Tlingit, Haida, and Tsimshian Cultures to Perpetuate and Enhance Tlingit, Haida, Tsimshian the Alaska Na the Alaska the ROAD to ANCSA to the ROAD

Home , Chilkat weaving, Haida people, Tlingit clans

Based on Grade 6 Grade

Standards Act lement

Performance Ʃ ve Claims Se Ɵ to perpetuate and enhance Tlingit, Haida, and Tsimshian cultures to perpetuate and enhance Tlingit, Haida, Tsimshian The Alaska Na The Alaska THE ROAD TO ANCSA TO THE ROAD

Integrating culturally responsive place-based content with language skills development for curriculum enrichment

TLINGIT LANGUAGE & CULTURE SPECIALISTS Linda Belarde Marsha Hotch Donald Gregory Dr. Rosita Worl

HAIDA LANGUAGE SPECIALIST Dr. Jordan Lachler

UNIT DEVELOPMENT Jim MacDiarmid

PROOFING & PAGE DESIGN Kathy Dye

COVER ART Haa Aaní: Our Land by Robert Davis Hoffmann

CURRICULUM ASSISTANT Michael Obert

The contents of this program were developed by Sealaska Heritage Institute through the support of a $1,690,100 federal grant from the Alaska Native Education Program.

Sealaska Heritage Institute i ii Sealaska Heritage Institute Contents

BOOK 1 BOOK 2

INTRODUCTION...... 2 UNIT 6 Ancient Trade...... 259 UNIT 1 Creation Story...... 5 UNIT 7 Clans and Moieties...... 307 UNIT 2 Migration Story...... 57 UNIT 8 Ku.éex’ (Ceremonies)...... 357 UNIT 3 Alaska Native Groups...... 115 UNIT 9 Native Arts...... 401 UNIT 4 . Traditional Beliefs...... 165 UNIT 10 Traditional Shelters...... 449 UNIT 5 Southeast Alaska Communities...... 207 UNIT 11 Contact...... 491

Sealaska Heritage Institute 1 Introduction to the Developmental Language Process

THE DEVELOPMENTAL LANGUAGE oral output stage of language acquisition. Process makes learning fun PROCESS (DLP) is designed to instill As more language goes into a child’s long- language into long-term memory. The origin of term memory, he/she begins to understand the process is rooted in the academic struggles simple commands and phrases. This is a higher faced by many students as they progress level of listening represented by the stage, through the grades from kindergarten to high Listening Comprehension. With the increase school. in vocabulary and sentence development, the The process uses meaningful language child begins to explore the use of language content from the environment, academic through the next stage in the process, Creative programs, stories, and themes to enlarge the Speaking. All of these steps in the process re- students’ language bases. flect the natural sequence of language develop- DLP takes the students/children through ment. developmental steps that reflect the natural The listening and speaking skill areas acquisition of language in the home and com- represent the bases of human communication; munity. Initially, once key language items have most cultures in the world, including Alaska been introduced concretely to the students, the Native cultures, did not develop written forms vocabulary are used in the first of the language of their languages. Oral traditions are inherent skills, Basic Listening. This stage in the process in the listening and speaking skills. represents input and is a critical venue for lan- Many Native children entering kinder- guage acquisition and retention. A baby hears garten come from homes where language is The process uses games and compeons to many different things in the home, gradually used differently than in classic Western homes. engage the students and to make learning fun. the baby begins to listen to what he/she hears. This is not a value judgment of child rearing Students scored on average in the 80 to 90 As a result of the input provided through Basic practices but a definite cross-cultural reality. percenle when Sealaska Heritage Instute ﬁeld Listening, the baby tries to repeat some of the Therefore, it is critical that the Native child tested the process in 2009. The process earned a thumbs up from students and teachers. “Kids are language heard–this is represented by the sec- be introduced to the concepts of reading and having fun while they’re learning—I think that’s ond phase of the process, Basic Speaking–the writing before ever dealing with them as skills. why it’s so eﬀecve,” said teacher Ben Young.

2 Sealaska Heritage Institute Introduction to the Developmental Language Process

It is vital for the children to understand that Finally, the most difficult of all the language listening and reading, and to be creatively reading and writing are talk in print. skills, Creative Writing, asks the students to expressive in speaking and writing, are depen- The DLP integrates the language skills of write sentences of their own, using the key dent upon how much language he/she has in listening and speaking with the skills of read- words and language from their long-term long-term memory. ing and writing. At this stage in the process, the memories. The Developmental Language Process is children are introduced to the printed words A child’s ability to comprehend well in represented by this chart: for the first time. These abstract representa- tions are now familiar, through the listening The Developmental Language Process and speaking activities, and the relationship 1 2 3 6 8 10 is formed between the words and language, beginning with Basic Reading. VOCABULARY BASIC LISTENING BASIC SPEAKING BASIC READING BASIC WRITING EXTENSION

As more language goes into the children’s Whole Group Whole Group Sight RecogniƟon long-term memories, they begin to compre- ACTIVITIES Whole Group hend more of what they read, in Reading Individual Individual Comprehension. As much as possible, use concrete materials to intro- Individual Many Alaskan school attics are filled with duce the new words to the ______reading programs that didn’t work–in reality, students. Match the materials with the vocabulary pictures. Decoding & any of the programs would have worked had Encoding they been implemented through a language development process. For many Native children, 4 5 7 9 the printed word creates angst, particularly if they are struggling with the reading process. LISTENING CREATIVE READING CREATIVE COMPREHENSION SPEAKING COMPREHENSION WRITING Often, children are asked to read language they have never heard. Whole Group Next in the Process is Basic Writing, where the students are asked to write the key words. Individual

Sealaska Heritage Institute 3 Alaska Performance Standards

THIS PROGRAM INCORPORATES the encouraged to research a variety of subjects from the Treaty of Cession in 1867, to the sign- Alaska Performance Standards through related to the units’ themes and this often ing of ANCSA in 1971. The grade 8 level intro- a variety of activities. Each unit contains includes cross-cultural and multi-cultural duces the students to the details of ANCSA and historical information, as well as listening, issues. related issues up to the present day. speaking, reading, and writing activities. The grade 6 program, The Road To ANC- Performance Standards included in this The Developmental Language Process is SA, takes the students from ancient times program: used to encourage the students to retain the in Alaska, to the first contact with western vocabulary from each unit. The students are cultures. The grade 7 program includes issues

History Reading Writing

AH.PPE 1, 2, 3 2.1.1, 2, 3, 4, 5 2.1.1, 3, AH.ICGP 1 2.2. 1, 2, 3, 4 2.2. 1 AH.PPE 2, 3 2.4. 1 2.3. 1 AH.CPD 1 2.5. 1, 2, 3 2.4. 1, 2, 3 AH.ICGP 2 2.9. 1, 2, 3 2.5. 1 AH.PPE 3 2.11. 1 2.6. 1, 2, 3 AH.CPD 2 AH.ICGP 3, 5 AH.CC 2 AH.CPD 3 AH.PPE 7 AH.ICGP 3

4 Sealaska Heritage Institute UNIT 1

Creaon Story How Raven Stole the Sun (Box of Daylight) The Alaska Native Claims Settlement Act: Relationship with the Environment

How Raven Stole the Sun by Maria Williams, published by the NaƟonal Museum of the American Indian A LONG TIME AGO, Raven, or Yéil, was pure would be ready to have children of her own. white from the tips of his claws to the ends This made him happy because he wanted of his wings. He was very striking, like fresh grandchildren very badly, especially a grand- snow in winter. This was so long ago that there son. were no stars, no moon, and no sun. People One day the daughter was gathering ber- lived in total darkness, and their only light was ries and got very thirsty. She found a nice creek from campfires. Raven was concerned about flowing with fresh cool water. Raven quietly this. followed her, and as she began to scoop water The stars, moon, and sun were kept in with her cup, he quickly transformed himself large, beautifully carved boxes in a chief’s* into a small pine needle. Raven drifted into house. The Chief was greedy and didn’t want her cup and the young woman swallowed him. to share these wonders with anybody, not even Several months later the Chief’s daughter his wife or daughter. gave birth to a beautiful baby boy. But what the Raven knew the Chief kept the celestial Chief and his family didn’t know was that the lights all to himself and began plotting how he baby was Raven. The Chief was very happy and could take them away. Raven tried to get into proud—he had always wanted a grandson! The whenwhen thethe ChiefChief waswas notnot llooking,ooking RavenRaven openedopened he Chief’s big house, but was always caught baby cried a lot, but the Chief was very patient. it. The stars flew out and up into the sky! before he could enter. Finally he came up with One day the chief noticed the boy was The grandfather was not pleased to lose his a brilliant scheme for stealing the stars, moon pointing to the box with the stars in it. He cried stars to the sky. But his grandson was happy and sun. and cried for it. Finally the Chief got the box of for a little while, and this made him happy. But The Chief’s daughter was a lovely young stars down to let his grandson play with it. eventually Raven began to cry again. He cried woman, and the Chief knew that soon she Raven smiled and played with the box, and and cried and pointed to the box containing

* The Tlingit did not have chiefs, but clan leaders. Chiefs have the poliƟcal authority to act independently while clan leaders must have the consent of his/her clan members to act or make decisions. During periods of war, however, a clan leader could serve as a commander-in-chief.

6 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Relationship with the Environment the moon. the sun. The Chief remembered what happened the What a beautiful sight! The sun flew out last time but couldn’t stand to see his grandson and up into the sky, and daylight came into cry, so he handed him the box with the moon people’s lives. Why do people in it. Raven was very happy and now that his The grandson smiled and played with curiosity was satisfied, he changed back into a often use stories to the box. When the Chief looked away, Raven Raven. The Chief saw the transformation and opened the lid. The moon flew out and into the became very angry. He had been tricked! explain the origins sky! The Chief closed the door to the house and Raven loved making mischief but he was trapped Raven inside. Raven knew the Chief of things? growing tired of being a baby. He wanted to be was bigger and stronger and would probably a Raven again. He missed his glorious feath- kill him. He flew around frantically trying to ers. He missed flying through the air, and he find a way out. was getting really tired of the Chief. But Raven Finally he spied a very small smokehole Do stories explain waited because he was so curious about what in the ceiling. He flew up to it and squeezed was in the last box, the biggest box, the most through, and as he did, the black soot coated the origin of beautiful of the three boxes. his feathers. Raven joyfully burst out into the And so he began to cry. He cried and cried light of day. things better than for days. The Chief remembered what had hap- Raven was very surprised to see that he pened with the moon and the stars, but he was was now completely black. From the tips of his scientific facts? sad to see his grandson crying. So he handed claws to the tips of his wings, every feather and him the last box, the box containing the sun. even his beak were a beautiful shiny black. This Of course the cunning Raven was waiting is how Raven came to be black, as he remains for this moment. He opened the lid and freed to this day.

