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This Unit is intended to validate ancient traditions and beliefs, while supporting Native American scientific contributions and interpretations. This will have a profound effect on young Native American students approaching their academic endeavors, thereby establishing the relationship of a universal human need to understand their universe. This unit will address literacy needs while building scientific vocabulary and appreciation of science.

The appropriate use and timeliness of storytelling will develop appreciation and understanding of Navajo and other Native American philosophy of the cultural understanding of the cosmos. This research will show comparison and basic explanation of the accepted Western (Greek) view of the cosmos and the Navajo perspective. There are 88 internationally recognized constellations. I will concentrate on eight constellations of the Navajo, whose scientific reference include Ursa Major, Pleiades, Orion, Corvus, Scorpius, the cluster under Canis Major and Aldeberan-Hayades. The Sun, Moon, Morning and Evening Stars as well as the Milky Way will also be explored for this research.

In the Navajo way everything has a purpose and meaning. To the Navajo, the object in life is to live in harmony with all forces, entities and beings. All beliefs and understandings are predicated on creation stories. Creation stories are the key to defining and unlocking the mysteries of life. Taboos are based on a philosophy to promote balance, and attempts to limit evil, or bad things that can negatively impact the paths we walk.

The constellations are closely associated with these stories, which are used as tools to understand, comprehend and put into the proper cultural perspective. The Navajos view the same constellations that everyone else does. However, they focus on different stars within the constellations that give a unique image more apt to their life ways. Many of the stars and constellations are important to the spiritual practices of the Navajo. Therefore, it is important for the student as well as the teacher to become cognizant of the timeliness of ceremonies and practices of the Navajo.

In addressing such issues, a teacher must be fully aware of and sensitive to the taboos associated with storytelling. First it must be understood that stories that deal with coyote as a main figure are to be shared only during the winter months. As a general rule winter can be defined from the first snowfall to the first thunderstorm. I will share other taboos as we examine the Navajo understanding of the cosmos.

The story and interpretations expressed in this paper are not intended to be representative of all Navajo, nor are they intended to be word for word, or exact. The interpretations of these particular constellations are to be considered as individual interpretations, subject to clan, perhaps region, or some other characteristic that does not imply rightness or correctness over another interpretation of the same constellation.

The Navajo also recognize the order of the universe. These recognitions are matter of fact and in line with the laws of nature. The Navajos acknowledge that the earth spins on its axis, and revolves around the sun. This establishes day and night. They also acknowledge the cycles of the moon within earth’s orbit. There are special understandings and stories from creation onwards for these scientific phenomena.

In the next section, I will briefly explain the creation of the universe according to Navajo people. The reason I say "briefly," is that I am interpreting an interpretation (albeit from Navajo people) and I do not want to create an opportunity for plagiarism or copyright infringement (Scott 1992). These stories and interpretations are as old as the existence of the Navajo people. The Navajo practice oral traditions that are long, thorough and detailed with cultural implications that I can not do justice to in this paper.

I will then explore and explain the Navajo Sun or Day Traveler, and the Moon or Night Traveler. We will look at the Equinoxes and Solstices and how they are tied into cultural practice. I will then describe, including the use of photocopied interpretations, eight Navajo constellations. The importance of the Morning and Evening stars and the Milky Way will conclude this research.

After concluding this study, I hope to be able to draw on the implications associated with time, place, being and purpose. I want to show the difference and similarities of the relevancy of time in a multicultural world. I will do this in a way that imparts a sense of balance and harmony, for the sake of learning, in the hopes of inspiring Native American students to draw upon their own learning, before they entered the current mainstream school system, who will be able to make universal connections within the domain of modern science.

Unlike accepted contemporary theory that claims the Big Bang marks the creation of the universe, with chaotic combustion of gases and fragments of planets that created our universe, the Navajo believe in a very orderly beginning. Using the philosophy of harmonious balance, the Navajo attribute male and female characteristics to all forces in the natural world. Another facet that is clearly present is that of a council and community. The idea of council shows the adherence of a democratic nature of a healthy community.

According to the Navajo, the Creator, or Supreme Being, created First Man and First Woman, Coyote and all other beings. These First beings were in the form of supernatural. Similar to other creation stories, the first beings had great powers. These powers were used to assist in forming the universe in accordance to the design of the Creator.

