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Show asesment/products Discussion contributions Writing assignment Variations /extensions Continue the story of the Navajo to include the restoration of the Navajo to their ancestral homelands with the Treaty of 1868. Have the students view We Shall Remain: Trail of Tears and compare/contrast the Navajo Long Walk to the Cherokee removal experience. Have the students do additional research/writing assignments on a particular aspect of federal Indian policy or a specific element of Navajo government or culture THE NAVAJOS 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 46 Procedure (cont .) The next day (or following a study period), review the Federal Indian Policy Vocabulary and then dis-tribute copies of the newspaper articles and the Navajo oral histories. Have the students read the newspaper stories and the oral histories. The students should review the materials and write a description of what the newspaper stories and oral histories suggest about federal Indian policy. Following this activity, the class may discuss how primary historical documents can reflect a historical event in different ways. additional references Bailey, L. R. The Long Walk: A History of the Navajo Wars, 1846-1848. Los Angeles: Westernlore Press, 1964. Benally, Clyde, with Andrew O. Wiget, John R. Alley, and Garry Blake. Dinejí Nákéé' Nááhane': A Utah Navajo History. Monticello, Utah: San Juan School District, 1982. Denetdale, Jennifer. The Long Walk: The Forced Navajo Exile. New York: Chelsea House, 2008. Iverson, Peter. Diné: A History of the Navajo. Albuquerque: University of New Mexico Press, 2002. Maryboy, Nancy C., and David Begay. "The Navajos of Utah." In A History of Utah's American Indians. Ed. For-rest S. Cuch. Salt Lake City: Utah Division of Indian Affairs and the Utah Division of State History, 2000. McPherson, Robert S. The Northern Navajo Frontier 1860-1900: Expansion through Adversity. Logan:Utah State University Press, 2001. standards addresed State Standards High School - United States History II: 1/3/a,c&e Accreditation Competencies Thinking and Reasoning/Understands the process of accessing background knowledge when organizing information/Recognizes situations in which a variety of conclusions can be drawn from the same informa-tion; Social and Civic Responsibility/Understands that appropriate social interaction is critical for produc-tive civic engagement/Analyzes diverse viewpoints of social and civic issues in local, regional and global events NCSS Standards High School: 1/d,f&g; 2/d&e; 6/a,d,&f |