Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Culture Units
Kindergarten
Clans
Unit
Objectives
Dine
Language/Culture
Arizona Reading/Math
Resources
CBA Questions:
Identify and
name
maternal clan
Identify and
name 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;
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
Where does your 1st
clan come from?
Haisha’ nishchi?
Hogan
Identify and
name the
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;
Book titles:
Three Little Sheep
The First Hogan
The Old Hogan
Johnny Lee and his Hogan
Worksheet:
List of Hogan names
Illustrations:
Hogan pictures,
Types of home pictures
Curriculum Center Hogan
Illustration
What are the 2
traditional homes of
the Navajo People?
Dine bighan naakigo
alaa’ at’ehigii yiinizhi.
Clothing
Identify and
name the
female and
male
moccasins.
Identify and
name the
animal hides
used.
SIC R1
PO5 – identify traditional dress
styles of the Navajo people;
Book titles:
Taazbaa’ and her magic
shoes
Grandfather Work
Moccasins
Worksheet:
Illustrations:
Pictures of the 3 types of
moccasins
What are the names of
a female and male
moccasin?
Dine doo asdzani bikee’
la haawolye?
Places
History and
Create a map
of familiar
places in the
S4C R3
PO4 – identify landmarks and
their significance on a
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
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
Book titles:
Teacher made maps
Worksheet:
What is the name of
the place where you
learn?
Revised: June 2012 Dine Culture & Language Curriculum Team
Assessment:
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Government
community.
Example:
stores,
schools,
chapter house
and clinic
community map; use original
Navajo names to produce a
community profile;
Story Telling/
Recreation
Identify and
name the
Earth, Sun,
Moon, and
star.
Identify and
name 2
characters
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 and
name at least
1 rug weaving
tool.
Create a paper
weaving rug.
Food
Identify and
illustrate 1
type of
traditional
food.
SIC R1
PO5 – exemplify knowledge of
the traditional significance of
the various types of Navajo
food and how they are
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.
Federal project made map
of Chinle, Many Farms and
Tsaile
Illustrations:
Pictures of significant
locations
Haadisha’ ihoolaah?
Book titles:
Coyote Stories
What are the names of
the planets that we see
in the sky?
Ha’iish bikaa’
danihighan doo ha’iish
taa’go bee adinidiin?s
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
Book titles:
Goats In the Rug by Martin
Link
Worksheet:
Teacher made resources
Illustrations:
Posters
What is one type of
weaving tool?
Ha’iish atl’oogii choo’i?
Book titles: Blue Corn
Bread- Color Book
Worksheet: Flashcard, Rdg
Book
5 Food group poster
What is one type of
traditional food?
Dine bich’iyaan la’
yinizhi?
Revised: June 2012 Dine Culture & Language Curriculum Team
Worksheet:
Posters
Teacher made resources
Illustrations:
Coyote Stories Video/DVD
Internet Resource
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
prepared;
Arts and
Crafts
Create and
apply the
correct 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…)
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
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
Revised: June 2012 Dine Culture & Language Curriculum Team
Illustrations:
Food Demonstrations
Traditional Seeds-squash,
corn, beans
Book titles: Ts’aa’ Rdg
book, Little Navajo Basket
Maker
Worksheet:
Illustrations:
Illustration from the
coloring book Ts’aa’ (CUSD)
What are the 3 colors
of the Navajo Basket?
Ts’aa’ ha’ii ‘al’aa’
at’eego bee
naashch’aa’?
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Culture Units
1ST GRADE
Clans
Unit
Objectives
Dine
Language/Culture
Arizona Reading/Math
Resources
CBA Questions:
Identify and
name
maternal and
paternal clans.
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;
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.
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:
Curriculum Clan Illustration
Who do you get your
1st and 2nd clan from?
Haisha’ bits’aadoo
yinaal?
Hogan
Describe the
difference
between a
male and
female Hogan.
Create a male
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;
Book titles:
“Johonaa’ei, Bringer of
Dawn,” by Veronica
Tsinajinie
“First Hogan”, “Three Little
Sheep”
Worksheet:
Teacher made resources
Illustrations:
Teacher made illustration
Internet resource
Hogan Model w/
appropriate placements
What is the difference
between a male and
female Hogan?
