VOL. 10, ISSUE 3 A newsletter of the Alaska Rural Systemic Initiative Summer 2005 Alaska Federation of Natives University of Alaska National Science Foundation Rural School and Community Trust Pamyua, Let’s Dance Again by Mike Hull aiko drummers led the green dragon into the TGlobal Village where we watched Japanese chil- dren bring it under control with their dances. We knew by watching the ceremony that it was safe to welcome a special visitor. Sandra Kozevnikoff, from Sandra Kozevnikoff welcomes Wangari Matthai, the Russian Mission, stepped forward to welcome 2004 Nobel Peace Prize winner from Kenya, to the Wangari Maathai, the Nobel Peace Prize winner from Global Village at EXPO 2005. Kenya, as Maathai made her entry. Sandra and nine Yup’ik students greeted her while visiting the Global Village at EXPO 2005 in Aichi, Japan. “The world has a lot to learn from Contents you,” Maathai told the Yup’ik group. She went on to thanked Pamyua, Let’s Dance Again ...... 1 ANKN Curriculum Corner ...... 5 them for keeping their traditions and the wisdom they have Holding Our Ground The Corporate Whale gained from nature. Geophysical Institute The Russian Mission group arrived focus of a doctoral study by Takano Alaska Sea Grant in Japan on March 15. During the Takako, a resident of Japan, who is Mentoring Helps Teachers ...... 6 next two weeks they shared their instrumental in providing outdoor Researching Vitamin C in Plants ..... 8 culture, dance and an educational educational experiences and coordi- Youth Reminds Leaders of Chiefs .... 9 program with EXPO visitors. As the nating environmental projects for Red Cedar of Afognak ...... 10 Russian Mission School principal, I children from many nations. Takako’s Ch’eghutsen’ Project ...... 11 had the good fortune to tag along. interest in the subsistence-based cur- Technical Assistance for Schools... 13 Russian Mission School was the riculum of Russian Mission led to nine Iñupiaq Immersion ...... 15 (continued on next page) A Tribute to Yupik Elder ...... 16 2 SHARING OUR PATHWAYS

(continued from front) Alaska junior high students traveling to Japan in Rural Systemic 2003 to present their culture and school pro- Initiative gram at an international Ray Barnhardt, Co-Director symposium on the envi- University of Alaska Fairbanks ronment. The students’ ANKN/AKRSI performance had such an PO Box 756730 impact on the sympo- Fairbanks, AK 99775-6730 sium sponsors they (907) 474-1902 phone sought to bring Russian (907) 474-1957 fax Mission students to Ja- email: [email protected] pan for EXPO 2005, with Snow flurries fell on the opening ceremonies, but these the help of Japanese cor- Taiko drummers continued to perform. Oscar Kawagley, Co-Director porate sponsors. The University of Alaska Fairbanks EXPO theme is “Nature’s Wisdom,” place on March 25. A delegation of ANKN/AKRSI and the focus is on exploring ways to Ainu, the indigenous people of Ja- PO Box 756730 build sustainable communities. This pan, and our Yup’ik students were Fairbanks, AK 99775-6730 gathering of more than 80 nations and first to welcome visitors. Next the (907) 474-5403 phone 45 international organizations runs taiko drummers and a group of high (907) 474-1957 fax from March through September and profile Japanese entertainers took the email: [email protected] will host fifteen million visitors. stage for the first EXPO concert. Snow Frank Hill, Co-Director During the first few days, our stu- flurries throughout the day kept many Alaska Federation of Natives visitors away, and tem- 1577 C Street, Suite 300 peratures in the low Anchorage, AK 99501 thirties thinned the au- (907) 274-3611 phone dience as the night pro- (907) 276-7989 fax gressed, but those who email: [email protected] remained started danc- ing to keep warm. At the end of the last song by the Japanese per- Sharing Our Pathways is formers, the audience a publication of the Alaska Rural Systemic started chanting Initiative, funded by the National Science pamyua, the Yup’ik de- Foundation Division of Educational Systemic mand to keep dancing. Reform in agreement with the Alaska Federation of Natives and the University of Alaska. Each dance presentation ended with audience members The band responded We welcome your comments and suggestions joining the students to learn Yup’ik dances. This was and kept playing. Other and encourage you to submit them to: the highlight for the visitors and students. entertainers, including The Alaska Native Knowledge Network the taiko drummers, re- University of Alaska Fairbanks dents presented their dances to cor- turned to the stage for a P.O. Box 756730 porate sponsors, organizers and gov- spontaneous jam session. The Yup’ik Fairbanks, Alaska 99775-6730 ernment officials. These were formal student dancers took the stage as well, (907) 474-5086 phone ceremonies attended by a few hun- and the music went on and on. No one (907) 474-5615 fax dred people, and the students pro- seemed to notice the cold any more. http://www.ankn.uaf.edu vided the evening’s entertainment. The magic continued through the email: [email protected] At each performance, it took them week as students performed twice a Newsletter Editor: Malinda Chase just a few minutes to get the audience day in the Global Village. With the [email protected] to put aside protocol and join the EXPO open to the public, daily crowds Layout & Design: Paula Elmes dancing. topped sixty thousand. The Japanese [email protected] The official opening of the Global are proud of their ability to maintain Village, the area that hosted us, took a schedule, even with such numbers. SHARING OUR PATHWAYS 3

Yet once audiences were introduced covered by tatami mats to pamyua, the ending time got pushed made from rice straw. back further and further. And as visi- We left our shoes in a tors put on headdresses and took up storage area near the dance fans, they lost all sense of time. entrance and wore slip- The Japanese press got caught up pers provided by the in this Yup’ik invasion on orderli- owners. When entering ness. A national newspaper journalist a room covered by spent half-an-hour photographing the tatami, we left the slip- students then he put down his camera pers by the door. Futons and asked them to teach him to dance. and quilts were pro- Our students appeared in local and vided for sleeping. Ev- national newspapers, and the national ery night we unrolled news program featured their presen- these on the tatami and tation and interviews. each morning rolled Prior to the trip, students prepared them back up and put DVD and PowerPoint presentations them in the closet. We that showed the subsistence activities found this was a com- they participate in through their fortable way to sleep. school curriculum. The Yup’ik Traditional Japanese lifestyle presented fascinated the Japa- meals were served in nese and other visitors. “I think it is so another tatami covered cool,” said