret meaning in
patterns…that make up art,
crafts…..
PO7 – Observe, discuss and make
inferences to relationships and
variations in… art, crafts to other
areas of academic skills:
mathematics….
Arts and Crafts
Identify a Navajo
Sandpainting
S4C R2
PO2 – Exemplify an
Revised: June 2010 Dine Culture & Language Curriculum Team
S3C1
PO3-Locate and interpret specific information
from organizational and graphic features of
expository text functional text.
S1C6
PO5-Use a variety of graphic organizers to aid
in comprehension of text.
Math
S4C4
PO2-Apply measurement skills to measure
length, weight, and capacity using US
Customary units.
S3C2
PO1-Recognize and describe a relationship
between two quantities, given by a chart, table,
or graph, in which the quantities change
proportionally, using words, pictures, or
expressions.
Reading
S2C1
PO4-Make relevant connections to text to
increase comprehension.
S2C1
PO1-Compare and contrast literary elements
across stories, including plots, setting and
characters.
Math
S3C2
PO1-Recognize and describe a relationship
between two quantities, given by a chart, table,
or graph, in which the quantities change
proportionally, using words, pictures, or
expressions.
S1C1
PO5-Express benchmark fractions as fair
sharing, parts of a whole, or parts of set
Reading
S3C2
PO2-Provide multi-step directions
PO3-Evaluate written directions for sequence
and completeness.
Math
S3C2
PO1-Recognize and describe a relationship
between two quantities, given by a chart, table,
or graph, in which the quantities change
proportionally, using words, pictures, or
expressions.
Reading
S3C2
South, North
East, West
South, North
East, West
South, North
East, West
South, North
Book Titles:
Goats In the Rug by Martin Link
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Complete a Sand picture
project
Food
Identify 3 food prepared
from corn
understanding on the
interdependency of living and
non living matters; exemplify
understanding for the act of
reverence, sacredness and
respect of all elements by the
people
PO3 – Investigate and describe
the physical system changes, in
seasons, climate, weather, water
cycle and the aging processes;
exemplify an association of
elements with the understanding
of T’aa Sha Bik’ehgo anooseel in
the Navajo concept;
S3C R3
PO3 – Explore the culture and
historical information associated
with traditional preservation and
preparation of native food (e.g.,
corn, cornmeal), utilizing
grandparents, traditional
practitioners, and Navajo studies
teachers, and parents as
consultants.
Revised: June 2010 Dine Culture & Language Curriculum Team
PO2-Provide multi-step directions
PO3-Evaluate written directions for sequence
and completeness.
S2C1
PO4-Make relevant connections to text to
increase comprehension.
Math
S3C2
PO1-Recognize and describe a relationship
between two quantities, given by a chart, table,
or graph, in which the quantities change
proportionally, using words, pictures, or
expressions.
Reading
S3C1
PO3-Locate and interpret specific information
from organizational and graphic features of
expository text functional text.
Math
S3C2
PO1-Recognize and describe a relationship
between two quantities, given by a chart, table,
or graph, in which the quantities change
proportionally, using words, pictures, or
expressions.
S5C2
PO1-Analyze a problem situation to determine
the question(s) to be answered.
East, West
South, North
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Culture Units
4th GRADE
Unit Objectives
Dine Language/Culture
Arizona Reading/Math
CUSD
Objectives
and Goals
Clans
Identify maternal clan
group
Introduce self using all 4
clans
S2C R1
PO1 – Exemplify the
understanding of a nucleus in a
family structure and the role of
each member; understand the
significant roles of a grandmother
and mother’s brother
(ada’i/ahastoi);
West
South
Hogan
Identify the use of a
forked stick Hogan
S3C R1
PO3 – Orally demonstrate an
understanding of traditional
construction of the various types
of Hogan and be able to tell the
significance of each;
Clothing
Identify early Navajo
adopted clothing styles
SIC R1
PO5 – Exemplify knowledge of
the traditional significance on the
various types of traditional dress
styles of the Navajo people;
Reading
S1C4
PO.2- Use context to determine the relevant
meaning of a word.
S3C2
PO.2-Interpret details from functional text for a
specific purpose ( e.g. to follow directions, to solve
problem, to perform procedures, to answer
questions ).
Math
S2C3
PO1-Contruct tree diagrams to solve problems in
context by

representing all possibilities for a
variety of counting problems,

explaining how its properties relating
to the problem,

representing the same counting
problem in multiple ways, and

drawing conclusions
Reading
S3C1
PO.8-Draw valid conclusions based on information
gathered from all expository, functional, and
persuasive text.
S3C2
PO.2-Interpret details from functional text for a
specific purpose ( e.g. to follow directions, to solve
problem, to perform procedures, to answer
questions ).
Math
S4C1
PO6-Draw right, acute, obtuse, and straight angles
and identify these angles in other geometric
figures.
Reading
S1C4
PO.2- Use context to determine the relevant
meaning of a word.
S3C2
PO.2-Interpret details from functional text for a
specific purpose ( e.g. to follow directions, to solve
problem, to perform procedures, to answer
questions ).
S3C1
Revised: June 2010 Dine Culture & Language Curriculum Team
East, West
South, North
East
West
North
Resources
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Places History
and
Government
Identify the difference
between a pictograph
and petroglyph
S7C R6. Access, view and respond
to visual forms such as computer
programs, video, artifacts,
drawings, pictures and collages.
Story Telling/
Recreation
Identify which
constellation goes with
which season
Identify the meaning of
names for each month of
the year
Rug Weaving
Make a Ganado pattern
S3C R2
PO2 – exemplify an
understanding of the Traditional
principles and values that
encourages the maintenance of
environmental harmony; respect
the natural laws and order; and
understanding the interdependency of non-living and
living matter (e.g. the
understanding of Navajo
constellations – So’ Dine’e Baa
hane’, winter/summer stories
teaches mental soundness,
sureness, and appropriate
behavioral development;
S4C R1
PO3 – Explore and discuss for an
indepth understanding the
Navajo terminology that
associate with the constellation;
S3C R2
PO3 – Exemplify general
knowledge acquired on the
traditional use of plants (e.g., for
herbs, food, ointment, tools,
dwelling materials);
Revised: June 2010 Dine Culture & Language Curriculum Team
Math
S4C4
PO3-Solve problems involving conversions within
the same measurement system.
Reading
S3C2
PO.2-Interpret details from functional text for a
specific purpose ( e.g. to follow directions, to solve
problem, to perform procedures, to answer
questions ).
S3C1
PO.8-Draw valid conclusions based on information
gathered from all expository, functional, and
persuasive text.
S1C6
PO.6- Use reading strategies (drawing conclusions,
determining cause and effect, making inferences,
sequencing ) to comprehend text.
Math
S5C2
PO5-Represent a problem situation using any
combination of words, numbers, pictures, physical
objects, or symbols.
Reading
S1C4
PO.2- Use context to determine the relevant
meaning of a word.
S1C6
PO.4- Use graphic organizers in order to clarify the
meaning of the text.
S1C6
PO.6- Use reading strategies (drawing conclusions,
determining cause and effect, making inferences,
sequencing ) to comprehend text.
Math
S5C2
PO8-Make and test conjectures based on data (or
information) collected from explorations and
experiments.
Reading
S1C6
PO.3-Generate clarifying questions in order to
comprehend text.
S1C6
PO.6- Use reading strategies (drawing conclusions,
East, West
South, North
East, West
South, North
East, West
South, North
Book Titles
Goats In the Rug by Martin Link
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Arts and Crafts
What are the colors in a
Navajo Sash?
Complete a craft project
S5C R3
PO2 – Listen to the Navajo and
other Indian songs, music,
folklore, short stories and be able
to participate in discussion for
meaning and interpretation;
Food
Identify 3 dried foods
S6C R2
PO2 – Identify, explore and
discuss the various types of
Indian food and the processes for
preserving, conserving, and
understand the traditional act of
giving thanks for the abundance
of food and/or wealth (e.g.,
Hozhooji, the Blessing Way
Ceremony performed in
expression of appreciation for
life, living and existence); and
Revised: June 2010 Dine Culture & Language Curriculum Team
determining cause and effect, making inferences,
sequencing) to comprehend text.