Alch’I’ adeeza doo
Hooghan nimazi
hait’eego ‘al’aa’ at’e?
Clothing
Recognize the
difference
between the
male and
female hair
knot and hair
tie.
SIC R1
PO5 – identify traditional dress
styles of the Navajo people;
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.
Book titles: “Susie Chee’s
Comb”, Shitsigha,
Nihitsiigha’, San Juan
Worksheet:
Teacher made resources
Poster on hair tie (CUSD)
Illustrations:
Internet resource
“Leading the Way” (Apr. 09)
Navajo Times
Hair tie model
DVD: “When the Highway
Ends”
Book titles:
Canyon De Chelly: Through
Eyes of Navajo”
“The Canyon”
What is the difference
between the male and
female hair knot and
hair tie?
Hastiin doo asdzani
bitsiiyeel doo
bitsiitl’ool hait’eego
‘aal’aa’ at’e?
Retell and
S4C R3
Reading
Places
illustrate the
PO4 – identify landmarks and
S2C1
History and
significant
their significance on a
PO1- Identify the plot of
community map; use original
heard or read
Government places in
Revised: June 2012 Dine Culture & Language Curriculum Team
a literary selection,
What are the
significances of places
in Chinle?
Ha’iishbinahji’ Ch’inili
Assessment:
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Chinle.
Navajo names to produce a
community profile;
S3C1
PO2 -Answer questions (e.g. who, what,
where, when, why and how) about expository
text, heard or read.
Math
S5C2
PO4-Represent a problem situation using any
combination of words, numbers, pictures,
physical objects, or symbols.
Story Telling/
Recreation
Name the
appropriate
season 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
Name and
draw the
sequence 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
multiple-step directions;
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.
Food
Name and
illustrate 2
types of
traditional
foods not
S6C R2
PO2 – Identify, explore and
discuss the various types of
Indian food and the processes
for preserving, conserving, and
Reading
S3C1
PO2- answer questions (e.g. who, what,
where, when, why, how) about expository
text, heard or read.
Revised: June 2012 Dine Culture & Language Curriculum Team
“Don’t tell anybody that
there is a dinosaurs in
Canyon de Chelly” (CUSD)
Arizona Highway Magazine
“Canyon Voices” (Video)
Worksheet:
Teacher made resources
Illustrations:
Internet resource/Google
Maps
Post card puzzles
Posters (CUSD)
Book titles:
Sting Games /Video(San
Juan)
Na’atlo’ by Mike Mitchell
Worksheet:
Teacher made resourses
Illustrations:
Navajo Times
Leading the Way
doo Tseyi’ hoosye?
Book titles:
“Season of a Navajo” (DVD)
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:
What are the steps in
preparing wool?
Hait’eego Dibe bighaa’
hasht’eeli?
When is the
appropriate season to
create string game
designs?
Haagone’ yihagosha’ ei
nida’jitl’o’ leh?
What types of
traditional food are not
eaten today?
Diijiidi, Dine Bich’iya’
hait’ehigii doo
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
eaten today.
Arts and
Crafts
Name an
element used
to make
pottery.
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
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
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 2012 Dine Culture & Language Curriculum Team
Photographs of prairie dog,
locust, rabbit, goat milk,
yucca bloom, etc.
yidaada?
Book titles:
Internet resource/Google
pottery
Worksheet:
Teacher made resource
Illustrations:
Pottery posters/pictures
What type of element
is used to make
pottery?
Ha’at’ii leests’aa’ bee
‘ali?
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Culture
Units
2nd GRADE
Clans
Kid Friendly Unit
Objectives
Dine
Language/Culture
Arizona Reading/Math
Resources
CBA Questions:
Identify and name
your Cheii’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.
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
What is your Maternal
Grandfather’s clan?
Nima bizhe’e hait’eego
k’e bidini?
Hogan
Identify and name the
significance and colors
of the Cardinal
Directions.
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;
Book titles:
Internet resource/Google
Hogan
“The three little sheep,” by
Sarephine Yazzie
Worksheet:
Teacher made resources
Illustrations:
Posters or pictures of
Hogans
What are the
significance and colors
of the cardinal
directions?
