Grade Levels K-1

Cultural Significance One of the first things anyone who sees an old village site notices are the mag- nificent poles perched along the shore. To us today are beautiful works of art. To the , Haida and people of Southeast they also hold deep meaning and are of great significance. They tell clan stories and describe important historical events. Some even signify the final resting place of A series of elementary level thematic units clan leaders. featuring Tlingit language, culture and history were developed in Juneau, Alaska in 2004-6. The project was funded by two grants from Elder/Culture Bearer Role the U.S. Department of Education, awarded An Elder who has knowledge of totem poles and their stories is essential to this to the Sealaska Heritage Institute (Boosting unit. There is no better source of knowledge for students than someone who has Academic Achievement: Tlingit Language grown up in a traditional Native lifestyle. Hearing stories and facts from someone Immersion Program, grant #92-0081844) who has experienced these things first hand makes learning more personal and and the Juneau School District (Building on Excellence, grant #S356AD30001). relevant for students.

Lessons and units were written by a team If at all possible it is also very important for a carver to share his work with the of teachers and specialists led by Nancy class, to better understand how totems are made as well as to see that carving is Douglas, Elementary Cultural Curriculum a potential career. Coordinator, Juneau School District. The team included Juneau teachers Kitty Eddy, Shgen George, Kathy Nielson, Hans Chester Overview and Rocky Eddy, and SHI language team In this unit we use the topic of totem poles to learn Kindergarten math concepts, members Linda Belarde, Yarrow Vaara, David literacy skills, and science concepts as well as gain a deeper understanding of Katzeek, John Marks, Mary Foletti, Rose Tlingit/Haida cultures. Natkong and Jessica Chester. Curriculum consultants Julie Folta and Toni Mallott assisted and Annie Calkins edited the Lesson #1 – What is a totem? lessons and units. Students learn about different types of totem poles and what they are used for. They then use poles to learn about main characters and sequencing in stories. Lessons were field tested in Juneau classrooms in 2005-6. Lesson #2 – How tall is a pole? All units are available online at Students use totem poles to study measurement. They use their own units of sealaskaheritage.org. measure to find out how tall two different types of poles are. With linking cubes they make small poles of different heights and compare ways to make 10.

The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government Lesson #3 – The first totem Students hear the story of the First Totem and learn why cedar is the best tree for carv- ing a totem pole. They learn to distinguish a cedar tree from other trees.

Lesson #4 – Getting a tree (Optional Activity) Students figure out what makes a tree good for carving and how to choose a tree in the forest-based on the surroundings.

Lesson #5- Carving a pole Students identify different tradtional crests used on totem poles and learn about the process of painting and carving a pole.

Lesson #6 – Commission a pole Students listen to a story and identify the main characters. They design a pole for an- other student based on a different story. Students ceremonially pay each other for the poles with pattern beaded necklaces and food prepared by the class.

Alaska State Standards Language Arts/English E1) Use information, both oral and written, and literature of many types and cultures to understand self and others.

Math A2) Select and use appropriate systems, units, and tools of measurement, including estimation. A5) Construct, draw, measure, compare, visualize, classify and analyze relationships among geometric figures.

Science B2) Design and conduct scientific investigations using appropriate instruments. B6) Employ strict adherence to safety procedures in conducting scientific investigations. C3) Understand that society, culture, history, and environment affect the development of scientific knowledge.

Art A3) Appropriately use new and traditional materials, tools, techniques, and processes in the arts.

Cultural Standards A5) Reflect through their own actions the critical role that local heritage language plays in fostering a sense of who they are and how they understand the world around them. A6) Live a life in accordance with the cultural values and traditions of the local commu- nity. D4) Gather oral and written history information from the local community and provide an appropriate interpretation of its cultural meaning and significance.

 The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government the policy of the Dept. of Education and you should not assume endorsement by the Federal Government Lesson 1 What is a Totem?

Objectives Students: • Understand that a story has to be in order • Gain knowledge about the different carving elements used to create totems • Learn about the place of crests on totem poles • Sort and classify totem poles according to similar attributes (size, shape, and color) • Learn to speak the Lingít words and phrases that pertain to totems

Time 60 minutes

Materials • Book- Totem Tale by Deb Vanasse Sasquatch Books, 2006, ISBN 1570614393 • Photos of totem poles • Chart paper • Crayons • Pencils • Glue

Vocabulary Lingít English kootéeyaa totem pole naa clan naa yahaayí crest naa kootéeyaayi house front pole naa gáas’i house post pole kaa shagoon memorial pole kaa kinaak gáas’i mortuary pole kaa kinaak teiyí tomb stone kaawduwatee ridicule pole

Lingít Phrases

Kootéeyaa xaateen. I see a totem pole. (Yéil) gáas’ kootéeyaa. It is a (raven) pole. (Ch’áak’) gáas’ kootéeyaa. It is an (eagle) pole.

 The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government the policy of the Dept. of Education and you should not assume endorsement by the Federal Government Activities

Activity #1 Reading Totem Tale

1. Read the story Totem Tale by Deb Vanasse aloud to the class. 2. Stop on the page when the animal crests are returning to the pole and can’t remember what order they go in. 3. Ask students to give ideas about what crest they think should be at the top of the pole and why they think it should be there. 4. After several students have had a chance to share and you feel they have a good understanding of the reason for their choices, give students paper to draw a picture and write a sentence about which crest is on top. Make a list of all the crests that were in the book, for students to choose from. 5. Once all students have had a chance to complete their drawings and sentences gather them together to share their drawing and sentence. (This part of the activity might be done the following day.) 6. After all students have shared their work, finish reading the book. (If this is being done the next day, re-read the entire book.) 7. After completing the book have a class discussion about how the crests finally figured out what order to go in. Talk about how they needed to tell a story and that it is important that a story goes in a correct order in order to make sense to the readers.