Math
S4C1
PO1-Draw and describe the relationships between
points, lines, line segments, rays, and angles
including parallelism and perpendicularity.
Reading
S1C6
PO.3-Generate clarifying questions in order to
comprehend text.
S3C2
PO.2-Interpret details from functional text for a
specific purpose ( e.g. to follow directions, to solve
problem, to perform procedures, to answer
questions ).
Math
S4C1
PO1-Draw and describe the relationships between
points, lines, line segments, rays, and angles
including parallelism and perpendicularity.
Reading
S1C4
PO.2- Use context to determine the relevant
meaning of a word.
S1C6
PO.4- Use graphic organizers in order to clarify the
meaning of the text.
S1C6
PO.6- Use reading strategies (drawing conclusions,
determining cause and effect, making inferences,
sequencing ) to comprehend text.
Math
S2C1
PO3-Use median, mode, and range to describe the
distribution of a given data set.
East, West
South, North
East, West
South,
North
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Culture Units
5th GRADE
Unit Objectives
Dine Language/Culture
Arizona Reading/Math
CUSD
Objectives
and Goals
Clans
Identify paternal clan
group
Identify kinship through
maternal clan group
Reading
S1C6
PO1-Predict text content using prior knowledge
and text features (e.g., illustration, titles topic
sentences, keywords.)
Math
S2C1
PO.1- Collect, record, organize and display data
using multi-bar graphs or double line graphs.
West
South
Hogan
Construct a many legged
Hogan
Retell the history of the
Hogan
Reading
S2C1
PO2-Identify the theme (moral, lesson, meaning,
message, view or comment on life) of a literary
selection.
Math
S4C1
PO.3 Classify quadrilaterals and polygons.
S5C1
PO.2- Solve problems involving area and
perimeter.
S4C4
PO.3- Draw angles between 0 and 360 degrees.
East, West
South, North
Clothing
Identify later adopted
clothing styles
S1C F1
PO1 – Demonstrate social,
cultural and historical
understanding of their own
extended clan family history
through maternal and paternal
context;
PO2 – Use correct kinship terms
with extended clan family
members, students, staff and
community people (e.g., shima
yazhi, shida’i, shibizhi, shizhe’e
yazhi, shizeedi, shima sani,
shicheii, shinali asdzaan doo
shinali hastiin);
S1C F1
PO3 – Analyze a particular
cultural event (e.g., naming, first
laugh, anointing of corn pollen,
traditional puberty and wedding
celebration, appropriate teasing
from grandmothers and uncles);
understand the logic for an
individual of a different culture to
respond to it differently;
S2C F1
PO6 – Describe how family,
gender, ethnicity and institutional
affiliations contribute to personal
identity; recall and retell
information on the first Hogan,
share the significance of the
Navajo games: moccasin, stick
and string; understand the
significance of honeeshgish (fire
poker), ko’ (fire), to (water), and
ch’iyaan (food); and
S2C F2
PO3 – Participate in traditional
activities; use the customs and
languages associated with those
activities (e.g., American Indian
Day, cultural connection project,
traditional dress-up, native food
Reading
S2C6
PO6-Determine all aspects of the setting (e.g.,
time of day or year, historical period, place,
situation) in a literary selection.
Math
S4C1
East
West
North
Revised: June 2010 Dine Culture & Language Curriculum Team
Resources
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Places History
and
Government
Describe the significant
of the Long Walk
Name at least 3 Navajo
leaders
Locate Ft. Sumner on the
map
Story Telling/
Recreation
Identify present means of
recreation which evolved
from survival skills
day, native arts and crafts bazaar,
pow wow, traditional social song
and dance, grandparent’s day,
Cinco de Mayo);
S3C F4
PO1 – Examine persistent issues
involving the rights, roles and
status of individuals in relation to
the general welfare of a
community and growth; discuss
write about pass leadership,
leaders and notable events that
are of significance to the
development of the local
government; and share
information with community;
S4CF
PO2- Identify and use various
resources for reconstructing the
past, such as documents, maps,
textbooks, interviews with elders
and photos;
S2CF3
PO1-describe and compare how
various American Indian tribes
have historically satisfied their
basic economics needs and wants
through the production of goods
in different regions of North
America (e.g. hunting, fishing,
seed and plant gathering,
farming, trading, arts and crafts);
PO2- locate and discuss the
importance of tribal economic
activities that make use of natural
resources on the reservation (e.g.
agriculture, mining, fishing,
forestry, ranching, arts and
crafts);
S3C F3
PO6- participate in an active
physical health programs (e.g.
hiking, walking, running, jumping,
dancing, aerobic, ropes course,
self defense classes); develop
logic to understand the teaching
of the Navajo philosophy for good
health;
PO 7- identify and describe ways
various ethnic cultures influence
Revised: June 2010 Dine Culture & Language Curriculum Team
PO.1&4-Draw and label 2-D and 3-D figures and
compare them.
Reading
S2C6
PO6-Determine all aspects of the setting (e.g.,
time of day or year, historical period, place,
situation) in a literary selection.
Math
S2C1
PO.1- Collect, record, organize and display data
using multi-bar graphs or double line graphs.
East, West
South, North
Reading
S3C1
PO3-Determine author’s main purpose (e.g., to
inform, to describe, to explain) for writing
expository text.
S1C6
PO4-Use graphic organizers in order to clarify the
meaning of the text.
Math
S2C1
PO.1- Collect, record, organize and display data
using multi-bar graphs or double line graphs.
East, West
South, North
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Rug Weaving
Complete a Two Grey
Hills and storm pattern
rug weaving design
Arts and Crafts
Name tools used in
Silversmithing
Complete a craft project
Food
Illustrate 3 foods
adopted from other
cultures
individuals’ daily life (e.g. hair
style, attire, types of activities
enjoyed: rodeos, dancing,
rollerblading, basketball and
other sport); identify various
attitudes and behaviors adapted;
S3C F2
PO1- exchange information with
elders, culture teachers and
traditional practitioners on
performing arts, social events,
hands on activities, songs and
oral history (hane’) associated to
preparation of wool, loom and
tools for weaving, farming and
harvesting, corn grinding and
corn meal preparation, etc;
S2C F3
PO1- describe and compare how
various American Indian tribes
have historically satisfied their
basic economic needs and wants
through the production of goods
in different regions of North
America (e.g. hunting, fishing,
seed and plant gathering,
farming, trading, arts and crafts);
S4C F2
PO7- analyze and make
references to Native music,
dances, arts, crafts and songs as
an expression of balanced within
health, emotion and spiritually; to
strive for living in harmony with
the environment.
S2C F2
PO3 – Participate in traditional
activities; use the customs and
languages associated with those
activities (e.g., American Indian
Day, cultural connection projects,
traditional dress-up, native food
day, native arts and crafts bazaar,
pow wows, traditional social song
and dance, grandparent’s day,
Cinco de Mayo);
Revised: June 2010 Dine Culture & Language Curriculum Team
Reading
S1C6
PO4-Use graphic organizers in order to clarify the
meaning of the text.
S3C1
PO1-Identify the main idea and supporting details
in expository text.
Math
S4C1
PO.3 Classify quadrilaterals and polygons.
S5C1
PO.2- Solve problems involving area and
perimeter.
East, West
South, North
Reading
S2C1
PO2-Identify the theme (moral, lesson, meaning,
message, view or comment on life) of a literary
selection.
S3C1
PO7-Identify cause and effect relationship (stated
and implied)
Math
S4C4
PO3-Measure angles between 0 and 360 degrees.
S4C1
PO1,04-Draw and label 2-D and 3-D figures and
compare them.
East, West
South, North
Reading
S1C6
PO1-Predict text content using prior knowledge
and text features (e.g., illustrations, titles topic
sentence, key words.)
S3C1
PO1-Identify the main idea and supporting details
in expository text.
