XAAYDA KIL / XAAD KIL GRADES 5 TO 12
Integrated Resource Package 2017
School District No.50 Haida Gwaii
Copyright © 2016 School District No. 50 Haida Gwaii and the School District No. 50 Haida Education Council, on behalf of the Xaayda Kil and Xaad Kil language champions past and present: those who keep the language alive for Haida children, present and future.
COPYRIGHT NOTICE
No part of the content of this document may be reproduced in any form or by any means, including electronic storage, reproduction, execution or transmission without the prior written permission of the Xaayda Kil and Xaad Kil Language Authorities and the School District No. 50 Haida Gwaii Board of Education.
LIMITED EXEMPTION TO NON-REPRODUCTION
This copyright allows unlimited use of this IRP by the School District No. 50 Board of Education, which sponsored its development. Permission to copy and use this publication in part, or in its entirety, for non-profit educational purposes is granted to all British Columbia public schools and First Nation schools, for the purpose of teaching Xaad Kil and Xaayda Kil.
COVER ARTWORK
The design is of Mouse Woman, a recurring supernatural being in almost every Haida story; she is the “all seeing eye”. Her role is to guide one through the story with the knowledge of either what is to happen or how to prepare for what will happen, or even to give directions. She is the oracle in a sense, with all her knowledge, just as this document shall be full of language and history. I see this box design with Mouse Woman as a box filled with knowledge, which in turn represents this IRP. -- WNCY (Billy Yovanovich)
TABLE OF CONTENTS
PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE
Preface ...... vii
INTRODUCTION
Principles of Learning ...... 5 First Peoples Principles of Learning ...... 5 Haida Principles of Learning Yahguudang ...... 6 Xaayda Kil/Xaad Kil: Language of the People ...... 6 Rationale ...... 7 Instructional Content ...... 8 Approach to Xaayda Kil/Xaad Kil Teaching ...... 9 A Note on Dialect ...... 9 Xaayda Kil/Xaad Kil Connection to Land/Sea/Air ...... 10 Haida Oceans and Way of Life Map ...... 11 Haida Marine Seasonal Round ...... 12 The Communicative - Experiential Approach ...... 13 Prescribed Learning Outcomes ...... 13 Language Learning Strategies ...... 14 Curriculum Organizers ...... 17 Integration with Other Curricula ...... 19 Suggested Instructional Strategies ...... 19 Suggested Assessment Strategies ...... 19 Assessment in Xaayda Kil/Xaad Kil ...... 20 About Assessment in General ...... 20 Integration of Cross-Curricular Interests ...... 21 Exemptions from the Language Policy ...... 21 Students with Special Needs and Second Language Study ...... 22 Learning Resources ...... 24 Working with the Haida Community ...... 26 Involving Parents and Guardians ...... 28 Establishing a Positive Classroom Climate ...... 28 Addressing Sensitive Topics ...... 29 Copyright and Responsibility ...... 30 Endnotes ...... 31
Xaayda Kil/Xaad Kil 5 to 12 iii TABLE OF CONTENTS
XAAYDA KIL / XAAD KIL GRADES 5 TO 12 CURRICULUM
Grade 5 ...... 34 Grade 6 ...... 42 Grade 7 ...... 50 Grade 8 ...... 58 Grade 9 ...... 66 Grade 10 ...... 74 Grade 11 ...... 82 Grade 12 ...... 90 Introductory Xaayda Kil / Xaad Kil 11 ...... 99
XAAYDA KIL / XAAD KIL GRADES 5 TO 12 APPENDICES
Appendix A: Prescribed Learning Outcomes ...... A-2 Appendix B: Learning Resources ...... B-3 Appendix C: Assessment and Evaluation ...... C-3 Appendix D: Honouring ...... D-3 Appendix E: School District No. 50 Haida Gwaii Protocol Guidelines ...... E-3 Appendix F: Orthography ...... F-3
iv Xaayda Kil/Xaad Kil 5 to 12
PREFACE
PREFACE: USING THIS RESOURCE PACKAGE
Xaayda Kil/Xaad Kil Integrated Prescribed Learning Outcomes Resource Package Grades 5 to 12 Prescribed learning outcomes are content This Integrated Resource Package (IRP) standards for the provincial education provides basic information that teachers system. Learning outcomes set out the will require in order to implement the knowledge, enduring ideas, issues, Xaayda Kil/Xaad Kil Grades 5 to 12 concepts, skills, and attitudes for each curricula. Brief descriptions about each subject. They are the statements of what section of the IRP follow. students are expected to know and be able to do in each grade. Learning The Introduction outcomes are clearly stated and expressed in observable or measurable The Introduction provides general terms. All learning outcomes complete information about the Haida language the stem: “It is expected that students Grade 5 to 12 curricula, including will….” Outcome statements have been special features and requirements. It written to enable teachers to use their also provides a rationale for teaching experience and professional judgment Xaayda Kil/Xaad Kil in School District when planning and evaluating. The #50 Haida Gwaii. outcomes are benchmarks that will permit the use of criterion-referenced THE XAAYDA KIL/XAAD KIL GRADES 5 performance standards. It is expected TO 12 CURRICULUM that actual student performance will vary. Evaluation, reporting, and student The Xaayda Kil/Xaad Kil Grades 5 to 12 placement with respect to these Curriculum is structured in terms of outcomes depend on the professional curriculum organizers. The main body judgment of teachers, guided by of this IRP consists of four columns of provincial policy. information for each organizer. These columns include: Suggested Instructional Strategies
prescribed learning outcome Instruction involves the use of statements techniques, activities, and methods that suggested instructional strategies can be employed to meet diverse student for achieving the outcomes needs and to deliver the prescribed suggested assessment strategies curriculum. Teachers are free to adapt for determining how well the suggested instructional strategies or students are achieving the substitute others that will enable their outcomes students to achieve the prescribed locally approved learning learning outcomes. These strategies are resources suggestions only.
Suggested Assessment Strategies
The assessment strategies suggest a variety of ways to gather information about student performance. Some
Xaayda Kil/Xaad Kil Grades 5 to 12 vii PREFACE: USING THIS RESOURCE PACKAGE
assessment strategies relate to specific THE APPENDICES activities; others are general. These strategies are suggestions only. A series of appendices provides additional information about the Locally Approved Learning Resources curriculum and further support for the teacher. The learning resources in this IRP are materials that have been reviewed and • Appendix A lists the curriculum evaluated by the members of the Xaayda organizers and the prescribed Kil/Xaad Kil Grades 5 to 12 learning outcomes for each grade for development team, according to district the curriculum. policy. They are typically materials suitable for student use, but may also • Appendix B consists of general include information primarily intended information on learning resources, for teachers. Teachers are encouraged to including a complete annotated list select those resources that they find most of the learning resources that support relevant and useful for their students. this curriculum. The resources listed in the curriculum section (fourth column) of this IRP are • Appendix C contains assistance for those that either present comprehensive teachers related to provincial coverage of the learning outcomes of the assessment and evaluation and particular curriculum organizer or reporting policy. Prescribed learning provide unique support to specific outcomes have been used as the topics. Appendix B contains a complete source for samples of criterion- listing of all learning resources so far referenced evaluation. identified to support this curriculum. • Appendix D acknowledges the many people and organizations that have been involved in the development of this IRP,
Appendix E gives instruction on Protocols for having Elders and Knowledgeable People in the Classroom as well as for holding Special Events in School District 50 Haida Gwaii
Appendix F gives information about Xaayda Kil/Xaad Kil Orthography and pronunciation.
viii Xaayda Kil/Xaad Kil Grades 5 to 12 PREFACE: USING THIS RESOURCE PACKAGE
Prescribed Learning Outcomes Suggested Instructional Strategies
The Prescribed Learning The Suggested Outcomes column lists Instructional Strategies the specific learning column suggests a variety outcomes for of instructional approaches each curriculum that includes group work, organizer. problem solving, and the use of technology. Teachers should consider these as examples they might modify to suit the developmental level of their students.
Learning Resources Suggested Assessment The Learning Resources column Strategies is an alphabetical list by media of the resources The Suggested Assessment that support the prescribed Strategies offer a wide range learning outcomes. of assessment approaches A complete list including useful in evaluating the a short description of the prescribed learning outcomes. resource, its media type, Teachers should consider and distributor is found in these as examples they might Appendix B of the IRP. modify to suit their own needs and instructional goals.
Xaayda Kil/Xaad Kil Grades 5 to 12 ix PREFACE: USING THIS RESOURCE PACKAGE
x Xaayda Kil/Xaad Kil Grades 5 to 12
INTRODUCTION Xaayda Kil / Xaad Kil Grades 5 to 12
“Haida language belongs to us, and it’s up to us to work at it and try to keep it.” Sk’adaga Leeyga, Stephen Brown That Which Makes Us Haida, p.79 1
“Xaayda kil gives us the ability to feel and understand our relationship to the earth, sky and ocean. So if you were to ask what my first lesson was in Haida, it was respect for all things, for all beings.” GwaaGanad, Diane Brown That Which Makes Us Haida, p.i
“We are an oral culture. Before European contact, our records of events, knowledge and technology were carefully preserved in our oral histories, and accompanied by visual representation in the form of two-dimensional formline, carving, weaving, and dance.
A K’aygang.nga LlGaayGa – “a professional Storyteller” or Haida historian – could narrate these histories word for word, inflection for inflection, exactly as he had learned it from his predecessors, and exactly as he would train his successor. Every clan had a Storyteller, a position of great responsibility.
This is how we know of the time before land and before life as we know it when there was only the Supernatural Beings. The world was covered in salt water and it was both light and dark they say. This is how we know we come from the ocean, some as human beings, others descending from Supernatural Beings who over generations, became human. Our stories recount the creation of Haida Gwaii and North America, and the many geographic and supernatural events that followed: heat waves, floods, and tsunamis, the last ice age, rising and lowering sea levels, the first tree on Haida Gwaii. Other stories recount our relationships with mainland nations, early travels to foreign lands like Japan and Hawaii, and of visitors to our islands long ago.” Jisgang, Nika Collison That Which Makes Us Haida, p. 17
Figure 1: Haida Gwaii, taken from Haida Land Use Vision, p.2, Council of the Haida Nation, 2005. Haida Gwaii is an archipelago of approximately 150 islands in the Pacific Ocean, 80 km west of the north coast of British Columbia.
INTRODUCTION TO XAAYDA KIL / XAAD KIL 5 TO 12
INTRODUCTION TO XAAYDA KIL/XAAD the community, the land, the KIL 5 TO 12 spirits, and the ancestors. Learning is holistic, reflexive, This Integrated Resource Package (IRP) reflective, experiential and sets out the provincially prescribed relational (focused on curriculum Xaayda Kil/Xaad Kil, Grades connectedness, on reciprocal 5 to 12. relationships, and a sense of place). PRINCIPLES OF LEARNING Learning involves recognizing the consequences of one’s Provincial education programs are actions. based on three principles of learning that Learning involves generational reflect current views of how effective roles and responsibilities. learning occurs, particularly within First Learning recognizes the role of People’s language programs by taking Indigenous Knowledge. into account Indigenous pedagogy. Learning is embedded in memory, history, and story. They have profound implications for all Learning involves patience and aspects of the program, such as the roles time. of student and teacher, the kinds of Learning requires exploration of learning resources that are chosen, and one’s identity. the type of assessment that occurs. The Learning involves recognizing development of this Xaayda Kil/Xaad that some knowledge is sacred Kil Grades 5 to 12 IRP has been guided and only shared with permission by and incorporates these Principles and/or in certain situations. of Learning: Learning requires the active Because these principles of learning participation of the student. represent an attempt to identify common People learn in a variety of ways elements in the varied teaching and and at different rates. learning approaches that prevail within Learning is both an individual particular First Peoples societies, it must and a group process. be recognized that they do not capture the full reality of the approach used in FIRST PEOPLES PRINCIPLES OF the Haida community or in any single LEARNING First Peoples society.
Implicit in the development of the In addition, this document recognizes Xaayda Kil Kil/Xaad Kil Grades 5 to 12 that British Columbia’s schools include IRP is the following First People’s students of varied backgrounds, Principles of Learning, which are interests, abilities, and needs. Wherever affirmed within First Peoples societies, appropriate for this curriculum, ways to and are reflected in the course meet these needs and to ensure equity curriculum: and access for all learners have been Learning ultimately supports the integrated as much as possible into the well-being of the self, the family, Prescribed Learning Outcomes and Achievement Indicators.
Xaayda Kil / Xaad Kil 5 to 12 • 5 INTRODUCTION TO XAAYDA KIL / XAAD KIL 5 TO 12
HAIDA PRINCIPLES OF LEARNING - These Haida principles are prominent YAHGUUDANG within the teaching of Xaayda Kil/Xaad Kil. Yahguudang, respect, is an important Haida principal of conducting oneself in This IRP also recognizes that culture and the world. It is this principal that guides language evolve, that both are not static the successful learning and teaching of in a certain time or place. This the Haida language. When one is recognition allows for the introduction of respectful of oneself and to the history, new Haida words to describe new culture, and environment that is the basis technology, an evolution in language of Xaayda Kil/Xaad Kil, there is a strong that has been constant in Xaayda foundation for learning the language Kil/Xaad Kil since time immemorial. successfully. XAAYDA KIL/XAAD KIL – LANGUAGE “Xaayda kihlgii t’alang kihlgulas OF THE PEOPLE gyinuu yan id Xaayda Gas Ga id unsiida. “Our connection to the land, when you When we speak the Haida language, we hear it in Haida, it’s much more direct know we are Haida.” and clear; you can understand our “Tl’l ‘waadluwxan Ga t’alang relationship better. Haida is more yahgudang, k’uuga ad tll ngaaysdlayaay intimate.” giiyuu id sdaahll. GwaaGanad, Diane Brown, That We want respect, love and healing Which Makes Us Haida, p.128 for everyone.” Skidegate Haida Immersion Program Haida Language comes from and is That Which Makes Us Haida, p.21 spoken on the land of Haida Gwaii. Haida means People, and Haida Gwaii As well as Yahguudang, other Haida means Islands of the People. During a principles include the following: time not so long ago, there existed many dialects of the Haida language belonging Gid tll’juus, “The world is as to the many different villages on the sharp as the edge of a knife;” archipelago of Haida Gwaii. After vast One must walk carefully in this population loss due to disease epidemics world and consider the in the 18th and 19th Centuries, the many consequences of your actions. Haida villages congregated into the Gina waadluxan gud ad present day communities of Skidegate in kwaagiida, “Everything depends the South and Old Massett in the North, on everything else;” Everything and the dialects also converged, into the is connected. two remaining dialects of Skidegate and Isda ad diigaa isda, Giving and Old Massett: Xaayda Kil, and Xaad Kil, receiving, reciprocity is a core respectively. There is also the Alaskan value and principal within Haida dialect, Xaat Kil, but this document culture. concerns the Haida Gwaii dialects of ‘Laa gu ga kanhllns, Xaayda Kil and Xaad Kil. Both Xaayda Responsibility. Kil and Xaad Kil mean “The Language of the People,” and the language embodies the relationship between our
6 • Xaayda Kil / Xaad Kil 5 to 12 INTRODUCTION TO XAAYDA KIL / XAAD KIL 5 TO 12 land, culture and language. Haida started speaking English… After I grew language is referred to as Xaayda up, I never spoke Haida for years and Kil/Xaad Kil for the purposes of this years. Not too many people know Integrated Resource Package. Haida.” Gaah Yah, Norman Price, That Which Makes Us Haida, p. 109 Haida language is known as a “language isolate”, meaning there are no known RATIONALE languages that are similar to it. In this regard, Xaayda Kil/Xaad Kil is unique in The Haida language is listed as Critically British Columbia in that it is not a part Endangered in the UNESCO scale of of a language family. Language Endangerment. This means
“Our language, our way of seeing the world that the fluent speakers remaining are in is unique. Certain concepts like “shape the “great-grandparent” generation (in classifiers” are important in the Haida their 80s and 90s), and there are very language and reflect our way of thinking. few new fluent speakers. Community Shape classifiers are used when counting initiatives have long been in effect to objects. For instance, when you see two create new fluent speakers and maintain killer whales you say sGaan dla sdang, “two our Indigenous Haida language. The animal shaped killer whales”; when talking offering of effective Haida language about ten songs, you say sGalaangaa sGa school programming on Haida Gwaii is tlaahl’ “ten wave length –shaped songs,” one of many ways community language because songs are wave –shaped, like sound revitalization can be successful. waves. “ Sdaahl Kaawas, Lucy Bell, That Which Makes Us Haida p. 21 The tragic story of Haida language loss is directly related to the drastic There was a time when the homes and population loss Haida people suffered lives of Haida people on Haida Gwaii between the late 1700s and early 1900s. were filled with the sounds of Xaayda The numbers of Haida people declined upwards of 95% from more than 15,000 Kil/Xaad Kil. th Haida in the 18 Century to just over And then came a period of silence, when 500 in 1905 due to deaths from the sounds of Haida language were no introduced diseases such as smallpox, longer heard. Generations of Haida tuberculosis, and the Spanish Flu. children were raised speaking primarily English, due to population decline from However, it is now time for the present smallpox and other diseases, missionary and future generations of Haida to fill influences, Residential Schools, and the their homes and lives with Xaayda strongly introduced notion that the Kil/Xaad Kil, the language of the people, children of Haida Gwaii would prosper once more. We, as educators, in Canadian society if they only spoke understand that the valuable worldview English. contained within the Haida language will guide the children of Haida Gwaii and “I grew up speaking Haida. We used to assist in creating balanced lives and go to camp every winter with the Elders. healthy communities, a greater That was all I knew, was Haida…. When understanding of self, and a deeper I started school up the hill is when I appreciation for this place, Haida Gwaii.
Xaayda Kil / Xaad Kil 5 to 12 • 7 INTRODUCTION TO XAAYDA KIL / XAAD KIL 5 TO 12
Furthermore, in 1920, attendance to Residential Schools and Reconciliation Residential Schools became compulsory Teacher Resource Guide, Grades 11 and for Indigenous children in Canada 12, Book One, (FNESC 20153). between the ages of 7 and 15. Indigenous parents who refused to send Today there are an estimated 40 speakers their children to school were punished of the Haida language remaining. There under a change made to the Indian Act. are few new Haida speakers in our On Haida Gwaii, “Indian Day Schools” communities. However, there are open in Old Massett and Skidegate in the numerous Haida language learning 1920s. Children who attended the Indian initiatives, programs, and resources Day Schools on Haida Gwaii as well as available within the communities of those who were sent away to Residential Haida Gwaii. These Haida language School were forbidden to speak their programs and multitude of resources will Haida language. Upon returning home be utilized within this Xaayda Kil/Xaad from these schools, the children’s Kil IRP Grades 5 to12, with families accommodated their loss of contributions from the organizations of language by generally speaking only Skidegate, Old Massett, and the Alaska English to them. Haida language learning community.
“I talked the Haida language until I Students and teachers of the Haida was 10 years old, until I started language deserve the support of their learning English; I had to learn communities and the School District in English so I could go to school.... their efforts to honor the Indigenous Then all of our family got sent away language of this land, Haida Gwaii. It is to boarding school, [Residential in this spirit of yahguudang that the School], and when they started coming home, they only spoke English Haida Language IRP is developed and so we had to join them. That’s when implemented. there was no more Haida.” Sk’adaga Leeyga, INSTRUCTIONAL CONTENT That Which Makes Us Haida p.77. The study of Haida language and culture “Naanii, Florence Edenshaw is intended to enable learners to Davidson, said to me, “We didn’t communicate purposefully in Xaayda want you to go through the same thing Kil/Xaad Kil and to provide that my children went through, so we opportunities for students to gain didn’t speak Haida to you.” As a insights into Haida culture and ways of result, my generation was brought up being that are directly connected to the not speaking Haida. Language holds the key to many ideas that we do not language. have access to by speaking English. Robert Davidson, Eagle Haida culture has been taught within Transforming, p.142 School District No. 50 Haida Gwaii since 1973, when a “Haida Culture” While teaching about Residential course was first offered at George M. Schools, it is necessary to be sensitive Dawson Secondary School in Masset. and aware. For consideration, teachers Xaayda Kil/Xaad Kil has been taught for should refer to p. 6 of the Indian and over three decades in School District No.
8 • Xaayda Kil / Xaad Kil 5 to 12 INTRODUCTION TO XAAYDA KIL / XAAD KIL 5 TO 12
50, and is currently offered from Grade Although it is now recognized that there K4 to Grade 12. are three dialects of the Haida language: Xaayda Kil, Xaad Kil, and Xaat Kil, Over the years many Haida language and there continue to be Haida speakers who cultural curricula have been developed speak the specific dialects of the and delivered within the schools in Villages from which their Clan School District No. 50 Haida Gwaii. originated. Therefore, within one now These language and cultural materials recognized dialect there may be five or are included in Appendix B of this more ways of saying the same thing, and Xaayda Kil/Xaad Kil IRP. all five or more ways of saying that same thing are correct. Teachers of Xaayda APPROACH TO XAAYDA KIL/XAAD KIL Kil and Xaad Kil must be cognizant of TEACHING these slight differences and accommodate different dialects with The teaching approach of Xaayda sensitivity and understanding. In a Kil/Xaad Kil in this IRP focuses on Oral majority of instances, differences in learning, meaning students are dialect are very slight and can only be encouraged to listen to and speak the recognized by a fluent speaker. language first; and secondly to focus on reading and writing. Both aspects of This IRP acknowledges each dialect of language learning are important, but the Haida language as valid and of because Xaayda Kil/Xaad Kil is equal importance. traditionally a spoken language, teachers of Xaayda Kil/Xaad Kil should focus It is important as educators and first on speaking and listening. Methods learners that we acknowledge and such as “Total Physical Response” respect the subtle dialectical (“TPR” - see Appendix B), and other differences that continue to exist methodology developed for Indigenous within Xaayda Kil and Xaad Kil. language learning emphasizes speaking and listening without the aid of English The following gives examples of dialect and/ or writing are placed with great differences between Xaayda Kil and importance in the pedagogy of Xaayda Xaad Kil respectively: Kil/Xaad Kil promoted with this IRP. Skidegate Old English A NOTE ON DIALECT Haida Massett Haida “Kilang gaw ga sdluu gasing uu agan kiiga Xaayda Kil Xaad Kil Haida danghlingaas” Language If we lose our voice, what would we call sk’aadga sk’ad’a Learn ourselves? That’s what I keep saying. Nanaay Naanii Grandmother There’s about fourteen different dialects Xaayda Xaads Haida nowadays. Used to be something like Taawgaay Taawee Food twenty-eight, slightly different, but they Tllsda Awaahl A long time speak one language now.” Gaagwii Gagwii Ago Niis Wes, Ernie Wilson, That Which Makes Us Haida, p. 158
Xaayda Kil / Xaad Kil 5 to 12 • 9 INTRODUCTION TO XAAYDA KIL / XAAD KIL 5 TO 12
XAAYDA KIL/XAAD KIL CONNECTION and culture to the Land, Sea and Air of TO THE LAND, SEA AND AIR Haida Gwaii. Details about both the Haida Oceans and Way of Life Map and The following pages exemplify the Haida Marine Seasonal Round are resources that show students of Xaayda found in Appendix B. Kil/Xaad Kil the connection of language
“Haida is a very exact language. There are so many words for the different types of rain and I think there are twenty ways of saying “wave.” You set a really clear picture in your head when someone says something to you in Haida. It’s very exact, but when it comes time to translate it, it doesn’t sound as good.” GwaaGanad, That Which Makes Us Haida, p. 126
Poles at SGang Gwaay, Gwaii Haanas
“Haidas are a maritime people known throughout the North Pacific for our seafaring traditions... The continued reliance of Haida on the marine, coastal and inland environments of our territory is supported by an archaeological record that documents a minimum of 10,500 year-old cultural history. Haida society is divided into Raven and Eagle families and clans. The clans have distinct origin stories and lineage histories that root them to places throughout Haida Gwaii; these ancient village sites and the stories connected to them continue to be a part of contemporary Haida identity.” Jones and Williams-Davidson, Haida Marine Traditional Study Volume 1.54
10 • Xaayda Kil / Xaad Kil 5 to 12
Davidson, 2000. Haida Marine Traditional Knowledge Study, Volume 1.5
Figure 2: Haida Oceans and Way of Life Map, Council of the Haida Nation, 2011. See a larger version in every school in School District No. 50 Haida Gwaii, and full details in Appendix B of this IRP.
INTRODUCTION TO XAAYDA KIL / XAAD KIL 5 TO 12
Figure 3: Haida Marine Seasonal Round, taken from “Ocean and Way of Life,” Council of the Haida Nation, 2011 http://www.haidanation.ca/Pages/documents/pdfs/marine/OceanWay_LR.pdf
12 • Xaayda Kil / Xaad Kil 5 to 12
INTRODUCTION TO XAAYDA KIL / XAAD KIL 5 TO 12
THE COMMUNICATIVE-EXPERIENTIAL within which communication takes APPROACH place. • Language learning is complex. Xaayda Kil/Xaad Kil Grades 5 to 12 Instruction takes into account curriculum endorses what is commonly individual learning styles and rates, referred to as the communicative- and also attends to teaching process experiential approach. In this approach strategies for successful language the focus of instruction is the purposeful learning. use of language to perform real-life • The ability to perform with language tasks, share ideas, acquire information, is facilitated when students actively and get things done. Grammar engage in meaningful, authentic, and instruction plays a supportive role purposeful language-learning tasks. only—to provide useful strategies to • Assessment reflects instructional facilitate communication and goals and is performance oriented. comprehension. • Technology and textbook materials play support roles for language- The communicative-experiential learning goals; they should not approach is guided by an educational determine curriculum. philosophy that includes the following principles: (Adapted from “Teaching and Learning K-12 Authentic Instruction Communication,” Section 7.19, ASCD Curriculum Handbook, September • As much as possible, language 1994.) learning should emulate authentic language use. • The goal of language learning is PRESCRIBED LEARNING OUTCOMES performance with language rather than knowledge about the language. Prescribed learning outcomes in this IRP • Language learning is not additively are expressed in terms of tasks to be sequential but recursive and paced performed and not in terms of language differently at various stages of items to be mastered. Assessment and acquisition. evaluation of language acquisition focus • Language develops in a series of on students’ abilities to understand approximations towards native-like others and to express themselves norms. Language learning is not the comprehensibly and appropriately. accumulation of perfectly mastered Assessment and evaluation do not focus elements of grammar and on the mastery of grammar for its own vocabulary. Thus, learner errors are sake. to be expected. • Language proficiency involves both Where possible, the prescribed learning comprehension and production. outcomes show progression through the Comprehension abilities tend to grades. precede and exceed productive abilities. • Language is inextricably bound to culture. Language use requires an understanding of the cultural context
Xaayda Kil / Xaad Kil 5 to 12 • 13 INTRODUCTION TO XAAYDA KIL / XAAD KIL 5 TO 12
LANGUAGE-LEARNING STRATEGIES cognates; recognizing, using, and adapting language patterns; using a “To keep our history, they had a variety of writing processes such as bonfire in the winter months, going brainstorming, sharing, revising, editing, steady….In the evening, it’s only the and publishing; and, using context to grey-haired men that can sit at this support and extend language learning. fire: the Storytellers. They would tell When students apply a range of specific my dad a story, the next night he has strategies to their language learning, they to tell the same story to these grey- are better able to understand haired men. If he missed one word, information, clarify and negotiate just one word, the story’s over. The next night they’d tell him the same meaning, and generally communicate story again, and the next night he has more effectively. to tell that same story again, when he gets it word for word, then they will “Our responsibility as Haida Language tell him another story. This is how my Teachers is to encourage and foster learning dad was raised, to carry on the Haida with all our students. Teaching kids Haida history. There were Storytellers in Language is like building a snowman, first every village, in every clan… When I you start with a small ball of snow and you was a young boy, they didn’t have keep rolling the ball to add snow until our these storytelling places going. After Grade 12 students have created an even the smallpox, a lot of these were three-tiered snowman. Our job is to foster vacant, there was only this village and positively encourage their desire and [Skidegate], and Old Massett that ability to continue to learn and participate survived the smallpox. And people in learning Haida Language. Always check from other villages moved here, the your snowman to make sure it doesn’t have same thing happened in Old Massett, “flat” sides. people from other villages moved in Our voice tone when working with students there. These two villages were the and others learning the language is so vital, only ones that survived [on Haida if we use a positive tone when speaking and Gwaii].” interacting with children, they respond in a Nang King.aay ‘uwans, James positive manner and we have fostered their Young. That Which Makes Us desire to keep learning and trying. “ Haida, p. 147-148 Herb Jones, Haida Language Elder, January 2016 Language-learning strategies are important components of a language The Language-Learning Strategies chart program and are now recognized as an (page 14) shows a cumulative range of essential part of successful language strategies suggested for each grade. By learning. Examples of such strategies Grade 12, students should be using the include using visual clues; recognizing full range of strategies.
14 • Xaayda Kil / Xaad Kil 5 to 12
INTRODUCTION TO XAAYDA KIL / XAAD KIL 5 TO 12
The language-learning strategies on page 16 are strongly recommended, but may be modified if necessary.
The Gwaii Haanas Legacy Pole, raised at Hlk’yah Gawga, Windy Bay, August 2013.
Xaayda Kil / Xaad Kil 5 to 12 • 15 INTRODUCTION TO XAAYDA KIL / XAAD KIL 5 TO 12
LANGUAGE-LEARNING STRATEGIES
As students progress through the grades, they should develop and apply a range of strategies to assist their comprehension and expression. Students need experiences that encourage them to:
Grade 5 Grade 6 Grade 7 • recognize cognates • use prior knowledge of a topic to • recognize known Haida words and • use visual aids, actions, lists, and predict meaning cognates in new contexts pre-framed models • use formula phrases, including • ask for specific words in Haida, if • use visual and context clues to greetings and expressions of necessary, while continuing guess meaning politeness communication • use mime, gesture, and props to • actively seek help by asking for • listen to and practice help convey meaning clarification and repetition pronunciation of the written word • use repetition, alone or with others, • connect new topics to personal • group new items into categories to practice and reinforce new experience that are personally meaningful language • use some English or mother- • self-evaluate progress by • record ideas or expressions with tongue words, if necessary, to comparison with earlier visual images and symbols maintain communication performance or against personal • derive meaning by listening • develop personal notebooks and goals attentively and participating fully dictionaries to record new • continue to record new vocabulary in activities vocabulary and phrases
Grade 8 Grade 9 Grade 10 • recognize and use common • recognize and use common • take risks with the language to patterns patterns extend language boundaries • adjust the message in order to use • listen, view, or read selectively to • use a variety of reference known expressions and vocabulary focus on key information materials, including dictionaries, • use word webbing charts, tables, • tolerate ambiguity of meaning for comprehension and production and other graphic organizers to when unable to understand fully • set personal goals in language support oral and written expression • transfer and adapt known skills and monitor their progress • reflect on learning by recording structures to convey meaning in personal goals, successful new contexts strategies, and new vocabulary and • use a variety of writing processes phrases to convey personal meaning • plan ahead for communicative activities by anticipating language and resources needed
Grade 11 Grade 12 Introductory Grade 11 • rephrase in Haida to compensate • negotiate meaning by using • use visual and context clues to for unknown expressions questions in Haida and other guess meaning • make personal notes to use as a techniques for clarification • use mime, gesture, and props to reference for oral and written • summarize information in oral, help convey meaning productions graphic, and written form • use prior knowledge of a topic to • actively review common, useful • use dictionaries, grammars, and predict meaning expressions and patterns to refine other reference materials for • recognize and use common communication clarity of comprehension and patterns • self-monitor and correct recurring expression • tolerate ambiguity of meaning or significant errors in • seek out and create practice when unable to understand fully communication opportunities in and out of the • transfer and adapt known classroom structures to convey meaning in new contexts • use a variety of reference materials, including dictionaries, for comprehension and production • set personal goals in language skills and monitor their progress
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CURRICULUM ORGANIZERS YAHGUUDANG – UNDERSTANDING CULTURAL INFLUENCES The components of this IRP are categorized under four curriculum When students communicate with others organizers. These organizers are based in Xaayda Kil/Xaad Kil and participate on the common reasons people have for in cultural experiences they gain insight wanting to learn an additional language into the role of culture. Through and have been used to group the exploring the Haida language, its prescribed learning outcomes, suggested cultural context, and its world (Haida instructional strategies, suggested Gwaii), students develop an assessment strategies, and locally understanding of diverse perspectives approved learning resources. The and can better appreciate the role of their curriculum organizers are: culture and language and how it relates to the world around them. Yahguudang - Understanding Cultural Influences– to interact with COMMUNICATING and appreciate that the Haida culture is strongly linked with the language. Learning outcomes listed under this Communicating – to communicate organizer provide opportunities for with other people. students to use the Haida language to Acquiring Information – to acquire establish and maintain relationships, information for a purpose. share ideas and opinions, and to Experiencing Creative Works – to complete real-life tasks. This organizer experience creative works for embraces a variety of communication linguistic and cultural exposure. skills—listening, speaking, viewing, representing and reading and writing These curriculum organizers are —in order to reach students with a practical and purposeful. They allow wide range of abilities, language program developers to address such traditions, and backgrounds. It matters as cross-curricular integration emphasizes authentic language-learning and diverse learning rates, styles, and experiences and the application of a needs. They focus attention on the most range of language-learning strategies. important purposes for studying an Teachers and students are encouraged to additional language. In the classroom, use an ever-increasing amount of the they should not be treated separately but Haida language in all activities and should be integrated into most activities. student/student and student/teacher interactions. Whenever possible, teachers should use and encourage the use of the In the process of communicating in the Haida language. There are times, Haida language, students are encouraged however, when English will be to take risks. necessary to complete a task or provide supporting detail for a learning activity, particularly in the organizer, Yahguudang.
Xaayda Kil / Xaad Kil 5 to 12 • 17 INTRODUCTION TO XAAYDA KIL / XAAD KIL 5 TO 12
EXPERIENCING CREATIVE WORKS “It’s important to learn the Haida alphabet, that’s the Students learn a language most first thing they should effectively when they experience and learn.” appreciate it through storytelling by Jiixa, Gladys Vandal, That Which elders or members of the cultural Makes Us Haida, p. 161 community, music, dance, film, video,
art, and other forms of creative “You can’t make Haida any easier. If we’re going to teach the proper expression. sentences, we just have to do it, whether we want to or not, because if we don’t Students will be motivated to continue we’re going to have strange Haida.” their language studies when they have Gaada, Mary Swanson, That frequent opportunities to listen, view, Which Makes Us Haida, p.73 and eventually read creative works in the Haida language and respond to them in ACQUIRING INFORMATION various ways. Students should be exposed to a wide range of creative In this age of rapidly expanding works representative of the Haida information, it is important for students culture, beginning with visual and aural to develop the ability to understand and works and progressing to written works acquire information from authentic as students’ language skills develop. sources in the Haida language (such as Over time, students should be able to Haida fluent speakers, audio recordings, produce a variety of written, oral, and films, songs, and printed material) to visual responses. complete meaningful tasks. A meaningful task is one that engages Teachers are encouraged to explore, students in thoughtful learning and is wherever possible, cultural opportunities relevant to their lives. that may exist within their own community. In the process of acquiring information from sources that are appropriate to their interests and age levels, students are “It is an art, really, to give a speech [in encouraged to apply a range of Xaad kil]. In the old days I used to language-learning strategies to assist hear people giving speeches, they their comprehension and expression and would tell a story about something, to take risks. some kind of a do’, when they are finishing off, it coincides with what’s going on at the moment. It was an In the case that the Haida language is art.” primarily oral-based, much of the K’uuyang, Claude Jones. That acquired information will come from Which Makes Us Haida, p. 58 fluent speakers of the Haida language in the communities of Haida Gwaii.
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The final task for each theme should allow for a wide range of performances so students at all levels of ability continue to learn and be successful. For example, a theme on clothing may have partners or small groups working toward a fashion show with oral presentation. Younger students might use less language and more props, or complete a different task, such as role-playing a clothing purchase.
SUGGESTED INSTRUCTIONAL
Poles at SGang Gwaay, Gwaii Haanas STRATEGIES
INTEGRATION WITH OTHER Instructional strategies have been CURRICULA included for each curriculum organizer and grade level. These strategies are When teachers and students see the suggestions only, designed to provide Haida language as a practical means of guidance for generalist and specialist communication and not just a narrow teachers planning instruction to meet field of language study, many the prescribed learning outcomes. The opportunities open up for integration strategies may be either teacher directed with other curricula. The prescribed or student directed or both. There is no learning outcomes are deliberately one-to-one relationship between the open-ended in nature to encourage learning outcomes and the instructional teachers and students to make links to strategies, nor is this organization other areas of study such as mapping, intended to prescribe a linear means of graphing, music, or visual arts. In course delivery. It is expected that secondary schools, teachers could make teachers will adapt, modify, combine, efficient use of this open-endedness and organize instructional strategies through joint planning and joint to meet the needs of their students and evaluation tasks. (See Appendix C for to respond to local requirements. examples of integrated units.) Integration in the elementary classroom is easier and “Like many indigenous societies that may begin with daily routines and have maintained strong connections procedures conducted in the Haida to their lands and resource base, language. In this way, students will see Haida activities are for the most part Xaayda Kil/Xaad Kil as a useful means dictated by the seasons of the year.” of expression. Haida Marine Traditional 5 Knowledge Study Multi-Grade Classes SUGGESTED ASSESSMENT STRATEGIES Teachers are encouraged to use the same themes for both grades if possible, The assessment strategies in this IRP alternating the set of themes each year. describe a variety of ideas and methods
Xaayda Kil / Xaad Kil 5 to 12 • 19 INTRODUCTION TO XAAYDA KIL / XAAD KIL 5 TO 12 for gathering evidence of student ABOUT ASSESSMENT IN GENERAL performance, and provide examples of criteria for assessing the extent to which Assessment is the systematic process the prescribed learning outcomes have of gathering information about been met. Teachers determine the best students’ learning in order to describe assessment methods for gathering this what they know, what they are able to information. do, and what they are working toward. From the evidence and The assessment strategies or criteria information collected in assessments, examples are always specific to each teachers describe each student’s learning organizer. Some strategies relate to and performance. They use this particular activities, while others are information to provide students with general and could apply to any activity. ongoing feedback, plan further It is expected that teachers will adapt, instructional and learning activities, set modify, combine, and organize subsequent goals, and determine areas assessment strategies to meet the for additional instruction and needs of their students and to respond intervention. Teachers determine the to local requirements. purpose, aspects, or attributes of learning on which to focus the assessment. They ASSESSMENT IN XAAYDA KIL/XAAD also decide when to collect the evidence KIL and which assessment methods, tools, or techniques are most appropriate. Since language is acquired in a spiraling and recursive process, students will Assessment focuses on the critical or thrive in a stimulating environment significant aspects of learning that where risk-taking is nurtured and errors students will be asked to demonstrate. are viewed as a natural and informative Students benefit when they clearly part of language development. When understand the learning goals and students understand the role of errors, expectations. they are able to make confident decisions about when to take risks and Evaluation involves interpreting when to edit carefully for accuracy. assessment information in order to make further decisions (e.g., set In grades 5 to 7, assessment places equal student goals, make curricular emphasis on two of the major decisions, plan instruction). communication skills: listening and speaking. From grades 8 to 12, emphasis Teachers evaluate student performance is also placed on reading and writing, from the information collected through with a majority of emphasis continuing assessment activities. Teachers use their to be on listening and speaking. This insight, knowledge about learning, and emphasis validates the oral and aural experience with students, along with the skills that have received less attention in specific criteria they establish, to make the past than reading and writing. Final judgments about student performance in evaluations in grades 8 to 12 should relation to learning outcomes. therefore base 75% of the total grade on Students benefit when teachers provide oral and aural skills. evaluation on a regular, ongoing basis.
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When evaluation is seen as an EXEMPTIONS FROM THE LANGUAGE opportunity to promote learning rather POLICY than as a final judgment, it shows learners their strengths and suggests how Ministry of Education policy states that they can develop further. Students can all students must take a second language use this information to redirect efforts, as part of the required curriculum in make plans, and establish future learning grades 5 to 8. Students may be exempted goals. from the second language requirement. An exemption may apply to a student The assessment of student performance who is: is based on a wide variety of methods and tools, ranging from portfolio • identified as a student with special assessment to paper-and-pencil tests. needs or receiving English Language Appendix C includes a more detailed Learning support, and discussion of assessment and evaluation. • unable to demonstrate his or her learning in relation to the expected INTEGRATION OF CROSS-CURRICULAR learning outcomes in a course or INTERESTS: INCLUSION, EQUITY, AND subject and grade for which an ACCESSIBILITY FOR ALL LEARNERS educational program guide has been prescribed by the minister. British Columbia’s schools include students of varied backgrounds, Government policy supports the interests, and abilities. The Kindergarten principles of integration and inclusion of to Grade 12 school system focuses on English Language Learners and of meeting the needs of all students. students with special needs. Most of the The development team has done its best Prescribed Learning Outcomes in this to ensure that this IRP addresses curriculum can be addressed by all relevance, equity, and accessibility students. Some strategies may require issues. Wherever appropriate for the adaptations to ensure that those with subject, these issues have been additional needs can successfully integrated into the learning outcomes, achieve the Prescribed Learning suggested instructional strategies, and Outcomes. Modifications can be made to suggested assessment strategies. When the Prescribed Learning Outcomes for selecting specific topics, activities, and students with Individual Education Plans resources to support the implementation (IEPs). Teachers of Xaayda Kil/Xaad Kil of Xaayda Kil/Xaad Kil Grades 5 to 12, are encouraged to use a wide range of teachers are encouraged to ensure that appropriate adaptations to instruction these choices support inclusion, equity, and assessment to meet the needs of and accessibility for all students. In individual students. particular, teachers should ensure that classroom instruction, assessment, and resources reflect sensitivity to diversity and incorporate positive role portrayals, relevant issues, and themes such as inclusion, respect, and acceptance.
Xaayda Kil / Xaad Kil 5 to 12 • 21 INTRODUCTION TO XAAYDA KIL / XAAD KIL 5 TO 12
STUDENTS WITH SPECIAL NEEDS AND should include consultation with parents SECOND-LANGUAGE STUDY or guardians as part of the IEP process.
Although ministry policy states that The following teaching strategies might students may be exempted from second- be used to assist students with special language study because of special needs, needs in the Xaayda Kil/Xaad Kil not all students who have been identified classroom. as having special needs should be exempted. Second-language study may • Adapt the Environment actually enhance first-language - Cluster students with particular development for some students. gifts or needs. - Use community resources for Students representing a wide range of extension and research. special needs could successfully - Make use of preferential seating to participate in this course because it uses enhance research. a communicative-experiential approach. - Create a space with minimum Teachers may need to adapt instructional distractions. strategies, activities, and evaluation - Change the location of the learning methods for some students. For activity to optimize concentration. example, students with sensory - Make use of co-operative grouping impairments may need amplification or or pairing of learners. additional description to “view” videos. • Adapt Presentation or Instruction Decisions to exempt a student from - Provide extension activities for taking a second language should be students with special gifts and made only after considering assessment talents. information about the student’s - Offer choices for self-directed cognitive, sensory, or physical learning. disabilities. - Provide advance organizers of key information. When an individual student is exempted Demonstrate or model new due to special needs, the exemption must - concepts. be documented as part of the Individual Education Plan (IEP). For example, - Adjust the pace of activities as students who are deaf might have required. difficulty with oral sections of a second- - Change the wording of questions language curriculum. Students who are or instructions to match students’ experiencing difficulty establishing level of understanding. communication might concentrate on - Provide functional, practical developing a communication system opportunities for students to such as Bliss symbols or voice-activated practice skills. technology. Students with language- processing disabilities may have difficulties that preclude second- language study. Such exemptions
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- Highlight key points in written material. - Provide software that has variable font sizes. - Use adapted computer hardware and appropriate software. - Provide alternative resources on the same concepts at an easier comprehension level. - Provide or arrange for opportunities for independent study (e.g., CD-ROM).
• Adapt Methods of Assistance - Train and use peer tutors to assist students with special needs. - Arrange for teacher assistants to work with individuals or small groups. - Collaborate with support teachers to develop appropriate strategies for individual students with special needs.
• Adapt Methods of Assessment - Allow students to demonstrate their understanding of concepts in a variety of ways (e.g., murals, displays, models, oral presentations). - Match assessment tools to Strong Man Pole at Sk’adgaa Naay Elementary student needs (e.g., oral or open- School, Skidegate, Haida Gwaii book tests, tasks performed
without time limits, teacher- • Adapt Materials and Equipment student conferencing). - Make the organization of - Set short-term, achievable goals activities more explicit (e.g., with frequent feedback. colour-code the steps used to - Provide opportunities for complete a task). students to assess their progress - Use manipulatives and other and set their own goals. support materials.
- Provide large-print charts or activity sheets. For more information about resources - Use opaque overlays for text and support for students with special pages to reduce the quantity of needs, please refer to visible print. www.bced.gov.bc.ca/specialed/
Xaayda Kil / Xaad Kil 5 to 12 • 23 INTRODUCTION TO XAAYDA KIL / XAAD KIL 5 TO 12
LEARNING RESOURCES practicing teachers. It is expected that teachers will select resources from those The fundamental aim of this curriculum that meet the provincial criteria and that is to enable students to communicate in suit their particular pedagogical needs Xaayda Kil/Xaad Kil. The curriculum and audiences. Teachers who wish to focuses on the purposeful use of use other resources to meet specific local language to perform real-life tasks, share needs must have these resources ideas, acquire information, and enhance evaluated through a local district the understanding of culture. The kinds approval process. Teachers are of learning resources available for encouraged to use a variety of resources students to use while learning the to support learning outcomes at any language are vital to achieving this aim particular level. A multimedia approach and implementing this approach. is encouraged. Interaction with fluent Elders and community resource people can enhance The Xaayda Kil/Xaad Kil Grades 5 to 12 language acquisition and provide curriculum includes opportunities for opportunities to communicate in Xaayda individual teacher and student choice in Kil/Xaad Kil. When possible, Elders and the exploration of topics and selection of speakers as living resources have been learning resources to meet certain added to the Learning Resources column Prescribed Learning Outcomes. This throughout this IRP. flexibility allows educators to plan their programs to meet the particular In order to help students achieve requirements of their students and to communication goals and carry out real- respond to current local needs. When life tasks while learning Xaayda selecting topics and learning resources, it Kil/Xaad Kil, learning resources should may be appropriate to incorporate reflect the language at work in daily life. student input. These resources could include web sites, newsletters, Haida Nation documents, Ministry Procedures for Selecting menus, information about employment, Learning Resources holidays and celebrations, and artwork and artifacts reflecting the culture of the For the purposes of classroom Haida community. instruction and assessment, teachers must use either; The Ministry of Education promotes the provincially recommended establishment of a resource-rich learning resources, environment of educationally OR appropriate materials intended for use by resources that have been teachers and students. The media evaluated through a local, formats include, but are not limited to, board/authority-approved materials in print, video, digital and process. software formats, as well as combinations of these formats. Evaluation criteria focus on: Resources that support provincial content; curricula are identified through an instructional design; evaluation process that is carried out by
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technical considerations, and Authentic Learning Resources social considerations in terms of curriculum fit and The selection of authentic First Peoples age/developmental texts and creative works is critical for the appropriateness; and, success of the Xaayda Kil/Xaad Kil availability of special-format Grades 5 to 12 curriculum. Authentic versions such as Braille and First Peoples texts and creative works taped books. are those that: present authentic First Peoples voices Ministry policy concerning Learning and worldviews— i.e., historical or Resources can be found on the contemporary works created by First ministry’s policy website: Peoples (or through the substantial www.bced.gov.bc.ca/policy/policies/ contributions of First Peoples) depict themes and issues important to First Peoples cultures (e.g., loss of The locally evaluated resources listed identity and affirmation of identity, in this IRP have been approved for tradition, healing, role of family, use according to School District No. 50 importance of Elders, connection to Haida Gwaii policies. the land, the nature and place of spirituality as an aspect of wisdom, Teachers are advised, wherever possible, the relationships between individual to have students achieve the course and community, the importance of outcomes through a focus on traditional oral tradition, the experience of Haida stories and creative works. To colonization and decolonization) achieve the Prescribed Learning incorporate First Peoples story-telling Outcomes through a focus on Haida techniques and features as applicable culture, teachers will need to develop (e.g., circular structure, repetition, their own library of learning materials weaving in of spirituality, humour). pertaining to the Haida community. Creative works selected to support the It is important for teachers to Xaayda Kil/Xaad Kil curriculum should recognize Haida cultural protocols as also: they implement the Xaayda Kil/Xaad focus primarily on Haida Kil Grades 5 to 12 curriculum. worldviews, but also reflect First
Peoples perspectives from Permission for use of cultural materials elsewhere in the Northwest Coast or practices such as legends, stories, region, British Columbia, Canada songs, designs, crests, photographs, and throughout the world audiovisual materials, and dances must demonstrate a high level of be obtained through consultation with literary or artistic merit. the relevant individuals, families, Elders, hereditary chiefs, Band Councils, the
Haida Education Council, the Xaayda
Kil and Xaad Kil Language Authorities, or the Haida Nation. This authorization should be obtained prior to the use of any educational plans or materials.
Xaayda Kil / Xaad Kil 5 to 12 • 25 INTRODUCTION TO XAAYDA KIL / XAAD KIL 5 TO 12
WORKING WITH THE HAIDA British Columbia, has brought together a COMMUNITY dedicated community of learners to promote fluency and increase teaching The Xaayda Kil/Xaad Kil Grades 5 to 12 ability and skills. curriculum includes opportunities to draw upon the experiences and wisdom Gaaw: Old Massett: of Xaayda Kil/Xaad Kil teachers, Haida The Xaad Kihlga Hl Suu.u “Everyone Elders, and other knowledgeable Speak Haida” Organization in Old members of the Haida community. Massett was founded in 2006, and provides community language Elder Knowledge holder support and revitalization programming. Initiatives participation is invaluable to help have included Xaad Kil Gwaaygangee, teachers bring information about Haida the Language Nest, running from 2006- culture into the classroom in a way that 2012; the Haida Language Certificate is accurate and reflects Haida concepts program in conjunction with Simon of teaching and learning. Fraser University, started in 2006; and the Haida Language Immersion “Boot Both Skidegate and Old Massett have Camp”, a four-month initiative again many community language learning partnered with SFU and the University programs and initiatives. of Alberta in 2015.
Hlgaagilda – Skidegate The Society is involved in a seven-year The Skidegate Haida Immersion partnership with SFU to create a Haida Program (S.H.I.P) was founded in 1998, Language App, to digitize over 100 following a ten-day immersion session community language recordings and to in Skidegate. The goal of S.H.I.P. is to create an off-island storage of Xaad Kil preserve and revitalize Xaayda Kil. The resources. The Society has also created heart of S.H.I.P. is the Elders: the fluent numerous resources, from CDs to speakers of Xaayda Kil. Elders at animations, in partnership with S.H.I.P. participate in many community Haidawood and Our World. events and projects, contributing their valuable knowledge of Xaayda Kil to Haida language advocates have enrich their community. S.H.I.P. has produced a rich library of resources that produced over 120 CDs of Xaayda Kil are listed in Appendix B of this IRP. lessons, stories and sayings, for use at home, in program and schools in the Initiating an effective Xaayda Kil/Xaad community, and for Haidas living off Kil language program with strong Haida Gwaii. community support will require teachers to draw upon a variety of resources and Other language initiatives in Skidegate create a support network that includes include the Skidegate Headstart Program local community members. Building and Xaayda Kil Hltalga – the Skidegate strong community links - engaging in Haida Language Nest. The Haida consultation with Haida community Language and Culture Certificate, a members and seeking their support for program offered by the Skidegate Band what is being taught - will help teachers Council and the University of Northern provide active, participatory, experiential
26 • Xaayda Kil / Xaad Kil 5 to 12
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learning. The following diagram, “Building a Support Network,” illustrates the various contacts that teachers might wish to establish.
Building a Support Network6
Xaayda Kil / Xaad Kil 5 to 12 • 27 INTRODUCTION TO XAAYDA KIL / XAAD KIL 5 TO 12
Prior to initiating contacts with the teachers (along with administrators) may chiefs, Elders, or other authorities in the choose to do so by: Haida Nation, teachers may wish to consult with other teachers and local • informing parents/guardians and school district Haida contacts, who can students of the Prescribed Learning help secure local community support. Outcomes for Xaayda Kil/Xaad Kil by sending home class letters, Teachers may also wish to consult the providing an overview during parent- various Ministry of Education teacher interviews, etc. publications available, including the • responding to parent and guardian “Planning Your Program” section of the requests to discuss unit plans, resource, Shared Learnings (2006). This learning resources, etc. resource was developed to help all teachers provide students with knowledge of, and opportunities to share ESTABLISHING A POSITIVE CLASSROOM experiences with, First Peoples in BC. CLIMATE
For more information about Shared Teachers are responsible for setting and Learnings and other supporting material, promoting a classroom climate in which consult the ministry’s Aboriginal students feel comfortable learning about Education web site: and discussing the topics presented in www.bced.gov.bc.ca/abed/welcome.htm the Xaayda Kil/Xaad Kil 5 to 12 curriculum. While the main focus of this curriculum is on learning the Haida language, the Understanding Cultural Influences curriculum organizer provides opportunities for students to use Xaayda Kil/Xaad Kil to discuss current and historical issues, including the impacts of colonization and the Residential
Welcoming Poles at Queen Charlotte Secondary School system on the Haida community. School, Queen Charlotte, Haida Gwaii The following are some guidelines that may help educators establish and INVOLVING PARENTS AND GUARDIANS promote a positive classroom climate.
The family is the primary educator in the • Allow class members sufficient time development of students’ attitudes and and opportunities to become values. The school plays a supportive comfortable with each other before role. Parents and guardians can support, engaging in group discussion. It is enrich, and extend the Xaayda Kil/Xaad important that the classroom climate Kil curriculum at home. encourage students to relate to one It is suggested that schools inform another in positive, respectful, and parents and guardians about the supportive ways. Be prepared to curriculum. Xaayda Kil/Xaad Kil facilitate any potentially controversial discussions.