Activity #2 Types of Poles

1. Review the story Totem Tale by Deb Vanasse and discuss that this story described one type of totem pole. 2. Show photos of other types of poles: house front poles, house posts, memorial poles, and mortuary poles. Do not label them yet. 3. Ask students what they notice about the different poles. Record their responses on chart paper. A response to listen for, or lead students to, is that all poles have animals on them, called crests. Notice the height they are as well - some poles are short and some are tall. One type has a square or box on top. 4. Using the pictures, ask students to sort the poles into differing groups. Give several students a chance to sort the poles. End the turns with a final sort by the four types of traditional poles. 5. Using label cards, give each group of poles a label in both English and Lingít, and describe what each one is. a. House front poles tell a story and have several different figures on them. They have an entrance at the base of the pole and are attached to the front of a long house. b. House post poles are the shorter poles that are placed inside the house and used as support beams. These poles also tell stories. c. Memorial poles are made for people who have died. These poles display the crest of the person who has passed away and sometimes also have rings on top. These poles are commissioned by the

 The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government the policy of the Dept. of Education and you should not assume endorsement by the Federal Government descendants of the person who the pole is in memory of. They can not claim the title and privileges of this person until a memorial potlatch is held and the pole is raised d. Mortuary poles are used to hold the remains of high-ranking people. The body of such a person is placed in a box that is attached to the top of the pole. 6. Give students photos to cut out, sort, and glue onto paper under the appropriate titles. 7. Practice saying the different pole names in Lingít while pointing to the pictures.

Activity #3 Totem Tale Game

1. Four students at a time can play this game to start. One is the “Carver” while the others form the pole. The Carver chooses 3 crests for his/her pole and decides what order they should be in. Secretly, he/she writes them down. 2. Next the Carver assigns each of the other 3 students a crest. The Crests then lay down on the floor in the order they think the Carver wants them. 3. If they are not in the correct order the Carver can only say the number of students that are in the correct place. For example if the correct order is Raven, Frog, Bear, and the students have lined up Raven, Bear, Frog, the Carver would say, “One correct.” 4. The Crests then have to decide on how to re-arrange themselves. If they decide to try Bear, Raven, Frog, the Carver tells them they that they have none correct. 5. Continue on until they have found the correct order. 6. To make it more difficult or to include more students simply add to the number of crests on the pole.

Assessment Give students four pictures of different types of poles and have them glue them under the right labels. Develop a checklist of Lingít words and have students say them individually or in a group setting to check their language acquisition.

Optional Extension Activities If you live in an area where poles can be viewed go and visit them. Read other traditional stories and work on the skill of sequenc- ing. Use Tlingit rubber stamps to make a totem pole with the crests from a story.

 The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government the policy of the Dept. of Education and you should not assume endorsement by the Federal Government Lesson 2 How Tall is a Pole?

Objectives Students: • Compare standard units of measurement with non-standard units of measure (e.g., hand span, pencil, paper clip, block, etc.), according to one or more of the following attributes: length (shorter, longer, the same) or height (taller, shorter) • Use different combinations of numbers to create the sum of 10 • Add to their knowledge about totem poles • Learn the Lingít words and phrases pertaining to counting and comparing

Time 60 minutes

Materials • The First Totem Pole, The Queen Charlotte Island Readers, ISBN 0-88865-041-8 • Butcher paper • Chart paper • Objects to measure with • Calculator paper or string • Linking cubes

Vocabulary Lingít English nakaa measure a yaanáx more a kín less kooxéedaa pencil Keijín Kooxéedaa yáx A unit of measure. Five pencils.

Lingít Phrases Wáa sá kuwaat wé kootéeyaa? How tall is a pole? Ayaanáx kuwáat’ ya kootéeyaa. This pole is taller. Akín kuwáat’ ya kootéeyaa. That pole is shorter. (Kooxéedaa)teen at nakaa. Measure it with the (pencil). Keijín kooxéedaa yáx liyáat’. It is five pencils long.

Activities

Activity #1 The First Totem Pole Read The First Totem Pole. This tale shows how images emerge from the cedar tree as a carver works, how the finished totem is raised in a village and how its presence is celebrated.

 The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government the policy of the Dept. of Education and you should not assume endorsement by the Federal Government Activity #2 How tall is a pole?

Teacher preparation Before this activity cut 2 pieces of colored butcher paper or calculator tape. One should be about 3 yards long and the other about 16 yards long. These papers represent the heights of two poles, - a house post and a house front pole.

1. Ask the class how tall they think totem poles really are. Ask them to give examples by using comparative descriptions, such as “As tall as a …”. 2. Ask the class which pole they think is the house post and which is the house front pole and why they think that. (The house post is shorter because it has to fit inside the house and the house front pole can be taller because it is outside the house.) Label the poles. 3. Ask the class what it means to measure something. Make chart with all their ideas about what measuring is. 4. Have the class give ideas about what tools they can use to measure the poles - paperclips, linking cubes, pencils, dictionaries, chairs, hand span, feet, student bodies, etc. 5. Discuss what would make measuring fair or equal. Choose an object to measure as an example - a book perhaps. Choose a unit of measure such as a paper 5. Discussclip. Have what one would student make come measuring up and fair try or to equal.measure Choose the book an object with the to paper measure as an exampleclip. Take- a notice book perhaps.of where he/she Choose starts a unit to of measure measure from. such Talk as aabout paper starting clip. Have one student comefrom upthe and edge try of to the measure book is the appropriate book with but the starting paper clip. away Take from notice the edge of where is nothe/she starts to 5. measureDiscussappropriate. what from. would Talk aboutmake measuringstarting from fair the oredge equal. of Choose the book an isobject appropriate to measure but starting as an away fromexample the edge- a book is not perhaps. appropriate. Choose a unit of measure such as a paper clip. Have one student come up and try to measure the book with the paper clip. Take notice of where he/she starts to measure from. Talk about starting from the edge of the book is appropriate but starting away from the edge is not appropriate.

6. If you are using one of a particular object such as a paperclip you have to move the clip each time to count one unit. Show students how making sure that you do not overlap or leave too 6.big If you a space are using between one eachof a particular unit is important object such when as measuring. a paperclip you have to move 6. Ifthe you clip are each using time one to of count a particular one unit. object Show such students as a paperclip how making you have sure to that move you the clip each timedo not to count overlap one or unit. leave Show too big students a space how between making each sure unit that is youimportant do not when overlap or leave too bigmeasuring. a space between each unit is important when measuring.