Math
S2C1
PO1-Collect, record, organize and display data
East, West
South, North
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
PO4 – Explain and give example
of how various cultures and
customs attribute to bridging an
understanding of literature, the
arts, architecture, other artifacts,
traditions, beliefs, values, and
behaviors in development and
transmission of culture (e.g.,
Mexican, Apache, Ute, Pueblo
influences on the Navajo
language and culture);
Revised: June 2010 Dine Culture & Language Curriculum Team
using multi-bar graph or double line graphs.
S4C4
PO2-State an appropriate measure and degree of
accuracy in a given context.
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Culture Units
6th GRADE
Unit Objectives
Dine Language/Culture
Arizona Reading/Math
CUSD
Objectives
and Goals
Clans
Identify maternal &
paternal Grandfather’s
clan group
Identify kinship through
all 4 clan groups
S1C F1
PO1 – Demonstrate social,
cultural and historical
understanding of their own
extended clan family history
through maternal and paternal
context;
PO2 – Use correct kinship terms
with extended clan family
members, students, staff and
community people (e.g., shima
yazhi, shiyaazh, shida’i, shibizhi,
shizhe’e yazhi, shizeedi,
shimasani, shicheii, shinali
asdzaan doo shinali hastiin);
West
South
Hogan
Compare and contrast a
traditional & modern
hogan
Construct a modern
hogan
Clothing
Identify contemporary
clothing styles
S1C F2
PO4 – Understand and
demonstrate traditional
knowledge of the various types of
Navajo dwellings and the
significance of each (e.g., make
inference to a careful site
selection, ground preparation
and building a strong
understanding of adil’idli, doo
hol’ili doo adaa’akohwiindzin);
S2C F1
PO6 – Describe how family,
gender, ethnicity and institutional
affiliations contribute to personal
identity; recall and retell
information on the first Hogan,
share the significance of the
Navajo games: moccasin, stick
and string; understand the
significance of honeeshgish (fire
poker), ko’ (fire), to (water) and
chiyaan (food); and
S2C F2
PO3 – Participate in traditional
activities; use the customs and
languages associated with those
activities (e.g., American Indian
Reading
S3C1-P08 Identify the organizational structures
(e.g., chronological order, comparisons and
contrast, cause and effect relationship, logical
order) of expository text.
S3C2-P03 Interpret details from functional text for
a specific purpose (e.g., to follow directions, to
solve a problem, to perform a procedure, to
answer questions).
Math
S2C3-PO1 Use data collected from multiple trails
of a single event to form a conjecture about the
theoretical probability.
S2C3-PO1 Build and explore tree diagrams where
items repeat.
S3C2-PO1 Recognize and describe a relationship
between two quantities, given by a chart, table, or
graph, using words and expressions.
Reading
S3C1-P08 Identify the organizational structures
(e.g., chronological order, comparisons and
contrast, cause and effect relationship, logical
order) of expository text.
S1C6-PO6 Apply knowledge of the organizational
structures (e.g., chronological order, timesequence order, cause and effect relationships) of
text to aid comprehension.
S1C-PO 7 Use reading strategies (e.g., drawing
conclusions, determining cause and effect, making
inferences, sequencing) to comprehend text.
Math
S3C2-PO1 Recognize and describe a relationship
between two quantities, given by a chart, table, or
graph, using words and expressions.
Reading
S1C4-PO5 Identify the meanings, pronunciations,
syllabication, synonyms, antonyms, and parts of
speech of words, by using a variety of reference
aids, including dictionaries, thesauri, glossaries,
East
West
North
Revised: June 2010 Dine Culture & Language Curriculum Team
East, West
South, North
Resources
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Day, cultural connection projects,
traditional dress-up, native food
day, native arts and crafts bazaar,
pow wows, traditional social song
and dance, grandparent’s day,
Cinco de Mayo);
Places History
and Government
Describe the significant
of the Long Walk
Name at least 3 Navajo
leaders
Locate Ft. Sumner on
the map
S3C F4
PO1 – Examine persistent issues
involving the rights, roles and
status of individuals in relation to
the general welfare of a
community and growth; discuss
write about pass leadership,
leaders and notable events that
are of significance to the
development of the local
government; and share
information with community;
S4C F3
PO2- Identify and use various
resources for reconstructing the
past, such as documents, maps,
textbooks, interviews with elders
and photos;
S4C F2
PO1 – Acquire information on
traditional values and principles
stressed in living in harmony with
nature; recount the early
Traditional oral history (hane’)
associated with Earth (vegetation
and wildlife), air, water and light;
understand stories (hane’)
defining purposes and roles of
the fire, sun, moon,
constellations relatives to life on
earth;
S4C F3
PO8 – research both the Indian
point of view and the non-Indian
perception of a controversial
social, economic, political and
environmental issue that has a
geographic dimension (e.g.,
Indian water rights, eminent
domain, allotted land, school
boundaries, reservation
boundaries).
Revised: June 2010 Dine Culture & Language Curriculum Team
and CD-ROM and the internet when available.
S3C1-PO9 Interpret details from text for a specific
purpose 9e.g., to follow directions, to solve a
problem a procedure, to answer questions.
Math
S2C2-PO1 Use data collected from multiple trials
of a single event to form a conjecture about the
theoretical probability.
Reading
S3C1-PO2 Summarize the main idea and critical
details of expository text, maintaining
chronological or logical order.
S2C1-PO5 Analyze the influence of setting (e.g.,
time of day or year, historical period, place,
situation) on the problem and resolution.
Math
S2C2-PO1 Use data collected from multiple trials
of a single event to form a conjecture about the
theoretical probability.
East, West
South, North
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Story Telling/
Recreation
Categorize sports,
contemporary games,
and recreation
S3C F3
PO 7- identify and describe ways
various ethnic cultures influence
individuals’ daily life (e.g. hair
style, attire, types of activities
enjoyed: rodeos, dancing,
rollerblading, basketball and
other sport); identify various
attitudes and behaviors adapted;
Reading
S3C1-PO2 Summarize the main idea and critical
details of expository text, maintaining
chronological or logical order.
S1C6-PO6 Apply knowledge of the organizational
structures (e.g., chronological order, timesequence order, cause and effect relationships) of
text to aid comprehension.
East, West
South, North
Math
S2C2-PO1 Use data collected from multiple trials
of a single event to form a conjecture about the
theoretical probability.
Rug Weaving
Complete a Chief
blanket pattern
S3C F2
PO1- exchange information with
elders, culture teachers and
traditional practitioners on
performing arts, social events,
hands on activities, songs and
oral history (hane’) associated to
preparation of wool, loom and
tools for weaving, farming and
harvesting, corn grinding and
corn meal preparation, etc;
Reading
S3C1-P08 Identify the organizational structures
(e.g., chronological order, comparisons and
contrast, cause and effect relationship, logical
order) of expository text.
S2C1
PO.5- Analyze the influence of setting (e.g. time of
day or year, historical period, place, situation) on
the problem and resolution.
Math
S3C1
PO.1- Recognize, describe, create, and analyze a
numerical sequence involving fractions and
decimals using all four basic operations.
S4C4
PO.5- Solve problem involving area and perimeter
of regular and irregular polygons.
East, West
South, North
Arts and Crafts
MOCCASINS
Identify materials used
to make a moccasin.
S2C F1
PO6 – Describe how family,
gender, ethnicity and institutional
affiliations contribute to personal
identity; recall and retell
information on the first Hogan,
share the significance of the
Navajo games: moccasin, stick
and string; understand the
significance of honeeshgish (fire
poker), ko’ (fire), to (water), and
ch’iyaan (food); and
Reading
S3C1-P08 Identify the organizational structures
(e.g., chronological order, comparisons and
contrast, cause and effect relationship, logical
order) of expository text.
S3C1-PO9 Interpret details from text for a specific
purpose 9e.g., to follow directions, to solve a
problem a procedure, to answer questions.
Math
S4C4
PO.5- Solve problem involving area and perimeter
of regular and irregular polygons.