Sealaska Heritage Institute 7 The Alaska Native Claims Settlement Act: Relationship with the Environment

Haida CreaƟon Story adapted from Memoir of the American Museum of Natural History, volume X, book II—Haida Texts—Masset Dialect. By John R. Swanton, 1908, p. 307-310 RAVEN FOUND MOON WOMAN. He wanted the moon so he I’ll make it light for you.” cried incessantly to get what he wanted. The people thought he was crazy and could do no such thing. Moon Woman told Raven that he could not have the moon. Raven got angry and showed them a bit of the moon peaking Raven continued to cry incessantly. out from under his wing. Eventually, Moon Woman took the moon out of a box and let Suddenly, the people scurried around to bring Raven lots of Raven play with it for awhile. Raven played with the moon and ooligan. then asked Moon Woman to open the smoke hole in the tent. Then, Raven flew up to the top of a high mountain and threw Moon Woman refused, causing Raven to cry incessantly again. the moon down, breaking it in half. Moon Woman opened the smoke hole a little bit, but Raven con- He took one half and threw it up into the sky and said, “This tinued to cry. She opened the smoke hole a bit more, still Raven will be the moon and it will shine during the night.” cried. Then, he took the other half and threw it up into the sky and Finally, she opened the smoke hole completely. Raven imme- said, “This will be the sun and it will shine during the day.” diately flew outside, through the smoke hole, carrying the moon He then took the little pieces that were left and threw them in its beak. into the sky and said, “These will be the stars, and when it is He took the moon and sat on the bank of the Nass River with it. People were fishing for ooligans. He called out to the people, “Hey, bring me some ooligans and

8 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Relationship with the Environment

Yuma CreaƟon Story from Geoglyphs, Rock Yup’ik CreaƟon Story from In The Beginning— Alignments, and Ground Figures, Gerald A Smith, UCLA InsƟtute CreaƟon Stories from Around the World, Virginia Hamilton, 2007 of Archaeology, Los Angeles, 1983 IT IS SAID that Raven made the world. IN THE YUMA CREATION STORY, the Creator, Tuchaipa, and He is a man with a Raven’s beak. his younger brother, Kokomat, were born at the bottom of the sea. When the waters forced the ground up from the deep, Raven They were created by a union of Wiyot, the sky, and Matavilya, stabbed it with his beak and fixed it into place. the earth. This first land was just big enough for the house that was on it. The younger brother, Kokomat, emerged from the sea blinded There were three people in the house. by the salt water. This was a family with a man, his wife, and their little son Tuchaipa made men from clay. Kokomat tried to imitate his Raven who had fixed the land. brother, but his men turned into web-footed birds. The father had a bladder hanging over his bed. In the story, Tuchaipa somehow offended his daughter, Frog, After much pleading by Raven the father allowed the boy to and she eventually killed him. play with it. During his funeral, Coyote stole Tuchaipa’s heart and was While playing, Raven damaged the bladder and light banished. Tuchaipa then became the god of death and mourning. appeared. The father, not wanting to have light always shining, took the bladder from the boy before he could damage it further. And that is how day and night started over the land.

Sealaska Heritage Institute 9 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

OF ALL THE SOLAR find the same myth relating to the creation CREATION stories of the sun predominating, as regards to its that are known, those chief features, among most of the Indian Key Vocabulary of the North Ameri- tribes. can Natives On the contrary, the majority of the striking are by far the tribes had their own individual traditions concerned most interest- as to how the sun came into existence. wonders ing because of the They agree, however, for the most celestial ingenuity of the part, in ascribing to the world a state of legends, and their darkness or semi-darkness before the sun plot great variety. was manufactured, or found, and placed in brilliant We would expect to the sky. scoop transform patient eventually Grabber : Collect a variety of items related to the sun (e.g., suntan lo- mischief tion, sun glasses, etc.). Present them to the students, calling upon them curious to suggest their uses. Lead the students to understand that all items cunning relate to the sun. soot

10 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Background and Place-Based Activities

t3FBEPSUFMMUIF5MJOHJUTUPSZ #PYPG%BZMJHIUUPUIFTUVEFOUT:PVNBZXJTIUPQSFQBSFTJNQMF props to enhance the telling of the story.

t*OUSPEVDFUIF)BJEB :VQJLBOE:VNB/BUJWFDSFBUJPOTUPSJFT3FBEUIFTUPSJFTPOQBHFT and 9 with the students. Lead the students to an awareness that while the stories vary in their content, they all explain the origins of natural phenomena. Introduce the oral tradition to the students, noting that most cultures in the world did not develop printed systems.

t)BWFUIFTUVEFOUTEJTDVTTUIFRVFTUJPOT i8IZEPQFPQMFPęFOVTFTUPSJFTUPFYQMBJOUIF origins of things?” and “Do stories explain the origins of things better than scientific facts?”

t)BWFUIFTUVEFOUTSFTFBSDIPOMJOFPSJHJOTUPSJFTUIBUSFĘFDUWBSZJOHDVMUVSFTGSPNBSPVOEUIFXPSME JODMVEJOH North American Native stories). When finished, each student should present his/her origins story to the class. You may wish to collect, copy, and collate the students’ work into booklets that they can take home.

Sealaska Heritage Institute 11 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

STRIKING CONCERNED WONDERS CELESTIAL

Show a sample of Native art. Place a tray of soil in front of Online, locate pictures of a Use a white candle to draw Use the sample to introduce the students. Mound the soil to few of the wonders of the stars on a length of white paper. “striking” to the students. Have represent a hill. Place a small world (e.g, the pyramids, the Have the students wash the the students suggest other items model house on the hill. Have Taj Mahal, etc.). Use these to stars with a thin mixture of blue that are striking (e.g., natural the students imagine why one introduce “wonders” to the paint. Use the stars that appear land or water formations, should be concerned about students. to introduce celestial. clothing, etc.) living on the hill (erosion).

12 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Background and Place-Based Activities

PLOT BRILLIANT SCOOP TRANSFORM

Mount a map of Alaska on Place a phone, a ballpoint Use a scoop to demonstrate Show the students a kernel of the board. Pretend to plot a pen, and a paper clip (or other its use (lifting flour, sugar, unpopped popcorn. Have them trip from your community combination) on a table in front etc.). Lead the students to tell you what needs to be done to another community. Have of the students. Have them understand that you can scoop in order to pop the kernel (the individuals plot other routes on determine how the items are with a scoop. use of heat). Show a popped the map. the same—all were developed kernel. Use this to introduce by brilliant thinkers. “transformed.”

Sealaska Heritage Institute 13 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

PATIENT EVENTUALLY MISCHIEF CURIOUS

Show a concrete item related Show the students the picture Show the students the picture Wrap a box to represent a to fishing. Lead the students to from the story of the Tortoise from this unit for mischief. present. Show the present to the understand what is important and the Hare on page 53. Have Have the students discuss the students. Have them suggest while fishing—namely, being them review the story. Use this contents of the picture. Have how people might feel when patient. Cite other examples to introduce the concept of the the students cite other examples they receive gifts. Use this to where patience is an asset. tortoise eventually reaching the of mischief. introduce “curious” to the finish line. students.

14 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Background and Place-Based Activities

CUNNING SOOT Did you know?

Show the students the picture If real soot is available, collect of the cunning fox from the some to share with the students. back of this unit. Discuss the Otherwise, spread black paint nature of cunning behavior, in powder on a white cloth. that it is not positive but a form of trickery. Cite other examples of cunning behavior.

More than 3,000 places in Southeast Alaska have been named by Nave people, who have lived on the land for thousands of years. In the image, each red “x” represents a Nave place name. (Source: Sealaska Heritage Instute)

Sealaska Heritage Institute 15 Language and Skills Development

LISTENING Turn and Face Cloze One Mount the vocabulary pictures on the walls and board. Group Mount the vocabulary pictures on the board. Number each picture. Say the stu dents together in the center of the classroom. Say one of a sentence without the key word. The students should write the number the vo cabulary words and the students should turn to face the for the picture that best completes the sen tence you said. For example, if picture for the word you said. Depending upon the size of your you say “Theft of Daylight is a Tlingit _____,” and the picture for legend class, this ac tivity may be done in small groups. This activity is number 4, the students would write “4” on their papers. When the may also be done in team form. In this case, have a player from activity is finished, review the students’ responses. Repeat, using other each team stand in the center of the classroom. When a player sentences. faces the wrong di rection (i.e., the wrong picture), he/she is “out” until a later round of the ac tivity. Repeat until all players Match My Sequence have had an opportunity to participate. Provide each student with three vocabulary pictures. All stu dents should have the same pictures. Have the students lay the pictures on What’s the Answer? their desks in a row (any sequence). When the students have arranged Before the activity begins, develop questions related to the con- their pictures, say a sequence of three vocabulary words (using the cept being studied. For each question, prepare three answers— vocabu lary words for the pictures the students have). Any student or only one of which in each set is correct for the question asked. students whose pictures are in the same sequence as the vocabulary Ask the stu dents the question and then read the three answers words you said wins the round. The students may change their sequenc- to them. The students should show you (using their fingers es after each round of the activity. or pre pared number cards) which answer is correct for the ques tion asked. Repeat this process with other questions and an swers.

16 Sealaska Heritage Institute Language and Skills Development

SPEAKING Wild Balloon Over/Under Before the activity begins, obtain Group the students into two teams. Give the first player in each team a large balloon. Stand in front oone of the vocabulary pictures. When you say “Go,” the first player in of the students and inflate the eache team must pass the pictures to the player behind him/her (over balloon. Have the vocabulary his/herh head). The second player must then pass the picture to the third pictures mounted on the board. playerp in the team (between his/her legs). The students should continue Hold the end of the balloon withw this over/under se quence un til the last player receives the picture. closed. Then, re lease the bal- WWhen the last player in a team receives the picture, he/she must rush loon. When the balloon lands, tto the front of his/her team, hold up the picture and say the vo cabulary the student closest to it should wword for it. The first player to do this successfully wins the round. Re- say a complete sentence about a peatp un til all students have identi fied a vocabulary picture in this way. vo cabulary picture you point to. Repeat this process until many High Card Draw students have responded. Give each student in the class a card from a deck of playing cards. MMount the vocabulary pictures on the board and number each one. Call One to Six two students’ names. Those two students should show their cards. The Provide each student with two blank flashcards. Each student student who has the highest card (aces can be high or low) should then should then write a number between one and six on each of his say a complete sentence about a vocabulary picture you point to. The flashcards (one number per card). When the students’ number students may exchange playing cards periodi cally during the activity. cards are ready, toss two dice and call the numbers showing. Repeat until many students have responded. Any student or students who have those two numbers must then iden tify a vocabu lary picture you show. The students may ex change number cards periodically during this activity.

Sealaska Heritage Institute 17 Language and Skills Development

READING Funnel Words Sentence Completion Group the stu- Give each student a copy of the sentence completion version of dents into two tthe text from this unit. The students should read the text, writ- teams. Give the ing the missing words in the spaces provided. When finished, first player in each review the students’ work. team a funnel. Mount the sight Face words on the MountM the sight words around the classroom on the walls, walls, board, and bboard, and windows. Group the students into two teams. Give win dows, around tthe first player in each team a flashlight. Darken the class room, the classroom. if possi ble. Say one of the sight words. When you say “Go,” the Say one of the students should turn their flashlights on and atte mpt to locate sight words. The thet sight word you said. The first player to do this cor rectly students with wwins the round. Repeat until all players in each team have the funnels must then look through them to locate the sight participated. word you named. The first student to do this correctly wins the round. Re peat with other pairs of students until all players in each team have played.