Ha’at’iish t’aadii’igoo
bee’eehozingo
nida’ashch’aa’?
Clothing
Describe the
characteristics of
sacred
gems/stones/shells.
Compare and contrast
men and 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);
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
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
What are the
characteristics of
sacred gems/ stones/
shells? What are the
similarities and
differences of men and
women’s jewelry?
Nitl’iz yodi ‘alt’aasei
hait’eego bee al’aa’
adaat’e?
Beeshlighai ootseed
Hastii doo saanii yee
hadit’ehigii hait’eego
al’aa’ at’e?
Revised: June 2012 Dine Culture & Language Curriculum Team
Assessment:
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Places
History
and
Governme
nt
Locate and signify
Window Rock, Chinle,
Tuba City, Monument
Valley and Shiprock on
the Dine Bikeyah map.
S4C R3
PO4 – identify landmarks
and their significance on a
community map; use
original Navajo names to
produce a community
profile;
Story
Telling/
Recreation
Demonstrate 2 more
new string game
designs
Illustrate the male and
female revolver
Rug
Weaving
Illustrate 4 wool
preparations steps in
sequential order.
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
multiple-step directions;
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
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
Revised: June 2012 Dine Culture & Language Curriculum Team
Book titles:
Arizona Highway Magazine
Worksheet:
Teacher made resources
Illustrations:
Internet resource/Google
Maps
Post card puzzles
Posters (CUSD)
Where are Chinle, Tuba
City, Window Rock,
Monument Valley and
Shiprock located on the
Dine Bikeyah Map?
Dine Bikeyah biikaa’gii
haa’ish Ch’inili, To
Naneesdizi, Tse
Bighahoodzani, Tse
Biinidisghai doo Tooh
bil hahoodzoh?
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)
What 2 new string
game designs can you
demonstrate?
What designs do the
Male and Female
revolver create?
Naakigo na’atl’o ‘igii
bihwiil’aa’igii
la’inileeh?
Nahookosii’go So’
siniligii haadaolye?
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)
What are the correct
steps to wool
preparation?
Dibe bighaa hait’eego
hasht’eeli?
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Arts and
Crafts
Describe the
significant parts of a
cradle board and
make a completed
Cradleboard project.
S6C R1
PO2 – Explore the
significance of the
traditional beliefs in child
rearing practices (e.g.,
cradleboard…..)
Food
Explore 2 different
types of 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;
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 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.
Revised: June 2012 Dine Culture & Language Curriculum Team
Book titles:
Internet resource/Google
cradle board
Worksheet:
Teacher made resources
Illustrations:
Poster/ Cradle Board (CUSD)
What are the
significant parts of the
cradleboard?
Awee ts’aal bil
hadiilyaa’igii bizhi’
haadaolye?
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.
How are 2 different
types of food prepared
from sheep?
Hashyit’eego Dibe bitsi’
naakigo al’aa’ at’eego
hasht’eeli?
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Culture
Units
3rd GRADE
Clans
Unit
Objectives
Dine
Language/Culture
Arizona Reading/Math
Resources
CBA Questions:
Recite your 4
Clans; Nishli,
bashishchiin,
dashicheii,
doo dashinali
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;
Book titles:
Internet resource/Google
Clans/Relationships/
Kinships
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Picture or photos of clan
Stories, Clan Pictures, Clan
Wheel. etc.
What are your 4 clans?
Haadoone’e nili?
Hogan
Classify four
items in a
Hogan and
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.
Book titles:
Internet resource/Google
Navajo Hogan
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Picture or photos of Navajo
Hogan
How many sides does a
Hogan have and what
are the 4 items
classified in it?
Hooghan Nimazi ha’iish
biyi’ naazla?
Clothing
Name a piece
of traditional
clothing for a
man or
woman
SIC R1
PO5 – identify traditional dress
styles of the Navajo people;
Book titles:
Internet resource/Google
Native Clothes
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Pictures, Photos, illustration
of Navajo Clothing
CUSD resource material
Other Resources:
Dine College Library and
Museum
What is one piece of
clothing item called for
either a man or
woman?
Dine Hastiin doo
asdzaan bi’ee yee
hadit’ehigii la yinizhi.