East, West
South, North
Food
Compare and contrast
traditional and modern
farming techniques.
S1C F1
PO8 – Compare and contrast
different stories or significant
occurrences of past events,
Reading
S3C1-P08 Identify the organizational structures
(e.g., chronological order, comparisons and
contrast, cause and effect relationship, logical
East, West
South, North
Revised: June 2010 Dine Culture & Language Curriculum Team
Book Title:
Goats In the Rug by Martin Link
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
people, places or situations;
identify how they contribute to
the understanding of the past
(e.g., trading, raiding, the practice
of slavery, adoption of clothing
style, farming practices, adoption
of new words and new clans);
and
S2C F3
PO2 – Locate and discuss the
importance of tribal economic
activities that make use of natural
resources on the reservation
(e.g., agriculture, mining, fishing,
forestry, ranching, arts and
crafts);
Revised: June 2010 Dine Culture & Language Curriculum Team
order) of expository text.
S3C1-PO9 Interpret details from text for a specific
purpose 9e.g., to follow directions, to solve a
problem a procedure, to answer questions.
Math
S4C4
PO.5- Solve problem involving area and perimeter
of regular and irregular polygons.
S3C2-PO1 Recognize and describe a relationship
between two quantities, given by a chart, table, or
graph, using words and expressions.
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Culture Units
7th & 8th GRADE
Unit Objectives
Dine Language/Culture
Arizona Reading/Math
CUSD
Objectives
and Goals
Resources
Clans
Identify self identity and
self image
Identify 4 major clans
Identify kinship through
siblings
Identify clan meaning
F1SICF1Demonstrate social,
cultural and historical
understanding of their own
extended clan family history
through maternal and paternal
context:
F!SICF1PO2 use correct kinship
terms with extended clan family
members, students, staff and
community people. (e.g. shima
yazhi, shiyaazh, shida’I )
F2 SIC-F2PO2 identify and
describe how location, ethnic and
national cultures influence
individual’s daily life (e.g. rural
and urban Indians have own
perception and understanding of
cultural events and occasions).
F2SIC-F2PO7 identify and
describe the influences of
perceptions, attitudes, values and
beliefs on personal identity, (e.g.
from the Protection Way
Teachings:
F3S2CF1PO1 Demonstrate
knowledge gained on the correct
usage of Navajo kinship terms
relating to extended clan family
members.
F6S3CF1PO1 properly introduce
themselves in the Traditional way
when addressing a group, making
a presentation, welcome visitors,
and meeting community people
F6S3CF1PO3 verbalize
appropriate greetings with
politeness and confidence
F10S4CF1PO3 analyze, debate
and articulate a position on the
traditional practices associated
with the value of early morning
exercise and meditation
F11S4CF2PO3 develop logic for
understanding the traditional
Navajo practices associated with
daily mediations; understand the
Reading
West
South
A History of Navajo Clans (Rough
Rock)
Revised: June 2010 Dine Culture & Language Curriculum Team
S1C1 Concept 1: Print Concepts
Demonstrate understanding of print concepts.
S1C2 Identify and manipulate the sounds of
speech.
S1C3 Decode words, using knowledge of phonics,
syllabication, and word parts.
S1C4 Concept 4: Vocabulary
Acquire and use new vocabulary in relevant
contexts.
PO 1. Determine the meaning of vocabulary using
linguistic roots and affixes (e.g., Greek, AngloSaxon, Latin).
PO 2. Use context to identify the intended
meaning of unfamiliar words (e.g., definition,
example, restatement, synonym, contrast).
PO 3. Use context to identify the meaning of
words with multiple meanings (e.g., definition,
example, restatement, or contrast).
PO 4. Determine the meaning of figurative
language, including similes, metaphors,
personification, and idioms in prose and poetry.
PO 5. Identify the meanings, pronunciations,
syllabication, synonyms, antonyms, and parts of
speech of words, by using a variety of reference
aids, including dictionaries, thesauri, glossaries,
and CD-ROM and the Internet when available.
S1C5
PO 1. Read from a variety of genres with
accuracy, automaticity (immediate recognition),
and prosody (expression).
S1C6
PO 1. Predict text content using prior knowledge
and text features (e.g., illustrations, titles, topic
sentences, key words).
PO 2. Confirm predictions about text for
accuracy.
PO 3. Generate clarifying questions in order to
comprehend text.
PO 4. Use graphic organizers in order to clarify
K’e doo k’e ts’osi Nanich’aah
(Kine Clan Coloring Book) San
Juan
http://www.lapahie.com/Dine
Clans
Dine Self-Introduction: Wilson
Aronilth Jr.
Story of Dine Clan System (Dine
College)
Clan Wheel
Color Coated Clan Sheet from
Chinle Curriculum Center
Tall Woman
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Hogan
Read and summarize a
story, “Old Hogan”
Write a haiku or
acrostic poem on
traditional hogan
Identify, draw, and label
6 different types of
hogans
Construct a female
hogan
importance of self identity and
self value with meditation and
offering of corn pollen, white
cornmeal and yellow cornmeal in
the evening
F11S4CF2 PO4 Discuss, analyze
and interpret the traditional
Navajo way of identifying first
with your shadow, your name,
your clan, your footprint and your
language as to understand being
apart of your environment.
F14S5CF1PO1 in written form,
properly introduce their parents,
grandparents and themselves in
the traditional Navajo way which
is inclusive of their place of
residence and any special
accounts that are significance to
the family history:
F15S7CF1 Identify him/herself in
written form to his/her primary,
immediate and extended clan
family relations through the
understanding the traditional
Navajo concepts of K’e
the meaning of the text.
PO 5. Connect information and events in text to
experience and to related text and sources.
PO 6. Apply knowledge of the organizational
structures (e.g., chronological order, compare and
contrast, cause and effect relationships, logical
order) of text to aid comprehension.
PO 7. Use reading strategies (e.g., drawing
conclusions, determining cause and effect, making
inferences, sequencing) to interpret text.
F2SICF2PO4 understand and
demonstrate traditional
knowledge of the various types of
Navajo dwellings and the
significance of each (e.g. make
inference to careful site
selection., ground preparation
and building the foundation as to
building a strong understanding
of adil’idli, doo hol’ili doo
adaa’akohwiindzin)
F4S2CF1POP6 Describe how
family, gender, ethnicity and
institutional affiliations
contribute to person identity:
recall and retell information on
the first hogan
F5S2CF3PO4 compare housing
and land use for Indians living in
urban and rural areas; note
similarities and differences
F6S3CF1PO5 explore, discuss and
Reading
S1C1 Concept 1: Print Concepts
Demonstrate understanding of print concepts.
S1C2 Identify and manipulate the sounds of
speech.
S1C3 Decode words, using knowledge of phonics,
syllabication, and word parts.
S1C4 Concept 4: Vocabulary
Acquire and use new vocabulary in relevant
contexts.
PO 1. Determine the meaning of vocabulary using
linguistic roots and affixes (e.g., Greek, AngloSaxon, Latin).
PO 2. Use context to identify the intended
meaning of unfamiliar words (e.g., definition,
example, restatement, synonym, contrast).
PO 3. Use context to identify the meaning of
words with multiple meanings (e.g., definition,
example, restatement, or contrast).
PO 4. Determine the meaning of figurative
Revised: June 2010 Dine Culture & Language Curriculum Team
Math
S2C3
PO2- Solve counting problems using Vein
diagrams and represent the answer algebraically.
S2C1
PO 4-Distinguish between a simple random and
non-random sample.
S2C4
PO 1-Use vertex- edge graphs and algorithmic
thinking to represent and find solution to practical
problems related to Euler/Hamilton paths and
circuits.
East, West
South, North
The Hogan, The Traditional
Navajo Home
The Story of the Hogan (Dine
College)
Ama doo Achei Baah hane’
Navajo Times articles and
Pictures
Leading the Way
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
describe how family, gender,
ethnicity and institutional
affiliations contribute to personal
identity; recall and review the
“Dine Educations Philosophy”
statement: Nihookaa Diyin Dine’e
niidli (we are the holy people of
the earth), (our doorway faces
east)
language, including similes, metaphors,
personification, and idioms in prose and poetry.