7. If you use multiple units of the same object such as paperclips, make sure that all of the paperclips are the same size. Students often make a measuring mistake if they choose pencils or crayons as their unit of measure. (unsharpened pencils or unused crayons will work). All the 7. unitsIf you of use measurement multiple units must of the be same the same object size. such as paperclips, make sure that all of the 8. paperclips are the same size. Students often make a measuring mistake if they choose pencils or crayons as their unit of measure. (unsharpened pencils or unused crayons will work). All the units of measurement must be the same size. 8.  The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government the policy of the Dept. of Education and you should not assume endorsement by the Federal Government

9. Discuss the fact that totem poles are very tall and if you use a small unit of measure such as linking cubes it will take a very long time to measure one and might be inaccurate. Try using larger objects of measurement if possible. 10.9. DivideDiscuss the the class fact into that two totem teams, poles Team are very A and tall Team and if B.you Within use a those small unitteams of meadividesure students such as into twolinking gro cubesups, one it will to take measure a very the long house time post to measure and one one to measure and might the be house inaccurate. front pole. Try using There willlarger be objects two groups of measurement working on each if possible. pole, one from Team A and one from Team B. Make the 10. dataDivide table the classsimilar into to the two one teams, below Team on chart A and paper. Team B. Within those teams divide students into two groups, one to measure the house post and one to measure the house front pole. There will be two groups working on each pole, oneTeam from A Team A and one from TeamTeam B. MakeB the data table similar to the one below on chart paper. House Post House Front Pole Team A Team B HouseWe used Post to measure the pole. House Front Pole We used to measure the pole.

The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government 5. 5.DiscussDiscuss what what would would make make measuring measuring fair fair or orequal. equal. Choose Choose an anobjectobject to tomeasure measure as as an an exampleexample- a- booka book perhaps. perhaps. Choose Choose a unit a unit of ofmeasure measure such such as as a paper a paper clip. clip. Have Have one one student student comecome up up and and try try to tomeasure measure the the book book with with the the paper paper clip. clip. Take Take notice notice of ofwhere where he/she he/she starts starts to to measuremeasure from. from. Talk Talk about about starting starting from from the theedgeedge of ofthe the book book is appropriate is appropriate but but starting starting away away fromfrom the the edge edge is not is not appropriate. appropriate.

6. 6.If youIf you are are using using one one of ofa particular a particular object object such such as as a paperclip a paperclip you you have have to to move move the the clip clip each each timetime to to count count one one unit. unit. Show Show students students how how making making sure sure that that you you do donotnot overlap overlap or orleave leave too too bigbig a space a space between between each each unit unit is important is important when when measuring. measuring.

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9. Discuss the8. factDiscuss that totemthe fact poles that aretotem very poles tall and are ifvery you tall use and a small if you unit use of a measmallsure unit such of measure as 9. Discuss the factsuch that totemas linking poles cubes are very it will tall take and a ifvery you long use time a small to measure unit of mea onesure and such it might as be linkinglinking cubes cubes it will itinaccurate. will take take a very a veryTry long using long time timelarger to to measure objects measure of one measurement one and and might might be if be inaccurate.possible. inaccurate. Try Try using using largerlarger objects objects of ofmeasurement measurement if possible. if possible. 10.10.DivideDivide the the class9. class Divide into into two the two teams, class teams, Teaminto Team two A andteams, A and Team TeamTeam B. B.A Within and Within Team those those B. teams teamsWithin divide dividethose students studentsteams intodivide into twotwo gro groups,ups, one onestudents to tomeasure measure into thetwo the house groups, house post postone and to and onemeasure one to tomeasure measurethe house the the housepost house and front frontone pole. to pole. measure There There the willwill be be two two groups groupshouse working working front onpole. on each each There pole, pole, will one onebe from two from Teamgroups Team A working and A and one one on from fromeach Team Teampole, B. one B. Make Makefrom the Team the data table similarA and to theone onefrom below Team on B. chart Make paper. the data table similar to the one below on chart data table similarpaper. to the one below on chart paper. TeamTeam A A TeamTeam B B HouseHouse Post Post HouseHouse Front Front Pole Pole WeWe used used toto measure measure the the pole. pole.

10. Teams choose their units of measure and measure the poles. Each team should choose a different unit. Tell them to record their data on the chart, making sure to note the unit of measure. TheThe contents contents of this of this curriculum curriculum were were developed developed under under the theTlingitTlingit Language Language Immersion Immersion Program Program (2004) (2004) and and BuildingBuilding on11. Excellenceon ExcellenceTeams11. (2005) Gather (2005)choose grants grantsstudents from their from the units the U.S. back U.S. Department of Departmentin measure a group of Education. of and Education.to look measure However, at However, the the final the contents poles. contents measurements. do Each notdo not necessarily team necessarily should representAsk represent students choose a thethe policy policy ofto the of compare the Dept. Dept. of Education of Educationthe measurements and and you you should should not not assumeof assumeTeam endorsement endorsementA. Which by th bypolee th Federale Federalis taller? Government Government How do you 11. Teamsdifferentknow? choose unit. Students Tell their them units should to of record measure reply their with and data something measure on the chart, theabout poles. making the Eachhouse sure team front to note shouldpole th havinge choose unit ofa a differentmeasure.larger unit. number Tell them for its to measurement. record their data on the chart, making sure to note the unit of 12. Gather students back in a group to look at the final measurements. Ask students to compare measure.12. Look at Team B’s measurements. Which pole is taller? How do they know? 12. Gatherthe measurements students back of Team in a group A. Which to look pole at the is taller? final measurements. How do you know? Ask students Students to should compare reply thewith13. measurements something Compare Team about of A’s Team the measurement house A. Which front pole pole with having is Team taller? aB’s la How rgermeasurement do number you know? for of its the measurement. Students house should reply 13. withLook something atpost. Team Are B’s aboutthey measurements. the the same house height? front Which pole Did pole havingthey is measure taller? a larger How the number same do they for pole? itsknow? measurement. Why are the 13.14. LookCompare atnumbers Team Team B’sdifferent A’s measurements. measurement if they measured with Which Team the pole same B’s is taller? measurement thing? How Students do of they the should know? house reply post. with Are they the 14. Comparesamesomething height? Team Did A’sabout they measurement units measure of measure. the with same Team pole? B’s measurementWhy are the numbers of the house different post. if they Are they the samemeasured14. Make height? the a data same Did theytable thing? measuresimilar Students to the the same shouldone below pole? reply on Why with chart are something paper the numbers and about show different units it to of the ifmeasure. they measuredclass. the same thing? Students should reply with something about units of measure. 15. Make a data table similar to the one below on chart paper and show it to the class. 15. Make a data table similar to the one below onHeight chart paper and show it to the class. Pole A Height35 Pole AB 3564 Pole15. BAsk them which pole is taller. Then fill in the64 unit of measure like on the data table 16. Ask thembelow. which pole is taller. Then fill in the unit of measure like on the data table below. 16. Ask them which pole is taller. Then fill in the unitHeight of measure like on the data table below.