Places/Histor
Locate and
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
Book titles:
Which of the 4 sacred
Revised: June 2012 Dine Culture & Language Curriculum Team
Assessment:s
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
y and
Government
describe 1 of
the 4 Sacred
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 the
differences of
the
constellations
related to the
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’;
Rug Weaving
Name and
design a
cardboard rug
weaving using
weaving tools.
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….
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.
Revised: June 2012 Dine Culture & Language Curriculum Team
Internet resource/Google
The Long Walk, Navajo Code
Talkers DVD, Navajo Times
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
CUSD Posters and
illustration
mountains are you able
to locate and describe
to me?
Dzil dii’go naazniligii la’
shil iishjani ‘anileeh doo
bee shil naholne’.
Book titles:
Internet resource/Google
“Journey to the Sun” DVD,
Cats in the Cradle, Book of
String Games.
Worksheet:
Teacher made resource
Illustrations:
Constellation/String Game
Posters CUSD
Picture or photos of
Constellations/String Game
etc.
What are the different
types of constellations
related to the string
games?
So’ Dine’e sha’
hait’eego Na’atl’o’ bil
ahii’ sila?
Book titles:
Internet resource/Google
Navajo Weaving
Rugs and Posts by H.L.
James
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Pictures or photos of Navajo
Rugs
Book Titles:
Goats In the Rug by Martin
What are the weaving
tools used to make a
rug?
Diyogi ajileehgo,
ha’at’iisha’ choo’i?j
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Link
Arts and
Crafts
Understand
and create a
Navajo
Sandpainting
picture
project.
S4C R2
PO2 – Exemplify an
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
Food
Design a
diagram of 3
foods
prepared from
corn.
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.
Reading
S3C2
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.
Revised: June 2012 Dine Culture & Language Curriculum Team
Book titles:
Navajo Sandpainting by
Mark Bati
Internet
resource/Google
Arts & Crafts of the Native
American Tribes by Michael
G. Johnson
Worksheet:
Teacher made resource
Illustrations:
Picture or photos of
sandpainting
What is the purpose of
a sandpainting?
Iikaa sha’ ha’at’ii ‘ayisi
biniye choo’i?
Book titles:
Internet resource/Google
Native American Foods
Oxford Picture Dictionary
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Picture or photos of four
basic food groups.
What are 3 types of
food prepared from
corn?
Ha’t’iish ch’iyaan,
naadaa’ bits’aadoo ali?
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Culture
Units
4th GRADE
Clans
Unit
Objectives
Dine
Language/Culture
Arizona Reading/Math
Resources
CBA
Questions:
Name and
identify
maternal clan
group among
peers and
used correct
kinship.
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);
Book titles:
Internet resource/Google
Clans/Relationships/
Kinships
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
CUSD Clan poster
What are the sub clans
of your maternal clan
and how do you
address them?
Nima ‘adoone’ nilinigii
dabikei la hai doo
hait’eego k’e bidini?
Hogan
Distinguish
the purpose
and use of a
Male 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;
Book titles:
Internet resource/Google
Lapahie.com
The Old Hogan by Berard
Haile
The Navajo Sweat
Lodge:San Juan Curriculum
Worksheet:
Teacher made resource
Illustrations:
Hogan Models
“Leading the Way”
CUSD Hogan posters:
Curriculum Center
What is the purpose
and uses of a Male
Hogan?
Alch’i’ Adeez’a ha’at’ii
ayisi biniye choo’i?
Clothing
Describe the
various 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
Book titles:
Internet resource/Google
CUSD Curriculum Center
Native Threads.com
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
CUSD Clan poster
What are the various
early Navajo adopted
clothing styles?
Naana’ la Dine’e da
bi’ee’ alk’idaa’ nihi
Dine’e chidayool’iinit’ee
la bee shil holne’.
Revised: June 2012 Dine Culture & Language Curriculum Team
Assessment:
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Places
History and
Government
Compare and
Contrast 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
Define the
meaning of
names for
each month
on the
calendar.
Rug Weaving
Name the
significant
color and
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
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
Revised: June 2012 Dine Culture & Language Curriculum Team
Other Sources: Dine College
Library/ Museum
Book titles:
Internet resource/Google
Rock Art Petroglyph and
Pictograph Books and CD
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
CUSD Time Line Poster
“Navajo History Posters” &
“A Guide to The Navajo/U.S.
