Skip Navigation

Cultural Lit. 37: Manuelito's Role as a Leader

Time Frame:
2 class periods that run 60 minutes each.


 

Summary:
Students will research and be able to tell: Manuelito’s involvement with the treaty which freed the Navajo from Fort Sumner, his leadership role in keeping peace, the details of his meeting with Ulysses S. Grant in Washington, his support of education, and his later disappointment with the Indian boarding school, after direct instruction, reading texts and cooperative group work, within 1-2 class periods.

Materials:
1. Manuelito 1818-1893. 11 page text. Harrison Lapahie Jr. http://www.lapahie.com/Manuelito.cfm
2. A History of Utah’s American Indians. Forrest S. Cuch (Ed.). 2000. Salt Lake City: Utah State Division of Indian Affairs. Pp. 279-293.
3. Navajo: A Century of Progress 1868-1968. Martin A.Link (Ed.). 1968 Window Rock, AZ: Navajo Tribe
4. Journal or notebook.

Web Sites

Instructional Procedures:
Anticipatory Set:
Post the names and words: physical conditions, boarding school, superintendent, delegation.
Conduct a collective brainstorming session (utilizing group structures) and add the generated vocabulary words to posted ones. Allow students to postulate their understanding of words and concepts.

Activities:
A. Working in cooperative group structures, students will read pages 6-9 of the Link text and take notes (using teacher prepared note-taking outline) on the details of: Manuelito’s involvement with the treaty freeing the Navajo from Fort Sumner. Groups will report details to class.

B. Working in cooperative group structures, students will read pages 286-290 of the Cuch text and pages of the Lapahie text and take notes (using teacher prepared note-taking outline) on the details of Manuelito’s leadership role in keeping peace, and the details of his meeting with Ulysses S. Grant in Washington. Groups will report details to class.

C. Working in cooperative group structures, students will read pages 291-294 of the Cuch text and pages 10-12 of the Lapahie text and take notes (using teacher prepared note-taking outline) on Manuelito’s support of education, and his later disappointment with the Indian boarding school. Groups will report details to class.


D. Teacher will lead class discussion, with students working in cooperative group structures. Students will compare the traditional historical Navajo upbringing with modern Anglo education.

Assessment Plan:
Student participation in group work and outlines for each subject: Manuelito’s involvement with the treaty freeing the Navajo from Fort Sumner, his leadership role in keeping peace, the details of his meeting with Ulysses S. Grant in Washington, his support of education, and his later disappointment with the Indian boarding school, and comparison of traditional historical Navajo upbringing with modern Anglo education.

Unit Assessment:
Teacher will generate research instructions for group and individual work.

Utilizing cooperative group structure student will:
Generate an oral or written reflection of knowledge gained in unit. Student will tell class what they have learned from research and study. Student will prepare one-half to one page written summary of what they have learned from research and study.

Students will prepare a report chosen from the following topics:
1. Create and illustrate a map of the traditional Navajo homeland.
2. Create a timeline of Manuelito’s life listing significant details.
3. Create a timeline of US-Navajo treaties made during Manuelito’s lifetime 1818-1893.
4. Compare education for American Indian children during the latter part of Manuelito’s life to present day American Indian education.

Working individually:
1. Navajo Students will identify their own clans, both mother and father lineage.
2. Non Navajo students will research their family genealogy, two generations if possible.

Author:
Utah LessonPlans

Created Date :
Jan 29 2005 13:39 PM

 7573