Unveiling Unseen Realities in Arizona's White Mountain Apache Indian Reservation and the World

This unit was created by Andre Pineda, a middle school science educator in Chicago, IL as part of the 2023-2024 Pulitzer Center Teacher Fellowship program. It is designed for facilitation across 11 days or 5 2-day lessons.

For more units created by Pulitzer Center Teacher Fellows in this cohort, click here.

Unit Overview:

This unit focuses on exploring the intricate issues confronting White Mountain Apache Tribe (WMAT) communities on reservations. Through engaging essential questions, we will investigate themes such as socioeconomic disparities, environmental justice, legal complexities, and health concerns. This approach prompts students to analyze the historical, cultural, and systemic factors influencing these challenges ultimately fostering a holistic understanding.

Students will develop and practice a range of critical skills throughout the unit. Research skills will be honed as students investigate historical documents, contemporary reports, and case studies, uncovering the lesser-known issues that are also happening inside WMAT communities. Collaborative skills will be cultivated through group projects, encouraging students to propose innovative solutions and participate in class discussions that promote respectful dialogue. Emphasis will be placed on communication skills as students present their findings, fostering an environment where diverse perspectives are valued.

The pedagogical vision for this unit centers on cultivating empathy, cultural competence, and a sense of social responsibility. By delving into the less-explored issues or news within the WMAT communities, students will gain a profound understanding of the historical and contemporary complexities faced by these communities. The unit aims to inspire critical reflection on societal structures and encourages students to consider their roles in contributing to positive change. 

Objectives and Outcomes:

Objectives:

Students will…

• Gain a comprehensive understanding of the major issues facing the White Mountain Apache Tribe (WMAT), focusing on socioeconomic disparities, environmental justice, legal complexities, and health concerns
• Articulate how these issues are interrelated and affect the community's overall well-being
• Engage with a range of materials from the Pulitzer Center website including articles, reports, interviews, and documentaries to gather a broad perspective on the issues

Outcomes:

Through this exploration, students will learn to… 

• Identify biases, recognize diverse viewpoints, and validate information sources
• Reflect on their learning journey throughout the unit as measured by their essay outputs, recognizing changes in their perceptions and understanding of Native American issues, particularly those faced by the WMAT
• Cultivate their role as citizens in addressing or contributing to discussions about Indigenous issues

Performance Task:

Formative Tasks:

For each lesson, students…

• Work in small groups to produce presentations analyzing a global issue centered in Pulitzer Center reporting
• Produce a multimedia essay that combines text, images, and possibly video to reflect on how the issues discussed affect their community or society at large and propose personal or community actions. 

Performance Task:

Students create an awareness campaign that educates the community about one of the major issues discussed in the Pulitzer Center articles, such as the effects of climate change on reservations or the impact of substance abuse on community health.

• Students work in groups to research their chosen topic further, develop informative materials (brochures, posters, digital content), and plan a presentation or an event for the school or local community to disseminate their findings and recommendations.
• Students develop and present a policy proposal that addresses a specific issue studied, such as improvements needed in mental health services on reservations or strategies to combat environmental degradation.
  • In groups, students draft a detailed policy proposal, outlining the problem, proposed solutions, necessary resources, potential barriers, and benefits. They will then present their proposal to a panel of peers, teachers, or community members who simulate a governmental or organizational committee.

Assessment / Evaluation:

Formative Assessment Tools:

1. Group Discussions: Engaging students in group discussions helps assess their immediate understanding of the content, ability to engage with peers, and skill in articulating their thoughts. This is used particularly after the reading sessions to stimulate reflection on the articles.
2. Jigsaw Reading Activity: This activity involves students reading different articles and then sharing their findings with peers. It serves as a formative assessment by allowing the teacher to observe how well students comprehend and relay complex information.
3. Question and Answer Sessions: Conducted during and after presentations, these sessions help clarify students’ understanding and encourage deeper inquiry into the topics discussed.
4. Reflections and Quick Writes: These short writing tasks prompt students to articulate their personal reflections and understandings of the economic issues discussed. They provide immediate insights into the student's grasp of the subject matter.

Summative Assessment Tools:

1. Group Presentations: Evaluating the presentations gives a conclusive measure of how well students have understood the global economic challenges and their ability to compare these with local issues on reservations. This assessment checks both knowledge and presentation skills.
2. Reflective Essay: Assigned as a homework task, the reflective essay requires students to synthesize and reflect on all they have learned throughout the unit. They must propose viable solutions to economic challenges, demonstrating higher-order thinking and mastery of content.
3. Participation Assessment: Student participation in discussions and activities is monitored throughout the lesson. This ongoing assessment contributes to the final evaluation, providing a holistic view of the student's engagement with the course material.

**All rubrics are linked throughout the unit plan.

Five lesson unit plan for teachers, includes pacing, teacher-created resources, performance task instructions, and grading rubrics. This unit was written to be taught over the course of 10 to 11 days or 5 2-day lessons.