18 Sealaska Heritage Institute Language and Skills Development

WRITING Sentence Completion Funny Grams Provide each student with a copy of the story from pages 12-14. Mount a set of sight word cards on the board. Provide the students with The students should read the text, writing the missing words in writing paper and pencils/pens. Each student should select one of the the spaces provided. When finished, review the students’ work sight words to write a “funny gram.” To do this, the student uses the letters of the sight words as the initial letters of words in a sentence. For Sentence Build example, for the word “legend,” a student might write: “Light elephants Write a number of sentence halves on individual sentence get every new doughnut. strips. These should include both the beginning and ending halves of sentences. Mount the sentence halves on the board Enrichment and number each one. Provide the students with writing paper Go to www.sealaskaheritage. and pencils/pens. Each student should then complete ONE of org to locate a play based on the sentence halves in his/her own words, writing his/her part the story How Raven Stole of the sen tence on the sheet of paper. When the students have the Sun (also known as The completed their sentence halves, have a student read ONLY Box of Daylight). Purchase the sentence half he/she wrote. The other students must then a video of the story on the attempt to identify the “other half” of the sentence on the board institute’s web. (by its num ber). Repeat until all of the students have shared their sentence halves in this way.

Sealaska Heritage Institute 19 Reading and Writing: Sentence Completion

How Raven Stole the Sun by Maria Williams, published by the NaƟonal Museum of the American Indian A LONG TIME AGO, Raven, or Yéil, ______scheme for stealing was pure white from the tips of his claws the stars, moon and sun. to the ends of his wings. He was very The Chief’s daughter was a lovely ______, like fresh snow young woman, and the Chief knew that in winter. This was so long ago that there soon she would be ready to have children were no stars, no moon, and no sun. of her own. This made him happy because People lived in total darkness, and their he wanted grandchildren very badly, espe- only light was from campfires. Raven was cially a grandson. ______about this. One day the daughter was gathering The stars, moon, and sun were kept in berries and got very thirsty. She found a large, beautifully carved boxes in a chief’s* nice creek flowing with fresh cool water. house. The Chief was greedy and didn’t Raven quietly followed her, and as she want to share these ______began to ______water with with anybody, not even his wife or daugh- her cup, he quickly ______ter. himself into a small pine needle. Raven The Chief was very happy and proud— Raven knew the Chief kept the drifted into her cup and the young woman he had always wanted a grandson! The ______lights all to himself swallowed him. baby cried a lot, but the Chief was very and began plotting how he could take them Several months later the Chief’s ______. away. Raven tried to get into he Chief’s daughter gave birth to a beautiful baby One day the chief noticed the boy was big house, but was always caught before boy. But what the Chief and his family pointing to the box with the stars in it. He he could enter. Finally he came up with a didn’t know was that the baby was Raven. cried and cried for it. Finally the Chief got

20 Sealaska Heritage Institute Reading and Writing: Sentence Completion

the box of stars down to let his grandson ing tired of being a baby. He wanted to changed back into a Raven. The Chief saw play with it. be a Raven again. He missed his glorious the transformation and became very angry. Raven smiled and played with the box, feathers. He missed flying through the He had been tricked! and when the Chief was not looking, Raven air, and he was getting really tired of the The Chief closed the door to the house opened it. The stars flew out and up into Chief. But Raven waited because he was and trapped Raven inside. Raven knew the the sky! so ______about what was Chief was bigger and stronger and would The grandfather was not pleased to lose in the last box, the biggest box, the most probably kill him. He flew around franti- his stars to the sky. But his grandson was beautiful of the three boxes. cally trying to find a way out. happy for a little while, and this made him And so he began to cry. He cried and Finally he ______a happy. But ______Raven cried for days. The Chief remembered what very small smokehole in the ceiling. He began to cry again. He cried and cried and had happened with the moon and the stars, flew up to it and squeezed through, and as pointed to the box containing the moon. but he was sad to see his grandson crying. he did, the black ______The Chief remembered what happened So he handed him the last box, the box coated his feathers. Raven joyfully burst the last time but couldn’t stand to see his containing the sun. out into the light of day. grandson cry, so he handed him the box Of course the ______Raven was very surprised to see that he with the moon in it. Raven was waiting for this moment. He was now completely black. From the tips The grandson smiled and played with opened the lid and freed the sun. of his claws to the tips of his wings, every the box. When the Chief looked away, Ra- What a beautiful sight! The sun flew feather and even his beak were a beautiful ven opened the lid. The moon flew out and out and up into the sky, and daylight came shiny black. This is how Raven came to be into the sky! into people’s lives. black, as he remains to this day. Raven loved making Raven was very happy and now that ______but he was grow- his ______was satisfied, he

Sealaska Heritage Institute 21 22 Sealaska Heritage Institute VOCABULARY PICTURES

Sealaska Heritage Institute 23 24 Sealaska Heritage Institute Sealaska Heritage Institute 25 BRILLIANT

26 Sealaska Heritage Institute Sealaska Heritage Institute 27 CELESTIAL

28 Sealaska Heritage Institute Sealaska Heritage Institute 29 CONCERNED

30 Sealaska Heritage Institute Sealaska Heritage Institute 31 CUNNING

32 Sealaska Heritage Institute Sealaska Heritage Institute 33 CURIOUS

34 Sealaska Heritage Institute Sealaska Heritage Institute 35 EVENTUALLY

36 Sealaska Heritage Institute Sealaska Heritage Institute 37 MISCHIEF

38 Sealaska Heritage Institute Sealaska Heritage Institute 39 PATIENT

40 Sealaska Heritage Institute Sealaska Heritage Institute 41 PLOT

42 Sealaska Heritage Institute Sealaska Heritage Institute 43 SCOOP

44 Sealaska Heritage Institute Sealaska Heritage Institute 45 SOOT

46 Sealaska Heritage Institute Sealaska Heritage Institute 47 STRIKING

48 Sealaska Heritage Institute Sealaska Heritage Institute 49 TRANSFORM

50 Sealaska Heritage Institute Sealaska Heritage Institute 51 WONDERS

52 Sealaska Heritage Institute Sealaska Heritage Institute 53 54 Sealaska Heritage Institute Sealaska Heritage Institute 55 56 Sealaska Heritage Institute UNIT 2

Migraon Story The Alaska Native Claims Settlement Act: Relationship with the Environment

Tlingit MigraƟon Story (Based on Glacier Bay history) Told by Susie James (Kaasgéiy of the Choo- kaneidí clan), translated by Nora Dauenhauer. Excerpted from Haa Shuká, Our Ancestors. Sealaska Heritage InsƟtute, Juneau, and University of Washington Press, SeaƩle. 1987 (Original text is found in Appendix 1 at the back of this program).

THE NAME OF IT IS GATHÉENI, that “Why are you calling the glacier as you land of ours. That meansthe bay where the would call a dog?” she asked. “You should not glacier was. It was where people lived. Salmon call the glacier!” she said to her daughter. of all kinds could be found there. That’s why Hunters said that the glacier was growing. the people lived there. They made a village The glacier used to be small. Now the glacier there. There were as many as five houses in was moving towards the v illage. The people the village. Different clans lived in the village. said it was moving as fast as a running dog. There were the Kaagwaantaan, Wooshkeetaan, The water in the bay was murky. The water Eechhittaan, and the Chookaneidí clans. looked like dilut ed milk. There were whirlpools There was a young girl, named Kaasteen, in in the water. This scared the people in the the village. She lived in a cedar bark house. She village. lived on her own. She could see the glacier. She Kaasteen’s grandmother said, “You have could see the glacier between the mountains. broken a taboo. You should not have called to She talked to the glacier saying, “Here, here!” the glacier!” The people packed their boats to leave. She offered the glacier sockeye dry fish. The grandmother told her daughter to get The people started to leave the village. The girl’s younger sister said, “Why are ready to leave. She told her to take Kaasteen The grandmother would not get in a boat. She you calling the glacier?” The younger sister ran with her. The grandmother told them to leave refused to leave the village. to their mother to tell her. “Sh, sh,” said the by boat. The people anchored their boats in the bay. mother. The glacier kept growing and growing. They sang two songs. These songs were a cry The mother went to see Kaasteen. Soon the glacier was on the edge of the village. from the people.

58 Sealaska Heritage Institute Why is it important to The Alaska Native Claims Settlement Act: know where we come from? Relationship with the Environment

Tlingit MigraƟon Story (Based on Glacier Bay history) Told by Amy Marvin (Kooteen of the Choo- kaneidí clan), translated by Nora Dauenhauer. Excerpted from Haa Shuká, Our Ancestors. Sealaska Heritage InsƟtute, Juneau, and University of Washington Pre ss, SeaƩle. 1987 (Original text is found in Appendix 2 at the back of this program).

THE CHOOKANEIDÍ, KAAGWAANTAAN, Kaasteen calling to the glacier. “I will stay,” she said. “I am old. I will AND WOOSHKEETAAN people lived in All of a sudden, the earth shook. People volunteer to take Kaasteen’s place!” Glacier Bay. There was a little girl named thought it was an earthquake. Again and again, However, Kaasteen said, “No, I am staying Kaasteen in the village. When Kaasteen became the earth shook. Suddenly, the people realized here!” So, the people reluctantly left Kaasteen a teenager, her parents moved her into a it was not an earthquake. Ice was crushing behind. separate house. Girls of that age could not live against itself. The glacier was moving towards As the people drifted away, they saw in the same house with the rest of the family. the village. Kaasteen’s house tip over. The glacier tipped At this time, there was a feast. All the Kaasteen had broken a taboo. She called the house over. Kaasteen’s mother screamed. people went to the feast. Kaasteen could not go the glacier as she would call a dog. That was The other women screamed too. The people to the feast. In those days, parents did not take taboo. stood up in their boats. They were crying. their children out. Her mother gave her some The glacier entered the village. The glacier Kaasteen was dying and they could not sockeye strips. knocked over houses. The people were scared. help. They sang two songs. Kaasteen’s house Kaasteen began to eat the dryfish. She “Quick, let’s get out of here,” they yelled. was pushed into the ocean. broke the strips into pieces. Suddenly, Kaasteen They decided to take Kaasteen with them. The Wooshkeetaan settled in Excursion lifted the edge of the wall. She put her hand However, Kaasteen refused to leave. The people Inlet. outside. She had dryfish in her hand. She tried to persuade Kaasteen to leave with them. The Kaagwaantaan settled in Ground Hog called, “Hey glacier, here, here, here, here. Hey Still, Kaasteen would not leave. So, the people Bay. glacier, here, here, here, here.” brought Kaasteen food and clothing. The Chookaneidí settled by a river called A young girl heard Kaasteen calling to Suddenly, an older woman named Lakooxas’t’aakhéen. This is how it was. the glacier. She was the only witness to see Shaawatséek’ pushed Kaasteen’s door open.

