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Red Mountain peak on the Salt River Pima Maricopa Tribal Community lands, Arizona

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Red Mountain High School's indigenous connections

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Jeannine Kuropatkin & Frances Coffey | Grades 9-12

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Jeannine Kuropatkin & Frances Coffey | Grades 9-12

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Lesson 3 - Tribal Sovereignty & Land Rights

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Lesson 3 - Tribal Sovereignty & Land Rights

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Essential Q1: How do the physical and human characteristics of places and regions connect to the Navajo people's identity and culture?
Essential Q2:

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Unit Title: The Tainos in Puerto Rico

Grade Level: High School (12th grade)

Inquiry Question: Why does the Taino tribe in Puerto Rico have not been recognized by the Federal Government?

Overview of the content: Although the Spanish colonizers decimated the Taínos during the early stages of the Puerto Rican colonization, some people on the island today still consider themselves Taínos. The Federal Government took control of the island in 1898, and since then, the Taínos have not entered the list of recognized tribes by this level of government. This lesson seeks to have the students use diverse data to validate or invalidate the claim that this indigenous group should be part of the tribes that the Federal Government has recognized. The students will also be able to identify gaps in their research, write questions, and visit Taíno ceremonial sites on the island to fill in the information gaps. Once they have a holistic view of the issue, they'll create a civic action plan. They can choose to write a petition to either the state or federal legislative bodies asking them to promote the recognition of the Taínos as a tribe or to request the school board to dedicate an area to celebrate this Native American group. However, their choices will not be limited to the ones presented here and will depend on the student's findings and conclusions while working throughout the unit.

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San Francisco Peaks or Doko'oosliid - One of four Sacred Mountains for the Navajo People

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Essential Q1: What defines a place as a sacred place/site?
Essential Q2: How do religion and ethnicity shape indigenous sacred places in Arizona and Virginia?

• Investigate global sacred spaces
• Define criteria for indigenous sacred spaces
• Investigate indigenous sacred spaces in the USA (Arizona &  Virginia)

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Lesson 3
Before/After
Comparing/Contracting
Advocate for helping our indigenous people.

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Storytelling
Reading many different books about  Indigenous people. (comparing/contrasting)
Interviewing families about their stories.
Developing and publishing our own story.
Advocate for change

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Lesson1-
Learning about the land we are standing on. (acknowleging the land)
Learning about the Nations on that land. Where did they relocate from?
Learning about the food that they ate then and now because of the move. (nutrition)
Advocating to make sure we are eating nutrtionous food in our schools.

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Example - Lesson 1, Karen Guerrero, Middle School 

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Example - Lesson 1, Karen Guerrero, Middle School 

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Details