History Timeline”
Rough Rock Poster of Twins
How are a pictograph
and petroglyph
distinguished?
Tse bik’ina’ashch’aa’
doo Tse bik’ina’astseligii
hait’eego al’aa’ at’e?
Book titles:
Internet resource/Google
“Journey to the Sun” DVD,
Cats in the Cradle, Book of
String Games.
Worksheet:
Teacher made resource
Illustrations:
Constellation/String Game
Posters CUSD
Picture or photos of
Constellations/String Game
etc.
Define the meaning of 6
out of 12 months from
calendar.
Nahidizidi bits’aadoo
baahane’igii, hastaago
baa halne’.
Book titles:
Internet resource/Google
What is the significant
color and the design of
the Ganado Rug?
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
design a
Ganado Red
Rug pattern.
traditional use of plants (e.g.,
for herbs, food, ointment,
tools, dwelling materials);
comprehend text.
S1C6
PO.6- Use reading strategies (drawing
conclusions, 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.
Navajo Weaving
Rugs and Posts by H.L.
James
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Pictures or photos of Navajo
Rugs
Book Titles:
Goats In the Rug by Martin
Link
Lok’aniteel diyigi
hait’eego naashchaa’?
Arts and
Crafts
Name the
colors and
design a
Navajo Sash.
S5C R3
PO1 – Recall and retell of
American Indian stories
related by elders, students,
consultants or from video
tapes.
Book titles:
Internet resource/Google
Native American Sash Belts
A Sash Belt for Rosie/CUSD
Curriculum Center
Worksheet:
Teacher made resource
Illustrations:
Sash Belts, Sash Belt Looms
“Leading the Way”
Pictures or photos of Sash
Belts
What colors are used in
the Navajo Sash?
Sislachi’i ha’iila bee
naaschaa’?
Food
Choose 3
dried foods to
explain the
many ways of
preparing for
a meal.
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
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.
Book titles:
Internet resource/Google
Navajo Food
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Pictures or photos of Navajo
Foods
Explain the 3 dried
foods that you
researched.
Ch’iyaan bisk’a’ taa’go
bihwiilaa’ agii baa
halne’.
Revised: June 2012 Dine Culture & Language Curriculum Team
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Culture Units
5th GRADE
Clans
Unit
Objectives
Dine
Language/Culture
Arizona Reading/Math
Resources
CBA Assessment
Name and
identify
kinship
through
paternal 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.
Book titles:
Internet resource/Google
Navajo Clans
Lapahie.com
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Navajo Clan Chart/CUSD
Curriculum Center
Other Sources:
What are the sub clans
of your paternal clan
and how do you
address them?
Nizhe’e ‘adoone’
nilinigii dabikei la hai
doo hait’eego k’e
bidini?
Hogan
Retell the
history of the
Hogan and
construct a
many legged
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.
Book titles:
Internet resource/Google
Navajo Hogan
Lapahie.com
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Navajo Hogan/CUSD
Curriculum Center
Other Sources:
Chinle Visitor’s Center
Retell the history of the
Hogan.
Hooghan nimazi bikee’
nahane’ la shil honle’.
Clothing
Describe the
various later
Navajo
adopted
clothing
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
Reading
S2C6
PO6-Determine all aspects of the setting (e.g.,
time of day or year, historical period, place,
situation) in a literary selection.
Book titles:
Internet resource/Google
Navajo Clothing
What are the various
later Navajo adopted
clothing styles?
Naana’ Dine’e da bi’ee’
nihi Dine’e k’ad
Revised: June 2012 Dine Culture & Language Curriculum Team
Worksheet:
Assessment
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
styles.
Places
History
and
Government
Describe and
locate the
significant of
the Long
Walk.
Name 3
Navajo
leaders
pertaining to
that Era.
Indian Day, cultural connection
project, traditional dress-up,
native food 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;
Math
S4C1
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.
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Navajo Clothing/CUSD
Curriculum Center
Other Sources:
Book titles:
Internet resource/Google
The Long Walk: The Story of
Navajo Captivity (Great
Journeys)
chidayool’inigii la’ bee
shil holne’.