Pole A 35Height markers Pole AB 6435 paperclips markers Pole B 64 paperclips 17. Ask the question again. Students should change their mind about which is taller. Ask students 17. Askto give the reasons question for again. changing Students their min shouldds. change their mind about which is taller. Ask students 18. toHave give students reasons break for changing into teams their of min twods. and measure out the two pole lengths on calculator 18. Havepaper students or string break and compare into teams them. of two Were and they measure right about out the which two pole pole lengths was larger? on calculator  paper or string and compare them. Were they right about which pole was larger? The contents Activityof this curriculum #3 were developed under the Tlingit Language Immersion Program (2004) and The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of theActivityLinking Dept. of #3Cube Education Poles and you should not assume endorsement by the Federal Government the policy of the Dept. of Education and you should not assume endorsement by the Federal Government Linking1. Show Cube students Poles two pretend totem poles made out of linking cubes. Make one pole 3 cubes tall 1. Showand the students other 6 two cubes pretend tall. Ask totem the poles class made which out pole of islinking taller? cubes. Which Make pole has one more pole 3cubes? cubes tall andWhich the pole other has 6 fewercubes cubes? tall. Ask the class which pole is taller? Which pole has more cubes? 2. WhichAsk the pole class has how fewer many cubes? cubes it took to make these two poles – a total of 9 cubes. Take the 2. Asktwo polesthe class apart how so many that there cubes are it 9took individual to make cubes. these Ask two a poles student– a iftotal he/she of 9 can cubes. make Take twothe twodifferent poles poles apart using so that all nine there cubes. are 9 individual Ask the class cubes. what Ask the a studentheight of if the he/she two canpoles make is and two record differentit and their poles name using on aall data nine table cubes. similar Ask to the the class one what below. the height of the two poles is and record it and theirS nametuden ont a data table similar to thePol onee A below. Pole B Student 3Po cubesle A 6Po cubesle B Bill 23 cubes 76 cubes SarahBill 24 cubes 75 cubes Sarah 4 cubes 5 cubes

3. Take the poles apart again and ask another student to come make two different poles using all 3. Takenine cubes. the poles Record apart it again on the and data ask table. another student to come make two different poles using all 4. nineRepeat cubes. for one Record more it studen on thet. data table. 4.5. RepeatGive each for student one more 10 studen cubest. and a data table to record different pole heights for possible 5. Givecombinations each student of 10 10 cubes. cubes and a data table to record different pole heights for possible 6. combinationsThis activity could of 10 be cubes. repeated on another day with a different number of total cubes. 6. This activity could be repeated on another day with a different number of total cubes. Assessment ACheckssess howmen accuratelyt each student can measure a table in the room, choosing a unit of measure. CheckAsk students how accurately to give at each least student two examples can measure of ways a to table make in the the room, number choosing 10, using a unit data of tables measure. to Askassess students comprehension to give at leastand accuracy. two examples of ways to make the number 10, using data tables to assess comprehension and accuracy. Additional Optional Activities AFindddi outtion theal actualOption heightsal Act ofivi somtiese poles in your local area. Measure them out on calculator tape. Find out the actual heights of some poles in your local area. Measure them out on calculator tape. Websites and Teacher Resources Websites and Teacher Resources The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and the policy of the Dept. of Education and you should not assume endorsement by the Federal Government Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government 11. Teams choose their units of measure and measure the poles. Each team should choose a different unit. Tell them to record their data on the chart, making sure to note the unit of measure. 12. Gather students back in a group to look at the final measurements. Ask students to compare the measurements of Team A. Which pole is taller? How do you know? Students should reply with something about the house front pole having a larger number for its measurement. 13. Look at Team B’s measurements. Which pole is taller? How do they know? 14. Compare Team A’s measurement with Team B’s measurement of the house post. Are they the same height? Did they measure the same pole? Why are the numbers different if they measured the same thing? Students should reply with something about units of measure.

15. Make a data table similar to the one below on chart paper and show it to the class. Height Pole A 35 Pole B 64

16. Ask16. them Ask whichthe question pole is again.taller. Then Students fill in theshould unit change of measure their likemind on about the data which table is below.taller. Ask students to give reasons for changingHeight their minds. Pole17. A Have students break into teams of two35 and markers measure out the two pole lengths on Pole Bcalculator paper or string and compare64 paperclips them. Were they right about which pole was larger? 17. Ask the question again. Students should change their mind about which is taller. Ask students to give reasons for changing their minds. 18.ActivityHave students #3 break into teams of two and measure out the two pole lengths on calculator Linkingpaper or string Cube and compare Poles them. Were they right about which pole was larger?

Activity1. #3 Show students two pretend totem poles made out of linking cubes. Make one Linking Cubepole Poles3 cubes tall and the other 6 cubes tall. Ask the class which pole is taller? 1. ShowWhich students pole two has pretend more cubes? totem polesWhich made pole outhas offewerlinking cubes? cubes. Make one pole 3 cubes tall and the other 6 cubes tall. Ask the class which pole is taller? Which pole has more cubes? Which2. Ask pole the has class fewer how cubes? many cubes it took to make these two poles – a total of 9 cubes. Take the two poles apart so that there are 9 individual cubes. Ask a 2. Ask thestudent class if how he/she many can cubes make it two took different to make poles these using two polesall nine– cubes.a total of Ask 9 cubes. the class Take the two poleswhat apartthe height so that of therethe two are poles 9 individual is and record cubes. it Askand atheir student name if on he/she a data can table make two differentsimilar poles to usingthe one all below. nine cubes. Ask the class what the height of the two poles is and record it and their name on a data table similar to the one below. Student Pole A Pole B 3 cubes 6 cubes Bill 2 cubes 7 cubes Sarah 4 cubes 5 cubes