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• Establish clear ground rules for class for presenting. There should be a discussions that demonstrate respect direct relationship between the for privacy, for diversity, and for the content of the presentation and the expression of differing viewpoints. Prescribed Learning Outcomes. • Become familiar with: Review any materials the presenters - relevant legislation (e.g., Human may use, especially handouts, for Rights Code; Child, Family and appropriateness. Community Services Act) - relevant initiatives (e.g., Safe, ADDRESSING SENSITIVE TOPICS Caring and Orderly Schools: A Guide and Diversity in BC Activities and discussion related to some Schools: A Framework) of the topics in the Xaayda Kil/Xaad Kil - Provincial and district policies Grades 5 to 12 curriculum, particularly and protocols concerning topics Residential Schooling, may evoke a such as disclosure related to child strong emotional response from abuse, protection of privacy, and individual students and/or guest alternative delivery. speakers. The subject of Residential Schooling is a difficult one for many Further information about these policies Aboriginal survivors and their and initiatives is available online: descendants. Teachers should exercise caution and professional judgement BC Handbook for Action on Child Abuse when assigning students to do research and Neglect on this topic or to discuss school www.mcf.gov.bc.ca/child_protection/ experiences with relatives. pdf/handbook_action_child_abuse.pdf Similarly, teachers should proceed cautiously when inviting Elders who Safe, Caring and Orderly Schools attended Residential School to come into www.bced.gov.bc.ca/sco/ the classroom to speak about their experiences, and take steps to prepare Diversity in BC Schools: A Framework the class for possible fallout from this www.bced.gov.bc.ca/diversity/ subject matter. Inform an administrator diversity_framework.pdf or counsellor when any concern arises, and ensure that students know where to Human Rights Code go for help and support. www.bclaws.ca/EPLibraries/bclaws_ne w/document/ID/freeside/00_96210_01 Further support for addressing sensitive topics which may arise in the delivery of Child, Family and Community Services the Xaayda Kil/Xaad Kil Grades 5 to 12 Act curriculum may be found in the English www.bclaws.ca/EPLibraries/bclaws_ne First Peoples IRPs and the English First w/document/ID/freeside/00_96046_01 Peoples Teacher Resource Guides, developed by the First Nations • Ensure that any external groups, Education Steering Committee. These organizations or individuals making resources are available online at a presentation to students have met www.fnesc.ca/efp. the local board / authority guidelines
Xaayda Kil / Xaad Kil 5 to 12 • 29 INTRODUCTION TO XAAYDA KIL / XAAD KIL 5 TO 12
COPYRIGHT AND RESPONSIBILITY commercially available tests and examinations Copyright is the legal protection of • show video recordings that are not literary, dramatic, artistic, and musical cleared for public performance works; sound recordings; performances; • perform music or do performances of and communications signals. Copyright copyrighted material for provides creators with the legal right to entertainment (i.e., for purposes be paid for their work and the right to other than a specific educational say how their work is to be used. The objective) law permits certain exceptions for • copy work from the Internet without schools (i.e., specific things permitted) an express message that the work can but these are very limited, such as be copied. copying for private study or research. Permission from or on behalf of the The copyright law determines how copyright owner must be given in resources can be used in the classroom writing. Permission may also be given to and by students at home. copy or use all or some portion of In order to respect copyright, it is copyrighted work through a license or necessary to understand the law. It is agreement. Many creators, publishers, unlawful to do the following, unless and producers have formed groups or permission has been given by a “collectives” to negotiate royalty copyright owner: payments and copying conditions for • photocopy copyrighted material to educational institutions. It is important to avoid purchasing the original know what licenses are in place and how resource for any reason these affect the activities schools are • photocopy or perform copyrighted involved in. Some licenses may also material beyond a very small part (in require royalty payments that are some cases, the copyright law determined by the quantity of considers it “fair” to copy whole photocopying or the length of works, such as an article in a journal, performances. In these cases, it is or a photograph, for purposes of important to assess the educational value research and private study, criticism, and merits of copying or performing and review) certain works to protect the school’s • show recorded television or radio financial exposure (i.e., only copy or use programs to students in the that portion that is absolutely necessary classroom unless these are cleared to meet an educational objective). for copyright for educational use It is important for education (there are exceptions such as for professionals, parents, and students to news and news commentary taped respect the value of original thinking and within one year of broadcast that by the importance of not plagiarizing the law have record-keeping work of others. The works of others requirements. See the web site at the should not be used without their end of this section for more details) permission. • photocopy print music, workbooks, instructional materials, instruction For more information about copyright, manuals, teacher guides, and please refer to www.cmec.ca/Programs/ Copyright/Pages/Default.aspx
30 • Xaayda Kil / Xaad Kil 5 to 12
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1 That Which Makes Us Haida: The Haida Language, Scott Steedman and Nika Collinson, Haida Gwaii Museum Press, 2011, p. 79 2 Eagle Transforming: The Art of Robert Davidson, Ulli Steltzer, Douglas & McIntyre, 1994, p. 14 3 Indian Residential Schools & Reconciliation Teacher Resource Guide, Grades 11-12. FNESC, FNSA, 2015, p.6. 4 Haida Marine Use Traditional Study Volume 1.5, Haida Fisheries Program, 2011. 5 Haida Marine Use Traditional Study Volumes 1-3: Methods and Results Summary, Janet Winbourne, Haida Fisheries Program, 2011. 6 Diagram reproduced with the permission of the British Columbia Ministry of Education.
Xaayda Kil / Xaad Kil 5 to 12 • 31
32 • Xaayda Kil / Xaad Kil 5 to 12
CURRICULUM Xaayda Kil / Xaad Kil, The Haida Language, Grades 5 to 12 GRADE 5 • Yahguudang – Understanding Cultural Influences
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: It is important to establish an atmosphere of yahguudang – respect, in the classroom to • demonstrate an awareness of basic aspects emphasize the basis of Xaayda Kil/Xaad Kil of Haida culture, language and place (Haida learning and teaching. The focus should be on Gwaii) students’ participation in understanding Haida language and culture and how the two are
connected to the envirnoment of Haida Gwaii. • identify elements of their own and classmates’ cultural backgrounds • Provide background information about the history of Xaayda Kil/Xaad Kil in Haida Gwaii, and how the language became streamlined to two dialects on island (also discuss the third dialect in Alaska). Ask students in small groups to use a map of Haida Gwaii to find and record Haida place names. This information could be used as a starting point for further research of Haida history and culture related to language. Using their newly acquired knowledge, students create a map of where they live and make up questions and answers (in English or Xaayda Kil/Xaad Kil) to challenge their classmates’ knowledge of their location and Place Names near them on Haida Gwaii.
• Have students learn a variety of Xaayda Kil/Xaad Kil songs, the history and protocols attached to each song, the meaning of the lyrics, and how and when to sing them properly. If there is a particular dance that is used with the song explain the meaning of the dance. This provides opportuntiy for a knowledgable Haida community member to demonstrate and teach the students about song and dance.
• Have students create collages or murals that represent their clan, or, if they do not belong to a clan or know their clan, have them partner up with a classmate who does. Each mural will have representations of the clan crests, and contain information about the clan (i.e who is Chief (s) if there is one; what Village they are from; people they know in the clan, and so on. These murals will be predominately visual but the students will pronunciate clan name, crests, and Chief’s name in Xaayda Kil/Xaad Kil.
34 Xaayda Kil/Xaad Kil 5 to 12 GRADE 5 • Yahguudang – Understanding Cultural Influences
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Assessment at this level focuses on students’ The learning resources listed here are especially participation in cultural activities and their useful for this organizer. See Appendix B for a increasing awareness of Haida culture. Much of complete annotated list of resources, including their awareness will be demonstrated in graphic others that might apply to this organizer. and visual formats, with some commentary in English.
• When students present their displays, note the Dii Tawlang/Dii Hltaaxalang Units One to Four extent to which they: That Which Makes Us Haida, N. Collison and S. - attempt to engage their classmates’ interest Steedman - respond to questions by elaborating or Xaad Kil Curriculum CMS K-1 clarifying information Haida Studies 05 -“Growth of A Nation” - ask questions to extend their understanding Haida Curriculum, Gr. 5 F. White, - listen attentively Alaska Haida Phrase Book, E. Lawrence - support and encourage one another Beginning Haida, L. John et al Ocean & Way of Life Map, CHN • After students have researched Haida place SHIP Grades 4-6 Curriculum names and Haida culture, ask them to respond to SHIP Glossary of Haida Words, prompts such as: Haida Studies 5 - The most important thing I learned was Xa’aydas Daguyigaay/Xa’adas Dagwi.igee Gr. 5 ______. Tluu Xaada Naay Songbook - I was surprised that ______. Secret of the Dance - I would like to learn more about ______.
• To assess creative activities such as posters, murals, collages, or greeting cards, consider the K’ajuu Hla Song Project extent to which students: GidGalang Xaayda Kil Sk’aadGa Dii - convey meaning in Xaad Kil/Xaayda Kil by (Alphabet; My body; Bathroom; Colours; combining pictures, words, and actions Countiing; How are you feeling; My - researched information such as clan history relatives; What are you doing?) to accurately display information about clans - present key words in Xaad Kil/Xaayda Kil Songs of Haida Gwaii, 2010 Vern Williams Jr. Haida Songs CD
Ravens and Eagles S.1 Episode 8: Journey of Song
* Note: Additional information will be provided as further resources to support learning outcomes are identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 35 GRADE 5 • Communicating
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Many students entering Grade 5 Xaayda Kil/Xaad Kil will have had exposure to and • ask and respond to simple questions instruction in the language since pre-school. However, it may be the first time some students • recognize a large amount of noun are introduced to a second language. Because Grade 5 is a transition year into the complexity vocabulary of the years to come, it is important that the experience be non-threatening, rewarding and • present information about themselves enjoyable. Give students every opportunity to hear, repeat, and “play” with the language. • recognize and use simple greetings and Routinely give classroom instructions in Xaayda expressions of politeness Kil/Xaad Kil instead of English. Encourage students to use drawings and other visual aids as • communicate likes, dislikes, needs, and well as non-verbal gestures to extend wants communication.
• respond to classroom instructions *Note: The examples in Xaayda Kil/Xaad Kil will first be in Xaayda Kil and secondly in Xaad Kil below and throughout this IRP
• Provide opportunities for students to hear greetings and expressions of politeness (e.g., begin lessons with Good day. How are you?: Singaay ‘laa, Gassinguu dang Giidang?/Sangee ‘laa, Gasanuu dang Giiydang? ) Have students create posters or a mural of greetings and expressions of politeness.
• As a class or in partners, have students create and demonstrate gestures to represent a need or a want, e.g., I need a pencil (gesture could be writing on hand), I don’t understand (gesture with hands). Provide students with opportunities to use expressions of wants or needs, for example, students could draw pictures of five things they need for school and label them.
• Open the day with Calendar Time in Xaayda Kil/Xaad Kil. Ask students to respond to questions on the season, weather, and how they are feeling
36 Xaayda Kil/Xaad Kil 5 to 12 GRADE 5 • Communicating
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students often feel awkward The learning resources listed here are especially attempting to communicate in a new language. useful for this organizer. See Appendix B for a In a supportive environment, they can begin to complete annotated list of resources, including feel more comfortable and gain satisfaction from others that might apply to this organizer. exploring and demonstrating their new skills. Assessment should encourage risk-taking and participation, rather than emphasize correctness. Elder in classroom assisting with conversation
• As students engage in communication activities, observe and note the extent to which they:
- listen actively to follow instructions Dii Tawlang/Dii Hltaaxalang UnitOne – Four - choose the appropriate expression from those SHIP Grades 4-6 Curriculum (2011) they have practised Xaad Kil Curriculum Chief Matthews School K-1 - approximate Xaad Kil/Xaayda Kil Haida Curriculum, F. White, Gr. 5 pronunciation Alaska Haida Phrase Book, E. Lawrence - take risks to speak in Xaad Kil/Xaayda Kil Alaska Dictionary - experiment with sounds and words Beginning Haida, L. John et al - participate willingly in classroom activities in SHIP Grades 4-6 Curriculum (2011) the Haida language Haida Studies 5 - support and encourage each other Xa’aydas Daguyigaay/Xa’adas Dagwi.igee Gr. 5 TPR Teacher Kit • After students have been introduced to new vocabulary and structures, note the extent to which they comprehend the spoken word by accurately representing it through models, illustrations, and actions. SHIP Glossary of Haida Words GidGalang Xaayda Kil Sk’aadGa Dii (Alphabet; • When students create pictures or posters, assess My body; Bathroom; Colours; Counting; How are the extent to which they: you feeling; My relative; What are you doing?) - reproduce key vocabulary accurately Xaad Kihlga Hl Suu.u Book Project and Multi - include supporting details in the form of Media Project illustrations, graphics, photos, or symbols
Xaad kihlgaa hl suu.u CDs
* Note: Additional information will be provided as further resources to support learning outcomes are identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 37 GRADE 5 • Acquiring Information
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Students at this level already use a variety of strategies for accessing information in their own • identify selected information from the languages. By identifying these strategies, they Xaayda Kil/Xaad Kil to complete can use them more effectively in Xaayda meaningful tasks Kil/Xaad Kil and become more confident when working with Xaayda Kil/Xaad Kil materials.
• express acquired information in oral and • After discussing the meaning of crests in Haida visual forms culture, have students identify where crests are used in contemporary Haida society. Have students research the Xaayda Kil/Xaad Kil names for crests and all of their historical and contemporary uses, and then in groups name in Xaayda Kil/Xaad Kil all of the different places in Haida culture Haida crests are used.
• Have students break up into groups and use the “Total Physical Response” (TPR – as noted in Introduction, and also see Appendix B: Resources “TPR Teaching Kit” ) technique to communicate Haida commands and phrases for a number of daily situations, such as getting ready for school in the morning, going grocery shopping, making dinner, and so on.
• Play a Haida song to the class. Have students illustrate key words in the song. Students could then create posters based on the song.
• Play a Xaayda Kil/Xaad Kil learning game such as the “Slap Game”, or Tl’aasgid, where you review the sentences of the month and the vocabulary., and Students repeat the sentences and vocabulary after you or the Elder in class, and pick students to begin the game and emphasis that in the first round of the game every student is to participate and have a turn.Teacher/Elder calls out the English word/sentence and students are to use the flyswatter and hit the correct Xaayda Kil/Xaad Kil flashcard.When students demonstrate they have mastered the Xaayda Kil/Xaad Kil then switch over to calling out Xaayda Kil/Xaad Kil word/sentence and students would then swat the English flashcard. Each time the student gets the correct flashcard, they receive a prize.
38 Xaayda Kil/Xaad Kil 5 to 12 GRADE 5 • Acquiring Information
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Assessment of the prescribed learning outcomes The learning resources listed here are especially for this organizer focuses on students’ ability to useful for this organizer. See Appendix B for a acquire the information they need to perform complete annotated list of resources, including the assigned tasks. Tasks should be designed to others that might apply to this organizer. allow students to represent the information they have acquired without necessarily using spoken or written language. Elder in classroom assisting with conversation • As students work with Xaayda Kil/Xaad Kil materials (e.g., alphabet, and school timetables) and gather information such as Haida names, clan names, look for evidence that they are able SHIP Alphabet and Orthography / XKHS Alphabet to: and Orthography - recognize Xaayda Kil/Xaad Kil alphabet Crests of the Haida; The First Totem Pole, QCI and orthography Reader Series - understand words and phrases that are A Second Language Classroom that Works repeated frequently in the same context Raven Travelling, UBC Press - anticipate familiar or repeated patterns Those Born at Koona, J. and C. Smyly - recognize and make generalizations about Gyaa’aanglang, XKHS Book Project Xaayda Kil/Xaad Kil spelling patterns and DaaGalang Sting, The Two Brothers, D. Brown word endings GyaaGang.ngaay, Looking at the Monumental - use pictures to make predictions about the Poles of Skidegate, H. Ramsay language Looking at Totem Poles, H. Stewart Haida Curriculum Grade 5, F. White • When students use visual representation to Xa’aydas Daguyigaay/Xa’adas Dagwi.igee Grade reflect their comprehension, assess the extent to 5 which they: Haida Studies Kit, C. Armstrong and K. Bedard - recognize words or identify key information Dii Tawlang/Dii Hltaaxalang Units Five – Seven - use strategies for discovering the meaning Ocean and Way of Life Map, CHN of unfamiliar words - actively listen
• When students participate in Xaayda Kil/Xaad Kil games, look for: GidGalang Xaayda Kil Sk’aadGa Dii (Totem Pole - repectfully participating in the game Raising) - demonstrating effort Xaad Kihlga Hl Suu.u Book Project K’ajuu Hla! Songs Project
Songs of Haida Gwaii, Vern Williams Jr. CD
* Note: Additional information will be provided as further resources to support learning outcomes are identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 39 GRADE 5 • Experiencing Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: In the first years of language study, students’ exposure to songs, rhymes, and picture books • respond to creative works from Haida provides a source of original Haida, which is culture easy to hear and repetitive, yet rewarding and stimulating. Student responses typically involve very little language—students may be asked to draw, mime, move to music, or sing the chorus of songs.
• Students listen to a Haida song or story. Once students have learned the meaning of the words, they create actions to go along with the words. Students may also use musical instruments to accompany the rhythm of the song.
• Students work in groups to illustrate on large poster paper a short story the class has learned. Students come talk about the illustration in Xaad Kil, naming the characters in the story, describing what they are doing, and other aspects of the illustration. This activity can be as simple or complex as students are comfortable with.
• Show students one or more episodes of a children’s video in Xaayda Kil/Xaad Kil. Students can make puppets of their favourite characters and use them in small presentations.
• Play a recorded song in Xaayda Kil/Xaad Kil. Have students identify as much vocabulary as possible and brainstorm in order to determine meaning. Once the meaning is determined, replay the song and have students learn to sing it. Draw students’ attention to Haida pronunciation and intonation.
• Present a demonstration or video of dances from a Haida cultural event such as a Potlatch or Feast. Invite students to talk about their experience in Haida dancing and talk about what protocols surround dancing in ceremony or presentations.
40 Xaayda Kil/Xaad Kil 5 to 12 GRADE 5 • Experiencing Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Student assessment at this level focuses on The learning resources listed here are especially participation and response. As students become useful for this organizer. See Appendix B for a familiar with a particular work and with that complete annotated list of resources, including genre of creative works, they respond with others that might apply to this organizer. increased confidence and pleasure. Response activities at this level involve representations with minimal linguistic demands. Criteria for assessment emphasize participation and Community Resource People/Elders engagement with the culture and creative processes, as well as risk-taking with the language. Songs of Haida Gwaii, Haida Gwaii Singers Soc. • As students learn Haida songs Vern Williams Jr. Haida Song CD or stories, or present examples of Haida dances, look for evidence that they are: - showing an understanding of Haida song and dance protocols Legends of the Old Massett Haida, CBC - taking risks to sing in Xaayda Kil/Xaad Kil Haidawood DVD: Our Stories Animated or dance in Haida styles
- curious about the meanings of the songs or dances - attentive and responsive to other students’ Sk’ad’aga Leeyga, Tsinii Stephen Brown’s Tape exlanations of their experience Collection
• When groups of students illustrate a creative work, note the extent of their: - group communication skills Potlatch QCI Readers - engagement in the task A Haida Potlatch, U. Steltzer - interest in and enthusiasm for the original Queen Charlotte Island Reader Series work - interest in their classmates’ illustrations - ability to capture the meaning of the original work GidGalang Xaayda Kil Sk’aadGa Dii • After students have created their puppet XKHS Xaad Kil Stories characters, note the extent to which they: K’ajuu Hla Song Project - are able to use the puppets to communicate effectively - show respect for the work of their classmates Ravens and Eagles S.1 Episode 8: Journey of Song
Voices from the Talking Stick Our World Xaad Kil Stories, XKHS
* Note: Additional information will be provided as further resources to support learning outcomes are identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 41 GRADE 6 • Yahguudang – Understanding Cultural Influences
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Because students at this grade level will be asked to share aspects of their cultural backgrounds, it • identify elements of Haida culture and the is important to establish an atmosphere of trust connection between land and language in the classroom. When discussing culture, Indigenous and Other, avoid stereotyping.
Instead, emphasize the ways in which diversity • identify elements of Haida culture that are enriches the classroom experience and brings universal to Indigenous cultures in Canada life to the study of Xaayda Kil/Xaad Kil.
• Ask students to brainstorm a list of how language and culture is related to the land of Haida Gwaii. Have each student choose an important community celebration (past, present, or on-going) that acknowledges this relationship and create a poster representing it. Students then present their celebrations to the class, using their posters as prompts, and the class completes a Celebrations of Our Class chart. Headings might include: Name, Special Occasion, Date, and Language and Land. Students could discuss reasons that Haida have traditionally held Feasts and or celebrations and how that is similar to other Indigenous cultures in Canada.
• Have students find recipes of traditional Haida food gathered from the land of Haida Gwaii and have an Elder assist in translating into Haida. Students form groups of three or four and try out their favourite Haida recipe at school or home.
• Discuss an environmental cause that is important in the local Haida community and that holds similarities to causes of other Indigenous peoples in North America. Invite students to hold a bake sale or garage sale to raise funds for the cause. Students could make posters advertising the sale and describing why they are fundraising. Have students collect objects to sell, write descriptions in Xaayda Kil/Xaad Kil of them, and price them.
42 Xaayda Kil/Xaad Kil 5 to 12 GRADE 6 • Yahguuudang - Understanding Cultural Influences
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
As students talk and write about their own The learning resources listed here are especially cultural experiences and engage in classroom useful for this organizer. See Appendix B for a cultural activities, they reveal the extent of their complete annotated list of resources, including openness and interest through their others that might apply to this organizer. participation and the questions they ask. Students’ attitudes play a key role in their development of cultural understanding. A Haida Potlatch, U. Steltzer
• As students present their findings on the Potlatch, The Cedar and The Forest, QCI Readers relationship between Language and Land and Series related celebrations, note the extent to which GMD Cookbook, they: Gina ‘Waadluxan Tluu/The Everything Canoe - include all required information Haida Marine Traditional Knowledge Study, CHN - show interest in the relationship between Consitution of the Haida Nation Language and Land on Haida Gwaii Haida Gwaii Land Use Plan, 2007 - have researched the topic Food Plants of Coastal First Nations, N. Turner - use visual prompts Plants of Haida Gwaii, N. Turner Cedar, H. Stewart • As students look for recipes and then create a Indian Fishing: Early Methods on the Northwest Haida dish, note the extent to which they: Coast, H. Stewart - approach a knowledge holder in their Islands on the Edge, J. Broadhead family or community for a recipe of their Ocean and Way of Life Map, CHN favourite Haida traditional food Rediscovery: Ancient Pathways, New Directions - recognize the importance of the Haida SHIP Glossary of Haida Words connection to the land Yakoun: River of Life, CHN - are willing to try new dishes and experiment with food
• As students discuss cultural events and SHIP Curriculum Grade 5-6 2011 protocols, observe and note evidence of their GidGalang Xaayda Kil Sk’aadGa Dii: (Going to interest and understanding. For example, to Copper Bay, Visiting Hotspring Islands, Krill come what extent do students: in Springtime, Gone Fishing, Harvesting Herring - ask questions of each other Roe on Kelp) - volunteer information about their own
families and communities - speculate about reasons for particular customs or behaviours - offer to find out the answers to questions Ravens and Eagles S.1 Episode 9: Chiefly - volunteer information they have discovered Possessions; S.2 Episodes 8-9: Athlii Gwaii: The about other cultures Line at Lyell
• As students take part in the fundraising activity, look for evidence of: Voices from the Talking Stick - active participation - understanding of why the cause is important in the Haida community- - cooperation with others * Note: Additional information will be provided as further resources to support learning outcomes are identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 43 GRADE 6 • Communicating
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: The emphasis at this level is on continuing to help students develop positive attitudes to learning and • make and respond to simple requests using Xaayda Kil/Xaad Kil . Students may feel successful using Xaayda Kil/Xaad Kil they learned in • present information about themselves and Grade 5, but need the challenge of new topics and new situations. Interactions with partners and small others groups are more frequent. Pre-framed models continue to help students express their ideas. • use greetings and expressions of politeness • Using pre-framed models, have students role-play • identify formal and informal forms of using greetings and expressions of politeness. As an address extension, create a written dialogue similar to their role-play format. Separate the dialogue into • express preferences and interests individual sentences (i.e., cut sentences into strips or write on separate index cards). Have students • participate in known and predictable reconstruct the dialogue and present it to the class. classroom situations • Ask students to complete a questionnaire related to their preferences and interests. For example: What do you prefer? Guus giyuu dang Answer sdaahlang?/Guusduu dang sdahlang? 1. smoked fish or fresh fish ______chiinaa Gaay.yudaa doaxan chiinaa?/tsiin sk’iidiiya waduu tsiin? 2. singing or dancing ______k’aajuu Ga doaxan xyaahl?/ k’ajuu waduu xyaalh? 3. basketball or soccer ______sk’aaxadang doaxan / sgaskaajuu waduu sdaskaawnaang? As a follow-up, ask students to work in small groups to create surveys or posters representing their preferences and interests.
• Play Go Fish! Using index cards or slips of paper, each student creates ten pairs of illustrated and labelled vocabulary cards (or the teacher can generate the cards) based on species of fish available on Haida Gwaii. With a partner, they combine and shuffle both decks, drawing five cards each. Students take turns asking their partner, for example, Do you have a spring salmon? The partner either hands over the card, saying Yes, I have a spring salmon, or says Go fish, and the student who asked draws a card from the deck. When students get a pair, they lay the two cards on the table. The game continues until one player runs out of cards.
• Provide opportunities for students to follow and lead routine classroom activities (e.g., weather of the day).
44 Xaayda Kil/Xaad Kil 5 to 12 GRADE 6 • Communicating
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Assessment activities at this level should support The learning resources listed here are especially students as they develop comfort and confidence useful for this organizer. See Appendix B for a in their emerging language skills. Students’ complete annotated list of resources, including enjoyment of language learning is a continuing others that might apply to this organizer. priority. Students are expected to take risks and personalize their experiences, attempting to use previously learned structures. Assessment focuses on students’ participation in speaking, Elder in classroom assisting with conversation listening, and viewing activities. Students demonstrate their learning orally and through visual representations. “Go Fish” Haida Fish Edition, XKHS, SHIP • To assess students’ abilities in a role play, game, or other oral interaction, note the extent to which they are able to: - use structures and vocabulary they have Xa’aydas Daguyigaay/Xa’adas Dagwi.igee – Spirit practised of the People Gr. 6 - reproduce or approximate pronunciation of Haida Studies 6a Units 1-8 the more familiar words they use Xaad Kil Curriculum, CMS, Gr. K-2 - use appropriate intonation or emphasis Haida Curriculum, F. White, Gr. 6 - smoothly say phrases they have practised, Dii Tawlang/Dii Hltaaxalang pausing after phrases or groups of words Beginning Haida - recognize the difference between formal SHIP Glossary of Haida Words and informal forms of address Handbook for the Skidegate Haida Language,SHIP Haida Dictionary, Enrico • To assess students’ abilities in classroom oral Alaskan Haida Phrasebook, E. Lawrence activities such as surveys or card games, bring TPR Teacher Kit the class together to talk about how effectively Skad’aga Leeyga Stephen Brown Tape Collection they were able to use familiar structures and Indian Fishing: Early Methods on the Northwest vocabulary in a new situation: Coast, H. Stewart - Which parts of the activity went well? Marine Life of the Pacific Northwest, A. Lamb - Did they obtain the information they wanted? - Which questions were most difficult to ask? Why? S.H.I.P. Curriculum Grades 5-6 - How did they help others get the GidGalang Xaayda Kil Sk’aadGa Dii,( How is the information they wanted? How did others Weather Today?, What Are you Doing?, Good help them? Morning, How are You Feeling?) - What did they notice about their use of Weather; Wake-up; Bedtime Routine, XKHS book Xaayda Kil/Xaad Kil? project
Skidegate Haida Language App Xaad Kil Conversation App
Xaayda Kil/Xaad Kil 5 to 12 45 GRADE 6 • Acquiring Information
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: At this level, students’ ability to use Haida is minimal, but their ability to access information • extract selected information from Haida in their own language and display it visually is resources to complete meaningful tasks already quite developed. As students apply strategies such as predicting, connecting, and guessing from clues, they experience success and • express acquired information in oral and develop confidence in working with Haida visual forms materials.
• Have students look at a selection of Haida resources (e.g., ethnology publications, art books, traditional knowledge studies). Ask students in groups to select a topic (e.g., old village site location, traditional harvesting methods, ways of representing crest) and create and present a visual display (e.g., chart, collage, poster, brochure, mobile) based on their research.
• Have a knowledge holder of the Haida community (or student) demonstrate a method of harvesting a traditional food. Provide students with a task sheet on which the steps are written in the incorrect order. Students number the steps in the correct order and match pictures of the harvesting method to their Haida names. Students then make a collage or booklet about the food harvesting and give a commentary.
• Have students review several Haida protocols around food gathering (time of year it is appropriate to gather what foods, to only take what you need, to have respect for all living things). Have a knowledge holder of the community visit the class and discuss these protocols. Ask the students to make a poster to displaying what they have learned about Haida food gathering protocols, using as much Xaayda Kil/Xaad Kil as they can.
46 Xaayda Kil/Xaad Kil 5 to 12 GRADE 6 • Acquiring Information
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students at this level may not be able to provide The learning resources listed here are especially useful detailed explanations of the information they for this organizer. See Appendix B for a complete acquire. Assessment focuses on their ability to annotated list of resources, including others that might discover and use key ideas and overall apply to this organizer. impressions, along with selected details. Assessment tasks should allow students to represent their understanding in ways that require minimal use of language. Community Resource People/Elders
• As students listen to the knowledge holder of the community discuss food gathering protocols, note and encourage their attempts to Contributions to the Ethnology of the Haida, J.R. understand these protocols and link them to Swanton language, culture, and place: Haida Texts and Myths: Massett and Skidegate - context (including the importance based in Dialect, J.R. Swanton language and connection of all living Haida Marine Traditional Knowledge Study, CHN things) Haida Monumental Art, G.F. MacDonald - yahguudang - Respect Ninstints: Haida World Heritage Site, G.F. MacDonald - knowledge about words describing ocean Those Born at Koona: The Totem Poles at the Haida life, gathering food, and times of year, and Village of Skedans, J. and C. Smyly patterns to make inferences about new Haida Studies Kits, C. Armstrong and K. Bedard vocabulary Cedar, H. Stewart Totem Poles According to Location, M. Barbeau • To assess students’ understanding of key Indian Fishing on the Northwest Coast, H. Stewart information in a cooking demonstration, look Plants of Haida Gwaii, N. Turner for their: Breathing Stone: Contemporary Haida Argillite - recognition of vocabulary related to Haida Sculpture, C. Sheehan traditional food ingredients, utensils, and Haida Myths Illustrated in Argillite Carving, M. cooking instructions Barbeau - reproduction of some Haida vocabulary in Dii Tawlang/Dii Hltaaxalang Units 7-9, J. Lachler understandable form Dictionary of Alaska Haida, J. Lachler - correct sequencing of steps in the cooking Food Plants of Coastal First Peoples, N. Turner process
• When students collect information from Haida materials and represent it visually or orally through posters, collages or by classifying S.H.I.P. Curriculum Grades 5-6 information, note the extent to which they are GidGalang Xaayda Kil Sk’aadGa Dii – SHIP books able to: (Going to Copper Bay, Harvesting Herring Roe on - identify key topics Kelp, Gone Fishing, Going Fishing) - recognize familiar vocabulary XKHS Book Project and MultiMedia Project - tolerate ambiguity and persevere with a task even though they do not understand
the entire piece Sk’ad’aga Leeyga, Stephen Brown’s Haida Language - recognize the purpose or point of view Tape Collection - include relevant and accurate details - participate in the discussion * Note: Additional information will be provided as further resources to support learning outcomes are identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 47 GRADE 6 • Experiencing Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: By providing students with opportunities to experience creative works, teachers can • respond to creative works from Haida encourage them to enjoy the language in all its culture forms. Creative works at this level might include a song, a totem pole, or a children’s story. Students’ comprehension of the work and their responses to it will rely heavily on visual and contextual support.
• Show students an animated video or a simple picture book and have them respond by recreating a favourite scene through role play or a mime for other students to guess. Students could create publicity posters or use art media to reproduce or expand scenes.
• Over a period of time, have students view Haida visual works such as paintings, photos, carvings, and sculpture (originals, in a book, from slides, or on the Internet). For each piece of work, students record the artist and title of the work and provide a personal comment in their journal or Learning Log.
• After students hear or view a simple story, have them select an event, image, or character to represent visually (e.g., in a drawing, collage, or computer graphic). Students present their illustration, make three comments about it, and respond to questions from their classmates.
• While students listen to a Haida song, have them recognize certain words throughout that relates to the purpose of the song
• Over the course of the year, introduce students to a variety of songs or phrases in Xaayda Kil/Xaad Kil. As students become familiar with these works, they can use them as prompts for various activities or simply to explore the language.
48 Xaayda Kil/Xaad Kil 5 to 12 GRADE 6 • Experiencing Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students demonstrate their interest and The learning resources listed here are especially engagement in creative works through their useful for this organizer. See Appendix B for a participation, enthusiasm, and attentiveness. As complete annotated list of resources, including they explore an increasing variety of genres, others that might apply to this organizer. they begin to make generalizations about what they see and hear, and connect their experiences of the Haida language creative works to those of other countries or regions. Local Artists
• In role-play activities, look for evidence that students: - participate with respect Robert Davidson Art Book Collection - convey meaning Haida Art by G.F. MacDonald - use familiar and appropriate vocabulary Haida Monumental Art by G.F MacDonald and phrases Looking at Indian Artists at Work, H. Stewart - interpret the scenes correctly Northwest Coast Art, B. Holm Charles Edenshaw, Vancouver Art Gallery • After students view visual works, consider the Breathing Stone: Contemporary Haida Argillite extent to which they: Sculpture, C. Sheehan - recognize key themes Pipes that Won’t Smoke; Coal that Won’t Burn, C. - offer personal responses Sheehan - correctly identify artists and titles Raven Travelling, Vancouver Art Gallery Gina ‘Waadluxan Tluu, The Everything Canoe, SD • When students present their illustrations and 50 respond to questions, look for: The Raven Steals the Light, R. Bringhurst and B. - interest and engagement in the task Reid - personal connection to the image selected Queen Charlotte Islands Reader Series (13 books) - attempts to engage others in the selected XKHS Book Project scene, character, or idea Tluu Xaada Naay Song Book, 2011 DaaGalang Sding – The Two Brothers, D. Brown • When students discuss their interpretation of a The Canoe He Called Loo Taas, A. Reid song, look for evidence that they: - participate with respect - understand the content - try to interpret the mood of the song K’ajuu Hla Songs Project • To assess students’ comprehension as they are retelling a story, look for evidence that they: - understand the story - recognize cognates Songs of Haida Gwaii CD - use visual aids to derive meaning Vern Williams Jr. Haida CD - are willing to offer personal responses - are beginning to make generalizations
Ravens and Eagles S. 1, Episodes 1-7
Haidawood: Our Stories Animated DVD
Xaayda Kil/Xaad Kil 5 to 12 49 GRADE 7 • Yahguudang - Understanding Cultural Influences
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Students should have opportunities in class to explore aspects of their family and community • identify and share family customs and traditions in order to see the similarities that routines exist beneath surface differences. Students will also continue to explore and experience, where possible, aspects of the Haida world. • identify elements of Haida culture that
continuous from the distant past to the • Have students learn a story from a knowledge present holder from the Haida cultural community. This can be an Elder Haida speaker, an accomplished food gatherer, a person knowledgable about plants, a carver, singer or dancer. Students can look at the same or similar stories from Ethnographic texts. Each student can make a presentation about the story, using as much Xaayda Kil/Xaad Kil as they can about what they have learned.
• Have students find out about a menu for a traditional Haida Feast. Students then create a menu for that Feast, including who would be involved in acquiring the food necessary to feed the hundreds of people who would attend. Students could also prepare a shopping list in Xaayda Kil/Xaad Kil of ingredients that would be necessary to create each dish. As an extension, have students role-play a scene during the preparations for the Feast and how they would delegate specific tasks necessary to feed organize such an event.
• By extention, invite the class or school to organize a Haida Feast (on a small scale) and get community assistance in donating Haida foods. Have students use their experience from the above activity and have them in control of task delegation, cooking, and speeches. Encourage use of Xaayda Kil/Xaad Kil in every aspect of the event organization and execution.
• Over time, have students create a classroom chart with examples of Haida practises and protocol that were common place years ago and that are presently in practise to varying degrees.
50 Xaayda Kil/Xaad Kil 5 to 12 GRADE 7 • Yahguudang - Understanding Cultural Influences
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students demonstrate their understanding of The learning resources listed here are especially cultural context through their participation in useful for this organizer. See Appendix B for a and response to a variety of activities. At this complete annotated list of resources, including level, students should demonstrate a growing others that might apply to this organizer. awareness of Haida culture.
• Establish expectations and criteria for bulletin- board displays and synopses through discussion Community Resource People/Elders with students. Criteria might include: - information comes from a variety of resources, including the Internet
- display is logically organized Haidawood: Our Stories Animated - a variety of topics about Haida culture are Legends of the Old Massett Haida, XKHS included - synopses are accurate, focus on key events, and include interesting details to engage students’ interest A Haida Potlatch, U. Steltzer
Potlatch, QCI Reader Series • As students reflect and report on their Ethnology of the Haida, J.R. Swanton key/penpal presentations, note the extent to Skidegate Haida Texts and Myths, Swanton, Enrico which they: Massett Haida Texts and Myths, Swanton - identify daily activities or routines The Canoe He Called Loo Taas, A. Reid - include relevant details about what they Red, M.N. Yahgulaanas discover A Tale of Two Shamans, M.N. Yahgulaanas - notice key similarities and differences The Last Voyage of the Black Ship, M.N. about the two cultures Yahgulaanas - represent information in a clear and G.M.D. Cookbook, GMD, 1989 organized fashion Plants of Haida Gwaii, N. Turner, 2004
Haida Marine Traditional Knowledge Study 2011 • When students prepare a menu and grocery list, look for evidence that they include: - a variety of dishes - the name of each dish or ingredient in Xaayda Kil/Xaad Kil Ravens and Eagles, S.1 Episode 5: Carrying on Traditions • When students make comparisons between Haida culture past and present, note the extent to which they: Sk’ad’aga Leeyga, Stephen Brown’s Haida - demonstrate sensitivity to and respect for Language Tape Collection Haida culture - recognize patterns and attempt explanations - distinguish between contemporary and SHIP Glossary of Skidegate Haida traditional characteristics - notice similarities to and differences from other cultures * Note: Additional information will be provided as further resources to support learning outcomes are identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 51 GRADE 7 • Communicating
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: At this level, students are working with some memorized language and can begin to connect • ask for and give simple information ideas to form complete messages or short interactions. They use writing for reference purposes and to develop their language skills, • exchange information about themselves although accuracy of written expression is not evaluated in Grade 7. • recognize and use formal and informal forms of address • On student’s shirts, pin a card with the picture or name of an accomplised Haida Gwaii • share information about activities and community member (e.g. artist, President of the interests CHN, athlete, Chief, Matriarch). Students must ask each other questions in Xaayda Kil/Xaad • participate in classroom activities Kil in order to determine the name of the person on their card. For example: Am I Eagle • begin to derive meaning in new language or Raven? Am I old or young?
situations • Ask students in pairs to role-play making arrangements for meetings with friends. Have partners ask each other questions to elicit information regarding times, places, and dates. When ______? At what time ______? Where ______? As an extension, students can work in pairs to create invitations to a Haida celebration or other special event, incorporating the information they practised in the role-play. Ask students to use the appropriate form of address depending on who the invitation is for.
• On a map of an ancient Haida Village, place map flags or stickers identifying important locations (e.g., Chief’s longhouse, food gathering spot, river, water well). Have students take turns being the tour guide giving directions to get from one point to another.
• Encourage students to keep an ongoing record of useful phrases and survival expressions such as: - What clan is he/she? - I don’t understand. - Please repeat that. Students could record everyday phrases on cue cards and attach them with a clip ring. They can easily add cue cards throughout the year as they acquire more vocabulary and expressions.
52 Xaayda Kil/Xaad Kil 5 to 12 GRADE 7 • Communicating
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students begin to engage in more The learning resources listed here are especially complex interactions that build on the useful for this organizer. See Appendix B for a frequently used expressions and language they complete annotated list of resources, including have acquired. When assessing student others that might apply to this organizer. development, consider both the extent of their participation and their level of comprehension and understanding. Elder in classroom assisting with conversation
• As students try to determine the names on the cards, note the extent to which they: - participate respectfully in the activity - formulate questions Alaska Haida Dictionary, J. Lachler - respond to questions Alaska Haida Phrasebook, J. Lachler - take risks to speak Haida Handbook for the Skidegate Haida Language - experiment with new vocabulary and Haida Curriculum Grade 7, F. White structures Handbook for Skidegate Haida Language, SHIP - approximate Haida pronunciation The Queen Charlotte Islands Vol. 2: Places and - support and encourage each other to Names, K. Dalzell complete messages Oceans and Way of Life Map, CHN Haida Monumental Art: Villages of the Queen • Observe role-playing activities for evidence Charlotte Islands, G.F. MacDonald that students are increasingly able to: Those Born at Koona, J. and C. Smyly - make themselves understood in Xaayda Ninstints: Haida World Heritage Site, G. F. Kil/Xaad Kil MacDonald - use learned patterns and vocabulary - take risks to add details or use unfamiliar language
- use strategies such as non-verbal SHIP Haida Curriculum Gr. 7 communication and visual props to support SHIP Haida Glossary their messages Xaad Kil Curriculum, CMS, Gr. 1-2 - recognize and respond to familiar words XKHS Multi-Media Project and patterns Dii Tawlang/Dii Hltaaxalang Units 10-14
• At the end of each class, have students use checklists to rate their performance on aspects of their daily oral communication. Items might Skidegate Haida Language App include: Xaad Kil Conversational App - I volunteered questions and information. - I practised new vocabulary and patterns. - I talked as much as I could in Xaayda Kil/Xaad Kil - I tried to correct my own mistakes. - I supported and encouraged others.
• When students keep a record of useful phrases and survival expressions, review the list for * Note: Additional information will be provided as evidence that they: further resources to support learning outcomes are - add to the list identified and developed. - refer to the list when required
Xaayda Kil/Xaad Kil 5 to 12 53 GRADE 7 • Acquiring Information
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: By now, many students are ready to use age- appropriate material to acquire more detailed • extract and retrieve selected information and specific information. Their growing from Xaayda Kil/Xaad Kil resources to communicative skills permit them to begin to complete meaningful tasks transfer and substitute language in the resources to suit their own purposes. Their growing
Xaayda Kil/Xaad Kil listening skills permit • express acquired information in oral, them to recognize known vocabulary in its visual, and simple written forms written form and attempt to pronounce unfamiliar words that follow regular spelling patterns. The use of a Xaayda Kil/Xaad Kil - English dictionary or a glossary helps students explore written material more independently and in greater depth.
• Invite a guest who is proficient in Xaad Kil/Xaayda Kil to give the class a short presentation. For example, a fishermen might tell a fishing story. Have students then prepare a poster campaign for the school based on the presentation (e.g.,to educate about Haida fishing practises). Posters could display three important points learned from the presentation.
• Have students select a topic in a contemporary Haida Gwaii Journal or newspaper and identify at least five facts in Xaayda Kil/Xaad Kil. Using the information they have retrieved from the article, students prepare and present a newscast to the class. Students may use props (microphone, picture from magazine, blazer) and Total Physical Response (TPR) to make their presentation more realistic and fun.
• Work together with the class to select a theme or topic to research. Collaboratively create a list of questions that individual students will find answers to. Students should use a variety of Xaayda Kil/Xaad Kil resources, including print material, film, and community resource people for their research. Students then present their findings orally, supported by visuals.
54 Xaayda Kil/Xaad Kil 5 to 12 GRADE 7 • Acquiring Information
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
While many of the information tasks at this The learning resources listed here are especially level continue to rely on visual representations, useful for this organizer. See Appendix B for a students should also be expected to use some complete annotated list of resources, including basic, well-practised Xaayda Kil/Xaad Kil others that might apply to this organizer. vocabulary and language structures. Linguistic requirements should be simple and require only a minimum of transfer or adaptation of patterns. Assessment for this organizer Community Resource People/Elders continues to emphasize the extent to which students successfully find and use the information required to complete specific tasks. SpruceRoots Magazine • When students represent or report on HaidaLaas, CHN information they have acquired, note the extent Contributions to the Ethnology of the Haida, to which they are able to: Swanton - identify and recount the key ideas or Alaska Haida Dictionary, J. Lachler impressions SHIP Glossary of Haida Words - include relevant and accurate detail Handbook for Skidegate Haida Language - reproduce some of the Haida words and Dii Tawlang/Dii Hltaaxalang patterns in an understandable form Xaad kil Curriculum, CMS - organize and sequence their information Robert Davidson Book Collection appropriately (e.g., when giving Haida Marine Traditional Knowledge Study instructions) TPR Teacher Kit A Second Language Classroom that Works • When students are working on assigned tasks, Haida Gwaii Observer use a class list to note observations about the extent to which they: - approach tasks with respect - persevere—try different approaches or Ravens and Eagles, S. 1 and 2 strategies when having difficulty Our World Xaad Kil Videos - tolerate ambiguity—use the information Adiitsii Kil, Forest Talk Videos, XKHS they understand without being frustrated
by gaps in their knowledge
• Provide or develop with students a list of criteria to be used for self- and teacher Legends of the Old Massett Haida assessment when students are working with Xaayda Kil/Xaad Kil resources. For example: - recognizes familiar words in new contexts - uses a thematic or Haida language Skidegate Haida Language App dictionary or glossary appropriately (e.g., Conversational Xaad Kil App to confirm and locate the meanings of selected key words) - uses non-verbal clues (e.g., context, Sk’ad’aga Leeyga, Stephen Brown’s Haida gesture, intonation, graphics, pictures) to Language Tape Collection support meaning - uses knowledge of common patterns to * Note: Additional information will be provided as further make predictions and inferences resources to support learning outcomes are identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 55 GRADE 7 • Experiencing Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Students at this level can recognize familiar language in creative works and can sometimes • respond to creative works from Haida use their growing range of strategies to make culture educated guesses at the meaning of new expressions. Students will benefit by being given the opportunity to choose the way they respond to creative works, for example, painting, video, song, or dance.
• Present students with examples of master works from various Haida artists. Students choose one piece to study and create an interpretation of the piece to display in a class art show, giving background information and explaining how the object relates to the culture.
• Have students study and practise Xaayda Kil/Xaad Kil vocabulary around “art” and discuss the meanings behind specific representations of Haida culture (e.g. totem poles, Raven rattles, to carve, to draw, to paint, and so on)
• Have students watch an animation video depicting a Haida story in Xaayda Kil or Xaad Kil. After the video, students work in groups depicting the content. Posters can be displayed around the room
• Have students listen to songs in Xaayda Kil/Xaad Kil. Have someone from the community visit the class who is knowledgable about Haida songs and protocols. Have groups pracitse with this person and then sing or practise dance routines which they present to the class.
• Invite students to view examples carving commemorating important events in Haida culture. Then have them sketch out their own carving using appropriate Haida symbols and images. Have students share their work first with a partner and then with the class, explaining what it represents or symbolizes.
56 Xaayda Kil/Xaad Kil 5 to 12 GRADE 7 • Experiencing Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
As students develop their knowledge of and The learning resources listed here are especially facility with Xaayda Kil/Xaad Kil , they are able useful for this organizer. See Appendix B for a to experience and respond to an increasing complete annotated list of resources, including range of creative works, including those they others that might apply to this organizer. seek out themselves. Assessment information most often comes from observing students’ participation and engagement, and reviewing their responses and reflections. Community Resource People/Elders
• When evaluating students’ presentations, look for evidence of their: - inclusion of relevant and creative detail Northwest Coast Indian Art: An Analysis of Form, - willingness to engage in the task with B. Holm respect Bill Reid, D. Shadbolt - willingness to take risks in presenting to Haida Art, QCI Readers Series the class Charles Edenshaw, Vancouver Art Gallery - ability to give background information Raven Travelling, UBC - cultural understanding The Black Canoe: Bill Reid and the Spirit of Haida Gwaii, U. Steltzer • As students work in groups to create posters Totem Poles According to Location, M. Barbeau depicting the content of the story, note the Indian Artists at Work, H. Stewart extent to which they: Robert Davidson Haida Art Book Collection - are willing to engage in the task with Haida Art, G.F. MacDonald respect SHIP Glossary of Haida Words - convey the theme or plot of the story Alaska Haida Dictionary, J. Lachler - demonstrate effort Handbook for Skidegate Haida Language, SHIP Tluu Xaadaa Naay Songbook • As students listen to and sing songs, note the extent to which they: - respond to the meaning - make connections with the Xaayda Haidawood Our Stories Animated DVD Kil/Xaad Kil in the song - are open and willing to engage in new experiences
Songs of Haida Gwaii, Haida Gwaii Singers Soc. • Before students make their own representation Vern Williams Jr. Haida Songs CD of a Haida carving, work with them to develop criteria such as: - shows attention to detail of the sample carvings or sculptures Ravens and Eagles, S. 1 Episodes 1, 4, 6, 7, 10-12 - uses appropriate elements of Haida art in
their work
* Note: Additional information will be provided as further resources to support learning outcomes are identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 57 GRADE 8 • Yahguudang - Understanding Cultural Influences
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: By exploring the similarities and differences in activities and interests that exist in Haida • identify and share community traditions culture, students increase their understanding of their own culture.
• discuss the activities and interests of young • Have students find examples of protocols of people in Haida culture how Haida children were valued in the Haida community, and in turn how they were expected to act in the world. Have several Haida Elders visit the classroom to discuss teachings they learned when they were children or youth. Students could discuss the importance of keeping these Haida teachings in this contemporary age.
• Have students in small groups research certain seafood and animal species that are important foods to the Haida. Students prepare one-page reports about the food they researched, including where and when the food is harvested, particular Haida stories related to the species, Haida protocols associated with the harvesting or relationship to that seafood or animal, and any other relevant information. They present their reports to the class. As an extension, students could choose several recipes to prepare and sample.
• Divide the class into group A and group B. Have each group learn a game played in the the traditional Haida culture (e.g. lahal, daaxsinaay). Then form smaller groups with two people from group A and two from group B. Students in smaller groups teach one another the games they have learned, using as many Haida expressions as possible. Have students compare and contrast the Haida games to games they have played at school or at home.
58 Xaayda Kil/Xaad Kil 5 to 12 GRADE 8 • Yahguudang Understanding Cultural Influences
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students are encouraged to use The learning resources listed here are especially Xaayda Kil/Xaad Kil in cultural activities; useful for this organizer. See Appendix B for a however, assessment of this organizer focuses on complete annotated list of resources, including cultural outcomes and not on students’ facility others that might apply to this organizer. with oral or written language.
• As students present information about Haida teachings about relationships, look for evidence that they: Community Resource People/Elders - present accurate and detailed information - include interesting details - are developing increased understanding of and insight into the Haida teachings, Haida Marine Traditional Knowledge Study, CHN - compare aspects of their own communities Plants of Haida Gwaii, N. Turner and cultures Food of Coastal First Peoples, N. Turner Rediscovery: Ancient Pathways, New Directions, T. • When students take part in situations such as Henley skits, note whether they: Gina 'Waadluxan Tluu, The Everything Canoe - understand cultural elements Haida Studies Kit, C. Armstrong and K. Bedard - are interested in and curious about cultural differences
- are open and willing to engage in the task “Siinxii Ganguu: Sounding Gambling Sticks” A Haida Play, 2008 • To assess students’ oral and written reports on Adiitsii Kil – Forest Talk Videos, 2009 Haida food , look for evidence that they:
- use accurate, appropriate, and complete information - pay special attention to Haida protocols and teachings of yahguudang relating to SHIP Glossary of Haida Words that food Xaad Kihlga Hl Suu.u Book Project (Ga Xujuu - recognize their connection to all living Baby Book; Xaadas Gaanee Haida Berries; We are things going to North Beach) - attempt to appeal to an audience GidGalang Xaayda Kil Sk’aadGa Dii (Going to - incorporate necessary vocabulary and Copper Bay, At Copper Bay, Harvesting Herring expressions Roe on Kelp, Going Fishing, Gone Fishing)
• When students teach each other games they have learned, encourage them to use Xaayda Kil/Xaad Kil as much as possible. Establish criteria for group feedback such as: Ravens and Eagles, S.2, Episode 12 - demonstration is clear and easy to follow
- language associated with the activity is
used accurately
- comparisons to familiar games or activities
help to develop understanding * Note: Additional information will be provided as - demonstration was successful; the other further resources to support learning outcomes are students learned the game identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 59 GRADE 8 • Communicating
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Grade 8 students use Xaayda Kil/Xaad Kil as a tool for communicating about everyday topics • ask for and give information, permission, they enjoy talking about, such as themselves, and clarification their friends, and favourite activities. In order for students to experience success, they must be
provided with a safe environment for language • seek information about activities and risk-taking and multiple opportunities to interests practise and develop the language in new and interesting contexts and in different groupings— • participate in familiar activities (real or pairs, small and large groups, and individually. simulated) • Provide students with a frame for a personal • recognize events as past, present, or future letter they can adapt by adding their own information. Suggest that in their letter they use • derive meaning in new language situations questions they have practised to ask respondents for similar information. Have students carefully check their written work and consult with partners and the teacher before sending their letters to an exchange class.
• In groups (or as a class), have students create a game show with real or imaginary contestants. This show should use simple questions and answers. For example, students could bring objects from home or cut out pictures of objects from magazines. Contestants would ask the game host information about these objects before they guess the price. Imaginary prizes and theme music could add to the atmosphere.
• Have students bring objects to class that are representative of their interests and hobbies. In small groups, they explain why the objects are important. After students have finished, ask the class to remember who brought each object.
• Suggest that students work in pairs to role-play telephone conversations in which they plan weekend activities. Partners should find activities both students would enjoy. Plans could include where they will go, who will go with them, when they will leave, and what they will take along.
60 Xaayda Kil/Xaad Kil 5 to 12 GRADE 8 • Communicating
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
In Grade 8, writing is added to the group of The learning resources listed here are especially skills assessed. Writing is the easiest form of useful for this organizer. See Appendix B for a communication to assess because it can be complete annotated list of resources, including collected and analysed; however, it should not others that might apply to this organizer. be overemphasized at the expense of oral skills. As students develop oral and written skills, errors are a natural and predictable part of language development, and provide valuable Community Resource People/Elders information to both learner and teacher. When students understand the role of errors, they are able to make confident decisions about when to take risks, and when to edit carefully for Haida Orthography – SHIP and XKHS accuracy. Dii Tawlang/Dii Hltaaxalang – Units 12-18
SHIP Curriculum Grade 8 • Assess students’ penpal letters before they are J. Kelly Curriculum Grade 8 mailed, recording observations on removable Haida Dictionary, J. Enrico notes or separate sheets. Criteria might include: Alaska Haida Dictionary, J. Lachler - contains complete sentences that convey Alaska Haida Phrasebook, E. Lawrence personal information Handbook for the Skidegate Haida Language, - uses questions practised in class SHIP - shows evidence of self-correction Xaad Kil Curriculum – CMS Gr. 3-4 - errors do not interfere seriously with the message
• Use a class list to record observations of students’ oral interactions as they engage in SHIP Glossary of Haida Words class and small-group tasks. Observing three to four students per period during oral activities
will provide useful information for ongoing Sk’ad’aga Leeyga – Stephen Brown’s Haida Tape oral assessment. Alert students to the specific Collection criteria or features that will be recorded. Possible criteria include noting the extent to which students: - volunteer useful questions and information - use and practise recently acquired GidGalang Xaayda Kil Sk’aadGa Dii (Good vocabulary or structures Morning, How are You Feeling? What are you - make their messages understandable and Doing? How is the Weather Today?) appropriate Xaad Kihlga Hl Suu.u book Project (We Go to - support meaning with gestures, intonation, Haida Language Nest, I am Amelia, Family Book and body language Project) - persevere in Xaayda Kil/Xaad Kil when they cannot understand or be understood at first (e.g., repeating, rephrasing, attempting
to self-correct, using gestures) Skidegate Haida Language App - take risks to include interesting information Xaad Kil Conversational App or language - support and encourage other students when they speak in and listen to Xaayda * Note: Additional information will be provided as Kil/Xaad Kil further resources to support learning outcomes are identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 61 GRADE 8 • Acquiring Information
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Students at this level are generally interested in acquiring information about things when there • extract, retrieve, and process selected is a meaningful reason for doing so. It is information from Xaayda Kil/Xaad Kil important to select interesting, age-appropriate Xaayda Kil/Xaad Kil materials and keep the resources to complete meaningful tasks tasks fairly simple. Students need acquire only the information required to complete the task • express acquired information in oral, successfully. The format and context of the visual, and written forms information should be familiar to them (e.g., teen magazine survey, newspaper or television ad, penpal letter, e-mail, web site).