Explain the significances
of the Long Walk.
Hweeldi adahoot’iidigii
baa halne’.
Raymond Bial
Lapahie.com
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Navajo History Posters:
CUSD
Other Sources:
Chinle Visitor’s Center
Story Telling/
Recreation
Define and
describe the
natural
resources
used for
survival skills.
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
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.
Book titles:
Internet resource/Google
Navajo StoryTelling
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Other Sources:
Coyote and Beaver Video
Name 5 different
survival skills used from
natural resources.
Hait’eego
hastsazhdoogaal,
ashdla’go bee shil
holne’.
Rug Weaving
Compare and
describe a
S3C F2
PO1- exchange information
Reading
S1C6
Book titles:
Internet resource/Google
Tell the difference of a
Two Grey Hill and Storm
Revised: June 2012 Dine Culture & Language Curriculum Team
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Two Grey Hills
and storm
pattern rug
weaving
design.
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;
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.
Arts and
Crafts
Name and
describe the
tools for
Silversmith.
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.
Food
Illustrate 3
foods adopted
from other
cultures.
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);
PO4 – Explain and give
example of how various
cultures and customs attribute
to bridging an understanding
of literature, the arts,
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
using multi-bar graph or double line graphs.
S4C4
PO2-State an appropriate measure and
degree of accuracy in a given context.
Revised: June 2012 Dine Culture & Language Curriculum Team
Rugs and Post by H.P. James
Lapahie.com
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Navajo Hogan Chart/CUSD
Curriculum Center
Other Sources:
Local Rug Weavers
Consultants
Book titles:
Internet resource/Google
Navajo SilverSmithing
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Other Sources:
Navajo Arts and Crafts
Pattern Rug.
Diyogi Bis dah litsoh
doo To haalini dee’
diyogi yistl’onigii
hait’eego ‘al’aa ‘at’e?
Book titles:
Internet resource/Google
Navajo Food recopies
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Other Sources:
Navajo Food Consultants
What types of food are
adopted from other
cultures?
Ch’iyaan t’aa haadee’
yilnihigii taa’go yinizhi.
What are the tools
used for silversmith?
Beesh ligai la ha’at’ii
bee adaal’i’?
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
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 2012 Dine Culture & Language Curriculum Team
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Culture
Units
6th GRADE
Clans
Unit
Objectives
Dine
Language/Culture
Arizona Reading/Math
Resources
CBA Questions
Name and
identify
maternal &
paternal
Grandfather’s
clan group
and kinship.
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);
Book titles:
Internet resource/Google
Navajo Clans
Lapahie.com
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Navajo Clan Chart/CUSD
Curriculum Center
Other Sources:
What are the sub-clans
of your maternal and
paternal grandfather’s
clan and how do you
address them?
Nicheii doo ninali
adoone’e nilinigii
dabik’ai la hai doo
hait’eego k’e bidini?
Hogan
Compare,
contrast, and
illustrate a
traditional &
modern
Hogan.
Book titles:
Internet resource/Google
Navajo Hogan
Lapahie.com
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Navajo Hogan/CUSD
Curriculum Center
Other Sources:
Chinle Visitor’s Center
How are the modern
and traditional Hogan
alike and different?
Alk’idaa hooghan
nimazi doo aniidi
hooghan nimazi
hait’eego al’aa ‘at’e?
Clothing
Differentiate
contemporary
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
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, time-sequence 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,
Book titles:
Internet resource/Google
Tell the difference of
the modern clothing
Revised: June 2012 Dine Culture & Language Curriculum Team
Assessment
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Places
History and
Government
Story Telling/
Recreation
clothing
styles.
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);
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.
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.
Identify and
name a
Navajo Leader
who signed
the Treaty of
1868.
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
PO8 – 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 (e.g., Indian water
rights, eminent domain,
allotted land, school
boundaries, reservation
boundaries).
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
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.
Categorize
contemporary
and
traditional
games.
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, time-sequence order, cause and effect
relationships) of text to aid comprehension.