PO 5. Identify the meanings, pronunciations,
syllabication, synonyms, antonyms, and parts of
speech of words, by using a variety of reference
aids, including dictionaries, thesauri, glossaries,
and CD-ROM and the Internet when available.
S1C5
PO 1. Read from a variety of genres with
accuracy, automaticity (immediate recognition),
and prosody (expression).
S1C6
PO 1. Predict text content using prior knowledge
and text features (e.g., illustrations, titles, topic
sentences, key words).
PO 2. Confirm predictions about text for accuracy.
PO 3. Generate clarifying questions in order to
comprehend text.
PO 4. Use graphic organizers in order to clarify
the meaning of the text.
PO 5. Connect information and events in text to
experience and to related text and sources.
PO 6. Apply knowledge of the organizational
structures (e.g., chronological order, compare and
contrast, cause and effect relationships, logical
order) of text to aid comprehension.
PO 7. Use reading strategies (e.g., drawing
conclusions, determining cause and effect, making
inferences, sequencing) to interpret text.
S2C1
PO 2. Compare (and contrast) themes across
works of prose, poetry, and drama.
S2C2
PO 1. Describe the historical and cultural aspects
found in cross-cultural works of literature.
Math
S4C1
PO1- Solve problems involving the circumference
and area of a circle by calculating and estimating.
S4C4
PO 4- Determine actual lengths based on scales
drawing or maps.
S2C4
Revised: June 2010 Dine Culture & Language Curriculum Team
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
PO1- Use vertex- edge graphs and algorithmic
thinking to represent and find solution to practical
problems related to Euler/Hamilton paths and
circuits.
S3C2
PO1-Use a table of values to graph an equation or
proportional relationship; describe the graph’s
characteristics.
Clothing
Read and summarize a
story of Navajo clothing
Write a haiku or
acrostic poem on
traditional clothing
Make a Navajo
Moccasin
Make a miniature
Navajo rug dress
F1SICF1PIO8 compare and
contrast different stories or
significant occurrences of past
events, people, places or
situations: identify how they
contribute to the understanding
of the past (e.g. adoption of
clothing style)
F4S2CF2PO3 participate in
traditional activities: use the
customs and languages
associated with those activities
(Traditional dress-up)
F4S2CF1PO6 Describe how family,
gender, ethnicity and institutional
affiliations contribute to personal
identity: recall and retell
information on the moccasin.
Revised: June 2010 Dine Culture & Language Curriculum Team
Reading
S1C1 Concept 1: Print Concepts
Demonstrate understanding of print concepts.
S1C2 Identify and manipulate the sounds of
speech.
S1C3 Decode words, using knowledge of phonics,
syllabication, and word parts.
S1C4 Concept 4: Vocabulary
Acquire and use new vocabulary in relevant
contexts.
PO 1. Determine the meaning of vocabulary using
linguistic roots and affixes (e.g., Greek, AngloSaxon, Latin).
PO 2. Use context to identify the intended
meaning of unfamiliar words (e.g., definition,
example, restatement, synonym, contrast).
PO 3. Use context to identify the meaning of
words with multiple meanings (e.g., definition,
example, restatement, or contrast).
PO 4. Determine the meaning of figurative
language, including similes, metaphors,
personification, and idioms in prose and poetry.
PO 5. Identify the meanings, pronunciations,
syllabication, synonyms, antonyms, and parts of
speech of words, by using a variety of reference
aids, including dictionaries, thesauri, glossaries,
and CD-ROM and the Internet when available.
S1C5
PO 1. Read from a variety of genres with
accuracy, automaticity (immediate recognition),
and prosody (expression).
S1C6
PO 1. Predict text content using prior knowledge
and text features (e.g., illustrations, titles, topic
sentences, key words).
PO 2. Confirm predictions about text for accuracy.
PO 3. Generate clarifying questions in order to
East
West
North
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
comprehend text.
PO 4. Use graphic organizers in order to clarify
the meaning of the text.
PO 5. Connect information and events in text to
experience and to related text and sources.
PO 6. Apply knowledge of the organizational
structures (e.g., chronological order, compare and
contrast, cause and effect relationships, logical
order) of text to aid comprehension.
PO 7. Use reading strategies (e.g., drawing
conclusions, determining cause and effect, making
inferences, sequencing) to interpret text.
S2C1
PO 7- Analyze the characteristics and structural
elements (essential attributes) of a variety of
poetic forms (e.g., epic, lyric, sonnet, ballad, elegy,
haiku, free verse).
Math
S4C1
PO2- Predict results of combining, subdividing
and changing shapes of plane figures and solids.
S5C2
PO11-Identify simple valid arguments using
if…then statements.
Places History
and Government
Read and summarize a
story of 6 Navajo
leaders
Write a haiku or
acrostic poem on
Navajo leaders
Draw and color a
portrait of one of the 6
Navajo leaders on a
drawing paper
Draw and color a map
of Ft. Defiance to ft.
Sumner a drawing
paper
F7S2CF2PO3 explore the culture
and history associated with
understanding traditional
concept of nahasdzaan nihima
baahane’ (mother earth story) w
F1S1CF1PO8 compare and
contrast different stories or
significant occurrences of past
events, people, places or
situations; identify how they
contribute to the understanding
of the past
F3S1CF3PO3 recall and review
the Navajo oral history,
hajiineidee Hane’; analyze,
interpret and particulate
knowledge of the creatures and
events of the black, blue, yellow
and the “ glittering” white worlds
F3S1CF3PO4 describe and
compare ways in which people of
various cultures express,
influence behaviors and values;
Revised: June 2010 Dine Culture & Language Curriculum Team
Reading
S1C1 Concept 1: Print Concepts
Demonstrate understanding of print concepts.
S1C2 Identify and manipulate the sounds of
speech.
S1C3 Decode words, using knowledge of phonics,
syllabication, and word parts.
S1C4 Concept 4: Vocabulary
Acquire and use new vocabulary in relevant
contexts.
PO 1. Determine the meaning of vocabulary
using linguistic roots and affixes (e.g., Greek,
Anglo-Saxon, Latin).
PO 2. Use context to identify the intended
meaning of unfamiliar words (e.g., definition,
example, restatement, synonym, contrast).
PO 3. Use context to identify the meaning of
words with multiple meanings (e.g., definition,
example, restatement, or contrast).
PO 4. Determine the meaning of figurative
East, West
South, North
Atlas of the North American
Indian by Carl Walden, pg.126.
Navajo History: Map pg. 46
Routes of the Long Walk
Navajo Nation map
The Navajo History Posters by
CUSD
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
relate to and deal with their
physical environment and social
conditions (e.g. oral history,
preservation of their language,
cultures, stories, music, artistic
creation, customs, ceremonies.
F9S3CF4PO1 examine persistent
issues involving the rights, roles
and status of individuals in
relation to the general welfare of
a community and growth; discuss
and write about past leadership,
leaders and notable events that
are of significance to the
development of the local
government; and share
information with community.
F10S4CF1PO1 explore the early
Navajo history associated with
traditional haigo hane’ (Winter
Stories) of the People emergence
to Dinetah
F10S4CF1PO2 interact with elders
and traditional practitioners in
effort to compare the traditional
hane’ to scientific views and
stories (Hane’) from other beliefs
on the origins of like, principles
and values; emergence and the
settlement of the Indian people
in North American continent
F11S4CF2PO1 acquire
information on traditional values
and principles stressed in living in
harmony with nature; recount
the early Traditional oral history
(hane’) associated with earth
F11S4CF3PO1 demonstrate and
ability to use correct vocabulary
associated with time such as past,
present, future and long ago;
read and construct simple time
lines; identify examples of
change; and recognize examples
of cause and effect relationships
F11S4CF3PO2 identify and use
various resources for
reconstruction the past, such as
documents, maps, textbooks,
interviews with elders and
Revised: June 2010 Dine Culture & Language Curriculum Team
language, including similes, metaphors,
personification, and idioms in prose and poetry.