All of the elements of the universe were created and put to use in an effort to effect balance. Fire, Water, Air and Earth are sacred elements. They each contain male and female qualities. Two different ways are used in effecting balance to describe the creation of everything that is.

The first is referred to as the Blessing Way, this is the female role. It was used to orient the earth and sky. Its qualities include everything that is beautiful, wonderful, happy, and harmonious. Corn, or corn pollen usually is used to symbolize this quality. The second is the Protection Shield way. It is the male counterpart and is the bearer of weapons and protector of life against danger and evil. Today it can be symbolized with arrowheads.

The wholesome and holistic nature of the universe was created in this duality of being. It represents the continuation of life’s cycle. The supernatural beings, or the creator’s helpers, are known to the Navajo as Holy people, or Deities.

In the creation story it is described how these Deities formed the earth and sky and how they "dressed" and beautified them. Again, the sacred nature of all things is used to detail the adornment of the earth and sky. The purpose of each element, or natural resource, is used in accompaniment of this understanding. Colors are depicted to hold a certain amount of symbolism and purpose.

For instance, the earth, who is regarded as Mother, and the Sky, who is regarded as Father, were, after great discussion and dialogue by the Holy people, determined to be clad in appropriate symbolism. The materials used to adorn the mother were said to have unique feminine qualities. White limestone became her bones, yellow limestone her bone marrow, red stones her blood, and gray limestone became her intestines. For her fat, crystal colored limestones were used, black stones reflected her hair and brown limestones, naturally, signified her skin. White shell beads adorned her from the soles of her feet to the plumes in her hair. Many other elements, such as turquoise, abalone and jet, were used to decorate and therefore, clothe the earth, our mother. She would be given vegetation, other minerals, and sacred elements.

To give her life, it was decided by the Holy Ones to provide wind. This was accompanied with agreed upon prayers and songs. There would be necessity to have a light wind (female) and a strong wind (male), these would give life to the mother. In all there are four degrees of air (wind). Six colors are used to depict the wind. The four parts of the day are the different interactions of the wind and are produced in colors Dawn, Blue twilight, Yellow twilight, and Darkness.

The Holy Ones also agreed to orient her toward the east and dawn was selected as her plume. The father sky was next to be prepared. In a similar manner to the way the earth was fashioned the Holy Ones decided on how to adorn the sky. Turquoise stone, white shell beads, abalone shell and black Jet were used to dress the father sky. Other elements such as moisture was placed in the sky as well as pressures of air.

Male and female characteristics were again given to the clouds and the patterns of rain. Black cloud, laser type lightening and loud thunder with heavy rain are given to the male. Misty fog that produces light rain and gentle lightening that does not touch the earth are female. When male and female rain mix, their mixture produces the beauty we see in the rainbow.

The Holy people did all this in a meaningful and deliberate way. This was to consecrate the life givers on earth. Water is to keep the mind, body of earth and sky moist. Atmosphere was placed between the two to bond the relationship cohesively.

The Sun and the Moon                                                                                                                                                                                        

Once again stories are used to explain how the sun and moon were placed. Their purpose and usefulness added to the balance that was sought by the Holy Ones. Bartering became part of the exchange for goods and services at this time.

It was acknowledged that the sun would keep time and provide light for growth. A carrier was needed to fulfill the duties of the sun, thereby, allowing it to rise and set Likewise, a light was needed at night. But, a price would be levied for the carrier of the sun. At night another source of light was needed, and a moon was added.

This moon would be used to monitor the sun and run in cycles of 28 -30 days. In so doing, there was measurement of days, months, and years. The carrier of the moon also exacted a fee. Both the sun and moon carriers demanded a life for each of their daily duties.

The course of the sun was a purposeful one. In the summer it would hold a northerly course close to the earth, and in the winter it would travel on a southerly route. The Navajo homeland, or Dinetah, is located in the Four Corners area of the current United States, in the Northern Hemisphere.

It was decided the moon would be on a course opposite from the sun. All this was fine, but there were times when the moon, during its phases, would need to rest and another light source and measure of time was needed. It was decided that First Fire, which was a gift of the Deities, would ignite these additional sources of light and observe measurement of time.