Arizona’s English Language Arts Standards – 8th Grade Writing Standards

Text Types and Purposes

8.W.1 Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from and supports the argument presented.

8.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information

through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information

 into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aid comprehension.

b. Develop the topic with well-chosen, relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain‐specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.

f. Provide a concluding statement or section that follows from and supports the information or  explanation presented.

8.W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Production and Distribution of Writing

8.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above.)

8.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)

8.W.6 Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Research to Build and Present Knowledge

8.W.7 Conduct short research projects to answer a question (including a self‐generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

8.W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

8.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.                                                                      

a. Apply grade 8 Reading standards to literature.

b. Apply grade 8 Reading standards to informational text and nonfiction.

Range of Writing

8.W.10  Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences.

Pineda's students analyzed a range of global issues centered in Pulitzer Center reporting. In small groups, students wrote essays exploring how the issues discussed affect their community or society at large. These analyses ultimately led to an awareness campaign to educate the community about one of the major issues discussed in the Pulitzer Center articles, such as the effects of climate change on reservations or the impact of substance abuse on community health. Below, Pineda shares a collection of the strongest reflective essays written throughout the unit.

As we absorbed the haunting narratives detailed in the article, we found ourselves reflecting on the concept of intergenerational trauma — the transference of emotional, physical, and social pain from one generation to the next. Families of survivors often grapple with unresolved grief, which manifests in various facets of community life, including struggles with identity, loss of language and culture, and a range of mental health challenges. This historical backdrop casts a long shadow over current social dynamics within Native communities, often contributing to issues like substance abuse, depression, and a pervasive sense of loss. Understanding this link is crucial for addressing the root causes of these challenges rather than merely the symptoms.

excerpt from "Unearthing the Genocide of Native American Children

Reflecting on this, we are reminded of the many historical instances where economic 'progress' has led to similar displacements and disruptions. Whether it’s the Native American tribes in the United States or tribal communities in India facing displacement due to mining and industrial projects, the pattern is alarmingly consistent. Development projects promise prosperity but often deliver a legacy of disruption and hardship to those directly impacted.

The story of Mandalika is a crucial lesson in the ethics of development. It challenges us to question who benefits from these projects and at what cost. As we move forward, there must be a reevaluation of what true progress means. Development should not merely be measured by economic output or tourist numbers but must take into account the well-being and consent of all affected parties.

excerpt from "I Don't Want to Perish Here:" How Madalika Special Economic Zones Drive the Locals Out of Their Source of Livelihood"

Native tribes have had a tough history with the government, dealing with broken promises and unfair treatment. This history makes them cautious about trusting new political figures. Today, these tribes face many problems like protecting their land, finding jobs, and getting good healthcare. The COVID-19 pandemic made these issues even clearer, showing how important it is to have strong leaders who will stand up for tribal needs.

excerpt from "Native Leaders are Watching New Lawmaker Who Represents More Than Half of Arizona's Tribes"

Many reservations are in places that are really affected by climate change, like areas that get very dry or flood often, and where the land and water are getting ruined. These problems make the existing social and economic difficulties even worse, making it hard to have food sovereignty—the control over one's own food supply and keeping cultural food traditions. Losing traditional crops, which are usually better suited to local climates and important for cultural practices and diets, means losing both heritage and health.

excerpt from "Adapting Our Food Systems to Climate Change"

Reflecting on "A Rare Look Inside One Mexican Cartel’s Fentanyl Operation, and How the Drug Reaches the U.S.," it becomes painfully clear that the fentanyl crisis is not isolated but is a cog in the larger machinery of global drug trafficking that requires a concerted, multifaceted response. The plight of reservation communities in this crisis highlights the need for inclusive, culturally aware, and sustainable strategies that address both immediate needs and long-term solutions. As we consider the devastating impacts of drugs like fentanyl let this reflection be a call to action for comprehensive policy reforms and community solidarity, aimed at healing and protecting those most vulnerable among us. The fight against drug abuse on reservations is not just a matter of law enforcement but a broader challenge of social justice, public health, and community empowerment.

excerpt from "Understanding the Impact of Fentanyl Operations and Their Resonance Within Reservation Communities"

Reflecting on the "How To Protect Our Planet" podcast from the Pulitzer Center reminds us of the vital role Indigenous knowledge has in protecting our environment. The experiences of Indigenous communities in Brazil offer important lessons that could be applied to managing reservation lands, pushing for a way of development that is sustainable and respects cultural heritage. As we face increasing environmental challenges, the wisdom of these communities is not just helpful but necessary for the future well-being of our planet. By learning from and incorporating this knowledge, we can create a more sustainable world, respecting the deep ties between culture and caring for the environment that Indigenous peoples have always known.

excerpt from "Podcast: How to Protect Our Planet: Learning from Indigenous Communities in Brazil"