PO 5. Identify the meanings, pronunciations,
syllabication, synonyms, antonyms, and parts of
speech of words, by using a variety of reference
aids, including dictionaries, thesauri, glossaries,
and CD-ROM and the Internet when available.
S1C5
PO 1. Read from a variety of genres with
accuracy, automaticity (immediate recognition),
and prosody (expression).
S1C6
PO 1. Predict text content using prior knowledge
and text features (e.g., illustrations, titles, topic
sentences, key words).
PO 2. Confirm predictions about text for
accuracy.
PO 3. Generate clarifying questions in order to
comprehend text.
PO 4. Use graphic organizers in order to clarify
the meaning of the text.
PO 5. Connect information and events in text to
experience and to related text and sources.
PO 6. Apply knowledge of the organizational
structures (e.g., chronological order, compare
and contrast, cause and effect relationships,
logical order) of text to aid comprehension.
PO 7. Use reading strategies (e.g., drawing
conclusions, determining cause and effect,
making inferences, sequencing) to interpret text.
S2C1
PO 3- Describe a character, based upon the
thoughts, words, and actions of the character, the
narrator’s description, and other characters.
S2C1
PO 5-Analyze the relevance of the setting (e.g.,
time, place, situation) to the mood and tone of
the text.
S3C1
PO 8. Interpret graphic features (e.g., charts,
maps, diagrams, illustrations, tables, timelines,
graphs) of expository text. (Connected to
Research Strand in Writing)
PO 9.
Apply knowledge of organizational structures
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
photos.
F15S6CF5 Read, listen to, talk and
write about early oral history,
short stories, poems and songs
written in the Navajo language at
age appropriate level.
F15S6CF7 Analyze and interpret
information from Indian stories
or other text.
F15S6CF11 understand the main
ideas, identify the principal
characters in written poems,
short stories that are appropriate
at this developmental level.
F15S6CF15 Locate and use a
variety of texts to gain
information.
F9S3CF4PO2 debate the purposes
and isssues on the
implementation of local
governance initiatives and how its
powere are acquired, used and
justified.
F9S3CF4PO3 analyze, discuss and
share information on
governmental nechaisms used to
meet wants and needs of citizens.
F9S3CF4 PO5 attend, participate
and analyze local community
chapter functions and meetings:
identify and determine how
groups and organizations
encourage unity and deal with
diversity to maintain order and
security.
F9S3CF4PO6 participate in the
school governmental system:
understand the Roberts Rules of
Order, the plan of operation,
students handbooks, regulations
and rules for club membership
and attend meetings; make
comparison with local community
government system.
F9S2CF4PO7 participate in setting
up a system to resolve conflicts
utilizing the fundamental
concepts of Navajo “Peacemaker”
court system:
F9S3CF4PO8 distinguish among
Revised: June 2010 Dine Culture & Language Curriculum Team
(e.g., chronological order, comparison and
contrast, cause and effect relationships, logical
order, classification schemes) of expository text
to aid comprehension.
PO 11.
Compare (and contrast) the central ideas and
concepts from selected readings on a specific
topic.
Math
S1C3
PO4-Estimate the measure of an object in one
system of units given the measure of that object
in another system and the approximate
conversion factor.
S5C2
PO9-Solve logic problems using multiple variables
and multiple conditional statements using words,
pictures and charts
S1C3
PO1-Estimate and apply benchmarks for rational
numbers and common irrational numbers.
S2C4
PO1- Use vertex- edge graphs and algorithmic
thinking to represent and find solution to practical
problems related to Euler/Hamilton paths and
circuits.
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Story Telling/
Recreation
Watch a video on
coyote stories
Read and write a
summary on the video
Read and write a
summary about the
shoe game
Read and write a
local, state, tribal and national
government; identify roles and
responsibilities of the leader
representing at these levels.
F10S4CF1PO7 identify and
describe examples of tension
between individual beliefs and
governmental policies.
F12S4CF3PO4 Define economic
activities and describe the way it
plays an essential role in native
communities: analyze how many
of these are in the local area,
owned and operated by Navajos.
F12S4CF3PO5 describe how the
urban Navajos, who live in the
cities, return to the reservation
for cultural revitalization,
however, are economically
attracted to urban centers.
F12S4CF3PO6 evaluate different
viewpoints regarding resources,
assess the varying attitudes of
people regarding the use and
misuse of resources on native
lands.
F12S4F3PO7 assess which laws
govern the use of natural
resources on the Navajoland:
evaluate which laws represent
different viewpoints: compare to
the tribal laws of other Indian
tribes; evaluate methods
of extracting and using resources
on Indian lands in terms of the
impact on the environment.
F12S4F3PO8 research both the
Indian point of view and the nonIndian perception of a
controversial social, economic,
political and environmental issue
that has a geographic dimension.
F2S1CF2PO2 identify and
describe how location, ethnic and
national cultures influence
individual’s daily life.
F2S1CF2PO8 gather, describe,
compile and compare the
population data of the
community, exemplify by
Revised: June 2010 Dine Culture & Language Curriculum Team
Reading
S1C1 Concept 1: Print Concepts
Demonstrate understanding of print concepts.
S1C2 Identify and manipulate the sounds of
speech.
S1C3 Decode words, using knowledge of phonics,
syllabication, and word parts.
East, West
South, North
Coyote Stories Video/DVD
Journey to Sun Bearier
Video/DVD
String Game
Cats and the Cradle, CUSD string
game booklet
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
summary about the
stick game
Write a haiku or
acrostic poem on the
shoe and stick game
describing the population
characteristics in written form
and sketches; use a data retrieval
chart, organize by human
features.
F3S1CF3PO3 recall and review
the Navajo oral history,
hajiineidee Hane’; analyze,
interpret and particulate
knowledge of the creatures and
vents of the black, yellow and the
“glittering” worlds.
F3S1CF3PO4 Describe and
compare ways in which people of
various cultures express,
influence behaviors and values;
relate to and deal with their
physical environment and social
conditions.
F4S2CF1PO6 describe how family,
gender, ethnicity and institutional
affiliations contribute to personal
identity; recall and retell
information on the Navajo games
F4S2CF2PO5 articulate
understanding on how native
dances, music, arts, crafts, songs,
oral storytelling create and
communicate meaning, through
movement and symbolic material
F5S2CF2PO5 articulate
understanding on how native
dances music, arts, crafts, songs,
oral storytelling create and
communicate meaning, through
movements and symbolic
material.
F5S2CF2PO6 listen, participate,
discuss and interpret meaning in
patterns, style, modes and
feelings that make up Indian
music, dances, arts, crafts, songs
and oral storytelling.
F5S2CF2PO7 observe, discuss and
make inferences to relationships
and variations in Indian music
dance, arts, crafts, songs and oral
storytelling to other areas of
academic skills.
F8S3CF3PO5 Solicit traditional
Revised: June 2010 Dine Culture & Language Curriculum Team
S1C4 Concept 4: Vocabulary
Acquire and use new vocabulary in relevant
contexts.
PO 1. Determine the meaning of vocabulary using
linguistic roots and affixes (e.g., Greek, AngloSaxon, Latin).
PO 2. Use context to identify the intended
meaning of unfamiliar words (e.g., definition,
example, restatement, synonym, contrast).
PO 3. Use context to identify the meaning of
words with multiple meanings (e.g., definition,
example, restatement, or contrast).
PO 4. Determine the meaning of figurative
language, including similes, metaphors,
personification, and idioms in prose and poetry.
PO 5. Identify the meanings, pronunciations,
syllabication, synonyms, antonyms, and parts of
speech of words, by using a variety of reference
aids, including dictionaries, thesauri, glossaries,
and CD-ROM and the Internet when available.
S1C5
PO 1. Read from a variety of genres with
accuracy, automaticity (immediate recognition),
and prosody (expression).
S1C6
PO 1. Predict text content using prior knowledge
and text features (e.g., illustrations, titles, topic
sentences, key words).