As part of the Navajo creation story and understanding of life, the Navajo believe we are in the fourth world. This world is also known as the Glittering world. Worlds are used to explain the phases of development in accordance to the creator’s intentions (Yazzie 1971).

There are taboos associated with the sun and moon as well (Bulow 1981). For instance it is not appropriate to sleep while the sun is rising or setting. The Navajo believe, in reverence to the sun, that the sun is too busy to be waking the people, therefore the people should wake before the sun. It is also taboo to sleep while the sun is setting. It is said that if a person sleeps while the sun is setting they will be cranky, irritable, emotional and mean when awakened. This places them temporarily out of harmony (Mitchell, Scott 1992). Ceremonies such as the Kinaalda, (womanhood or puberty) are associated with the rising sun and the peak of the sun in the day. This gives them strength, while reinforcing cultural expectations.

The Navajo recognize both solar and lunar eclipses. A solar eclipse is when the moon is directly between the sun and earth. Partial eclipses are also acknowledged although it is not always visible.

First Man and First Woman brought the energy of the sun, moon and a crystal star from the first world. In the second world, Coyote, First Boy and First Girl were created and together they brought the knowledge of heat and light from the clear crystal to the fourth world. Eventually this was used to produce the sun. The sun of course provided order to the days and seasons. The sun is considered to have male characteristics. The seasons are recognized by the location of the rising of the sun (Scott 1992).

The sun is referred to as the Day Traveler. The sun is used to determine time in a general sense. It is also used to determine the cardinal directions. When the sun is in an eclipse it is a period that is monitored and observed with consequences. Ceremonies are held to renew the sun at such eclipses and pregnant women and their mates are not to watch or look at the sun during this time, it may be harmful to the unborn baby. All activities are to cease during this time as an expression of respect to the sun and solar eclipse. Likewise, it is a rule, or taboo to look directly at the sun or it will harm the eyes.

The equinoxes and solstices are considered to be the end of the sun’s journey. It marks the passage of time and seasons. They are considered to be holy and sacred times of the year. In construction of homes, or hogans these events are carefully designed and constructed to recognize and honor the spiritual events. During these events prayers and songs are carried out. Blessingway ceremonies are held to assure the actions of the people and the earth are in harmony. At these times it is said for thousands of years the sun, moon, planets, air, water and electrical forces align themselves. It is a universal alignment where energy is shared.

The moon has specific duties and is referred to as the Night Traveler. The Navajo recognize the shorter cycles of the moon. When used as a measuring tool, the moon provides thirteen months, because of the 28-30 a day range of a moon’s phases. The names of the months are in accordance of nature and the activities of man on earth. Because of the gentle character of the moon and its direct correlation with women's menstrual cycle, it is considered female, opposite to the maleness of the sun (Scott 1992).

The moon provides guidance and knowledge which complements the Sun. Day, night, months and seasons are signaled by the phases of the moon. The Holy People agreed that the moon would be the grandmother and grandfather, dominate old age and be the precursor of the unborn child. The Navajo name each day of the month in regard to the phase of the moon.

When a lunar eclipse occurs it is viewed as recognizable change in energy, heat and strength of light. Similar reverence is practiced when all activities should be stopped until the moon reverts to its normal shape. If a ceremony is going on it will be stopped and specific prayers and songs are to be said or sung. The parents of an unborn child have similar obligations not to look at the eclipse, and ceremonies are to be held to correct potential dangers if they do see it.

The morning and evening stars are really two planets. Mercury and Venus are closer to the sun than earth. Venus is brighter than most stars for the fact that it is closer to the sun, and has a high reflectivity because it is enshrouded with clouds. Therefore, being closer they orbit the sun at a much faster rate. Because of this, the morning star is west of the sun.

To the Navajo, Mercury and Venus are referred to as So’Tsoh or Big Stars. I did not find any distinction between the two, from a Navajo perspective, in my readings. The Big Stars are revered and believed to hold knowledge. The Holy People placed this knowledge there and if a time came where the people of earth forgot their cultural ways Morning star would help them regain their balance.