Wazai, a high school stu- room. We sat on the floor dent from Singapore. “You are able to and ate a variety of foods Irene Takumjenuk teaches a young visitor to dance and live so close to nature, and that is from many small dishes. two EXPO workers take time off to follow along. something unimaginable for many of I was told that eating 23 us.” Another student from Kyoto told to 30 different kinds of our students, “We envy the way you food a day is considered a healthy area where you sit on a plastic stool live and the things you do as part of diet. We became skilled at using chop- while you shower. When clean, you your school.” sticks in a short time. Then there was join friends or strangers in a pool that We also received a cultural educa- the Japanese bath. The guesthouse accommodates several people. You tion. We stayed at a traditional Japa- has one bath for men and one for soak in hot water up to your chin, and nese guesthouse that has large rooms women. Each has a common shower spend an hour or longer unwinding (continued on next page)

Charlotte Alexie teaches Amanda, a Singapore student, The Ainu performed a welcoming ceremony at the to perform the friendship dance. official opening of the Global Village. 4 SHARING OUR PATHWAYS

(continued from previous page) from the day. It did not take long to adjust to this; after the initial experi- ence students would run home to get in the bath. They also raced to train stations and climbed thousands of stairs to cram into rush-hour trains. But whether we were commuters or guests, the Japanese were forever ac- commodating, gracious and interested in us. There are many colorful and im- pressive presentations from the more than 125 countries and organizations at EXPO 2005. Yet the Yup’ik presen- tation was different. The impact our students had on the community that grew within the Global Village was beyond my comprehension. The stu- dents not only said, “This is who we The students from Momoyama Junior High in Kyoto and the students from are,” they offered the opportunity to Singapore gather with the Russian Mission students for a group photo after their become involved by extending the dance lessons. invitation: “Come dance with us.” Affection grew between the workers ship in our community, although the insisted that we visit their pavilion at the neighboring pavilions and our community might be a very virtual before we departed. Goodbyes were students. Our hosts took on the mis- one. They are so innocent and pure long and tears were shed as we left the chief behaviors of their Yup’ik guests, toward the world. We know these Global Village. teasing and playing in ways that chal- days younger generations are so in- Later I began to understand that lenged Japanese protocol. fluenced by what they see on screens. when the Japanese look to their an- Violence, monetary richness, selfish- cestors for guidance and wisdom they ness or opinions based recall rice farmers. Hunters and gath- on any real experiences. erers lie in that shadow world of pre- Your students are really history and myth. To the Japanese rooted into their own our Yup’ik students represented a land, nature and tradi- people older than their cultural tion. That is why they memory. Because our students’ lives are so deeply welcomed do not lie within the scope of human by our villagers who are activity familiar to the Japanese, our mostly living in very students were like creatures of myth. artificial world.” Their presence reached beyond that As our last perfor- of mere human beings; in Yup’ik be- mance in the Global Vil- liefs the people share a kinship with lage came to an end, the bear, the caribou and the other representatives from creatures of the land. By their pres- Tantiana Changsak explains to visitors at the Global each of the pavilions ence, the students showed the resi- Village how she catches eels at Russian Mission. came forward to thank dents of the Global Village that the the students for their myth lives now by saying, “Come When I questioned Ohmae Junichi, contribution to the spirit of EXPO dance with us.” And for a few days in the principal sponsor for our group, 2005. There was an outpouring of Japan some of the world came to- about the dynamics of this relation- gifts and many exchanged teasing sto- gether to learn from each other, and ship he responded, “Your students ries about their shared experiences our children taught them well. planted some sort of seeds of friend- during the two weeks. Each group SHARING OUR PATHWAYS 5

Geophysical Institute ANKN Curriculum Corner Library Education materials and resources Holding Our Ground are available at the University of http://www.ankn.uaf.edu/HoldingOurGround/ Alaska Fairbanks’ Geophysical Insti- tute Library for K–12 classrooms. Holding Our Ground is a 15-part series of half- Their collection focuses on general hour radio documentaries that features the voices science, geology, space physics and of Alaska Natives as they struggle for more Alaska Native cultures. Any teacher control over their lives. This series aired during can check out three items for two the fall of 1985. Jim Sykes recorded the hearings weeks at a time. of the Alaska Native Review Commission (ANRC) For more information, contact: on location in Alaska’s remote villages. The Geophysical Institute Library Canadian Judge Thomas R. Berger served as University of Alaska Fairbanks commissioner for the review and traveled throughout Alaska to find out how 611 Elvey Building Alaska Native people feel about their most basic values and how the 1971 Alaska P.O. Box 757320 Native Claims Settlement Act affects them. Holding Our Ground and Judge 907-474-7512 Berger’s book, Village Journey, are the results of the hearings. Land, subsistence 907-474-7290 fax and sovereignty are the main themes that weave the people and their cultures [email protected] together in a timeless continuum. These themes are illustrated through- out the series. This resource includes audio recordings and transcripts. Alaska Sea Grant Resources Alaska Sea Grant’s 2005 bookstore catalog features 130 books, videos, posters and brochures designed to educate people about Alaska’s marine resources. Our newest book is Common Edible Seaweeds in the Gulf The Corporate Whale: of Alaska, by Dolly Garza, a Haida-Tlingit Indian and ANCSA, The First 10 fisheries professor at the University of Alaska Fairbanks. Garza also wrote Tlingit Moon and Tide Teaching Years Resource, a curriculum guide that brings Native under- standing of science and ecology to the elementary http://www.ankn.uaf.edu/ classroom; and an instructor manual and student manual, TheCorporateWhale/ which teach kids skills to help them survive in an emergency. The title and content of this series offer an analogy between the role of Our video Sharing the Sea: Alaska’s CDQ Program describes the fisheries quota-sharing program, show- the whale in certain Alaska Native ing footage of the new and old ways in Bering Sea coastal subsistence lifestyles and the roles villages. The book The Bering Sea and Aleutian Islands is and responsibilities of the corpora- a richly illustrated volume that tells about the science of the tions created under the Alaska Native Bering Sea and the people who have lived in the region. Claims Settlement Act (ANCSA). The From elementary grade curriculum guides on marine sci- 10-part series provides audio record- ence to cutting edge fisheries research books, the Alaska ings and the transcription of the events Sea Grant has a wealth of educational materials for all leading to the ANCSA and the mecha- ages. The Alaska Sea Grant/Marine Advisory Program, at nisms employed to manage the act. the University of Alaska Fairbanks, is part of a nationwide, federal- and Hear how leaders assess the first 10 state-supported program dedicated to strengthening the long-term value years and future predictions. of marine resources through research, education and extension. 