• Give students a map of Haida Gwaii with Place Names in Xaayda Kil/Xaad Kil. Have them choose a point of interest, then write a note that gives directions to the destination. Students form partners, exchange notes, and follow the directions to reach the appropriate destination.
• Either show students a video of a play or animation in Xaayd Kil/Xaad Kil or have them listen to an audio story. Have them note key information about characters, meaning, and setting. Using this information, partners role- play being movie critics, describing the movie and offering their interpretation of it. Students could also prepare posters as backdrops for their “show.”
• Have students simulate a Radio show giving basketball highlights in Xaayda Kil/Xaad Kil and identify key information, creating illustrations of the key players, the score, and expressions used by players, fans, and commentators.
• Invite students to research a prominent Haida figure of their choice (political leader, artist, sports star). Students note the person’s name, accomplishments, and interesting information. Students pretend to be an MC at a Feast and they are introducing the person to the class.
62 Xaayda Kil/Xaad Kil 5 to 12 GRADE 8 • Acquiring Information
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
In a communicative-experiential approach to The learning resources listed here are especially language learning, students acquire and use useful for this organizer. See Appendix B for a information to complete realistic tasks. The complete annotated list of resources, including purpose or task dictates what information is others that might apply to this organizer. needed; students demonstrate their skills and strategies by how they use and present the information to complete the task. Assessment of these skills usually occurs in the context of an integrated communication task where teachers Community Resource People/Elders assess several curriculum organizers at the same time.
• To assess students’ comprehension of Ocean and Way of Life Map, CHN directions, note the extent to which they: Ocean and Way of Life Companion Document - offer complete, detailed information Gwaii Haanas SHIP Place Name Map - use information that is accurate and Queen Charlotte Islands Volume 2, K. Dalzell appropriate B is for Basketball - incorporate useful vocabulary, expressions, Basketball Vocabulary Sheet and language structures HaidaLaas: Journal of the Haida Nation - are able to follow the directions presented Robert Davidson Book Collection in the note Bill Reid, D. Shadbolt Charles Edenshaw, Vancouver Art Gallery • When students are engaged in role-plays, note Raven Travelling, Vancouver Art Gallery the extent to which they:
- remain actively engaged in the interaction - use appropriate vocabulary related to the theme “Siinxii Ganguu: Sounding Gambling Sticks” A - communicate in complete sentences Haida Play, 2008 - attempt to use approximate pronunciation and intonation - attempt to support each other Haidawood: Our Stories Animated • Work with students to develop criteria for
assessing their work with audio or video resources. For example, they might be expected to recognize and convey: - topics or purposes SHIP Glossary of Haida Words - overall moods or feelings of players or commentators (e.g., neutral, disappointed, excited)
- names of some of the people involved Ravens and Eagles, Seasons 1 and 2 - locations - key events or information - outcomes or conclusions - some new vocabulary they want to learn
• As students present their prominent Haida
figure, look for evidence that they: - use a variety of research sources - note appropriate biographical information * Note: Additional information will be provided as - present information in understandable further resources to support learning outcomes are Xaayda Kil/Xaad Kil identified and developed. - take risks with language use Xaayda Kil/Xaad Kil 5 to 12 63 GRADE 8 • Experiencing Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: At this age, students develop a strong interest in popular culture in the form of music videos, • respond to authentic creative works from popular music, and films. They benefit from Haida culture opportunities to experience works by Haida artists and prominent Haida figures. They enjoy using their growing language skills in activities that involve personal choice, such as selecting and discussing their favourites with classmates.
• After hearing a Haida song, have students create CD covers to promote it.
• Have students listen to a song, following the lyrics and noting cognates and familiar words. Together they try to determine the meaning and respond to the song by writing and illustrating their favourite lines or verses.
• Invite students to examine magazine articles on prominent Haida figures and create collages with captions to depict ways that people in prominent Haida positions are presented to the world. They could also practise an interview with this person and perhaps invite that Haida person to the class to give the interview in Xaayda Kil/Xaad Kil.
• Have an Elder come to the class to present a short story. Students in groups listen for words they recognize, for characters presented, and for action that may be occurring. After groups pool their findings, retell the story to confirm predictions and clarify meaning.
• Have students keep a section of their notebooks or journals for responding to creative works. They might keep logs where they record and comment on experiences with Haida creative works. Alternatively, they might write summary reviews or reflections looking back over the creative works they have encountered during a term or semester, identifying those that have had the greatest impact or most closely reflect experiences they have had in English or other languages. They may also want to describe the ways in which their responses or ideas have changed over time.
64 Xaayda Kil/Xaad Kil 5 to 12 GRADE 8 • Experiencing Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Assessment at this level should reflect students’ The learning resources listed here are especially emerging ability to use [Target Language] to useful for this organizer. See Appendix B for a express their thoughts, feelings, and reactions to complete annotated list of resources, including creative works. others that might apply to this organizer.
• As students create CD covers, note the extent to which they: - reflect their personal response Community Resource People/Elders - convey the visual image clearly - attempt to appeal to an audience - offer complete, detailed information - incorporate familiar and practised expressions, language structures, and Songs of Haida Gwaii vocabulary Vern Williams Jr. Haida Songs - model aspects of the Xaayda Kil/Xaad Kil from CDs
• When students view videos, listen to songs and SHIP Glossary of Haida Words stories, assess their personal response by SHIP Curriculum Grade 8 looking for evidence that they are: K’ajuu Hla Songs Project - open and willing to engage in the task - committed to their work - able to formulate personal responses in Xaayda Kil/Xaad Kil J. Kelly Curriculum Grade 8 - willing to take risks in their responses and Dii Tawlang/Dii Hltaaxalang Units 16-24 predictions Handbook for Skidegate Haida Each task will also have its own specific Tluu Xaadaa Naay Song Book criteria. Northern Haida Songs, J. Enrico
• When checking students’ logs or portfolios, look for evidence that they: Sk’ad’aga Leeyga, Stephen Brown’s Haida - offer a personal response to creative works Language Tape Collection - reflect on ways their ideas may have
changed over time
Ravens and Eagles, S.2, Episodes 1-7
* Note: Additional information will be provided as further resources to support learning outcomes are identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 65 GRADE 9 • Yahguudang - Understanding Cultural Influences
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
With students’ deepening understanding of It is expected that students will: Haida culture, they are motivated to continue their language learning and add new • demonstrate an awareness of contemporary perspectives to their views of the world. and traditional customs of Haida culture • Ask students to examine resources such as
archival pictures of people and village sites, as • describe ways in which English and well as artist bios, videos of feasts and Xaayda Kil/Xaad Kil have influenced each celebrations, and current journals of Haida other Gwaii. Have students identify cultural elements in both the past and present of the Haida such • identify and describe ways in which as protocols of introducing and presenting Western culture and Haida cultures come oneself, significance of clothing, settings and together at contact to the present surroundings. In groups, students then pool their results, which they present to the class using oral, visual, or multimedia methods.
• Invite students to assume fictitious identities of a Haida alive during the late 18th and early 19th centuries, including name, Village and Clan origin, and what they do for a living (e.g. carver, weaver, chief, warrior, or food gatherer). Have them make an oral presentation to the class based on the character they have assumed. The teacher or students could provide prompts to elicit information such as Clan, family life, profession, and age. After their presentation, students submit a written report on their Village and Clan, detailing as well their impressions of the newcomers to Haida Gwaii (traders, missionaries, ethnologists, etc).
• Have students brainstorm lists of Xaayda Kil/Xaad Kil words or phrases commonly used in the Haida Gwaii vernacular and English words commonly used in Xaayda Kil/Xaad Kil. These words or phrases may be found in authentic materials read or heard in class, or outside of class, such as in speeches at community events. Encourage students to add words or phrases to the list on an ongoing basis. To follow up, students may write a paragraph, poem, or dialogue with a partner, using as many words from their lists as possible.
• Have students compare and contrast how people commemorate important cultural occasions on Haida Gwaii to the rest of Canada. Students should focus on protocols, food, setting, attire, guests, music, and dance.
66 Xaayda Kil/Xaad Kil 5 to 12 GRADE 9 • Yahguudang - Understanding Cultural Influences
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
As students talk and write about their The learning resources listed here are especially useful developing knowledge of Haida culture, look for for this organizer. See Appendix B for a complete evidence of openness to and an interest in annotated list of resources, including others that might diversity, as well as increasing knowledge of apply to this organizer. linguistic and cultural comparisons.
• Work with students to develop criteria for their presentations on their Haida identities. For Community Resource People/Elders example, they might be expected to demonstrate: - awareness and use of a variety of current resources, print material, oral histories, and A Story As Sharp As a Knife: The Classical Haida people in the community Mythtellers and their World, R. Bringhurst - detailed knowledge about key traditional Being in Being: The Collected Works of a Master and contemporary cultural characteristics Haida Mythteller SKAAY, R. Bringhurst - sensitivity to lives and customs of Haida Contributions to the Ethnology of the Haida, Swanton people during that time period, and a During My Time: Florence Edenshaw Davidson, M. respectful tone in their impressions of Blackman newcomers HaidaLaas - Journal of the Haida Nation - awareness of some of the behaviours, Haida Monumental Art, Villages of the Queen attitudes, values, or customs that are Charlotte Islands, G.F. MacDonald common to Haida culture Haida Texts and Myths, Massett Dialect, J. Swanton - respect for diversity and differences in Looking at Totem Poles, Stewart customs Nine Visits to the Mythword: Ghandl of the Qayahl Llaanas, R. Bringhurst • Review students’ lists of words that are Ninstints – Haida World Heritage Site, G.F. commonly used in both languages. Look for MacDonald evidence that students are able to draw Northern Haida Master Carvers, R. Wright conclusions and make generalizations about: Potlatch, QCI Reader Series - what factors contribute to the use of loan Raven’s Cry, C. Harris words Raven Travelling, Two Centuries of Haida Art Robert Davidson Art Book Collection • When students compare and contrast Haida Skidegate Myths and Texts, Swanton, Enrico cultural protocols with Candadian society, look Solitary Raven: The Essential Writings of Bill Reid, R. for evidence that they are: Bringhurst and M. Reid - willing to go to some effort to research The Queen Charlotte Islands,Volume 1 and 2 protocols Those Born at Koona, J. and C. Smyly - are respectful in their comparisons - making connections between Haida protocols and Canadian culture - able to present accurate and detailed Ravens and Eagles, Seasons 1 and 2 information - willing to take risks to use new vocabulary and language structures - interested in the information presented by Voices from the Talking Stick classmates
* Note: Additional information will be provided as further resources to support learning outcomes are identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 67 GRADE 9 • Communicating
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Students at this level need continued support to It is expected that students will: develop the range of language necessary to communicate with each other. The focus of • ask for and give assistance and detailed learning is to convey and understand meaning information for practical purposes in situations that are relevant to Grade 9 students, such as ordering a • share opinions and preferences, giving meal or buying a gift.
reasons • Working in pairs, students role-play a situation in which they are packing for a trip to a remote • describe and exchange information about Village on Haida Gwaii. Students find out what activities, people, places, and things the weather will be like and prepare a list of clothing and accessories to take. Students use • communicate in present and future the list to generate questions, for example, Are you putting a sweater in your backback? The • participate in selected, meaningful, real-life partner responds negatively or affirmatively in situations complete sentences.
• Working in groups of four, students create a photo album about the life of a fictitious person or someone they know. Students find photographs or draw illustrations, then make captions for each event, including a brief description of the event, date of the event, and age of the person at that time. The photo album should cover a 10-year span with at least 20 events.
• Have students create a comic strip that depicts where a character is going (e.g.,local beach, Gwaii Haanas, potlatch, Co-op). Students say what happens to the character during the adventure and describe how the character feels. Encourage students to write a funny or surprising ending to their story and use at least five frames.
• In groups of three, have students plan the next Haida Gwaii Aboriginal Day celebrations. Students schedule different events throughout each day, naming the Clans and community groups that are participating in each event. Groups present one day of events to the class.
• Have students create a conversation in which they plan to meet somewhere. Students must decide what time to meet and what they plan to do while they are there. Ask students to sequence the events using first, then, and finally.
68 Xaayda Kil/Xaad Kil 5 to 12 GRADE 9 • Communicating
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
In Grade 9, assessment continues to focus on The learning resources listed here are especially useful communication of meaning, with an increasing for this organizer. See Appendix B for a complete focus on student interaction. Some of the annotated list of resources, including others that might activities assessed involve spontaneous apply to this organizer. communication, where the focus is on students’ strategies for expressing and understanding meaning. When students have had opportunities to practise and receive feedback before making Oceans and Way of Life Map, CHN presentations, more attention can be paid to SHIP/Gwaii Haanas Place Names Map, SHIP accuracy than in their spontaneous interactions. Dii Tawalang/Dii Hltaaxulang, J. Lachler Xaad Kil Curriculum, Grades 3-4, CMS • When students are engaged in role-plays, note How to Keep Your Language Alive, L. Hinton the extent to which they: Alaskan Haida Phrasebook, E. Lawrence - remain actively engaged in the interaction A Second Language Classroom that Works, J. - use appropriate vocabulary related to the Christopherson theme Beginning Haida, L. John et. al - communicate in complete sentences Dictionary of Alaska Haida, J. Lachler - attempt to use approximate pronunciation Gina ‘Waadluxan Tluu, The Everything Canoe and intonation Haida Dictionary, J. Enrico - attempt to support each other Handbook for the Skidegate Language, SHIP Queen Charlotte Island Readers Series, (The Forest, • When students present a dialogue or The Cedar, Between the Tides, Bears and Berries) conversation they have practised, look for The Queen Charlotte Islands, Volume 2: Places and evidence that they: Names, K. Dalzell - are easily understood by their peers Xaad Kihlgaa Hl Suu.u Book Project (We go to Haida - comprehend what is being said Language Nest, Go to Bed and Get up, Totem Poles, - use correct language and structure The Weather) - use a variety of vocabulary and expressions Xa’aydas Daguyigaay/Xa’adas Dagwiigee – Spirit of - attempt to pronounce words accurately the People, Grade 9 Curriculum - sustain interaction with little or no hesitation - are able to ask for help in Xaad Kil/Xaayda Kil GidGalang Xaayda Kil Sk’aadaGa Dii (Going to the • When evaluating photo albums or comic strips, Beach, Beach Walk, Visiting Hotspring Islands, We are look for evidence that students: walking on Spirit Lake Trail, What Are you Doing? One - are willing to explore meaning Day at SHIP, Going Surfing, We are going for a walk in - use appropriate vocabulary the Snow, Going to Bed) - include a variety of images that are visually SHIP Glossary of Haida Words, SHIP engaging Xaad Kihlgaa Hl Suu.u Multimedia Project (We are going to North Beach, Morning Routine, Adiitisii Kil • When evaluating a group project or Forest Talk) presentation, look for evidence that students: - focus their attention on the task - are willing to share their ideas and support the ideas of others Skidegate Haida Language App - contribute to the activity or presentation Conversational Xaad Kil App - ask for feedback - help others when the need arises * Note: Additional information will be provided as further resources to support learning outcomes are identified and - show initiative and demonstrate leadership developed.
Xaayda Kil/Xaad Kil 5 to 12 69 GRADE 9 • Acquiring Information
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: At this level, students will be motivated to acquire information from authentic materials • extract, retrieve, and process information when the purpose is practical and relevant to from Xaayda Kil/Xaad Kil resources to their age, such as meeting a friend at the beach complete meaningful tasks or playing basketball at the Hall.
• Have students each choose an article from a • explain acquired information in oral, Haida Gwaii magazine, such as SpruceRoots visual, and written forms and HaidaLaas, and generate four questions about the most interesting facts to put into Xaayda Kil/Xaad Kil. Then ask them to exchange their articles with partners and answer one another’s questions.
• Ask students to write letters to the editor of HaidaLaas or SpruceRoots in Xaayda Kil/Xaad Kil regarding their questions.
• Have students prepare three questions each for the Elders at SHIP or the Elders working in Massett schools. Have them practise their questions and invite Elders into the classroom for the students to ask them their questions.
• Have students look over a selection of Haida Gwaii newspapers and journals (Haida Gwaii Observer, Haidalaas, Spruceroots, SHIP Newsletter), then brainstorm ideas for creating a class newspaper in the Haida language. Contents could include sports, weather, film reviews, advertisements, articles about school and current events, photographs and graphics, and so on. Students could form groups to work on the various categories. Students can create the newspaper using computer-generated material.
• Have students role play conversations with each other in Xaayda Kil/Xaad Kil. Have them ask each other what they have done earlier in the day, and what they are planning to do later. Using the “Total Physical Response” method of communicating and a high percentage of Xaayda Kil/Xaad Kil vocabulary.
70 Xaayda Kil/Xaad Kil 5 to 12 GRADE 9 • Acquiring Information
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students at this level show evidence of their The learning resources listed here are especially language skills and strategies in the way they useful for this organizer. See Appendix B for a approach and work with the materials, as well complete annotated list of resources, including as the way they represent the information they others that might apply to this organizer. acquire. Frequent opportunities to choose their own tasks will increase student interest.
• When students read articles from HaidaLaas or Community Resource People/Elders SpruceRoot magazines, note the extent to which they: - are able to read for comprehension - identify main ideas HaidaLaas: Journal of the Haida Nation - rely on prior learning to derive meaning SpruceRoots - use correct structures when writing The Observer (local Haida Gwaii newspaper) questions SHIP newsletter - choose questions that highlight the main A Second Language Classroom That Works ideas and write those questions in Xaayda TPR Teacher Kit Kil/Xaad Kil Alaska Dictionary, J. Lachler - use a range of open-ended questions Handbook for Skidegate Haida, SHIP Dii Tawalang/Dii Hltaaxulang, J. Lachler • Work with students to develop assessment for Alaskan Haida Phrasebook, E. Lawrence their newspaper articles. Criteria could include: Haida Dictionary, J. Enrico - uses language and structure accurately - creative Haida language-style newspaper format - provides relevant and creative details - works well with others and shows respect Glossary for Haida Words, SHIP for others’ ideas Xaad Kil Curriculum, Grades 3-4, CMS
• When students ask a Haida Elder their questions, ensure that the students: - ask unique questions in Xaayda Kil/Xaad Skidegate Haida Language App Kil that are not by “rote”, but that are Conversational Xaad Kil App thoughtful and demonstrate original thought
- use correct tenses Sk’ad’aga Leeyga, Stephen Brown’s Haida - use a respectful tone Language Tape Collection
• When students are role-playing their conversations with each other, look for their ability to: - use familiar words - communicate with both the Total Physical Response method and Xaayda Kil/Xaad Kil vocabulary - ask questions of their partner in Xaayda * Note: Additional information will be provided as Kil/Xaad Kil to assist in comunication further resources to support learning outcomes are identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 71 GRADE 9 • Experiencing Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: The range of creative works which students can experience will increase greatly if students are • reflect on and respond to authentic creative able to access a range of CDs, videos, and other works from Haida culture resources or resource people. Directing students to current Internet sites will also encourage and sustain their interest in creative works.
• In small groups, have students listen to a variety of Haida music, both historical and contemporary. Students then group the songs into different categories, explaining their reasoning. Students could also indicate: - protocols related to the song - familiar words - what occasion the song is appropriate for - what images come to mind
• Have students search the Internet for museums to research their Haida collections, or visit a local cultural site or gallery. Then invite students to imagine they are curator of an upcoming exhibit. Ask them to choose five works they would display, and have them compose an ad or poster for the exhibition.
• Introduce students to the work of a Haida artist, using photographs or a powerpoint of images of their work. Encourage students to discuss the characteristics of the artist’s work through guided questioning. Students then draw a design and plan of how they would emulate the artist’s style in a creation of their own.
• Have students read or listen to a number of Haida stories in groups of 3 or 4, including myths, legends, or other stories appropriate to Haida culture. The groups then present one of the stories through media of their choice (e.g., skits, puppet shows).
72 Xaayda Kil/Xaad Kil 5 to 12 GRADE 9 • Experiencing Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students are able to experience and The learning resources listed here are especially useful respond to an increasing range of creative for this organizer. See Appendix B for a complete works, including music and other works from annotated list of resources, including others that might popular culture designed for their age group. apply to this organizer. Students reveal their development in the choices they make and in their efforts to find and share creative works, as well as in their oral, visual, and written responses. Community Resource People/Elders
• When students discuss Haida music, look for evidence that they are:
- willing to go to some effort to consider Songs of Haida Gwaii, Haida Gwaii Singers Society works or experiences not presented in class Vern Williams Jr., Haida Songs - making connections between other experiences and preferences and their responses to the works - able to present reasons and details to Tluu Xaadaa Naay Songbook support their views or preferences Northern Haida Songs, J. Enrico - willing to take risks to use new vocabulary, Bill Reid, D. Shadbolt structures, or formats Charles Edenshaw, Vancouver Art Gallery Raven Travelling, Vancouver Art Gallery • To assess the exhibition ad or poster, look for Ethnology of the Haida, J.R. Swanton evidence that students: Skidegate Haida Texts and Myths, Swanton, J. Enrico - demonstrate an appreciation of the variety A Story As Sharp as a Knife, R. Bringhurst of Haida art Being in Being, R. Bringhurst - present accurate, appropriate, and complete Nine Visits to the Mythworld, R. Bringhurst information The Black Canoe: Bill Reid and the Spirit of Haida - attempt to appeal to an audience Gwaii, R. Bringhurst and U. Steltzer - incorporate necessary vocabulary, Robert Davidson Art Book Collection language structures, and expressions Totems to Turquoise, AMNH A Tale of Two Shamans, MNY • Collaboratively develop assessment criteria Red: A Haida Manga, MNY before students emulate an artist’s style. For The Last Voyage of the Black Ship, MNY example: DaaGalang Sding, The Two Brothers a Haida Story, - understands characteristics of the artist’s D. Brown style Pipes that Won’t Smoke; Coal that Won’t Burn, C. - is sensitive to the cultural elements in the Sheehan artist’s work The Canoe He Called Loo Taas, A. Reid - interprets the ideas, themes, and feelings of The Raven Steals the Light, R. Bringhurst and B. Reid the original works Argillite: Art of the Haida, L.Drew and D. Wilson Breathing Stone: Contemporary Argillite Sculpture, C. • Collaboratively develop criteria for students’ Sheenan presentations of stories. For example: K’alts’idaa K’ah Comic Books - develops a clear feeling, theme, or message that is consistent with the original - sequences events to create a coherent story - reflects key features or qualities of the Haidawood: Our Stories Animated characters Legends of the Old Massett Haida / Gaaw Xaadee - incorporates appropriate conventions and Gyaahlangaay traditions
Xaayda Kil/Xaad Kil 5 to 12 73 GRADE 10 • Yahguudang - Understanding Cultural Influences
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Students in Grade 10 are working hard to establish their own identity while at the same • identify the contributions of Haida people time wondering how they compare to others. To to Canada and the world help them shape their own identity while respecting others, they examine the role of cultural practices and traditional language • compare and contrast Haida culture to patterns. those of Canadian culture • Have students identify well-known Haida • identify language, expressions, and leaders, past and present, by consulting family behaviours that reflect cultural context members or other knowledgable people in their community. Students select a leader and prepare a poster that includes pictures, biographical details, and major contributions. In small groups, students present their information orally, while the other students fill out a listening record and give feedback about the presentation based on the listening record.
• Ask students to identify Haida idiomatic expressions encountered in reading, viewing, and listening activities (e.g. “a story as sharp as a knife”). Encourage students to maintain ongoing lists of idioms with their contextual meanings. Students may also draw pictures to depict the meaning.
• Examine several versions of a Raven Creation story as it exists in Haida and other Northwest Coast Indigenous cultures. Then invite students in groups to select scenes to act out in Xaayda Kil/Xaad Kil. Have students identify similarities in plot, moral, and other elements in various versions of the story. Students could create a chart that reflects the similarities and differences between two versions.
• Read a story about a Haida person during the “contact period” (1774-1910). Ask students to identify elements other than language that suggest their reality. Students might consider how events and scenes would look if the story took place this year in British Columbia.
74 Xaayda Kil/Xaad Kil 5 to 12 GRADE 10 • Yahguudang - Understanding Cultural Influences
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Assessment is based on activities that show a The learning resources listed here are especially growing awareness of Haida cultural practices useful for this organizer. See Appendix B for a and Xaayda Kil/Xaad Kil idiomatic expressions. complete annotated list of resources, including Activities should also encourage students to others that might apply to this organizer. reflect on and make comparisons among Haida culture, Canadian cultures, their own, and the cultures of their friends. Community Resource People/Elders • When students present their information using a poster format, look for evidence that they: - include important biographical information about the leader HaidaLaas Journal of the Haida Nation - use visuals to add interest and support the SpruceRoots written facts All that We Say is Ours, I. Gill - include relevant and creative details Alaska Haida Phrasebook, E. Lawrence - spell key words and phrases correctly Skidegate Haida Language Handbook, SHIP - Review students’ list of idioms and Glossary of Haida Words, SHIP borrowed words from time to time for Haida Dictionary, J. Enrico evidence that the information is: Alaska Haida Dictionary, J. Lachler - accurate and complete Skidegate Haida Texts and Myths, J.R. Swanton, J. - interpreted appropriately Enrico - presented clearly Haida Texts and Myths Massett Dialect, J.R. Swanton • When assessing students’ comparison charts, Northern Master Haida Carver, R. Wright note the extent to which they: Raven’s Cry, C. Harris - are able to identify similarities and Queen Charlotte Islands, Volumes 1-3, K. Dalzell differences between Haida and other Raven Steals the Light, R. Bringhurst and B. Reid cultural stories Raven Brings the Light, R. Vickers and R. Budd - show understanding of the Haida story Looking at Indian Art of the Northwest Coast, H. - show a personal connection Stewart Looking at Totem Poles, H. Stewart • When students act out an adaptation of a Haida Indian Myths and Legends from the North Pacific life in a historical context, look for evidence Coast of North America, F. Boaz that they: Cultures of the North Pacific Coast, P. Drucker - make changes appropriate to the new Myths and Legends of the Pacific Northwest, K.B. endings Judson - show creativity and risk-taking in their Islands at the Edge, Islands Protection Society revisions
• When students share their opinions, look for evidence that they: Stephen Brown’s Xaad Kil Tape Collection - use detail to support their points of views - demonstrate respect for cultural diversity - participate actively in the discussion - take opportunities to express their ideas in Ravens and Eagles, Seasons 1 and 2 Xaad Kil/Xaayda Kil.
* Note: Additional information will be provided as further resources to support learning outcomes are identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 75 GRADE 10 • Communicating
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Students at this level display a growing ability to take risks with language and should be • make suggestions about everyday activities encouraged to do so. Communicating meaning is still the central focus of this organizer. While • communicate needs, desires, and emotions, emphasis remains on the practical and everyday use of language, students’ descriptive abilities giving reasons include linking and sequencing of narrative.
• describe events and experiences • In pairs, have students practise a telephone conversation. One student calls the other with • communicate in past, present, and future an invitation to do something, such as go for a walk or play soccer. The second student must • participate in a variety of meaningful, real- decline the invitation and give two reasons for life situations not being able to go. Students then switch roles. As an extension, have students write a note to a friend cancelling a prior engagement because of illness. Students should explain what they did that caused them to become ill. (After I went out without my coat, I got a cold.)
• In small groups, ask students to share information related to a location specific memorable event or experience (e.g. pole raising, potlatch, special celebration, weekend activity). Students should include information about where and when the event took place and why it was memorable. Other students then ask questions about the event or the experience.
• In pairs, students create a menu for a potlatch in a Haida Village. Before creating the menu, students should describe the reason for the Potlatch, the location of the Feast, and how many people would attend . The menu should reflect the time of year the Potlatch is held and feature a wide variety of Haida foods.
• Have students role-play that they have switched identities with their parents for a day. They are to give their parents a list of chores to complete before the end of the day (e.g., make the beds, wash the dishes, take out the trash, sweep the floor).
76 Xaayda Kil/Xaad Kil 5 to 12 GRADE 10 • Communicating
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students are increasingly able to engage in The learning resources listed here are especially spontaneous interactions and presentations useful for this organizer. See Appendix B for a using vocabulary and structures they have complete annotated list of resources, including memorized. The focus of assessment continues others that might apply to this organizer. to be whether or not students are able to understand and convey meaningful messages. Where students have had opportunities to use resources, practise, receive feedback, and make corrections, they are expected to work toward Community Resource People/Elders accuracy. Assessment should not, however, emphasize correctness to the extent that students are afraid to take risks that are essential to their language development. Alaska Haida Phrasebook Skidegate Haida Handbook • When students invite each other to participate Dii Tawalang, Dii Hltaaxulang, J. Lachler in different activities, look for evidence that Alaska Haida Dictionary, J. Lachler they: Haida Dictionary, J. Enrico - communicate their ideas clearly Alaska Haida Phrasebook, E. Lawrence - extend invitations using appropriate Potlatch, U. Steltzer vocabulary GMD Cookbook - ask for more information if accepting an Food Plants of Coastal First Peoples, N. Turner invitation (e.g., What time? What should I Plants of Haida Gwaii, N. Turner bring?) During my Time, M. Blackman - respond politely and give a reason why if Gina ‘Waadluxan Tluu, The Everything Canoe refusing an invitation (e.g., I can’t go Haida Marine Traditional Knowledge Study, because I have to study, or I can’t attend Volumes 1-3 because I am sick, or Let’s go another gyaaGang.gaay- The Monumental Poles of day.) Skidegate, H. Ramsay
• When students discuss events in the past or share memorable events, look for evidence that they: Skidegate Haida Language App - include detail to enhance their descriptions Xaad Kil Conversation App - convey a logical sequence or progression of events - use appropriate language patterns (including verb tenses) - draw on an increasing range of vocabulary SHIP Glossary of Haida Words - ask one another questions to clarify or XKHS Book Project and Multi-Media Project obtain additional details GidGalang Xaayda Kil Sk’aadGa Dii - take risks with language to extend their language development
• When students are engaged in a role play, use a checklist to assess the extent to which they: - actively engage in the interactions - are able to sustain interaction, taking risks * Note: Additional information will be provided as further resources to support learning outcomes are with the language to extend their language identified and developed. boundaries
Xaayda Kil/Xaad Kil 5 to 12 77 GRADE 10 • Acquiring Information
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: By now, students are able to use many strategies to identify key information in authentic • retrieve, process, and adapt information documents. The tasks they perform frequently from Haida resources to complete integrate all aspects of their language learning meaningful tasks and should relate directly to their lives.
• Have students view or listen to a local weather • explain in detail acquired information in report and identify today’s weather and the oral, visual, and written forms forecast for tomorrow in Haida Gwaii. Invite students to keep weather logs for a selected period of time.
• Have students read the excerpts from a Haida Gwaii journal or newspaper, and each choose a local upcoming event to attend, noting time and location. Then ask them to exchange this information with partners and make appointments to meet at the events.
• Have students prepare food gathering situation cards (e.g., it’s time for seaweed picking, Nanaay /Naanii wants you to help her smoke and can fish, clam digging is closed due to Red tide, the River is open for fishing and your family’s net needs to be mended). Students form into groups of four and each group selects a card. The groups develop a skit about the situation they chose and present it to the class.
• Working in groups of three, have students create a clothing line with Xaayda kil/Xaad Kil slogans on it. Students may use store catalogues, magazines, and Internet downloads to find images of various clothing and accessories. Students exchange their creations with another group and make a list of things they would buy, explaining why they need it and why they like it.
• Challenge students to have a conversation in Xaayda Kil/Xaad Kil with a local fluent Elder. From that conversation, have the student present three interesting facts to present to the class. As a follow-up, students could write letters to the Elder to carry on the conversation in Xaayda Kil/Xaad Kil.
78 Xaayda Kil/Xaad Kil 5 to 12 GRADE 10 • Acquiring Information
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students are able to work with an The learning resources listed here are especially increasing variety of print materials, the useful for this organizer. See Appendix B for a Internet, and other media to locate information complete annotated list of resources, including required for tasks. Assessment considers both others that might apply to this organizer. the processes students use—the skills, strategies, and approaches they employ to acquire information from resources—and the products or activities that demonstrate their degree of Community Resource People/Elders success. Self-assessment plays an important role in supporting skill development.
• Rate each aspect of role-play performances or HaidaLaas: Journal of the Haida Nation oral presentations on a five-point scale where SpruceRoots 5 = excellent and 1 = requirements not met. Alaska Haida Phrasebook, E. Lawrence Students can assess their own performance and Dii Taawalang/Dii Hltaaxulang, J. Lachler provide feedback to their peers using the same Haida Dictionary, J. Enrico scale. For example, check if students: Haida Syntax, J. Enrico - include accurate and relevant information Beginning Haida, L. John et. al - communicate clearly Haida Studies Kit, C. Armstrong and K. Bedard - make direct reference to details provided in original source - use appropriate vocabulary and language structures - sustain interaction and support each other XKHS Book Project with questions, prompts, and body GidGalang Xaayda Kil Sk’aadGa Dii – Children language Learning the Haida Language SHIP Glossary of Haida Words • Assess written assignments using criteria similar to those for oral presentations. For example, check that: - communication is clear Skidegate Haida Language App - information is accurate and relevant Xaad Kil Conversation App - details and examples are included - language is appropriate
- material is effectively organized and easy Sk’ad’aga Leeyga, Stephen Brown’s Haida to follow Language Tape Collection
• For weather report assignments, look for evidence that students: - complete an entry for the day - identify what they understood of the report - show evidence of using appropriate language-learning strategies
* Note: Additional information will be provided as further resources to support learning outcomes are identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 79 GRADE 10 • Experiencing Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: At this level, students will be able to appreciate a range of creative works and may bring examples • discuss and respond to authentic creative from outside the class. Engagement in activities works from Haida culture increases when students can make personal choices and when they are encouraged to respond creatively from a variety of options.
• Have students listen to an Elder’s telling or to read a selection of Xaayda Kil/Xaad Kil children’s stories and then each select one of the following projects: - create a pattern book for young children - illustrate a story to clarify the meaning - role-play a story - retell a story - change one element of the story all the way through - record a story on audiotape or video
• Over the course of two or three periods, show the class a video of a Xaayda Kil/Xaad Kil animation or play. Have students complete various tasks to assist comprehension, such as mapping the story line, making predictions, and recapping in their own words important events that have occurred. Students can create posters to publicize the film, including a picture depicting the film, details of where and when it is playing, and a brief summary of the plot. Students can use the posters to conduct role plays about seeing the film.
• As a class, have students select three Xaayda Kil/Xaad Kil traditional stories for discussion. After the discussion, have students select one of the stories to interpret, using a variety of forms (e.g., drawing, actions, mime, dance, computer graphics, music, record on audiotape).
80 Xaayda Kil/Xaad Kil 5 to 12 GRADE 10 • Experiencing Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
As students develop increasing facility with oral The learning resources listed here are especially language, their methods of responding grow to useful for this organizer. See Appendix B for a include artwork, visual displays, and oral or complete annotated list of resources, including electronic presentations. Students often work others that might apply to this organizer. collaboratively to develop their responses.
• Occasionally have students reflect on and self- assess their responses to creative works by Community Resource People/Elders responding orally or in journals to prompts such as: - I enjoy listening to Xaayda Kil/Xaad Kil when______. Legends of the Old Massett Haida / Gaaw Xaadee - A Haida, story, or song that stands out in Gyaahlaangaay my mind is ______because ______. Haidawood: Our Stories Animated - My responses to Xaayda Kil/Xaad Kil is Siinxii Ganguu: Sounding Gambling Sticks different when ______.
- A style of music, story, or film that I enjoy in both languages is ______.
The Canoe He Called Loo Taas, A. Reid and M.N. • In students’ presentations (e.g., posters, poetry, Yahgulanaas illustrations, dance) look for evidence that they: The Last Voyage of the Black Ship, M.N. - represent key ideas, events, or themes Yahgulanaas - draw attention to unique features A Tale of Two Shamans, M.N. Yahgulanaas - add interest by providing details, images, Red: A Haida Manga, M.N. Yahgulanaas and elaboration Flight of the Hummingbird, M.N. Yahgulanaas K’alts’idaa K’ah Comic Books DaaGalang Sding: A Tale of Two Brothers, D. Brown Queen Charlotte Islands Reader Series How to Keep your Language Alive, L. Hinton Ethnology of the Haida, J.R. Swanton Skidegate Haida Texts and Myths, J.R. Swanton, J. Enrico Massett Haida Texts and Myths, J.R. Swanton The Raven Steals the Light, R. Bringhurst, B. Reid A Story as Sharp as a Knife, R. Bringhurst Being in Being, R. Bringhurst Nine Visits to the Mythworld, R. Bringhurst Argillite: Art of the Haida, L. Drew, D. Wilson Haida Myths Illustrated in Argillite Carvings, M. Barbeau
SHIP Glossary of Haida Words XKHS Book Project and Multi-Media Project GidGalang Xaayda Kil Sk’aadGa Dii
Xaayda Kil/Xaad Kil 5 to 12 81 GRADE 11 • Yahguudang - Understanding Cultural Influences
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: As students’ understanding of the history of Xaayda Kil/Xaad Kil in a Canadian historical • identify issues that have affected Xaayda context grows, they will recognize the common Kil/Xaad Kil in a Canadian historical experience shared in Indigenous communities context throughout Canada. Through the study of Haida history and culture, most students at this
level are enhancing their sensitivity towards the • demonstrate an understanding of Haida often untold history of language loss and other protocols and worldview effects of colonization that happened within Indigenous communities in what is now Canada. • identify and compare language, expressions, and behaviours that reflect *See Introduction, pages 7-8. cultural context • Have students research the affects of Residential School on Indigenous languages in Canada, using books, articles, videos, film, the Internet, or resource people as sources. Students then organize awareness campaigns for the class, school and community. Campaigns could be carried out using posters, public announcements, leaflets, or presentations. Have the students situate Xaayda Kil/Xaad Kil within the narrative of Residential Schools and Indigenous language loss, and specifically investigate the effects of the policy of mandatory enrollment for Indigenous children to Residential Schools on Indigenous communities throughout what is now Canada.
• Have students investigate past and present gender roles in Haida culture. Information could be collected from sources such as Elders and knowledgable people in the community, academic books), stories, songs and the First Nations Education Steering Committee (FNESC) Indian Resdentional Schools and Reconciliation Resources (See Appendix B.) Have students identify traditional values in areas relating to gender roles, the work force, marriage, and relationships. As a class, discuss the extent to which these values had changed when the cultures of Haida and newcomers collided during the “Contact” period. Discuss what changed, what stayed the same, and what might happen in the future. Students could create and label a series of illustrations, symbols, or computer-generated graphics to reflect their conclusions and predictions.
82 Xaayda Kil/Xaad Kil 5 to 12 GRADE 11 • Yahguudang - Understanding Cultural Influences
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Assessment focuses on students’ ability to look The learning resources listed here are especially at familiar customs from different points of useful for this organizer. See Appendix B for a view, whether in the family, school, or complete annotated list of resources, including community. At this level, the complexity of others that might apply to this organizer. students’ ideas will far exceed their ability to express them in Xaayda Kil/Xaad Kil. To elicit and reveal higher-level thinking, provide opportunities for students to communicate using Community Resource People/Elders symbols, graphics, or diagrams, as well as language.
• For projects such as awareness campaigns, look They Called Me Number One, B. Sellers for evidence that: Residential School: The Stolen Years - information is accurate and relevant HaidaLaas: Journal of the Haida Nation - includes appropriate details designed to SpruceRoots Magazine engage the audience During My Time: Florence Edenshaw Davidson, - presentation is informative, clear, and easy M. Blackman to follow Contributions to the Ethnology of the Haida, J. - vocabulary, expressions, and structure are Swanton appropriate and used effectively The Curtain Within: Haida Social and Mythical - student has taken risks to include complex Discourse, M. Boelsher information or unfamiliar language Northern Master Haida Carvers, R. Wright - presentation demonstrates a sensitivity to Skidegate Haida Myths and Texts, J.R. Swanton cultural issues Massett Haida Myths and Texts, J.R. Swanton A Tale of Two Shamans, M.N. Yahgulanaas • When students investigate changes in gender Queen Charlotte Islands Vol. 1 and 2, K. Dalzell roles, look for evidence that they are able to: Raven’s Cry, C. Harris - pose thoughtful questions about culture and Yakoun: River of Life Haida protocols Indians at Work, R. Knight - seek out valid and credible information, Tluu Xaadaa Naay Songbook rather than stereotyping - go beyond surface features to deal with subtle and complex aspects Also look for evidence that they are: - aware of key elements of their culture and www.haidanation.ca behaviours SHIP Glossary of Haida Words - sensitive to more subtle or complex That Which Makes Us Haida, N. Collison and elements or patterns in their culture and S.Steedman behaviours fnesc.ca – Indian Residential Schools and - supportive of their classmates’ work Reconciliation Resources - interested in the symbols and meanings other students have perceived Voices from the Talking Stick
Ravens and Eagles, S. 1, Ep. 13; S. 2, Ep. 5-9
Songs of Haida Gwaii
Xaayda Kil/Xaad Kil 5 to 12 83 GRADE 11 • Communicating
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: As students support and encourage each other on a regular basis, they are able to interact with • explain how to do everyday activities or greater confidence in familiar situations and procedures apply their growing range of strategies more consistently.
• exchange opinions on topics of interest, • Invite students to create role plays from giving reasons and reactions situation cards (could be student generated) about asking for and giving advice. Give time • describe or narrate events, situations, or for preparation but not memorization. experiences Situations might include: - a student studying Xaayda Kil/Xaad Kil for • use a range of vocabulary and expressions the first time seeking study tips in past, present, and future - a student seeking information on food gathering seasons and protocols • interact in a variety of meaningful, real-life - a student wanting advice on what to take on a camping trip situations To follow up and check for comprehension, suggest that students choose one or more of the situations presented and write what they would advise.
• Ask students to find examples of Haida people whose accomplishments they admire. List the names on the board and discuss. Then have students think of accomplishments or successes in their own lives of which they feel proud. Students can share their responses orally or in written form. Encourage students to include visuals where possible.
• As a class, brainstorm a list of aptitudes, skills, and interests appropriate for the workplace. Have students work in pairs to identify one another’s aptitudes and interests and imagine possible career choices, giving reasons for their choices. Students present their findings orally to the class.
• Invite students to imagine they have just returned from a trip to a Haida Village. Have them describe the place name, which Clans lived there, how many people lived there at one time, and why the Village moved from its location to either Massett or Skidegate. Students present the information to the class and explains and/or demonstrates why the Village is still relevant to Haida Gwaii.
84 Xaayda Kil/Xaad Kil 5 to 12 GRADE 11 • Communicating
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, assessment increasingly involves The learning resources listed here are especially situations or tasks designed to help students useful for this organizer. See Appendix B for a develop and demonstrate their growing complete annotated list of resources, including language facility. Self- and peer assessment others that might apply to this organizer. continue to be important ways of supporting students as they acquire and practise useful vocabulary, structures, and interactions. Community Resource People/Elders • Assess students’ oral work for evidence that: - information is complete - verb tenses support communication - presentation is clear, and intonation Dii Tawalang/Dii Hltaaxalang supports meaning How to Keep Your Language Alive, L. Hinton - narration of events is comprehensible Oceans and Way of Life Map, CHN - some detail is provided SHIP Haida Gwaii Place Name Map, SHIP and - preparation has occurred (e.g., students Gwaii Haanas speak confidently with minimal support) Contributions to the Ethnology of the Haida, J.R. Swanton • Assess students’ writing for evidence that: Haida Dictionary, J. Enrico - meaning is clear Haida Syntax, J. Enrico - supporting detail, reasons, or examples are Alaska Haida Dictionary, J. Lachler included Alaska Haida Phrasebook, E. Lawrence - a variety of vocabulary and expressions are SHIP Handbook for the Haida Language, SHIP used Charles Edenshaw, Vancouver Art Gallery - time sequence is clear, with attempts to use Robert Davidson, Haida Printmaker, H. Stewart transitions (first, next, then, later) Haida Art, G.F. MacDonald Gina ‘Waadluxan Tluu: The Everything Canoe • As a class, determine key behaviours or criteria Tluuwaay ‘Waadluxan: Mathematical Adventures for students’ daily oral communication in class. Criteria might include evidence that students: - volunteer questions and information - take opportunities to practise newly acquired vocabulary and structures SHIP Glossary of Haida World - persevere in Xaayda Kil/Xaad Kil (e.g., XKHS Multi-Media Project repeating, rephrasing, attempting to self- correct, using gestures) when they cannot
understand or be understood Sk’ad’aga Leeyga, Stephen Brown’s Haida - support and encourage other students when Language Tape Collection they speak in or listen to Xaayda Kil/Xaad Kil - take risks to use unfamiliar language - self-monitor and attempt to correct recurring or significant errors
* Note: Additional information will be provided as further resources to support learning outcomes are identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 85 GRADE 11 • Acquiring Information
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: At this level, many students are able to retrieve specific information and apply their growing • retrieve, research, and use relevant language abilities to adapting information for a information from Xaayda Kil/Xaad Kil purpose. Both the resources and the tasks resources to complete meaningful tasks should be at the age and interest level of the students and be relevant to their lives.
• summarize acquired information in oral, • Have students research Haida foods gathered visual, and written forms from the land and sea, and list the health benefits of these Haida foods. Ask each student to create a personal Haida food gathering and preperation journal and monitor progress for one month. Entries should be written daily and make direct reference to the plan each student has developed, noting steps taken or not taken. At the end of the month, students may present their plans to the class with summaries of the results. Results could also be presented in graphic or visual form.
• Suggest that students research a variety of Indigenous Rights issues using resources such as articles, academic texts, videos, and films. Then have them organize an Indigenous Rights awareness campaign for the school, including posters, public-address announcements, leaflets, and fundraising activities.
• Ask students to research job opportunities advertised in local newspapers (on-line or written). Students pick a job they would be interested in and explain their choice in Xaayda Kil/Xaad Kil to the class.
86 Xaayda Kil/Xaad Kil 5 to 12 GRADE 11 • Acquiring Information
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
By Grade 11, students are familiar with a wide The learning resources listed here are especially range of classroom, library, and other resources useful for this organizer. See Appendix B for a they can use to locate information. Assessment complete annotated list of resources, including focuses on the extent to which students are able others that might apply to this organizer. to draw on these resources to develop accurate and relevant information for a variety of assignments. The form and skills students use to apply and convey the information for particular Community Resource People/Elders purposes and audiences are increasingly important.
• After students have worked with information Oceans and Way of Life Map, CHN from a variety of sources in Xaayda Kil/Xaad Haida Marine Traditional Knowledge Study, CHN Kil, prompt them to reflect on and assess the Food Plants of Coastal First Nations, N. Turner strategies they used by posing questions such Plants of Haida Gwaii, N. Turner as: Plant Technology of First Peoples in British - Overall, how successful were you at Columbia, N. Turner finding the information you needed? Indian Fishing, Early Methods on the Nortwest - What was your first approach to the Coast, H. Stewart material? How did that work? HaidaLaas: Journal of the Haida Nation - What other strategies did you use that SpruceRoots Magazine seemed most helpful? The Haida Gwaii Observer - What types of problems caused you the most difficulty? What strategies helped? - What did you learn about reading Haida materials that might help you in future assignments? SHIP Glossary of Haida Words XKHS Book and Multi-media project • When students complete their cover letters, assess the extent to which they: - use appropriate salutations and other business letter conventions www.haidanation.ca - relate their skills, knowledge, aptitudes, Skidegate Haida Language App and relevant experiences to the criteria Xaad Kil Conversational App - include details, reasons, and examples to support key points
• When students complete written research assignments, look for evidence that: - information is organized, relevant, and accurate - the assignment includes details, reasons, and examples to support key points - language is appropriate and understandable - transitions and tenses are used effectively
* Note: Additional information will be provided as further resources to support learning outcomes are identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 87 GRADE 11 • Experiencing Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: At this age, students are generally more receptive to experiencing creative works from a • compare, contrast, and respond to authentic broader range of Haida genres, time periods, creative works from Haida culture and regions. Students’ developing language skills allow them to appreciate these creative works and their cultural contexts more fully.
• As a class, have students listen to two songs (one contemporary and one traditional) performed by a Haida singer. Have students in small groups brainstorm similarities and differences between the two songs, noting tone, instruments, lyrics, and so on. Groups present their ideas and answer questions from the class.
• Show students a video or presentation on Haida dance. Have students in small groups select a particular dance and research the protocol and story behind the song or the dance. Groups present the information to the class in their chosen format (e.g., poster, skit, oral report) and demonstrate some of the steps.
• Present a video, slides, or other visual aids describing Haida monumental structure such as longhouses, totem poles, or canoes. Have students in small groups choose architectural features and re-create them visually (e.g., models, plans).
• Facilitate students’ reading of a short story in Xaayda Kil/Xaad Kil by providing focus questions, background information, and vocabulary development. Once students are familiar with the story, form groups and have each group select a part of the story to dramatize. Ask groups to present and display their work for peer responses.
• Present a legend, myth, or traditional/modern story, but do not provide the ending. Challenge students to write or act out possible endings.
88 Xaayda Kil/Xaad Kil 5 to 12 GRADE 11 • Experiencing Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
By Grade 11, students’ oral and written skills The learning resources listed here are especially useful for should enable them to respond to creative works this organizer. See Appendix B for a complete annotated in varied ways and with increasing detail. list of resources, including others that might apply to this Through oral interactions, as well as short organizer. written texts, students demonstrate an increasing level of sophistication in their responses.
• When students present group responses to Songs of Haida Gwaii contemporary and traditional music, observe and Vern Williams Jr. Haida Songs note the extent to which they: - express and support a consistent point of view - provide accurate information K’ajuu Hla! Song Project - indicate openness and willingness to consider Xaad Kihlgaa Hl Suu.u MultiMedia Project new or different ideas and experiences
- attempt to engage others
• To evaluate students’ presentation of Haida dance, note the extent to which they: Tluu Xaadaa Naay Songbook - have gone to some effort to find information Northern Haida Songs, J. Enrico - demonstrate cultural appreciation Contributions to the Ethnology of the Haida, J. Swanton - are willing to learn and teach others how to Haida Monumental Art, G. F. MacDonald do the dance Ninstints, G. F. MacDonald Haida Art, G. F. MacDonald • Before students re-create aspects of Haida Those Born at Koona, J. and C. Smyly monumental structure, work with them to Gina Waadluxan Tluu, The Everything Canoe develop criteria they can use to guide their Tluuwaay ‘Waadluxan: Mathematical Adventures work. For example: gyaaGang.ngaay, the Monumental Poles at Skidegate, H. - highlights Haida influences as the central Ramsay feature Tale of Two Shamans, M.N. Yahgulaanas - bases designs on accurate information DaGalang Sting, Two Brothers, D. Brown - demonstrates attention to detail Haida Myths Illustrated in Argillite Carvings, M. Barbeau - shows evidence of close observation by Pipes that Won’t Smoke, Coal that Won’t Burn, C. including elements not discussed in class Sheehan • When students present their dramatizations of a Robert Davidson: Eagle of the Dawn, short story, look for evidence that: QCI Reader Series, The Man Who Became Eagle, Raven - presentation and choice of vocabulary and the Moon and the Oyster Catcher, Bears and Berries convey the characters’ emotions and moods of the stories - presentation has been rehearsed Voices from the Talking Stick - students attempt to engage the audience
• From time to time, have students review their responses to creative works by answering questions such as: Ravens and Eagles, S.1 E.1, 4, 7, 8, 10, 11; - Which of the creative works you have S. 2, E. 1, 2, 12 viewed, listened to, or read this year or term stands out in your mind? - Which part of the activity was most interesting for you—reading, viewing, Siinxii Ganguu, Sounding Gambling Sticks listening, or creating your response? Haidawood: Our Stories Animated Xaayda Kil/Xaad Kil 5 to 12 89 GRADE 12 • Yahguudang - Understanding Cultural Influences
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Students need opportunities in the classroom to examine Haida culture in depth. By now they • analyse and discuss contemporary issues in will be able to show some cultural awareness Haida culture when communicating in Xaayda Kil/Xaad Kil
• analyse and discuss how culture affects • Host a Xaayda Kil/Xaad Kil Fair at school and behaviour and attitude invite community members. Activities might include: • use language, expressions, and behaviours - students indicating their Clan and ancestrial to reflect cultural context Village on a map of Haida Gwaii - PA announcements in Xaayda Kil/Xaad Kil - hosting a feast of Haida foods - feature local Haida singers and dancers - Haida students giving a speech in Xaayda Kil/Xaad Kil as is protocol - inviting Haida chiefs to speak, and other community members to give speeches in Xaayda Kil/Xaad Kil - displaying posters of Haida art around the school
• Have students each interview 2- 10 of their class about Haida people they admire, past and present. Form groups and have each group choose four of these people to examine further regarding their attributes, fields of endeavour, contributions to Haida society, and image. Interview questions might include: - Who do you hold up in high esteem? What Haida teachings do you draw from to achieve your accomplishments? - What are some of the qualities you admire in a fellow community member? Why? After a class discussion about role models, invite each student to identify and write to a personal role model. (Letters may or may not be mailed.)
• Invite students to improvise social situations (e.g., greetings, family dinners, tourist behaviour, shopping). Students could draw situation cards and role-play culturally appropriate behaviour.
• Suggest that students in groups design a brochure to encourage students in lower grades to take Xaayda Kil/Xaad Kil and learn more about Haida culture.
90 Xaayda Kil/Xaad Kil 5 to 12 GRADE 12 • Yahguudang - Understanding Cultural Influences
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
In Grade 12, the outcomes for cultural The learning resources listed here are especially understanding emphasize awareness and sensitivity. useful for this organizer. See Appendix B for a Students reveal their cultural understanding complete annotated list of resources, including through daily activities and interactions, as well as in others that might apply to this organizer. the assignments they complete. Assessment should focus on students’ cultural awareness rather than on their language facility.