The role of the Crystal Gazer, who is a Navajo Medicine Man or spiritualist, is a ceremonial process used by the Navajo people on earth to effect this balance. It is said the Stars can hear what is said and that is the reason they are spoken to. The Morning star is the leader. She is considered to be our mother and should be referred to as such. The Evening Star is the male counterpart.

Early philosophers studied the sun, moon, and stars. This led to the development of tools, such as geometry, to better understand the earth and the universe. The constellations we view today are the same constellations viewed by our ancestors. Dominant society has perpetuated Greek interpretation of the constellations, but every culture has their own concept and construct of the clusters of stars we refer to as constellations, known as the Zodiac.

The names of these constellations are taken from Greek mythology. They are based on the early beliefs and understanding of creation and history. The Navajo have distinct beliefs and understandings of how the stars were created. These understandings have spiritual origins associated with their unique perspective as to how the earth and the cosmos were created.

Many indigenous people of North America have maintained astronomy study and practice for thousands of years. These practices have been vital to agricultural and ceremonial practices as well as the survival of the culture. Some groups, the Navajo in particular, used a coordinated system taken from the four cardinal directions for use as a symmetrical axle to structure their buildings. Through the positions of certain stars they executed accurate right angles in their architectural structures and these were arrived at by stressing the importance of direct geometrical astronomical relationships. Equinoxes and solstices were also charted from interior walls of the Hogan, or home (Griffen-Pierce 1992).

Like their European counterparts, the Navajo used their understanding of the celestial bodies to predict dates of astronomical phenomena like eclipses. They also used this information to plan changes in the season and accompanying ceremony or cultural practices. The rhythm of the seasons directed by the sky became the rhythm of the people.

The sacred nature of the Navajo interpretation of life recognized the stars as having human qualities with natural super force or powers. The higher order of consciousness of the Navajo held their belief in the natural order that includes purpose and place of everything in the universe. This is attributable to their creation stories.

Similar to earlier statements regarding pairing and gender orientation, the stars or constellations also were made in pairs. Pair and gender orientation support the idea of balance and an orderly universe that is holistic, rational or explainable, and spiritual. The stories associated with the constellations are reflective of life, children, leaders, elders, animals and more.

The value of the constellations are spiritual in their essence. They have the capacity to communicate with each other as well as the people and beings of the earth. Their knowledge is intended to impart wisdom and knowledge to those who seek it. The deities, or holy people, assigned songs, prayers and ceremonies associated with each constellation. As mentioned earlier there are eight major constellations created to assist the Navajo in carrying out their role as the caretakers of Mother Earth. They are Revolving Male and Female, Male and Female Revolvers, One That Possess the Seed of All Things, The First Slender One, Male with Legs Apart, The First Great in Size, Rabbit Tracks, and One that Awaits Dawn.

In the Western Astronomical view the Big Dipper is complemented by the Little Dipper, or Ursa Major and Ursa Minor. To the Navajo there is no Little Dipper, in fact they don’t "see" the Big Dipper either. Instead they see the Male and Female Revolver. The Male Revolver has nine stars like the Big Dipper. Seven major stars constitute the body of the Male Revolver and two stars are the feathers this warrior wears.

The Male Revolver maintains male balance and exhibits and carries out male characteristics. It is very bright, dominant in the northern sky. He is charged with being the leader, and serves as a source of wisdom and knowledge. The leaders on earth are reminded of the wisdom of the Revolvers and of their earthly responsibilities to the people.

The Female Revolver contains seven stars, according to Navajo interpretation. Male and Female Revolver are viewed as a paired constellation, never as two separate constellations. The Male revolver lies next the "Fire" that is between him and the Female Revolver. The Fire is known in Western culture as Polaris, North Star. To the Navajo, the fire is sacred and represents the home. A strong fire means a strong home life.

The Pair of Revolvers serve as guides to other constellations as well as to the people of the earth. Their cycles measure the seasons, and they appear in the sky at a different location depending on the season. They rotate clockwise around the "fire" or North Star, while the earth rotates counterclockwise. The Revolvers help the people by identifying the time of year or seasons, and the time of night. When dawn approaches the Male Revolver is standing. That is what the people are expected to do. Rise at dawn, face east, make their offerings and get their daily activities going.