Sealaska Heritage Institute 59 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

THERE ARE some being very specific about particular VARIATIONS of the rivers and glaciers, others being more migration stories for vague. Key Vocabulary* both the Tlingit and All stories are considered property Haida. of the clans, and sharing a story without The stories vary proper permission of its owners and feast mostly in location acknowledgement of clan ownership is a migration of the events with breach of traditional law. taboo witness Grabber glacier : Mount a map of the world on the wall and volunteer group the students in front of it. Collect products from reluctantly various corners of the globe. Show the items to the refuse students, having them locate their origins on the map. persuade When all of the items’ origins have been identified, use settle this to lead the students into the origins of groups of people. Show logos of different sports teams; identify the hometowns of the teams. Use this to reinforce the *Words from Amy Marvin’s version. concept of origins. The Alaska Native Claims Settlement Act: Background and Place-Based Activities

t3FBEPSUFMMUIF5MJOHJUNJHSBUJPOTUPSZCZ"NZ.BSWJOUP the students. Use a map of Alaska to identify the locations indicated in the story. Later, read the other version of the story from the back of this unit with the students. Have them contrast the contents of the two stories.

t3BJTFUIFRVFTUJPO i*TJUJNQPSUBOUUPLOPXXIFSFZPVDPNFGSPN w Encourage divergent thinking among the students. Lead the students to discuss people’s views of strangers in various contexts—what makes a stranger a stranger and how have strangers been accepted or not accepted? Introduce the students to groups that are formed on, among other things, origins (for example, Sons of the 3FWPMVUJPOWT6OJUFE&NQJSF-PZBMJTUT4POTPGUIF$POGFEFSBDZWT4POTPGUIF"NFSJDBO3FWPMVUJPO

t)BWFUIFTUVEFOUTSFTFBSDIPUIFS/BUJWFNJHSBUJPOTUPSJFTPOMJOF:PVNBZXJTIUPIBWFUIFTUVEFOUTXPSLJO pairs to do this. When the students have completed their research, have the students share their work with the class.

Sealaska Heritage Institute 61 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

MIGRATION TABOO WITNESS VOLUNTEER

If possible, show the students Show the students the picture Show the students the graphic Show the students the a sample of salmon eggs. for taboo from this unit. for “witness” from this unit. picture of the volunteer fire Have the students review the Discuss forbidden as it relates This shows the bombing of EFQBSUNFOU3FMBUFUIJTUPUIF salmon’s cycle of life, including to a variety of situations, Angoon by the U.S. Navy. Use local volunteer fire department, the migrations back to the including breaking the law. it to show that the people of if applicable. Cite other streams of their origins. Use On a map of the world, locate Angoon witnessed the bombing volunteer situations. this to introduce the concept of Tonga, the source of the word of their town. human migration. taboo.

62 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Background and Place-Based Activities

FEAST GLACIER RELUCTANTLY REFUSE

Collect food containers and The night before the lesson, Show the students the picture Show the picture from this unit spread them on a table. Use freeze some water in a bread from this unit for “reluctantly”. of people on strike—use this to them to introduce the concept pan. Use the ice and a tray Draw the students’ attention show the workers refusing to of a feast. Have the students of soil to demonstrate the to the church bell and the clan work. suggest events that might call movement of a glacier. Draw house being used as a church. for a feast. the students’ attention to Introduce the concept that the the moraines created by the priest may have been reluctant moving glacier. to remove the totems in the early stages of his time there.

Sealaska Heritage Institute 63 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

PERSUADE SETTLE Did you know?

Show the students the picture Show a map of the regions for persuade from this of Alaska. Use it to show unit. Lead the students to where Native peoples settled understand that the picture throughout the state. Cite other shows Native leaders meeting examples of people who settled with Secretary of the Interior in certain areas. Walter Hickel. The leaders are persuading the Secretary to Sealaska Heritage Instute is a great resource for historical photos and docu- consider land claim issues. ments related to Tlingit, Haida, and Tsimshian cultures. Go to www.sealaskaheritage.org/collecons to search our archival catalog or to view photos in our “digital collecons” secon. Above: Postcard photograph of Tlingit and Haida art taken at Ketchikan, circa 1900.

64 Sealaska Heritage Institute Language and Skills Development

LISTENING Let’s Move Cloze Three Identify an appropriate body movement for each vocabulary Mount the vocabulary pictures on the board. Group the students into word. This may involve movements of hands, arms, legs, two teams. Give the first player in each team a flash light. Say a clozure etc. Practice the body move ments with the students. When sentence, based on the migration story, that can be completed by one the students are able to perform the body movements well, of the vo cabulary words. When you say “Go,” the players should shine say a vocabulary word. The students should respond with the lights of their flash lights on the picture for the vocabulary word that the appropriate body movement. You may wish to say the completes your sen tence. The first player to identify the picture in this vocabulary words in a running story. When a vocabulary word XBZXJOTUIFSPVOE3FQFBU VTJOHEJČFSFOUTFOUFODFT VOUJMBMMQMBZFST is heard, the students should perform the appropri ate body have participated. NPWFNFOU3FQFBU VOUJMUIFTUVEFOUTIBWFSFTQPOEFEUPFBDI word a number of times. Match My Sequence Provide each student with three vocabulary pictures. All stu dents Right or Wrong? should have the same pictures. Have the students lay the pictures on Provide each student with two blank flashcards. Each student UIFJSEFTLTJOBSPX BOZTFRVFODF 8IFOUIFTUVEFOUTIBWFBSSBOHFE should make a happy face on one card and a sad face on the their pictures, say a sequence of three vocabulary words (using the other card. When the students’ cards are ready, say a sentence WPDBCVMBSZXPSETGPSUIFQJDUVSFTUIFTUVEFOUTIBWF "OZTUVEFOUPS that is ei ther true or false relating to the migration story. When students whose pictures are in the same sequence as the vocabulary you say a true sentence, the students should show their happy words you said wins the round. The students may change their faces. However, when you say a sentence that is false, each stu- sequences after each round of the activity. EFOUTIPVMETIPXIJTIFSTBEGBDF3FQFBUUIJTQSPDFTT VTJOHB number of true and false statements relating to a concept being studied.

Sealaska Heritage Institute 65 Language and Skills Development

SPEAKING What’s the Date? The Disappearing Pictures Before the activity begins, collect an old calendar or calendars Mount five or six pictures on the board, vertically. Point to the of differ ent years. Say the name of a month to a student. The picture at the top and tell the students to name it. Con tinue in stu dent should then say a date within that month. Look on the this way until the students have named all of the pictures from calen dar to see which day the date rep resents. If the date rep- top to bottom. Then, remove the last picture and re peat this resents a day between Monday and Friday, the stu dent should process—the students should say all of the vocabulary words, identify a vocab ulary picture you show. However, if the date including the name for the “missing” picture. Then, re move an- named by the student is a Saturday or Sun day, the student other picture from the board and have the stu dents repeat this NBZiQBTTwUPBOPUIFSQMBZFS3FQFBUVOUJMNBOZTUVEFOUTIBWF process. Continue in this way un til the students are say ing all of responded. the vocabulary words from a blank board or until the stu dents cannot remember the “missing pictures.” Whose Name? Mount the vocabulary pictures on the board. Provide each stu- Under the Bridge dent with a blank flashcard. Each student should write his/her Have two students stand facing one another with hands clasped. name on the card. When the students’ cards are ready, col lect The two students should raise their hands above their heads to UIFNBOENJYUIFNUPHFUIFS3FEJTUSJCVUFUIFOBNFDBSETUP resemble the arch of a bridge. Have the remaining students line the students so that each student has the name card of an other up in a straight line. The students should file “under the bridge” student. Point to a vocab ulary picture on the board and call a in single file. When you clap your hands, the two students student’s name. The student whose name you called should then should lower their hands, trapping one of the students “on read the name on the name card he/she has. It is that student the bridge.” The student who is trapped should then identify a who should say a complete sentence about a vocabu lary picture WPDBCVMBSZQJDUVSFZPVTIPXIJNIFS3FQFBUVOUJMBOVNCFSPG UIBUZPVQPJOUUP3FQFBUUIJTQSPDFTTVOUJMBMMTUVEFOUTIBWF students have responded. responded.

66 Sealaska Heritage Institute Language and Skills Development

READING Sentence Completion Something’s Missing Give each student a copy of the sentence completion version of Before the activity begins, prepare “clozure” word cards—sight the text from this unit. The students should read the text and word cards that have letters/syllables missing. Show one of the say the missing words. When finished, review the students’ clozure word cards to the students and call upon them to iden- work. tify the sight word it represents. This activity may also be done in team form. In this case, group the students into two teams. How Many? Lay the clozure word cards on the floor at the other end of the Provide each student with nine blank flash cards. Each student classroom. Say one of the sight words (or say a different sight should write the numbers 1 to 9 on his/her cards (one number XPSEUPUIFĕSTUQMBZFSJOFBDIUFBN 8IFOZPVTBZi(P wUIF QFSDBSE 4BZPOFPGUIFTJHIUXPSETBOEUIFTUVEFOUTTIPVME first player from each team must rush to the clozure word cards hold up the number cards to show the number of letters/ BOEĕOEUIFDMP[VSFXPSEDBSEGPSUIFTJHIUXPSEZPVTBJE3F TZMMBCMFTJOUIFXPSE3FQFBUUIJTQSPDFTTXJUIPUIFSTJHIU peat until all players have played. words. Of course, if you have sight words that contain more than nine let ters/syllables, it will be necessary to provide the students with more flashcards.

Sealaska Heritage Institute 67 Language and Skills Development

WRITING Story Picture Description Numbered Pictures Provide each student with art paper and supplies. Also, Mount the vocabulary pictures on the board and number each provide the students with writing paper and pens. Each student picture. Provide each student with writing paper and a pen. should then create a picture that depicts a scene from the Call the number of a picture. Each student should write the migration story introduced this unit. When a student’s picture vocabu lary word for the picture represented by that number. is completed, he/she should then write as much as possible 3FQFBUVOUJMBMMWPDBCVMBSZXPSETGPSUIFQJDUVSFTIBWFCFFO about the picture. When all of the students have completed XSJUUFO3FWJFXUIFTUVEFOUTSFTQPOTFT their writings, collect the pictures and mount them on the board. Number each picture. Have each student read his/ Sentence Completion her text to the class; the other students must then identify the Give each student a copy of the sentence completion version of QJDUVSF CZJUTOVNCFS UIBUHPFTXJUIUIFUFYU3FQFBU VOUJMBMM the text in this unit. The students should write in the missing of the students have shared their work. words. Afterward, review the students’ work. What’s the Title? Provide the students with writing paper and pens. Each student should then create a title for the migration story introduced in this unit. When the students have completed their titles, have each student share his/her title with the rest of the class.

68 Sealaska Heritage Institute Reading and Writing: Sentence Completion

Tlingit ______Story (Based on ______Bay history) Told by Amy Marvin (Kooteen of the Chookaneidí clan), translated by Nora Dauenhauer. Excerpted from Haa Shuká, Our Ancestors. Sealaska Heritage InsƟtute, Juneau, and University of Washington Press, SeaƩle. 1987 (Original text is found in Appendix 1 at the back of this program).