3. Take3. Take the poles the poles apart apart again again and askand anotherask another student student to come to come make make two differenttwo different poles using all nine cubes.poles using Record all nine it on cubes. the data Record table. it on the data table. 4. Repeat4. Repeat for one for moreone more studen student.t. 5. Give each student 10 cubes and a data table to record different pole heights for possible combinations5. Give each of student 10 cubes. 10 cubes and a data table to record different pole heights for possible combinations of 10 cubes. 6. This activity could be repeated on another day with a different number of total cubes. 6. This activity could be repeated on another day with a different number of total Assessmcubes.ent Check how accurately each student can measure a table in the room, choosing a unit of measure. Ask students to give at least two examples of ways to make the number 10, using data tables to assessAssessment comprehension and accuracy. Check how accurately each student can measure a table in the room, choosing a unit Adofdi tmeasure.ional Op t ional Activities FindAsk out students the actual to heightsgive at least of som twoe polesexamples in your of ways local area.to make Measure the number them out10, onusing calculator data tape. tables to assess comprehension and accuracy. Websites and Teacher Resources Additional Optional Activities Find out theThe contentsactual ofheights this curriculum of some were developedpoles in underyour the localTlingit area. Language Measure Immersion them Program out (2004) on and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent calculatorthe tape. policy of the Dept. of Education and you should not assume endorsement by the Federal Government Websites and Teacher Resources • Alaska’s Totem Poles, by Pat Kramer, Alaska Northwest Books, 2004, ISBN 0882405853 • Looking at Totem Poles, by Hilary Stewart, University of Press, 1993, ISBN 0295972599

 The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government the policy of the Dept. of Education and you should not assume endorsement by the Federal Government Lesson #3 First Totem

Objectives Students: • Identify and compare different attributes of a cedar tree with other trees - alder, spruce, hemlock • Describe what attributes makes a cedar tree good for a totem pole

Time 60 minutes

Materials • The First Totem Pole by Rose Williams • Chart paper • Writing paper • Drawing paper • Access to a cedar tree

Vocabulary Lingít English kootéeyaa totem pole laax red cedar keishísh alder yán hemlock shéiyi spruce

Lingít Phrases shux’waanax aa kootéeyaa The first totem Ya yát’ wé laax. The cedar is tall. Yeik liyaat’ wé laax. The cedar is short. Wooch yáx dzitee wé laax. The cedar is straight. Kawdzitíx’ wé laax. The cedar is crooked.

Activities

Activity #1 Read The First Totem Pole

1. Show students the cover of the book The First Totem Pole by Rose Williams and ask them how they think the first thought about when they made the first totem pole. 2. After students have shared some ideas read the story. Pay special attention to the type of tree the Haidas decided to use to carve the pole, and the fact that they had to look for a “good” tree to use.

10 The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government the policy of the Dept. of Education and you should not assume endorsement by the Federal Government 3. When finished reading ask students what they think would make a tree “good” for carving. Record responses on chart paper. Some things to listen for or lead them to: - the tree couldn’t be too tall or too short - it should have as few branches as possible - it shouldn’t have too much sap - it shouldn’t rot too fast. - it shouldn’t be too hard or too soft for carving.

Activity #2 What is a pole carved from?

1. Refer back to the class chart of what makes for a good tree to carve. Discuss the fact that trees are living. Talk about what makes it a living thing - it grows, it needs food that it gets from the sun, it needs water, it dies. 2. Show pictures of different trees and take notes on what students notice about each of them on chart paper. a. Alder b. Hemlock c. Spruce d. Cedar

3. Askc. themSpruce what they notice about the cedar tree that makes it different from the others. Record the characteristics of the trees on chart paper set up similar to the d.one Cedarbelow. 3. Ask them what they notice about the cedar tree that makes it different from the others. Record the characteristics of the trees on chart paper set up similar to the one below. Alder Hemlock Spruce Cedar -leaves -tall -tall -tall -short -needles, softer -needles, -fewer branches -lots of branches and flat evergreen -needles, very flat -hard -evergreen -sharp needles and soft -skinny -thick, bumpy -easy to carve bark -flat -soft

4. Using blank sheets of paper give students this writing prompt: Why is cedar good for totem poles? 4. Using blank sheets of paper give students this writing prompt: ActivityWhy #3 is cedar good for totem poles? Tree field trip (Optional) 1. Invite a local carver and an Elder/culture bearer to accompany the class on a field trip. 2. Go on a field trip and look for cedar trees. Remind the class to look for the characteristics of cedar trees and test them against various trees until cedar tree is found. For example, “We know that cedar has needles not leaves. Does this tree have leaves or needles? It has leaves. Is this a cedar tree? No.” 3. After thanking the tree in a traditional way, take samples of cedar boughs and bring them back to the classroom for students to draw and describe. Direct students to draw the branches in detail, taking notice of the characteristics of the cedar.

Assessment When given 3 photos of different trees, students pick out the cedar tree and describe at least 2 characteristics of a cedar tree. 11 The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Websites and TeacheTher Rcontentsesou ofr cthise scurriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government • Sea and Cedar: Howthe the policy Northwest of the Dept. of Coast Education Indians and you Lived should, not by assumeLois McConkeyendorsement by, Fireflythe Federal Books, Government 1991, ISBN 0888943717

The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government Activity #3 Tree field trip (Optional)

1. Invite a local carver and an Elder/culture bearer to accompany the class on a field trip. 2. Go on a field trip to look for cedar trees. Remind the class to look for the characteristics of cedar trees and test them against various trees until a cedar tree is found. For example, “We know that a cedar tree has needles not leaves. Does this tree have leaves or needles? It has leaves. Is this a cedar tree? No.” 3. After thanking the tree in a traditional way, take samples of cedar boughs and bring them back to the classroom for students to draw and describe. Direct students to draw the branches in detail, taking notice of the characteristics of the cedar.

Assessment When given 3 photos of different trees, students pick out the cedar tree and describe at least 2 characteristics of a cedar tree.

Websites and Teacher Resources • Sea and Cedar: How the Northwest Coast Indians Lived, by Lois McConkey, Firefly Books, 1991, ISBN 0888943717

Lesson 4 Getting a Tree (Optional)

Objectives Students: Learn what makes a tree a good choice for a totem pole.