PO 2. Confirm predictions about text for accuracy.
PO 3. Generate clarifying questions in order to
comprehend text.
PO 4. Use graphic organizers in order to clarify
the meaning of the text.
PO 5. Connect information and events in text to
experience and to related text and sources.
PO 6. Apply knowledge of the organizational
structures (e.g., chronological order, compare and
contrast, cause and effect relationships, logical
order) of text to aid comprehension.
PO 7. Use reading strategies (e.g., drawing
conclusions, determining cause and effect, making
inferences, sequencing) to interpret text.
S2C1
Shoe Game
Stick Game by Mike Mitchell
Navajo Times
Leading The Way
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
viewpoints from elders on
positive physical and mental
development: make inferences to
avoid laziness, jealousy, deceitful,
dishonesty and disrespectful of
self and others;
F10S4CF1PO1 explore the early
Navajo history associated with
traditional haigo hane’ (winter
stories) of the people emergence
to Dinetah
F10S4CF1PO2 interact with elders
and traditional practitioners in
effort to compare the traditional
hane’ to scientific views and
stories from other beliefs on the
origins of like, principles and
values: emergence and the
settlement of the Indian people
in North American continent.
F11S4CF2PO1 acquire
information on traditional values
and principles stressed in living in
harmony with nature: recount
the early Traditional oral history
associated with earth air, water,
and light; understand stories
defining purposes and roles of
the fire, sun, moon,
constellations relative to life on
earth.
F11S4CF3PO2 identify and use
various resources for
reconstruction the past, such as
documents, maps, textbooks,
interviews with elders and
photos.
F13S5CF3 Listen to American
Indian stories told in the oral
tradition and be able to retell
them using the Navajo Language.
F13S5CF5 Speak, using language
flexibly for a variety of purposes;
recite poetry, songs, proverbs, or
short narratives that are
commonly known by same aged
members of the Navajo Culture.
F15S6CF5 Read, listen to , talk
and write about early oral history,
short stories, poems, and songs
Revised: June 2010 Dine Culture & Language Curriculum Team
PO 3- Describe a character, based upon the
thoughts, words, and actions of the character, the
narrator’s description, and other characters.
S2C1
PO 3. Describe a character, based upon the
thoughts, words, and actions of the character, the
narrator’s description, and other characters.
PO 5. Analyze the relevance of the setting (e.g.,
time, place, situation) to the mood and tone of
the text.
S2C2
PO 1. Describe the historical and cultural aspects
found in cross-cultural works of literature.
PO 2. Identify common structures and stylistic
elements in literature, folklore, and myths from a
variety of cultures.
S3C1
PO 8. Interpret graphic features (e.g., charts,
maps, diagrams, illustrations, tables, timelines,
graphs) of expository text. (Connected to
Research Strand in Writing)
PO 9. Apply knowledge of organizational
structures (e.g., chronological order, comparison
and contrast, cause and effect relationships,
logical order, classification schemes) of expository
text to aid comprehension.
S2C1
PO 1. Analyze plot development (e.g., conflict,
subplots, parallel episodes) to determine how
conflicts are resolved.
Math
S4C4
PO1-Solve problems involving the circumference
and area of a circle by calculating and estimating.
S3C4
PO1-Use graphs and tables to model and analyze
change.
S2C1
PO1-Solve problems by selecting, constructing,
interpreting, and calculating with displays of data,
including box and whisker plots and scatter plots.
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
written in the Navajo language at
age appropriate level.
F15S6CF7 Analyze and interpret
information from Indian stories
or other text.
F15S6CF11 understand the main
ideas, identify the principal
characters in written poem, short
stories that are appropriate at
this developmental level.
F15S7CF2 Tell or retell of
personal experiences; create a
short story in a logical sequence.
Rug Weaving
Read and summarize a
story about Navajo rugs
Write a haiku or
acrostic poem on
Navajo rugs
Stitch a rug design on
plastic canvas
F5S2CF2PO6 listen, participate,
discuss and interpret meaning in
patterns, style, modes and
feelings that make up Indian
music, dances, arts, crafts, songs
and oral storytelling.
F7S3CF2PO1 Exchange
information with elders, culture
teachers and traditional
practitioners on performing arts,
social events, hand-on activities,
songs and oral history associated
to preparation of wool, loom and
tools for weaving, farming and
harvesting, corn grinding and
cornmeal preparation.etc.
Revised: June 2010 Dine Culture & Language Curriculum Team
Reading
S1C1 Concept 1: Print Concepts
Demonstrate understanding of print concepts.
S1C2 Identify and manipulate the sounds of
speech.
S1C3 Decode words, using knowledge of phonics,
syllabication, and word parts.
S1C4 Concept 4: Vocabulary
Acquire and use new vocabulary in relevant
contexts.
PO 1. Determine the meaning of vocabulary using
linguistic roots and affixes (e.g., Greek, AngloSaxon, Latin).
PO 2. Use context to identify the intended
meaning of unfamiliar words (e.g., definition,
example, restatement, synonym, contrast).
PO 3. Use context to identify the meaning of
words with multiple meanings (e.g., definition,
example, restatement, or contrast).
PO 4. Determine the meaning of figurative
language, including similes, metaphors,
personification, and idioms in prose and poetry.
PO 5. Identify the meanings, pronunciations,
syllabication, synonyms, antonyms, and parts of
speech of words, by using a variety of reference
aids, including dictionaries, thesauri, glossaries,
and CD-ROM and the Internet when available.
S1C5
PO 1. Read from a variety of genres with
accuracy, automaticity (immediate recognition),
and prosody (expression).
S1C6
PO 1. Predict text content using prior knowledge
and text features (e.g., illustrations, titles, topic
sentences, key words).
East, West
South, North
Tessellations (How to Create
Them) Video
Rug Weaving (Video)
Design Patterns
Rug Design coloring book
Navajo Times
Consultants
Leading The Way
Goats In the Rug by Martin Link
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
PO 2. Confirm predictions about text for accuracy.
PO 3. Generate clarifying questions in order to
comprehend text.
PO 4. Use graphic organizers in order to clarify
the meaning of the text.
PO 5. Connect information and events in text to
experience and to related text and sources.
PO 6. Apply knowledge of the organizational
structures (e.g., chronological order, compare and
contrast, cause and effect relationships, logical
order) of text to aid comprehension.
PO 7. Use reading strategies (e.g., drawing
conclusions, determining cause and effect, making
inferences, sequencing to interpret text.
S2C2
PO 1. Describe the historical and cultural aspects
found in cross-cultural works of literature.
PO 2. Identify common structures and stylistic
elements in literature, folklore, and myths from a
variety of cultures.
S3C1
PO 8. Interpret graphic features (e.g., charts,
maps, diagrams, illustrations, tables, timelines,
graphs) of expository text. (Connected to
Research Strand in Writing)
PO 11. Compare (and contrast) the central ideas
and concepts from selected readings on a specific
topic.
Arts and Crafts
7th grade
Read and summarize a
story on moccasins
Write a haiku or
F4S2CF1PO6 describe how family,
gender, ethnicity and institutional
affiliations contribute to personal
identity: recall and retell
Revised: June 2010 Dine Culture & Language Curriculum Team
Math
S4C1
PO2- Predict results of combining, subdividing
and changing shapes of plane figures and solids.
S4C1
PO3-Draw and classify 3-dimentional figures with
appropriate labels showing specific attributes of
parallelism, congruence, perpendicularity and
symmetry.
S3C3
PO4-Translate between different representations
of linear equation and its graph, identifying and
computing slope and intercepts.
S4C1
PO 1-Solve problems involving the circumference
and area of a circle by calculating and estimating.
Reading
S1C1 Concept 1: Print Concepts
Demonstrate understanding of print concepts.
East, West
South, North
Teacher made resources
Leading The Way
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
acrostic poem on
moccasins
Cut out and sew a
Navajo Moccasin
8th grade
Read and summarize a
story on dream catchers
Write a haiku or
acrostic poem on dream
catchers
Develop a dream
catcher
information on the first Hogan,
share the significance of the
Navajo games: moccasin, stick
and string; understand the
significance of fire poker, fire,
water and food
F4S2CF2PO3 Participate in
traditional activities; use the
customs and languages
associated with those activities.