The Female Revolver is charged with protecting the fire and keeps it going for all people. The moral implications of the Revolvers and centrality of the fire are similar to the fire of their "hogan" (home). They help establish roles, responsibilities, respect and appreciation for all family members. Opposite of the Male Revolver’s role, the Female Revolver is more gentle and kind. She is the follower of the Male Revolver.

Ceremonies are important to the Navajo people. As mentioned earlier, the constellations provide opportunity, guidance and support for ceremonies. In the Protection Way ceremonies, the Male Revolver is key to helping restore balance and harmony into the lives of the family. This is done with the assistance of a Medicineman. The disharmonious elements that have infiltrated the family are cast far away, past the Revolvers and the fire. The Revolvers are there to protect the people from danger that may try and return to them.

The Revolvers Fire has an interesting story of how First Fire was actually stolen by Coyote from the Black Holy Deity. After this incident, light was given to the North Star, Sun, Moon and stars in the beginning of the fourth world. For more information on this story one can read Zolbrod’s Dine` bahane`, Griffen-Pierce Earth Is My Mother, Sky Is My Father or Navajo History by the Navajo Curriculum Center.

The Pleiades or Seven Sisters are viewed by the Navajo through the same seven star formation and are known as the Planter. These seven stars are part of a 250, or more, star cluster. This constellation can be viewed during fall, winter and spring nights, always traveling in a group. Planting and cultivating are strongly influenced by the disappearance of the Planter in late spring and early summer off the western horizon.

During their nine-month visibility the Planter can be seen following sunset in the eastern horizon in the fall. By mid winter they are directly above in the sky after sunset. They slowly disappear in the western horizon come spring.

It is the way of the Navajo people to accept these star formations as gifts and bearers of all good things left to them from the creator and the Holy People. The Navajo see the role of the Planter as not only symbolic of agricultural practices, but also as the natural order, or law of nature. Taboos are associated with the thoughtless planting while the Planter is still visible in the night sky. Frosts, freezes and poor crops are the inevitable effect of not following the signs.

The seven stars, it has been said, are six children and a woman. They represent the early carefree period of childhood. Their mother follows them. The children in this constellation are like the children of the earth brave, curious and learning how to entertain themselves when left alone. It is said that adults must recognize this and support the young children of the earth by providing stories and attention, by playing with them while the children learn to communicate, laugh and talk amongst themselves.

The First Slender (Slim) One is also an agriculture minded constellation. Often paired with The Planter (female), First Slender One is male, but with a more gentle and kind presence and also referred to as "keeper of the months." This is because he keeps the other constellations in line by making sure they appear in the night sky at the proper times. Similar to Orion, this constellation is composed primarily of a quadrangle of bright stars bisected by three stars that form a belt.

Corvus is a four star, almost lopsided square, constellation. It generally follows Orion rising on the eastern horizon. It is visible during the fall, winter and spring months. The Navajo view eight stars in this constellation. It is said to be in a figure of a man standing and gesturing with his arms while explaining.

It is said this is how people make a point. It is how someone may conduct a meeting. It is fashioned after the Holy People as are all people and constellations. Man With Legs Ajar tells his people, children and grandchildren how to live with one another and do things so people can plan and think for themselves. Man With Legs Ajar wears a single feather on the left side of his head. This symbolizes the purpose for conducting a meeting. It is used to denote significance and respect. A person had to have a reason to wear a feather; it is not to be misused or abused.

It is through the stars that people learn about each other, getting along. Much of this learning is through the use of prayer and song. These prayers and songs are the basis of all things according to the stars appearance and positions.

The First Large One (Scorpius)                                                                                                                                                                

The First Large One represents everything that is of great and overpowering strength. His attributes are of the male demeanor, strength, daring, protective, non-fearing, provider, comforter, security, enlightenment, guidance and assurance. These are the same characteristics given with prayers to earth, sky, sun, air, water and other stars.

Like all stars, though not always visible, he has an eagle tail feather and cane. His cane is visible, though. The cane represents stability in every aspect of life. When Changing Woman (Navajo Deity), created the four original clans, each was given a cane. The canes were made from turquoise, white shell, abalone shell and black jet.