• Provide or negotiate criteria for assessing students’ Xaayda Kil/Xaad Kil Fair. Criteria might assess Community Resource People/Elders whether they: - clearly identify key aspects of Haida culture and protocols - offer practical guidelines for interacting with the Haida Dictionary, J. Enrico community Alaska Haida Dictionary, J. Lachler - show respect and support for diversity Alaska Haida Phrasebook, E. Lawrence - emphasize the mutual benefits of being familiar Dii Tawalang/Dii Hltawxalang, J. Lachler with other cultures Skidegate Haida Handbook, SHIP - communicate clear, understandable messages Oceans and Way of Life Map, CHN - use appropriate language SHIP Place Names Map Contributions to the Ethnology of the Haida, J.R. • When assessing students’ letters to their role model, Swanton look for: Northern Haida Songs, J. Enrico - clear, understandable information HaidaLaas: Journal of the Haida Nation - examples of Haida influence on members of the How to Keep Your Language Alive, L. Hinton wider community - use of appropriate vocabulary and structures
• When students role-play various social situations, look for evidence that: SHIP Glossary of Haida Words - the interaction takes place in Xaayda Kil/Xaad That Which Makes Us Haida, N. Collison and S. Kil Steedman - students convey appropriate, relevant information - students use a variety of strategies to negotiate meaning and sustain the interaction (e.g., rephrasing, questioning, repeating key words and Songs of Haida Gwaii phrases) Vern Williams Jr. Haida Songs
• When students make brochures encouraging students in lower grades to learn Xaayda Kil/Xaad Kil, look Sk’ad’aga Leeyga, Stephen Brown’s Haida for evidence that they: Language Tape Collection - present the information in an easy-to-understand and eye-catching manner - describe benefits of learning Xaayda Kil/Xaad Kil and about Haida culture - use accurate, appropriate, and complex information - incorporate necessary vocabulary, language structures, and expressions * Note: Additional information will be provided as - display information in a logical way that further resources to support learning outcomes are enhances meaning identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 91 GRADE 12 • Communicating
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: In Grade 12, students are expected to use their Xaayda Kil/Xaad Kil communication skills and • express short- and long-term plans, goals, strategies to cope in common situations, as well and intentions as in unexpected ones such as getting lost in the woods or helping someone. Students should challenge themselves to speak only Xaad • exchange ideas, thoughts, and points of Kil/Xaayda Kil in class and seek out view, giving reasons and reactions opportunities to hear and use the Haida language outside the classroom. • describe, narrate, and analyse events, situations, or experiences • As a class, discuss the importance of gathering food from the land and listening to the • use a wide range of vocabulary, complexity teachings of our ancestors, that have sustained of expression, and idiom in past, present, the land of Haida Gwaii for generations. Divide and future students into teams to discuss different aspects of Haida relationship to the land past and • interact spontaneously in a variety of present. Hold a class round table discussion, setting it up so each team has a chance to meaningful, real-life situations present their findings. Information gathered
may also be used to create or compile articles or displays.
• Have students discuss future plans after graduating (e.g., work, travel, further education). Encourage students to give convincing reasons for their choices.
• Divide the class into groups of three. Ask two students in each group to interview the third as a candidate for the ideal housemate. Before the interviews, have groups prepare lists of possible questions. Encourage students to ask additional questions while conducting the interviews.
• Ask students to brainstorm situations outside of school in which they can use Xaayda Kil/Xaad Kil (e.g., conversing with Elders, texting one another, speaking at public events, speaking with younger sibliings or relatives who are also learning Xaayda Kil/Xaad Kil). Work with students to develop criteria for assessing their degree of success. Then assign partners to work together to apply their Xaayda Kil/Xaad Kil skills in out-of-school tasks. Have each pair submit an outline of the task and an assessment of their success.
92 Xaayda Kil/Xaad Kil 5 to 12 GRADE 12 • Communicating
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
In Grade 12, students are expected to engage in The learning resources listed here are especially increasingly complex and spontaneous oral useful for this organizer. See Appendix B for a interactions in which they demonstrate their facility complete annotated list of resources, including with Xaayda Kil/Xaad Kil and the strategies they others that might apply to this organizer. have developed to sustain and extend communication. Communication and risk-taking continue to be more important in most situations than accuracy and precision. However, in situations where students have practised and prepared oral or Community Resource People/Elders written presentations, assessment should consider errors that detract from the effectiveness or impact of the message. Peer assessment can be an important part of the oral practice that students need to Yakoun: River of Life support their development. Oceans and Way of Life Map, CHN • When students examine issues such as the Haida Marine Traditinal Knowledge Study, CHN fundamental importance of Indigenous relationships Plants of Haida Gwaii, N. Turner to the land, look for evidence of the extent to which Constitution of the Haida Nation, CHN they: Haida Gwaii Land Use Plan - talk to their Elders or other knowledge holders Charles Edenshaw, Vancouver Art Gallery in their community to get guidance and Raven Travelling, Vancouver Art Gallery information before taking a stance Alaska Haida Phrase Book, E. Lawrence - give relevant reasons and examples to support Dii Tawalang/Dii Hltaaxlang, J. Lachler their statements Haida Dictionary, J. Enrico - listen actively and attempt to respond to or build on others’ ideas - participate in the discussion using Xaayda Kil/Xaad Kil with some degree of spontaneity and engagement That Which Makes Us Haida: The Haida Language SHIP Glossary of Haida Words • In assessing students’ written work, such as XKHS MultiMedia Project questionnaires, look for evidence that students: - present and sequence their ideas logically - provide relevant details, reasons, and examples to justify their views Skidegate Haida Language App - use a range of vocabulary related to the topic Xaad Kil Conversational App - integrate previously learned patterns and structures appropriately
- follow appropriate format conventions Sk’ad’aga Leeyga, Stephen Brown’s Haida Language Tape Collection • Collaboratively develop criteria to assess students’ interaction in out-of-school situations. Criteria should include the extent to which students: - present clear, complete, and appropriate messages - interact with growing spontaneity - sustain interaction with an easy flow of language - use vocabulary and idioms effectively * Note: Additional information will be provided as - avoid serious errors in tense and structure that further resources to support learning outcomes are obscure meaning identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 93 GRADE 12 • Acquiring Information
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Students will engage in meaningful tasks that It is expected that students will: require specific information. They should be able to locate information with confidence, skim • retrieve, research, and analyse information for relevant facts, and know how to use from Haida resources to complete dictionaries and other resources appropriately. meaningful tasks • Invite students to examine a variety of Haida • synthesize acquired information in oral, resources (e.g., art and history books, articles, visual, and written forms the Internet) to find information about career opportunities for a Xaayda Kil/Xaad Kil Career Fair to hold in the school. Ask each student to choose and investigate a profession or trade and prepare a written report, an oral presentation, and a display for the fair. Guest speakers who are fluent in Xaayda Kil/Xaad Kil could also be invited to the class. As students visit the career displays and hear the oral presentations, they record information about careers that interest them and why. For example, they might complete summaries in the Xaayda Kil with the headings: Job Description, Required Education, and Employment Opportunities.
• Have students create a 13 month Haida Calander with each month labeled in Xaayda Kil/Xaad Kil. Students can make collages or create pictures for each month based on food gathering activities on the land and sea that happen specific times of the year. Look into “do it yourself” internet publishing programs so that students can publish their calendars for their home and for gifts.
• Invite students to use a variety of sources (e.g., books, community resource people, maps ) to plan a trip to a part of Haida Gwaii they have yet to visit. Ask students to each collect and present 10 helpful hints in Xaayda Kil/Xaad Kil for travelling in that area. As an extension, the class could compile a master list of tips for travel over all areas of Haida Gwaii.
• Prompt students to reflect on and assess the skills and strategies they use for acquiring and using information by having them compile personal records of: - strategies they find effective - tasks they are comfortable with - skills and strategies they want to improve Have them occasionally review and update their records with partners.
94 Xaayda Kil/Xaad Kil 5 to 12 GRADE 12 • Acquiring Information
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students are able to use a wide The learning resources listed here are especially range of resources to acquire the information useful for this organizer. See Appendix B for a they need for oral and written activities. While complete annotated list of resources, including some of these resources are available in the others that might apply to this organizer. classroom, students are also expected to locate and use Xaayda Kil/Xaad Kil resources in their community and elsewhere (e.g., via Elders and or knowledge holders or organizations). Community Resource People/Elders • When students participate in the Xaayda Kil/Xaad Kil Career Fair, presentations should include relevant, accurate, clear, and well- organized information about: Haida Dictionary, J. Enrico - why they have chosen these careers to Dii Tawalang/Dii Hltawxalang, J. Lachler investigate Alaska Haida Dictionary, J. Lachler - the requirements and qualifications needed Alaska Haida Phrasebook, E. Lawrence for the jobs Skidegate Haida Handbook, SHIP - the nature of the jobs, including working SHIP Place Names Map conditions and relationship to Haida Gwaii Contributions to the Ethnology of the Haida, J.R. Swanton Consider collecting the career summaries and HaidaLaas: Journal of the Haida Nation assessing them for accuracy and relevance of Oceans and Way of Life Map, CHN information. Note the reactions of the fluent SpruceRoots Magazine Xaayda Kil/Xaad Kil speakers to the student’s Queen Charlotte Islands, Vol. 2, K. Dalzell presentations.
• When students make their Haida calendars, look for - proper Xaayda Kil/Xaad Kil Glossary of Haida Words, SHIP - accurate information attributed to the XKHS Multi-Media Project and Book Project correct month for Haida food gathering practices on the land and sea - evidence that they acquired their information from many different sources Skidegate Haida Language App Xaad Kil Conversational App • As students compile their list of areas to travel www.haidanation.ca to in Haida Gwaii, look for the following Gwaii Haanas National Park Reserve website: - relevant reasons, based on accurate http://www.pc.gc.ca/eng/pn- understanding of information presented np/bc/gwaiihaanas/natcul.aspx - effective use of details and examples to support choices - appropriate language structures
* Note: Additional information will be provided as further resources to support learning outcomes are identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 95 GRADE 12 • Experiencing Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Students bring together all aspects of their It is expected that students will: language learning here, creating their group or individual responses in simple or multimedia • analyse and respond to authentic creative formats. Though communication continues to be works from Haida culture central, experience of creative works and student responses should be motivated by enjoyment and pleasure.
• Have students perform an extract from a play, speech, storytelling, or other oral presentation in Xaayda Kil/Xaad Kil. Then have students compose a press release, publicity material, or a review for it.
• After watching a video or reading a story in Xaayda Kil/Xaad Kil, ask students, working in small groups, to mind-map the setting, characters, and plot. Students then fill in a personal response sheet requesting the following information: - questions they’d like to ask the characters - how they would insert themselves into the story
• Display in real life or in pictures several carvings, prints, or other art forms from the wide array of Haida cultural works available on Haida Gwaii. Encourage students to identify feelings the artworks evoke, giving reasons for their responses.
• Invite each student to read a short story in Xaayda Kil/Xaad Kil and adapt its main ideas to the student’s own circumstances or those of a fictitious character. The adaptation might be expressed through dramatization, sketching, painting, or video, as well as in written form.
• Have students work in pairs to find a contemporary creative work that interests them (e.g., animation, story, music, or dance). Each pair submits a performance-assessment assignment on the creative work.
• Invite Haida artists to teach basic techniques in Haida art forms (e.g., carving, painting, sculpture, print making, music). Select a student to greet the artist and introduce the person to the class. Students use their Xaayda kil/Xaad Kil communication skills to ask questions. Students then create their own works, modelled after the Haida examples.
96 Xaayda Kil/Xaad Kil 5 to 12 GRADE 12 • Experiencing Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
As students develop increasing facility with oral The learning resources listed here are especially useful for and written language, they are able to this organizer. See Appendix B for a complete annotated experience and respond to both contemporary list of resources, including others that might apply to this and traditional works in varied ways and with organizer. increasing detail and independence. Students are best able to reflect on their responses when they have opportunities to make choices about what they view, listen to, and read, and when Contributions to the Enthnology of the Haida, Swanton they are able to choose both the content and Haida Texts and Myths: Massett Dialect, J.R. Swanton form of their responses. Haida Texts and Myths: Skidegate Dialect, J.R. Swanton A Story as Sharp as a Knife, R. Bringhurst • When students re-create plays, stories, or Being in Being, R. Bringhurst poems, look for evidence that they are able to: Nine Visits to the Mythworld, R. Bringhurst - interpret the ideas, feelings, and themes of The Black Canoe, Bill Reid and the Spirit of Haida the original work Gwaii, R. Bringhurst - create appropriate dialogue Bill Reid, D. Shadbolt - incorporate detail to engage the audience A Tale of Two Shamans, M.N. Yahgulanaas - show evidence of practice and rehearsal as The Last Voyage of the Black Ship, M.N. Yahgulanaas demonstrated by fluency of their Red, M.N. Yaghulanaas presentations Charles Edenshaw, Vancouver Art Gallery Raven Travelling, Vancouver Art Gallery • When assessing students’ personal response Robert Davidson Book Collection sheets to a movie or story, note the extent to Totems to Turquoise, K. Chalker ed. which they: K’alts’idaa K’ah Comic Books - show understanding of the movie or story Raven’s Cry, C. Harris (e.g., plot, characterization, theme) Tluu Xaadaa Naay Songbook - show ability to make a personal connection Northern Haida Songbook Gina ‘Waadluxan Tluu: The Everything Canoe • As students discuss and respond to creative A Course in Ravenstail, C. Samuel works from Haida Gwaii, watch for evidence Indian Artists at Work, U. Steltzer that they are increasing in: Argillite: Art of the Haida, L. Drew, D. Wilson - respect Northwest Coast Indian Art: An Analysis of Form, Holm - knowledge of artistic and literary traditions Cedar, H. Stewart and genres Robes of Power: Totem Poles on Cloth, Jensen & Sargent - interest in tracking the journey Haida art over the years - willingness to risk offering opinions and views - participation in and commitment to class or XKHS MultiMedia Project SHIP Glossary of Haida Words group activities - openness to a variety of views and interpretations
• When students complete a performance- Siinxii Ganguu: Sounding Gambling Sticks assessment assignment, consider how they: Haidawood: Our Stories Animated - represent the main ideas or message in a format of their choice - represent and support their views and responses to the work Songs of Haida Gwaii • Before students create their own works Vern Williams Jr. Haida Songs modelled after the Haida examples, work with them to develop criteria they can use to guide their work - e.g.: - highlights Haida influences as the central Ravens and Eagles, Seasons 1 and 2 feature - follows protocol of Haida design features - creates something new, rather than Xaayda Kil/Xaad Kil 5 to 12 97 replicating another work
98 Xaayda Kil/Xaad Kil 5 to 12
CURRICULUM
Introductory Xaayda Kil / Xaad Kil 11
100 Xaayda Kil/Xaad Kil 5 to 12 INTRODUCTORY XAAYDA KIL / XAAD KIL 11• Introduction
Introductory Xaayda Kil/Xaad Kil 11 is designed for students who may not have taken Xaayda Kil/Xaad Kil 5 to 10. Successful completion of this course should provide students with a level of competence that will allow them to successfully participate in Xaayda Kil/Xaad Kil 11 and 12 courses. Introductory Xaayda Kil/Xaad Kil 11 is a four-credit Grade 11 course. However, to alleviate scheduling pressure on students during their final two years, it can be offered at the Grade 10 level.
This course incorporates material from the Prescribed Learning Outcomes, Suggested Instructional Strategies, Suggested Assessment Strategies, and Learning Resources identified for grades 5 to 10. Introductory Xaayda Kil/Xaad Kil 11 is designed to provide students with an equivalent preparation for Xaayda Kil/Xaad Kil 11 and 12 courses.
A major aim, therefore, is to balance expectations regarding the emergent language skills of students who are new to the study of the Haida Language with a consideration of their ages, life experiences, and prior knowledge.
In addition to the activities suggested in this section of the Integrated Resource Package, teachers may adapt instructional and assessment activities suggested for earlier grade levels, taking into account the interests of senior secondary students.
Xaayda Kil/Xaad Kil 5 to 12 101
INTRODUCTORY XAAYDA KIL / XAAD KIL 11 • Yahguudang - Understanding Cultural Influences
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: At this level, students are encouraged to participate in a variety of cultural experiences, • identify the contributions of Haida people to with a focus on Haida culture. As their language the world abilities grow, students should be given frequent opportunities to interact in Haida in order to practise using appropriate communication • identify the ways in which the land of Haida conventions. Gwaii influences Haida culture and language • Encourage students to develop an understanding of the relationship between the culture and • describe ways in which Xaayda Kil/Xaad language of the Haida people to the land of Kil has adapted to colonization Haida Gwaii, including the history of how the many different dialects converged, the story of language loss and revitalization, and connections of Xaayda Kil/Xaad Kil to land and protocols. Invite them to organize displays to describe aspects of these relationships to the class. Displays could include maps, demonstrations, photos, or brief descriptions of significant event or important aspects of Haida culture and history. These displays can serve as a foundation for activities dealing with Haida culture.
• Create a Haida Hall of Fame. Students research and nominate Haida candidates from Haida Gwaii and elsewhere in the fields of Fine Arts and Literature, Politics, Sports, Science and Medicine, and Music. Students must present reasons why their candidate should be included in the Hall of Fame. Students then organize a voting system and hold a vote. They might also enjoy creating an induction ceremony into the Haida Hall of Fame.
• Have students brainstorm a list of Haida words or phrases commonly used the local vernacular of Haida Gwaii and English words or phrases commonly used in Haida. These may be encountered in the authentic materials read or heard in Haida class, or outside of class, such as in speeches and community events. Encourage students to maintain ongoing lists of words or phrases. As a follow-up activity, students compose paragraphs or humorous anecdotes using as many words from their lists as possible.
102 Xaayda Kil/Xaad Kil 5 to 12 INTRODUCTORY XAAYDA KIL / XAAD KIL 11 • Yahguudang - Understanding Cultural Influences
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
In students’ first year of Xaayda Kil/Xaad Kil, The learning resources listed here are especially assessment of their understanding of culture will useful for this organizer. See Appendix B for a frequently involve visual representations or the complete annotated list of resources, including use of English. Assessment activities should others that might apply to this organizer. encourage students to reflect on their own customs as well as demonstrate an understanding of Haida culture. Assignments should encourage them to explore ways of Community Resource People/Elders locating up-to-date information.
• When students participate in activities and discussions dealing with Haida historical and Dii Tawalang/Dii Hltawxalang, J.Lachler cultural issues, note the extent to which they: Alaska Haida Dictionary, J. Lachler - show comprehension for the history of Alaska Haida Phrasebook, E. Lawrence Xaayda Kil/Xaad Kil Beginning Haida, L. John et al - are able to understand the connection of land SHIP Grades 4-6 Curriculum (2011) and language Haida Studies 5 - express awareness of and respect for the Xaad Kil Curriculum, Chief Matthews School, K-1 unique culture and community on Haida Haida Curriculum, F. White, Gr. 5 Gwaii Xa’aydas Daguyigaay/Xa’adas Dagwi.igee Gr. 5 - recognize Haida words, names, and Oceans and Way of Life Map, CHN derivatives (e.g., place names, Chief names, SHIP Haida Gwaii Place Names Map local places of importance) Cedar, H. Stewart Queen Charlotte Islands Reader Series • When students investigate and report on historic HaidaLaas: Journal of the Haida Nation or well-known Haida people, discuss assessment Charles Edenshaw, Vancouver Art Gallery criteria before they begin their projects. Raven Travelling, Vancouver Art Gallery Encourage students to use Xaayda Kil/Xaad Kil Bill Reid, D. Shadbolt as much as possible in their research and Northern Master Haida Carver, R. Wright reporting, but recognize that most students will Robert Davidson Book Collection need to use English for part of their work. SpruceRoots Magazine Assessment criteria might include: - uses a range of resources effectively - includes relevant details and examples to add interest and illustrate key points - shows an awareness of the diversity of Haida SHIP Glossary of Haida Words peoples GidGalang Xaayda Kil Sk’aadGa Dii - offers some insights and thoughtful XKHS Book Project and MultiMedia Project speculation That Which Makes Us Haida, N. Collison and S. Steedman • When students create lists of words or phrases shared by Haida and English, look for evidence that students: - are able to recognize and comprehend the meaning of the words in their new context - are interested in relationships between the two languages * Note: Additional information will be provided as further resources to support learning outcomes are - make an effort to use the words appropriately identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 103
INTRODUCTORY XAAYDA KIL / XAAD KIL 11 • Communicating
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: It is important to develop language-learning opportunities that incorporate students’ • ask for information, permission, and personal interests and reflect meaningful clarification and respond accordingly situations. As students progress and gain confidence in their Xaayda Kil/Xaad Kil skills, they are expected to apply a growing range of • recognize and use greetings, expressions of language-learning strategies. Encourage politeness, and formal and informal forms students to begin to take risks with the language. of address • Have students in pairs role-play telephone • seek information and make suggestions conversations in which they plan weekend about everyday activities activities. Each pair should find an activity both students would enjoy. The plan could include • communicate likes, dislikes, desires, and where they will go, who will go with them, emotions, giving simple reasons when they will leave, and what they will take along. • describe and exchange information about • Provide frequent opportunities for students to activities, people, places, and things set and monitor personal goals. For example, at the beginning of each week or class students • communicate in past, present, and future might write down two goals or intentions such as: • participate in a variety of meaningful, real- - the amount of Xaayda Kil/Xaad Kil they life situations will use in the class - new vocabulary they will use • derive meaning in new language situations • Students receive a card that describes either a specific situation or a specific emotion. Students then circulate to find a person with whom they can make a complete sentence (e.g., When I miss breakfast…I’m hungry.) Students use this sentence to form the basis for a role play in which they communicate how they feel in a particular situation. As a follow-up activity, students create two original situations and ask others to respond by describing how they feel in such situations.
• Ask students to prepare gift-shopping lists for their families and friends. Have them work in pairs to role-play scenes in which they ask a shopkeeper where they can find the various items listed and how much they cost. As a variation, students could describe the interests and preferences of their family members and friends, and the shopkeeper could make suitable gift suggestions.
104 Xaayda Kil/Xaad Kil 5 to 12 INTRODUCTORY XAAYDA KIL / XAAD KIL 11 • Communicating
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Assessment should emphasize risk-taking and The learning resources listed here are especially participation rather than correctness. To useful for this organizer. See Appendix B for a develop effective Xaayda Kil/Xaad Kil skills, complete annotated list of resources, including students need to focus on communicating an others that might apply to this organizer. increasing range of information, beginning with their interests, experiences, and information needs. Elder in classroom assisting with conversation • When students exchange information in interviews or role plays, look for evidence that they are able to: - make themselves understood Dii Tawalang/Dii Hltaawxalang Units One to Four - use appropriate pronunciation and intonation SHIP Grades 4-6 Curriculum (2011) - complete activities using only Xaayda Xaad Kil Curriculum, Chief Matthews School, K-2 Kil/Xaad Kil Haida Curriculum, F. White, Gr. 5 - use strategies such as non-verbal Alaska Haida Phrase Book, E. Lawrence communication or visual props to support Alaska Dictionary, J. Lachler their communication Beginning Haida, L. John et al - recognize and respond to familiar words and Haida Dictionary, J. Swanton patterns SHIP Grades 4-6 Curriculum (2011) - use patterns and frames they have learned Haida Studies 5 with less and less support Xa’aydas Daguyigaay/Xa’adas Dagwi.igee, Gr. 5 - speak with increasing comfort and How to Keep Your Language Alive, L. Hinton confidence TPR Teacher Kit A Second Language Classroom that Works • When giving students opportunities to set and monitor personal goals, have them consider such criteria as the following to assist them in the process: - I ask and answer questions. SHIP Glossary of Haida Words - I try to use as much Xaayda Kil/Xaad Kil as GidGalang Xaayda Kil Sk’aadGa Dii possible. Xaad Kihlga Hl Suu.u Book Project and Multi - I use gestures or rephrase when others don’t Media Project understand me. - I support others when they speak Xaayda Kil/Xaad Kil Skidegate Haida Language App • When students participate in real or simulated Xaad Kil Conversational App activities (e.g., shopping), note the extent to which they are able to: - provide clear messages - use appropriate patterns for giving directions and prices - use intonation, miming, gestures, and body language to support communication - use approximate Haida pronunciation and intonation * Note: Additional information will be provided as - adjust and clarify when miscommunication further resources to support learning outcomes are identified and developed. occurs
Xaayda Kil/Xaad Kil 5 to 12 105
INTRODUCTORY XAAYDA KIL / XAAD KIL 11 • Acquiring Information
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
It is expected that students will: Students are encouraged to use as many language-learning strategies as they can to • extract, retrieve, and process information extract key information from authentic Xaayda from resources to complete meaningful Kil/Xaad Kil documents and other materials in tasks order to complete tasks. As students progress, they can begin to process acquired information
and express it in various age-appropriate • explain acquired information in oral, visual, formats. and simple written forms • Divide the class into groups and give each group a different section of the same Haida story in Xaayda Kil/Xaad Kil. Have each group analyse and paraphrase its section. Then ask students to form new groups to share the main ideas of all sections and arrange them in logical sequences. Have these groups represent their collaborative understanding of the article in a series of cartoon panels or illustrations.
• After students have examined a local newspaper or journal, suggest that each student plan an outing with a friend, using details given in the publication about events, locations, and possibly reviews. Ask students to exchange this information with partners.
• Play an audiotape (e.g., song, speech, language lesson) or video and ask students to: - list key words related to a topic - identify words or expressions related to a central mood or theme
• Have students work in groups to conduct opinion polls, using simple Xaayda Kil/Xaad Kil terms to determine the range of preferences in the class regarding everyday activities (e.g., sports, music, humour, clothing, restaurants, food). Post the results or have students record them on charts or graphs.
• Invite an Elder in to tell the class stories in Xaayda Kil/Xaad Kil. Have the students each generate four questions based on key information in the story. Then ask students to review their questions with partners, and then ask the Elder the question in Xaayda Kil/Xaad Kil. It is recommended that the teachers facilitate respectful dialogue with the Elder after the story is told.
106 Xaayda Kil/Xaad Kil 5 to 12 INTRODUCTORY XAAYDA KIL / XAAD KIL 11 • Acquiring Information
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students in Introductory Xaayda Kil/Xaad Kil The learning resources listed here are especially 11 require extensive practice and feedback in useful for this organizer. See Appendix B for a order to develop basic skills in information complete annotated list of resources, including acquisition. Integrated communicative tasks, in others that might apply to this organizer. which they both acquire and communicate information, can involve a wide variety of materials and supports. Cooperative activities are often appropriate. Community Resource People/Elders • When students work in groups to read and then paraphrase an article in a series of cartoon panels or illustrations, look for evidence that they are able to: Contributions to the Ethology of the Haida, J.R. - identify main events Swanton - include accurate supporting detail Queen Charlotte Islands Reader Series - create logical sequences DaaGalang Sting, The Two Brothers, D. Brown A Second Language Classroom that Works • When students use information from the local HaidaLaas: Journal of the Haida Nation journal or newspaper, look for evidence that SpruceRoots Magazine they can: Alaska Haida Phrasebook, E. Lawrence - find the required information Skidegate Haida Handbook - use the vocabulary and structures they need Alaska Haida Dictionary to arrange meeting times and places K’alts’idaa K’ah Comic Books Students could present their plans to the class, A Tale of Two Shamans, M.N. Yahgulanaas providing opportunities for peer feedback. Haida Texts and Myths Skidegate Dialect, J.R. • When students report on or represent Swanton, J. Enrico information, note the extent to which they: Haida Texts and Myths, Massett Dialect, J.R. - identify and recount ideas or impressions Swanton - include relevant and accurate detail Haida Gwaii Observer - reproduce Xaad Kil/Xaada Kil words and structures in understandable form - organize and sequence information appropriately SHIP Glossary of Haida Words • As students work with a greater variety of GidGalang Xaayda Kil Sk’aadGa Dii Xaayda Kil/Xaad Kil information sources, look XKHS Book Project for evidence that they are increasingly able to: - ask appropriate questions to find the information or details they need - focus on key words, phrases, and ideas Skidegate Haida Language App - make logical inferences based on the Xaad Kil Conversational App language they recognize - persevere in making meaning out of language
that seems very difficult at first Sk’ad’aga Leeyga, Stephen Brown’s Haida - replicate some of the patterns they encounter Language Tape Collection - self-monitor, checking on their understanding and making adjustments as needed The teacher may wish to develop a self- * Note: Additional information will be provided as assessment checklist that students can use to further resources to support learning outcomes are record their growth in these areas. identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 107
INTRODUCTORY XAAYDA KIL / XAAD KIL 11 • Experiencing Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
At this age, students will be able to experience a It is expected that students will: range of creative works and may bring in examples from outside the class. Engagement in • reflect on, discuss, and respond to authentic activities increases when students are creative works from Haida culture encouraged to respond creatively, choosing from a variety of options (e.g., poster, diagram, video, electronic response).
• Play a Haida song and suggest students transcribe the lyrics, create artwork for a CD cover to promote the song or the artist, or create music videos.
• Have students research examples of Haida visual art, for example, carvings, weavings or paintings. Invite them to choose an art form to explain what it represents or symbolizes.
• Ask students to examine examples of Haida regalia, and create collages showing how different Haida clans wear different crests and how that is depicted on their regalia. Invite students to present either their own regailia or else their collage, accompanied by a simple commentary.
• Have each student read a selection of Haida children’s stories and then complete one or more of the following assignments: - illustrate the story to clarify its meaning - role-play the story - retell the story - change one element of the story throughout to modernize or update it - record the story on audio- or videotape to present to the class
• Present pictures of a Haida longhouse. Invite students to note or comment on what they find appealing about the longhouse structure. For a classroom display, have students choose particular aspects of styles that interest them. Ask them to label their work, noting time period, geographical location, and other relevant information.
• Form groups and ask each group to choose a Haida story and appropriate music. After students have practised reading their stories, invite them to hold a class storytelling presentation with accompanying background music. As an extension, students could discuss their choice of music to reflect the stories.
108 Xaayda Kil/Xaad Kil 5 to 12 INTRODUCTORY XAAYDA KIL / XAAD KIL 11 • Experiencing Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES Students in Introductory Xaayda Kil/Xaad Kil The learning resources listed here are especially 11 experience a much wider range of creative useful for this organizer. See Appendix B for a works, particularly literary genres, than they complete annotated list of resources, including are able to read or understand independently. others that might apply to this organizer. Assessment should focus on students’ increasing abilities to share and elaborate on their views and responses. The teacher can also assess students’ increasing appreciation of the unique features of and connections between Haida Community Resource People/Elders creative works and the landscape of Haida Gwaii.
• When students respond to Haida songs, have Songs of Haida Gwaii them work in groups to develop three or four Vern Williams Jr. CD criteria to use for self- and peer assessment. For example, they might focus on: - openness to new or different ideas - the incorporation of interesting features - attention to detail from the original work GidGalang Xaayda Kil Sk’aadGa Dii - the communication of a clear point of view Xaad Kihlga Hl Suu.u Book Project K’ajuu Hla! Songs Project • Before students explain an art form, work with SHIP Glossary of Haida Words them to develop criteria such as:
- includes required information - is respectful about protocols around Haida art - shows attention to detail of the samples Tluu Xaadaa Naay Songbook • When students present creative works, such as Northern Haida Songs, J. Enrico collages, or displays of longhouse elements, Haida Art, G.F. MacDonald look for evidence that they: Robes of Power: Totem Poles on Cloth - are willing to go to some effort to consider A Course in RavensTail, C. Samuel works or experiences not presented in class Charles Edenshaw, Vancouver Art Gallery - make connections with other experiences and Totem Poles According to Location, M. Barbeau preferences Raven Travelling, UBC Press - offer reasons and examples to support their Robert Davidson Art Book Collection ideas Bill Reid Book Collection - are responsive to works of other students DaGalang Sding, Two Brothers, D. Brown Queen Charlotte Island Readers Series • Before students prepare representations of K’alts’idaa K’ah Comic Books children’s stories or other stories, work with Haida Art, G.F. MacDonald them to develop criteria such as the following, which can be used for self-, peer, and teacher assessment: - conveys theme and mood of the original Ravens and Eagles, Seasons 1 and 2 - draws on original characters and events
- uses detail to develop interest and engagement - incorporates elements of style of the original - attempts to use language to create a specific Haidawood: Our Stories Animated
effect or mood * Note: Additional information will be provided as - conveys a clear view or perspective on the further resources to support learning outcomes are original identified and developed.
Xaayda Kil/Xaad Kil 5 to 12 109
110 Xaayda Kil/Xaad Kil 5 to 12
APPENDICES
Xaayda Kil / Xaad Kil 5 to 12
APPENDIX A
Prescribed Learning Outcomes
APPENDIX A: PRESCRIBED LEARNING OUTCOMES
YAHGUUDANG – UNDERSTANDING CULTURAL INFLUENCES
It is expected that students will:
Grade 5 Grade 6 Grade 7 Grade 8
identify selected identify elements of identify and share identify and share characteristics of Haida culture and family customs and community traditions Haida culture, how the land of Haida routines language and place Gwaii informs language and culture
demonstrate an identify elements of identify elements of discuss the activities awareness of Haida Haida culture that are Haida culture that are and interests of culture in British similar to other continuous from young people in Columbia Indigenous groups in distant past to the Haida culture Canada present
A-2 APPENDIX A: PRESCRIBED LEARNING OUTCOMES
YAHGUUDANG – UNDERSTANDING CULTURAL INFLUENCES
It is expected that students will:
Grade 9 Grade 10 Grade 11 Grade 12
demonstrate an identify the identify issues that analyse and discuss awareness of contributions of have affected Haida contemporary issues contemporary and Haida people to in a Canadian in Haida culture traditional customs Canada and the world historical context of Haida culture
identify and compare and demonstrate an analyse and discuss describe ways in contrast Haida understanding of how culture affects which Western customs to those of Haida protocols and behaviour and culture and Haida Canadian culture worldview attitude cultures came together at contact to the present
describe ways in identify language, identify and use language, which English and expressions, and compare language, expressions, and Xaayda Kil/Xaad Kil behaviours that expressions, and behaviours to reflect have influenced each reflect cultural behaviours that cultural context other context reflect cultural context
A -3 APPENDIX A: PRESCRIBED LEARNING OUTCOMES
COMMUNICATING
It is expected that students will:
Grade 5 Grade 6 Grade 7 Grade 8
ask and respond to make and respond ask for and give ask for and give simple questions to simple requests simple information information, permission, and clarification present information present information exchange about themselves about themselves and information about others themselves
recognize and use use greetings and simple greetings and expressions of expressions of politeness politeness identify formal and recognize and use informal forms of formal and informal address forms of address
communicate likes, express preferences share information seek information dislikes, needs, and and interests about activities and about activities and wants interests interests
respond to participate in known participate in participate in classroom and predictable classroom activities familiar activities instructions classroom situations (real or simulated)
recognize events as past, present, or future
begin to derive derive meaning in meaning in new new language language situations situations
A-4 APPENDIX A: PRESCRIBED LEARNING OUTCOMES
COMMUNICATING
It is expected that students will:
Grade 9 Grade 10 Grade 11 Grade 12
ask for and give make suggestions explain how to do express short- and assistance and about everyday everyday activities or long-term plans, detailed information activities procedures goals, and intentions
share opinions and communicate needs, exchange opinions exchange ideas, preferences, giving desires, and emotions, on topics of interest, thoughts, and points reasons giving reasons giving reasons and of view, giving reactions reasons and reactions describe and describe events and describe or narrate describe, narrate, exchange experiences events, situations, or and analyse events, information about experiences situations, or activities, people, experiences places, and things communicate in communicate in past, use a range of use a wide range of present and future present, and future vocabulary and vocabulary, expressions in past, complexity of present, and future expression, and idiom in past, present, and future
participate in participate in a interact in a variety interact selected, meaningful, variety of meaningful, of meaningful, real- spontaneously in a real-life situations real-life situations life situations variety of meaningful, real-life situations
A -5 APPENDIX A: PRESCRIBED LEARNING OUTCOMES
ACQUIRING INFORMATION
It is expected that students will:
Grade 5 Grade 6 Grade 7 Grade 8
identify selected extract selected extract and retrieve extract, retrieve, information from information from selected information and process selected Xaad Kil/Xaayda Kil Xaad Kil/Xaayda Kil from Xaad information from resources to resources to complete Kil/Xaayda Kil Xaad Kil/Xaayda Kil complete meaningful meaningful tasks resources to complete resources to complete tasks meaningful tasks meaningful tasks
express acquired express acquired express acquired express acquired information in oral information in oral information in oral, information in oral, and visual forms and visual forms visual, and simple visual, and written written forms forms
A-6 APPENDIX A: PRESCRIBED LEARNING OUTCOMES
ACQUIRING INFORMATION
It is expected that students will:
Grade 9 Grade 10 Grade 11 Grade 12
extract, retrieve, retrieve, process, retrieve, research, retrieve, research, and process and adapt and use relevant and analyse information from information from information from information from Xaad Kil/Xaayda Kil Xaad Kil/Xaayda Kil Xaad Kil/Xaayda Kil Xaad Kil/Xaayda Kil resources to resources to complete resources to complete resources to complete complete meaningful meaningful tasks meaningful tasks meaningful tasks tasks
explain acquired explain in detail summarize acquired synthesize acquired information in oral, acquired information information in oral, information in oral, visual, and written in oral, visual, and visual, and written visual, and written forms written forms forms forms
A -7 APPENDIX A: PRESCRIBED LEARNING OUTCOMES
EXPERIENCING CREATIVE WORKS
It is expected that students will:
Grade 5 Grade 6 Grade 7 Grade 8
respond to creative respond to creative respond to creative respond to creative works from Haida works from Haida works from Haida works from Haida culture culture culture culture
A-8 APPENDIX A: PRESCRIBED LEARNING OUTCOMES
EXPERIENCING CREATIVE WORKS
It is expected that students will:
Grade 9 Grade 10 Grade 11 Grade 12
reflect on and discuss and respond compare, contrast, analyse and respond respond to creative to creative works and respond to to creative works works from Haida from Haida culture creative works from from Haida culture culture Haida culture
A -9 APPENDIX A: PRESCRIBED LEARNING OUTCOMES
Introductory Xaayda Kil / Xaad Kil 11
YAHGUUDANG - It is expected that students will:
UNDERSTANDING • identify the contributions of Haida people to the world CULTURAL INFLUENCES • identify the ways in which the land of Haida Gwaii influences Haida culture and language • describe ways in which Xaayda Kil/Xaad Kil has adapted to colonization
COMMUNICATING It is expected that students will:
• ask for information, permission, and clarification and respond accordingly • recognize and use greetings, expressions of politeness, and formal and informal forms of address • seek information and make suggestions about everyday activities • communicate likes, dislikes, desires, and emotions, giving simple reasons • describe and exchange information about activities, people, places, and things • communicate in past, present, and future • participate in a variety of meaningful, real-life situations • derive meaning in new language situations
ACQUIRING It is expected that students will:
INFORMATION • extract, retrieve, and process information from resources to complete meaningful tasks • explain acquired information in oral, visual, and simple written forms
EXPERIENCING It is expected that students will:
CREATIVE WORKS • reflect on, discuss, and respond to authentic creative works from Haida culture
A-10
APPENDIX B
Learning Resources
General Information
APPENDIX B: LEARNING RESOURCES · GENERAL INFORMATION
effectively support any given learning outcomes WHAT IS APPENDIX B? within a curriculum organizer. This can only be done by examining descriptive information Appendix B consists of general information on regarding that resource; acquiring additional Xaayda Kil/Xaad Kil learning resources and information about the material from the selecting learning resources for the classroom, supplier, published reviews, or colleagues; and followed by annotated lists of locally selected by examining the resource first-hand. learning resources. Instructional Design
SELECTING LEARNING RESOURCES FOR THE When selecting learning resources, teachers CLASSROOM must keep in mind the underlying philosophy of the curriculum document. The Languages Selecting a learning resource means choosing Template is based on the communicative- locally appropriate materials, suitable for the experiential approach, which emphasizes the age and interest level of the students. The purposeful use of language to perform real-life process of selection involves many tasks, share ideas, and acquire information. considerations. Content, instructional design, Therefore, selected resources must support the technical design, and social considerations may strong oral/aural underpinning of the be included in the decision-making process, curriculum. In addition, teachers must consider along with a number of other criteria. the individual learning styles and abilities of their students, as well as anticipate the students The selection of learning resources should be an they may have in the future. Resources should ongoing process to ensure a constant flow of support a variety of special audiences, including new materials into the classroom. It is most gifted, learning disabled, mildly intellectually effective as an exercise in group decision disabled, and ESL students. making, coordinated at the school and district levels. To function efficiently and realize the The instructional design of a resource includes maximum benefit from finite resources, the the organization and presentation techniques, process should operate in conjunction with an the methods used to introduce, develop, and overall district and school learning resource summarize concepts, and the vocabulary level. implementation plan. Resources must be The suitability of all these components should evaluated through a local, board-approved be considered for the intended audience. process. Teachers should also consider their own teaching styles and select resources that will complement them. CRITERIA FOR SELECTION Technical Design There are a number of factors to review when selecting learning resources: While the instructional design of a package will determine the conceptual organization, it is the Content technical design that brings that structure into reality. Good technical design enhances student The foremost consideration for selection is the access and understanding. Poor technical quality curriculum to be taught. Prospective resources creates barriers to learning. Teachers should must adequately support the particular learning consider the quality of photographs, the objectives that the teacher wants to address. illustrations, font size and page layout, and Teachers will determine whether a resource will durability. In the case of video, audible and age-
B-3 APPENDIX B: LEARNING RESOURCES · GENERAL INFORMATION appropriate narration and variation in Use of Information Technology presentation style should be considered. When selecting digital resources, interactivity, Teachers are encouraged to embrace a variety of feedback, constructive engagement, usability, educational technologies in their classrooms. To and functionality are important. do so, they will need to ensure the availability of the necessary equipment and familiarize Social Considerations themselves with its operation. If the equipment is not currently available, then the need must be Teachers must consider the appropriateness of incorporated into the school or district any resource from the perspective of the local technology plan. community. An examination of a resource for social considerations helps to identify Funding potentially controversial or offensive elements that may exist in the content or presentation. As part of the selection process, teachers should Such a review also highlights where resources be aware of school and district funding policies might support pro-social attitudes and promote and procedures to determine how much money diversity and human rights issues. is available for their needs. Learning resource selection should be viewed as an ongoing The intent of any Social Considerations process that requires a determination of needs, screening process, be it at the local or provincial as well as long-term planning, to co-ordinate level, is not to remove controversy, but to individual goals and local priorities ensure that controversial views and opinions are presented in a contextual framework. Existing Materials
Media Prior to selecting and purchasing new learning resources, an inventory of those resources that When selecting resources, teachers should are already available should be established consider the advantages of various media. Some through consultation with the school and district topics may be best taught using a specific resource centres. In some districts, this can be medium. For example, video may be the most facilitated through use of district and school appropriate medium when teaching a particular tracking systems. Such systems usually involve skill, since it provides a visual model that can be a computer database program (and possibly bar- played over and over or viewed in slow motion coding) to help keep track of a multitude of for detailed analysis. Video can also bring titles. If such a system is put on-line, then otherwise unavailable experiences into the teachers can check the availability of a classroom and reveal “unseen worlds” to particular resource via computer. students. Software may be particularly useful when students are expected to develop critical thinking skills through manipulation of a simulation, or where safety or repetition are factors. Print or CD-ROM resources can best be used to provide extensive background information on a given topic. Once again, teachers must consider the needs of their students, some of whom learn better from the use of one medium than another.
B-4 APPENDIX B: LEARNING RESOURCES · GENERAL INFORMATION
A MODEL SELECTION PROCESS
The following series of steps is one way a school might go about selecting learning resources.
1) Identify a resource coordinator (e.g., a teacher-librarian). 2) Establish a learning resources committee. 3) Develop a school vision and approach to resource-based learning. 4) Identify existing learning resources. 5) Identify resource priorities. 6) Apply criteria such as those used by the Ministry of Education to shortlist potential resources. 7) Examine resources first-hand at a publishers' display. 8) Make recommendations for purchase.
APPENDIX B ANNOTATIONS
Appendix B comprises a comprehensive list of the resources for learning Xaayda Kil/Xaad Kil. The titles are listed alphabetically by media type, and each resource is annotated. The Quick Reference Chart allows teachers to view key details about all resources of a particular media type at a glance.
Appendix B also includes selected resources on the histories, cultures and creative works of the Haida Nation.
B-5 APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
What information does an annotation provide?
1. Media Format 2. Title 3. Category 4. Curriculum Organizer(s)
5. Author(s) 6. Grade Level Grid
7. Supplier
8. Copyright 9. Audience
10. General Description
B-6 APPENDIX B: LEARNING RESOURCES · GENERAL INFORMATION
1. Media Format Music CD
This section indicates what medium the resource is in. Possibilities include but are not limited to: Posters Audio Cassette
CD-ROM, Audio CD Print Materials
Community Resource Slides People / Elders
Cultural Items Software
Technology DVD/CD
Video Film
2. Title Flash Cards
This section lists the exact title as printed on the resource. Games / Manipulatives
3. Author
Hands-on Activities This section identifies the author(s), illustrator(s), or developer(s) of the resource. Internet Resources
4. Language
Multimedia This section identifies whether the resource is in Xaayda Kil/Xaad Kil or English, or is a bilingual resource.
B-7 APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
5. General Description 8. Category
This section provides an overview of the This section indicates whether the resource. resource is a student and teacher resource, teacher resource, or 6. Caution professional reference.
This section tells teachers if the resource 9. Curriculum Organizer(s) might raise any potentially sensitive issues. This section tells teachers for which curriculum organizer(s) the resource is 7. Audience most suited.
This section indicates the suitability of 10. Grade Level the resource for different types of students. Possible student audiences This section indicates the suitable age include: range for the resource.
• Primary 11. Supplier • Intermediate • Secondary This section gives the name, address, • General telephone number, fax number, and web • English as a Second Language (ESL) address of the supplier or location of the • Students who are: resource, as well as the ISBN or order - gifted number for the resource, where - blind or have visual impairments applicable. Prices shown here are - deaf or hard of hearing approximate and subject to change. • Students with: Prices should be verified with the - severe behavioural disorders supplier. - dependent handicaps - physical disabilities 12. Availability - autism - learning disabilities (LD) This section provides additional - mild intellectual disabilities (ID- information on the resource’s mild) availability, including where it may be - moderate to severe/profound purchased or borrowed. It also alerts disabilities (ID-moderate to teachers to resources that are out of print severe/profound) or have limited availability.
13. Copyright
This section identifies the copyright holder for the resource, and/or the copyright date.
B-8
APPENDIX B
Xaayda Kil / Xaad Kil Resources
APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Curriculum Organizer(s): A Course In Ravenstail Yahguudang, Experiencing Creative Works
Grade Level: Author(s): Samuel, Cheryl 5 6 7 8 9 10 11 12
General Description: Weavers everywhere ✓ ✓ ✓ ✓ ✓ can learn “Ravenstail” technique of weaving. A book and DVD/VHS combination teaching how to weave three Ravenstail medicine Supplier: UBC Press bags, instructed by anthropologist Cheryl The University of British Columbia Samuel. 2029 West Mall Vancouver, BC V6T 1Z2 Audience: General Tel: 604-822-5959 Fax: 604-822-6083 Category: Student, Teacher Resource www.ubcpress.ca Price: $29.99 ISBN/Order No: 07748-0296-0 Copyright Year: 1987
Category: Student, Teacher Resource
Curriculum Organizer(s): A Haida Potlatch Communicating, Acquiring Information
Author(s): Steltzer, U Grade Level: 5 6 7 8 9 10 11 12 General Description: Photographer Ulli ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Steltzer documents a Potlatch held by Haida artist Robert Davidson in 1981, where over 400 people attended two nights of feasting, dancing, speech-making and name-giving. Supplier: Douglas & McIntyre Included are interviews by Steltzer of many Suite 201-2323 Quebec Street of those who had been involved in the event. Vancouver BC Canada B5T 4S7 www.douglas-mcintyre.com Audience: General Price: $48.00 ISBN/Order No: 0-295-96159-7 Copyright Year: 1984
B-11
APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Alaskan Haida Curriculum Organizer(s): Phrasebook Communicating, Acquiring Information
Grade Level: Author(s): Lawrence, E 5 6 7 8 9 10 11 12 General Description: Written by Dr. Erma ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Lawrence, a devoted Haida Elder, fluent speaker, and educator, this book provides detailed Haida language analysis and Supplier: Sealaska Heritage Institute explanation, with 100s of useful phrases to One Sealaska Plaza, Suite 301 use in everyday life. Juneau, Alaska 99801 Tel: 907-463-4844 Audience: General Price: $25.00 Category: Student, Teacher Resource ISBN/Order No: Not Applicable Copyright Year: 2010
Category: Student, Teacher Resource
Argillite: Art of the Haida Curriculum Organizer(s): Yahguudang, Experiencing Creative Works Author(s): Drew, L; Wilson, D Grade Level: General Description: An outline of the 5 6 7 8 9 10 11 12 history of the Haida in relation to argillite ✓ ✓ ✓ ✓ ✓ ✓ carving. Containing pictures of argillite carvings from Museum collections around the world, as well as detailed drawings to Supplier: Hancock House Publishers Ltd. assist in analysis, the authors examine every #10 Orwell Street, aspect of argillite carving, as well as the North Vancouver, BC relationship between Haida argillite carving, Canada V7J 3K1 Haida beliefs and history. Price: $25.00 Audience: General ISBN/Order No: 0-88839-037-8 Copyright Year: 1980
B-12
APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
A Second Language Curriculum Organizer(s): Classroom that Works Acquiring Information, Communicating
Grade Level: Author(s): Christopherson, J; Gallagher, J; Thompson, J 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ General Description: This handbook on the “Total Physical Response” (TPR) method of teaching language is a valuable teaching Supplier: Prolinguistica Corporation resource. Written by Joan Christopherson Bogota, Columbia with illustrations by Jessica Gallagher and [email protected] Jennifer Thompson. Teaching for Comprehension [email protected] Audience: General Price: $20.00 Category: Teacher Resource ISBN/Order No: Not Applicable Copyright Year: 2003
A Story As Sharp As a Category: Student, Teacher Resource Knife: The Classical Haida Mythtellers and Their Curriculum Organizer(s): Yahguudang, Acquiring Information, World Experiencing Creative Works
Author(s): Bringhurst, R. Grade Level: 5 6 7 8 9 10 11 12 General Description: Canadian poet Robert ✓ ✓ ✓ ✓ Bringhurst re-examines the work of ethnologist John R. Swanton and re- translates from Haida into English Swanton’s Supplier: Douglas & McIntyre original work from his time in Haida Gwaii Suite 201-2323 Quebec Street at the beginning of the twentieth century. Vancouver BC Canada B5T 4S7 The first of a three part series, this book www.douglas-mcintyre.com features the stories Swanton recorded from the Haida storytellers. Price: $69.99 ISBN/Order No: 0803261799 Audience: General Copyright Year: 1999
B-13
APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Category: Student, Teacher Resource
B is for Basketball Curriculum Organizer(s): Yahguudang, Experiencing Creative Works
Author(s): Students and teachers of School Grade Level: District No. 50; Davidson, R; Hilgemann, J 5 6 7 8 9 10 11 12 General Description: This 27 page book ✓ ✓ ✓ ✓ was created in collaboration with the students and teachers of School District No. 50 Haida Gwaii. Featuring a foreword by Artist Robert Supplier: School District No. 50 Haida Gwaii Davidson, it is a locally illustrated alphabet 107 3rd Avenue PO Box 69 book about the Annual All Native Basketball Queen Charlotte, BC, V0T1S0 Tournament in Prince Rupert British Tel: (250)559-8471 Columbia, an event that plays a central role Toll free: (BC) 1-888-771-3131 in the contemporary cultural on the Fax: (250) 559-8849 Northwest Coast. Price: $10.00 Audience: General ISBN/Order No: Not Applicable Copyright Year: 2011
Beginning Haida Category: Student, Teacher Resource
Author(s): John, L.; Johnson, V; Edenso, N; Curriculum Organizer(s): Lawrence, E; Leer, J Yahguudang, Communicating, Acquiring Information General Description: A 74-page curriculum comprising lessons one to nine of beginning Grade Level: Haida in the Alaska dialect. Consists of 5 6 7 8 9 10 11 12 language learning activities, such as: ✓ ✓ ✓ ✓ ✓ ✓ repetition drills, question and answer drills, chain drills, substitution drills and special verb drills; also Vocabulary lessons and Supplier: School District No. 50 Haida Gwaii dialogue lessons. This curriculum can be 107 3rd Avenue PO Box 69 transferred into Massett and Skidegate Queen Charlotte, BC, V0T1S0 dialect of Haida. Tel: (250)559-8471 Toll free: (BC) 1-888-771-3131 Audience: General Fax: (250) 559-8849
Price: Not Applicable ISBN/Order No: Not Applicable Copyright Year: 1977
B-14
APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Category: Student, Teacher Resource Being in Being: The Collected Works of a Curriculum Organizer(s): Master Haida Mythteller Yahguudang, Acquiring Information, Experiencing Creative Works SKAAY of the Qquuna Qiighawaay Grade Level: 5 6 7 8 9 10 11 12 Author(s): Bringhurst, R ✓ ✓ ✓ ✓
General Description: Canadian poet Robert Bringhurst re-examines the work of Supplier: Douglas & McIntyre ethnologist John R. Swanton and re- Suite 201-2323 Quebec Street translates from Haida into English Swanton’s Vancouver BC Canada B5T 4S7 original work from his time in Haida Gwaii www.douglas-mcintyre.com at the beginning of the twentieth century. One of a three part series, this book features Price: $65.00 the stories Swanton recorded from the Haida ISBN/Order No: 1-55054-826-3 storyteller Skaay of K’uuna K’iigawaay. Copyright Year: 2001
Audience: General
Curriculum Organizer(s): Yahguudang, Experiencing Creative Works Bill Reid
Grade Level: Author(s): Shadbolt, D 5 6 7 8 9 10 11 12 General Description: A detailed portrait of ✓ ✓ ✓ ✓ ✓ Haida Master carver Bill Reid and his work, containing analysis and photographs of Reid and his works. By Doris Shadbolt. Supplier: Douglas & McIntyre Suite 201-2323 Quebec Street Audience: General Vancouver BC Canada B5T 4S7 www.douglas-mcintyre.com Category: Student, Teacher Resource Price: $45.00
ISBN/Order No: 0-88894-606-6 Copyright Year: 1986
B-15
APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Bill Reid and Beyond: Curriculum Organizer(s): Expanding on Modern Yahguudang, Experiencing Creative Works Native Art Grade Level: Author(s): Duffek, K; Townsend-Gault, C 5 6 7 8 9 10 11 12 ✓ ✓ ✓ General Description: This volume contains a collection of personal memories and scholarly reappraisals from art and cultural Supplier: Douglas & McIntyre historians, artists and anthropologies on the Suite 201-2323 Quebec Street art and career of the Haida artist Bill Reid. Vancouver BC Canada B5T 4S7 www.douglas-mcintyre.com Audience: General Price: $45.00 Category: Student, Teacher Resource ISBN/Order No: 1-55365-006-9 Copyright Year: 2005
Category: Student, Teacher Resource
Breathing Stone: Curriculum Organizer(s): Contemporary Haida Argillite Yahguudang, Experiencing Creative Works Sculpture Grade Level: 5 6 7 8 9 10 11 12 Author(s): Sheehan, C ✓ ✓ ✓ ✓ ✓
General Description: This book featuring modern argillite carving on Haida Gwaii Supplier: Frontenac House Ltd. contains author Carol Sheehan’s dialogue 1138 Frontenac Avenue S.W. with 15 Haida argillite sculptors about their Calgary, Alberta, T2T 1B6, Canada work. www.FrontenacHouse.com
Audience: General Price: $40.00 ISBN/Order No: 978-1-897181-22-5 (pbk) Copyright Year: 2008
B-16
APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Bringing our Languages Category: Student, Teacher Resource Home: Language Revitalization for Families Curriculum Organizer(s): Acquiring Information, Communicating
Author(s): Hinton, L Grade Level: General Description: Thirteen 5 6 7 8 9 10 11 12 autobiographical accounts of language ✓ ✓ ✓ ✓ revitalization, ranging from Scottish Gaelic to Mohawk, Yuchi to Maori, are brought together by Leanne Hinton, professor emerita Supplier: Heyday Books of linguistics at UC Berkeley, who for PO Box 9145, Berkeley, CA 94709 decades has been leading efforts to preserve Tel: (510) 549-3564 the rich linguistic heritage of the world. Fax (510) 549-1889 www.heydaybooks.com Audience: General Price: $20.00 ISBN/Order No: 978-1-59714-200-7 Copyright Year: 2013
Category: Student, Teacher Resource
Cedar Curriculum Organizer(s): Yahguudang, Acquiring Information, Experiencing Creative Works Author(s): Stewart, H; Reid, B Grade Level: General Description: Descriptions and detailed drawings of tools and techniques 5 6 7 8 9 10 11 12 used by Northwest Coast Indigenous peoples ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ to use and harvest cedar, as well as showcasing the objects created with cedar for daily and ceremonial life. Anecdotes, oral Supplier: Douglas & McIntyre history and the accounts of early explorers, Suite 201-2323 Quebec Street traders and missionaries highlight the text. Vancouver BC Canada B5T 4S7 Contains 555 drawings by author Stewart and www.douglas-mcintyre.com a selection of 50 photographs. Foreword by Bill Reid. Price: $29.95 ISBN/Order No: 0-88894-437-3 Audience: General Copyright Year: 1984
B-17
APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Category: Student, Teacher Resource
Charles Edenshaw Curriculum Organizer(s): Yahguudang, Acquiring Information, Experiencing Creative Works Author(s): Augaitis, D; Hart, J Grade Level: General Description: This book was published to accompany the Vancouver Art 5 6 7 8 9 10 11 12 Gallery showing of Charles Edenshaw’s ✓ ✓ ✓ ✓ ✓ work in 2013. As well as photos of the great Master Haida artist creations, also within are Haida stories told by contemporary Haida Supplier: Vancouver Art Gallery knowledge keepers, and analysis provided by 750 Hornby Street the top scholars in Northwest Coast Art. Vancouver BC Canada V6Z 2H7 www.vanartgallery.bc.ca Audience: General Price: $39.95 ISBN/Order No: 978-1-908966-20-9 Copyright Year: 2013
Coast of Many Faces Curriculum Organizer(s): Yahguudang, Experiencing Creative Works Author(s): Stetlzer, U and Kerr, K Grade Level: General Description: A beautiful photo 5 6 7 8 9 10 11 12 book showcasing black and white portraits of ✓ ✓ ✓ ✓ ✓ life on the Northwest Coast by renowned photographer Ulli Steltzer, with commentary by Katherine Kerr. Supplier: Douglas & McIntyre Suite 201-2323 Quebec Street Audience: General Vancouver BC Canada B5T 4S7 www.douglas-mcintyre.com Category: Student, Teacher Resource Price: $40.00 ISBN/Order No: 0-88894-032-X Copyright Year: 1979
B-18
APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Contributions to the Curriculum Organizer(s): Ethnology of the Haida Yahguudang, Acquiring Information, Communicating, Experiencing Creative Works Author(s): Swanton, J General Description: Originally published Grade Level: in 1905, this is a 278 page Ethnology by John 5 6 7 8 9 10 11 12 R. Swanton as a result of the Jesup North ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Pacific Expedition. Swanton consulted Haida knowledge keepers and recorded Massett and Skidegate stories in Haida and Supplier: Council of the Haida Nation English. Swanton also recorded clan PO Box 98 information, and astute observations of Haida Massett, Haida Gwaii V0T1M0 ways of life and their relationship to Haida Tel: (250)626-5252 Gwaii. Fax: (250) 626-3403 Toll Free: 1-888-638-7778 Audience: General [email protected]
Category: Student, Teacher Resource Price: $100.00 ISBN/Order No: Not Applicable Copyright Year: 1905
Constitution of the Haida Curriculum Organizer(s): Nation Yahguudang, Acquiring Information
Grade Level: Author(s): Council of the Haida Nation 5 6 7 8 9 10 11 12 General Description: A 14 page political ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ document created by the Council of the Haida Nation outlining the fundamental principles and mandates of which the Haida Supplier: Council of the Haida Nation Nation is governed. The Haida Proclamation PO Box 98 is in both English and Skidegate Xaayda Kil. Massett, Haida Gwaii V0T1M0 Tel: (250)626-5252 Audience: General Fax: (250) 626-3403 Toll Free: 1-888-638-7778 Category: Student, Teacher Resource [email protected]
Price: Not Applicable ISBN/Order No: Not Applicable Copyright Year: 1978
B-19
APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Category: Student, Teacher Resource
DaaGalang Sding – Curriculum Organizer(s): XaaydaGa GiiahlGalang Ga – Yahguudang, Acquiring Information, The Two Brothers – A Haida Experiencing Creative Works Story Grade Level: 5 6 7 8 9 10 11 12 Author(s): Brown, D; Edenshaw, G; ✓ ✓ ✓ ✓ ✓ ✓ Edenshaw, J
General Description: This book, illustrated Supplier: Summerthought Publishing by the Carvers of the Two Brothers Pole now P.O. Box 2309 standing in Jasper National Park, Alberta, Banff, AB T1L 1C1 Canada, tells the Haida story behind the www.summerthought.com Totem Pole – a story of a journey long ago from the west coast islands of Haida Gwaii to Price: $9.95 the Rocky Mountains and of an unusual ISBN/Order No: 978-1-926983-04-2 connection between two very different Copyright Year: 2011 places. The story is told in Xaayda Kil (Skidegate Haida) by Diane Brown, and also has English and French text.