Revised: June 2012 Dine Culture & Language Curriculum Team
Navajo Clothing
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Navajo Clothing/CUSD
Curriculum Center
Other Sources:Teacher
made resource
Illustrations:
“Leading the Way”
Navajo Times
Navajo Clan Chart/CUSD
Curriculum Center
Other Sources:
Book titles:
Internet resource/Google
The Long Walk: The Story of
Navajo Captivity (Great
Journeys)
style.
Diigiidi ee’ adaat’ehigii
baa halne’.
Name a leader to signed
the Treaty of 1868.
Naat’aanii Naaltsoos
sani bizhi’ yikaa’ ayiilaa
‘agii’ la’ baa halne’.
Raymond Bial
Lapahie.com
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Navajo History Posters:
CUSD
Other Sources:
Chinle Visitor’s Center
Book titles:
Internet resource/Google
Navajo StoryTelling
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Other Sources:
Classify contemporary
and traditional games.
Na’a’ne k’ad doo
alk’idaa’ yee la’ bee shil
holne?
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
behaviors adapted;
Math
S2C2-PO1 Use data collected from multiple
trials of a single event to form a conjecture
about the theoretical probability.
Coyote and Beaver Video
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.
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.
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.
S3C2-PO1 Recognize and describe a
Book titles:
Internet resource/Google
Rugs and Post by H.P. James
Lapahie.com
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Navajo Hogan Chart/CUSD
Curriculum Center
Other Sources:
Local Rug Weavers
Consultants
Describe the 3 phases
of the Chief blanket
pattern.
Naat’aanii Bibeeldlei
taa’go al’aa’ at’ehigii la’
bee shil holne’.
Book titles:
Internet resource/Google
Navajo SilverSmithing
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Other Sources:
Navajo Arts and Crafts
Differentiate the
seasonal traditional
dances.
NihiDine’e be’iliil
hait’eego al’aa’ at’eego
azhizh bii’ sila?
Book titles:
Internet resource/Google
Navajo Food recopies
Worksheet:
Teacher made resource
Illustrations:
“Leading the Way”
Navajo Times
Other Sources:
Navajo Food Consultants
What are the
differences and
similarities of the
traditional and modern
farming techniques?
Alk’idaa’ doo k’ad
k’idilye hait’eego al’aa
‘at’e?
Rug Weaving
Describe and
illustrate 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;
Arts and
Crafts
Distinguish
the seasonal
traditional
dances.
Food
Compare and
contrast
traditional
and modern
farming
techniques.
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)
S1C F1
PO8 – 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., 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
Revised: June 2012 Dine Culture & Language Curriculum Team
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
importance of tribal economic
activities that make use of
natural resources on the
reservation (e.g., agriculture,
mining, fishing, forestry,
ranching, arts and crafts)
relationship between two quantities, given by
a chart, table, or graph, using words and
expressions.
Revised: June 2012 Dine Culture & Language Curriculum Team
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Culture
Units
7th & 8th
GRADE
Clans
Unit
Objectives
Dine
Language/Culture
Arizona Reading/Math
Resources
CBA Questions:
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).
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
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:
Reading
S1C1 Concept 1: Print Concepts
Demonstrate understanding of print
concepts.
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.
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.
A History of Navajo Clans
(Rough Rock)
What are the sub-clans
of your 4 clans and how
do you address them?
Adoone’e nilinigii
dabik’ai la hai doo
hait’eego k’e bidini?
Revised: June 2012 Dine Culture & Language Curriculum Team
K’e doo k’e ts’osi
Nanich’aah (Kine Clan
Coloring Book) San Juan
http://www.lapahie.com/Di
ne
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
Alchini Baa Hane’
Leading The Way: Article on
Clan
Assessments
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
hogan
Construct a
female hogan
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
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 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)
Reading
S1C1 Concept 1: Print Concepts
Demonstrate understanding of print
concepts.
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.
Revised: June 2012 Dine Culture & Language Curriculum Team
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
The Old Hogan Book
Research the 6 different
types of Hogan.
Hooghan nimazi
hastaago baa hane’
hadiniitaalgo bee shil
hodiilni.
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
S3C2
PO1-Use a table of values to graph an
equation or proportional relationship;
describe the graph’s characteristics
Clothing
Places
History and
Government
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.