6 SHARING OUR PATHWAYS Mentoring Program Helps New Teachers by Mary Johnsen

eginning teachers want to make a positive difference in the New teacher Robyn Lamley and her lives of their students, but sometimes the challenges of class at Chief Ivan Blunka School, New B Stuyahok. Photo taken by Mentor Carol teaching are overwhelming. New teachers often feel frustrated, VanDerWege. inadequate and hopeless. A new mentoring program, the Alaska Statewide Teacher Mentor Project (ASTMP), helps new teachers Each mentor works with 12 to 19 beginning teachers. The mentor meets make the transition from being a student to being in charge of a regularly in person, on the phone and classroom. through e-mail with individual teach- ers. Mentor Jan Littlebear explains, As Lorrie Scoles, the ASTMP pro- The Alaska Teacher Mentor Project “I model lessons for beginning teach- gram director puts it, “When I was a models its program after the nation- ers, release them for observing other beginning teacher, I knew what I ally acclaimed New Teacher Project, a teachers, bring them resources, assist wanted my classroom to look like, feel program developed in California. In in the arrangement of a classroom or like and sound like, but it just wasn’t this model, mentor teachers are re- in securing supplies and resources. coming together. In many cases I knew leased from their classroom duties so Together we collaborate on planning, what was ’right’ but I didn’t know they can work full time on mentoring lessons, instruction and all areas of how to make it right. Self discovery is and they participate in eight, week- the profession.” painful!” During her first five years of long training programs to learn how “Jan has done so much to reduce teaching, Scoles spent her own time to help teachers analyze and improve my stress in this first year of teaching and money on books, workshops and their teaching practices. The goal is to in Alaska,” said Ann Anspach, one of conferences. Slowly she began to de- develop reflective teachers who are Jan’s beginning teachers at Joann A. velop into the kind of teacher she responsive to the diverse cultural, Alexie Memorial School in the Lower wanted to be. social and linguistic backgrounds of Kuskokwim School District. “She Key to her progress was finding a all students. maintained a sense of humor and mentor teacher to help her ask the The project is in its first year of a helped me to do the same, even in right questions and build on what two-year pilot project sponsored by tough times.” Ann is grateful for the was working. “As I became more suc- the Alaska Department of Education opportunity to be mentored. “We have cessful as a teacher, my students be- and Early Development (EED) and the an experienced teacher to model teach- came more successful,” Scoles University of Alaska. EED plans to ing strategies. We have someone to explained, “I figured out how to cre- evaluate the success of the project on bounce ideas off of. We have someone ate a community where kids wanted improvements in student achievement to help us find resources and answers. to be, where they felt safe and re- and increases in teacher retention. Most importantly, we have a friend spected. I developed a variety of struc- The department will seek ongoing who stays in regular contact with us, tures to keep kids challenged and funding based on the results. and who cares about our teaching accountable for their work. It wasn’t This year 37 of the 54 Alaska school success and recognizes that we have easy!” districts participated in the project. to be cared for as whole people, not “That’s why I’m thrilled about the Out of a pool of 150 Alaska teachers, just as teachers.” mentor project,” said Scoles. 22 mentors were selected for their It has been a challenge for Director “Mentoring helps new teachers ad- excellence in teaching, interpersonal Lorrie Scoles to take the New Teacher vance more quickly in their profes- skills and experience working in ur- Center mentoring mode that was de- sion and helps everyone feel better ban and rural schools. They have a signed in California and make it fit about what is happening in the class- combined total of 413 years of class- Alaska. One problem is travel in room.” room teaching experience! Alaska—weather gets in the way. SHARING OUR PATHWAYS 7

Another issue is helping new teachers adjust to rural Alaska. For instance, sometimes help in the classroom takes a back seat to helping a beginning Excerpt: Mentoring the Mentor teacher with food and housing con- by Jan Littlebear cerns, such as a broken hot water First year Yupiit instructor Elena heater or a frozen pipe. Miller, with the assistance of a local One central issue, however, is fish trapping expert named Henry mentoring new teachers about cul- White, arranged for her middle school tural differences. “How do you teach students to make, set and check fish someone to have an open mind?” asks traps in the Lower Kuskokwim; and mentor Eric Waltenbaugh. “I would for her third graders to check for fish never presume to teach about Alaska trapped in nets that had been sewn Native culture. What I can do is help and set under the ice near the school; teachers look inward. Until new teach- and finally for the high schoolers to Henry White, local expert, teaches ers are able to recognize their own sew the nets, make their own fish third-graders from Wm. Miller cultural lenses they bring to their traps, set them and later check their Memorial School about fish trapping in teaching, very little movement can be traps for fish. All of these wonderful Napakiak. Photo taken by Mentor Jan traditional, cultural experiences were made toward adapting their teaching Littlebear. practice to meet the needs of all their taking place over the course of sev- students. If they don’t recognize that eral weeks, ending the first week of different forms of communication, December. Enter