THE CHOOKANEIDÍ, KAAGWAANTAAN, ______. “I will stay,” she said. “I am old. I will AND WOOSHKEETAAN people lived in All of a sudden, the earth shook. People ______to take Kaasteen’s place!” ______Bay. There was a little girl thought it was an earthquake. Again and again, However, Kaasteen said, “No, I am staying named Kaasteen in the village. When Kaasteen the earth shook. Suddenly, the people realized it here!” So, the people ______left became a teenager, her parents moved her into a was not an earthquake. Ice was crushing against Kaasteen behind. separate house. Girls of that age could not live in itself. The ______was moving As the people drifted away, they the same house with the rest of the family. towards the village. saw Kaasteen’s house tip over. The At this time, there was a Kaasteen had broken a ______tipped the house over. ______. All the people went to ______. She called the Kaasteen’s mother screamed. The other women the ______. Kaasteen could not ______as she would call a dog. screamed too. The people stood up in their boats. go to the ______. In those days, That was ______. They were crying. parents did not take their children out. Her The ______entered the Kaasteen was dying and they could not mother gave her some sockeye strips. village. The ______knocked over help. They sang two songs. Kaasteen’s house was Kaasteen began to eat the dryfish. She broke houses. The people were scared. pushed into the ocean. the strips into pieces. Suddenly, Kaasteen lifted “Quick, let’s get out of here,” they yelled. The Wooshkeetaan ______in the edge of the wall. She put her hand outside. They decided to take Kaasteen with them. Excursion Inlet. She had dryfish in her hand. She called, “Hey However, Kaasteen ______to The Kaagwaantaan ______in ______, here, here, here, here. leave. The people tried to ______Ground Hog Bay. Hey ______, here, here, here, Kaasteen to leave with them. Still, Kaasteen The Chookaneidí ______by here.” would not leave. So, the people brought Kaasteen a river called Lakooxas’t’aakhéen. This is how it A young girl heard Kaasteen calling food and clothing. was. to the ______. She was the Suddenly, an older woman named only witness to see Kaasteen calling to the Shaawatséek’ pushed Kaasteen’s door open.

Sealaska Heritage Institute 69 70 Sealaska Heritage Institute VOCABULARY PICTURES

Sealaska Heritage Institute 71 72 Sealaska Heritage Institute Sealaska Heritage Institute 73 FEAST

74 Sealaska Heritage Institute Sealaska Heritage Institute 75 RELUCTANT

76 Sealaska Heritage Institute Sealaska Heritage Institute 77 MIGRATION

78 Sealaska Heritage Institute Sealaska Heritage Institute 79 PERSUADE

80 Sealaska Heritage Institute Sealaska Heritage Institute 81 REFUSE

82 Sealaska Heritage Institute Sealaska Heritage Institute 83 TABOO

84 Sealaska Heritage Institute Sealaska Heritage Institute 85 SETTLE

86 Sealaska Heritage Institute Sealaska Heritage Institute 87 WITNESS

88 Sealaska Heritage Institute Sealaska Heritage Institute 89 GLACIER

90 Sealaska Heritage Institute Sealaska Heritage Institute 91 VOLUNTEER

92 Sealaska Heritage Institute Appendix 1

Tlingit MigraƟon Story (Based on Glacier Bay history) Told by Susie James (Kaasgéiy of the Chooka- neidí clan), translated by Nora Dauenhauer. Copied from Haa Shuká, Our Ancestors. Sealaska Heritage InsƟtute, Juneau, and Univer- sity of Washington Press, SeaƩle. 1987.

The name of it is Gathéeni, That young girl That land is ours. at the start of her enrichment? Gathéeni, She was curtained off. the bay where the glacier was. One was curtained off for three years, It was where people lived. That is why there were very many of us who are Salmon of all kinds ran there. Tlingit, That’s why the people lived there; Because of how we cared for the child of ours, They made it a village. Only at the end of the third year her hand Many kinds of kinds of salmon are there. Would be given to her husband Good salmon ran there. Straight from her place of isolation. It was while people were still living there, The houses; That was the way it was. The was she sat Maybe as many as five houses stood there, behind a curtain; it had been two years; The houses; it was the third year approaching. The Kaagwaantaan It was not long And the Wooshkeetaan And the Eechhitttaan Before she would be released, And us, those of us who are Chookaneidí, It was not long before someone would marry her. All of us were there, There were the ﬁrst sockeyes they smoked. We were living there, The sockeyes It was then, Used to run up under the ice, under the ice; What was she thinking, anyway, it’s not that way any more.

Sealaska Heritage Institute 93 Appendix 1 (cont.)

It was those they smoked. The bones from the sides; The usually dried them. The way you call a dog she was spitting on it; But just what was happening? She called it like a dog with it. That girl and her place. “Glacier, It was an extension made of cedar bark Here. Behind the house, Here. Cedar bark. Here,” she said. That was where the young girl was kept. She called it with the sockeye dryfish. It was said you could clearly see up the bay. She lifted the cedar bark from there. Through the mountains there you could see Then her younger sister said to her, The glacier waaaay up the bay; “Hey, why are you saying that?” It was only a tiny piece She ignored what she said. It was hanging there up the bay. At one point the little sister It couldn’t be seen much from the river; Went to tell her mother, “Mother! It could only Why is my older sister saying that?” Be seen from way out. “What’s the matter? But she knew the glacier was there. Sh! Sh!” her mother told her. That is why she called the glacier “Girls don’t bring news from back rooms.” Like a dog, “But wait! Let me tell you first what she’s saying. “Glacier, My older sister’s calling the glacier; like a dog, Here, Just like you call a dog: Here.” Ptuh! Ptuh! Ptuh! Ptuh! Ptuh! With that dryfish she had eaten, She’s spitting on the bone,

94 Sealaska Heritage Institute Appendix 1 (cont.)

The sockeye bone, People said. And using it to say, ‘Glacier! Here! Oh, no. Here! It pierced the heart of that woman, Here!’ The mother of that girl. Then she threw it up there.” It was now growing f-a-a-a-a-st. “Don’t tell! Don’t Tell!” They said it was moving, She warned that daughter of hers. The way it was growing, was faster When dawn came that morning she ﬁnally went to her. Than a running dog. “What are you saying those things for now? What are you calling the glacier for? Then people became afraid. Don’t you know that you can break a taboo? It was when the year was becoming full You shouldn’t be saying things People said. about anything like that. It was Little Black Glacier. Why were you saying those things? “Little Black Glacier is already Don’t you say them again.” Disappearing into the other one. She talked to her. It is already disappearing into the new one,” Hunters would go up there by boat. Is what the people said. Suddenly people said, “Oh, no. “What’s wrong with the glacier? It’s growing so much!” What’s happening? What going The used to see it w-a-a-a-a-a-y To happen to the people?” Up the bay. At the same time Glacier Bay was murky. But now it was near, getting closer, People said it was like diluted milk. The way it was moving, Down there

Sealaska Heritage Institute 95 Appendix 1 (cont.)

The one growing through the sand behaved that way. And there was a row of houses behind these too. It was churning up from the bottom of the bay. There were many people there. Whirlpools churned up over to the surface like the tide. That’s when Where the glacier was moving, it behaved that way. The mother of the girl told her mother, The clay was like diluted milk. Told Shaawatséek’. This was when people became frightened. “It seems your granddaughter has What was it? Wasn’t there any way to stop it? Broken a taboo,” she told her. That was when “She called the glacier. They made the sons then, It’s growing like a running dog. Those people of long ago. It’s like a running dog. Naanaa Hít stood there, There’s no way to get away from it Naanaa Hít. The way the glacier has been growing,” Your paternal aunt She said to her mother. Kaaxwaan That when her mother said, Has probably told this to you. “Yes, Their clan house stood up the river. Then jest prepare ahead of time, then, Next to it stood ours, Then just prepare ahead of time. Xinna Hít indeed. The place you will escape to: Its name then was Prepare it in your minds. Yes! Xinna Hít, indeed, This little granddaughter of mine That was the name of ours then. That broke the taboo, There were many other houses. I will take her place,

96 Sealaska Heritage Institute Appendix 1 (cont.)

I will take her place. (It’s usually switched by storytellers.) I will stay in my mother’s maternal uncle’s house. This is the way I know the story, I will simply stay The way I heard it; this is how my mother’s maternal uncle’s house. I tell it. I will not leave to go to the boats. My maternal grandfathers, those who were already aged But this granddaughter of mine is a young woman. When I ﬁrst became aware of them, Children will be born from her. I’m telling it So you will take her aboard with you. From their lips.) But whatever happens to my maternal uncles’ That’s when House will happen to me. “ The mother of the girl That’s what she said to her daughter. Said telling her husband, That’s when “My mother is saying such and such.” She replied, “Hey! What are you saying? That’s when the maternal uncle was composing a song. Why should you stay behind? You too, He was trying to compose You’ll go with us too.” “No! A song. I am not going with you. He went over to Naanaa Hít. I won’t leave here with you. This was where he said Yes! Yes What happens to this, To Kaanaxduwóos’ My mother’s maternal uncles’ house will happen to me,” The one of long ago, Is what “I am composing a song. Shaawatséek’ said. How would it be if you “But Kaasteen will go in the boat.” Compose a song too?

Sealaska Heritage Institute 97 Appendix 1 (cont.)

It wouldn’t be right if there might When it was nearing the front of the village Not be anything heard from us On the outside of Aax’w Xoo, When we begin Then the water behaved just like Our escape from here.” It was churning up in large chunks. “Fine!” he said. “Good. That’s when people became frightened; That’s what I’ve been thinking about. That’s when the whole village I’ve been thinking about it. Began to get ready then. I will compose one,” Then they were getting ready in the boats, He said to him. They were getting ready in the boats. “As soon as I’m done, Then when they were reading n the boats You pack. That grandmother You pack.” Soon Didn’t want to go aboard. It was reaching the outside of Aax’w Xoo; soon. “Take my little granddaughter aboard with you. The glacier Take Kaasteen aboard with you. Was outside the place called But I will just stay here. Aax’w Xoo. Whatever happens to my grandparents’ house How swiftly the glacier was growing, To my mother’s maternal uncles’ house This was when Will happen to me, “she said. They packed. That is why they began boarding the boats without her. I wonder what they packed They were already anchored in the bay. Into the boats? They began singing the song from Naanaa Hít. Into the boats they worked at Lifting their packs, into the boats.

98 Sealaska Heritage Institute Appendix 1 (cont.)

First Song Be pitiful Eehee iyaa Won’t my land be pitiful Eehee yei hei yaa When I leave on foot? Yei aalaa hei yaahaa Hee hee hee Ei hei hayoo oo Ahaa haa haa haa Aalaa iyaa aa laa Yee hee hee hee Ahaa haa haa haa My land Yee hee yaa hee hee. Will I ever Yei aalaa hei yaa aa Won’t my house be pitiful Yei hei hayoo ooo Won’t my house Allaa iyaa aa haaa Be pitiful When I leave by boat? My house Hee hee hee hee Will I ever… Ahaa haa haa haa Yei aalaa hei yaahaa Yee hee yaa hee Yei hei hayoo ooo This is a cry. Aalaa iyaa aa haa This is a song for the cry. Hwee-e-e-e-e This is a cry.

