Lesson Plan - Protecting Our Land 

Learning Objective

Students will understand why it is important to Tribal Nations that they will work with the U.S. government to protect a national monument.

Text Structure

Description, Sequence

Content-Area Connections

U.S. History

Standards Correlations

CCSS: R.1, R.2, R.3, R.4, R.5, R.7, R.8, R.9, R.10, L.4, SL.1

NCSS: Time, Continuity, and Change; People, Places, and Environments 

TEKS: Social Studies 5.1, 6.1

1. Preparing to Read

Watch a Video: On Native Ground
Discuss: Why does Carleton Bowekaty believe it is important for Tribal Nations to help manage Bears Ears?

Preview Words to Know
Project the online vocabulary slideshow and introduce the Words to Know. 

  • sacred
  • coalition


Set a Purpose for Reading
As students read, have them think about why Bears Ears is important to Native peoples in the region. 

2. Close-Reading Questions

1. Based on the photos, what are some places in Bears Ears that help Native groups feel connected to their ancestors?
Bears Ears has ancient cliff homes and petroglyphs, or images carved into rock, that help the groups feel connected to their ancestors.
R.3 Explain Ideas

2. Share two facts you can learn from the map on page 3. 
Sample response: You can learn that Bears Ears National Monument is in the southeastern part of Utah and that the Colorado River flows along the monument’s western border.
R.7 Text Features

3. What does the author mean when she writes that Bears Ears is a “living landscape that is key to the tribes’ current ways of life”?
The author means that Bears Ears is as important to today’s Native peoples as it was to their ancestors. It still has ceremonial sites and plants used in Native foods and medicines.
R.1 Inference

3. Skill Building

FEATURED SKILL: Reading a Chart
Use the Skill Builder “Rock Art” to have students compare and contrast two types of artifacts found in Bears Ears. 
R.7 Text Features

Text-to-Speech