Time Activity 1 – 45 minutes Activity 2 – 60 minutes

Materials • Tables turned upside down to simulate a fallen tree • Objects to simulate brush around the tree • Chart paper

Vocabulary Lingít English as gutú forest éil’ tlein ocean éek beach aas tree kaa yaa awunéi respect gunalchéesh thank you

12 The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government the policy of the Dept. of Education and you should not assume endorsement by the Federal Government Lingít Phrases Aas gaxtulagéich. We’re getting a tree. Aas gaa has wu.aat. They went to get a tree. Gunalchéesh laax. Thank you cedar tree.

Activities

Activity #1 Falling a Tree

1. Ask the class to review the characteristics of a “good” tree. Tell them to “pretend” that they have finally found a tree to carve a totem pole. What do you need to do to cut it down? Discuss traditional ways to show respect for natural things and what might be appropriate things to do to show respect for a tree. Record the class ideas on chart paper. Tlingit people believe that all things have spirits and giving thanks to living things when you kill them for things that are needed is a way to show respect for them. Prayers of thanks were said to the tree before cutting it down. Ceremonies were also sometimes conducted. If possible ask an Elder who has experience and knowledge of traditional ceremonies to share them with the class. 2. Ask the class what they might say to a tree to give it thanks for taking its life for a totem pole. Record some responses on chart paper. 3. Direct students to think of a sentence or two to write, to give thanks to a tree.

Activity #2 Moving a Tree

1. Review the characteristics that make a good tree for a totem pole and discuss where you would go to look for a cedar tree. 2. Ask the class: If they found a tall, straight cedar tree with few branches, what would be the best use for that tree, to be in order to use it as a pole? “You wouldn’t want a tree too far in the forest because it would be hard to get out. You wouldn’t want a lot of brush around it. You wouldn’t want it too far inland, away from the water, because that would also make it hard to get out.” 3. Tell the class that you are going to pretend the classroom is the forest and that the hallway is the ocean. Using a table turned upside down or another object that is large enough for students to have to work together to push, pretend it is a tree. 3. Tell4. theSet class up several that you of are“trees” going around to pretend the classroom the classroom and number is the forestthem. and Some that of the hallway is the ocean.the trees Using should a table be harder turned to upside move downthan others, or another with object books that and is other large objects enough for studentssurrounding to have toit simulating work together brush to around push. Pretenda tree. Set it is up a tree. some that are free of this 4. Set updebris.several of “trees” around the classroom and number them. Some of the trees should be harder to move than others, with books and other objects surrounding it simulating brush around5. The a object tree. Setof the up game some thatis to aremove free a of“tree” this to debris. the hallway is the fastest time. 5. The6. objectTeams of of the 3-4 gam kidse choose is to move a “tree” a “tree” to move to the to hallway the hallway. is the fastestTime their time. move and 6. Teamsrecord of 3- it4 on kids a choosechart similar a “tree” to the to moveone below. to the hallway. Time their move and record it on a chart similar to the one below. Team Tree Time Billy and Jill 1 26 sec. James and Jessica 2 18 sec. 3

7. After everyone has had a chance to be on a team and move a tree, meet back together and discuss why they chose the tree they did. What types of trees were easier and faster to move? Record their reasons for why certain trees are easier to move than others. Look for things such as: few things around it, and closer to the door. Discuss the fact that this is true in the forest 13 The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and when looking for a cedarThe tree contents to use of this as curriculum a pole. were Draw developed a picture under the of Tlingit a cedar Language tree Immersion in the forestProgram that (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent would be good forBuilding a tote on Excellencem pole. (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government the policy of the Dept. of Education and you should not assume endorsement by the Federal Government Assessment Show a picture of two trees in the forest. Ask students to choose which tree would be easier to use a totem pole and give at lease 2 reasons why.

Optional Extension Activities Invite an experienced carver who knows about falling trees to come in and share his/her work with the class.

The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government 7. After everyone has had a chance to be on a team and move a tree, meet back together and discuss why they chose the tree they did. What types of trees were easier and faster to move? Record their reasons for why certain trees are easier to move than others. Look for things such as: few things around it, and closer to the door. Discuss the fact that this is true in the forest when looking for a cedar tree to use as a pole. Draw a picture of a cedar tree in the forest that would be good for a totem pole.

Assessment Show a picture of two trees in the forest. Ask students to choose which tree would be easier to use a totem pole and give at lease 2 reasons why.

Optional Extension Activities Invite an experienced carver who knows about falling trees to come in and share his/her work with the class.

Lesson 5 Carving a Pole

Objectives Students: • Identify crests on a totem pole • Understand how an adze is used. • Identify traditional paint colors and how they are made • Learn the Lingít words and phrases that pertain to this lesson

Time 60 minutes

Materials • Chart paper • Transparency • Markers • Scissors • Paint brushes • Crayons • Salmon eggs • Egg whites • Stove • Pots • Cornstarch • Charcoal from a fire • Red cabbage • Cranberry juice • Empty containers • Qayaqs and Canoes Native ways of Knowing by the Alaska Native Heritage Center, ISBN 0-9709164-1-8 • Pictures of adzes 14 The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government the policy of the Dept. of Education and you should not assume endorsement by the Federal Government Vocabulary Lingít English naa shukwá crests yéil raven ch’áak’ eagle xut’aa adze daakanóox’u shell s’aak bone té stone t’íx’ twine neegwál’ paint t’ooch black x’aan red x’éishx’w blue s’oow green

Lingít Phrases Aas kach’aakw. Carving a pole. Kootéeyaa du teey. Replicating a pole. (Yéil) áyá xát. I am of the (raven) moiety (Ch’áak’) áyá xát. I am of the (eagle) moiety. (Deisheetaan) naax xát sitee. I am of the (Deisheetaan) clan (Teikweidí) naax xát sitee. I am of the (Teikweidí) clan.