Second Song (sung twice) Won’t my land

Sealaska Heritage Institute 99 Appendix 2

Tlingit MigraƟon Story (Based on Glacier Bay history) Told by Amy Marvin (Kooteen of the Chooka- neidí clan), translated by Nora Dauenhauer. Copied from Haa Shuká, Our Ancestors. Sealaska Heritage InsƟtute, Juneau, and Univer- sity of Washington Press, SeaƩle. 1987. Now this is the way I will begin telling the story She would say to it Today. as she was letting it go when it got strong, Now, as she was letting it go she would say to it, at the beginning of how things happened to us “Don’t go too far. at Glacier Bay. Don’t go too far; you might blow away. the way things happened to us there. We are Chookaneidí. This little girl was one of us We are Chookaneidí; I might lose you Chookaneidí. so come back right away.” It was she Maybe it was “Chookaneidí” that stuck who raised in the mind of the bird. the bird. Here it would Its name was come back to her then. (she would shorten up the name) This was how it got used to her. ts’ítskw. It was this bird Ts’ats’ée was its full name; these that multiplied tiny ones there. that swim on the sea. They multiply one generation after another over there. It was when They would say it came “Chooooo- out of its egg this little girl saved it. kaneidí.”

100 Sealaska Heritage Institute Appendix 2 (cont.)

When they saw a boat they would say “Choooo- This was when kaneidí.” they had her sit. They’re fun to listen to. Not in the house. They say this even now. But in an extension People don’t believe us when we tell this either. of the house. The name of this little girl was Shkwáx’. A room would be made. Shkwáx’ It was like the bedrooms of today. was her name. Someone who was in this condition would not be She is the one who raised the bird. allowed inside the main house. Well, They would build a room for her from there extending from the main house. Look at what’s been happening to us, At the same time to where this has led us. there was a feast. A feast being held. Now Everybody was gone, The time had come everyone had gone to the feast. for this young woman. But this young girl’s mother Very young went to see her. newly She gave her some sockeye strips. Put in conﬁnement. “Here.” Today she would be called teenager. There was another little girl, This is what this young girl was. a little girl maybe 8 years old. Kaasteen. Her mother didn’t want to leave her.

Sealaska Heritage Institute 101 Appendix 2 (cont.)

People didn’t take their children out in public “Hey, in those days glacier! because they respected one another. Here, here, here, here, here. This is how things were. Hey, People didn’t take children glacier! even the babies. Here, here, here, here, here, here.” This woman didn’t want to leave her little girl. Hey, She was weaving Glacier! a basket. Here, here, here, here, here. She brought her weaving out. Then she lowered the wall. She wove. The little girl was surprised by this. They were all gone! It was deserted. That was why she got up; she ran out by her mother. Then the little girl ran in by the one “Mom! who had become a woman. Why is she saying this? She sat with her. ‘Hey, Kaasteen glacier! was eating the dryﬁsh. Here, here, here.’ She broke them. Three times she said this. All of a sudden she bent down. Mom! This is when she lifted the edge of her wall. Three times she said this.” They say she held the dryﬁsh out with one hand. “Don’t say that! Go away! Then she bent down that way. You’re always saying things,” This is how the little girl told it to her mother. she said to her little daughter.

102 Sealaska Heritage Institute Appendix 2 (cont.)

This woman was the witness. All of a sudden it struck This one who stayed home with her the middle of the land that people were living on. little daughter was the witness Why was the land shaking? about her, Why was it? about Kaasteen. People thought it was an earthquake; This is why it didn’t bother anyone. we tell it the same way. Then another one, We didn’t just Then another one. toss this story together. Why didn’t it quit? This is the way it’s told. Here it was the ice crushing against My grandmother, itself and moving in. my mother, That was why my father, they ﬁnally gathered together. were very old when they died. “What’s happening? This is why I don’t It should happen just once. deviate when I tell it; I tell it exactly right. Why is this? At that time Oh no! the ice It wasn’t an earthquake, was it? didn’t begin advancing from the top. It’s becoming stronger.” It began advancing from the bottom, The people forgot about it again. from the bottom. Then it happened again. That was why no one knew. Here this woman ﬁnally said Not one person knew. “Oh dear! It’s the one sitting in the room.

Sealaska Heritage Institute 103 Appendix 2 (cont.)

She called it with dryﬁsh like a dog.” people stayed in their homes. Where was the glacier? It was becoming troublesome too. There wasn’t a glacier to be seen. But the young girl wasn’t bothered by this anymore. But that was what Kaasteen Perhaps it was changing her every moment. gave a name to; she named it “sít’.” It was because of her, What was it she named this? the glacier was doing this because of her. There was a little piece stuck there. Because of the way she called it over. That was why the people who were wise gathered then. Here they said “Oh! “I guess she broke a taboo, didn’t she? I guess she said a bad thing.” Quick! When a person who is ritually unclean, you see, Let’s get ready to get out.” mistakenly does something, Things weren’t turning out right. it turns bad. The house was already falling over on its side That’s the reason, from how strong the ice was getting. that’s the reason ( Slap! ) they gathered together. It was was behaving Oh, she violated a taboo, didn’t she? Like it was crushing against itself, I guess she mistakenly said things about the ice. ( Slap! ) Oh, no. how strong the ice was. They kept gathering. And they knew. They kept gathering. It was the ice pushing the people, wasn’t it? They were really troubled by the way It was pushing; it was pushing the village along. things were turning out on their land; This was when people said, “Quick!

104 Sealaska Heritage Institute Appendix 2 (cont.)

Quick! Quick! Quick! That was why they asked her, indirectly, Quick. “People will be getting ready now. Let’s move the people. Quick! Quick! Fix your clothes. Move the people. Fix them.” It isn’t right. “No! It isn’t right.” I won’t go aboard.” This was when they said, Oh no! “Quick! Let’s pack. Her words spread quickly. Her too. “She said, ‘I won’t go aboard,’ It’s ok to take the one who broke the taboo; it’s ok. the one who broke the taboo. Let her come aboard, Let her come aboard.” She said she doesn’t want to go aboard.” People used to cherish each other, you see. Oh, no. There was no way they could have Then it came to the opposite groups. left her there; she was a young woman “This paternal aunt of hers should go to her, a young girl. her father’s sister; Quick, quick, quick.” Yes, like the saying, “they had her sitting for On that side of the village people were packing; seed.” it was already like a whirpool. This is when this happened to her. The village was trembling constantly, This was when people said, trembling constantly; it was as if “There’s nothing wrong with her coming aboard. they were expecting disaster. Let her come aboard.” Perhaps it was like the storm we just had.

Sealaska Heritage Institute 105 Appendix 2 (cont.)

It was very frightening the way things were. “Let’s go!” They were trying to beat it. But let’s take these things “Yes, because it is like this, and to her. because it is this way, my niece, We can’t just leave her this way. my brother’s daughter Yes. because things are this way, now, Let’s go!” let’s go, It began to happen. pack, They began going to her pack! with things that would keep, Pity your mother, take pity on your father.” her paternal aunts, They begged her. all of them, “No! with all of us, No! going to her I won’t go aboard. with things for her food. I won’t go aboard. “For Kaasteen to eat! What I said For Kaasateen to eat!” will stain my face forever.” In this way they brought She didn’t deny it. whatever What I said will stain my face might keep her warm, forever; this is why the skins I won’t go aboard; it won’t happen. of whatever was killed and dried. That is why they gave up on her. They were made into robes. That was why they said These, “For Kaasteen!”

106 Sealaska Heritage Institute Appendix 2 (cont.)

(“For Kaasteen!”) whatever we offer, “For Kaasteen to eat!” only when we know it went to her; (“For Kaasteen to eat!”) only when this is done does it “For Kaasteen!” become a balm for our spirits. In this way Because of her, they turned then and left her. Kaasteen. Now, And whatever we relinquish our ownership to, this is the reason it became a saying, for Kaasteen, it will be a saying forever, for whomever when we gave them to the opposite clan, is mourned, people relinquish only after this do our spirits become strong. the ownership of things in their memory. It’s medicine, spiritual medicine. Only after this do we feel stronger. Because of the things that happened to Kaasteen; And “for her to eat,” is also said. this is what informed us. Only if the food which is given When all the things were piled on her. is eaten with another clan Yes. can it go to her. Now. This is the reason she will have some, They were gone. the relative who is mourned. They were all aboard the canoes. When the opposite clan takes a bite That was when Shaawatséek’ got angry. This is the reason we call it “invitation to feast.” Yes. A feast is offered She was already old. to remove our grief. She was already older than me at the time. Only when we give to the opposite clan “Isn’t it a shame,” she said.

Sealaska Heritage Institute 107 Appendix 2 (cont.)

She started going there. Shaawatséek’ couldn’t persuade her either. Yes. Now, The relatives who were going to leave her no more. were standing by Kaasteen They gave up on her. in the house they were leaving her in. This was the last try This was when Shaawatséek’ pushed the door open. when Shaawatséek’ came for her. Yes. This was why “Am I going to bring your next generation, they left her. my brothers? There was enough. But take Kaasteen aboard. It measured up. Take her aboard. The food I will take her place. from her paternal aunts, I’m expecting death from her paternal uncles, at any moment. from her mother’s people So I will take her place. was piled high. Yes. They were leaving her with almost Let her go aboard. enough to ﬁll the house. Let her go aboard.” This is when they all ﬁnally This was when Kaasteen spoke, in a loud voice went aboard. “I will not go aboard. Yes. I said, I will not go aboard. They didn’t paddle away just then. I’m staying here.” When they were all seated in the canoes That was it, they just drifted.

108 Sealaska Heritage Institute Appendix 2 (cont.)

While they were packing, I guess, this song kept the house she sat in, ﬂashing on the mind of Kaanaxduwóos’. downward. It kept ﬂashing on his mind. He knew too Their voices when they went to get her. could be heard from fat away, My! crying. No, she didn’t want to leave the house. They had no more strength. Only when they were drifting out Today they saw. death is not like that. The house was rolling over. It’s like something dropping. And it popped out of their mouths At that time though, “It’s rolling over!” if anything happened to even an infant, It fell over sideways, the grief would leave us weak. and she with the house. The way we didn’t want to loose each other. Yes. The way things were. That’s when her mother screamed. Yes, this was why he stood up in the canoe. She screamed. The voices were still loud. Kaasteen’s mother screamed. They were still crying. Yes. She was dying before their eyes The other women also as the house slid downward. screamed with her. This was when he began singing, then. While they couldn’t believe it, it was sliding downward,

Sealaska Heritage Institute 109 Appendix 2 (cont.)