Canes are used for an aged person or an injured or weak person for stability. Canes are also used in ceremonies. They offer a chance to redirect oneself to their chosen life path.

The Navajo interpret Scorpius as the First Large One. The Tail of Scorpius is also seen as distinct. It is a constellation referred to as Rabbit Tracks. It is said that these tracks have been there since the creation of the universe. This constellation is related to the Huntingway ceremony.

The Rabbit Tracks remain in the southeastern horizon, traveling west. The stars are traveling west, but the rabbit is said to be running in a northeastern direction. The hunting season begins when the tracks tip to the east, it is said the young deer and antelope are no longer dependent on their mothers.

Hunting is a sacred event. It is recognized that hunting is necessary for the people to survive and certain ceremonies have to be followed. This includes cleansing and purifying of the body of the hunter. The dressing, or butchering of the animal must not be done near the home. When the tracks are not tipping east the hunters are to lay down their weapons and stay home.

The Huntingway ceremony is associated with this constellation. It is a male ceremony. Navajo women are not usually hunters. Another ceremony related to this is the Feather ceremony.

The Feather ceremony is a ceremony to cure an individual who has had contact with an animal. Certain animals are to be pets and others are not. Sometimes a person may become ill if they try and make a pet of an animal not intended to be one.

There is a bright constellation just at the break of day. Actually it is the center of the universe and the Greeks called it the Milky Way. The Navajo refer to it as One That Awaits Dawn. This brightly glowing mass appears in the east, and gets brighter as dawn approaches. It is considered to be the guardian and steward of dawn, responsible for ending night and beginning another day.

As One That Awaits Dawn positions itself horizontal to earth in the eastern sky, it is when people make offerings of white cornmeal and pray. It is said that at this time the creator makes the most abundant and sacred blessings, if the people ask for them. From this opportunity the Navajo recognize the gifts of the four parts to the day. Deities are said to monitor and care for their part of the day by offering guidance and giving direction to the people of the earth.

First Man was sent to greet Dawn and he prayed and made an offering of white cornmeal. This is how tradition was started. Today these traditions are followed to ensure order and proper care of the earth. All four parts of the day are sacred, and offerings and prayers are said to secure appropriate blessings.

Prayers and offerings are said and given in the four parts of the day, Dawn (white corn meal), Midday (Corn pollen), Evening (yellow corn meal) and Darkness (corn pollen) to the four cardinal directions (E,S,W,N). Each has its own color and stone associated with it as are the seasons, according to the Navajo. The stones, colors, part of the day, and seasons are as follows.

Through this study we have had the opportunity to gain some insight into the sacred nature of life and the understanding of the Cosmos to the Navajo. Everything has a purpose and everything has a place. There is balance and parity in the Navajo perspective of the creation of the cosmos.

Time is important in the sense of ceremony, season, and part of the day. The constellations are understood according to their creation stories and are used as guides and timekeepers to the night hours as well as seasons. They regulate activities and ceremonies that benefit the people. They remind the people of their responsibilities as human beings and as care takers of the children as well as the earth.

There are some general similarities and shared scientific beliefs and knowledge of the cosmos. Weather patterns and agricultural planning can be read from the stars, sun and moon. Architecture of building and homes are built to observe and understand timing and sequencing of life cycles. Following these teachings has helped the Navajo endure and prosper and will carry them into the twenty-first century.

Goal: To gain understanding, insight and appreciation of Navajo Scientific perspective to time, place, Balance and Harmony of the Cosmos while supporting DCCSS Science, Math and Literacy goals

Objectives: To learn Navajo view of the cosmos, traditional names of constellations, appreciate importance of Astronomy to Navajos, Understand size, relation and motion of the Earth, Moon and Sun, to learn about the planets and the solar system, stars and Night Sky

Vocabulary: Science, Scientific method, Biophelia, Constellation in Navajo and Dominant western terms, Seasons, Rotation, revolution, Equinox, Solstice, Planets, Culture, Philosophy, Prophesy

Lessons/Activities: Storytelling (Season appropriate, reading, writing & oral expression),

Clocks & Calendars (Traditional Diné & Western), Sun / Moon tracking (Naked Eye and photographic), Constellations (Diné and Western), Ceremonies / Events (in relation to time, place & purpose, such as planting, harvesting, migration patterns for sheep camps, shearing as well as hunting and gathering).