the mentor! I arrived the week when all three classes were beliefs, values and attitudes are legiti- snowmobiling out to their sites to check the nets and traps for fish. Lucky me, mate, they won’t see that modifying I got to go along for the ride. I watched as the high school students attached their teaching practice to fit these floater and lead-weight cables to fishing nets, and I went with all three grade differences will be helpful to both the levels onto the frozen tundra to check set fish traps and nets. I traveled to students and themselves.” Napakiak to mentor my teachers, and I received the education! “Teachers have expectations re- garding where they think students should be academically, how they think students should act, what stu- ize that the concepts he was teaching in the community and asked them dents should value, the best way to were getting across. We were able to what their greatest concerns were for deliver instruction, the most efficient identify a high level of student think- the teachers in their village. The El- way to give directions, etc.,” said ing that was going on. This teacher ders replied, “The teachers get holed Eric. “It is very easy for a beginning was thrilled, and empowered because up by themselves, and they need to teacher, given the fragility of their he had mistaken lack of specific lan- get more involved in the community. first job and their need to feel success- guage skills for lack of thinking. This They need to drop by and visit with ful, to judge and blame instead of led to a discussion of whether it is fair us, take part in our activities.” Eric examining their own faults, to grade on something you haven’t became a link to a better understand- misperceptions and personal beliefs. taught. The conclusion we drew was ing between the teachers and the com- Having a mentor helps them work out to teach specific language skills in munity. The new teachers learned some of these thoughts and provides small chunks along with the content that “dropping by” isn’t rude; it is positive support for professional and evaluate student work on these expected. growth.” aspects alone.” “Making the mentoring program “For instance,” Eric explains, Eric tells another story that illus- more culturally responsive is an on- “New teachers often get caught up in trates how a mentor can bridge cul- going project,” said Lorrie Scoles. English literacy issues. I have been tural differences. He had dinner with “Collaborating with Native educators working with a social studies teacher several teachers that were new to a to develop ways to help beginning who was scoring his student’s written village. He learned the teachers teachers reflect on culture—both the work based on English language stan- wanted to be involved in the commu- culture of their students and their dards. As part of the mentoring pro- nity, but were frustrated since they own—is important work. While we cess, I helped him examine his weren’t invited to events or to people’s have begun the dialog, there is still students’ work, and he began to real- houses. Then he met with the Elders much more work to be done.” 8 SHARING OUR PATHWAYS

We boiled the plants individually and Researching Vitamin C extracted the juices. We mixed an iodine and cornstarch solution, which was a dark blue-purple color. Then we added the iodine to the juice hop- in Native Plants ing that the iodine would turn clear as by Candace Kruger it mixed. The faster the solution turned clear would indicate the more vitamin n 1741 Vitus Bering and his crew landed in North America on C in the plant. an island in Southeast Alaska, where he exchanged goods Dr. Gordon states that the recom- I mended dietary allowance is 60–190 with the Native people living there. After setting sail for home, milligrams of vitamin C daily to pre- he found that his men where beginning to suffer from scurvy. vent a range of ailments. He goes on to say, “Men should consume more vita- Scurvy is caused from lack of vitamin C. Some of its symptoms are min C than women and individuals bleeding gums, loss of teeth, aching joints, muscle depletion and who smoke cigarettes are encouraged to consume 35 mg more of vitamin C spiraling of the hairs on legs and arms. Bering and most of his men than the average adults. This is due to died from scurvy that year. They died trying to get home from the fact that smoking depletes vita- Alaska, when all they had to do was eat some of Alaska’s native min C levels in the body and is a catalyst for biological processes which plants to survive. Alaska has so much natural vitamin C in its damage cells.” vegetation. Gordon explains that vitamin C is essential because it helps produce col- This year in science class students row. Then we made a hypothesis: we lagen. Collagen is all over the human were assigned to do a project and guessed that rosehips would have the body. It is in cartilage, the connective enter it in the school science fair. My most vitamin C. We remembered hear- tissue of skin, bones, teeth, ligaments, partner, Erik Grundberg, the liver, spleen and kid- and I did a project on the neys and the separating amount of vitamin C in layers in cell systems such the plants around our vil- as the nervous system. lage of Anvik and in Ga- Americans get an average lena, where we attend of 72 mg a day. Studies high school. We thought show that if the body has the information we would too high of a daily intake learn could be useful for of vitamin C, the worst re- future reference—in case sult would be diarrhea. we got sick with a cold, To our surprise stink- we would know which weed had the most vita- plants provide the most min C, with rose hips vitamin C. According to coming in second. Our Dr. Jerry Gordon, on the teacher, Shane Hughes, website “How Stuff said that oranges have little Works,” studies indicate vitamin C compared to that a high dose of vita- Candace Kruger and Erik Grundberg examine results of vitamin stinkweed, regardless of min C at the beginning of C experiments. the advertising that orange a cold reduces its symp- juice is high in vitamin C. toms in some cases. However, vitamin ing this somewhere, but we were not Although orange juice may taste a lot C does not prevent the common cold. sure from where. better, stinkweed is best when you First we chose the plants to test: To perform the test, we followed a need vitamin C. You can make a tea cranberries, blueberries, rosehips, procedure designed by scientists that out of it. stinkweed, fireweed, spruce and yar- uses cornstarch, water and iodine. SHARING OUR PATHWAYS 9 Youth Reminds Leaders of Past Chiefs

A speech to 2005 Tanana Chiefs Conference adapted for print by youth delegate Tina Thomas his is my first year as a youth delegate, but I have always Tcome to these meetings. I have wondered why they never honored the first chiefs that came to Fairbanks (Alaska) almost 90 years ago.