Activities

Activity #1 Crests on a pole

1. Once a tree is down it is time to start painting and carving. The carver needs to know what designs to put on the pole. Think back to the book Totem Tale and remember how the crests decided what order to go on the pole in. 2. Brainstorm a list of crests on chart paper with the class. Students might start with the clan crests that belong to them or their relatives. Tell students that some clans have the same crest design and some clans have more than one design. When they are finished make sure they have a number of Tlingit crests on the list. They include, but are not limited to: Yéil - Raven Moiety Ch’áak’ - Eagle Moiety Laayanéidí - raven Yanyeidí - wolf Lukaax.ádi- sockeye Shangukeidí – /eagle L’uknax.ádi- coho Teikweidí – brown bear T’akdeintaan - tern Dakl’aweidí – killer whale Kiks.ádi - frog S’iknax.ádi – black bear Deisheetaan - beaver Naanyaa.aayí – killer whale Kaach.ádi - raven S’eet’kweidí - eagle Ishkahittaan - raven Chookaneidí - porpoise L’eeneidí – dog salmon Kaagwaantaan – wolf Sukteeneidí - raven Tsaagweidí – killer whale/seal Gaanaxteidí - raven Was’eeneidí – brown bear Gaanax.ádi - frog Naasteidí - eagle

15 The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government the policy of the Dept. of Education and you should not assume endorsement by the Federal Government 3. Read The Wellness Pole story (See Resources) to the class and discuss what crests are on this Haida pole. Use the picture of the Wellness Pole to discuss the pole and identify the crests. 4. Use the Wellness totem pole designs provided to make overhead transparencies. Project the images on to large paper and trace the images on the paper to form a large paper totem pole. It will be painted in Activity #2.

Activity #2 Paint a pole

1. Once a totem pole is designed, it is ready to be painted. Using pictures of painted totem poles, ask the class what colors they notice are used to paint poles. Black, red, and bluish-green are the traditional colors used. Color the class Wellness Pole with crayons, using the traditional colors. 2. Traditional paints had to be made from materials that were found naturally in the 2. Traditional paintsarea. had toAll bethese made paint from colors materials start off that the were same found and naturallythen pigment in the is area. added All later these to paint colors startmake off the the same different and colors. then pigment To begin, is added salmon later eggs to makeare chewed the different up and colors. spit out To into a bowl. It is then mixed with different pigments. begin, salmon eggs are chewed up and spit out. It is then mixed with different pigments. 3. Explain2. theTradit process3.ional Explain paints of making the had process to different be madeof making colors. from different Then materials either colors. that make were Then the found either colors naturally make in a traditional the in thecolors area. way in a All these with salmonpaint eggs, colorstraditional or start follow off way these the with same directions salmon and then eggs, to make pigment or follow 3 colors: is addedthese directions later to make to make the different 3 colors: colors. To 4. For blackbegin, Salmon salmon egg eggspaint: are Use chewed a pin to up prick and a spit hole out. in the It is salmon then mixed eggs w andith different let the fluid pigments. out 3. Explain4. theFor processblack salmon of making egg paint: different Use colors. a pin Thento prick either a hole make in the the salmon colors ineggs a traditional and let way into a small container.the fluid Mix out in into finely a groundsmall container. charcoal fromMix in a finely fire. (not ground briquettes) charcoal See from below a fire. for the(not ingredientswith for salmon otherbriquettes) eggs, colors. orSee follow below these for the directions ingredients to make for other 3 colors: colors. 4. For black Salmon egg paint: Use a pin to prick a hole in the salmon eggs and let the fluid out intoBlack a small container. Mix in finely groundRed charcoal from a fire. (not briquettes)Blue See below for the Mix charcoalingredients from a fire for with other colors.Mix cranberry juice and a Heat 1/2 red cabbage in a pot, egg whites teaspoon of cornstarch, simmer the juice with a Black simmer on stove whileRed it teaspoon of cornstarchBlue until it Mix charcoal from a fire with Mixthickens cranberry juice and a Heatthickens 1/2 red cabbage in a pot, 5. Call groups ofegg students whites up to make one colorteaspoon paint at of a co time,rnstarch, while the rest ofsimmer the class the colors juice with a the Wellness pole pages with Haida colors.simmer on stove while it teaspoon of cornstarch until it 5. Have groups of students make onethickens color paint at a time, while the restthickens of the 6. Students then paintclass the colors large the paper Wellness Wellness pole Pole pages made with in traditional Activity #1, colors. using the paints they made.5. TheCall polegroups can of be students cut out up and to hung make up one in the color classroom paint at a or time, hallway. while the rest of the class colors the Wellness6. Students pole thenpages paint with the Haida large colors. paper Wellness Pole made in Activity #1, using 6. Studentsthe then paints paint they the made. large paper The pole Wellness can be Pole cut made out and in Activity hung up #1, in usingthe classroom the paints or they made. Thehallway. pole can be cut out and hung up in the classroom or hallway.

Activity #3 Using an adze 1. Discuss with the class what happens once they have decided on designs for a totem and Activitypainted #3 it. They will then start to carve it. Show pictures of carvers using an adze and 16 Usingpictures an of adze adzes. Discuss how carvers use these tools to shape a log to become a totem The contents of1. this curriculumDiscuss were with developed the class under what the Tlingit happe Languagens once Immersion they Program have (2004) decided and on designs for a totem and The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellencepole. (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the2. policyIf of possible, the Dept.painted of haveEducation it.carverThey and you come will should then innot and startassume demonstrate to endorsement carve it. by Show using the Federal picturesan Government adze. of If carvers you don’t using know an aadze carver and the policy of the Dept. of Education and you should not assume endorsement by the Federal Government use a videopictures such of as adzes.Qayaqs Discuss and Canoes how carvers Native use ways these of Knowing tools to(from shape the a log Alaska to become Native a totem Heritagepole. Center) to show how to use an adze even though it is on a canoe. There are also clips2.thatIf possible,can be found have oncarver the Internet. come in and demonstrate using an adze. If you don’t know a carver 3. Tell the classuse a that video an such adze as isQayaqs made from and one Canoes piece Native of wood ways and of a Knowing blade made(from from the Alaskastone, Native shell, orHeritage metal. Study Center) the to pictures show how of adzes to use and an guideadze even students though to figure it is on out a canoe. how the There shape are also of the handleclips that could can come be found from onone the piece Internet.of wood. Look at pictures of trees where the branches3. Tell connect the class to thethat trunk an adze and is study made that from shape. one piece Notice of howwood they and are a blade the same made shape. from stone, shell, or metal. Study the pictures of adzes and guide students to figure out how the shape Assessment of the handle could come from one piece of wood. Look at pictures of trees where the Students identifybranches crests on connect the Haida to theWellness trunk Poleand study and use that traditional shape. Notice Tlingit how or Haida they colors are the in same the shape. appropriate places. Assessment ExtensStudentsion Activ identifyities crests on the Haida Wellness Pole and use traditional Tlingit or Haida colors in the Invite a carverappropriate in to demonstrate places. how to use an adze and describe when he/she uses it. Extension Activities Invite a carver in to demonstrate how to use an adze and describe when he/she uses it.

