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Main Curriculum Tie:
Background For Teachers:
The next day (or following a study period), review the Federal Indian Policy Vocabulary and then distribute
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Following this activity, the class may discuss how primary historical documents can reflect a historical event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.
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. Forrest 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.
The University of Utah's American West Center (AWC) produced the curriculum materials in consultation with the Utah Division of Indian Affairs, Utah State Office of Education, KUED 7, and the Goshute, Northwestern Band of the Shoshone, Southern Paiute, and Ute nations.
Created Date :