First Song when I leave by boat? hee hee aahaaa Ahaa haa hei hei hee hee aaa ahaa haaa hei heiiiiy ahaa, haa, hei, hei, hi, aaa ahaa haa hei heiiiiy aa haa hei hei Repeat second verse and vocables ahaa haa hei hi.aa hooooo, hoo, hoo.

Won’t my house Now this is what happened to them. be pitiful This is how they were. won’t my house Now. be pitiful This is the song from there. when I leave on foot? When they left Kaasteen. hee hee aahaaa This house became like her coffin, hee hee aaa this Chookaneidí house. ahaa, haaa hei hei hei hi.aa haa It went with her to the bottom of the sea before their eyes. Repeat first verse and vocables This is why the words are of the house, when he first sang Won’t my land this song be pitiful “Pity my house,” won’t my land he said. be pitiful Yes.

110 Sealaska Heritage Institute Appendix 2 (cont.)

And when they left her, “pity my land.” But recently someone said that one did. Yes. No! I guess they didn’t put the comparison together No! at ﬁrst. Well, When one who was precious, I will come to it, their relative, the part of the story this woman, why people were saying this. died before their eyes, After this yes, no one else thought of songs. I guess it was They were just afraid. out from Pleasant Island. They just trembled to go where they could be saved When they were passing it, because it was too much Sdayáat, the way the land was shaking. a Chookaneidí, It wasn’t letting up. also our relative, This was why they were afraid. stood up in the canoe. Even with all this he thought of the song. Yes. Yes. He also repeated, This is the reason it’s everlasting, also for “Stop for a moment. the generations coming after me. Stop for a moment.” I’m recording for them so that they will know why this song came into being. That was why they held those moving But no man volunteered canoes motionless; yes. to stay with her. “I too

Sealaska Heritage Institute 111 Appendix 2 (cont.)

cannot let shei aanaa haa hayoo what I’m thinking aahaa yei hei hei hayoo pass. aanaa aaa haa haa Please listen haa haa yei hei hayoo to the way I feel too.” aahaa haa haa haa. They began drifting; all the canoes drifted. Repeat ﬁrst verse and vocables This is when he sang the song that ﬂashed on his mind. My house, Yes. Will I ever see it again? Second song shei aanaa hauoo aahaa yei hei hei hayoo ahaa haa aa haa aahaa aaa haa hei hei aaa hei hei ahaa haa aaa haa Repeat second verse and vocables yei hei hayoo aaa yei hei a haa haa haa aaa haa haa Hooooo hoo hoo.

My land, Now, this is Sdayáat’s song. will I ever Yes. see it again? This is how the two of them composed songs

112 Sealaska Heritage Institute Appendix 2 (cont.)

when trouble came. There is Well, a river called Lakooxas’t’aakhéen. they didn’t just abandon her carelessly. It ﬂows there; it’s still there today; Now, where Frank Norten made his land, not even the T’akdeintaan a place like a cove. searched their minds, It was there; we waded ashore. or the Kaagwaantaan, Now or the Wooshkeetaan. you know how tiring it is to be in a canoe. They just left. It was then and there we waded ashore; It was only these men who expressed their pain. this is where we prepared a place to live They didn’t just leave her carelessly. at Spasski. Now It’s called Lakooxas’t’aakhéen. only then they began leaving. It was there we waded ashore. The Wooshkeetaan It was like went to the place after a war. called Excursion Inlet today. There was nothing. But the Kaagwaantaan This is how it was. went to Ground Hog Bay. I guess it’s called Grouse Fort. This is where they went, the group of Kaagwaantaan. As for us, we continued away from them.

Sealaska Heritage Institute 113 114 Sealaska Heritage Institute UNIT 3

Alaska Nave Groups The Alaska Native Claims Settlement Act: Relationship with the Environment

TLINGIT ORAL TRADITIONS tell that William Duncan was the Tlingits used two routes to reach their the minister who led the 800 homeland. Some people followed a coastal Tsimshians from Canada to route from the north. They might have Alaska. The Church of England travelled in skin boats. Others travelled down fired Duncan because he rivers from the interior of Canada to the tried to control the Tsimshian coastal areas. The term Tlingit is from Lingít, people. He started his own which means “the people”. church in Metlakatla. The The Haidas moved to Prince of Wales church had very strict rules. Island from Canada. They moved to Alaska in Today, Metlakatla is the the 1700s. The Haidas settled on Tlingit lands. only reservation in Alaska. The They settled on the southern part of Prince of Tsimshians of Metlakatla are Wales Island. To this day, several locations still the only Alaskans who are still hold Tlingit names in what is now considered allowed to use fish traps. The Haida territory. Two examples are Sukkwan fish that are caught are used to and Klinkwan in southern Prince of Wales feed the people in the town. Island. Today, Tlingit, Haida, and The Athabascan Indians live in Alaska’s The Tsimshian—which means “inside the Tsimshian peoples live in regions in both the interior. Athabasca is a Cree Indian word. Skeena River”—moved in 1887. They migrated United States and Canada. Sadly, there are It means “grass here and there”—which from a town near Prince Rupert in Canada. few fluent speakers left in any of the language describes Lake Athabasca. Eventually the They migrated to Annette Island in Alaska. groups. However, today there are a number name was used to describe anyone who lived They built the new town of Metlakatla. This of projects to revitalize the languages of the west of Lake Athabasca. It is also the name new town was built on Tlingit lands. southeast region of Alaska. for the large Athabascan language group. This

116 Sealaska Heritage Institute Native people often say, “We have lived in our homeland since time immemorial.” The Alaska Native Claims Settlement Act: How should this impact on land Relationship with the Environment ownership?

group includes the Navajo and Apaches in earthquakes, and volcanoes. Then, there were Inupiat and Yup’iks women have always been the American southwest and other groups of about 25,000 Aleuts. However, by 1910, there skilled in making baskets and sewing. people who live in California. were only 1,492 Aleuts living. Cruel treatment In Canada, the term “Eskimo” is no longer Some Alaskan Athabascan groups lived in by the Russians and diseases killed many of the used. It has been replaced by “Inuit”—which permanent winter villages. They also lived in Aleuts. means “we the people”. summer fishing camps. Most groups included a Very few Aleuts still speak their language. All Alaska Native groups believed that few families. Most of the fluent Aleut speakers live on the humans, animals, plants, and the environment The Athabascans were nomads. They Pribilof Islands. Today the Aleuts still live in had spirits. The Natives believed that they were moved from place to place. This was an the Aleutian Islands. They call themselves kin-related to the animals. They also believed important part of their lives. Groups stayed Unangax. that inanimate objects like glaciers, stars and together looking for food. Sometimes the The Sugpiaq are coastal Yup’ik people. planets, and even rocks had spirits. different groups did not get along. Today they call themselves Alutiiq. They live in People had to treat the spirits with The groups would often fight with one the coastal areas around Kodiak. respect. If they did not, the animal might not another. They also fought with the Inupiat The name “Eskimo” comes from the Cree allow itself to be harvested by the hunter or and Tlingit. Some wars became feuds. During Indians. It means eaters of raw meat. fisherman. The people might starve. the feuds, the groups attacked each other. The In Alaska, the Eskimos are divided into Even when cutting a tree, the Natives in attacks were usually in retaliation. They were two groups: the Inupiat, who settled in Alaska’s Southeast Alaska must talk to the spirit of the in retaliation for casualties during previous Arctic region, and the Yup’ik, who settled in tree. They must tell the tree how it will help the attacks. Some feuds would last for years. the southwestern region of the state. people. The Aleuts settled the islands of the The Arctic coast people hunt seals, Then, they feed the spirit of the tree by Aleutian Chain. They settled the region walruses, and whales. burning food in a fire. approximately 10,000 years ago. They settled The inland Inupiat and Yup’iks lived on They also lay a blanket on the ground in a region with unpredictable weather, caribou, birds, fish, and other small game. where the tree will fall.

Sealaska Heritage Institute 117 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

THE NATIVE PEOPLES of arrived in Southeast Alaska long after the Southeast Alaska migrated to initial arrival of the Tlingit. their present-day homelands The Haida migrated to the southern Key Vocabulary via a variety of routes. areas of Prince of Wales Island and This included overland the Tsimshian to Annette Island, near regions and coastal routes. Ketchikan. coastal The areas settled by Since both groups settled on Tlingit fluent the Tlingits became their lands, territorial boundaries came into revitalize kwáans. The inland Tlingit question. permanent are found in the Yukon Other Native groups to settle within feud Territory of Canada. Alaska were the Unangax, Alutiiq, retaliation The Haida and Tsimshian both Inupiat, Yup’iks and Athabascan Indians. casualities previous unpredictable Grabber : Show the students a picture of a ghost town (for example, an old inanimate mining town). Discuss why the town was deserted. Lead the students to environment suggest reasons why people leave towns or areas—mines close, sickness, etc. game (animals) Use this to introduce the Alaskan Native groups and their homelands. The Alaska Native Claims Settlement Act: Background and Place-Based Activities

t1SPKFDUUIF"MBTLB/BUJWF-BOHVBHFT.BQGSPNUIFCBDLPGUIJTVOJUPOUIFCPBSEPSTDSFFO%JSFDUUIFTUVEFOUTBUUFOUJPOUP the different regions and Native groups shown on the map. Provide the students with a copy of the blank map of Alaska from the back of this unit. The students should outline the different areas and regions for the Alaska Native groups on their copiesf o the map. You may wish to turn off the projector and have the students create their individual maps from memory.

t1SPWJEFFBDITUVEFOUXJUIBEFUBJMFENBQPG"MBTLB/BNFBDPNNVOJUZJOUIFTUBUFUIFTUVEFOUTNVTUTFBSDIUIFJSNBQTUP locate that community. The first student to do this wins the round. When a community has been located, the students should indicate the probable Native group that lives there. Repeat, using a number of different Alaskan communities.

t0OUIFNBQPG"MBTLB MPDBUF"OOFUUF*TMBOE TIPX1SJODF3VQFSU JGJUJTPOUIFNBQ 5SBDFUIFNJHSBUJPOSPVUFGSPN1SJODF Rupert to Metlakatla, on Annette Island. Have the students imagine how the Tlingit viewed the settling of the Tsimshian on their lands. Relate this to land and settlement issues in other parts of the world today. Lead the students to understand that in these issues, there is usually more than one perspective.

t8SJUFUIFRVFTUJPOGSPNQBHF JOUIFCMVFDJSDMF GPSUIJTVOJUPOUIFCPBSE%JTDVTTXJUIUIFTUVEFOUTUIFSJHIUTPGHSPVQT when they enter new areas. Introduce examples of migrations from U.S. history (for example, the westward trek on the Oregon Trail, the Gold Rush).

t3FBEUIFUFYUGSPNQBHFToXJUIUIFTUVEFOUT%JTDVTTUIFJOGPSNBUJPODPOUBJOFEJOUIFTFMFDUJPOXJUIUIFN)BWFUIF students take turns reading the content of the text.