The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government Activity #3 Using an adze

1. Discuss with the class what happens once they have decided on designs for a totem. They will then start to carve it. Show pictures of carvers using an adze and pictures of adzes. Discuss how carvers use these tools to shape a log to become a totem pole. 2. If possible, have carver come in and demonstrate using an adze. If you don’t know a carver use a video such as Qayaqs and Canoes Native Ways of Knowing (from the Alaska Native Heritage Center) to show how to use an adze, even though it is on a canoe. There are also clips that can be found on the Internet. 3. Tell the class that an adze is made from one piece of wood and a blade made from stone, shell, or metal. Study the pictures of adzes and guide students to figure out how the shape of the handle could come from one piece of wood. Look at pictures of trees where the branches connect to the trunk and study that shape. Notice how they are the same shape.

Assessment Students identify crests on the Haida Wellness Pole and use traditional Tlingit or Haida colors in the appropriate places.

Lesson 6 Commission a Pole

Objectives Students: • Apply what they have learned about totem poles and retell a story or stories • Identify important characters of a story • Learn new Lingít words and phrases

Time 45 minutes

Materials • Chart paper • The Girl Who Lived with the Bear, by Barbara Diamond Goldin, Gulliver Books 1997, ISBN 0152006842 • Totem Poles to Color and Cut Out: Tlingit, by Stephen Brown, Bellerophon Books 1992, ISBN 0883881500 • Crayons • A variety of books to choose a story from • Scissors • Paper towel rolls • Glue • Beads • Bead cord • Snack food to prepare such as muffins 17 The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government the policy of the Dept. of Education and you should not assume endorsement by the Federal Government Vocabulary Lingít English at kach’aak’u saatí carver áajee kawduwakaa hire xút’aa adze tsú kananéekw retell sh kalnéek lingítx’i characters ash koolyát game

Lingít Phrases Áajee kawduwakaa kootéeyaa akach’aakw. Commission a pole.

Activities

Activity #1 Read Woman Who Lived with the Bears

1. Now that the class has a basic understanding of how a totem pole is made, gather the class in a group area and discuss the concept of hiring a person to do a job. Have students give examples of things that someone might be hired for, such as chopping wood or babysitting. 2. Describe what a major event is - like a child being born or someone having a birthday party. Lead the class into the fact that a chief or the head of a clan might hire a carver to carve a totem pole to remember an important event or someone who has passed away. Spend some time reviewing the different types of poles and what a carver would have to do to produce a pole. 3. Remind students that sometimes poles tell stories. Read the book The Girl Who Lived with the Bears by Barbara Diamond Goldin 4. After the reading give students the corresponding totem pole to color -Totem Poles to Color and Cut Out: Tlingit, by Stephen Brown, and practice re-telling the story to a partner. 5. When all the students have finished coloring, possibly the next day, have some students who would like to, come up and share their totem pole colorings with the class, and tell their favorite part of the story.

Activity #2 Hire a carver

1. Tell the class they are going to pretend to hire a carver to make a totem pole for their personal favorite story. Brainstorm with the class a list of some of their favorite stories, or read several new ones aloud and let them choose. (For example, Frog Girl and Storm Boy by Paul Owen Lewis). 2. Each student chooses a story, writes the title, and gives a reason why he/she likes that story. They then choose the most important characters from the story to be on a pole they will make and what order the character should be in – the same as in the story. 3. Either assign partners or let students chose their own. Students then “hire” each other to “carve” the story pole for the story the other person has chosen. 4. Students meet with their carver partner to describe the story and tell which characters they want on the pole.

18 The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government the policy of the Dept. of Education and you should not assume endorsement by the Federal Government 5. The “carver” draws on the pole template to design a totem for the other student. When they have finished drawing they cut out the template and glue it on to a paper towel roll to make a totem pole. (If they are available and are appropriate to the story students could also use Northwest Coast design stamps to make a pole.)

Activity #3 Raising a pole

1. When the whole class has finished their story poles (probably the next day), students gather together to discuss how to “raise” their poles. 2. Refer back to The First Totem Pole, by Rose Williams and look closely at the part where they have a potlatch to raise the pole. 3. Students first need to “pay” the carver of their pole. To do this, they need to think of some gifts they could make and food they could share. Brainstorm as a class some ideas for gifts and food. a. One easy thing to make is beaded necklaces. Using hemp rope or another thick string, students could use pony beads to make necklaces as payment for their poles. b. Using beads students can make patterned necklaces. Demonstrate some different patterns for students such as an ABAB pattern using two colors or a AABCAABC pattern using three colors. c. Give students turns to share some ideas for different patterns before they start stringing their necklaces. 4. They also should have some sort of special snack to simulate the feast of a tradtional potlatch. The class might like to make something together, like cookies or muffins. If students have access, they might ask their families to donate a jar of fish to make fish spread to eat with crackers, or some other Native food. Invite an Elder to the class feast 5. Decide on a day to have the potlatch and work on the presents and food.

On the day of the “pole raising” gather together and direct students to exchange their poles and gifts in a respectful manner. After the exchanging and payments are done, eat together to celebrate the occasion. Each student can then take a turn telling which story he/she chose, who the “carver” was, and share his/her pole. Each carver should be thanked for the work he/she did. 19 The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government the policy of the Dept. of Education and you should not assume endorsement by the Federal Government Assessment After listening to a story, students identify the main characters in the story.

Websites and Teacher Resources • http://www.kitsumkalum.bc.ca/photo/prv.html, 1987 Totem Pole Raising video. • http://www.cathedralgrove.se/text/07-Totem-Websites-1.htm#ur02, Totem Pole websites. • http://www.virtualmuseum.ca/Exhibitions/Billreidpole/, The Respect To Pole.

20 The contents of this curriculum were developed under the Tlingit Language Immersion Program (2004) and Building on Excellence (2005) grants from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Dept. of Education and you should not assume endorsement by the Federal Government