When you walk into the Tanana Chief Charlie of Minto replied: Chiefs Building, in the entryway there “What can the United States do for Charles Sheldon collection, accession is a picture up on the wall. A picture us? Alaska is our home, we do not number 75-146-03, Archives, Alaska of the first chiefs and when I look at know where our people come from, and Polar Regions Department, that picture I feel pride in my heart, I but we are the first people here.” Rasmuson Library, University of feel proud to be Native. Words from Chief William of Tanana: Alaska Fairbanks. As I stand up here I have the jitters “To give them a reservation big and I can feel my heart pounding, but enough for them to live on like they we would not be strong, sovereign I cannot begin to imagine how the do at present would mean several and self-sufficient. And I will be hon- chiefs of the Tanana River felt, know- hundred miles and I don’t think that ored to thank the chiefs who were so ing that they would be talking to the the government can afford to give courageous and brave, for in those white man about our land for the very much ground.” days it was very hard to stand up to first time. the white man. Here are a few words, according to Replying to the chiefs, an Alaska The following Indians were present the archives. engineer commissioner said: at the said council: “As far as I can make out, from The words from Chief Ivan of Chief Joe of Sakchaket what the chiefs have said the Indians Crossjacket: Chief John of Chena want certain thing, and I want to “You must remember that I am My great, great grandfather Chief know if I have understood it rightly. making this statements in the name of Thomas of Wood River They want freedom to come and go as the Natives, all the Natives that are in Julius Pilot of Nenana they want to, fishing and hunting, this district here. I am making this Chief Charlie of Minto and if they take up their allotments, statements because I consider that all Chief Alexander of Tolovana they don’t want to have to live them these Natives that I represent I am Titus Alexander of Tolovana perhaps all the time that the law de- sure do not want to be put on a reser- Chief Ivan of Cross jacket mands, but if they do take up allot- vation. They don’t want to have one Alexander William, of Ft. Gibbon ments they will build cabins and call and therefore I am making this state- William of Ft. Gibbon them their homes. Is that the opinion ment for the Natives I am here to Albert of Ft. Gibbon of the assembled Chiefs?” represent.” Jacob Starr of Ft. Gibbon Unanimous answer from the Indians: Johny Folger of Ft. Gibbon The words from Chief Thomas of Wood “Yes.” Paul Willams of Ft. Gibbon River: To these men: Basee cho (thank “I wish to especially state that when The words of Paul Williams: you). I talk to you now, I wish to show you “Therefore, I wish you to take this are touching my heart and at the same in mind, that about this reservation, I time I wish to touch your heart.” think it is a fake.” Tina Thomas is from Toghotili (Nenana), Alaska located on the Tanana River and Judge Wickersham arose and asked With those powerful words said, I the Parks Highway in Interior Alaska. the Indians: She is Bedzeyhti Xut’ana, which means think that with the opening of the the Caribou Clan. Her grandmother is “What do you want the United TCC convention, we should also honor Norma George and her grandfather is States to do for the Indians?” our first chiefs, because without them Charlie Thomas. 10 SHARING OUR PATHWAYS The Making of Red Cedar of Afognak by Alisha Drabek In August 2004, the Native Village of Afognak Tribal Council (NVA) produced a children’s book titled Red Cedar of Afognak: A Driftwood Journey. The book was created through a collaboration between Elders, Western scientists, tribal members, tribal artists and writers. through traditional Native knowl- edge. Perhaps better said, Native The book’s production, in fact, tribe’s Dig Afognak: Elders’ Camp knowledge is scientific. tells a unique story itself of how di- where Alutiiq Elders and culture-bear- One of the main benefits of the verse groups can come together to ers have gathered each summer for a book project was that combining two produce a text based on oral tradition, week to share their knowledge of world perspectives—Western science with rich cultural information, in part- Alutiiq language, history and cultural and our Native ways of knowing—is nership with Western science. Rooted traditions. mutually validating. The chief out- in our Native ways of knowing, the One of the Elders who attended comes of combining the two is that for book is intended to be a model for this camp was John Pestrikoff, “JP,” Native students it helps build self- now of Port Lions but originally esteem in having their Elders’ wis- from Afognak. JP shared a story dom acknowledged, and makes his Elders told him about a drift- difficult concepts easier to grasp as wood log washed a mile inland they are made relevant to personal behind the old Afognak village. and cultural experiences. His Elders told him it was thrown By acknowledging our Elders’ there during a tsunami centu- knowledge we can further honor their ries before. He raised questions importance in our lives as being our about the long history of tsuna- first teachers. Scientific concepts mis in the region and their im- taught in school are inherently present pact on the tribe. in traditional Native knowledge sys- Among the camp participants tems. Often, though, students are were geologist Dr. Gary Carver unaware of the deep environmental Left to right: Alisha Drabek, Red Cedar of and archaeobotanist Dr. Karen knowledge long-existent within their Afognak co-author; John “JP” Pestrikoff, a Adams. Dr. Carver’s core sample culture and families. Port Lions Elder; and Gloria Selby, artist research on Afognak validated After Dr. Karen Adams returned and illustrator share a hug at the Port Lions Elders’ stories of previous tsu- home to Tucson, Arizona, she wrote Celebration of Culture gathering to honor the namis. In turn, Dr. Adams ex- the tribe with an outline of her ideas book’s publication. plored the origin of driftwood for this book project. The tribal coun- varieties and the currents on cil and staff pursued the project, com- sharing traditional storytelling that which they traveled to arrive on bining additional oral history research incorporates scientific knowledge, Afognak’s shores. She also studied they had conducted with Elders. with the purpose of educating our the many uses of driftwood by the At the time, I served as tribal youth in a place-based way. Alutiiq, who 1,000 years ago did not administrator for NVA. With my The Red Cedar of Afognak was writ- have trees. Dr. Adams saw JP’s story background in creative writing I ten primarily for elementary and as an excellent opportunity to dem- developed the outline into a full middle school classroom usage, as well onstrate just what the tribe’s cultural story. Working with Elders and the as within a cultural camp context. In camps were trying to prove—science Alutiiq Museum, Alutiiq language fact, the book project grew out of the concepts can be taught effectively (continued on next page) SHARING OUR PATHWAYS 11 Use of Relevant Materials Strengthens Ch’eghutsen’ Project by Hanna Carter, Cheryl Mayo-Kriska, Sarah McConnell, Paula McQuestion and Cecelia Nation he Ch’eghutsen’ Project is a family-driven, culturally- T appropriate and strength-based behavioral health service The Ch’eghutsen’ Project says for children, families and communities. The project philosophy “Thank you!” to the Alaska Native Knowledge Network is founded on “ch’eghutsen’,” an Athabascan belief from the for your generosity and village of Minto, Alaska that has a broad meaning that includes collaboration in “sharing your “children are precious.” To fulfill this mission, the project inte- pathways” with us. grates cultural traditions, guidance from Elders, mental health training and university credentialing. Culturally-relevant mate- together Native people from Interior rials shared by the Alaska Native Knowledge Network (ANKN) Alaska, guided the development of the project’s vision, training and ser- are used in the project. These materials have a significant impact vice components. on the Ch’eghutsen’s training program, which influences the Project planners identified train- ing