Reading
S1C1 Concept 1: Print Concepts
Demonstrate understanding of print
concepts.
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 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.
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.
Leading the Way
Research and
summarize a
story of 6
Navajo
leaders.
Write a haiku
or acrostic
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
Reading
S1C1 Concept 1: Print Concepts
Demonstrate understanding of print
concepts.
S1C5
PO 1. Read from a variety of genres with
Atlas of the North American
Indian by Carl Walden,
pg.126.
Revised: June 2012 Dine Culture & Language Curriculum Team
Navajo Times Pictures
Biilee’ Navajo Times
“Return of Juanita
Manuleto’s Dress”
Stories: History of Navajo
Clothing.
Navajo History: Map pg. 46
Routes of the Long Walk
What are the names of
our traditional clothing
from feet to your hair?
Ha’at’iisha’ Dine bi’ee’
shii bee hadinit’e nikee’
doo nilee nitsiiji?
What are the names of
the 6 Navajo Leaders
associated with the
Treaty of 1868?
Naat’aanii hastaago
Naaltsoos Sani bizhi’
dabikaa’igii shil holne’.
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
poem on
Navajo
leaders.
Illustrate a
portrait of
one of the 6
Navajo
leaders and
create a map
of Ft. Defiance
to ft. Sumner
on a drawing
paper
leadership, leaders and
notable events that are of
significance to the
development of the local
government; and share
information with community.
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.
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 (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
Revised: June 2012 Dine Culture & Language Curriculum Team
Navajo Nation map
The Navajo History Posters
by CUSD
Postcards of different Areas
Navajo Time Pictures
Navajo Nation Government
Book
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
topic.
Story Telling/
Recreation
Read, watch a
video and
write a
summary on
the coyote
story.
Develop a
Poem about
the Coyote
Stories.
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.
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.
Reading
S1C1 Concept 1: Print Concepts
Demonstrate understanding of print
concepts.
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
Revised: June 2012 Dine Culture & Language Curriculum Team
Coyote Stories Video/DVD
Journey to Sun Bearier
Video/DVD
String Game
Cats and the Cradle, CUSD
string game booklet
Shoe Game
Stick Game by Mike Mitchell
Navajo Times
Leading The Way
String Game Book: SJSD
Recite a coyote story.
Ma’ii Joodloshi la’
baahalne.
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
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.
Revised: June 2012 Dine Culture & Language Curriculum Team
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Rug Weaving
Construct a
storybook
about Navajo
rugs.
Create a haiku
or acrostic
poem on
Navajo rugs.
Develop 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.
Reading
S1C1 Concept 1: Print Concepts
Demonstrate understanding of print
concepts.
S1C6
PO 1. Predict text content using prior
knowledge and text features (e.g.,
illustrations, titles, topic sentences, key
words).
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.
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.
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
Revised: June 2012 Dine Culture & Language Curriculum Team
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
Retell a story about one
of the Navajo Rugs.
Diyogi baahane’ la’ bee
shil nahalne’.
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Arts and
Crafts
Research and
design the art
of beadwork.
F4S2CF1PO6 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 fire poker, fire,
water and food
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.
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.
S1C6
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 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
Revised: June 2012 Dine Culture & Language Curriculum Team
Teacher made resources
Leading The Way
Navajo Times Pictures
Where does the Art of
beadwork come from?
Yoo’ nimaz naskadigii
sha’ haadee’ yit’ihi?
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
Food
Read and
summarize a
story on
Navajo foods.
Read and
develop a
recipe book
about
traditional
foods.
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
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 cornmeal preparations,
etc.
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.
S1C6
PO 1. Predict text content using prior
knowledge and text features (e.g.,
illustrations, titles, topic sentences, key
words).
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 and multiple conditional statements
using words, pictures and charts
Revised: June 2012 Dine Culture & Language Curriculum Team
Navajo Fry Bread and Indian
Tacos History
http//:whatscookingameric
a.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: Articles
on Food (Corn)
Tell me about your
traditional food recipe
in detail.
Dine bich’iya’
baa’i’iinlaa yigii bee shil
holne’.
Dine Culture & Language Goals & Objectives
Arizona Academic Standards Alignment
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 2012 Dine Culture & Language Curriculum Team