F5S2CF2PO5 articulate
understanding on how native
dances, music, arts , crafts, songs,
oral storytelling create and
communicate meaning, through
movements and symbolic
material.
F5S2CF2PO6 listen, participate,
discuss and interpret meaning in
patterns, style, modes and
feelings that make up Indian
music, dances, arts, crafts, songs
and oral storytelling.
F5S2CF3PO1 describe and
compare how various American
Indian tribes have historically
satisfied their basic economic
needs and wants through the
Production of goods in different
regions of North America.
F5S2CF3PO2 locate and discuss
the importance of tribal
economic activities that make use
of natural resources on the
reservation.
F7S3CF2PO1 exchange
information with elders, culture
teachers and traditional
practitioners on performing arts,
social events, hands-on activities,
songs and oral history associated
to preparation of wool, loom and
tools for weaving, farming and
harvesting, corn grinding, and
cornmeal.etc.
F7S3CF2PO5 Compare and
contrast on the current uses of
the natural resources and
minerals by the Indian people and
by the western culture.
Revised: June 2010 Dine Culture & Language Curriculum Team
S1C2 Identify and manipulate the sounds of
speech.
S1C3 Decode words, using knowledge of phonics,
syllabication, and word parts.
S1C4 Concept 4: Vocabulary
Acquire and use new vocabulary in relevant
contexts.
PO 1. Determine the meaning of vocabulary using
linguistic roots and affixes (e.g., Greek, AngloSaxon, Latin).
PO 2. Use context to identify the intended
meaning of unfamiliar words (e.g., definition,
example, restatement, synonym, contrast).
PO 3. Use context to identify the meaning of
words with multiple meanings (e.g., definition,
example, restatement, or contrast).
PO 4. Determine the meaning of figurative
language, including similes, metaphors,
personification, and idioms in prose and poetry.
PO 5. Identify the meanings, pronunciations,
syllabication, synonyms, antonyms, and parts of
speech of words, by using a variety of reference
aids, including dictionaries, thesauri, glossaries,
and CD-ROM and the Internet when available.
S1C5
PO 1. Read from a variety of genres with
accuracy, automaticity (immediate recognition),
and prosody (expression).
S1C6
PO 1. Predict text content using prior knowledge
and text features (e.g., illustrations, titles, topic
sentences, key words).
PO 2. Confirm predictions about text for accuracy.
PO 3. Generate clarifying questions in order to
comprehend text.
PO 4. Use graphic organizers in order to clarify
the meaning of the text.
PO 5. Connect information and events in text to
experience and to related text and sources.
PO 6. Apply knowledge of the organizational
structures (e.g., chronological order, compare and
contrast, cause and effect relationships, logical
order) of text to aid comprehension.
PO 7. Use reading strategies (e.g., drawing
conclusions, determining cause and effect, making
inferences, sequencing to interpret text.
S2C1
PO 5. Analyze the relevance of the setting (e.g.,
time, place, situation) to the mood and tone of
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
F11S4CF2PO7 analyze and make
references to native music,
dances, arts, crafts and songs as
an expression of balanced within
health, emotion and spiritually; to
strive for living in harmony with
the environment.
the text.
PO 7. Analyze the characteristics and structural
elements (essential attributes) of a variety of
poetic forms (e.g., epic, lyric, sonnet, ballad, elegy,
haiku, free verse).
S2C2
PO 1. Describe the historical and cultural aspects
found in cross-cultural works of literature.
Math
S4C1
PO3-Draw and classify 3-dimentional figures with
appropriate labels showing specific attributes of
parallelism, congruence, perpendicularity and
symmetry.
S3C3
PO4-Translate between different representations
of linear equation and its graph, identifying and
computing slope and intercepts.
S4C4
PO 1- Solve problems involving the circumference
and area of a circle by calculating and estimating.
Food
7th grade
Retell a story using all
available lines
Write a haiku or
acrostic poem on
Navajo foods
Create a Navajo food
mobile
8th grade
Read and summarize a
story on Navajo foods
Write a haiku or
acrostic poem on
Navajo
Create a recipe book
S2C F1
PO6 – Describe how family,
gender, ethnicity and institutional
affiliations contribute to personal
identity; recall and retell
information on the first Hogan,
share the significance of the
Navajo games: moccasin, stick
and string; understand the
significance of honeeshgish (fire
poker), ko’ (fire), to (water), and
ch’iyaan (food); and
S2C F3
PO3 – Prepare written essays
highlighting comparisons of past
FINISH THIS TOMORROW!
Revised: June 2010 Dine Culture & Language Curriculum Team
Reading
S1C1 Concept 1: Print Concepts
Demonstrate understanding of print concepts.
S1C2 Identify and manipulate the sounds of
speech.
S1C3 Decode words, using knowledge of phonics,
syllabication, and word parts.
S1C4 Concept 4: Vocabulary
Acquire and use new vocabulary in relevant
contexts.
PO 1. Determine the meaning of vocabulary using
linguistic roots and affixes (e.g., Greek, AngloSaxon, Latin).
PO 2. Use context to identify the intended
meaning of unfamiliar words (e.g., definition,
example, restatement, synonym, contrast).
PO 3. Use context to identify the meaning of
words with multiple meanings (e.g., definition,
example, restatement, or contrast).
PO 4. Determine the meaning of figurative
language, including similes, metaphors,
East, West
South, North
Navajo Fry Bread and Indian
Tacos History
http//:whatscookingamerica.net/
HistoryFryBread.htm
Pictures: Making fry bread at
Blessing, Crownpoint, newspaper.
Cookbook (Ch’iyaaan ‘iil’ini
binaaltsoos (Rough Rock)
Corn: articles from Navajo Times
Blue Corn Bread (Baah Dootl’izhi)
Sample Recipes
Blue Corn Bread Flashcards
Leading The Way
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
personification, and idioms in prose and poetry.
PO 5. Identify the meanings, pronunciations,
syllabication, synonyms, antonyms, and parts of
speech of words, by using a variety of reference
aids, including dictionaries, thesauri, glossaries,
and CD-ROM and the Internet when available.
S1C5
PO 1. Read from a variety of genres with
accuracy, automaticity (immediate recognition),
and prosody (expression).
S1C6
PO 1. Predict text content using prior knowledge
and text features (e.g., illustrations, titles, topic
sentences, key words).
PO 2. Confirm predictions about text for accuracy.
PO 3. Generate clarifying questions in order to
comprehend text.
PO 4. Use graphic organizers in order to clarify
the meaning of the text.
PO 5. Connect information and events in text to
experience and to related text and sources.
PO 6. Apply knowledge of the organizational
structures (e.g., chronological order, compare and
contrast, cause and effect relationships, logical
order) of text to aid comprehension.
PO 7. Use reading strategies (e.g., drawing
conclusions, determining cause and effect, making
inferences, sequencing to interpret text.
S3C1-PO 8. Interpret graphic features (e.g.,
charts, maps, diagrams, illustrations, tables,
timelines, graphs) of expository text. (Connected
to Research Strand in Writing)
S3C2
PO 3. Interpret details from a variety of functional
text (e.g., warranties, product information,
technical manuals, instructional manuals,
consumer safety publications) for a specific
purpose (e.g., to follow directions, to solve
problems, to perform procedures, to answer
questions.
Math
S1C2
PO3-Solve problems involving percentages, ration
and proportion, including tax, discount, tips and
part-whole relationships.
S5C2
PO9- Solve logic problems using multiple variables
Revised: June 2010 Dine Culture & Language Curriculum Team
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
and multiple conditional statements using words,
pictures and charts
S5C2
PO 11- Identify simple valid arguments using
if…then statements.
S4C1
PO 4- Describe the relationship between the
number of sides in a regular polygon and the sum
of its interior angles.
Revised: June 2010 Dine Culture & Language Curriculum Team