Audience: General
Dictionary of Alaskan Category: Student, Teacher Resource Haida Curriculum Organizer(s): Communicating, Acquiring Information Author(s): Lachler, J
General Description: This 732 page Grade Level: Dictionary of Alaska Haida was compiled by 5 6 7 8 9 10 11 12 Dr. Jordan Lachler (2010). Following the ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Introduction, this dictionary lists words from Haida to English and also English to Haida. Supplier: Sealaska Heritage Institute This resource can be utilized by both One Sealaska Plaza, Suite 301 Skidegate and Massett Haida as there are Juneau, Alaska 99801 many shared words in our vocabularies. Tel: 907-463-4844
Audience: General Price: $25.00 ISBN/Order No: 1440403414 Copyright Year: 2010
B-20
APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Dii Tawalang: Category: Student, Teacher Resource Conversational Northern Haida for Beginners/Dii Curriculum Organizer(s): Yahguudang, Communicating, Acquiring Hltaaxulang: Conversational Information Skidegate Haida for Beginners Grade Level: Author(s): Lachler, J 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ General Description: This 170 page curriculum, developed by Dr. Jordan Lachler in 2011, is available in both Northern (Dii Supplier: School District No. 50 Haida Gwaii Tawalang) Haida and Skidegate (Dii 107 3rd Avenue PO Box 69 Hltaaxulang) Haida. It includes Lessons 1- Queen Charlotte, BC, V0T1S0 40 in Conversational Haida. Each lesson Tel: (250)559-8471 included conversation in Haida followed by Toll free: (BC) 1-888-771-3131 lengthy explanatory notes detailing each Fax: (250) 559-8849 conversation piece, decoding the Haida for learners. Included is an Introduction, a Key Price: Not Applicable to Practice Exercises, a Xaayda Kil/ Xaad Kil ISBN/Order No: Not Applicable to English Glossary, and an English to Copyright Year: 2011 Xaayda Kil/ Xaad Kil Glossary.
Audience: General
Category: Student, Teacher Resource
During My Time: Curriculum Organizer(s): Florence Edenshaw Davidson, A Yahguudang, Communicating, Acquiring Haida Woman Information Grade Level: Author(s): Blackman, M 5 6 7 8 9 10 11 12 General Description: Written by ✓ ✓ ✓ anthropologist Margaret Blackman, this is an oral history of Haida matriarch Florence Edenshaw Davidson. Accompanying Supplier: Douglas & McIntyre Davidson’s biographical sketch and oral Suite 201-2323 Quebec Street history, is anthropological analysis of Haida Vancouver BC Canada B5T 4S7 culture and society by Blackman. www.douglas-mcintyre.com
Audience: General Price: $20.00 ISBN/Order No: 1-55054-024-6 Copyright Year: 1982
B-21
APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Category: Student, Teacher Resource
Eagle Transforming: The Curriculum Organizer(s): Art of Robert Davidson Yahguudang, Experiencing Creative Works Grade Level: Author(s): Steltzer, U 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ General Description: A book showcasing Haida Master Carver Robert Davidson’s work through the photographs of renowned Supplier: Douglas & McIntyre photographer Ulli Steltzer, focusing on his Suite 201-2323 Quebec Street masks and poles. Includes interviews with Vancouver BC Canada B5T 4S7 Davidson and featuring his major works from www.douglas-mcintyre.com the 1980s. Price: $24.95 Audience: General ISBN/Order No: 1-55054-099-8 Copyright Year: 1994
Enhancement Agreement Curriculum Organizer(s): Timeline Yahguudang, Experiencing Creative Works
Grade Level: Author(s): Wilson, A; Yovanovich, J 5 6 7 8 9 10 11 12 General Description: A timeline of ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ significant events on Haida Gwaii in relation to world events, beginning at the creation of Haida Gwaii, to 1785, to present day. Supplier: School District No. 50 Haida Gwaii 107 3rd Avenue PO Box 69 Audience: General Queen Charlotte, BC, V0T1S0 Tel: (250)559-8471 Category: Student, Teacher Resource Toll free: (BC) 1-888-771-3131 Fax: (250) 559-8849
Price: Not Applicable ISBN/Order No: Not Applicable Copyright Year: 2013
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Category: Student, Teacher Resource
Flight of the Curriculum Organizer(s): Hummingbird: A Parable for the Yahguudang, Experiencing Creative Works Environment Grade Level: 5 6 7 8 9 10 11 12 Author(s): Yahgulanaas, M.N. ✓ ✓ ✓ ✓ ✓ ✓
General Description: Artist and author Michael Nicoll Yahgulanaas illustrates this Supplier: Greystone Books - Douglas & story, with origins from Indigenous peoples McIntyre from South America and Haida, about a Suite 201-2323 Quebec Street determined Hummingbird that fights a fire in Vancouver BC Canada B5T 4S7 the forest. A parable for the environment. www.greystonebook.com
Audience: General Price: $16.00 ISBN/Order No: 978-1-5365-372-1 Copyright Year: 2008
Food Plants of Coastal Category: Student, Teacher Resource First Peoples Curriculum Organizer(s): Yahguudang, Acquiring Information Author(s): Turner, N Grade Level: General Description: Ethnobotanist Nancy Turner describes more than 100 plants 5 6 7 8 9 10 11 12 traditionally harvested and eaten by coastal ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ First Peoples. Each description contains botanical details and a colour photograph to help identify the plant, information on where Supplier: Royal BC Museum to find it, and a discussion on traditional 675 Belleville Street methods of harvesting and preparation. Victoria, BC, V8W 9W2 www.royalbcmuseum.bc.ca Audience: General Price: $26.95 ISBN/Order No: 0-7726-5847-4 Copyright Year: 1995
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Category: Student, Teacher Resource
Curriculum Organizer(s): Four Decades: An Yahguudang, Communicating, Acquiring Innocent Gesture Information, Experiencing Creative Works
Author(s): Davidson, R Grade Level: 5 6 7 8 9 10 11 12 General Description: This book by Haida ✓ ✓ ✓ ✓ ✓ ✓ Master carver Robert Davidson commemorates the 40th Anniversary of the raising of the first totem pole on Haida Gwaii Supplier: Robert Davidson, Eagle of the Dawn in the living memories of the Elders still Artist Ltd. alive in Haida Gwaii. Davidson details the Tel: 604-536-2949 event in photos, and a poignant prose about www.robertdavidson.ca his experience in the introduction. Price: $45.00 Audience: General ISBN/Order No: B0072OI18K Copyright Year: 2009
Category: Student, Teacher Resource
GidGalang Xaayda Kil Curriculum Organizer(s): Sk’aadGa Dii – Children Yahguudang, Communicating, Acquiring Learning the Haida Language Information, Experiencing Creative Works Grade Level: Author(s): Skidegate Haida Immersion 5 6 7 8 9 10 11 12 Program; Suzuki, S ✓ ✓ ✓ ✓ General Description: This book project was produced by the Elders at SHIP and Supplier: Skidegate Haida Immersion Program coordinated by Severn Cullis-Suzuki, and (SHIP) includes 40 Children’s picture books in Front Street Xaayda Kil (Skidegate Haida), with an PO Box 1235, Skidegate English translation in the back. Each book V0T 1S1 Haida Gwaii features pictures of members of the Tel: 250.559.9073 community enacting the activity of the book, Email: [email protected] such as “K’aawdang” (Harvesting Herring Roe on Kelp). There are also a few with Price: Not Applicable original drawings instead of pictures. Every ISBN/Order No.: Not Applicable book includes an audio CD recording of Copyright Year: 2009 Elders at SHIP reading the book in Xaayda
Kil.
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Audience: General Book titles found at SHIP:
Title Xaayda Kil Translation in English Chiitaw K’inGads gyen ‘istl’lxa Krill Come in Springtime Chiixwaay Ga Is Xidii Going to the Beach Chiixwaay Gud KaaGung Beach Walk Dii Hltaaxwii My Relatives Dii Hluu My Body Dii NaanGa Dang.ad Saabalii Giits’isGa Baking Bread with my Nanaay Gaadang Naay Bathroom Gandll K’in Ga k’aw kaa Visiting Hotspring Islands Gasin.uu Ahaay.yad Sii.ngaay Giidang? How is the Weather Today? Gina ad naang Toys Guuhlga Siiwaay K’yuu guu T’alang Gandal We are Walking on Spirit Lake Trail Guusuu Da Isdadyang? What Are you Doing? Gyaagang.ngaay Dang Gyaaxa Totem Pole Raising Hawaii guu HlGaagilda Xaayda Kil Naay SHIP at Hawaii XaaydaGaay iijan HlGaagilda Xaayda Kil Naay Ga sing One Day at SHIP SGwaansing Id GyaaGa GyaaGung Our Animals Jah ‘Laanaay! Hey Cousin! K’aad ad Xidid GiiahlGalang Deer and Bird K’aasda Gaaw is Xidii Ga Going to Copper Bay K’aasda Gandlaay Guu Ah At Copper Bay K’aawdang Harvesting Herring Roe on Kelp K’uudlaan Kuugin Colouring Book K’uudlaanuu Colours Kuuwakaa Xidii Going Surfing Llnagaay ‘Yuwan The Big City Naanuu Hla Gii.insguda Gihl Getting Baby Dressed Niijing GiiahlGalang A Picture Story Sing.Gaay ‘laa. Gasing.uu dang Giidang? Good Morning, How Are You Feeling? Skinxa Dii Waking Up T’aaGawaay Gii T’alang Kaa Xidii Ga! We are Going for a Walk in the Snow! T’alang Sdaa Skaaxadang dii gaa We are Playing Soccer Taas Guudaay Gaa Hll Naang I’m Playing in the Sandbox Tay GiiahlGalang A Bedtime Story Tay Xidii Ga Going to Bed Xaayda Kid K’aalang Alphabet Xaw K’inda Tea Time Xawin Dii Gone Fishing Xawin Xidii Going Fishing Xidid ‘idid ‘uujuu, Xidid Dapjuu Big Bird, Little Bird
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Category: Student, Teacher Resource
Gina Suuda Tl’l Xasii - Curriculum Organizer(s): Come to Tell Something: Art & Yahguudang, Communicating, Acquiring Artist in Haida Society Information, Experiencing Creative Works Grade Level: Author(s): Collinson, Nika 5 6 7 8 9 10 11 12 General Description: Gina Suuda Tl’l Xasii ✓ ✓ ✓ ✓ ✓ – Come to Tell Something features a wide range of historical and contemporary traditional art created for and used within Supplier: Haida Gwaii Museum Press Haida society. Based on an exhibition Haida Heritage Centre at Kay curated by Nika Collison, it includes an array Llnagaay of historic ancestral treasures and Skidegate, Haida Gwaii, V0T1S1 contemporary works of over 35 artists Tel: (250) 559-7885 ranging from emerging artists to masters of Tel: (250) 559-7886 their traditions. [email protected]
Audience: General Price: $40.00 ISBN/Order No: 978-0-920651-34-6 Copyright Year: 2014
Audience: General Category: Student, Teacher Resource
Gina ‘Waadluxan Tluu/ Curriculum Organizer(s): The Everything Canoe Yahguudang, Communicating, Acquiring Information, Experiencing Creative Works Author(s): Jones, K; Ramsay, H Grade Level: General Description: Gina 'Waadluxan 5 6 7 8 9 10 11 12 Tluu, The Everything Canoe offers insights ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ from carvers, elders, artists, and voices from Supplier: Haida Gwaii Museum Press the past on the great cedar canoes - from how Haida Heritage Centre at Kay supernaturals first gave the technology to the Llnagaay Haida, to how carvers find a tree that will Skidegate, Haida Gwaii, V0T1S1 eventually become an ocean going vessel, to Tel: (250) 559-7885 tips about design and steaming, and how the Tel: (250) 559-7886 canoe has influenced everything from food [email protected] gathering and trade to the Haida language. Price: $40.00 ISBN/Order No: 978-0920651308 Copyright Year: 2011
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
George M. Dawson Curriculum Organizer(s): Cookbook Yahguudang, Experiencing Creative Works
Grade Level: Author(s): Students and staff of George M. Dawson Secondary School 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ General Description: The students of George M. Dawson Secondary School in collaboration with the community of Old Supplier: George M. Dawson Secondary School Massett created this collection of recipes, School District No. 50 Haida Gwaii memories, historical anecdotes, and student 107 3rd Avenue PO Box 69 artwork. A great selection of recipes and Queen Charlotte, BC, V0T1S0 how to prepare, cook, and preserve locally Tel: (250)559-8471 harvested plants, fish, sea foods, and game. Toll free: (BC) 1-888-771-3131 Fax: (250) 559-8849 Audience: General Price: $25.00 Category: Student, Teacher Resource ISBN/Order No: Not Applicable Copyright Year: 1989
Curriculum Organizer(s): Yahguudang, Acquiring Information, Experiencing Creative Works gyaaGang.ngaay – The Monumental Poles of Skidegate Grade Level: 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Author(s): Ramsay, H
General Description: Author Heather Ramsay provides the historical and cultural Supplier: Haida Gwaii Museum Press context that informs the monumental Haida Heritage Centre at Kay sculpture found in modern day Skidegate, Llnagaay Haida Gwaii. Skidegate, Haida Gwaii V0T1S1 Audience: General Tel: (250) 559-7885 Fax: (250) 559-7886 Category: Student, Teacher Resource Email: [email protected] Price: $14.95 ISBN/Order No: 978-0-920651-31-5 Copyright Year: 2010
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Category: Student, Teacher Resource
Haida Art Curriculum Organizer(s): Yahguudang, Acquiring Information, Experiencing Creative Works Author(s): MacDonald, G Grade Level: General Description: This volume contains 5 6 7 8 9 10 11 12 90 colour photographs of Haida art, ✓ ✓ ✓ ✓ ✓ ✓ including monumental totem poles, masks, regalia, pipes, and ceremonial objects; as well as 95 rare black-and-white historical Supplier: Douglas & McIntyre images of people and places on Haida Gwaii. Suite 201-2323 Quebec Street Author and anthropologist George F. Vancouver BC Canada B5T 4S7 MacDonald provides artistic and cultural www.douglas-mcintyre.com analysis and historical commentary. Price: $65.00 Audience: General ISBN/Order No: 1-55054-402-0 Copyright Year: 1996
Category: Student, Teacher Resource Haida Curriculum Kindergarten to Grade Curriculum Organizer(s): Seven Yahguudang, Acquiring Information, Experiencing Creative Works
Author(s): White, F Grade Level: General Description: This 32-page 5 6 7 8 9 10 11 12 curriculum, developed by Fred White for ✓ ✓ ✓ School District No. 50 Haida Gwaii, and relies heavily on Elder and community involvement. Written entirely in English, the Supplier: School District No. 50 Haida Gwaii curriculum is organized by week and month 107 3rd Avenue PO Box 69 of the school year, instructing Haida Queen Charlotte, BC, V0T1S0 speaking teachers what to teach in each one- Tel: (250)559-8471 week segment. Includes many ideas of how Toll free: (BC) 1-888-771-3131 to include Haida culture in language Fax: (250) 559-8849 teaching. Price: Not Applicable Audience: General ISBN/Order No: Not Applicable Copyright Year: Not Applicable
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Haida Dictionary: Category: Student, Teacher Resource Skidegate, Masset, and Alaskan Dialects Volumes 1 and Curriculum Organizer(s):
2 Yahguudang, Experiencing Creative Works Grade Level: Author(s): Enrico, J 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ General Description: Two monumental volumes of Haida language information produced by linguist Enrico based on his Supplier: Alaska Native Language Center extensive work with Haida knowledgeable University of Alaska Fairbanks people on Haida Gwaii as well as his study PO Box 757680 of previous ethnographic research (J.R. Queen Charlotte, BC, V0T1S0 Swanton). Containing thousands of words, Fairbanks, AK 99775-7680 Enrico organizes the Dictionary not in a conventional alphabetical order, but by Price: $200.00 where the Haida sounds come from within ISBN/Order No: 1555000878 the mouth, from the back of your throat to Copyright Year: 2005 the front of your palate. This two-volume dictionary also contains historical information and much linguistic analysis, amounting to an extremely useful Haida language resource.
Audience: General
Curriculum Organizer(s): Yahguudang, Experiencing Creative Works Haida Eagle Treasures: Tsath Lanas History and Grade Level: Narrative 5 6 7 8 9 10 11 12 ✓ ✓ ✓ Author(s): Collison, P
General Description: Haida educator Pansy Supplier: Detselig Enterprises Ltd. Collison writes this history of her Tsahl 210, 1220 Kensington Rd. NW Laanas Eagle clan. She also documents her Calgary, AB T2N 3P5 own participation in Haida culture as well as www.temerondetselig.com her role as a teacher in mainstream culture. Tel: (403)283-0900 Fax: (403)283-6947 Audience: General Price: $25.95 Category: Teacher Resource ISBN/Order No: 978-1-55059-388-4 Copyright Year: 2010
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Haida Gwaii: Human Curriculum Organizer(s): History and Environment Acquiring Information from the Time of Loon to the Time of the Iron People Grade Level: 5 6 7 8 9 10 11 12 ✓ ✓ Author(s): Fedje, D.W.; Mathewes, R.W
General Description: This book “brings Supplier: UBC Press together the results of extensive and varied The University of British Columbia field research by both federal agencies and 2029 West Mall independent researchers, and carefully Vancouver, BC V6T 1Z2 integrates them with earlier archaeological, Tel: 604-822-5959 ethnohistorical, and paleoenvironmental Fax: 604-822-6083 work in the region.” www.ubcpress.ca
Audience: General Price: $35.95 ISBN/Order No: 0-7748-0921-3 Category: Student, Teacher Resource Copyright Year: 2005
Haida Gwaii: Journeys Curriculum Organizer(s): Through the Queen Yahguudang Charlotte Islands Grade Level: 5 6 7 8 9 10 11 12 Author(s): Gill, I. and Nunuk, D. ✓ ✓ ✓ ✓ ✓
General Description: Revised from Raincoast’s popular Journeys Supplier: Raincoast Books series, this book features Ian Gill’s lively 2440 Viking Way descriptive text about the landscape of Haida Richmond, BC, Canada, V6V 1N2 Gwaii accompanied by David Nunuk’s P: 1-800-663-5714 F: 1-800-565-3770 dramatic photographs. [email protected]
Audience: General Price: $21.00 ISBN/Order No: 1-55192-686-5 Category: Student, Teacher Resource Copyright Year: 1997, 2004
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Curriculum Organizer(s): Haida Gwaii: Our Home Yahguudang, Experiencing Creative Works
Grade Level: Author(s): Students of Haida Gwaii, Hilgemann, J. 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ General Description: Local illustrator Judy Hilgemann beautifully draws scenes to accommodate student stories representing Supplier: School District No. 50 Haida Gwaii each community on Haida Gwaii. 107 3rd Avenue PO Box 69 Queen Charlotte, BC, V0T1S0 Audience: General Tel: (250)559-8471 Toll free: (BC) 1-888-771-3131 Category: Student, Teacher Resource Fax: (250) 559-8849
Price: Not Applicable ISBN/Order No: Not Applicable Copyright Year: 2007
Haida Gwaii Strategic Category: Student, Teacher Resource Land Use Agreement between the Council of the Haida Curriculum Organizer(s): Nation and the Province of Acquiring Information British Columbia Grade Level: 5 6 7 8 9 10 11 12 Author(s): Haida Nation; Province of British ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Columbia
General Description: An agreement Supplier: Government of British Columbia between the Council of the Haida Nation and http://archive.ilmb.gov.bc.ca/slrp/ the Province of British Columbia as a result docs/Haida_SLUPA_Dec_07.pdf of extensive Strategic land use planning process on Haida Gwaii over a 5-year period. Price: Not Applicable The agreement aimed to foster a new ISBN/Order No: Not Applicable approach to land use planning, maintaining Copyright Year: 2007 the interests of the community of Haida Gwaii, at the same time fostering a respectful and coordinated working relationship on Haida Gwaii.
Audience: General
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Haida Laas – Journal of Category: Student, Teacher Resource the Haida Nation Curriculum Organizer(s): Yahguudang, Acquiring Information, Author(s): Council of the Haida Nation Communicating General Description: A monthly newsletter produced by the Council of the Haida Nation, Grade Level: Haida Laas presents news of the Haida 5 6 7 8 9 10 11 12 Nation with a variety of well written and in ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ depth articles by local authors, and includes pictures, and announcements of current events. Supplier: Council of the Haida Nation Haida Gwaii Audience: General www.haidanation.ca Tel: 250-559-8755 Email: [email protected]
Price: Not Applicable ISBN/Order No.: Not Applicable Copyright Year: Not Applicable
Haida Land Use Vision: Curriculum Organizer(s): Haida Gwaii Acquiring Information Yah’guudang Respecting Haida Gwaii Grade Level: 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Author(s): Council of the Haida Nation
General Description: This land use vision Supplier: Council of the Haida Nation, represents a living document, www.haidanation.ca
Audience: General Price: Not Applicable ISBN/Order No: Not Applicable Category: Student, Teacher Resource Copyright Year: 2005
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Category: Student, Teacher Resource Haida Marine Traditional Curriculum Organizer(s): Knowledge Species at Risk Yahguudang, Experiencing Creative Works Calendar, 2014 Grade Level: Author(s): Haida Gwaii Marine Stewardship 5 6 7 8 9 10 11 12 Group ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
General Description: A 12-month calendar based on the traditional Haida months, and Supplier: Council of the Haida Nation, Haida includes information on Haida Marine Fisheries Program traditional knowledge as well as species at PO Box 589 379 Eagle Rd. risk in the Ocean surrounding Haida Gwaii. Massett, Haida Gwaii V0T1M0 Includes pictures of Haida people harvesting Tel: 250-626-3302 hgmsg.ca traditional foods, excerpts of interviews with Haida knowledgeable people, and contains Price: $25.00 Haida words of seafood and seafood use in ISBN/Order No: In development all three dialects. Copyright Year: 2014
Audience: General
Audience: General Haida Marine Category: Student, Teacher Resource Traditional Knowledge Study Curriculum Organizer(s): Volumes 1 - 3: Methods and Yahguudang, Experiencing Creative Works Results Summary, Seascape Unit Summary, and Focal Species Grade Level: Summary 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ Author(s): Winbourne, J; Haida Fisheries Program Supplier: Council of the Haida Nation, Haida General Description: Prepared for the Fisheries Program Council of the Haida Nation by the Haida PO Box 589 379 Eagle Rd. Marine Traditional Knowledge Study Massett, Haida Gwaii V0T1M0 Participants, Janet Winbourne, and the Haida Tel: 250-626-3302 Fisheries Program, this Study offers excerpts of interviews with Haida knowledgeable Price: Not Applicable people about Traditional Marine Use around ISBN/Order No: In development Haida Gwaii. Contains Haida words of Copyright Year: 2011 seafood and seafood use.
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Curriculum Organizer(s): Yahguudang, Experiencing Creative Works Haida Monumental Art: Villages of the Queen Charlotte Grade Level: Islands 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓
Author(s): MacDonald, G Supplier: UBC Press General Description: Written by renowned The University of British Columbia scholar George F. MacDonald, this large 2029 West Mall book contains pictures, descriptions and Vancouver, BC V6T 1Z2 analysis of historical Haida Villages and Tel: 604-822-5959 monumental poles. Contains a thorough and Fax: 604-822-6083 extensive resource of major historical www.ubcpress.ca significance to the Haida. Price: $80.00 Audience: General ISBN/Order No: 0-7748-0484-X (pbk.) Copyright Year: 1983 Category: Student, Teacher Resource
Category: Student, Teacher Resource
Haida Myths Illustrated Curriculum Organizer(s): in Argillite Carvings, Volume 2 Yahguudang, Experiencing Creative Works
Author(s): Barbeau, M Grade Level: 5 6 7 8 9 10 11 12 General Description: Written by eminent ✓ ✓ ✓ ✓ anthropologist and Northwest Coast scholar Marius Barbeau, this publication feature Haida Myths illustrated in, but not Supplier: Department of Resources and exclusively, argillite carvings. Containing Development much information, interpretation, and National Parks Branch analysis about Haida life, art, and culture. National Museum of Canada 1953 Ottawa
Audience: General Price: $60.00 ISBN/Order No: B000IY1M2S Copyright Year: 1983
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Curriculum Organizer(s): Haida Studies Kits Yahguudang, Communicating, Acquiring Information, Experiencing Creative Works
Author(s): Armstrong, C. Bedard, K. Grade Level: General Description: Developed for the 5 6 7 8 9 10 11 12 first ever Haida Studies class at George M. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Dawson Secondary School in Massett, these kits offer multiple grade level Haida-based cultural teachings with a wealth of ethno- Supplier: School District No. 50 Haida Gwaii historical writings and other sources such as 107 3rd Avenue PO Box 69 photographs and historical documents. Queen Charlotte, BC, V0T1S0 Tel: (250)559-8471 Audience: General Toll free: (BC) 1-888-771-3131 Fax: (250) 559-8849 Category: Student, Teacher Resource Price: Not Applicable ISBN/Order No.: Not Applicable Copyright Year: 1975
Haida Syntax Volumes 1 Curriculum Organizer(s): and 2 Communicating, Acquiring Information
Grade Level: Author(s): Enrico, J 5 6 7 8 9 10 11 12 General Description: Linguist John Enrico ✓ ✓ ✓ bases this comprehensive description of the Haida dialects on his 25 years of fieldwork in Haida Gwaii and on the materials collected Supplier: University of Nebraska Press by anthropologist John Swanton in the Lincoln NE twentieth century. 2003. 68588-0255
Audience: General Price: $200.00 ISBN/Order No: 0-8032-1822-2/0-8032-1822-2 Category: Student, Teacher Resource Copyright Year: 2003
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Curriculum Organizer(s): Haida Texts and Myths: Yahguudang, Acquiring Information, Experiencing Creative Works Massett Dialect Grade Level: Author(s): Swanton, J 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ General Description: By Ethnologist John R. Swanton, this 556 page volume of text is a result of his visit to Haida Gwaii in 1900 to Supplier: K’aaltsi’daa K’ah Productions 1901. Recorded by local knowledge keepers, PO Box 855 Swanton details the Masset Haida history of Masset, Haida Gwaii stories in both Haida and English. V0T1M0
Audience: General Price: $25.00 ISBN/Order No: Not Available Category: Student, Teacher Resource Copyright Year: Not Available
Curriculum Organizer(s): Haida Texts and Myths: Yahguudang, Acquiring Information, Experiencing Creative Works Skidegate Dialect Grade Level: Author(s): Swanton, J 5 6 7 8 9 10 11 12 ✓ ✓ ✓ General Description: By Ethnologist John R. Swanton, this 448 page volume of text is a result of his visit to Haida Gwaii in 1900 to Supplier: Kessinger Publishing 1901. Recorded by local knowledge keepers, LaVergne, TN USA Swanton details the Skidegate Haida history www.kessinger.net of stories in both Haida and English. Price: Not Applicable Audience: General ISBN/Order No: 143046688X Copyright Year: 1905 Category: Student, Teacher Resource
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Category: Student, Teacher Resource Haidatron Font Curriculum Organizer(s): Author(s): Lachler, J Communicating
General Description: A software font Grade Level: developed for the digital representations of 5 6 7 8 9 10 11 12 the Haida orthography. ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Note: Teachers and Students need this font to correctly utilize many Haida resources Supplier: Dr. Jordan Lachler [email protected] Audience: General Price: Not Applicable ISBN/Order No: Not Applicable Copyright Year: Not Applicable
Category: Student, Teacher Resource
Haidawood DVD “Our Curriculum Organizer(s): Stories Animated” Yahguudang, Communicating, Experiencing Creative Works
Author(s): Edenshaw, G; Edenshaw, J; Grade Level: Leslie, K 5 6 7 8 9 10 11 12 General Description: A DVD of four short ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ stop-motion animated stories based on Haida stories, including: “Nuu”, “Yaanii Kuuga,” “Kiit Kuuyas,” and “Taaw.” Each story is Supplier: K’aaltsi’daa K’ah Productions narrated in Massett Haida by Haida Elders. PO Box 855 Produced by K’alts’idaa K’ah Laughing Masset, Haida Gwaii Crow Productions in partnership with Xaad V0T1M0 Kihlgaa Hl Suu.u, the animations have sub- titles in English, French, or Xaad Kil. Price: $20.00 ISBN/Order No: Not Applicable Audience: General Copyright Year: 2012
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Curriculum Organizer(s): Handbook for the Yahguudang, Communicating, Experiencing Creative Works Skidegate Haida Language
Grade Level: Author(s): Skidegate Haida Immersion Program; Lachler, J 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ General Description: Produced by the Skidegate Haida Immersion Program in 2011 in collaboration with Dr. Jordan Lachler, this Supplier: School District No. 50 Haida Gwaii handbook provides learners with detailed 107 3rd Avenue PO Box 69 instruction on how to learn the Skidegate Queen Charlotte, BC, V0T1S0 Haida language. With language lessons, Tel: (250)559-8471 vocabulary and conversational instruction. Toll free: (BC) 1-888-771-3131 Fax: (250) 559-8849 Audience: General Price: Not Applicable Category: Student, Teacher Resource ISBN/Order No: Not Applicable Copyright Year: 2011
Curriculum Organizer(s): HlGaagilda Xaayda Kil Yahguudang, Communicating, Acquiring K’aalang Information, Experiencing Creative Works
Author(s): SHIP Elders, Borserio, K. Grade Level: 5 6 7 8 9 10 11 12 General Description: Created by the Elders ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ at the Skidegate Haida Immersion Program, this glossary provides Xaayda Kil learners Supplier: S.H.I.P. with every word and phrase worked on since PO Box 1235, Skidegate, Haida Gwaii the inception of SHIP in 1998. There are V0T 1S1 also accompanying CDs with Elders 250-559-9073 recorded saying each word and phrase in the [email protected] glossary. Price: $50.00 Audience: General ISBN/Order No: 978-0-9940525-6-8 Copyright Year: 2016 Category: Teacher Resource, Student Resource
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
How to Keep Your Category: Student, Teacher Resource Language Alive: A Common Sense Approach to Curriculum Organizer(s): Yahguudang, Communicating, Experiencing One-on-One Language Learning Creative Works
Author(s): Hinton, L Grade Level: 5 6 7 8 9 10 11 12 General Description: Author Leanne Hinton ✓ ✓ ✓ provides this manual for the Master-
Apprentice method of learning your Indigenous language. Originating among the Supplier: Heyday Books Indigenous tribes of California, the Master- PO Box 9145, Berkeley, CA 94709 Apprentice style of learning is a one-on-one Tel: (510) 549-3564 approach to ensure that new speakers will Fax (510) 549-1889 take the place of those who are fluent. www.heydaybooks.com Hinton describes simple, structured series of exercises and activities designed for Price: $17.95 successful language learning. ISBN/Order No: 978-1-890771-42-3 Copyright Year: 2002 Audience: General
Curriculum Organizer(s): Experiencing Creative Works Id Kungasda Ga Xaayna.ngas (Our Ancestors) Grade Level: 5 6 7 8 9 10 11 12 Author(s): Various ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
General Description: Slide show of old Haida Village sites, artifacts, clothing, and Supplier: School District No. 50 Haida Gwaii regalia. www.sd50.bc.ca
Audience: General Price: Not Applicable ISBN/Order No: Not Applicable Category: Student and Teacher Resource Copyright Year: Not Applicable
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Indian Artists at Work Category: Teacher Resource
Author(s): Steltzer, U Curriculum Organizer(s): Experiencing Creative Works General Description: Author and photographer Ulli Steltzer offers this Grade Level: photographic record of Indian Artists at work 5 6 7 8 9 10 11 12 all throughout British Columbia, including ✓ ✓ ✓ ✓ artists from the Haida, Kwagiulth, Nass, Gitsxan, Okanagan and Thompson Nations. “The only way Tradition can be carried on is Supplier: University of Washington Press inventing new things.” JJ Douglas Ltd., North Vancouver
Audience: General Price: $17.95 ISBN/Order No: 0-88894-116-1 Copyright Year: 1976
Indian Fishing: Early Curriculum Organizer(s): Methods on the Yahguudang, Acquiring Information Northwest Coast Grade Level: 5 6 7 8 9 10 11 12 Author(s): Stewart, H ✓ ✓ ✓ ✓ ✓ General Description: Author and anthropologist Hilary Stewart offers analysis of traditional Northwest Coast Indigenous Supplier: Douglas & McIntyre fishing techniques and detailed description of Suite 201-2323 Quebec Street species and fishing equipment. Vancouver BC Canada B5T 4S7 www.douglas-mcintyre.com Audience: General Price: $32.98 Category: Student, Teacher Resource ISBN/Order No: 0-88894-332-6 Copyright Year: 1977
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Indian Myths & Legends Curriculum Organizer(s): from the North Pacific Yahguudang, Experiencing Creative Works Coast of America Grade Level: 5 6 7 8 9 10 11 12 Author(s): Boaz, F, annotated by Bouchard, ✓ ✓ ✓ ✓ R and Kennedy, D.
General Description: A translation of Franz Supplier: Talon Books Boas’ 1895 edition of “Indian Sagen Von der st Nord-Pacifischen Kuste Amerikas,” this 278 E. 1 Ave volume contains valuable early ethnographic Vancouver BC Canada V5T 1A6 information on the Haida people. [email protected]
Audience: General Price: Not Applicable ISBN/Order No: 0-88922-458-7 Category: Student, Teacher Resource Copyright Year: 2002
Islands At The Edge Category: Student, Teacher Resource
Author(s): Islands Protection Society Curriculum Organizer(s): Yahguudang, Acquiring Information General Description: The Islands Protection Society compiled essays by this group of Grade Level: environmentalists, noted scientists, and 5 6 7 8 9 10 11 12 cultural icons about preserving and caring for ✓ ✓ ✓ Haida Gwaii against increasing resource extraction and industrial activity. Contributors include Bill Reid, Jacques Supplier: Douglas & McIntyre Cousteau, John Broadhead, Wayne Suite 201-2323 Quebec Street Campbell, David Denning, Dr. J. Bristol Vancouver BC Canada B5T 4S7 Foster, Jim Pojar and Thom Henley. Edge www.douglas-mcintyre.com provides a valuable history of the protection movement on Haida Gwaii; and a reminder Price: Not Applicable of the hard work of Haida allies and friends ISBN/Order No: 0-88894-425-X in the right places who have assisted over the Copyright Year: 1983 years.
Audience: General
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Just East of Sundown, Curriculum Organizer(s): The Queen Charlotte Yahguudang, Acquiring Information Islands Grade Level: 5 6 7 8 9 10 11 12 Author(s): Lillard, C. ✓ ✓ ✓ ✓ ✓ General Description: An ethnographic account of the Haida people. Lillard tells the stories of Haida Supplier: Horsdal & Schubart Publishers Ltd., Gwaii, through explorers and settlers to the Victoria, BC V8V 1L1 present day. P: (250)360-0829
Audience: General Price: $15.00 Category: Student, Teacher Resource ISBN/Order No: 0-920663-34-6 Copyright Year: 1995
Audience: General
K’ajuu Hla Song Project Category: Student, Teacher Resource Curriculum Organizer(s): Author(s): Collison, N Yahguudang, Communicating, Experiencing Creative Works General Description: The K’ajuu Hla! (Sing!) Haida songs project was initiated by Grade Level: the Gwaii Haanas organization/Parks Canada 5 6 7 8 9 10 11 12 in 2009 and is supported by many ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ community organizations on Haida Gwaii. There have been two CDs produced, a traditional Haida songs CD given out at the Supplier: Haida Heritage Centre at Kay “That which makes us Haida – the Haida Llnagaay language” exhibition in 2011 and another Nika Collison, Curator included in the exhibition catalogue. There (W): (250) 559-4643 (c): (604) 837- are also two children’s CD and songbook 9937 sets that have been produced: “Gaaxa [email protected] K’amdala Haala Sk’aadGa – Little Children Come and Learn”, a compilation of western Price: CD: $5.00/ CD/songbook set $12.00 children’s songs translated into the Skidegate each dialect and one contemporary Haida song. ISBN/Order No: Not Applicable This CD was given to schools and families Copyright Year: 2009-2014 with young children in 2012. The second will be “Gitalang SGaalangee – Children’s Songs” in the Xaad Kil Dialect to be released later in 2014.
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Category: Student, Teacher Resource K’alts’idaa K’ah Comic Curriculum Organizer(s): Books Communicating, Experiencing Creative Works
Author(s): K’alts’idaa K’ah, Laughing Crow Grade Level: Productions 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ General Description: These comic books are produced by the storytelling collective K’alts’idaa K’ah, and take still shots from the Supplier: K’aaltsi’daa K’ah Productions Animated Features in “Haidawood: Our PO Box 855 Stories Animated” to tell the story in a comic Massett Haida Gwaii book format. The story is translated by local V0T1M0 Xaad kil Speaking Elders and the comic has a translation in the back. The comics Price: $5.00 available include: Kiid K’ayaas (The Golden ISBN/Order No: Not Applicable Spruce) and Yaanii K’uuka. In production Copyright Year: 2010 are the Taaw (Tow Hill) and Nuu (Octopus) stories.
Audience: General
Curriculum Organizer(s): Legends of the Old Massett Yahguudang, Communicating, Acquiring Haida/ Gaaw Xaadee Information Gyaahlaangaay Grade Level: Author(s): Xaad Kihlga Hl Suu.u Society; 5 6 7 8 9 10 11 12 CBC ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
General Description: A radio play project in collaboration with CBC, the Old Massett Supplier: Xaad Kihlga Hl Suu.u Society Haida language program produced these five PO Box 543 Haida stories in both English and Xaad Kil. Old Massett, Haida Gwaii V0T1M0 Audience: General Tel: 250-626-3310 Email: [email protected] Category: Student, Teacher Resource Price: $25.00 ISBN/Order No.: Not Applicable Copyright Year: 2005
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Looking at Indian Art of Category: Student, Teacher Resource the Northwest Coast Curriculum Organizer(s): Yahguudang, Experiencing Creative Works Author(s): Stewart, H
General Description: Author and Grade Level: anthropologist Hilary Stewart presents this 5 6 7 8 9 10 11 12 illustrated book of the forms, cultural ✓ ✓ ✓ ✓ ✓ background and structures of the Northwest Coast. Stewart offers analysis and interpretation of myths and legends that Supplier: Douglas & McIntyre inform Northwest Coast art, as well as her Suite 201-2323 Quebec Street analysis of stylistic difference between Vancouver BC Canada B5T 4S7 Indigenous Nations. www.douglas-mcintyre.com
Audience: General Price: $17.95 ISBN/Order No: 978-0-29595-645-9 Copyright Year: 1979, 1992
Looking at Totem Poles Curriculum Organizer(s): Yahguudang, Experiencing Creative Works Author(s): Stewart, H Grade Level: General Description: Author and 5 6 7 8 9 10 11 12 anthropologist Hilary Stewart offers an ✓ ✓ ✓ ✓ ✓ illustrated guide to 110 poles in the Northwest coast of British Columbia and Alaska. She provides description of the Supplier: Douglas & McIntyre poles, their purpose and how they were Suite 201-2323 Quebec Street raised. Foreword by Norman Tait. Vancouver BC Canada B5T 4S7 www.douglas-mcintyre.com Audience: General Price: $19.95 Category: Student, Teacher Resource ISBN/Order No: 978-1-55054-074-1 Copyright Year: 1993
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Marine Life of the Pacific Category: Student, Teacher Resource Northwest: A Photographic Encyclopedia of Curriculum Organizer(s): Invertebrates, Seaweeds and Yahguudang, Acquiring Information Selected Fishes Grade Level: 5 6 7 8 9 10 11 12 Author(s): Lamb, A; Hanby, B.P. ✓ ✓ ✓ ✓ ✓ ✓
General Description: This large volume provides a photographic Encyclopedia of Supplier: Harbour Publishing Invertebrates, Seaweeds and Selected Fishes, PO Box 219 written by Andy Lamb and Bernard P. Madeira Park, BC Canada V0N2H0 Hanby. Contains 1,700 photographs of over Tel: (604) 883-2730 1,400 species, Lamb and Hanby offer the Toll-free order line: 1-800-667-2988 most comprehensive collection of Fax: (604) 883-9451 photographs of Pacific Northwest marine life Toll free fax line: 1-877-604-9449 ever published. www.harbourpublishing.com
Audience: General Price: $69.95 ISBN/Order No: 1-55017-261-8 Copyright Year: 2006
Nine Visits to the Category: Student, Teacher Resource Mythworld” Ghandl of the Qayahl Llaanas Curriculum Organizer(s): Yahguudang, Acquiring Information, Experiencing Creative Works Author(s): Bringhurst, R
General Description: Canadian poet Robert Grade Level: Bringhurst re-examines the work of ethnologist John R. Swanton and re- 5 6 7 8 9 10 11 12 translates from Haida into English Swanton’s ✓ ✓ ✓ original work from his time in Haida Gwaii at the beginning of the twentieth century. The second of a three part series, this book Supplier: Douglas & McIntyre features the stories Swanton recorded from Suite 201-2323 Quebec Street the Haida storyteller Ghandl of the Qayahl Vancouver BC Canada B5T 4S7 Llaanas. www.douglas-mcintyre.com
Audience: General Price: $65.00 ISBN/Order No: 0803213166 Copyright Year: 2000
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Curriculum Organizer(s): Ninstints – Haida World Yahguudang, Acquiring Information Heritage Site Grade Level: 5 6 7 8 9 10 11 12 Author(s): MacDonald, G. F. ✓ ✓ ✓ ✓ ✓
General Description: Written by anthropologist George F. MacDonald about Supplier: UBC Press the Southern Haida village of Ninstints, The University of British Columbia abandoned in the 1800s. McDonald 2029 West Mall combines archival material and scientific and Vancouver, BC V6T 1Z2 photographic evidence to write this history of Tel: 604-822-5959 Ninstints and its people. Fax: 604-822-6083 www.ubcpress.ca Audience: General Price: $19.95 Category: Student, Teacher Resource ISBN/Order No: 0-7748-0163-8 Copyright Year: 1990
Curriculum Organizer(s): Northern Haida Master Yahguudang, Communicating, Acquiring Carvers Information
Grade Level: Author(s): Wright, R.K. 5 6 7 8 9 10 11 12 General Description: Written by Robin K. ✓ ✓ ✓ ✓ Wright with a foreword by Jim Hart, Chief 7idansuu, this book provides a historical analysis of monumental carving on Haida Supplier: Douglas & McIntyre Gwaii from “contact” to the present. Suite 201-2323 Quebec Street Vancouver BC Canada B5T 4S7 Audience: General www.douglas-mcintyre.com
Category: Student, Teacher Resource Price: $65.00 ISBN/Order No: 1-55054-842-5 Copyright Year: 2001
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Northern Haida Songs Category: Student, Teacher Resource
Author(s): Enrico, J Curriculum Organizer(s): Yahguudang, Communicating, Acquiring General Description: Linguist John Enrico Information, Experiencing Creative Works partners with musical scholar Wendy Bross Stuart to write this three part volume Grade Level: regarding Northern (Massett dialect) Haida 5 6 7 8 9 10 11 12 songs. The first part is a lengthy ✓ ✓ ✓ ✓ ethnographic description of musical genres that situates Haida music in the context of the Northwest Coast; part two presents a Supplier: University of Nebraska Press collection of 128 fully transcribed and Lincoln NE analyzed Haida songs; and part three is a 68588-0255 detailed musical and linguistic analysis of the second part. Price: $85.00 ISBN/Order No: 0-8032-1816-8 Audience: General Copyright Year: 1996
Northwest Coast Indian Category: Student, Teacher Resource Art: An Analysis of Form Curriculum Organizer(s): Yahguudang, Experiencing Creative Works Author(s): Holm, B
General Description: Art historian Bill Grade Level: Holm presents his deconstruction and 5 6 7 8 9 10 11 12 analysis of Northwest Coast expression of ✓ ✓ ✓ ✓ ✓ culture. Holm “presents an incisive analysis of the use of colour, line, and texture; the organization of space; and such typical forms Supplier: University of Washington Press as ovoids eye-lids, U forms, and hands and Seattle, WA USA feet. Library of Congress Catalog Card Number 65-10818 Audience: General Price: $40.00 ISBN/Order No: 978-0295951027 Copyright Year: 1965
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Category: Student, Teacher Resource Ocean and Way of Life Curriculum Organizer(s): Map, Haida Marine Traditional Yahguudang, Acquiring Information, Knowledge Study, 2011 Experiencing Creative Works
Grade Level: Author(s): Haida Fisheries 5 6 7 8 9 10 11 12 General Description: Prepared for the ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Council of the Haida Nation by the Haida Marine Traditional Knowledge Study Participants and the Haida Fisheries Supplier: Council of the Haida Nation, Haida Program, this Map details Traditional Marine Fisheries Program Use by Haida People in the waters PO Box 589 379 Eagle Rd. surrounding Haida Gwaii. Includes Haida Massett, Haida Gwaii V0T1M0 place names and Haida names for seafood in Tel: 250-626-3302 both dialects. Price: Not Applicable Audience: General ISBN/Order No: In development Copyright Year: 2011
Curriculum Organizer(s): Ocean and Way of Life Yahguudang, Acquiring Information, Companion Document, Experiencing Creative Works Haida Marine Traditional Knowledge Study, 2011 Grade Level: 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Author(s): Haida Marine Working Group and Haida Oceans Technical Team Supplier: Council of the Haida Nation, Haida General Description: Prepared for the as a Fisheries Program companion document for the Ocean and Way PO Box 589 379 Eagle Rd. of Life Map, a brochure that includes the Massett, Haida Gwaii V0T1M0 Haida Marine Seasonal Round and explains Tel: 250-626-3302 traditional knowledge and the relationship to www.haidanation.ca/Pages/document/ the seasons on Haida Gwaii. “Some things pdfs/marine/Ocean.Way_LR.pdf we know about Haida culture and the ocean and rivers of Haida Gwaii.” Price: Not Applicable ISBN/Order No: In development Audience: General Copyright Year: 2011 Category: Student, Teacher Resource
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Curriculum Organizer(s): Our Life on Haida Gwaii Yahguudang, Experiencing Creative Works Grade Level: Author(s): Hilgemann, J. SD No. 50 Haida 5 6 7 8 9 10 11 12 Gwaii Literacy Program ✓ ✓ ✓ ✓ ✓
General Description: A local picture and vocabulary project by the School District No. Supplier: School District No. 50 Haida Gwaii 50 Haida Gwaii Literacy Program; 12 prints rd 107 3 Avenue PO Box 69 of local islands, communities, forests and Queen Charlotte, BC V0T1S0 beach scenes included. Phone:(250)559-8471 Toll free: (BC) 1-888-771-3131 Audience: General Fax: (250) 559-8849
Category: Student, Teacher Resource Price: Not Applicable ISBN/Order No: In development Copyright Year: 2011
Category: Student, Teacher Resource
OurWorldLanguage.com Curriculum Organizer(s): Yahguudang, Communicating, Experiencing Creative Works Author(s): Bell, Kristy; Brown, Curtis; Collison, Kiefer; Hart, Gwaliga; and Stocker, Grade Level: Tao. 5 6 7 8 9 10 11 12 General Description: In 2009 the program ✓ ✓ ✓ ✓ ✓ ✓ “Our World” came to Massett Haida Gwaii to provide media training to five Haida youth. The resulting creative films, all using Supplier: Our World: National Film Board, Bite Xaad Kil, are featured on this website. Our Size Media World encourages Youth to weave language and culture into films as a way to heal the Price: Not Applicable past, claim the present and move forward ISBN/Order No: Not Applicable into the future with pride of identity. Copyright Year: 2009
Audience: General
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Pipes that Won’t Smoke; Category: Student, Teacher Resource Coal that Won’t Burn Curriculum Organizer(s): Yahguudang, Experiencing Creative Works Author(s): Sheehan, C Grade Level: General Description: A large art photo book including detailed photos and analysis of 5 6 7 8 9 10 11 12 Haida argillite art. This book provides ✓ ✓ ✓ ✓ ✓ ✓ reference and history to the significance of argillite carving to the Haida people in a historical and contemporary (post contact) Supplier: Glenbow Museum context. 130 9 Ave SE, Calgary, AB T2G 0P3 Tel: (403) 268-4100 Audience: General Price: $29.95 ISBN/Order No: 0-919224-20-2 Copyright Year: 1981
Curriculum Organizer(s): Plants of Haida Gwaii Yahguudang, Communicating, Acquiring Information Author(s): Turner, N Grade Level: General Description: Authored by 5 6 7 8 9 10 11 12 ethnobotanist Nancy Turner in collaboration ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ with the Haida, this book details the uses and importance of over 150 species of native plants. Included within are the Skidegate and Supplier: Sono Nis Press Massett Haida names for each plant featured, PO Box 160 as well as photographs and illustrations by Winlaw, BC V0G 2J0 Haida artist Giitsxaa. Throughout the book Tel: 1(800)370-5228 are excerpts of Haida stories. www.sononis.com Audience: General Price: $38.95 ISBN/Order No: 1-55039-144-5 Category: Student, Teacher Resource Copyright Year: 2004
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Plant Technology of First Category: Student, Teacher Resource Peoples in British Columbia Curriculum Organizer(s): Yahguudang, Acquiring Information
Author(s): Turner, N Grade Level: General Description: A handbook published 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ by the Royal British Columbia Museum, ethnobotanist Turner focuses on the plants that provided all the necessities of life for Supplier: Royal BC Museum First Peoples. More than 100 plants are 675 Belleville Street described, including their various uses and Victoria, BC, V8W 9W2 their importance in the material cultures of www.royalbcmuseum.bc.ca First Nations. Price: $24.95 Audience: General ISBN/Order No: 978-0-7726-5847-0 Copyright Years: 1998, 2007
Category: Student, Teacher Resource Queen Charlotte Islands Reader Series Curriculum Organizer(s): Yahguudang, Acquiring Information, Experiencing Creative Works Author(s): School District No. 50 Haida Gwaii Grade Level: General Description: This series of hard 5 6 7 8 9 10 11 12 cover illustrated books were produced on ✓ ✓ ✓ ✓ Haida Gwaii in the 1980s for School District No. 50 Haida Gwaii, by local artists, storytellers, and knowledgeable people. Supplier: Strong Nations Each book covers an aspect of life on Haida http://www.strongnations.com/ Gwaii and encompasses cultural knowledge, Haida history and stories, the environment Price: $9.00 – $25.00 here on Haida Gwaii, information about art ISBN/Order No: Not Applicable and protocols, and contemporary Haida Copyright Years: 1983-1987 practices. This series is of extreme value as it shows Haida culture alive and well and Haida people keeping true to their Haida values in modern day times.