as an essential component for sev- delivery of our services to children, family and communities. eral reasons. They hoped to develop Fairbanks Native Association “System of Care” project funded by culturally competent and credentialed (FNA), Tanana Chiefs Conference the federal Substance Abuse and Men- children’s mental health providers to (TCC) and the University of Alaska tal Health Services Administration. A serve Fairbanks and the surrounding Fairbanks (UAF) collaborate on this Circles of Care grant, which brought Interior villages of Nenana, Stevens Village, Huslia, Allakaket, Nulato and Koyukuk. They hoped to decrease turnover by hiring and training local (continued from previous page) residents in these communities. To vocabulary was further incorporated (HAIL) awards. In February 2004 JP decrease potential burnout of these into the project, as well as graphics to Pestrikoff was given a HAIL award mental health workers, they would demonstrate science concepts. Local for his role as the contributing cul- participate in intensive skill-based tribal artist Gloria Selby was brought ture-bearer to the book. Then, in Feb- training in order to face the chal- in on the project after the written text ruary 2005, I received a HAIL award lenges related to children experienc- was completed. She created original as the tribal author of the book. ing a serious disharmony at home, watercolor artwork to accompany the Copies of the book are available school or in the community. story. directly from the Native Village of The Ch’eghutsen’ Project planners In addition to the production of Afognak for $14.00. Contact the Na- hoped to stimulate changes in the the book, the Native Village of tive Village of Afognak at 907-486- behavioral health service system by Afognak has created a companion 6357 or email [email protected]. training and encouraging Alaska Na- curriculum unit. The curriculum out- tives to earn credentials that prepare lines the potential teaching opportu- Alisha Drabek is an assistant profes- them to thrive in behavioral health nities that the book supports. They sor of English at Kodiak College, a leadership and supervisory positions. also have created a week-long culture member of the Native Educators of the Most of all, the planners wanted their camp to explore the story and its Alutiiq Region (NEAR) and an Alutiiq efforts to result in culturally-appro- concepts with youth, Elders and Na- language apprentice through the Alutiiq priate mental health services that tive educators. Museum. She is an Afognak tribal mem- would better meet the needs of Alaska The book has received two Honor- ber and co-author of The Red Cedar of (continued on next page) ing Alaska’s Indigenous Literature Afognak. 12 SHARING OUR PATHWAYS

(continued from previous page) Native children and their families in Interior Alaska. Staff positions created within the Ch’eghutsen’ Project included care coordinators, a family advocate and a youth coordinator. Ch’eghutsen’ staff first worked through the UA Rural Human Services Certificate Pro- gram (RHS) for training; then they pursued the associate of applied sci- ences degree in Human Service. We are thankful for the positive relation- ships with these programs. Each aca- demic program helped us meet student and project needs with flexibility, responsiveness and cultural respect. The Ch’eghutsen’ training program Left to right: Eliza Ned, Allakaket; Cecelia Nation, Fairbanks; Mary Pilot, partnered with RHS and the Human Koyukuk; Mona Perdue Jones, Fairbanks; and Sophie Ellen Peters, Huslia. Services program to develop new UAF courses and adapt existing ones, which ies we made a day trip to Howard’s from Kobuk, Alaska. Students used integrated cultural appropriateness Gaalee’ya Spirit Camp on the Tanana these materials to explore personal while maintaining academic rigor. In River. Howard Luke and Elizabeth and community values, discover local the development and adaptation of Fleagle were our Elder mentors for the dormant values and develop ways to courses, the ANKN materials have weeklong class, bringing the book to apply cultural values and standards been highly important. life. Course assignments included to their work with children and fami- The Ch’eghutsen’ staff, who are keeping a daily journal that had a lies. The excellent resources of the students, identified cultural relevance “trail” theme, an essay describing the Alaska Native Language Center were as the essential power of the training also critical to the success of this program. Courses integrate commu- course, as students learned more about nity cultural traditions with main- “ We don’t understand the traditional stories and the applica- stream knowledge, which in turn, are Western way of healing and it tions of those stories. valued by community members. Com- Harold Napoleon’s Yuuyaraq: The munity support is critical to the suc- will not work for us. We have to Way of the Human Being was a pri- cess of our students. Communities go back to our Native ways of mary text in the curriculum. It is now share in the investment a student healing ...” a book our care coordinators recom- makes when they send an active hu- mend and talk about with man resource to town for weeks of Ch’eghutsen’ clients to help them training, allowing time to study, do student’s “own trail” to becoming a understand the powerful effects of homework and attend teleconference counselor and an essay reflecting com- intergenerational trauma and to share classes. In turn, Ch’eghutsen students munity interviews about local descrip- hope with those experiencing chal- give back to the community by shar- tions and expectations of a counselor. lenging times. As one care coordina- ing ANKN materials, using these ma- The ANKN cultural values posters tor describes it, “I explain to them terials to stimulate community and cultural standards books were about how our people used the old discussion, spark collaboration with key resources for the Ch’eghutsen’ way of teaching and since we have local schools and celebrate the developed course “Alaska Native lost those ways, we don’t have any- strengths of their culture. Healing in Human Services,” taught thing to fall back on. We don’t under- Here are a few brief examples of by Kenneth Frank and a terrific Elder stand the Western way of healing and how we have used ANKN materials: team that included Howard Luke from it will not work for us. We have to go My Own Trail authored by Howard the Chena-Fairbanks area, Lincoln back to our Native ways of healing, Luke, was one of our main textbooks Tritt from Arctic Village, Catherine which is off the land, nature and sea- for a Ch’eghutsen’ adapted course on Attla from Huslia, Pauline Peter from sons of living ... We can learn from rural counseling. As part of our stud- Nulato and Ida Ross who is originally books like Harold Napoleon’s, because SHARING OUR PATHWAYS 13 we as Native people all have similar beliefs and customs.” The Gospel According to Peter John Technical Assistance is another book that makes an impact beyond the classroom. Information from the book is shared with clients for Schools in Alaska and the book is made available to by Ray Barnhardt encourage healing that makes sense within the culture. A care coordina- he following article contains excerpts from the final report tor said, “I suggest that (clients) jour- of the Northwest Regional Advisory Committee submitted nal their thoughts and ideas and life T experiences in order to heal and put to the U.S. Department of Education (DOE) on March 31, 2005. things down on paper just like these famous authors have done. It could When Congress passed the Educa- DOE appointed a committee to pro- be a source of healing for them and tion Sciences Reform Act of 2002, vide input from the Northwest re- they could be authors like Harold and they directed the U.S. DOE to estab- gion, which includes the states of Peter.” lish 20 technical assistance centers to Alaska, Idaho, Montana, Oregon and Another participant in the help regional, state and local educa- Washington. Karen Rehfeld, from Ch’eghutsen’ training program said, tional agencies and schools implement Early Education and Development, “These are very critical strengthen- the No Child Left Behind goals and Marilyn Davidson a Kodiak principal ing reading materials for me and my programs, and apply the use of scien- and Ray