Other activities to include creative writing, star charting, videos, music, cultural taboos and other myths and legends

Materials: Stories, Naked Eye, Flashlights, Balloons, Balls, Hand outs, Calendars, Models

Evaluation: Recounting of stories, Portfolio, Rubrics, Naming Activities, Tests/Quizzes

Extension Activities: Planetarium visits, Museum Visits, Pueblo and Anasazi Astronomy, Celtic Astronomy, Chaco and Mesa Verde Trips, Trip to traditional Hogan sites, Internet use, AISES Activities, Projects with regular Science or Astronomy classes, Summer Activities, Camp outs for study, Attend open ceremonies or Feast Day activities

*To develop a cultural empowered curriculum model for the presentation of Dine’* To address the lack of indigenous perspective in the study of the cosmos

*To provide opportunity for holistic study, understanding and development of Dine’ philosophy in education

* To share learning opportunities with regular science education classes

*To incorporate art, literacy, science and mathematics in the Native American Studies curriculum

*To promote and develop pride in Native American students building success in the study of science

Content / Courses                                                                                                                                                                                

*Native American Astronomy - A basic survey of Dine’ Astronomy

Clocks and Calenders - A comparison time

Story Telling - A Native American perspective on life and learning

Sun / Moon Tracking - An examination on the path and movement of the Earth, Sun and Moon

Ceremonies / Events - Examining the importance of ceremony in relation to time and the cosmos

Constellations- A Dine’ perspective and comparison

Learning Activities

*Lecture and demonstrations

*Hands on activities

*Experiential and exploratory learning

*Cross discipline learning, science, art, literacy

*Story telling, creative writing

*Fieldtrips, campouts

*Guest speakers, storytellers

*Tutorial activities

*Individual and collective research

*Charting and graphing

*Traditional teacher evaluation

*Student, peer evaluation

*Rubric Assessment

*Portfolio assessment

* Recounting of stories

*Naming activities

*Tests / quizzes

Epistemology

*Investigation of the cosmos and expression of the basic western Astronomical principals and knowledge

*Exploration of the ways in which Native Americans (Dine’) culture (s) symbolically or concretely represented their understanding of the cosmos in their Arts, Oral Traditions, Ecological / Economical practices, Medicine, Social organization, Architecture, philosophy and Religious practices

*Relevant characteristics of modern American post industrial / high society

*Characteristics of contemporary American culture and its influences on young Native American communities and their educational needs

*The influence of traditional Native American Cultural values on life styles and attitudes toward science and technologies

*The varying effects of different degrees of assimilation of American culture by individual Native Americans

The Learner

*Creatively inclined and oriented toward concrete operations

*Exhibits high visual, spatial Kinesthetic orientations

*Oral language orientation vs. written language orientation

*A convergent, divergent or accommodation oriented learner

*Intuitive, subjective, non-verbal synthesizing and oriented to wholes

*Artistically inclined

*Humanistic / holistic learning Theory

*Traditional Native American styles of teaching and learning

*Right / Left brain teaching and learning styles

*High context / Low context learning environments

*Gardner’s Theory of Multiple Intelligences

Bibliography                                                                                                                                                                                     

Video                                                                                                                                                                                                                            

Native American Public Broadcast Consortium, PBS Home Video Seasons of the Navajo 1984

Sharon Burch Yazzie Girl Canyon Records 1989

Recommended Student Readings

Bulow, Ernest Navajo Taboos Buffalo Medicine Books Gallup, NM 1991

Clark, Ann Nolan Sun Journey A Story of Zuni Pueblo Ancient City Press Santa Fe NM 1988

Erdoes, R. & Ortiz, A. American Indian Myths and Legends Random House Inc. NY, NY 1984

Hayes, Joe Coyotes Dance With A Star Sage Magazine 1989

Niehardt, J.G. Black Elk Speaks Legendary Book of Visions of an American Indian Washington Square Press 1932,1959

Ross, A.C. MITAKUYE OYASIN "We are all related" Wic’oni Waste’ Denver, CO 1989

Tapahonso, Lucy Various books on Poetry and Navajo Life