Audience: General
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Queen Charlotte Islands Reader Series titles include:
Book Title Author/Illustrator Age Level ISBN # Dawn Adams/Jeannie Birds of the Islands Markowsky Ages 6-13 0-88865-027-2 Dawn Adams/Jeannie Colours of the Islands Markowsky Ages 5-12 0-88865-031-0 Dawn Adams/Jeannie Island Fun Markowsky Ages 5-12 0-88865-026-4 The Man Who Became Eagle John Enrico/Gitsgah
Potlatch Dawn Adams/Arlene Erlandson Ages 5-12 0-88865-042-6 Raven and the Moon and the Oystercatcher John Enrico/ Maureen Yeltatzie Ages 7-14 0-88865-029-9 The First Totem Pole Rose Williams/Chris White Ages 7-14 0-88865-041-8 Dawn Adams/Jeannie The Forest Markowsky Ages 6-10 0-88865-033-7 The Cedar Guujaaw/Arlene Golson Ages 7-14 0-88865-032-9 Pearle Person and Jenny Crests of the Haida White/Terri-Lynn Williams Ages 7-14 0-88865-040-X Dawn Adams/Paul White and Haida Art Jeannie Markowsky Ages 5-14 0-88865-021-3 Between the Tides Mary Morris/Heather Brown Ages 5-12 0-88865-044-2 Trisha Gessler/Jeannie Bears and Berries Markowsky Ages 7-14 0-88865-020-5
Curriculum Organizer(s): Raven Brings the Light Yahguudang, Experiencing Creative Works
Author(s): Budd, R. and Vickers, R.H. Grade Level: 5 6 7 8 9 10 11 12 General Description: Based on the Haida ✓ ✓ ✓ ✓ creation story, artist Roy Henry Vickers beautifully illustrates this story of Raven. Supplier: Harbour Publishing Told with Robert Budd. PO Box 219 Madeira Park, BC Canada V0N2H0 Audience: General Tel: (604) 883-2730 Toll-free order line: 1-800-667-2988 Category: Teacher, Student Resource Fax: (604) 883-9451 Toll free fax line: 1-877-604-9449 www.harbourpublishing.com
Price: $19.95 ISBN/Order No.: 978-1-55017-593-6 Copyright Year: 2013
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Raven’s Cry Curriculum Organizer(s): Yahguudang, Experiencing Creative Works Author(s): Harris, C. Grade Level: General Description: Raven’s Cry is a 5 6 7 8 9 10 11 12 fictionalized retelling of the story of the ✓ ✓ ✓ ✓ ✓ ✓ relationship between the Haida Nation and Europeans at contact. Author Christie Harris “recreates this tale of tragedy and the Supplier: Douglas & McIntyre ultimate survival of native spirit with dignity, Suite 201-2323 Quebec Street beauty and ethnographic accuracy.” Vancouver BC Canada B5T 4S7 douglas-mcintyre.com Audience: General Price: $15.95 Category: Teacher, Student Resource ISBN/Order No.:1-55054-055-6 Copyright Years:1966, 1992
Category Teacher, Student Resource
Raven Traveling: Two Curriculum Organizer(s): Centuries of Haida Art Yahguudang, Acquiring Information, Experiencing Creative Works Author(s): MacNair, P; Augaitis, D; Jones, M. Grade Level: 5 6 7 8 9 10 11 12 General Description: Published to coincide ✓ ✓ ✓ ✓ ✓ with a major exhibition celebrating the Vancouver Art Gallery’s 75th anniversary, Raven Travelling features 140 colour photos Supplier: Douglas & McIntyre of Haida mater pieces from the last two Suite 201-2323 Quebec Street centuries, from exquisitely carved totem Vancouver BC Canada B5T 4S7 poles and masks to remarkable pipes, plates douglas-mcintyre.com and baskets. The works come from collections of Museums from around the Price: $65.00 world. The text includes excerpts from ISBN/Order No: 1-55365-185-5 ancient Raven myths, poetry, history, stories, Copyright Year: 2006 reflections and interviews.
Audience : General
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Category: Teacher Resource, Student Resource Ravens and Eagles: Haida
Art Curriculum Organizer(s): Yahguudang, Communicating, Acquiring Author(s): Bear, J., Jones, M. Information, Experiencing Creative Works
General Description: Ravens and Eagles is Grade Level: a 26 part documentary series produced by 5 6 7 8 9 10 11 12 Urban Rez productions and directed by Jeff ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Bear and Marianne Jones. This series examines historical and contemporary Haida Supplier: Urban Rez Productions Art, particularly where in Haida society movingimages.ca “ancient art meets contemporary revivalist.” The Ravens and Eagles series explores in Price: Not Applicable detail many aspects of Haida cultural ISBN/Order No: Not Applicable expression, and how the display touches Copyright Years: 2001, 2002, 2003 every aspect of Haida life.
Audience General
Season One: Episode Index Season Two: Episode Index 1: What is Haida Art? 1: Stone Carver 2: Spruce Root Weaver 2: On the Trail of Property Woman 3: Cedar Bark Weaver 3: In Our Blood 4: Argillite Carver 4: Haida Jewellers 5: Carrying on Traditions 5: Naxine Weaver 6: New Masters 6,7: From Hand-to-Hand 7: Portrait of a Mask Maker 8,9: Athlii Gwaii: The Line at Lyell 8: Journey of Song 10,11: The New Collectors: Repatriation 9: Chiefly Possessions 12: Giiahl Galang Stories 10,11: Eagle of the Dawn 13: Defining Haida Art 12: The Paradox of Attrition 13: Yahgu Dang Ang (To Pay Respect)
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Category :Teacher Resource, Student Resource Red: A Haida Manga Curriculum Organizer(s): Author(s): Yahgulanaas, MN Acquiring Information, Experiencing Creative Works
General Description: Written and illustrated Grade Level: by Haida artist Michael Nicoll Yahgulanaas, this is a graphic novel referencing a classic 5 6 7 8 9 10 11 12 ✓ ✓ ✓ Haida narrative about Red, a Haida warrior bent on revenge for his captured sister. In 108 pages of hand painted illustrations, Supplier: Douglas & McIntyre Yahgulanaas combines Haida imagery and Suite 201-2323 Quebec Street Japanese Manga. Vancouver BC Canada B5T 4S7 douglas-mcintyre.com Audience: General Price: $28.95 Caution: Contains nudity and violence ISBN/Order No.:978-1-55365-353-0 Copyright Year: 2009
Category: Teacher Resource, Student Resource
Rediscovery: Ancient Curriculum Organizer(s): Pathways, New Directions Yahguudang, Communicating, Experiencing Creative Works Author(s): Henley, T Grade Level: General Description: A Handbook for the 5 6 7 8 9 10 11 12 internationally renowned Rediscovery ✓ ✓ ✓ ✓ ✓ ✓ program of outdoor activities based on Native traditions, author Thom Henley Supplier: Lone Pine Publishing details the philosophy of the Rediscovery 202A, 1110 Seymour Street program. Included in the book are Vancouver, British Columbia descriptions of over 30 different Rediscovery Canada V6B 3N3 camps internationally, and describes over 130 activities based on the spirit of sharing Price: $24.95 and caring, communicating with other ISBN/Order No.: 9-715510-507734 cultures, and connection with our natural Copyright Year: 1989 environment.
Audience: General
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Residential Schools: The Category: Teacher Resource, Student Resource Stolen Years Curriculum Organizer(s): Author(s): Jaine, L. Yahguudang, Communicating, Experiencing Creative Works General Description: This book contains firsthand accounts of Residential School Grade Level: survivors and their memories of their time in 5 6 7 8 9 10 11 12 the notorious institutions. “The stories in this ✓ ✓ ✓ book are the voices of our community. Each story given, as a gift, is an act of resistance. Supplier: University of Extension Press, 1993 An act of healing. “What has been broken Extension Division, can be healed. What has been stolen can be University of Saskatchewan, reclaimed.”” Saskatoon, Saskatchewan, S7N 0W0,
Audience: General Price: $30.80 ISBN/Order No.: 0-88880-300-1 Caution: Contains details of abuse. Copyright Year: 1993
Category: Teacher Resource, Student Resource Robert Davidson: Eagle Curriculum Organizer(s): Yahguudang, of the Dawn Acquiring Information, Experiencing Creative Works Author(s): Davidson, R. Grade Level: General Description: This book provides a 5 6 7 8 9 10 11 12 comprehensive overview of the work of ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Haida Master Carver Robert Davidson: sculpture in argillite, bronze and wood; Supplier: Douglas & McIntyre paintings; drawings; jewelry and prints. 110 Suite 201-2323 Quebec Street works are illustrated in 50 colour places and Vancouver BC Canada B5T 4S7 60 black-and-white photographs. The text douglas-mcintyre.com includes writings about Davidson from art scholars as well his peers. Price: $50.00
ISBN/Order No.: 1-55054-075-0 Audience: General Copyright Year: 1993
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Category: Teacher Resource, Student Resource Robert Davidson: Haida Curriculum Organizer(s): Yahguudang, Printmaker Experiencing Creative Works
Author(s): Stewart, H Grade Level: 5 6 7 8 9 10 11 12 General Description: Featuring the ✓ ✓ ✓ ✓ ✓ photographs of the silkscreen work of Master Haida carver Robert Davidson, this book Supplier: Douglas & McIntyre provides a biographical examination of the Suite 201-2323 Quebec Street beginning of Davidson’s career as one of the Vancouver BC Canada B5T 4S7 most influential Haida artists of his time. douglas-mcintyre.com Author Hilary Stewart also provides artistic and historical analysis. Price: $59.95 ISBN/Order No.: 0-88894-242-7 Audience : General Copyright Year: 1979
Curriculum Organizer(s): Robert Davidson: The Yahguudang, Experiencing Creative Works
Abstract Edge Grade Level: 5 6 7 8 9 10 11 12 Author(s): Duffek, K; Houle, R. ✓ ✓ ✓
General Description: A thin volume to Supplier: Museum of Anthropology at the accompany a major exhibition by Haida University of British Columbia Master artist Robert Davidson, this book 6393 Memorial Road contains essays by Karen Duffek and Robert Vancouver, BC V6T 1Z2 Houle, an interview with Davidson, and www.moa.ubc.ca description of his pieces in the Exhibition.
Price: $25.00 Audience: General ISBN/Order No.: 0-88865-237-2 Copyright Year: 2004 Category: Teacher Resource, Student Resource
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Robes of Power: Totem Category: Teacher Resource, Student Resource Poles on Cloth Curriculum Organizer(s): Acquiring Information Author(s): Jensen, D, Sargent, P, Ames, M. Grade Level: General Description: Robes is a publication 5 6 7 8 9 10 11 12 catalogue from the University of British ✓ ✓ ✓ Columbia’s Museum of Anthropology’s exhibit of the same name. An oral history Supplier : University of British Columbia Press and explanation of button blankets by the The University of British Columbia Indigenous blanket makers themselves, 2029 West Mall Robes features a photographic record of the Vancouver, BC V6T 1Z2 button makers and their creations showcased 604-822-5959/Fax: 604-822-6083 in the exhibit. www.ubcpress.ca
Audience: General Price: $18.95
ISBN/Order No.: 978-0774802642 Copyright Year: 1986
Curriculum Organizer(s): Sea and Cedar, How the Yahguudang, Experiencing Creative Works
Northwest Coast Indians Lived Grade Level: Author(s): McConkey, L., Tait, D. 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ General Description: An introduction to the homes, implements, clothing, beliefs and Supplier: JJ Douglas Ltd. rituals of the Northwest Coast Indigenous 3345 McKechnie Ave., peoples. Vancouver BC
Audience: General Price: $39.95 ISBN/Order No.: 10-88894-04204 Category: Teacher Resource, Student Copyright Year: 1973 Resource
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Sea Otter Chiefs Curriculum Organizer(s): Acquiring Information Author(s): Robinson, M.P Grade Level: General Description: An in depth 5 6 7 8 9 10 11 12 examination into the roles and lives of three ✓ ✓ ✓ powerful chiefs of the Northwest Coast at the time of contact: Maquinna, Nuu-chah-nulth; Supplier: Bayeux Arts Incorporated Legaik, Tsimshian, and Cuneah, Haida 119 Stratton Crescent SW Chief. Calgary AB, Canada T3H1T7
Audience: General Price: $30.00 ISBN/Order No. 1-896209-18-1 Category: Teacher Resource, Student Copyright Year: 1996 Resource
Curriculum Organizer(s): Secret of the Dance Acquiring Information, Experiencing Creative Works
Authors: Spalding, A and Scow, A. Grade Level: General Description: This picture book tells 5 6 7 8 9 10 11 12 the story of the Potlatch Ban through the eyes ✓ ✓ ✓ of a young Kwakwaka'wakw boy. The Kwakwaka’wakw peoples are from mid- Supplier: Orca Books Coast British Columbia to mid-Vancouver Box 5626, Station B Island. Victoria, BC V8R 6S4 www.orcabook.com Audience: General 1-800-210-5227 fax: 1-877-408-1551
Category: Teacher Resource, Student Price: $19.95 Resource ISBN/Order No.: 1-55143-396-6 Copyright Year: 2006
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Shells & Shellfish of the Curriculum Organizer(s): Pacific Northwest Yahguudang, Acquiring Information
Author(s): Harbo, R. Grade Level: 5 6 7 8 9 10 11 12 General Description: A field guide to all the ✓ ✓ ✓ ✓ different species of mollusk species present in the Pacific Northwest. Supplier: Harbour Publishing PO Box 219 Audience: General Madeira Park, BC Canada V0N2H0 Tel: (604) 883-2730 Toll-free order Category: Teacher Resource, Student line: 1-800-667-2988 Resource Fax: (604) 883-9451 Toll free fax line: 1-877-604-9449 www.harbourpublishing.com
Price: $25.95 ISBN/Order No. : 1-55017-146-1 Copyright Year: 1997, 2001
Curriculum Organizer(s): SHIP Elders Yahguudang, Acquiring Information, Communicating Author(s): SHIP Elders Grade Level: General Description: The Skidegate Haida 5 6 7 8 9 10 11 12 Immersion Program (SHIP) operates in ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Skidegate, Haida Gwaii, where the Haida speakers get together to teach and preserve Supplier: S.H.I.P. Skidegate Haida language. The Elders attend PO Box 1235, Skidegate, Haida Gwaii SHIP 5 days a week, 10 months a year. V0T 1S1 250-559-9073 Audience: General [email protected]
Category: Teacher Resource, Student Price: Not Applicable Resource ISBN/Order No. : Not Applicable Copyright Year: 1997, 2001
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Category: Teacher Resource, Student Resource
SHIP Haida Gwaii Place Curriculum Organizer(s): Yahguudang, Communicating, Acquiring Names Map Information
General Description: In partnership with Grade Level: the Gwaii Haanas National Park Reserve, 5 6 7 8 9 10 11 12 National Marine Conservation Reserve and ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Haida Heritage Site (Gwaii Haanas), the Skidegate Haida Immersion Program has Supplier: S.H.I.P. undertaken an extensive mapping project PO Box 1235, Skidegate, Haida Gwaii encompassing all areas of Haida Gwaii. This V0T 1S1 unique collaboration has resulted in the 250-559-9073 mapping of over a thousand place names [email protected] covering the Gwaii Haanas region, West and East Coast, as well as Northern areas of Price: Not Applicable Haida Gwaii. ISBN/Order No: In development Copyright Year: On-going Audience: General
Siinxii Ganguu – Sounding Category: Teacher Resource, Student Resource
Gambling Sticks DVD Curriculum Organizer(s): Yahguudang, Communicating, Experiencing Author(s): K’alts’idaa K’ah Creative Works
General Description: Siinxii Ganguu – Grade Level: Sounding Gambling Sticks is a play 5 6 7 8 9 10 11 12 conducted entirely in the Haida Language, ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ adapted from the Haida story recorded in John R. Swanton’s Texts of the same name, Supplier: K’altsi’daa K’ah Productions and performed in 2008 and produced by PO Box 855 K’alts’idaa K’ah, Laughing Crow Massett Haida Gwaii Productions. This is a DVD of the V0T1M0 performance at the Haida Heritage Centre at Kay ‘Llnagaay in August 2008. A local cast Price: $20.00 of actors representing a range of characters, ISSN/Order No: Not Applicable elaborate masks and regalia, and new songs Copyright Year: 2010 composed specifically for this production are all featured in this 45-minute DVD.
Audience: General
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Sk’adaga Leeyga: Stephen Category: Teacher Resource, Student Resource Brown’s Xaad Kil Tape Collection Curriculum Organizer(s): Yahguudang, Communicating, Acquiring Author(s): Brown, S. Information
General Description: Over his many years Grade Level: as a Haida language teacher in Old Massett, 5 6 7 8 9 10 11 12 Elder and fluent Haida speaker Stephen ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Brown recorded Haida language lessons in his home, totaling 25 60-90 minute lessons. Supplier: Xaad Kihlga Hl Suu.u His main focus was that the lessons came PO Box 543 from the Haida worldview and then Old Massett, Haida Gwaii translated into English, not the other way p. 250-626-3310 around. Tsinii Stephen left us in 2012, but his legacy of teaching lives on in this tape Price: Not Applicable collection. The collection has been digitized ISBN/Order No: Not Applicable as well by Xaad Kihlgaa Hl Suu.u. Copyright Year: Not Applicable
Audience: General
Curriculum Organizer(s): Skidegate Haida Language Communicating, Acquiring Information App Grade Level: General Description: The Skidegate Haida 5 6 7 8 9 10 11 12 Language app is a media-rich ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ bilingual dictionary and phrase collection comprised of words and phrases archived at Supplier: SHIP/iTunes the online Aboriginal language database PO Box 1235, FirstVoices.com. Word and phrase Skidegate, Haida Gwaii definitions are illustrated with audio V0T 1S1 phone: 250-559-9073 recordings, images and videos. [email protected]
Audience: General Price: Not Applicable ISBN/Order Number: Not Applicable Category: Teacher and Student Resource Copyright Year: Not Applicable
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Solitary Raven: The Category: Teacher Resource, Student Resource Essential Writings of Bill Reid Curriculum Organizer(s): Author(s): Bringhurst, R.; Reid, M. Yahguudang, Experiencing Creative Works
General Description: Containing the Grade Level: writings of the late Haida master carver Bill 5 6 7 8 9 10 11 12 Reid, this book also includes a commentary ✓ ✓ ✓ and notes by editor Robert Bringhurst and an afterward by Martine Reid. Also contains Supplier: Douglas & McIntyre pictures of Bill Reid’s artwork and personal Suite 201-2323 Quebec Street photos of him around Haida Gwaii and with Vancouver BC Canada B5T 4S7 his art. 2000, 2009. www.dmibooks.com
Audience: General Price: $24.95 ISBN/Order No: 978-1-55365-448-3 Copyright Year: 2000, 2009
Category: Teacher Resource, Student Resource
Songs of Haida Gwaii: A Curriculum Organizer(s): Legacy for the New Millennium Yahguudang, Experiencing Creative Works
Author(s): Haida Gwaii Singers Society Grade Level: 5 6 7 8 9 10 11 12 General Description: Presented by the ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Haida Gwaii Singers Society, this six disk anthology contains songs from archival Supplier: Haida Gwaii Singers Society collections, as well as the Haida Gwaii www.haidagwaiisingers.ca Singers production of Haida songs. New and ancient songs are included in this valuable Price: $150.00 musical collection, and also historical ISSN/Order No: 978-0-9809416-1-6 information and Haida protocol about each Copyright Year: 2008 song.
Audience: General
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Spruceroot Basketry of Curriculum Organizer(s): the Haida and Tlingit Yahguudang, Acquiring Information, Experiencing Creative Works Author(s): Busby, S Grade Level: General Description: This volume provides 5 6 7 8 9 10 11 12 photos and ethnographic analysis of ✓ ✓ ✓ ✓ ✓ spruceroot basketry of the Haida and Tlingit Nations. Written by Sharon Busby, Supplier: University of Washington Press photographs by Ron Reeder, and illustrations Marquand Books, Inc., Seattle, by Margaret Davidson. PO Box 50096 Seattle, WA 98145-5096 Audience: General Price: $55.00 Category: Teacher Resource, Student ISBN/Order No:– 0-295-98317-5 Resource Copyright Year: 2003
Category: Teacher Resource, Student Resource SpruceRoots Magazine Curriculum Organizer(s): Author(s): Gowgaia Institute Yahguudang, Acquiring Information, Experiencing Creative Works General Description: Published on Haida Gwaii by the Gowgaia Institute, this Grade Level: magazine covers issues that affect Haida and 5 6 7 8 9 10 11 12 non-Haida on island, including logging, ✓ ✓ ✓ ✓ ✓ Indigenous rights, and local government. Includes articles, photographs of places, Supplier: Gowgaia Institute people, and has featured a Speakers Series of PO Box 638 Queen Charlotte knowledgeable people about Haida Gwaii. Haida Gwaii, Canada V0T1S0 Has also featured Comix by artist Michael p.250-559-8068 Nicoll Yahgulanaas. www.spruceroots.org
Audience: General Price: Not Applicable ISBN/Order No.: Not Applicable Copyright Year: Not Applicable
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Category: Teacher Resource, Student Resource That Which Makes Us Haida: The Haida Language Curriculum Organizer(s): Yahguudang, Acquiring Information, Author(s): Steedman, S; Collison, N. Experiencing Creative Works
General Description: A hard cover book Grade Level: with a CD insert honouring the Haida 5 6 7 8 9 10 11 12 language, featuring portraits and interviews ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ of Haida Elder Fluent Speakers who work to keep their language alive in their Haida Supplier: Haida Gwaii Museum Press communities in Alaska and Haida Gwaii. Haida Heritage Centre at Kay Llnagaay Included also is testimony of language Skidegate, Haida Gwaii learners and descriptions of language V0T1S1 learning initiatives in Haida communities. phone (250) 559-7885 The CD insert includes language lessons and fax (250) 559-7886 songs in both Xaayda Kil and Xaad Kil. [email protected]
Audience: General Price: $50.00 ISBN/Order No: 978-0-920651-32-2 Copyright Year: 2011
Curriculum Organizer(s): The Black Canoe: Bill Yahguudang, Experiencing Creative Works
Reid and the Spirit of Haida Grade Level: Gwaii 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ Author(s): Bringhurst, R. Supplier: Douglas & McIntyre General Description: Written by Robert 1615 Venables Street Bringhurst with photos by Ulli Steltzer and Vancouver BC Canada V5L 2H1 centered around Bill Reid’s quintessential www.douglas-mcintyre.com creation “The Black Canoe,” this book provides analysis of Haida history and Price: $39.95 artistic expression. ISBN/Order No.: 1-55054-03708
Copyright Year: 1991 Audience: General
Category: Teacher Resource, Student Resource
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Category: Teacher Resource, Student Resource The Canoe He Called Loo Curriculum Organizer(s): Taas Yahguudang, Experiencing Creative Works
Author(s): Reid-Stevens, Amanda Grade Level:
5 6 7 8 9 10 11 12 General Description: Illustrated by Michael ✓ ✓ ✓ ✓ ✓ ✓ Nicoll Yaghulanaas, this story about Loo Taas (‘Wave Eater’), the 50-foot canoe designed by Master Haida artist Bill Reid Supplier: Haida Heritage Centre and carved by members of the Haida at Kay Llnagaay community. Skidegate, Haida Gwaii V0T1S1 Audience: General phone (250) 559-7885 fax (250) 559-7886 [email protected]
Price: $16.99 ISBN: 978-09782-5536-7 Copyright Year: 2010
The Queen Charlotte Category: Teacher Resource, Student Resource Islands Volume 1: 1774-1966 Curriculum Organizer(s): Author(s): Dalzell, K Yahguudang, Acquiring Information
General Description: Written by island Grade Level: resident Kathleen Dalzell, this is an extensive 5 6 7 8 9 10 11 12 examination of the historical written record ✓ ✓ ✓ ✓ and lived experience on Haida Gwaii from 1774 to 1966. Including pictures of people Supplier: Harbour Publishing and place as well as a map, Dalzell utilized PO Box 219 multiple historical references as well as oral Madeira Park, BC Canada V0N2H0 accounts from settlers and oral history from Tel: (604) 883-2730 Haida Chief Weah, William Matthews. Toll-free order line: 1-800-667-2988 Although there are stories of Haida history Fax: (604) 883-9451 and place names, the focus is on the settler Toll free fax line: 1-877-604-9449 experience on Haida Gwaii. www.harbourpublishing.com
Audience: General Price: $19.95 ISBN/Order No: 1-55017-312-1 Copyright Year: 1989
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The Queen Charlotte Category: Teacher Resource, Student Resource Islands Volume 2: Places and Curriculum Organizer(s): Names Yahguudang, Acquiring Information
Author(s): Dalzell, K. Grade Level: 5 6 7 8 9 10 11 12 General Description: Volume 2 in Dalzell’s ✓ ✓ ✓ ✓ ✓ ✓ trilogy on Haida Gwaii, this book is an extensive examination of Place names and history on Haida Gwaii. Including detailed Supplier: Harbour Publishing map excerpts and pictures of places, Dalzell PO Box 219 utilizes multiple historical references as well Madeira Park, BC Canada V0N2H0 as a wealth of maps drawn by Charlie Smith Tel: (604) 883-2730 in the early 20th century, who based his work Toll-free order line: 1-800-667-2988 on Dr. Charles Newcombe’s research and Fax: (604) 883-9451 consulted with many Haida knowledge Toll free fax line: 1-877-604-9449 keepers including John Marks and his family. www.harbourpublishing.com Although there are stories of Haida history and place names, the focus is on the settler Price: $19.95 experience on Haida Gwaii. ISBN/Order No: 1-55017-011-2 Copyright Year: 1989 Audience: General
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
The Queen Charlotte Category: Teacher Resource, Student Resource Islands Volume 3: The Beloved Curriculum Organizer(s): Island Yahguudang
Author(s): Dalzell, K Grade Level: 5 6 7 8 9 10 11 12 General Description: In her third book ✓ ✓ ✓ ✓ ✓ ✓ about Haida Gwaii, Kathleen Dalzell tells the story about her parents, “free-spirited pioneers who risked everything to settle on Supplier: Harbour Publishing the islands they loved.” PO Box 219 Madeira Park, BC Canada V0N2H0 Audience: General Tel: (604) 883-2730 Toll-free order line: 1-800-667-2988 Fax: (604) 883-9451 Toll free fax line: 1-877-604-9449 www.harbourpublishing.com
Price: $26.95 ISBN/Order No: 1-55017-008-2 Copyright Year: 1989
Category: Teacher Resource, Student Resource
The Raven Steals the Curriculum Organizer(s): Light Experience Creative Works
Grade Level: Author(s): Bringhurst, R., Reid, Bill 5 6 7 8 9 10 11 12
✓ ✓ ✓ ✓ General Description: Canadian poet Robert Bringhurst narrates this Haida creation story about Raven with illustrations by Haida artist Supplier: Douglas & McIntyre Bill Reid. (1984) 1615 Venables Street Vancouver BC Canada V5L 2H1 Audience: General www.douglas-mcintyre.com
Price: $14.95 ISBN/Order No.: 0-88894-447-0 Copyright Year: 1984
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They Called Me Number Category: Teacher Resource, Student Resource One: Secrets and Survival at an Curriculum Organizer(s): Indian Residential School Yahguudang, Acquiring Information
Author(s): Sellers, B. Grade Level: 5 6 7 8 9 10 11 12 General Description: A first person account ✓ ✓ ✓ by Residential School Survivor Bev Sellers, a detailed description of the Residential School experience in British Columbia, Supplier: Talonbooks including the reverberating effects of PO Box 2076, attending the institutions. Vancouver, British Columbia Canada V6B 3S3 Audience: General www.talonbooks.com
Caution: Sensitive subject matter such as Price: $19.95 detailing of abusive experience at the ISBN/Order No.: 978-0-88922-741-5 schools, also description of alcohol and drug Copyright Year: 2013 abuse.
Category: Teacher Resource, Student Resource The Last Voyage of the Black Ship Curriculum Organizer(s): Yahguudang, Experience Creative Works Author(s): Yahgulanaas, MN Grade Level: General Description: Written and illustrated 5 6 7 8 9 10 11 12 by Haida artist Michael Nicoll Yaghulanaas, ✓ ✓ ✓ ✓ this Haida Manga comic book tells a story of a strange visitor stranded on Earth; and a Supplier: Western Canada Wilderness Haida woman, a supernatural being, and a Committee & Tales of Raven young blue bear who team up to help save 227 Abbott Street, Vancouver, BC the ancient rainforests of Haida Gwaii. V6B 2K7, Canada 1-800-661-9543 Audience: General www.wildernesscommittee.org
Price: $20.00 ISBN/Order No: 1-895123-15-1 Copyright Year: 2002
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Curriculum Organizer(s) : Yahguudang, Experiencing Creative Works This is Haida Grade Level: Author(s): Carter, A. 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ General Description: A photographic account of people and places on Haida Supplier: Agency Press Ltd. Gwaii. Vancouver, BC
Audience: General Price: $10.00 ISBN/Order No.: Not Applicable Category: Teacher Resource, Student Copyright Year: 1968, 1971 Resource
Category: Teacher Resource, Student Resource
Those Born at Koona: Curriculum Organizer(s): The Totem Poles at the Haida Yahguudang, Experience Creative Works Village Skedans, Queen Charlotte Islands Grade Level: 5 6 7 8 9 10 11 12
✓ ✓ ✓ Author(s): Smyly, J and C.
General Description: Those Born at Koona Supplier: Hancock House Publishing provides detailed photos of the Southern #10 Orwell Street, Haida Village Skedans, with village and North Vancouver, BC house explanation, illustrations and analysis. Canada V7J 3K1
Audience: General Price: $9.95 ISBN/Order No.: 0-88839-101-3 Copyright Year: 1981 (fifth printing)
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Thought and Language Category: Teacher Resource, Student Resource
Author(s): Vygotsky, L. Curriculum Organizer(s): Communicating, Acquiring Information General Description: Translated into English in 1962, Thought and Language has Grade Level: become quintessential resource on language 5 6 7 8 9 10 11 12 and cognitive science. In this highly original ✓ ✓ exploration of human mental development, Vygotsky analyzes the relationship between Supplier: MIT Press words and consciousness, arguing that Massachusetts Institute of Technology speech is social in its origins and that only as Cambridge, Mass 02142 children develop does it become internalized http://mitpress.mit.edu verbal thought. Price: $45.00 Audience: General ISBN/Order No.: 9-780262720106 Copyright Year: 1962
Category: Teacher Resource, Student Resource Tluuwaay ‘Waadluxan: Curriculum Organizer(s): Mathematical Adventures Yahguudang, Acquiring Information
Author(s): School District No. 50 Haida Grade Level: Gwaii 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ General Description: Written as a companion to Gina ‘Waadluxan Tluu: the Supplier: School District No. 50 Haida Gwaii Everything Canoe (2010), Tluuwaay rd ‘Waadluxan is designed to expand awareness 107 3 Avenue PO Box 69 and relationship with the land, sea and sky, Queen Charlotte, BC V0T1S0 and transform possibilities for teaching and Phone:(250)559-8471 learning mathematics. With emphasis on Toll free: (BC) 1-888-771-3131 Haida ways of knowing and being, this Fax: (250) 559-8849 resource weaves mathematics through Haida culture, stories and monumental Price: Not Applicable achievements. ISBN/Order No: 978-0-88865-398-7 Copyright Year: 2010 Audience: General
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Category: Teacher Resource, Student Resource Tluu Xaadaa Naay Curriculum Organizer(s): Songbook Yahguudang, Acquiring Information, Experiencing Creative Works Author(s): Tluu Xaadaa Naay Society and Xaad Kihlga Hl Suu.u Grade Level 5 6 7 8 9 10 11 12 General Description: Composed by ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ the Tluu Xaadaa Naay Society and the Xaad Kihlga Hl Suu.u Society, this songbook Supplier: Tluu Xaadaa Naay Society contains 50 transcribed Haida songs in Christian and Candace White Northern Masset Haida. Each song is written [email protected] in the modern Xaad Kil orthography, credited to the song composer, owner and Price: Not Applicable clan (when that information is known), and is ISBN/Order No.: Not Applicable accompanied by an English Copyright Year: 2010 translation. Some songs contain comments with information of note, as well.
Audience: General
Category: Teacher Resource, Student Resource Totem Poles According to Curriculum Organizer(s): Location (1883-1969) Yahguudang, Experiencing Creative Works
Author(s): Barbeau, M. Grade Level: 5 6 7 8 9 10 11 12 General Description: With a forward by ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ George F. MacDonald, this volume contains over 450 photographic illustrations and analysis of totem pole on the Northwest Supplier: Canadian Museum of Civilization Coast, with a focus on many Haida poles. 100 Laurier Street Gatineau, Quebec K1A0M8 Audience: General Tel: 1-800-555-5621
Price: $40.00 ISBN/Order No. 978-0660129037 Copyright Year: 1991
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Category: Teacher Resource, Student Resource
Totems to Turquoise: Curriculum Organizer(s): Native North American Jewelry Yahguudang, Acquiring Information Arts of the Northwest and Grade Level: Southwest 5 6 7 8 9 10 11 12
✓ ✓ ✓ ✓ ✓ Author(s): Chalker, K; Dubin L.S.; Whiteley, P.M.; Hart, J, Reid, M. Supplier: American Museum of Natural History General Description: This book contains Harry N. Abrams, Inc. photos and portraits of 39 jewellers from the 100 Fifth Avenue Northwest and Southwest Indigenous New York, N.Y. 10011 Nations, and originally accompanied an www.abramsbooks.com exhibition at the American Museum of Natural History in New York. Supporting Price: $27.95 chapters and essays by the editors, as well as ISBN/Order No.: 0-8109-9186-1 noted Haida artist Jim Hart and Copyright Year: 2004 anthropologist Martine Reid, discuss how the cultures continue to communicate beliefs and traditions through visual adornment.
Audience: General
Curriculum Organizer(s): TPR Teacher Kit Yahguudang, Communicating, Acquiring Information Author(s): Grade Level: General Description: This is a kit for 5 6 7 8 9 10 11 12 teachers with instruction to teach the “Total ✓ ✓ ✓ ✓ ✓ ✓ Physical Response” (“TPR”) method of teaching a second language. Complimentary Supplier: Sky Oaks Productions, Inc. lessons include: “The Home,” “Cartoon TPR World Headquarters Stories for Year 1”, “Cartoon stories for Year PO Box 1102 2”, “The Office,” “The Beach,” “The Los Gatos, CA 95031 Picnic,” and “The Kitchen.” p 408-395-7600, f. 408-395-8440 [email protected] Audience: General Price: Not Applicable Category: Teacher Resource, Order No./ISBN: Not Applicable Copyright Year: Not Applicable
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Understanding Northwest Curriculum Organizer(s): Coast Art: A Guide to Crests, Yahguudang, Acquiring Information
Beings, and Symbols Grade Level: 5 6 7 8 9 10 11 12 Author: Shearar, C. ✓ ✓ ✓
General Description: This resource features an analysis of Northwest Coast expression of Supplier: Douglas & McIntyre culture; the symbolism and meaning behind Suite 201-2323 Quebec Street crests and other elements of Northwest Coast Vancouver BC Canada Art. B5T 4S7 www.douglas-mcintyre.com Audience: General Price: $22.95 Category: Teacher Resource, Student ISBN/Order No.: 978-1-55054-782-5 Resource Copyright Year: 2000
Curriculum Organizer(s): Yahguudang, Communicating, Experiencing Vern Williams Jr. Creative Works Haida Songs Grade Level: Author: Williams, V. 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ General Description: A CD containing 14 songs composed by Old Massett singer and Supplier: Vern Williams Jr., song composer Sgaalanglaay, Vern Williams Old Massett, Haida Gwaii V0T 1M0 Jr. [email protected]
Audience: General Price: $30.00 ISBN/Order No: Not available Category: Teacher Resource, Student Copyright Year: 2005 – 2014 Resource
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Voices from the Talking Curriculum Organizer(s): Stick Yahguudang, Communicating, Acquiring Information Author(s): Davidson, R., Yeltatzie, J., Morrison, W. Grade Level: 5 6 7 8 9 10 11 12 General Description: A positive and ✓ ✓ ✓ revealing story of the past, present and future told by the Haida people. Narration by Supplier: Haida Heritage Centre Robert Davidson, John Yeltatzie, and at Kay Llnagaay Woodrow Morrison. 21 minute Skidegate, Haida Gwaii V0T1S1 documentary. ph (250) 559-7885 fax (250) 559-7886
[email protected] Audience: General
Price: Not Applicable Category: Teacher Resource, Student Order no./ISBN: Not Applicable Resource Copyright Year: 2009
Category: Teacher Resource
Xaad Kil Curriculum – Curriculum Organizer(s): Chief Matthews School Yahguudang, Communicating, Acquiring Information, Experiencing Creative Works
Author(s): Bell, R., Ignace, M. Grade Level:
General Description: Written by Dr. 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ Marianne Ignace (SFU) and Xaad Kil teacher Rhonda Bell with the assistance of Old Massett Elders for Chief Matthews School, Supplier: Chief Matthews School this comprehensive Northern Xaad Kil 348 Eagle Avenue PO Box 6 curriculum contains the following: Nursery– Massett, Haida Gwaii Kindergarten, 176 pages, accompanied by (250)626-5620 f: (250) 626-5630 audio recordings (2008); Grades One-Two, 186 pages, accompanied by audio recordings Price: Not Applicable (2009); Grades Three-Four, 201 pages, ISBN/Order No: Not Applicable accompanied by audio recordings. Copyright Years: 2008, 2009, 2011
Audience: General
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Category: Teacher Resource, Student Resource
Xaad Kil Kihlgaa Hl Suu.u Curriculum Organizer(s): Yahguudang, Communicating, Acquiring Book Project Information
Author(s): Xaad Kihlga Hl Suu.u Grade Level: 5 6 7 8 9 10 11 12 General Description: A series of children’s ✓ ✓ ✓ ✓ ✓ ✓ picture books detailing different subjects in
Xaad Kil created by the Xaad Kihlgaa Hl Supplier: Xaad Kihlga Hl Suu.u Suu.u Society in partnership Xaad Kil PO Box 543 GwaayganGee, the Haida Language Nest Old Massett, Haida Gwaii Program in Old Massett between 2006 and 250-626-3310 2013. Most books are accompanied by audio
CDs of Elders speaking the Haida in the Price: $15.00 – $25.00 books. ISBN/Order No.: Not Applicable Audience: General Copyright Years: 2001-2014 Book titles to date: Title Xaayda Kil Translation in English Xaad Kil Gwaaygangee t’alang ijanggang We Go to Haida Language Nest Gyaa’aanglang Totem Poles Sangee The Weather Ga xujuu Baby Book 2008 Gaa Xaadlaa Old Massett Babies 2013 Tiihla and Skinhla Go to Bed and Get up Xaadas Gaanee Haida Berries Gin ‘wadluwaan t’alang A Haida Counting Book k’waayandaa.asang Amelia.uu iijang I am Amelia Gin ‘waadluwaan gan hl kulaagang I Look After Lots of Things Dii gwaaygangGee.uu Iijang Family Book Project: 12 families who attended Xaad Kil Gwaaygangee had personalized books made describing their families. Haida Treasures in the U.K.
Also available are unpublished Xaad Kil stories: Xaad Kil title English Title/meaning St’iitga kamala The Story of Yaanii Kuuga Taaw The Tow Hill Story K’uhl Ts’iiyang ‘Iiwaans The Big Spider Taaw Aw Bear Mother Dak’dak’diiya Hummingbird Yaahl Raven Tsiin iihlingaa Salmon Prince Xediit ‘iiwaans Giant Bird Xaad Kil k’aalang.gang Haida Alphabet
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Curriculum Organizer(s): Yahguudang, Xaad Kil Kihlgaa Hl Suu.u Communicating, Acquiring Information, Multimedia Project Experiencing Creative Works
Author(s): Xaad Kihlga Hl Su.u Society Grade Level: 5 6 7 8 9 10 11 12 General Description: A series of multi- ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ media covering different subjects in Xaad Kil, Massett Haida, created by the Xaad Supplier: Xaad Kihlga Hl Suu.u Kihlgaa Hl Suu.u Society, of Old Massett PO Box 543 between 2006 and 2013. Old Massett, Haida Gwaii 250-626-3310 Audience: General Price: Free – 25.00 Category: Teacher Resource, Student ISBN/Order No.: Not Applicable Resource Copyright Years: 2007-2014
Xaad Kil multi-media learning tools available from XKHS:
Title Author/Date Media Type We are going to North Beach Christian White, 2007 Keynote presentation Haida Treasures and Gertie Keynote presentation White Lucy Bell, 2007 Saandlaan Laas, Morning Keynote presentation Routine Jay Bellis, 2007 Hluu, Body Karen Church, 2007 Keynote presentation Xaad Kilaa.uu iija Karen Church, 2007 Keynote presentation The Lord’s Prayer Monica Brown, 2007 Keynote presentation Candace and Christian White, 2007 Keynote presentation Forest Game XKHS, 2007 Game/Manipulative Zingo XKHS, 2006 Game/Manipulative Go Fish XKHS, 2006 Game/Manipulative Snakes and Ladders XKHS, 2006 Game/Manipulative Haida Spirit Stories of the Sea http://www.museevirtuel- Online resource virtualmuseum.ca/edu Xaad Kil Gwaaygangee VHS XKG,2004-2008 recordings VHS tape XKHS Vocabulary CDs 2006-2012 Digital CDs or mp3 files Adiitsii Kil/Forest talk videos Autonomous Productions / XKHS, 2009 DVD Our World Xaad Kil videos 2010 DVD Conversational Xaad Kil App SFU/XKHS,2014 Online application
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Xa’aydas Category: Teacher Resource Daguyigaay/Xa’adas Dagwi.igee Curriculum Organizer(s): Yahguudang, – Spirit of the People Communicating, Acquiring Information
Author(s): Kelly, J. Grade Level: 5 6 7 8 9 10 11 12 General Description: Written in ✓ ✓ ✓ ✓ ✓ collaboration with the community of Haida speakers, learners, and educators by Haida Supplier: School District No. 50 Haida Gwaii linguist Dr. John Kelly and a team of 107 3rd Avenue PO Box 69 curriculum builders, this Haida Language Queen Charlotte, BC, V0T1S0 curriculum is activity based, elder driven, Tel: (250)559-8471 and student centered. It is highly Toll free: (BC) 1-888-771-3131 recommended that an Elder be present in Fax: (250) 559-8849 class while these curricular activities are used in the classroom. Developed for both Price: Not Applicable Massett (Xaad Kil) and Skidegate (Xaayda ISBN/Order No.: Not Applicable Kil) Dialects. Copyright Year: 1997
Audience: General
Category: Teacher Resource
Yakoun: River of Life Curriculum Organizer(s): Yahguudang, Acquiring Information Author(s): Council of the Haida Nation Grade Level: General Description: A publication by the 5 6 7 8 9 10 11 12 Council of the Haida Nation to honour the ✓ ✓ ✓ Yakoun River on Haida Gwaii, complete with Haida stories about the Yakoun by Supplier: Haida Heritage Centre Haida Elders and other knowledgeable at Kay Llnagaay people, with an emphasis on the resource use Skidegate, Haida Gwaii V0T1S1 and dependence by the Haida from this ph (250) 559-7885 fax (250) 559-7886 River. A response by the Haida people and [email protected] other concerned citizens to the possible Gold mine to be put on the Yakoun in the late Price: $9.95 1980s early 1990s. ISBN/Order No.: 0-9694402-0-0 Copyright Year: 1990 Audience: General
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APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Additional Resources
Art of the Northwest Coast Indians, Robert Bruce Inverarity, University of California Press, 1950
Artifacts of the Northwest Coast Indians, Written & Illustrated By Hilary Stewart, 1973Hancock House Publishers
Carving Totem Poles & Masks, By Alan & Gill Bridgewater, Sterling Publishing Company Inc., 1991
Cultures of the North Pacific Coast, By, Philip Drucker, Chandler Publishing Company, Scranton, Pennsylvania, 1965
Down from the Shimmering Sky – Masks of the Northwest Coast – Peter Macnair, Robert Joseph, Bruce Grenville, Vancouver Art Gallery, Douglas & McIntyre, 1998
Indian Art Traditions of the Northwest Coast, Edited by Roy L. Carlson, Department of Archaeology, SFU, 1976
Indians at Work, An Informal History of Native Labour in BC 1858-1930 By Rolf Knight, New Star Books Ltd. Vancouver, BC 1978
Mythic Beings – Spirit Art of the Northwest Coast, By, Gary Wyatt, Douglas & McIntyre, 1999
Myths and Legends of the Pacific Northwest, Selected by Katharine Berry Judson, Introduction By Jay Miller, University of Nebraska Press – Lincoln & London 1997
Native American Architecture, By Peter Nabokov, Robert Easton, Oxford University Press, 1989
North Coast Indian Graphics, An Introduction to Silk Screen Prints, By Edwin S Hall Jr. Margaret B. Blackman, Vincent Rickard, Douglas & McIntyre, 1981
Our Chiefs and Elders – Words and Photographs of Native Leaders, By David Neel, UBC Press 1992
Out of the Silence – Photographs by Adelaide DeMenil, Text By William Reid, Harper & Row Publishers, New York, 1971
People of the Totem, The Indians of the Pacific Northwest, Text by Norman Bancroft- Hunt, Photos by Werner Forman, Peter Bedrick Books – New York, 1989
B-79
APPENDIX B: XAAYDA KIL / XAAD KIL RESOURCES
Rainforest – Ancient Realm of the Pacific Northwest, Graham Osborne, Text by Wade Davis, Greystone Books, Douglas & McIntyre, 1998
Spirits of the Water, Native Art Collected on Expeditions to Alaska and British Columbia 1774-1910, Edited by Steven C. Brown, University of Washington, Douglas & McIntyre 2000
Totem Poles, An Illustrated Guide By Marjorie M. Halpin, UBC Press 1983
The Haida & Inuit: People of Seasons, By Heather Smith Siska, Douglas & McIntyre, 1984
The Legacy, Tradition and Innovation in Northwest Coast Indian Art, By Peter L Macnair, Alan L. Hoover, Kevin Neary, Royal British Columbia Museum, Douglas & McIntyre, 1984
Where the People Gather, Carving a Totem Pole, By Vicki Jensen, Douglas & McIntyre, 1992
Wisdom of the Elders, Native Traditions on the Northwest Coast, By Ruth Kirk, Douglas & McIntyre, 1986
B-80
APPENDIX C Assessment and Evaluation
APPENDIX C: ASSESSMENT AND EVALUATION
INTRODUCTION When teachers and students see evaluation as an opportunity to promote After a general discussion of assessment and learning rather than as a final judgment, evaluation, this appendix uses sample it shows learners their strengths and evaluation plans to show how activities, suggests how they can develop further. assessment, and evaluation might come together in a particular Xaayda Kil/Xaad Kil Students can use this information to redirect program. Prescribed learning outcomes, efforts, make plans, and establish future expressed in observable terms, provide the learning goals. Evaluation may take basis for the development of learning different forms, depending on the purpose. activities, and for assessment and evaluation strategies. • Criterion-referenced evaluation should be used to evaluate student performance These samples show how teachers might in classrooms. Evaluation is referenced structure a unit. These topics and activities to criteria based on learning outcomes are ideas only. Teachers can adapt them described under the curriculum according to their teaching situations. organizers for the target language. The criteria reflect a student's performance
based on specific learning activities. COMMUNICATIVE ASSESSMENT AND When a student's program is EVALUATION substantially modified, evaluation may Assessment is the systematic gathering of be referenced to individual goals. These information about what students know, what modifications are recorded in an Individual Education Plan (IEP). they are able to do, and what they are working toward. Communicative assessment tools include practice assignments, quizzes, • Norm-referenced evaluation is used for samples of student work, pencil-and-paper large-scale assessments; it is not to be tests, projects, and oral and written reports. used for classroom assessment. A Assessment methods include observation, classroom does not provide a large student self- and peer assessments, holistic enough reference group for a norm- rating scales, performance reviews, and referenced evaluation system. Norm- portfolio assessments. referenced evaluation compares student achievement to that of others rather than Teachers evaluate student performance from comparing how well a student meets the criteria of a specified set of outcomes. the information collected through assessment activities. Teachers use their insight, knowledge about learning, and CRITERION-REFERENCED EVALUATION experience with students, along with specific criteria they establish, to make judgments In criterion-referenced evaluation, a about student performance in relation to student's performance is compared to prescribed learning outcomes. established criteria rather than to the performance of other students. Evaluation Students benefit most when teachers provide referenced to a curriculum requires that evaluation on a regular, ongoing basis. criteria be established based on the learning
C-3 APPENDIX C: ASSESSMENT AND EVALUATION outcomes listed under the curriculum sets) are three ways teachers can evaluate organizers for the subject. student performance using criteria. Samples of student performance should Criteria are the basis of evaluating student reflect learning outcomes and identified progress; they identify the critical aspects of criteria. The samples clarify and make a performance or product that describe in explicit the link between evaluation and specific terms what is involved in meeting learning outcomes, criteria, and assessment. the learning outcomes. Teachers can use Where a student's performance is not a criteria to evaluate student performance in product, and therefore not reproducible, relation to learning outcomes. For example, teachers should provide a description of the weighting criteria, using rating scales, or performance sample. developing performance rubrics (reference
Criterion-referenced evaluation may be based on these steps:
Step 1 Identify the expected learning outcomes (as stated in the Integrated Resource Package).
Step 2 Identify the key learning objectives for instruction and learning.
Step 3 Establish and set criteria. Involve students, when appropriate, in establishing criteria.
Step 4 Plan learning activities that will help students gain the knowledge or skills outlined in the criteria.
Step 5 Prior to the learning activity, inform students of the criteria against which their work will be evaluated.
Step 6 Provide examples of the desired levels of performance.
Step 7 Implement the learning activities.
Step 8 Use assessment methods appropriate to the particular assignment and student.
Step 9 Review the assessment data and evaluate each student's level of performance or quality of work in relation to the criteria.
Step 10 Where appropriate or necessary, assign a letter grade that indicates how well the criteria are met.
Step 11 Report the results of the evaluation to students and parents.
C-4 APPENDIX C: ASSESSMENT AND EVALUATION
PORTFOLIOS or dialogues and submit them in digital formats. A portfolio is a purposeful collection of a student's work that shows the student's Collecting and analyzing oral language effort, progress, and achievement over samples allows teachers to provide more time. Portfolios can be designed for a detailed feedback on students’ speaking variety of purposes. They can motivate skills than is possible in a classroom students, encourage parental setting. Students can also share their participation, and provide direct recordings with family and friends, evidence of student progress. Before building pride in their growing language using a portfolio approach to evaluation, competence. the teacher should consider the following questions: The use of recording technologies in the Xaayda Kil/Xaad Kil language • What are the applied tasks for which classroom also provides opportunities the portfolio will serve as a record? for cross-curricular integration of • What should be included in the Information and Communications portfolio? Technology learning outcomes. • In what ways should students be involved in the process?
A planning sheet can be used by the teacher and student for determining and clarifying the purpose, design, and construction of a student portfolio.
ORAL LANGUAGE SAMPLES
As all knowledge was transmitted orally in traditional Haida culture, oral competence is the primary goal of this Xaayda Kil/Xaad Kil language program.
The development of listening and speaking skills is emphasized.
In addition to observing students’ use of oral Xaayda Kil/Xaad Kil in formal and informal contexts in the classroom, teachers are encouraged to make use of audio- and/or video-recording technologies to record samples of students’ oral language. The teacher might record classroom presentations, or students might record prepared speeches
C-5 APPENDIX C: ASSESSMENT AND EVALUATION
C-6 APPENDIX C Assessment and Evaluation Samples
APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
ASSESSMENT AND EVALUATION • feedback and support that was SAMPLES offered to students by the teacher • ways in which the teacher prepared The samples in this section show how a students for the assessment teacher might link criteria to learning 4. Defining the Criteria outcomes. Each sample is based on This part illustrates the specific criteria prescribed learning outcomes taken from (based on prescribed learning outcomes) one or more organizers. The samples and the assessment task. provide background information to explain the classroom context, suggested 5. Assessing and Evaluating Student instructional tasks and strategies, the Performance tools and methods used to gather This part includes: assessment information, and the criteria • assessment tasks or activities used to evaluate student performance. • the support the teacher offered students HOW THE SAMPLES ARE ORGANIZED • the tools and methods used to gather the assessment information There are five parts to each sample: • the way the criteria were used to 1. Identification of the prescribed evaluate the student performance learning outcomes 2. Overview EVALUATION SAMPLES 3. Planning for assessment and evaluation The samples on the following pages 4. Defining the criteria illustrate how a teacher might apply 5. Assessing and evaluating student criterion-referenced evaluation in the performance Xaayda Kil/Xaad Kil Language 5 to 12.