Barnhardt from the Univer- classmates. I would recommend tifically valid teaching methods and sity of Alaska Fairbanks were the sources such as these for them to get a assessment tools in: Alaska representatives on the North- new meaning for our old way of life • core academic subjects of math- west Regional Advisory Committee that has pretty much disappeared from ematics, science and reading or (NW RAC). Input to the committee our modern day life.” There is a true language arts; was sought from educators and the healing quality in the materials avail- • English language acquisition; and general public throughout the state, able through ANKN. • education technology. including a two-day educational needs Ch’eghutsen’ now has thirteen The centers will also be respon- assessment forum held in Anchorage Alaska Native students from Fairbanks sible for: in January that brought together all and Interior villages who have par- • facilitating communication be- the technical assistance providers ticipated in our training program. tween education experts, school serving Alaska schools. The Alaskan They began their studies in the fall of officials, teachers, parents and Federation of Natives and the South- 2002. Six will receive their AAS de- librarians; east Regional Resource Center co- gree in Human Service in May 2005. •disseminating information to sponsored the forum, which included Four others only need three more cred- schools, educators, parents and representatives from the regional Na- its to complete their degree. Others policymakers for improving aca- tive educator associations. individuals are working towards their demic achievement, closing bachelor’s and master’s degrees. Two achievement gaps and encourag- Educational Challenges ing and sustaining school improve- have chosen to attend UAF fulltime Within the Region and are making excellent progress ment; and toward psychology • developing teacher and school NW RAC identified needs and degrees. leader in-service and pre-service developed recommendations in four Thank you to the Elders and com- training models that illustrate best priority areas: leadership, language- munity members who have supported practices in the use of technology culture-diversity, closing the achieve- our training program in so many ways. in different content areas. ment gap and effective use of Thank you to the Alaska Native They will coordinate with the re- technology. In the area of leadership, Knowledge Network for making so gional education labs, the National technical assistance in using research many helpful, culturally-relevant ma- Center for Education Evaluation and that improves school leadership holds terials available. We appreciate your Regional Assistance, the Office of the tremendous potential to help schools support. It has been important in our Secretary of Education, state service bolster student academic performance, learning journey. agencies and other technical assis- particularly for low-income and tance providers in the region. (continued on next page) 14 SHARING OUR PATHWAYS

(continued from previous page) student performance data to inform Native and American Indian students minority students. instructional decisions and effect in- throughout the Northwest region The second area for technical as- structional improvements for the (with a satellite office in Montana.) sistance is to address issues associated region’s diverse student populations. Priorities for this center would with language, culture and diversity In school districts where release time include: among our students. There is a grow- for teachers is difficult to obtain, the • developing and identifying cul- ing body of evidence that indicates use of web-based technologies can turally-appropriate research-based the way language and culture are ad- improve their access to center ser- materials for curriculum, learning dressed in the education system can vices. Technology permits greater and assessment relevant to par- have a significant impact on the per- access by participants and its con- ticular diverse populations in formance of students, and especially tinuous availability enables access to order to close the achievement gap those from particular cultural com- content for even the most hard-to- and provide access to higher level munities. Culturally-responsive cur- reach educators. Whether a function learning opportunities for all ricula and teaching practices that are of geography, resource restrictions, students; tailored to the diverse populations time or knowledge, local constraints •developing culturally-appropriate requires a shift in emphasis from the in addressing the challenge of devel- curriculum materials, teaching and one-size-fits-all composite approach oping or identifying effective re- assessment practices for American that has been typical of past responses search-based practices to close the Indians and Alaskan Native to “diversity” in the schools. achievement gap can be impacted students; A third area to be addressed has to through knowledgeable applications • identifying and disseminating do with assisting schools in develop- of technology. research-based practices that ad- ing strategies to engage the entire While the needs for technical as- dress the unique challenges asso- community and establish a two-way sistance in the Northwest region are ciated with low socioeconomic dialogue for facilitating the achieve- similar to those of the rest of the conditions; ment of all students. Technical assis- country, the delivery of technical as- • identifying and developing strate- tance efforts should be focused on sistance is made more challenging by gies for engaging families and com- educating and supporting teachers the region’s geographic vastness and munities in partnership with and building administrators in using subsequent population isolation. schools to support success for all; best practices in engaging parents as These factors, unique to the North- and productive partners and in defining west (including Alaska), make it diffi- • developing and preparing a highly meaningful roles for parents. cult to create a coordinated systemic effective workforce for the cultur- Finally, technical assistance needs professional development model to ally diverse, multi-graded, high- to provide support for the effective build local capacity to address the poverty and rural schools of the use of technology in a school setting. academic needs of the region’s di- region. The use of technology can also ex- verse student population. The need The U.S. DOE Request for Propos- pand the reach of technical assistance for well-trained and qualified educa- als is targeted for release in May 2005. centers. It can help administrators and tors and effective schools within the Proposals will be submitted by early teachers create databases to analyze Northwest Region must become a pri- summer and the new technical assis- ority if achievement gap disparities tance centers are expected to be open are to be reduced. this fall. For further information about Alaska RSI Regional the NW RAC process or recommenda- Other Recommendations tions, contact: Contacts Ray Barnhardt Andy Hope—Southeast The United States DOE will be so- ([email protected]) [email protected] liciting proposals from technical as- Karen Rehfeld Teri Schneier, Olga Pestrikoff, sistance providers outlining how they ([email protected]) Moses Dirks—Alutiiq/Unangaxˆ will address the needs identified or [email protected] above. In addition to a region-wide Marilyn Davidson John Angaiak—Yup’ik/Cup’ik technical assistance center, the NW ([email protected]) [email protected] RAC also recommended that a second The full report of NW RAC is avail- Katie Bourdon, Iñupiaq Region technical assistance center continue [email protected] able online at: Athabascan Region vacant to be based in Alaska to specifically http://www.rac-ed.org/ deal with issues involving Alaskan SHARING OUR PATHWAYS 15 Iñupiaq Immersion Students Learn Language and Culture by Martha Stackhouse he Iñupiaq immersion classes at the Ipalook Elementary We would like to thank the School in Barrow are busy learning the language and culture T Maori Elders for coming to our this year. There are classes for three- and four-year-old children cold climate to help us put our and kindergarten and first-grade immersion classes. priorities into perspective.

