OCR Text |
Show Assesment / Products Discussion participation Jigsaw sheet Variations / Extensions Have students demonstrate one of their talents to the class and explain its cultural significance. Some examples might include Basque dancing, Hmong quilting, Sushi rolling. Where applicable, ask stu-dents to make connections to the arts and innovations of Utah's Indian tribes. Have students experiment with weaving or beading to gain a kinesthetic understanding of the cul-tures studied. Additional References Benally, Clyde, with Andrew O. Wiget, John R. Alley, and Garry Blake. Dinéjí Nákéé Nááhané: A Utah Navajo History. Monticello, Utah: San Juan School District, 1982. Conetah, Fred A. A History of the Northern Ute People. Ed. Katheryn L. MacKay and Floyd A O'Neil Fort Duchesne and Salt Lake City, Utah: Uintah-Ouray Ute Tribe and University of Utah Printing Service, 1982. Cuch, Forrest, ed. A History of Utah's American Indians. Salt Lake City: Utah Division of Indian Affairs and the Utah Division of State History, 2003. D'Azevedo, Warren L., ed. Handbook of the North American Indians. Vol. 11, The Great Basin. Washington, D.C.: Smithsonian Institution, 1986. Nuwuvi: A Southern Paiute History. Sparks, Nev., and Salt Lake City, Utah: Inter-Tribal Council of Nevada and University of Utah Printing Service, 1976. Standards Addressed State Standards Fourth Grade Social Studies - Utah Studies: 1/3/a&b; 2/1/c Accreditation Competencies Aesthetics/Understands and appreciates the intricacies and elegance of nature, the arts, and ideas/ Understands how art helps to define a culture NCSS Standards Early Grades: 1/a,c&d; 5/b; 7/a; 8/a AN INTRODUCTION TO UTAH'S INDIAN HISTORY W E S H A L L R E M A I N : U TA H I N D I A N C U R R I C U L U M G U I D E 32 |