1. Prescribed Learning Outcomes • Grade 5: Haida Food Information Sheet This part identifies the organizer or Page C-10 organizers and the specific prescribed • Grade 6: A Potlatch learning outcomes on which the sample Page C-15 is based. • Grade 7: Haida Regalia Page C-23 2. Overview • Grade 8: Journey to a Haida Village Site This is a summary of the key features of Page C-29 the sample. • Grade 9: Speech Making Page C-36 3. Planning for Assessment and • Grade 10: Friendship Evaluation Page C-44 This part outlines: • Grade 11: Contemporary Issues • background information to explain Page C-51 the classroom context • Grade 12: A Traditional Haida Story • instructional tasks Page C-56 • opportunities that students were • Introductory 11: Memories given to practice learning Page C-67
C-9 APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Grade 5 3. Planning for Assessment and Evaluation Topic: Haida Food Information Sheet • The teacher read a Xaayda Kil/Xaad Kil story which contained several 1. Prescribed Learning Outcomes mentions of Haida food to students. • In English, the class discussed the Communicating foods mentioned in the story. The It is expected that students will: teacher explained that students • ask and respond to simple questions would be creating a Haida Food • communicate likes, dislikes, needs, Information Sheet and in pairs would and wants present role plays. The teacher • respond to classroom instructions provided students with the names of foods in Xaad Kil/Xaayda Kil. The Acquiring Information students practiced the vocabulary by It is expected that students will: means of flashcards, crossword • identify selected information from puzzles, and word searches. Xaayda Kil/Xaad Kil resources to • The class brainstormed, using complete meaningful tasks English when required, the types of • express acquired information in oral information that might be included and visual forms on the Haida Food Information Sheet. Using simple multimedia Experiencing Creative Works software, the teacher designed a form It is expected that students will: to be used by students to collect their • respond to creative works from data. The students scanned pictures Haida culture of the food and downloaded them onto the forms. • Working in pairs, students chose 2. Overview types of Haida food to research and present to the class. They also picked Students worked in pairs over a two- an additional type of food for their week period. Each pair researched two role play. The teacher provided a list types of Haida food gathered from the of Haida web sites and picture books land that time of year and produced an that students could consult for more information sheet for each food. The information. sheets were collected to form a class • To give students the sentence frames Haida Food Information Sheet. they needed, the class worked Evaluation was based on: through a sample sheet for Haida • participation in oral activities foods. • Haida food information sheet • The presentation to the class was in • role-play situation the form of the word game “What is • oral presentation it?” Students wrote five clues describing their food (e.g., It is from the ocean, It is from the land, It is a fish, It has a shell) After each clue, the class attempted to guess the food.
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
• Students were given a choice of role- Haida Food Information Sheet play situations: To what extent does the student: - purchasing a real or toy • record required information representation of the food • show evidence of research - going to collect this food • provide a photo, picture, or drawing - talking to an Elder about this of the food food and its importance to the Haida people Oral Presentations • In pairs, students presented the role To what extent does the student: plays to the class. • take risks; make an effort to speak • After the presentations and role play, Xaayda Kil/Xaad Kil the information sheets were collected • follow simple directions for and displayed as a class Haida Food classroom routines Information Sheet. • use practiced structures to ask and answer questions 4. Defining the Criteria • show interest and perseverance in using Haida language resources The teacher discussed the following • pronounce familiar words and criteria: at the beginning of the activity phrases with increasing accuracy and offered frequent reminders as students worked. Students had copies of the criteria and rating scales in their 5. Assessing and Evaluating Student notebooks. Performance
Individual Participation During Project The teacher used performance rating Work scales to determine the extent to which To what extent does the student: students were able to demonstrate • attempt to use Xaayda Kil/Xaad Kil learning outcomes identified at the in asking and responding to simple beginning of the unit. Different rating questions scales were used for their animal • use visual and contextual clues to information sheets and participation in guess meaning oral activities. The class discussed the • respond to classroom instructions rating scales before students began their assignments, and all students had copies of the scales. The same rating scales were adapted for other performance tasks throughout the year.
C-11 APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Haida Food Information Sheet (Sample) Note: Chart captions to be translated in either Xaayda Kil or Xaad Kil Photo or drawing Student Name: ______
Haida Food (in XK):______
Where it is gathered:______
Season it is gathered: ______
Any Protocols Related to this Haida Food :______
Other: ______
Is this food featured in any Haida story you have heard? Is this food also a clan crest? Indicate with a check mark (✓)
Individual Participation During Project Work
Criteria Rating attempts to use Xaayda Kil/Xaad Kil in asking and responding to simple questions uses visual and contextual clues to guess meaning
responds to classroom instruction
Key: 3 – Strong 2 – Satisfactory 1 – Needs improvement 0 – Not demonstrated
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Oral Participation
Criteria Game Rating Role Play Rating takes risks; makes effort to speak Xaayda Kil/Xaad Kil
follows simple directions for classroom routines (game)
communicates likes, dislikes, wants, and needs (role play)
uses practised structures to ask and answer questions
shows intereest and perseverance in using Xaayda Kil/Xaad Kil
pronounces familiar words and phrases with increasing accuracy
Key: 3 – Independently/minimal support 2 – With some support 1 – With continuing support 0 – Not demonstrated
C-13 APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Xaayda Taawgaay /Xaads Taawee/ Haida Food Information Sheet
Rating Criteria
Outstanding Goes beyond the basic requirements to demonstrate additional learning 4 (e.g., includes adjectives not presented in class). Effectively uses creativity, colour, and visual enhancement.
Very Good Complete and accurate. Uses vocabulary provided to present information. 3 Uses colour or other visual enhancement. May include minor errors.
Satisfactory Basic. Includes required information and vocabulary provided. May omit 2 colour or other visual enhancement, or use wrong work in places.
Requirements May be incomplete, inappropriate, or incomprehensible. Not Met 1
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Grade 6 period. Evaluation of the prescribed learning outcomes was based on: Topic: A Potlatch • participation during class activities (including group and partner work) 1. Prescribed Learning Outcomes • oral communication during classroom activities and project work Yahguudang - Understanding Cultural • accessing information from an Influences authentic document It is expected that students will: • creation of an invitation • identify selected characteristics of • comparison chart Haida culture • one or more of a menu, recipe poster, • identify elements of Haida culture appropriate Haida art themed that are similar to other Indigenous decoration, and a CD and or Groups in Canada. performance of Haida songs and dance Communicating It is expected that students will: 3. Planning for Assessment and • make and respond to simple requests Evaluation • present information about themselves and others • The teacher introduced the unit by • identify formal and informal forms showing the class a number of of address photographs of various types of • express preferences and interests Haida Potlatches. The students • participate in known and predictable discuss why each Potlatch was being classroom situations held. • The class then investigated various Acquiring Information occasions and reasons for Potlatches It is expected that students will: in Haida culture. They began by • extract selected information from looking at several English and Haida language resources to Xaayda Kil/Xaad Kil resources with complete meaningful tasks information and pictures of various • express acquired information in oral Potlatch ceremonies and and visual forms celebrations. The teacher also showed a video about a Haida Experiencing Creative Works Potlatch. It is expected that students will: • After viewing the video, the class • respond to creative works from discussed similarities and differences Haida culture in how people commemorate certain occasions in Haida culture and other 2. Overview Indigenous cultures in Canada. Using Xaayda Kil/Xaad Kil words This unit introduced students to a Haida and expressions when possible, Potlatch ceremony and celebration. The students answered questions, such activities took place over a three-week as:
C-15 APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
- What are some occasions for and phrases as much as possible on Potlatches that someone from their chart. your community has hosted? • Students were invited to present their - What are some other occasions findings to the class. The teacher for Potlatches in Haida culture? asked students to listen carefully to - Are any of these occasions the presentations, because they were acknowledged in a similar way in going to select one of the reasons to in other Indigenous cultures? hold a Haida Potlatch and conduct a - Where do Potlatches usually take Potlatch in class. When the place? presentations were complete, the - Is special Regalia worn? What class held a vote to choose the reason kind? for the class to hold a Haida Potlatch. - Are special foods served? What • The class discussed what they would kind? do to prepare for the Potlatch, - What other protocols and collating their ideas on flip chart traditions are a part of paper to display in the classroom. Potlatches? They decided who they would invite, The teacher recorded useful including Haida community vocabulary and structures on the members, where and when they board. would hold their Potlatch, and that • After the discussion, each student they would have traditional food, chose one reason to hold a Potlatch made appropriate Haida art themed in Haida culture and one instance decorations, compiled appropriate from their life, their family life, or in Haida music and /or learned Haida their community history that they songs to sing, and have had would hold a Potlatch and students appropriate speakers attend and complete a Haida Potlatch Protocol prepared proper speeches according Chart. Students used print resources, to Haida protocol. video or film, and asked community resource people for ideas. They were to use Xaayda Kil/Xaad Kil words
Haida Potlatch Protocol Chart
Reason for Holding a Haida Potlatch In my Family/Clan/ Community
• In pairs or small groups, students out more used the available resources to find about the celebration. They
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
researched appropriate food and Xaayda Kil/Xaad Kil and well as beverages, Haida songs, decorations, listened to speeches by the and speeches and entertainment. community resource person. • As a class, they summarized their findings on the flip chart paper, and 4. Defining the Criteria then decided on who would do or bring what. The teacher reviewed the learning • The teacher provided students with a outcomes for these activities, explaining copy of an authentic invitation to a the requirements of each task to Potlatch pointing out the formal form students. The teacher and students of address and important information decided the following key criteria should such as description, date, time, be demonstrated in the assigned tasks. location, if guests should bring Students would be evaluated on the anything, and how guests should Haida Potlatch Protocol Chart, their respond. Students then created participation during project work, invitations to their celebration. The acquiring information from an authentic invitations were hand drawn or document, the invitation, and one or computer generated. more of the menu, recipe poster, Haida • After planning the menu, students art themed decoration, or the Haida song decided on who would bring performance. individual items. They formed small groups to cook the more complicated Haida Potlatch Protocol Chart dishes and made posters of the To what extent does the student: recipes to display during the • identify potential reasons to hold a Potlatch. Potlatch in Haida in their own family • Students decided that they would and community and in traditional make simple Haida themed Haida culture decorations and would learn • use Xaayda Kil/Xaad Kil words and appropriate Xaayda Kil/Xaad Kil phrases to express Haida protocol selection of songs, either to record or around Potlatch perform at the Potlatch. • Students also decided that they would each make a short Xaayda Kil/Xaad Kil speech during the Potlatch. They invited a community resource person to come to talk to them to discuss proper protocol and invited them to demonstrate a proper Xaayda Kil/Xaad Kil speech for a Potlatch. • The teacher helped with planning and materials where required. • On the day of the Potlatch, students decorated the classroom, brought food and beverages, sang Haida songs, and conducted speeches in
C-17 APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Oral Communication during Classroom • show consideration for audience Activities and Project Work (e.g., eye-catching, understandable) To what extent does the student: • use appropriate recipe vocabulary • use Xaayda Kil/Xaad Kil in asking Haida art themed decoration and responding to simple questions To what extent does the student: • make him- or herself understood • create an object that reflects Haida • respond to and support others when culture they are speaking Xaayda Kil/Xaad • show detail, creativity, and appeal to Kil the audience
Accessing Information from Authentic CD Recording or Haida song Documents performance To what extent does the student: To what extent does the student: • try a variety of approaches, skills, • learn the proper words and protocol and strategies to obtain information to the song • extract accurate information from • demonstrate reflection in choices source • use extracted information 5. Assessing and Evaluating Student appropriately Performance
Invitation Teachers and students used performance To what extent does the student: rating scales to evaluate student work. • identify the need to use formal forms The class discussed the rating scales of address before students began their assignments, • reproduce Xaayda Kil/Xaad Kil key and all students had copies of the scales. words and phrases accurately The same rating scales were adapted for • show appropriate organization of other performance tasks throughout the information year. At the end of the unit, the teacher • show consideration for audience conferenced briefly with each student (e.g., eye-catching, easy to follow) about work completed.
Menu To what extent does the student: • present the information in a clear, complete, and logically organized manner • use varied and accurate vocabulary • include a variety of local Haida Gwaii dishes, desserts, and beverages
Recipe Poster To what extent does the student: • provide required information • reproduce understandable Xaayda Kil/Xaad Kil words and phrases
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Haida Potlatch Protocol Chart Criteria Rating
identifies proper Haida Potlatch Protocol
uses Xaayda Kil/Xaad Kil words and phrases to express similarities and differences
Key: 3 – Excellent 2 – Good 1 – Satisfactory 0 – Not demonstrated
Oral Communication during Classroom Activities and Project Work
Criteria Rating
uses Xaayda Kil/Xaad Kil in asking and responding to simple questions
makes him- or herself understood
responds to and supports others when they are speaking Xaayda Kil/Xaad Kil
Key: 3 – Strong 2 – Satisfactory 1 – Needs improvement 0 – Not demonstrated
Accessing Information from Authentic Documents
Criteria Rarely Sometimes Always
tries a variety of approaches, skills and strategies to obtain information extracts accurate information from sources includes appropriate information
C-19 APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Invitation
Rating Criteria
Strong goes beyond the basic requirements to demonstrate additional learning 4 uses formal or informal address correctly and reproduces key Xaayda Kil/Xaad Kil words and phrases accurately information is clearly organized and while there may be minor errors, these do not detract from the overall message the illustration is eye-catching and attractive
Satisfactory meets the requirements at a basic level 3 while it may have a strong visual focus, the written presentation is not as detailed use of vocabulary and key phrases is accurate but minimal errors may cause confusion but the invitation is generally understandable
Partial/ may deal with information in a cursory way Marginal information is either incomplete or not presented in a well-organized 2 manner tends to rely on limited vocabulary and often includes errors in spelling and sentence structure
Weak does not meet listed criteria 1 message may be incomprehensible, inappropriate or extremely brief illustrations may be missing or unrelated to context
C-20
APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Menu
Rating Criteria Exceeds criteria and requirements. Menu is clear, complete, logically Outstanding organized, and includes language and cultural features that go beyond 4 basic requirements of the task.
Meets all criteria at a good level. Menu is clear, complete, logically Good organized. Most Xaayda Kil/Xaad Kil words and phrases are written 3 correctly. Includes some detail.
Meets most criteria at a satisfactory level. Generally understandable, Satisfactory complete, and logically organized. May include some errors in spelling 2 or vocabulary that causes parts of the communication to be unclear or confusing. Tends to rely on basic vocabulary and patterns. Little detail.
Requirements Does not demonstrate listed criteria. Message may be Not Met incomprehensible, inappropriate, or extremely brief. 1
Recipe Poster
Criteria Rating Comments
provides all required information
includes relevant and interesting details
reproduces Xaayda Kil/Xaad Kil words and phrases in understandable form
shows consideration for audience (e.g. eye catching, easy to understand)
uses appropriate recipe vocabulary
Overall Rating
Key: 3 – Excellent 2 – Good 1 – Satisfactory 0 – Not demonstrated
C-21 APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Haida Art Themed Decoration
Criteria Rating
creates an object that reflects Haida culture
shows detail, creativity, and appeal to the audience
Key: 3 – Excellent 2 – Good 1 – Satisfactory 0 – Not demonstrated
Haida Song Performance or Recording
Criteria Rating
learns proper Xaayda Kil/Xaad Kil lyrics
demonstrates reflection in choices
Key: 3 – Excellent 2 – Good 1 – Satisfactory 0 – Not demonstrated
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Grade 7 3. Planning for Assessment and Evaluation Topic: Haida Regalia Album • The teacher introduced the topic by 1. Prescribed Learning Outcomes: asking students if there is Haida Regalia in their home, and if not, Communicating what Regalia they are familiar with. It is expected that students will: When is the Regalia used? What • ask for and give simple information material was needed to make this • exchange information about Regalia? Who in their community is themselves knowledgeable about making this • share information about activities regalia? Students were then and interests presented with the following options: • participate in classroom activities - create and present a • begin to derive meaning in new representation of Haida Regalia language situations that they have researched - create and present an album Acquiring Information showing the different types of It is expected that students will: Haida Regalia that is in use in • extract and retrieve selected contemporary Haida society, information from Xaayda Kil/Xaad with an emphasis on protocols Kil resources to complete around wearing Regalia (e.g. meaningful tasks protocol involved: clan • express acquired information in oral, ownership of crests; who can visual, and simple written forms wear what type of Regalia, and so on) 2. Overview • Students brainstormed to develop a list of Regalia vocabulary and This unit was presented in September. Regalia Protocol in Xaayda Kil/Xaad Over approximately eight 40-minute Kil. They posted the list on chart classes, Grade 7 students developed and paper for easy reference. The teacher presented an example of Haida Regalia. encouraged them to consult various Evaluation was based on: sources (e.g., Community Knowledgeable Person and/or Elder, • an actual or digital album Art books, academic texts) to add to showcasing representations of Haida the list as they worked on their Regalia that each student prepared projects. • self-assessment and analyses (in • The teacher distributed a selection of English) Xaayda Kil/Xaad Kil Art Books that • oral presentations to small groups (in showcase Haida Regalia to look at Xaayda Kil/Xaad Kil) and focused their attention on the ways the Regalia is made and what Haida protocol is followed while making the Regalia. They discussed what skills they possess or have
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access to in order to create Regalia for in the presentations and how to of their own, as well as if it is offer useful feedback to presenters. appropriate for them to do so and The class practised completing a why. form. • Students spent two classes • Students presented their Haida researching potential Regalia by Regalia albums to the class. Each having a Community Resource student in the audience was required person into the classroom to discuss to ask at least two questions of any Haida Regalia, as well as studying presenter and to complete a peer- colour photocopies of Haida Regalia evaluation form for two students, from Art Books. Students then previously selected by the teacher. compiled lists of what materials they • Students submitted their albums, would need to make their ideal and their speaking notes, the peer proper Haida Regalia outfit. Some evaluations they received, and self- students drew and coloured several evaluations. of the Regalia items they wanted to include. Students used classroom 4. Defining the Criteria resources (including Haida Elder, bilingual dictionaries, word The teacher reviewed the learning Glossaries, and Art books) to find outcomes for these activities and the vocabulary they needed. The explained the requirements of each task. teacher circulated and observed The teacher and students agreed on the students as they worked, asking key criteria that should be demonstrated questions in Xaayda Kil/Xaad Kil in each of the assigned tasks. and helping them to answer. The teacher provided immediate Regalia Presentation or Personal feedback and recorded observations Album on a checklist. To what extent does the student: • The teacher reviewed key structures • provide relevant and appropriate and vocabulary and helped students information practice phrases they could use in • include detail and sufficient their presentations, as well as information questions they could ask other • write captions in Xaayda Kil/Xaad presenters. Students practiced their Kil presentations with partners, then • organize information and present it worked in small groups to practice in logical categories asking and answering questions such as: Oral Presentation What crest is on your blanket? To what extent does the student: An Eagle, because I am from the • provide relevant and appropriate Eagle Clan, or A Raven because I am information from the Raven Clan. • speak in Xaayda Kil/Xaad Kil • The teacher presented a peer- • speak with some fluidity evaluation form to the class. The • attempt to self-correct teacher then discussed evaluation • respond to questions with relevant with students, including what to look information
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Self-Assessment To what extent does the student: • use only Xaayda Kil/Xaad Kil • pronounce Xaayda Kil/Xaad Kil words correctly • use Xaayda Kil/Xaad Kil words and expressions learned in class • use new Xaayda Kil/Xaad Kil words • rephrase if not understood • use gestures to help people understand
Personal Response to Other Presentations To what extent does the student: • listen attentively • provide encouragement to other presenters • ask questions of presenters
5. Assessing and Evaluating Student Performance
The teacher used rating scales to evaluate student performance. Students were given copies of the rating scales as they practiced and prepared their presentations. The same scales were adapted for a variety of other assignments throughout the year.
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Haida Regalia Album
Rating Criteria Meets all criteria. Goes beyond the basic requirements to demonstrate Outstanding additional learning (e.g. included vocabulary beyond the practiced list, 4 features interesting or unusual details, labels include explanation or analysis.)
Complete and accurate. Uses the structures and vocabulary provided to Good present required information. Includes a variety of clothing. 3 Meets the requirements. Regalia are mostly from limited categories. Satisfactory May omit some information or make errors. (e.g. called an item an 2 incorrect name or got the gave faulty information re: protocol)
Requirements May be incomplete, inappropriate, or incomprehensible. Not Met 1
Oral Presentation
Criteria Rating
provides relevant and appropriate information
speaks in Xaayda Kil/Xaad Kil
speaks with some fluidity
attempts to self-correct
responds to questions with relevant information
Key: 3 – Independently/minimal support 2 – With some support 1 – With continuing support 0 – Not demonstrated
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Student Self-Assessment (Oral Presentation)
Name: ______
Date:______
Unit/Topic/Theme:______
In my oral presentation, I….
☐ used Xaayda Kil/Xaad Kil
☐ pronounced Xaayda Kil/Xaad Kil words correctly
☐ used Xaayda Kil/Xaad Kil words and expressions learned in class
☐ used new Xaayda Kil/Xaad Kil words
☐ rephrased if not understood
☐ used gestures (TPR) to help people understand
I am proud that:
Next time I would:
I feel that I need to:
In order to improve:
I feel frustrated about:
When I was preparing my oral presentation:
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Personal Response to Other Presentations
Criteria Rating
listens attentively
provides encouragement to other presenters
asks questions of presenters
Questions asked:
1.
2.
Key: 3 – Strong 2 – Satisfactory 1 – Needs Improvement 0 – Not demonstrated
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Grade 8 3. Planning for Assessment and Evaluation Topic: Journey to a Haida Village Site • The teacher began the unit by 1. Prescribed Learning Outcomes developing a list of vocabulary with the class to support the topic. Communicating Students brainstormed and recorded It is expected that students will: useful words and expressions on the • ask for and give information, board and then recorded this permission, and clarification vocabulary in their personal • seek information about activities and dictionaries. interests • Working in groups of three or four, • participate in familiar activities (real students were assigned one of the or simulated) following categories: history of • derive meaning in new language Village site, area of Haida Gwaii situations Village is located and sites of interest near the Village site, what it once Acquiring Information looked like (e.g. where houses were, It is expected that students will: how big it was, etc.) how to get to • extract, retrieve, and process selected the Village, preparedness (what to information from Haida language bring). They surveyed their resources to complete meaningful classmates by asking What Clan tasks lived at this Village ______(e.g. • express acquired information in oral, Yahgu ‘Laanas, Naay ‘Uwans)? or visual, and written forms Will we go there in a ______(e.g., canoe, speedboat, car)? or 2. Overview Should we bring a ______(e.g., food, map, etc.)?on our voyage to Over a two-week period, the teacher ______? developed a series of planning sessions • Groups compiled results and for a Journey to a Haida Village site on represented them visually to the class Haida Gwaii, culminating in a class trip (e.g., pie chart, bar graph). Each to the Village site. Evaluation was based group also presented an oral on: summary of the class results, using • participation in oral activities the visual as an aid. Any new • visual and oral summaries vocabulary was added to the list on • creation of Map showing the route to the board and recorded in students’ the Village site dictionaries. • oral participation in planning • To reinforce the new vocabulary and • accessing information from authentic the categories, the teacher created documents classroom corners named Village • role play History, How to get there, • creation of postcards Surrounding Areas, and What to Bring. Students chose corners that best suited the aspect of the Voyage they were most interested in and as
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newly formed groups, classmates questions, students attempted to shared information (e.g., This Village acquire enough information to ask was a Yahgu ‘Laanas Village,). The directions to a certain place. Each teacher then had students move to group presented in turn. different corners and share new • Students then looked at different information until they had visited maps generated of Haida Gwaii and each corner. explored Haida Gwaii web sites to • Students individually created maps find information that would interest showing the route from the school to them about their Voyage. The the Village Site. Vocabulary was teacher helped students prepare by expanded (through use of Haida discussing strategies for dealing with Elder, dictionaries, existing maps authentic documents (e.g., listing web sites, and books) to include cognates that support understanding, information of the areas surrounding examining visuals for meaning, the Village site and interesting scanning for dates, times, location, features of the land along the way, and so on). showcasing photos/illustrations, and • In pairs, students role-played scenes names of places, and areas of water in front of the class. Each student and land in Xaayda Kil/Xaad Kil. inquired about how his or her partner Students were encouraged to add as was going to the Village (e.g., Are much visual information as possible you going by canoe? No, not by with their findings about the Village canoe, by powerboat. What about site. you?) Students in the audience • The class brainstormed a list of listened carefully for details (new questions that students could use to modes of transportation, new find out essential information about vocabulary) keeping track in their the Village Site and their Journey notebooks. there (e.g., How many kilometers • After all of the role plays were from our school to the Village Site? presented, the teacher asked students How many Haida people used to live to choose a type of transportation to there? What types of Haida food is the Village site and plan for it. The harvested in the area around this teacher provided examples of trip Village site?) Students were planning in Xaayda Kil/Xaad Kil, expected to add the list of questions showing lists of what to bring, who to their personal dictionaries. to ask to help get you there, and • In small groups, students prepared proper Haida vocabulary for for the Voyage where they discussed different types of travel the different ways of travel and • The next day, students presented decide which way is best. The group their plans for their trip to the Haida stood together and briefly Village Site. They were asked to summarized the details of the best circulate around the room asking the way of getting to the Haida Village question Where are you going? in site. After the presentation, the other order to find others going to the student groups were allowed a few same Village. Once they had minutes of questioning at the end. By grouped themselves, they briefly using and practicing their list of presented information describing
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
where they were going (e.g., We are • use Xaayda Kil/Xaad Kil to ask and going to Yaan. We are going by respond to questions canoe across the Inlet). • respond to and support others when they are speaking Xaayda Kil/Xaad • As a culminating activity, teachers Kil and students traveled to a nearby Haida Village site, utilizing School Visual and Oral Summary Board approved transportation. To what extent does the student: Students utilized all the vocabulary • provide all required information they practised for planning, what to • include relevant and interesting bring, how to get there, the History details of the Village, what Haida clan • show appropriate organization of owned the site, and so on. Upon information return, students designed postcards • communicate an understandable to send to a friend or family member message from the Village they visited. Using an example, the teacher and students Student Maps discussed components of a postcard, To what extent does the student: noting new vocabulary for greetings • provide all required information and leave-taking on the board. • include relevant and interesting Students were reminded to keep their details writing brief to suit the parameters of • reproduce Xaayda Kil/Xaad Kil a postcard. Students were expected place names in understandable form to briefly express their feelings about • show consideration for audience their trip to the Haida Village site, (e.g., eye-catching, easy to and were encouraged to be creative understand) about other details. Students used • spell key Place Names correctly illustrations, collages, photos, or computer graphics to visually depict Oral Participation in Role Play their travels. To what extent does the student: • provide a comprehensible message 4. Defining the Criteria • include some understandable details • recognize and respond to simple The teacher reviewed the learning questions outcomes for these activities and • use appropriate patterns and frames explained the requirements of each task. to include known expressions and The teacher and students decided the vocabulary following key criteria should be • sustain the use of Xaayda Kil/Xaad demonstrated in the assigned tasks. Kil throughout the activity • use intonation, miming, gestures, and Oral Participation in Classroom body language to support the Activities information or message To what extent does the student: • pronounce familiar words and • interact with classmates to obtain phrases with increasing accuracy information
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Accessing Information from Authentic Documents To what extent does the student: • try a variety of approaches, skills, and strategies to obtain information • extract accurate information from sources • include appropriate information
Postcard Project Visual To what extent does the student: • provide appropriate illustrations or photos • include relevant and interesting details • show consideration for the audience (e.g., eye-catching, easy to understand) Written To what extent does the student: • write a clear and understandable account • convey the main events accurately • take risks with language and use a range of vocabulary
5. Assessing and Evaluating Student Performance
The teacher used performance rating scales to evaluate students’ work in this unit. Students were given copies of the rating scales and discussed them in English before they began working on their assignments. Teachers and students also discussed and used scales to assess and provide feedback on the visual and written aspects of the postcard project.
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Oral Participation in Classroom Activities
Date
Criteria Rating
interacts with classmates to obtain information
uses Xaayda Kil/Xaad Kil to ask and respond to questions
responds to and supports others when they are speaking Xaayda Kil/Xaad Kil
pronounces familiar words and phrases with increasing accuracy
Key: 3 – Strong 2 – Satisfactory 1 – Needs improvement 0 – Not demonstrated
Visual and Oral Summary
Criteria Rating
provides all required information
includes relevant and interesting details
shows appropriate organization of information
has an understandable message
Key: 3 – Strong 2 – Satisfactory 1 – Needs improvement 0 – Not demonstrated
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Student Map showing Route to Haida Village Site
Criteria Rating Comments
provides all required information
includes relevant and interesting details
reproduces Xaayda Kil/Xaad Kil words and phrases in understandable form
shows consideration for audience (e.g. eye catching, easy to understand)
uses appropriate recipe vocabulary
Overall Rating
Key: 3 – Strong 2 – Satisfactory 1 – Needs improvement 0 – Not demonstrated
Oral Participation in Role Play
Criteria Role Play Rating
provides a comprehensive message
includes some understandable details
recognizes and responds to simple questions
uses appropriate patterns and frames to include known expressions and vocabulary
sustains the use of Xaayda Kil/Xaad Kil throughout the activity
uses intonation, miming, gestures, and body language (TPR) to support information or message
pronounces familiar words and phrases with accuracy
Key: 3 – Independently/minimal support 2 – With some support 1 – With continuing support 0 – Not demonstrated C-34
APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Accessing Information from Authentic Documents
Criteria Rarely Sometimes Always tries a variety of approaches, skills and strategies to obtain information extracts accurate information from sources
includes appropriate information
Postcard Project
Rating Criteria
Strong Goes beyond the basic requirements to demonstrate additional learning. For 4 example, may include a variety of details about activities or use language structures not practiced in class. Information is accurate and clearly organized. May include some minor errors in language, but these do not detract from the overall impact. Illustration or photo is interesting, relevant, attractive, and supports the ideas described in the text of the postcard.
Satisfactory Meets the requirements at a basic level. May be inconsistent, with some 3 aspects, such as the visual, stronger and more detailed than written presentation. Use of vocabulary is accurate, but may be repetitious. Errors may cause some confusion but the postcard is generally understandable.
Partial/ May deal with information in a cursory way or show extreme inconsistency Marginal with some aspects completed at a good level and others at an unsatisfactory 2 level. Tends to rely on limited vocabulary and often includes errors in spelling and sentence structure. Postcard is difficult to understand in places.
Weak Does not demonstrate listed criteria. Message may be incomprehensible, 1 inappropriate, or extremely brief. Illustration or photo may be missing or unrelated to text.
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Grade 9 demonstrate to students proper protocol, demeanor, and vocabulary to give a Topic: Speech Making proper speech in Xaayda Kil/Xaad Kil. The teacher considered a wide range of 1. Prescribed Learning Outcomes people to demonstrate speeches for various reasons, for example: to properly Yahguudang - Understanding Cultural introduce themselves at a Feast or Influences Potlatch; also to welcome everyone who It is expected that students will: attended and to thank the cooks and • identify and describe ways in which helpers; or to specifically relay a certain Western Culture and Haida culture story. The guest speakers visited came together at Contact to the continuously over two weeks of classes, present day while the practicing of speech making continued for the remainder of the Communicating school year. It is expected that students will: • ask for and give assistance and detailed information Evaluation was based on: • share opinions and preferences, • participation in oral preparation giving reasons activities • describe and exchange information • questions asked to the guest speakers about activities, people, places, and • actual speeches made by students to things the rest of the class • communicate in present and future • proper use of Xaayda Kil/Xaad Kil • participate in selected meaningful, in their speeches real-life situations • proper protocol followed while making the speech in Xaayda Acquiring Information Kil/Xaad Kil It is expected that students will: examine ways in which speech • extract, retrieve, and process making has changed in Haida information from Xaayda Kil/Xaad society since Contact Kil resources to complete meaningful tasks • explain acquired information in oral, 3. Planning for Evaluation and visual, and written forms Assessment
Experiencing Creative Works • Students worked in pairs to do the It is expected that students will: cooperative activity “think-pair- • reflect on and respond to authentic share” on the purposes and possible creative works from Haida culture methods of Haida speech making. During the whole class sharing that 2. Overview followed this activity, the teacher prompted discussion with questions The teacher invited a series of Haida such as: Elders and Knowledgeable People from the community to visit the class and
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
- How many of you have ever made - learning how to describe the a public speech in Xaayda different reasons you would be Kil/Xaad Kil? making a speech - What are the protocols to take into - experimenting with ways of consideration while making a making your speech interesting Haida speech? • To help students become aware of - What have you learned from the proper speech making, the teacher Elders and other Knowledgeable had as many resource people such as People who have visited the Haida Elders to assist as possible. • Using dictionaries and other classroom and demonstrated resources, students researched proper Xaayda Kil/Xaad Kil Xaayda Kil/Xaad Kil vocabulary that speech making? is relevant to speech making to - What types of occasions call for a complete an information sheet speech in Xaayda Kil/Xaad Kil? provided by the teacher. Each group • Students returned to their partners to presented their findings to the class create web charts/mind maps on with any visual support if applicable. poster paper that showed the Haida The completed information sheets protocols of speech making and why and visuals were posted on a central it was important in Haida society. bulletin board. These were posted around the room • Students read sample Xaayda to remind students of the purpose of Kil/Xaad Kil speeches and generated this unit. a list of useful vocabulary and • The teacher explained that students language structures. They worked in would be creating a speech to say to pairs to fill in the blanks in speeches the class. where words and phrases had been • The teacher provided students with omitted. Multiple samples and scenarios of what type of occasion phrasings helped students develop they would be making the speech variety in their correspondence. for. • Each student created a speech in • The teacher gave a sample speech. In Xaayda Kil/Xaad Kil to present to pairs, students brainstormed features the class. The speech contained that make a speech worthwhile and elements from the information chart interesting. They collated ideas on a done earlier. The teacher recorded flipchart for classroom display. The the speeches with the appropriate teacher helped students follow up by parental permission, so that the suggesting simple ways to ensure students can see their progress in the quality in their speech making in Haida language and also have the Xaayda Kil/Xaad Kil, such as: recording for practice. - proper form of address • During the rest of that term/semester, - practicing vocabulary and a students were given the opportunity variety of sentence frames for to make speeches when appropriate introducing yourself and having occasions present themselves. The confidence to add other teacher tracked the speeches by information to make the speech providing log to be completed by interesting students.
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• At the end of the term/semester, story about the Haida language and students presented their final what they have learned so far. A few speeches to their class. Each speech students chose to do PowerPoint included personal information, presentations. examples of Haida protocol, and a
4. Defining the Criteria • use appropriate vocabulary, spelled correctly The teacher reviewed the learning • show appropriate organization of outcomes for these activities, then information explained the requirements of each task to the students. The teacher and students Information Sheet decided the following key criteria should To what extent does the student: be demonstrated in the assigned tasks. • provide all required information • include relevant and interesting Participation in Oral Activities details To what extent does the student: • use appropriate vocabulary, spelled • interact with the information through correctly questions, responses, and following • show appropriate organization of instructions information • use Xaayda Kil/Xaad Kil to ask and • reproduce Xaayda Kil/ Xaad Kil respond to questions from the words and patterns in understandable teacher and other students form • speak Xaayda Kil/Xaad Kil during class and group activities Oral Presentation of the Information • respond to and support others in their Sheet use of Xaayda Kil/Xaad Kil To what extent does the student: • present information clearly Web Chart/Mind Map on the Protocols • include relevant or interesting details of Haida Speech Making or features To what extent does the student: • speak smoothly—most pauses occur • provide all required information at the end of phrases or sentences • include relevant and interesting • use a variety of vocabulary and details language structures appropriate to the subject
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Accessing Information on the Internet To what extent does the student: • access the few existing electronic sources (such as Xaayda Kil/Xaad Kil apps) • download appropriate data from the Internet
Final Haida Speech to the Class To what extent does the student: • convey an understandable message • include all required information • provide relevant and unusual details to add interest • sustain the use of Xaayda Kil/Xaad Kil—pauses do not impede communication • pronounce most words accurately or approximately • self-correct as needed • use appropriate vocabulary and language patterns correctly •include several types of media (optional): music, visual, electronic
5. Assessing and Evaluating Student Performance
The teacher used performance rating scales to evaluate students’ work on this unit. Students were given copies of the rating scales, and discussed them in English before working on their assignments. Teachers and students used the scales to assess and provide feedback on the posters, information sheets, information presentations, and e-mail letters. These scales were adapted and used throughout the year to assess visual, oral, and written work.
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Participation in Oral Activities
Date
Criteria Rating
interacts with the information through questions, responses, and following instructions uses Xaayda Kil/Xaad Kil to ask and respond to questions from the teacher and other students speaks Xaayda Kil/Xaad Kil during class and group activities
responds to and supports others when they are speaking Xaayda Kil/Xaad Kil
Key: 3 – Independently/minimal support 2 – With some support 1 – With continuing support 0 – Not demonstrated
Web Chart/Mind Map on the Benefits of Keeping in Touch
Criteria Rating
provides complete information
includes relevant and interesting details
uses appropriate vocabulary, spelled correctly
shows appropriate organization of information
Key: 3 – Strong 2 – Satisfactory 1 – Needs improvement 0 – Not demonstrated
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Information Sheet
Criteria Rating
provides all required information
includes relevant and interesting details
uses appropriate vocabulary, spelled correctly
shows appropriate organization of information
reproduces Xaayda Kil/Xaad Kil words and patterns in understandable form
Key: 3 – Strong 2 – Satisfactory 1 – Needs improvement 0 – Not demonstrated
Accessing Information on the Internet
Criteria Rarely Sometimes Always accesses a variety of electronic sources (such as Xaayda Kil/Xaad Kil apps)
downloads appropriate data from the internet
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Oral Presentation of Information Sheet
Rating Comments Self Peer Teacher
presents information clearly
includes relevant or interesting details
speaks smoothly – most pauses occur at the end of phrases or sentences
uses a variety of vocabulary and language structures appropriate to the subject Overall Rating for Oral Presentations
Key: 3 – Independently/minimal support 2 – With some support 1 – With continuing support 0 – Not demonstrated
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Haida Speech Making to Class
Rating Criteria
Outstanding Goes beyond the basic requirements of the task to demonstrate extended 5 learning or new applications. Speaker is clear in pronunciation and meaning. Offers clear, relevant, and appropriate information. Includes interesting details or features and uses a variety of verb tenses. Includes Clan information and some history, utilizing proper speech making protocol. Uses a variety of vocabulary and language structures. Is able to speak smoothly, without written help, and cadence does not sound like student learned speech “by rote.”
Good Information is clear, relevant, accurate, and offers some details. Includes 4 some clan history and interesting information. Demonstrates a good understanding of speech protocols. Uses a range of useful vocabulary and structures, with some repetition. May include some grammatical errors, but these do not obscure meaning of the speech.
Satisfactory Speech is comprehensible but may be unclear in places, often because of 3 problems with language comprehension and pronunciation. Links between sentences may be weak or confusing. Includes general information about personal identity and the reason for the speech. Vocabulary tends to be basic and concrete. May include errors in word choice or structures, but these do not seriously obscure the meaning.
Minimally Attempts to speak clearly and provide general information. Supporting Acceptable details may be confusing, irrelevant, or inappropriate. Vocabulary and 2 patterns tend to be basic and repetitive. Speech may be incomprehensible in places because of errors in word choice, word order, or sentence structure. May be very brief. The speech tends to be repetitive.
Not Yet Speech is unclear, incomplete, or inappropriate. May be very short. A large Acceptable number of errors make it impossible for the listeners to understand what the 1 student is attempting to say.
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Grade 10 • developing web charts on personality traits Topic: Friendship • creating public service announcements 1. Prescribed Learning Outcomes • doing research on friendship items • creating visual and personal Yahguudang - Understanding Cultural responses to a song Influences • creating friendship themed videos It is expected that students will: based on Haida stories • compare and contrast Haida customs to those of Canadian culture 3. Planning for Assessment and • identify language, expressions, and Evaluation behaviors that suit cultural context • The teacher distributed index cards Communicating to the students. Each student secretly It is expected that students will: recorded the name (in large print) of • communicate needs, desires, and character in Haida mythology. The emotions, giving reasons teacher gathered the cards and • describe events and experiences randomly taped one on each • communicate in past, present, and student’s back. future • Students circulated around the room • participate in a variety of attempting to figure out who they meaningful, real-life situations were by asking questions that elicited yes or no responses only. Acquiring Information When students had determined their It is expected that students will: identities, they sat down with the • retrieve, process, and adapt cards in front of them. information from Xaayda Kil/Xaad • The teacher put the students in Kil resources to complete groups and asked them to choose two meaningful tasks of the Haida culture heroes from the • explain in detail acquired ones collected in their group. The information in oral, visual, and teacher provided each group with written forms chart paper, markers, and dictionaries and asked the students to Experiencing Creative Works brainstorm and creat a web of the It is expected that students will: qualities and personality traits of the • discuss and respond to authentic characters on their chosen cards. The creative works from Haida culture charts were placed around the room and students returned to their seats to write entries in their personal 2. Overview journals about which one of these Haida culture heroes they would pick The teacher developed a three-week unit to be their friend and why. on friendship that included: • Students later shared their journal • participating in oral activities entries in groups. Together they agreed on the essential qualities of
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
friendship. Groups were then asked • respond to and support others in their to create 30-second public service use of Xaayda Kil/Xaad Kil announcements for radio with the • take risks, show interest, and theme of the importance of persevere friendship. • The teacher presented a Xaayda Webbing Personality Traits Kil/Xaad Kil song on friendship To what extent does the student: taken from a songbook or • include relevant and interesting ethnographic text. In pairs, using details dictionaries, students derived • show appropriate organization of meaning from the song. information • Each student created a personal • communicate an understandable response to the song using both message written and visual formats (which included dance, art, and drama). Public Service Announcement • For a final task, students worked To what extent does the student: together to create scenes inspired by • speak comprehensibly Haida stories (particularly from John • accurately identify and describe the R. Swanton’s Contributions to the qualities of friendship Ethnology of the Haida and Haida • take risks to include new or Texts and Myths – Skidegate and Old unfamiliar language that enhances Massett versions). The themes each description related to friendships and • correctly use the frames and relationships. Students worked in vocabulary provided groups to create storyboards and • use gesture and expression to support scripts, scout locations, obtain props communication and costumes, rehearse, and then film their scenes. They showed their Visual and Written Personal Response videotapes to the class at the end of to the Song the unit. Students were also given the To what extent does the student: option of doing live presentations or Visual computer-generated animations. • demonstrate an understanding of the content of the song 4. Defining the Criteria • include relevant and creative detail • show consideration for the audience The teacher reviewed the learning (e.g., varied, eye-catching) outcomes for these activities, explained • provide a comprehensible message the requirements of each task, and Written discussed key criteria with students. • show appropriate organization of information Participation in Oral Activities • demonstrate an understanding of the To what extent does the student: content of the poem • follow instructions • use a range of appropriate • use Xaayda Kil/Xaad Kil to ask and vocabulary, including new respond to questions from other vocabulary from the poem, to students support and enrich the message
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Haida Story Video To what extent does the student: • attempt to model a scene in a Haida story • use interesting language, details, or humour to engage the audience • provide character development • use a range of appropriate vocabulary and structures • interact effectively with expression and show some spontaneity
5. Assessing and Evaluating Student Performance
The teacher used performance rating scales to evaluate students’ work on this unit. Students were given copies of the rating scales, and discussed them in English before they began working on their assignments. Teachers and students discussed and used the scales to assess and provide feedback on the public service announcements, poem responses, and soap opera videos. These scales were adapted and used throughout the year to assess visual, oral, and written work.
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Participation in Oral Activities
Date
Criteria Rating
follows instructions uses Xaayda Kil/Xaad Kil to ask and respond to questions from other students responds to and supports others in their use of Xaayda Kil/Xaad Kil takes risks, shows interest, and perseveres
Key: 3 – Independently/minimal support 2 – With some support 1 – With continuing support 0 – Not demonstrated
Webbing Personality Traits Rating Criteria
Outstanding Goes beyond the basic requirements of the task to demonstrate additional 4 learning. Web chart includes relevant and interesting details, show appropriate organization of information, and communicates an understandable message.
Good Complete and accurate. Includes relevant details, shows appropriate 3 organization of information, and communicates an understandable message May include minor errors.
Satisfactory Basic. Includes required items. May omit some detail 2
Requirements May be incomplete, inappropriate, or incomprehensible. Not Met 1
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Public Service Announcement
Criteria Assessment * Teacher Rating
Self Peer Group Group Group Group Group Group Group Group A B C D A B C D speaks comprehensibly
accurately identifies and describes the qualities of friendship
takes risks to include new or unfamiliar language that enhances each description correctly uses the frames and vocabulary provided uses gesture and expression to support communication * Students who worked together collaborated to assign self-ratings.
Key: 3 – Independently/minimal support 2 – With some support 1 – With continuing support 0 – Not demonstrated
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Visual and Written Personal Response to the Song
Rating Comments Self Peer Teacher
Criteria: Visual Response
demonstrates an understanding of the content of the song
incites relevant and creative detail
shows consideration for the audience (e.g. varied, eye- catching) Overall Rating for Visual Response
Criteria: Written Response shows appropriate organization of information
demonstrates an understanding of the content and proper use of the song uses a range of appropriate vocabulary, including new vocabulary from the song, to support and enrich the message
Key: 3 – Independently/minimal support 2 – With some support 1 – With continuing support 0 – Not demonstrated
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Haida Story Video
Rating Criteria
Outstanding Includes all components of the project. Strong attempt to engage the 5 audience through use of interesting dialogue, character development, detail, costumes, props, and humour. Uses a wide range of expressions and vocabulary with limited repetition. Creatively attempts to model a scene from a Haida story, with a sense of flow and dialogue. May include minor errors in usage or pronunciation, but these do not detract from the message. Includes components of the project. Attempts to engage the audience Strong through dialogue, some character development, detail, costumes, 4 props, and possibly humour. Uses a range of expressions and vocabulary with some repetition. Attempts to model a scene in Haida story. May include errors in pronunciation, but message is still clearly
communicated.
Meets requirements. Video lacks creativity; is without costumes, Satisfactory props, and character development. Major components of video are 3 appropriate, but lack supporting detail or attempt to engage audience. Uses a limited range of expressions or vocabulary with repetition. Message is comprehensible, but errors may require more effort for
audience to comprehend.
Meets some requirements. Design of video impedes understanding. Needs Includes most required information, but may be very brief, with little Improvement detail. In most cases, shows little awareness of audience—often little 2 sense of communication. Haida story format is not evident. May rely on simple, basic vocabulary and repeat the same structures. Errors
interfere with communication.
Does not meet requirements. May be incomprehensible, Not inappropriate, or incomplete. Demonstrated 1
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Grade 11 2. Overview
Topic: Contemporary Issues This unit was designed to give each student the opportunity to explore, in 1. Prescribed Learning Outcomes depth, a current social, political, or economic issue important to the Haida Yahguudang - Understanding Cultural world. Issues ranged from Haida Influences Aboriginal Title and local control of It is expected that students will: resource management on Haida Gwaii to • identify issues that have affected efforts to revitalize the Haida language. Haida in a Canadian historical All work was completed in Xaayda context Kil/Xaad Kil. Evaluation was based on: • demonstrate an understanding of • group oral presentations Haida protocols and worldview. • scrapbooks or journals containing • identify and compare language, information about the issues expressions, and behaviors that presented reflect cultural context • individual creative works
Communicating 3. Planning for Assessment and It is expected that students will: Evaluation • exchange opinions on topics of interest • The teacher introduced the unit by • describe or narrate events, situations, showing the class a brief clip from a or experiences documentary video about the Haida • use a range of vocabulary and people standing up for their expressions in past, present, and Aboriginal rights. Each student was future asked to make three personal • interact in a variety of meaningful, comments related to the film, and to real-life situations share these with two other students. The teacher facilitated an open class Acquiring Information discussion about other issues that It is expected that students will: students were aware of in the Haida • retrieve, research, and use relevant world information from Haida language • The class developed a list of resources to complete meaningful vocabulary and language structures tasks that were useful in talking about • summarize acquired information in current events and issues. The oral, visual, and written forms teacher added to the list and modelled ways of using some of the Experiencing Creative Works phrases and structures to talk about It is expected that students will: social issues. • compare, contrast, and respond to • Students formed small groups. The authentic creative works from Haida teacher provided a variety of current culture Haida resources (magazines, newspapers, taped news broadcasts, news video clips) and asked the
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groups to identify all the current • Each group used what it had learned issues they could find that related to to prepare an oral presentation about the Haida world. As the groups the issue. The teacher encouraged shared their lists, the teacher created groups to choose a variety of formats a chart of the topics they suggested, for their presentations, and the class including: brainstormed a list of possibilities: - environmental issues - panel discussion - the economy - debate - political issues - talk show (taking on roles of - youth issues different people interested in the • Students conducted a Media Watch issue) for one week. They listened to - case study newscasts, read news magazines on - dramatization line sources, read newspapers, and - video documentary watched for references to any of the - simulation of an actual situation topics mentioned in class. Most of - radio or television news the Media Watch was conducted in broadcast or news magazine English; however, students also - simulated interviews with key consulted Haida news resources individuals provided by the teacher. Students • The class established general recorded their observations in requirements and criteria for the Xaayda Kil/Xaad Kil on sheets presentations, and the teacher prepared by the teacher. Each sheet developed and distributed a rating included the date, source, topic, and scale. Each group was also general editorial tone, as well as two responsible for collecting peer or three key points. evaluations of its presentation and • Students formed groups of three. summarizing these as part of a final Each group chose an issue from the self-assessment of the project. Media Watch to explore in depth. • As students listened to each They gathered current information presentation, they recorded key through a variety of authentic Haida points and added these to a personal resources, including: scrapbook or journal. The teacher - newspapers encouraged students to include any - journals other articles, creative works, or - web sites reflections in their books. In the - people and organizations from scrapbook or journal, each student the communities on Haida Gwaii also prepared a one-page synopsis of - art, music, and literature the issue that his or her group had Students recorded the information in studied and presented. Media Watch booklets and met • At the end of the unit, the teacher frequently with their groups to check provided models and reviewed useful on their progress and talk about what vocabulary and structures. Students they were learning. The teacher were asked to develop a creative provided assistance and feedback work (e.g., song, poem, video clip, throughout the activity. cartoon, story) in response to one of the issues that had touched them.
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
• include the following required 4. Defining the Criteria elements: - key points recorded from each The teacher reviewed the expectations presentation for each task and discussed the following - one-page written synopsis of the criteria with students. The teacher issue (own presentation) emphasized that in all assignments, the - self-evaluation of contributions and most important feature would be participation in the unit students’ ability to communicate - bibliography that indicates use of a meaning. variety of appropriate Xaayda Kil/Xaad Kil resources Group Oral Presentation To what extent does the student: Individual Creative Work • take a clear position (point of view) To what extent does the student: • provide thorough and detailed • convey the central theme or message information; include specific • offer a personal response or view examples to help develop about the issue understanding of point of view • include oral, written, or visual • respond to questions with details, reasons, and/or examples to appropriate information support response • give a relatively smooth presentation • draw on elements of Haida creative (pauses do not interfere with works comprehension) • use language and/or visual images in • use intonation, body language, and an evocative way visuals and props to support meaning • use a variety of vocabulary, idiom, 5. Assessing and Evaluating Student and language structures Performance
Scrapbook or Journal The teacher used performance rating To what extent does the student: scales to evaluate students’ work on this • write clearly and in an unit. Students were given copies of the understandable manner rating scales and discussed them before • present information logically they began working on their • include accurate and relevant assignments. For the group information presentations, each student in the group • include key aspects of the topic received the same rating, except in • present a clear position or point of unusual circumstances. view (regarding own topic) • offer reasons, examples, and details to support views
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Peer Evaluation of Group Oral Presentation
Name:______Date:______
Give a mark out of 3 on each of the following:
A. takes a clear position (point of view) B. provides thorough and detailed information; includes specific examples to help develop understanding of point of view C. responds to questions with appropriate information Rating Scale: D. gives a relatively smooth presentation (pauses do not interfere with 3 – Excellent 2 – Good comprehension) 1 - Weak E. uses intonation, body language, and visuals to support meaning F. uses a variety of vocabulary, idiom, and language structures
Group A B C D E F Total/18 ideas Information Response Presentation Meaning Language
Comments The most interesting part of this presentation was:
What I would do differently:
My suggestion(s) to the presenters:
What I learned:
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Scrapbook or Journal
Required Elements: Rating Weight Comments
• Key points recorded
- Presentation #1 1
- Presentation #2 1
– Presentation #3 1 - Presentation #4 1
- Presentation #5 1
- Presentation #6 1
- Presentation #7 1
• one-page written synopsis of the issue (own presentation) 1
• self-evaluation of contributions and participation in the unit 1
• bibliography that indicates use of a variety of appropriate Xaayda Kil/Xaad Kil- language resources 1
Key: 5 – Criteria met at an excellent level. 4 - Criteria met at a very good level. 3 – Most criteria met at a satisfactory level. 2 – Some criteria meta at a satisfactory level. 1 – Few criteria met at a satisfactory level.
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Grade 12 rating scales to evaluate students’ reading comprehension, written work, Topic: A Traditional Haida Story and oral presentations.
1. Prescribed Learning Outcomes 3. Planning for Assessment and Evaluation Yahguudang - Understanding Cultural Influences • Students explored common attributes It is expected that students will: of a Haida myth or traditional stories • analyze and discuss how culture (e.g., trickster archetypes). The affects behavior and attitude ensuing “think-pair-share” (see sample on page C-37) class Communicating discussion included the importance It is expected that students will: of stories in a culture. Students took • exchange ideas, thoughts, and points notes which they later used in of view, giving reasons and reactions individual and group assignments. • describe, narrate, and analyze events, • In pairs, students created word- situations, or experiences web/mind maps based around • use a wide range of vocabulary, picture-prompts the teacher supplied complexity of expression, and idiom from the story they would be in past, present, and future studying. These word-webs • interact spontaneously in a variety of contained students’ predictions about meaningful, real-life situations the characters and plot of the story. They shared their word-webs and Acquiring Information predictions with another pair. It is expected that students will: • The teacher played a cassette • retrieve, research, and analyze recording of the story, omitting the information from Haida resources to ending. Students listened while complete meaningful tasks reading a copy of the story. • synthesize acquired information in • Before they heard the end of the oral, visual, and written forms story, students discussed possible endings. These were listed and later Experiencing Creative Works compared with the real ending. It is expected that students will: (Stronger students were challenged • analyze and respond to authentic to write new endings to hand in.) creative works from Haida culture • After hearing the story, the class determined which, if any, common attributes this story shared with their 2. Overview word web/mind maps and predictions. Also, they analyzed The teacher developed a three-week unit language elements and conventions for Grade 12 students on a Haida myth such as Tllsda, tllsda gaagwii or traditional story. Students read, (Xaayda Kil) or Awaahl agwii.uu analyzed, and presented information on (Xaad Kil) (both meaning “A long this story. The teacher used performance time ago....)