When school started in the fall, we numeral system. The students do well took a field trip to the tundra to pick in math; maybe using the Kaktovik plants. We picked yellow daisies, li- numeral system gives them the chance bers and Elders. On the first day they chen, willows, tundra leaves and tall to exercise their minds and to concen- gave the historical background about red grass that grows along the creek. trate. their indigenous people and the im- We got to chase a lemming. Every pact that contact had in their country, year we go on a field trip to the beach culture and language. In the 1980s but polar bears roamed the beach this The children are learning to they realized their language was at year so we canceled the trip. count in Iñupiaq. They can count risk. They started teaching their During the holidays, we went to by 10s up to 100. They are grandchildren in their garages. They the senior center to sing Christmas learning the Kaktovik numeral applied for grants and eventually carols. The students liked going there; system. moved into larger buildings. As their some had an amau or “great grand- efforts continued, the public schools parent” in the audience. After sing- gave the hard-to-handle Maori chil- ing, they would go to their amau and Our children are learning Iñupiaq dren to the private Maori schools. give him or her a big hug. The senior despite the limits with the mandated These children achieved success by citizens enjoyed seeing the children No Child Left Behind Act (NCLB) we graduating from high school. Many in their building. limit Iñupiaq language learning to 50 went on to attend universities. The We performed for the combined percent. Nevertheless, students are sense of belonging and self-esteem North Slope and Northwest Arctic learning Iñupiaq. Our teaching tech- moved them to a higher level. The Boroughs’ Economic Summit, which niques include using Total Physical government noticed the success of happened prior to the Kivgiq festivi- Response. For instance, if a teacher the private Maori schools and began ties. The students welcomed the audi- asks a student to close the door, the to fund the schools. Today Maori lan- ence in Iñupiaq, sang songs then student has to say they are walking to guage is taught through the univer- danced sayuutit or “motion dances,” the door and that he or she is closing sity level. while one of the students drummed. the door while doing the command. The next day Tuti and Roimata In the future, we plan to go to the When it is snack time, students know separated the Iñupiaq language teach- Iñupiaq Heritage Center Museum to that they will not get juice or crackers ers while Jana Harcharek from the look at artifacts and hunting tools. In unless they ask for it in Iñupiaq. When North Slope Borough School District the past few months, our children students say they are done with their met with the community. Each group have witnessed whaling preparations work and ask to play in Iñupiaq then came up with strategies to keep our in their own homes and in the homes they get to play. Iñupiaq language alive. Tuti let the of their relatives.The whaling season In January we held a North Slope teachers vent and then asked us to is always looked forward to with Education Summit. Two people from dream of a perfect Iñupiaq language anticipation. New Zealand, Hinekahukura Tuti school as if we were the administra- The children are learning to count Aranui and Roimata Wipiki, were the tors and in charge of the changes. in Iñupiaq. They can count by 10s up guest speakers. They met with the We decided that a private Iñupiaq to 100. They are learning the Kaktovik language teachers, community mem- Immersion school would be best. (continued on next page) 16 SHARING OUR PATHWAYS

(continued from previous page) With No Child Left Behind, we can no longer teach total Iñupiaq immer- A Tribute to a sion. At best, we teach 50 percent Iñupiaq and 50 percent English. En- glish is required because they want Yup’ik Elder our schools to meet the Adequate by Esther Ilutsik Yearly Progress (AYP), which is mea- sured by testing in English. There- s a young girl, Helen Toyukak fore, English is being pushed in the remembers sitting in the grass United States. If we are to start a A private Iñupiaq Immersion school, we near the abandoned village of would no longer be tied to NCLB. Kulukak, which was wiped out during the 1930’s flu epidemic. It may be helpful for parents to know that students taking Iñupiaq She faces Qayassig or Walrus Island, in Southwestern Alaska’s immersion classes often do better in Bristol Bay region, and watches a group of older children sitting testing in their middle- and high- school years. They may not do well in a circle with an Elder. The Elder is juggling grass woven balls during their elementary school years and chanting “Qayassiq kan’a, Imutuq kan’ai ... ” in the Yup’ik due to not knowing English well. However, they grasp English rapidly language. The chant ends and she continues to juggle until she and later will do as well as peers who makes a mistake. A child takes the Elder’s place in the game until have not taken immersion classes. In each one has had a chance at this rhythmic play. fact, most of them exceed beyond their peers. This year former Iñupiaq I would like to recognize Elder raiding of mouse food caches and the immersion students won in the middle Helen “Mauvaq” Toyukak of traditional fancy squirrel parka. The school math competition, science fairs Manokotak for her contributions and knowledge base that she shared is and the Bilingual Multicultural Edu- dedication to the documentation of used by many of our Bristol Bay area cation and Equity Conference writing traditional Yup’ik knowledge. Helen teachers and instructors in the class- competition. Their self-esteem is ap- willingly and unselfishly shared her room and at the university. Quyana parent and they are setting high ex- knowledge about grass baskets, the cakneq! pectations for themselves. We talked about children learning the language from the time they are babies. The community people vowed to start teaching Iñupiaq to their chil- University of Alaska Fairbanks Nonprofit Organization dren and grandchildren as much as Alaska Native Knowledge Network/Alaska RSI U.S. Postage Paid possible. The young parents, who may PO Box 756730 Fairbanks AK understand Iñupiaq but not speak it, Fairbanks AK 99775-6730 Permit No. 2 committed to taking Saturday classes to learn Iñupiaq. The daycare center has shut down due to budget cuts. We discussed the ADDRESS SERVICE REQUESTED possibility of reopening it and teach- ing only in Iñupiaq. This may be the starting place. Eventually it could expand. The Paisavut Working Com- mittee, which is a group of Iñupiaq language teachers, has started meet- ing with the Paisavut (Our Heritage) leaders to help make this dream a reality.