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
• Students completed two received one of four stories and a comprehension activities: series of questions. They then moved - They completed a character chart into expert groups, where each group as they read the story on their member had the same story. The own. members in each expert group read - They received a list of key events the story and answered the questions from the story and rearranged the together. They then returned to their events into correct chronological home groups and shared their order. learning. Questions included: • Based on notes and discussions, - Who was the predominant (main) students created a character card for character in your story? each of the central characters. (These - How did your main character cards resembled hockey cards.) compare with the main character • Students then each chose a character in the story we read by the entire from the tale and created a character class? box to show their in-depth - Where in Haida Gwaii did the understanding of the character. Each story take place? What references student selected a container and eight to the land did you notice? items that were reflective of the - What message or lesson does the character. Students also chose quotes story want to provide from the story to support their choice • In pairs, students completed research of items. For example, in one box, for reports on Haida traditional the student included items such as a stories and myths from the Haida miniature paddle, birch bark, and a world (not covered in the jigsaw scroll. Students gave oral activity). Their reports analyzed presentations of their character elements examined previously. boxes, answering questions asked by During class presentation of the the class. research reports, presenters answered • In pairs or small groups, students spontaneous questions from the created posters or web sites audience. promoting imaginary film versions • In groups, students decided on of this story. Each poster or web site creative ways of presenting the contained two to three critiques, a stories, staying true to the original summary of the plot, a list of actors texts. They were given the choice of and roles, the director’s name, the performing a dramatic performance, title, and an image of the key creating and reading a large-size element of the story. storybook, or presenting a • Students completed a jigsaw activity PowerPoint story board. During their which compared the story to four in-class rehearsals, students other stories from Haida culture evaluated their peers, using the Peer (predetermined by the teacher). In Evaluation Sheet. their home groups, each student
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Character Card
Name of Physical Character Importance in the Character Appearance Story
4. Defining the Criteria Comprehension Activities To what extent does the student: The teacher reviewed the expectations • include all required information for each task and discussed the following • provide relevant detail criteria with students. The teacher • show appropriate organization of emphasized that in all assignments, the information most important feature would be • use appropriate vocabulary, spelled students’ ability to communicate correctly meaning.
Word-web/Mind Map To what extent does the student: • predict the characters in the story • predict the plot of the story • include relevant and interesting details • show appropriate organization of information • spell key words and phrases correctly
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Character Card Prepared Oral Interactions and To what extent does the student: Discussions • create an individual character card To what extent does the student: for each central character • Meaning • complete the personal information - provide clear, relevant, accurate, required for each central character and detailed information • create a visual resemblance of the - include appropriate research chosen character support or attribution • include relevant and creative details - present credible reasons and • provide consideration for the explanations for views presented audience (e.g., varied, eye-catching) • Language • spell key words and phrases - support message with a wide correctly range of vocabulary and idiom - use appropriate tense and Character Box structure To what extent does the student: • Interaction • create a character box that reflects - use strategies to maintain the character interaction and avoid • include eight items representing key communication breakdown (e.g., aspects of the character self-corrects, rephrases in • quote from the story to support Xaayda Kil/Xaad Kil, adapts choice of items known structures to new • explain how the objects relate to the situations) character - communicate fluidly—pauses are • include relevant and creative details brief and do not interfere with • provide consideration for the meaning audience (e.g., varied, eye-catching) • use a wide range of useful Written Research vocabulary and appropriate idioms To what extent does the student: • present expressively with some • Meaning spontaneity - provide clear, relevant, accurate, and detailed information Poster or Web Site - include appropriate research To what extent does the student: support or attribution • provide all required information - present credible reasons and • include relevant and interesting explanations for views presented details with appropriate organization • Language • show consideration for audience - support message with a wide (e.g., eye-catching, easy to range of vocabulary and idiom understand) - make only minor errors in tense • use appropriate and accurate patterns or structure, which do not reduce and frames to include known effectiveness vocabulary and language structures • Organization • show understanding of the story’s - organize ideas clearly and plot, characterization, and theme logically to enhance message
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- use clear and appropriate 5. Assessing and Evaluating Student transitions Performance
Creative Presentation The teacher used performance rating To what extent does the student: scales to evaluate students’ work on this • include all the elements of the unit. Students were given copies of the story rating scales and discussed them before • show evidence of creativity they began working on their • create an engaging and assignments. Comprehension-type interesting presentation activities in this unit were marked for • provide a clear message completion only. The teacher marked four assignments for each student.
Word-Web/Mind Map
Criteria Rating predicts the characters in the story predicts the plot of the story includes relevant and interesting details shows appropriate organization of information spells key words and phrases correctly
Key: 3 – Independently/minimal support 2 – With some support 1 – With continuing support 0 – Not demonstrated
Comprehension Activities
Criteria Rating includes all required information provides relevant detail shows appropriate organization of information uses appropriate vocabulary, spelled correctly
Key: 3 – Strong 2 – Satisfactory 1 – Needs improvement 0 – Not demonstrated
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Character Card
Criteria Rating creates an individual character card for each central character completes the personal information required for each central character creates a visual resemblance of the chosen character with elements of Haida art includes relevant and creative details provides consideration for the audience (e.g. varied, eye-catching) spells key words and phrases correctly
Key: 3 – Independently/minimal support 2 – With some support 1 – With continuing support 0 – Not demonstrated
Character Box
Criteria Rating creates a character box that reflects the character includes eight items representing key aspects of the character quotes from the story to support choice of items explains how the objects relate to the character includes relevant and creative details provides consideration for the audience (e.g. varied, eye-catching) uses a wide range of useful vocabulary and appropriate idioms presents expressively with some spontaneity
Key: 3 – Independently/minimal support 2 – With some support 1 – With continuing support 0 – Not demonstrated
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Poster or Website
Rating Criteria Detailed, insightful, and creative. Engages audience through use of images, Outstanding font, and interesting detail. Focuses on appeal to audience. Plot descriptions 5 of imaginary film and critiques are fully developed using a wide range of appropriate vocabulary and language structures. Offers detailed and compelling analyses.
Complete and accurate. Attempts to include a range of creative details Well-Developed to engage audience. Offers a comprehensible, accurate description of plot 4 using a range of expressions and structures. Communicates message clearly.
Meets requirements. Design lacks creativity. Major components of poster or Satisfactory web site are appropriate, but may offer few supporting details or attempts to 3 engage audience. Lacks accuracy in plot and critique description. Message is comprehensible, but may take effort on part of audience. Errors may detract from understanding.
Meets some requirements. Design detracts from the information. Includes Needs most required information, but may be very brief, with little detail. In most Improvement cases, shows little awareness of audience—often little sense of 2 communication. Understanding of plot is weak. Relies on simple, basic vocabulary and structures with frequent repetition. Errors may interfere with communication.
Does not meet requirements. May be incomprehensible, Not inappropriate, or incomplete. Demonstrated 1
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Research Notes
Criteria Rating Self Teacher written entirely in understandable Xaayda Kil/Xaad Kil 3 2 1 3 2 1
clearly organized 3 2 1 3 2 1
reflects effective research (including at least two Xaayda Kil/Xaad Kil only 3 2 1 3 2 1 sources)
includes relevant, detailed, and accurate 3 2 1 3 2 1 information
Key: 3 – Good 2 – Satisfactory 1 – Needs improvement
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Written Report
Note: Communication of meaning is the most important consideration and should receive the greatest weighting in assigning a grade.
Rating Criteria Goes beyond the requirements of the task to demonstrate extended learning Outstanding or new applications. Takes risks with language, sometimes making errors 6 when attempting to express complexities or subtleties. Information is clear, relevant, accurate, and logically organized. Includes credible reasons and explanations. Wide range of vocabulary and idiom supports message and enriches expression. Errors in language use do not detract from meaning. Information is clear, relevant, accurate, and detailed. Includes credible Strong reasons and explanations to support views. Uses a range of useful 5 vocabulary, idiom, and structures, with some repetition. May include some structural and tense errors, but these do not obscure meaning.
Information is clear, relevant, and accurate. Presents some detail to support Competent views, but links between ideas may be weak in places. Structures tend to be 4 repetitive, and there are few transition words, resulting in a lack of flow. Vocabulary and idiom tend to be basic and concrete. May include errors in tense or structure, but meaning is clear.
Information is relevant and accurate, but may be unclear in places. Presents Developing some detail to support views, but links between ideas may be weak or 3 confusing. May misuse or omit transition words. Vocabulary and structures tend to be basic and repetitive. May include errors in tense, structure, and occasionally, in spelling (indicating the student did not use a dictionary or other resources to check his or her work), but these do not seriously affect meaning. Attempts to address the topic. Presents some accurate information, but Underdeveloped some of the supporting detail may be confusing, irrelevant, or 2 inappropriate. Vocabulary tends to be basic and repetitive with little appropriate use of Haida language idiom. Errors in tense, structure, and spelling may make it difficult for the reader to understand the meaning in places. Transition words may be omitted or misused. The writing tends to be choppy, repetitive, and lacks a sense of logical organization. Requirements Information or message is unclear, incomplete, or inappropriate. May be Not Met very short. A large number of errors may make it impossible for the reader 1 to understand the writer’s view.
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Peer Evaluation Sheet
Name: ______
Date: ______
Name of Presenters: ______
Excellent Good Weak
All the elements are included. 3 2 1
Creativity is evident. 3 2 1
Presentation is appropriate and interesting 3 2 1
Message is clear. 3 2 1
Comments:
The most interesting part of this presentation was:
What I would do differently:
Suggestions(s) for the presenter:
What I learned:
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Prepared Oral Interactions and Discussions
Note: Communication of meaning is the most important consideration and should receive the greatest weighting in assigning a grade.
Rating Criteria Information or message is clear, complete, and appropriate to topic. Outstanding Interaction is effective, expressive, and shows some spontaneity; may 6 include some short pauses. Wide range of useful vocabulary and appropriate idioms. May include errors in tense and structure, but these do not reduce the effectiveness of the information.
Information or message is generally clear and easy to understand. Strong Interaction is sustained and expressive, but may be hesitant. Some variety 5 in vocabulary; may include some errors in idiom. May include structural and tense errors, but these do not obscure the message.
Information or message is appropriate to topic. Interaction is sustained but Competent may be hesitant with frequent short pauses; some expression. Appropriate, 4 basic vocabulary; may include errors in idiom. May include errors in tense and structure, which weaken but do not interfere with the message.
Information or message is appropriate to topic, but may be unclear in parts. Developing Interaction is hesitant, with long pauses; some expression. Vocabulary 3 tends to be basic and repetitive, with little appropriate use of Xaayda Kil/Xaad Kil idiom. Errors in tense and structure interfere with the message. Some parts of the information or message are unclear and may be Underdeveloped inappropriate. Interaction is stilted, with little or no expression, and 2 extremely hesitant, with very long pauses. Vocabulary is minimal and repetitive, with little appropriate use of Xaayda Kil/Xaad Kil idiom. Errors in tense and structure undermine the message. Requirements Information or message is unclear, incomplete, or inappropriate. No Not Met interaction or flow of language. 1
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Introductory Xaayda Kil / 3. Planning for Assessment and Xaad Kil 11 Evaluation
Topic: Memories • The teacher introduced the unit by showing the class a number of 1. Prescribed Learning Outcomes objects and photos that represented events and relationships in the Communicating teacher’s own life. The teacher It is expected that students will: described each object, along with the • ask for information, permission, and memories it evoked. During this clarification and respond accordingly activity, the teacher modeled a • describe and exchange information variety of vocabulary and patterns about activities, people, places, and that could be used to describe past things events. • communicate in past, present, and • The teacher explained that students future would also be sharing some of their • participate in a variety of memories with the class, using meaningful, real-life situations objects and photos to accompany • derive meaning in new language their presentations. Students were situations given the choice of whether they wanted to present actual events and Acquiring Information memories from their lives or to It is expected that students will: invent fictional material. • explain acquired information in oral, • The class brainstormed a list of some visual, and simple written forms significant moments they had • extract, retrieve, and process experienced, for example: information from Xaayda Kil/Xaad - learning to ride a bike Kil to complete meaningful tasks - moving - first day of school 2. Overview - best day at school - catching their first fish The teacher developed a series of - a special gift activities over a two-week period in - getting their Haida name which students shared memories from - getting a driver’s license different times in their lives, real or • The teacher provided students with a fictional, as well as something students short article to read about a well- would like to accomplish in the future. known Haida person. The article The teacher used performance rating described the person’s childhood and scales to evaluate students’ reading made connections to the person’s comprehension, oral presentations, accomplishments as an adult. spontaneous oral responses, and written • The class discussed the information work. in the article and identified key vocabulary and structures used to describe past experiences. • In small groups, students created lists of useful language for describing
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past and future experiences. They object or photo for each memory or brainstormed words and phrases they future plan. The teacher reminded had previously learned, looked students that they could present real through children’s books and other or fictitious information. written material, and used their • The class discussed criteria for the dictionaries. The teacher compiled presentations and expanded on the the lists from each group into a class list of useful vocabulary and chart. structures. • In Xaayda Kil/Xaad Kil, each • Students practiced their presentations student prepared a list of ten with partners, who provided significant moments or memories feedback and support. They also (real or invented) that he or she practiced asking and responding to could comfortably share with the questions. class. Students consulted classmates, • Students then took turns presenting the teacher, and other resources for their past and future memories to the vocabulary as they worked. For each class. At the end of each event or memory, they recorded brief presentation, classmates were descriptions that included what encouraged to ask questions. The happened, who was involved, and teacher provided a recording form when it occurred. Students gave their that students completed using lists to the teacher, who used the information from the presentations. information to create a “people Information included: search” chart. Students then - the name of the presenter interviewed their classmates (in - the three memories described Xaayda Kil/Xaad Kil) to fill out the - the one future plan chart with information such as the - description of the objects or following: Are you the person who... photos - went clam digging last night? - Students also recorded the - has a new niece? questions they asked during the - are the xanjii/ xants of your presentation. great-grandmother/father? • Students were asked to select their • The teacher circulated, observing favourite memory or future plan and students and offering assistance and either write a short paragraph about feedback about their oral use of it, draw a cartoon with captions, or language. write a song or poem. • The teacher repeated the activity, focusing on future plans. These could be real plans or fictional (e.g., 4. Defining the Criteria I want to visit Paris in the Springtime, I plan to win the All- The teacher reviewed the expectations Native tournament this year). for each task and discussed the following • The teacher asked each student to criteria with students. The teacher prepare a short oral presentation explained that in all assignments, the describing three favourite memories most important feature would be and one of their future plans. The students’ ability to communicate presentation also had to include an meaning.
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APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Oral Presentation Creative Response to Memories To what extent does the student: To what extent does the student: • do their presentation entirely in • include relevant and creative detail understandable Xaayda Kil/Xaad Kil • show consideration for the audience • provide relevant information and (e.g., varied, eye-catching) examples for three memories and • provide a comprehensible message one future plan • show appropriate organization of • sustain use of Xaayda Kil/Xaad Kil information may pause or hesitate frequently, but • attempt to engage the reader pauses do not impede • use a range of appropriate communication vocabulary, including new • pronounce most words accurately or vocabulary to support and enrich the approximately and attempt to model message correct intonation • self-correct as needed (e.g., 5. Assessing and Evaluating Student restarting, repeating a word or Performance phrase) • use appropriate verb tenses and The teacher used performance rating language structures to differentiate scales to evaluate students’ work on this among past, present, and future time unit. Students were given copies of the • attempt to engage the audience by rating scales and discussed them before including interesting or humorous they began working on their details or by using new or unfamiliar assignments. language
Listening Record To what extent does the student: • include all required information • include at least three appropriate questions
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Memories Oral Presentation
Criteria Rating Comments
is comprehensible (the presentation makes sense and is easy to follow) provides relevant information and examples for three memories and one future plan sustains the use of Xaayda Kil/Xaad Kil – may pause or hesitate frequently, but pauses do not impede communication pronounces most words accurately or approximately and attempts to model correct intonation self-corrects as needed (e.g. restarting, repeating a word or phrase)
uses appropriate verb tenses and language structures to differentiate among past, present, and future time attempts to engage the audience by including interesting or humorous details or by using new or unfamiliar language Overall Rating
Key: 3 – Strong 2 – Satisfactory 1 – Needs improvement 0 – Not demonstrated
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Listening Record
Rating Criteria
Strong 4 All required information is recorded clearly and accurately
Satisfactory 3 Most required information is recorded clearly and accurately
Partial 2 Some accurate information is recorded for at least two memories; may be vague or hard to follow in places.
Some accurate information is recorded; may be somewhat confusing. Weak 1
Questions Asked During Presentations
Strong 4 All three questions are clear, logical, and appropriate (i.e., call for clarification or elaboration of information not previously presented) Satisfactory Two questions are clear, logical, and appropriate. 3
Partial At least two questions are understandable and appropriate. 2
Weak Attempts to ask at least one question. Unclear; may be irrelevant or 1 illogical.
C-71 APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
Visual or Written Creative Response to Memories
Criteria Rating Comments
Criteria: Visual Response
includes relevant and creative detail
shows consideration for audience (e.g. eye catching, easy to understand)
provides a comprehensible message
Overall Rating for Visual Purposes
Criteria: Written Response shows appropriate organization of information attempts to engage reader
uses a range of appropriate vocabulary, including new vocabulary, to support and enrich the message
Overall Rating for Written Responses
Key: 3 – Independently/minimal support 2 – With some support 1 – With continuing support 0 – Not demonstrated
C-72
APPENDIX C Generic Assessment Tools
APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
STUDENT JOURNALS Reflection Activity/Project Assessment of student performance may also be supported through the use of Student name: Date: journals. Student journals are powerful tools for encouraging students to reflect on Activity/Project Title their experiences. Journals may be quite Activity/Project description structured, or they may be general reviews of the events of the week in the Haida The most surprising aspect of this activity/project for Language class. Entries may comment on me was: specific activities or provide broad I would like to find out more about: reflections on progress or issues. A journal is an important method of If I were to do this activity/project again I would: communication between student and teacher. Students may ask questions, I could help a student who is doing a similar activity/ indicate successes, or identify areas where project by: they need further assistance to develop The biggest problem I had was: skills. Teachers can respond to student journals in I solved this problem by: letters, with short comments in the journal, or verbally to students. What I enjoyed most about this activity/project was:
Prompts for Daily Journal Reflections
Today we talked/learned/participated in
______. STUDENT/TEACHER INTERVIEWS I tried to: Interviews can provide valuable I asked: information about the understanding, thoughts, and feelings of students about I found out: Haida Language. Interviews may give students opportunities to reflect on the I wish I had: unit of study and the teacher a chance to One question I'm taking away to think more about is: gather information about students’ The steps I took to participate effectively were: knowledge and attitudes, as well as diagnose student needs. An interview The problems I encountered were: may take the form of a planned sequence To solve these problems I: of questions which lead to open-ended discussions, or require independent The resources and people I used to help were: completion of specific questions. Informal interviews between the teacher and students should take place on a regular basis throughout instruction.
C-75 APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
STUDENT/TEACHER INTERVIEWS
Questions Teacher’s Notes
How do you feel about your participation in this activity?
What do you think about ______?
How does your group feel about you?
Did you have any new thoughts when ______?
How did you go about ______?
Tell me another way of doing ______?
What would happen if ______?
Why did you ______?
What did or did not work?
Tell me what you learned from ______.
What else would you like to know?
Is there anything you would like to change?
How well do you think you’ve done?
Tell me how or where you might use ______?
What communication skills did you teach or learn?
C-76
APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
This form is to be translated into Xaayda Kil / Xaad Kil for use with students with more advanced language skills.
Peer Assessment Sheet for Students
Name: ______
Presenter:______
The most enjoyable part of this presentation was: ______
______
______
The part I would do differently is: ______
______
______
One suggestion I have for the presenter is:______
______
______
One thing I learned in Haida Language that I could use in another situation is: ______
______
______
C-77 APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
CHECKLISTS
Checklists allow the teacher to observe the entire class “at a glance.” They provide quick reference sheets that can identify specific information regarding student attitudes, knowledge, or skills. Checklists allow the teacher to create individual record-keeping systems, such as by date, level of skill proficiency, or use of a simple checkmark identifying a yes or no. Checklists can be useful in developing learning profiles that indicate growth over time. Checklists may be created to gather information about student co-operation, participation, attitude, leadership, or skill development.
See the following Examples: Group Observation Form Participation Profile
C-78
APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
C-79 APPENDIX C: ASSESSMENT AND EVALUATION SAMPLES
C-80
APPENDIX D Honouring: Haawa / Haw’aa
APPENDIX D: HONOURING, HAAWA / HAW’AA
Throughout the history of Haida language teaching in the communities of Haida Gwaii, there has been, and continues to be, an extreme effort expended by many educators, Haida language speakers, Elders, learners and other community members that is fueled by a love of Haida culture, a belief in the Haida people, and a commitment to the Haida language.
Underlying all of these efforts is the understanding that with hard work, dedication, and a commitment to our children, those yet to be born, and to our ancestors who kept the Haida language alive, that Xaayda Kil/Xaad Kil will once again florish on Haida Gwaii. It is the many voices and hands of these special people that have made this document possible.
Haawa to our ancestors, without whom we would not be here today.
Haw’aa to the Haida Elders and Knowledge Keepers who keep the language and culture with us.
Haawa to all who have created Haida language resources and curriculum that contributes to this Integrated Resource Package.
Haw’aa to those who have passed on but left language behind through recordings and other resources.
We would like to acknowledge the following organizations who have facilitated the creation of the Xaayda Kil/Xaad Kil Grades 5 to 12 Integrated Resouce Package :
School District No. 50 Haida Gwaii;
Haida Language Teachers and Haida Language Support Workers Past and Present;
Elders and Workers at the Skidegate Haida Immersion Program (SHIP);
Elders and Workers at Xaad Kihlga Hl Suu.uu Society in Old Massett;
Council of the Haida Nation;
Skidegate Band Council and Old Massett Village Council;
Haida Education Council of School District No. 50 Haida Gwaii;
Chief Matthews School in Old Massett, Haida Gwaii;
Kaay ‘Llnagaay Haida Heritage Centre, Skidegate, Haida Gwaii; and,
Gwaii Haanas Haida Heritage Site and National Park Reserve.
A special thanks to the following individuals who have contributed their valuable knowledge, insights, and skills towards the production of the Xaayda Kil/Xaad Kil Grades 5 to 12 Integrated Resource Package:
D-3 APPENDIX D: HONOURING, HAAWA / HAW’AA
The late Claude Jones, Stephen Brown and Mary Swanson who dedicated their lives to teaching and passing on their knowledge of Xaad Kil in many community initiatives including teaching at Tahayghen Elementary School and George M. Dawson Secondary School ;
Haida language teachers and advocates Diane Brown, Kathleen Hans, Herb Jones, Laura Jormanainen, Maureen LaGroix, Diane York, Joan Moody, Debi Laughlin, Candace Weir- White, and Jaskwaan Bedard;
Acknowledgement and appreciation to School District No. 50 Haida Gwaii Board of Education past and present for their continued support and commitment to Haida language and culture.
Angus Wilson, past Superintendent of School District No. 50 Haida Gwaii, for supporting Haida language and culture in the schools of Haida Gwaii;
Dawna Johnson-Day, Superintendent of School District No. 50 Haida Gwaii, for supporting Haida language and culture in the schools of Haida Gwaii;
Kevin May, Director of Instruction, School District No. 50 Haida Gwaii for editing support;
Dr. Marianne Ignace, Univeristy of Simon Fraser and Dr. Jordan Lachler, Univeristy of Alberta for Orthography support;
Dr. Geoff Horner, for technical support;
Joanne Yovanovich, Principal of Aboriginal Education, School District No. 50 Haida Gwaii, whose support and hard work has facilitated the creation of this document; and,
A special acknowledgement to Jaskwaan Amanda Bedard for writing, collating, organizing, and compiling this IRP. This document is a testament to her dedication, perseverance and commmitment to Haida Language and Culture.
Long Live the Haida Language!
Xaayda Kil: Xaayda kil jiing.aa xaaynaang.aa Gas.ga
Xaad Kil: Xaad Kil xiinangaa sGwaanangsaang
Xaat Kil: Xaat Kil xiinangaa giisaang
D-4
APPENDIX E School District No.50 Haida Gwaii Protocol Guidelines
APPENDIX E: SD NO. 50 HAIDA GWAII PROTOCOL GUIDELINES
SCHOOL DISTRICT NO. 50 your classroom needs. The HAIDA GWAII PROTOCOL GUIDELINES FNRW will provide advice and assist the teacher throughout the The protocols described in this section process. have been developed by School District Teacher & FNRW determine the No. 50 to honour the Haida Nation in the focus of discussion or schools on Haida Gwaii. demonstration. Teacher to ensure the elder has enough to share The Elders and Knowledge Holders during the visit. How much time Protocol is for teachers and students to is available? Is it a one-time follow when an Elder or Knowledge session or will the Elder be Holder visits their classroom. required for more sessions? How many students will be involved, The Guidelines and Procedures for whole class or small group? Haida Events Held in School District Location will this occur in the No. 50 explain to teachers and students classroom or outside? Determine the correct protocols for Haida events in best time of day for the visit. their classrooms. Supplies, materials resources required, & who is responsible for obtaining them? ELDERS AND KNOWLEDGE HOLDERS FNRW to confirm with PROTOCOL FOR SCHOOL DISTRICT NO. classroom teacher who will 50 HAIDA GWAII (November 2013) contact the Elder/Knowledge holder either the classroom The purpose of the Elders & Knowledge teacher or FNRW the Holders in classrooms is to assist Elder/Knowledge is then teachers to integrate Haida knowledge booked. and perspective into the curriculum and It is advisable to give Elders at to establish connections between the least 1 week’s notice, as they school district community and the Haida may have a busy schedule and community. need adequate time to prepare. It is recommended that FNRW re- When planning to initiate contact Elder the day before the Elder/Knowledge Holder visits, the visit, and again in the morning of following guidelines will aid in ensuring the day of the visit to confirm the that the Elder and students have a preparations. positive experience. If transportation for the Elder/Knowledge Holder is It is important that expectations are required, the FNRW and/or host clearly laid out and everyone teacher should arrange this. participating is informed of the program Inform administrator and office and the process prior to the visit. staff of the name of the visitor and the time and purpose of the Contact the FNRW (First visit well in advance. Nations Resource Worker) in your school with a clear idea of
E-3 APPENDIX E: SD NO. 50 HAIDA GWAII PROTOCOL GUIDELINES
Elders should only be brought into Following the Elder/Knowledge the classroom when teachers & Holder’s last visit, the students students have developed good should thank them, by writing questions to ask them and/or are letters, sending them drawings or ready to listen respectfully, observe other work, or presenting them with & practice a skill being shared. photographs taken during their time Review what respect feels like when with the class. It is equally it is in action. important for all the school staff to help to make the Elder/Knowledge Every Elder has his or her own Holder feel welcome by personal history and strengths that acknowledging them with a can be a rich resource for the greeting when they are in the students. Where possible, teachers school. are encouraged to talk with elders before bringing them in, to gain a Host teacher to refer to visit in better understanding of their unique following classes to ensure the visit qualities and the learning was meaningful, validates and possibilities they bring to the connects the purpose for the visit. classroom. Teachers should also (not an isolate activity) consider the use of field trips and outdoor settings that will help share their knowledge more fully. The knowledge and perspectives of different Elders/Knowledge Holders are complementary to one another, often resulting in deeper insights into Haida history, culture, and contemporary life. Students should be prepared to treat Elders/Knowledge Holder with respect, to make them feel welcome, and to express appreciation for their contributions. One or two students should be asked to greet the Elder/Knowledge Holder when they arrive and depart the school and bring them to the classroom. Be sure to have a beverage for the Elder/Knowledge Holder in the classroom during the visit (water, tea coffee depending on the length of the visit you may also need a light snack available).
E- 4 APPENDIX E: SD NO. 50 HAIDA GWAII PROTOCOL GUIDELINES
GUIDELINES AND PROCEDURES FOR HAIDA EVENTS HELD IN SCHOOL DISTRICT NO. 50
Checklist:
Who will be the main organizing Gather any supplies needed group? during the event - extension Pick the date and venue. cords, scissors, tape, etc. Be sure to invite the guests well Assign students & staff to in advance of the event. (actual welcome at the door invites school letterhead/logo, telephone, email) Choose MC for event Order supplies if needed. Opening & Welcome, Prayer Students singing & speaking Arrange for seating of elders & Dancers? invited guests Speakers list: Hereditary Chief Determine: Do you need tables (s) Band Councillors, Dignitaries set up? Business of the event Will transportation be required? Payment for witnessing, depends For who? What will they need? on the event: Who will pick up & return? Large events (naming, opening of Arrange food depending on the new buildings/rooms, event, coffee, tea, juice, & small pole/plaque raisings require snack are the basics (cake, larger payment (blankets, cookies, sandwiches), will it be a baskets, paddles, framed prints, meal? etc.. for Chiefs, Dignitaries) What’s needed for the food? smaller events (bookmarks, pins, Plates, cups, serving spoons, pencils) cutlery, napkins, coffee pots, tea Closing Haaw’a pots, juice jugs, serving trays, aprons etc.…) Clean up Venue site and other Who will prepare the food? areas that may have been used. Who will serve the food? Thank you notices, on SD Set the program for event website, school newsletter, band determine beginning & end time. newsletter, Observer, just be sure the event was publicly acknowledged.
E-5 APPENDIX E: SD NO. 50 HAIDA GWAII PROTOCOL GUIDELINES
SING GAHL GAN SUU / SANGHLGANG GUUSUU – TO PRAY
The following Prayers in Xaayda Kil/Xaad Kil are used by Knowledgeable People during certain occasions: to open and close an event with protocol and ceremony, and also during the event if called upon. To pray is an important aspect of Haida protocol that is recognized and practiced by many Haida.
The following two examples are from fluent Haida speaking Elders who were highly respected members of our communities. We thank them for leaving us with their wisdom.
Prayer by the late Ada Yovanovich, Skidegate, in Xaayda Kil:
Sing.Gaay Sing.Ga Suu
Sah ‘Laana Guu Nang iidhlxaaydaGas, Creator,
‘laa gaa.nga kiigaay k’wiidans ad hl sding. Be with all names mentioned.
‘Wagyin ga ‘waadluxan st’iis gii hla tllGad. And then do help all the ones that are sick.
‘Wagyin ll gidGalang ad ll hltaaxuulang ad hla sding. And then be with the children and relatives of.
‘Wagyin guudang tlaats’iiga ad guudang hltaanawa ‘ley isda Guu. And then give them all strong minds and peace of mind.
‘Wagyin asGid isis ad hlaa asing sding And then also be one with those here.
Haawa. Thank you.
Jaadsangkinghlyas (Ada Yovanovich)
E- 6 APPENDIX E: SD NO. 50 HAIDA GWAII PROTOCOL GUIDELINES
Prayer by the late Stephen Brown, Massett, in Xaad Kil:
Saa nang iitl’ ‘laagadaas Power in the Shining Heavens
Ga tlaayd uu dang ahl t’alang giinang.gaa We are asking for your help
Iitl’ Gaw Xaadaagaa. We are Massett Haida
Kiigii gin iitl’ sk’at’adas sang uu t’alang kil ‘laaga. We thank you for the Elders who work so hard teaching us Haida.
Dagwii gu dang ahl t’alang gingang.gaa. We are asking for the strength to do what we need to do.
Xaad kil iitl’ gwii sdiilgee xants gu iitl’ gudang.gaa. We want to bring back the Haida Language.
Yaalang hantan ingee ga dang tlaaydee xangs guu iitl’ gudang.gaa. Help the young parents learn and speak to their children.
Gin t’alang tl’ii yahdee gwii hl iitl’ aal istaal. Let us do the right thing.
Haw’aa dang ahl kil ‘laagang. Thank you, we respectfully ask this of you.
Xaad Kil Sk’adaga ‘Leeyga (Stephen Brown)
E- 7 APPENDIX E: SD NO. 50 HAIDA GWAII PROTOCOL GUIDELINES
E- 8 !
APPENDIX F
Xaayda Kil/Xaad Kil Orthography
!
! APPENDIX F: XAAYDA KIL/XAAD KIL ORTHOGRAPHY ! ABOUT&XAAYDA&KIL/XAAD&KIL& Massett Haida. Dr. Ignace works ORTHOGRAPHY& continuously with the Xaad Kil learning ! community, and uses an orthography In consideration that Xaayda Kil/Xaad that takes into account the daily usage of Kil has been in existence for many Xaad Kil by the community of learners. millennia, it has been a written language for a relatively short period of time. Importantly, the Skidegate Haida Immersion Program (S.H.I.P.) developed There are many valuable resources their orthography in 2008, attached here, concerning the Haida language that were is the orthography used in all Xaayda Kil created in different orthographies. The in this IRP. S.H.I.P. produces all key is to remember that orthography Xaayda Kil resources for every demonstrates certain symbols to community organization in Haida Gwaii represent certain sound – and ultimately, using Xaayda Kil. correct pronunciation determines proper Xaayda Kil/Xaad Kil. These are examples of work done by academics and community members Accounts of explorers, geologists, who have contributed to the Haida ethnographers, and other early visitors Orthography. have included written renditions of the Haida Language. John R. Swanton, an Since 2004, the three Haida language early ethnographer who wrote the communities regularly come together for “Contributions to the Ethnology of the Haida Language Gatherings. One of the Haida” (1905) used the American objectives of these gatherings is to Phonetic Alphabet for the extensive standardize the orthography for writing Haida language included in his work. Xaayda Kil/Xaad Kil where each Since Swanton, a number of linguists component of the Haida language is and scholars have introduced various written the same way for each orthographies of Xaayda Kil/Xaad Kil. community. There is varied pronunciation of the Xaayda Kil/Xaad In 1972, the Alaska Native Language Kil alphabet throughout each dialect. Centre (ANLC) developed an alphabet This is understood and accepted between and a modified version of it is still in use community language advocates. within the Alaska Haida language community. Following the S.H.I.P. orthography, is an explanation of Haida orthography by Dr. Linguist John Enrico spent much time on Jordan Lachler, a linguist who continues Haida Gwaii working with many to work diligently with the three Haida Knowledge holders of the Haida communities of language learners. This community and produced most notably document provides understanding of the Haida Dictionary Volumes 1 and 2; how the Haida orthography is used and as well as Haida Syntax (refer to how each sound is pronounced within Appendix B, Resources). each dialect. It should be noted that some but not all writers of Xaad Kil use Anthropologist Marianne Ignace also tone marks, which prove to assist greatly completed extensive work with Old in pronunciation.
F-3 SHIP ÝAAYDA KIL Orthography
How to Pronounce the Skidegate Haida Language: ALPHABET
CONSONANTS T8 b = paaba = pepper - bear, baby, bag T9 ch = chiina = fish - chair, chalk, champ T10 d = dang = you - dad, dam, dance T11 dl = dlaan = wash - padlock, bedlam T12 g = gam = no - good, give, goat T13 ç = çuud = eagle - a back-g sound, deeper in the throat T14 h = haawiid = hurry - habit, half, hall T15 hl = hlçaa = rock - air sound – tongue at top of mouth, blow air out sides of mouth. T16 j = jaada = female - jab, jaw, jazz T17 k = kinda = give news - king, kayak T18 k' = k'aaw = herring roe on kelp - a popping-k-sound T19 ñ = ñing = to see - a back-k sound, deeper in the throat T20 ñ' = ñ'al = skin - a popping back throat k-sound T21 l = luu = wave - lace, lake, lady T22 'l = 'laana = town - a pinched l-sound T23 m = maahlça = seeds - man, made, mail T24 n = naang = play - name, nation, need T25 ng = ngaal = kelp - sing, bang, long T26 p = paaba = pepper - puck, pace, page T27 s = suu = lake - safe, sale, sand T28 t = taan = black bear - talk, tale, tall T29 t' = t'alang = we - a popping t-sound T30 tl = tlaan = stop - a t-sound followed by an hl- sound
1 SHIP ÝAAYDA KIL Orthography
T31 tl' = tl'aa = you - a popping tl-sound T32 ts' = ts'uu = red cedar - cats, bits, boots – but with a pop T33 . = tlaa.ahl = ten - syllable break T34 w = 'waagii = plus - win, wish, will T35 x = xaahl = shiny - strong h-sound from the back of mouth T36 ý = ýaayda = people - a back throat -x sound, deeper in the throat T37 y = yahguudang = respect - yawn, year, yes
VOWELS T38 a = ad = and - but, hut, sofa T39 aa = taan = black bear - father, odd, honest T40 aw = taw = grease - short-a followed by w-sound T41 aaw = k'aaw = herring roe on kelp - how, now, cow T42 ay = ñay = sea lion - short-a followed by y-sound T43 aay = gwaay = island - I, my, pie, sigh, eye T44 ey = çeyluu = intuition - hey, they, whey T45 i = isda = give - hit, sit, with T46 ii = iitl'l = us - see, bee, Cree T47 l = dlljuu = doing something - parcel, battle T48 ll = dlllna = octopus arm - a long-l sound T49 o = doaýan = even if - ocean, oak, oath T50 u = kun = whale/point/nose - look, book T51 uu = tluu = boat - flu, shoe, new, too T52 yaa = yaan = really - yeah, that's right!
2 SHIP ÝAAYDA KIL Orthography
Skidegate Haida Throat Positions
Skidegate Haida Consonants
(1) Lips p, b, m, w (3) Back of teeth t, t', d, n, ts, ts', j, s, tl, tl', dl, hl, l, 'l (6) Hard palate y, ch (7) Soft palate k, k', g, ng, x, w (8) Uvula ñ, ñ', ç, ý (9) Glottis h, '
3 ! ! ! ! ! ! ! ! ! ! ! ! ! ! !
HAIDA ORTHOGRAPHY
By Jordan Lachler Haida Consonant Chart
This chart shows the consonant letters as they are currently used in each community. Following the chart is a series of notes discussing particular letters.
Letter Skidegate Masset Alaska English b paaba paabaa páabaa black pepper ch/ts chiina tsiin chíin fish d dang dang dáng you dl dlaan dlan dlán to wash g gam gam gám not gw gwaay gwaay gwáay island ç çuud çuud çúud (adult) eagle ð — ðamjuu ðámjuu to be round h haawiid hawiid hawíid hurry! come on! hl hldaan hldaan hldáan blueberry j jaadaa jaadaa jáadaa to be female k kinda kindaa kíndaa to tell news kw kwaagid kwaagad kwáagad to depend on something k' k'aaw k'aaw k'áaw herring roe on kelp k'w k'waay k'waay k'wáay older sibling ñ ñing ñing ñíng to see something ñw ñwaan ñwaan ñwáan to be many, a lot ñ' ñ'al ñ'al ñ'ál skin ñ'w ñ'waang ñ'waang ñ'wáang to explode l luu luu lúu wave 'l 'laa 'laa 'láa to be good
2 m maahlça maahl máahl seed n naang naang náang to play ng ngaal ngaal ngáal giant kelp p paaba paabaa páabaa black pepper p' xap'ad xap'ad xap'ad to go in fast s suu suu súu lake t taan taan táan black bear t' t'alang t'alang t'aláng we tl tlaan tlaan tláan stop tl' tl'uu tl'uu tl'úu wedge ts' ts'uu ts'uu ts'úu red cedar w waasii waajii wáajii that, those 'w 'waa 'waa 'wáa to do x xayaa xayaa xayáa to be sunny ý Ýaayda Ýaad Ýaad people, Haidas þ — ñ'alaaþan ñ'aláaþan fence y yahk'ii yahk'ii yahk'ii the truth 'y 'yaanala 'yaangalaa 'yaangalaa to be early, easy ' gi'inda gi'andaa gya'ándaa to use, to wear
3 Notes on the Consonants b The Haida b is pronounced much like the English b in big, bag and baby. The technical name for this sound is a voiceless bilabial stop. ch/ts The Haida ch, as used in Skidegate and Alaska, is pronounced like the English ch in cheese, chew and chair. Some writers in Masset use the letter ts for this sound. The technical name for this sound is an aspirated alveopalatal affricate. Enrico uses the letter ts to write this sound in his orthography. d The Haida letter d sounds like the English d in dog, dig and den. The technical name for this sound is a voiceless alveolar stop. dl The Haida letter dl is very close to the English dl sequence in words such as padlock and bedlam. The technical name for this sound is a voiced alveolar lateral affricate. g The Haida letter g is pronounced like the English g in good, give and goat. It is never pronounced like the English g in gem, general and gesture. The technical name for this sound is a voiceless velar stop.
gw The Haida letter gw is pronounced the the gu seuqence in the English words guano, guava and Guatemala. The technical name for this sound is
4 a labialized voiceless velar stop.
ç The Haida letter ç represents three different sounds. In the Skidegate dialect, it is a sound similar to the letter g, but produced further back in the mouth. the technical name for this sound is a voiceless uvular stop. In the Masset dialect, it is a sound similar to ' (see below), but produced with extra constriction in the throat. The technical name for this sound is a pharyngealized glottal stop. In the Alaskan dialect, it is a sound similar to a small cough, or a clearing of the throat. The technical name for this sound is a pharyngeal stop. None of these sounds exist in English.
Although there are three different pronunciations for this letter, the sounds occur in the same words across the three dialects. This letter is often called "g-line". Enrico uses the letter r to write this sound in his orthography.
ð The Haida letter ð is used in writing the Masset and Alaskan dialects to spell the same back-g sound that Skidegate spells with ç. There are very few words which have this sound and which use this ð letter; most of the words are borrowings from Chinook Jargon. The technical name for this sound is a voiceless uvular stop. This letter is often called "g-cap" or "g- hat". Enrico uses the letter G to write this sound in his orthography.
h The Haida letter h is pronounced like the English h in habit, half and hall. the technical name for this sound is a voiceless glottal approximant.
5 hl The Haida letter hl represents a sound not found in English. Its pronunciation is a mix between an s and a whispered l. The closest sound we have in English is the th sound in math, bath and athlete. the technical name for this sound is a voiceless lateral fricative.
j The Haida letter j is pronounced like the English j in jab, jaw and jazz. The technical name for this sound is a voiceless alveopalatal affricate.
k The Haida k is pronounced like the English k in king, kayak and kiss. the technical name for this sound is an aspirated velar stop.
kw The Haida letter kw is pronounced like the English qu in queen, question and quit. The technical name for this sound is a labialized aspirated velar stop.
k' The Haida letter k' represents a sound not found in English. It is pronounced like a plain letter k, but with an extra pop or click, made by shutting off your vocal cords at the same time. The technical name for this sound is a velar ejective. This letter is often called "k-pinch".
k'w The Haida letter k'w is pronounced just like the letter k', but with the lips rounded at the same time, making a sound much like a w. The technical name for this sound is a labialized velar ejective.
6 ñ The Haida letter ñ represents a sound not found in English. It is similar to a Haida k, but pronounced further back in the mouth. It is pronounced at the same place in the mouth as the Skidegate pronunciation of the letter ç. The technical name for this sound is an aspirated uvular stop. This letter is often called "k-line". Enrico uses the letter q to write this sound in his orthography.
ñw The Haida letter ñw is pronounced like the letter ñ, but with rounded lips. The technical name for this sound is a labialized aspirated uvular stop. Enrico uses the letter qw to write this sound in his orthography.
ñ' The Haida letter ñ' is pronounced like the letter ñ, but with an extra pop or click. The technical name for this sound is a uvular ejective. This letter is often called "k-line-pinch" or "k-fully-loaded". Enrico uses the letter q' to write this sound in his orthography.
ñ'w The Haida letter ñ'w is pronounced like the letter ñ', but with rounded lips. The technical name for this sound is a labialized uvular ejective. Enrico uses the letter q'w to write this sound in his orthography. l The Haida letter l is pronounced like the English l in lace, lake and lady. The technical name for this sound is a voiced lateral approximant.
'l The Haida letter 'l represents a sound not found in English. It is very similar to a plain l sound, but it also involves closing off your vocal cords at
7 the beginning of the sound. The technical name for this sound is a glottalized lateral approximant. This letter is sometimes called "pinched- l". m The Haida letter m is pronounced like the English m in man, made and mail. The technical name for this sound is a voiced bilabial nasal. n The Haida letter n is pronounced like the English n in name, nation and need. The technical name for this sound is a voiced alveolar nasal.
ng The Haida letter ng is pronounced like the English ng in sing, bang and long. The technical name for this sound is a voiced velar nasal. It is not pronounced like the ng in the English words finger, single and tango. For that sound, some Haida writers use ng.g (with a dot) and others use ngg (without a dot).
p The Haida letter p is pronounced like the English p in puck, pace and page. It is a fairly uncommon sound, and is found mostly in borrowed words. The technical name for this sound is an aspirated bilabial stop.
p' The Haida letter p' is pronounced like the letter p, but with an extra pop or click. The technical name for this sound is a bilabial ejective.
This sound occurs in a small number of words, and even in those words not all speakers use this sound. Instead, they may use a b followed by a ' (two
8 separate sounds, not a single sound like p'). For example, some speakers say t'ap'ad, with a single p' sound in the middle, while others say t'ab'ad, with the two sounds b and ' in the middle. This letter is often called "p- pinch". s The Haida letter s is pronounced like the English s in safe, sale and sand. The technical name for this sound is a voiceless alveolar fricative. t The Haida letter t is pronounced like the English t in talk, tale and tall. The technical name for this sound is an aspirated alveolar stop.
t' The Haida letter t' is pronounced like the letter t, but with an extra pop or click. The technical name for this sound is an alveolar ejective. This letter is often called "t-pinch".
tl The Haida letter tl is pronounced like the letter t, followed by the letter hl. It is a sound that is not found in English. The technical name for this sound is a voiceless lateral affricate. tl' The Haida letter tl' is pronounced like the letter tl, but with an extra pop or click. The technical name for this sound is a lateral ejective affricate. This letter is often called "t-l-pinch". ts' The Haida letter ts' is pronounced like the English sequence ts in cats, boots and eats, but with an extra pop or click. The technical name for this
9 sound is an alveolar ejective affricate. This letter is often called "t-s- pinch". w The Haida letter w is pronounced like the English w in win, wish and will. The technical name for this sound is a voiced labialized velar approximant.
'w The Haida letter 'w is pronounced like the letter w, but it also involves closing off your vocal cords at the beginning of making the sound. The technical name for this sound is a glottalized voiced labialized velar approximant. This letter is often called a "pinched-w". Enrico uses the sequence 7w to write this sound in his orthography.
x The Haida letter x represents a sound not found in English. It sound similar to a strong h sound, but is produced in the mouth and not in the throat. The technical name for this sound is a voiceless velar fricative. Enrico uses the letter c to write this sound in his orthography.
ý The Haida letter ý represents two different sounds. In the Skidegate dialect, this is another strong h type of sound, similar to x, but produced at the back of the mouth. The technical name for this sound is a voiceless uvular fricative.
In Masset and Alaska, this same letter represents a strong h sound that is produced not in the mouth, but deep in the throat. The technical name for this sound is a voiceless pharyngeal fricative.
10 Neither of these sounds are found in English. This letter is often called an "x-line". Enrico uses the letter x to write this sound in his orthography.
þ The Haida letter þ is used by Masset and Alaskan writers to represent the same strong h sound that Skidegate spells with an ý. This sound occurs in only a few words in these dialects, mostly in borrowings from Chinook Jargon. The technical name for this sound is a voiceless uvular fricative. Enrico uses the letter X to write this sound in his orthography. y The Haida letter y is pronounced like the English y in yawn, year, and yes. The technical name for this sound is voiced palatal approximant.
'y The Haida letter 'y is pronounced like the letter y, but it also involves closing off the vocal cords at the beginning of making the sound. The technical name for this sound is a glottalized voiced palatal approximant. This letter is often called a "pinched-y". Enrico uses the sequence 7y to write this sound in his orthography.
' The Haida letter ' represents a sound that is made by briefly closing and then opening your vocal cords. The result is a very short pause or period of silence. The technical name for this sound is a glottal stop. We have this sound in English, such as in the middle of the expression uh-oh. This letter is often called a "pinch", "tick", "click", "apostrophe" or "glottal". Enrico uses the letter/number 7 to write this sound in his orthography. SHIP also used the letter 7 for this sound in their orthography for many years, but changed to using ' in order to be closer to the spelling used in
11 Masset and Alaska.
Other Consonant Letters
In addition to those consonant letters above, all of which are in common use in at least one of the communities, there are a few other consonant letters that are used occasionally, although they are not often considered to be part of the Haida alphabet.
'm Enrico uses this letter to write the following words:
'mah oops! (Skd); I told you so! (Mst) ja 'maay I don't believe it! 'mooy an expression of disbelief
Like the letter 'l, it is pronounced by closing off the vocal cords at the beginning of the sound. The technical name for this sound is a glottalized voiced bilabial nasal. This letter could be called a "pinched-m".
'n Enrico uses this letter to write the word:
'nn he, she, him, her
Enrico notes that this pronunciation was used by Dorothy Bell, as well as occasionally by Adam bell and Percy Brown. A similar pronunciation, nn (without the pinch), is used by Claude Morrison of Hydaburg. The technical name for this sound is a glottalized voiced alveolar nasal. This letter could be called a "pinched-n".
12 r Some Alaskan writers have used the letter r in writing the word:
líidadaa to read something
and other words related to it. This word is obviously a borrowing from English. When it was first borrowed, the English r was replaced with the Haida l, the closest sound that Haida speakers could pronounce. However, today all Haida speakers are bilingual in English, so even when speaking in Haida they typically pronounce this word as ríidadaa, with a clear English-type r sound, and not an l.
13 Haida Vowel Chart
This chart shows the vowel letters as they are currently used in each community. Following the chart is a series of notes discussing particular letters.
Letter Skidegate Masset Alaska English a çad çad çad to run aa taan taan táan black bear aw taw taw táw grease aaw k'aaw k'aaw k'áaw herring roe on kelp ay k'ay k'ay k'áy crabapple aay gwaay gwaay gwáay island e — ñeht'as ñeht'as to wait for a chance to grab ee --- çideed çidéed about i isda isdaa isdáa to put, give, take, do ii iitl'l iitl' íitl' us iw — sçiw sçíw black seaweed l dlljuu — — to be doing something ll dlllna — — octopus arm, tentacle u kun kun kún nose uu tluu tluu tlúu canoe, boat
14 Notes on the Vowels a The Haida letter a is pronounced like the English a in sofa, scuba and Tina.
aa The Haida letter aa is pronounced like the English o in odd, honest and option. In some words, following the letter y, the letter aa is pronounced more like the English a in can, cab and bad. aw The Haida letter aw is pronounced like the letter a followed by w. This is sound that we do not have in English; the closest sound in English is the short o in open, oak and oat. aaw The Haida letter aaw is pronounced like the letter aa followed by w. It is very similar to the ow sequence in the English words how, now and cow. ay This Haida letter ay is pronounced like the letter a followed by y. This sound is not found in most dialects of English. aay The Haida letter aay is pronounced like the letter aa followed by y. It is similar to the ie sequence in the English words pie, lie and tie. e The Haida letter e is pronounced like the English e in bet, set and wet.
15 This sound is not very common in Masset and Alaskan, and appears to be absent entirely from Skidegate. In words that have e in the Northern dialects, Skidegate usually has ya.
Skidegate Masset Alaska English ñyaht'as ñeht'as ñeht'as to wait for a chance to ñyahnasda ñehsdaa ñehsdáa to tire of looking at ee The Haida letter ee is pronounced like the English ey in hey, they and whey. This sound is most common in Masset, less common in Alaska, and quite rare in Skidegate.
Words that have ee in Masset often have aay in Alaska and Skidegate, particularly nouns in their definite form:
Skidegate Masset Alaska English naay nee náay the house tluwaay tluwee tluwaay the boat, the canoe daallçaay daalee daalaay the money
Some Masset writers have used the letter aay when spelling the definite ending on nouns (just as in Skidegate and Alaska), even though they pronounce the ending as ee (unlike Skidegate and Alaska).
Enrico notes that for some words that have the letter ay, there are some Skidegate speakers (including the late Henry Young) who pronounce these words with an ee sound. At SHIP, they have been spelling this sound with the letter ey. For example:
16 Skidegate A Skidegate B English hay'luu hey'luu to be all gone day ýan dey ýan properly
In the original Alaska Native Language Center (ANLC) Haida orthography, this sound was spelled ei, and many Northern writers, particularly in Alaska, still use that letter for this sound. The Sealaska Heritage Institute (SHI) Haida project switched to using the letter ee for this sound in order to come closer to the common practice among Masset writers.
i The Haida letter i is pronounced like the English i in hit, sit and with.
ii The Haida letter ii is pronounced like the English ee in see, bee and three.
iw The Haida letter iw is pronounced like the letter i followed by w. This sound is not found in English. It is also apparently not found in Skidegate. In most words where there is an iw in the Northern dialects, Skidegate has yuu.
Skidegate Masset Alaska English sçyuu sçiw sçíw black seaweed sñ'yuu sñ'iw sñ'íw whisker ñ'yuu ñ'iw ñ'íw opening, entrance l The Haida letter l can also be used as a vowel. This sound is found only in Skidegate, and even there it is found only after the letters dl, hl, l, 'l, tl, and
17 tl'. Words that have l as a vowel in Skidegate, tend to have a in Masset and Alaska.
Skidegate Masset Alaska English dllgu dlagu dlagw digging stick hllnda hlandaa hlándaa to moan in pain llguus laguus lagúus mat na 'llçayça na 'lee.i na 'la'áay house chief tllgaay tlagaay tlagáay to get injured tl'ln tl'an tl'án to nurse, to suck ll The Haida letter ll is pronounced like a longer version of the letter l. This sound is only found in Skidegate, and not in Masset or Alaska. Like the short l vowel, the long ll vowel is only found following the letters dl, hl, l, 'l, tl, and tl'. Skidegate words that have the letter ll tend to have ii in the Northern dialects.
Skidegate Masset Alaska English dlllna dliin dlíin~dlán octopus arm ñaadlll ñaadlii ñáadlii go onboard tlll tlii tlíi quite, so, much tl'll tl'ii tl'íi to sew tl'll'aal tl'iiyaal tl'íiyaal fireweed hlllnga hliing hlíing spruce roots u The Haida letter u is pronounced like the English oo in look, book and took. uu The Haida letter uu is pronounced like the English oo in too, boo and moo.
18 Other Vowel Letters
There are also a few other letters that have been used to write vowel sounds in Haida, but which have often not been considered part of the alphabet.
@ Enrico uses the letter @ as a vowel that is pronounced the same as the letter a. He distinguishes between a and @ not based on their pronunciation, but for complex grammatical reasons. As he states himself, both of these vowels could be spelled simply as a, with no confusion in pronunciation.
ah Enrico treats the combination of a followed by h as a single vowel letter ah, at least for Masset and Alaskan. He does this not based on the pronunciation, but because of complex grammatical reasons.
oo The Haida letter oo is pronounced like the English o in open, old and own. This sound is quite rare in all three dialects.
Enrico notes that for some words that have the letter aw, there are some Skidegate speakers (including the late Henry Young) who pronounce these words with an oo sound. For example:
Skidegate A Skidegate B English dawçanaa dooçanaa to be the youngest gaw'anuu goo'anuu no dawçu dooçu if, since dawaýan dooaýan even if
19 This sound is also found in the following words:
aayoo said when a fish is spotted jumping out of the water oo yes, sure, by all means ooy ~ aay a call made to someone in the woods
20