Sealaska Heritage Institute 119 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

REGIONS COASTAL FLUENT REVITALIZE

Draw an outline of a house Place a tray of soil in front of Show the students an item that Show the students lotions on the board, and have the the students. Clear one side and is written in two languages (for and skin creams. Have them students suggest the rooms pour water into the cleared part example, English and Spanish). discuss their uses. Use the items or areas of the house. Use this of the tray. Draw the students’ Introduce the concept of being to introduce revitalize to the as an analogy for regions of attention to the coastal area. fluent in a language. Show the students. Cite examples of land Alaska. Use a map to show the Use a map to show coastal picture of the interpreter (for areas that have been revitalized. Alaskan regions. areas. the word fluent) from this unit.

120 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Background and Place-Based Activities

PERMANENT FEUD RETALIATION CASUALTIES

Show the students a picture Introduce the phrase “an eye The students should under- Show a map of the United of a building and another of for an eye”. Have the students stand that feuds are recurring States. Locate Gettysburg, a tent. Use the building as determine its meaning. retaliations. You might wish to Pennsylvania. Write the an example of a permanent Introduce feuds, which at introduce the term “vendetta” number 48,000 on the board. structure. Introduce the one time were legal forms of as another way of saying feud. This is the estimate of casualties Alaska Permanent Fund avenging one’s pride or honor. Cite some famous feuds, such during the Civil War battle for Dividend—stress the meaning Have the students suggest as the Al Capone/Bugs Moran both sides. of “permanent” in the title. causes of feuds. feud, which led to the Valen- tine’s Day Massacre in 1924.

Sealaska Heritage Institute 121 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

PREVIOUS UNPREDICTABLE INANIMATE GAME

Show the picture from this Show the students a pair of 4IPXBQMBOUBOEBSPDLIBWF Show an empty bullet cartridge unit for “previous”. The picture dice. Lead them to understand the students compare and or other item related to was taken in the previous that gambling is unpredictable. contrast the two items. They hunting. Use this to introduce century. Relate previous to Cite other examples of should indicate what is the “game” to the students. Have older versions of software and unpredictable, such as same and different between the them identify game in their computer operating systems. earthquakes, weather, etc. two. Introduce the rock as an area. inanimate object. Cite other examples.

122 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Background and Place-Based Activities

ENVIRONMENT Did you know?

Place a tray of soil in front of the students. Use the soil, water, twigs, etc. to create different environments on the tray. 4IPXBHMPCFPGUIFXPSME have the students identify other environments.

Sealaska Heritage Instute is a great resource for historical photos and documents related to Tlingit, Haida, and Tsimshian cultures. Go to www.sealaskaheritage.org/collecons to search our archival catalog or to view photos in our “digital collecons” secon. Above: Cabinet card photograph of Chilkat Tlingit in Klukwan by Winter & Pond. 1895

Sealaska Heritage Institute 123 Language and Skills Development

LISTENING Nod and Clap Locomotive Mount the vocabulary pictures on the board. Point to one of Have the students stand in a straight line in the center of the room. the pictures and say its name. The students should nod their Each student should place his hands on the shoulders of the student heads to indicate that you said the correct vocabulary word in front of him/her. Mount a picture on each of the four walls in the for the picture. However, when you point to a picture and say classroom. Tell the students that when they hear one of the four vocab- an incorrect name for it, the students should clap their hands ulary words (for the four pictures on the walls), they should step in that ONCE. Repeat this process until all of the vocabulary pictures direction while still holding onto the shoulders of the players in front of have been used a number of times in this way. UIFN4BZUIFGPVSXPSETBOVNCFSPGUJNFTUIFTUVEFOUTTIPVMETUFQ toward the pictures as they are named. Hop the Line Make a masking tape line on the floor. Have the students stand Cloze Four on the line—their toes touching the masking tape. Have the Provide each student with writing paper and a pen. Say a vo cabulary stu dents listen for a specific word or sentence. Say a number word and then say a clozure sentence based on the Alaskan Native of other words or sentences, eventually repeating the word or groups. If the vocabulary word you said correctly completes the clozure sentence you said at the beginning of the round. When the sentence you said, the students should make happy faces on their pa- students hear that word or sentence, they must hop to the other pers. How ever, if the vocabulary word you said at the be ginning of the side of the line. When the students hop to the other side of the round does not correctly complete the clozure sentence, the students line, they should then turn around and place their toes on the should make sad faces on their papers. Repeat this process until the line once again. Repeat this process using a number of different students have responded to a number of clozure sentences/vocabulary vocabulary words or sentences. words in this way. Review the stu dents’ responses.

124 Sealaska Heritage Institute Language and Skills Development

SPEAKING Balloon Volleyball Hand Tag Group the students into two teams. The two teams should Group the students in a circle on the floor. Have the students stand, facing one another. Toss a round, inflated balloon to the place their hands on the floor, palms down. Stand in the center members of Team One. The members of Team One must then of the circle with the vocabulary picture and a flashlight. The bounce the balloon to the members of Team Two. The players object of the ac tivity is to attempt to tag a student’s hand or should con tinue to bounce the bal loon back and forth in this hands with the light of the flashlight. The students must pull way until a team loses the balloon. You may wish to establish their hands from the circle when they think they are about to the rule that players may not move their feet during the activity. be tagged. When you eventually tag a stu dent’s hand or hands, When a team loses the balloon, show them a vocabulary picture he/she must then say a complete sentence using the word for and all team members in that team must say the vocabulary a vocabulary picture that you show. Repeat this process until word for it. Repeat until players in both teams have responded a many students have re sponded. number of times. What’s Your Number? High Card Draw Have each student write a number between 1 and 10 (or be- Give each student in the class a card from a deck of playing tween 1 and 20) on a sheet of paper. The students should not let cards. Mount the vocabulary pictures on the board and number you see their numbers. Mount the vocabulary pictures on the each one. Call two students’ names. Those two students should board and num ber each picture. Walk around the classroom, show their cards. The student who has the highest card (aces attempting to guess the stu dents’ numbers. When you guess a can be high or low) should then say a complete sentence about student’s number correctly, he/she must then say a com plete a vocabulary picture you point to. The students may exchange sentence using the vocabulary word for a picture number that playing cards periodi cally during the activity. Repeat until you say. When a student has responded in this way, he/she many students have re sponded. should write another num ber. Repeat until many students have responded.

Sealaska Heritage Institute 125 Language and Skills Development

READING Sentence Completion on their desks. Give each student a copy of the sentence completion version of Guess My Number the text from this unit. The students should read the text and Write a number between 1 and 10 (or between 1 and 20) on a say the missing words. When finished, review the students’ sheet of paper. Do not let the students see the number you have work. written. Call upon the students to guess the number you have written. When a stu dent finally guesses the correct number, he/ Sight Word Bingo she should say a com plete sentence using the vocabulary word Before the activity begins, prepare a page that contains the for a picture that you show. Repeat until many students have sight words. Provide each student with a copy of the page. The responded, changing the number for each round of the activity. students should cut out the sight words. When the students have cut out their sight words, each stu dent should lay all of the Funny Face sight words, but one, face down on his/her desk. Show a vocab- Have two students stand, facing one another. The object of the ulary picture. Any student or students who have the sight word ac tivity is for the students to look at each other without laugh- for that picture face-up on their desks should show the sight ing. The first student to laugh must identify a sight word for a word to you. Then, those sight words should be placed to the graphic that you show. If both students laugh at the same time, side and other sight words turned over in their place. Continue then call upon each student to identify a sight word. Repeat in this way until a student or students have no sight words left with other pairs of students until all students have participated.

126 Sealaska Heritage Institute Language and Skills Development

WRITING Back Writing Sentence Completion Group the students into two teams. Have the first player from Give each student a copy of the sentence completion version of each team stand in front of the board. Use the index finger of the text from this unit. The students should write in the missing your writing hand to “write” the first letter of a sight word on words. Afterward, review the students’ work. the two players’ backs. When you have done this, say “Go.” Each of the play ers should then write a sight word on the board Research that begins with that letter. Repeat with other pairs of players Have the students do online research into the issue of illegal until all players in each team have played and until all sight aliens in the United States. Encourage the students to look at words have been written a number of times. this issue from many points of view. When the students have completed their research, each student should share his/her The Other Half findings with the class. Cut each of the sight words in half. Give each student a sheet of writing paper, a pen, and one of the word halves. Each Have the students do online research into migrations of student should glue the word half on his/her writing paper and peoples in other parts of the world. Have the students note then complete the spelling of the word. You may wish to have the relationships of the emigrees with those who were already enough word halves prepared so that each student completes settled in the area. Have the students share their findings with more than one word. Aft erwards, review the students’ one another. responses.

Sealaska Heritage Institute 127 Reading and Writing: Sentence Completion

TLINGIT ORAL TRADITIONS tell of Metlakatla. This new town was built on interior. Athabasca is a Cree Indian word. that the Tlingits used two routes to reach Tlingit lands. It means “grass here and there”—which their homeland. Some people followed William Duncan was the minister describes Lake Athabasca. Eventually the a ______route from who led the 800 Tsimshians from Canada name was used to describe anyone who the north. They might have travelled to Alaska. The Church of England fired lived west of Lake Athabasca. It is also the in skin boats. Others travelled down Duncan because he tried to control the name for the large Athabascan language rivers from the interior of Canada to the Tsimshian people. He started his own group. This group includes the Navajo ______areas. The term church in Metlakatla. The church had very and Apaches in the American southwest Tlingit is from Lingít, which means “the strict rules. and other groups of people who live in people”. Today, Metlakatla is the only reservation California. The Haidas moved to Prince of Wales in Alaska. The Tsimshians of Metlakatla are Some Alaskan Athabascan groups lived Island from Canada. They moved to Alaska the only Alaskans who are still allowed to in ______winter villages. in the 1700s. The Haidas settled on Tlingit use fish traps. The fish that are caught are They also lived in summer fishing camps. lands. They settled on the southern part of used to feed the people in the town. Most groups included a few families. Prince of Wales Island. To this day, several Today, Tlingit, Haida, and Tsimshian The Athabascans were nomads. They locations still hold Tlingit names in what peoples live in ______moved from place to place. This was an is now considered Haida territory. Two in both the United States and Canada. important part of their lives. Groups stayed examples are Sukkwan and Klinkwan in Sadly, there are few ______together looking for food. Sometimes the southern Prince of Wales Island. speakers left in any of the language groups. different groups did not get along. The Tsimshian—which means “inside However, today there are a number The groups would often fight with the Skeena River”—moved in 1887. They of projects to ______one another. They also fought with migrated from a town near Prince Rupert the languages of the southeast the Inupiat and Tlingit. Some wars in Canada. They migrated to Annette ______of Alaska. became ______. During Island in Alaska. They built the new town The Athabascan Indians live in Alaska’s the ______, the groups

128 Sealaska Heritage Institute Reading and Writing: Sentence Completion

attacked each other. The attacks were Yup’ik people. Today they call Natives believed that they were kin-related usually in ______. themselves Alutiiq. They live in the to the animals. They also believed that They were in ______areas around Kodiak. ______objects like glaciers, for ______during The name “Eskimo” comes from the stars and planets, and even rocks had spirits. ______attacks. Some Cree Indians. It means eaters of raw meat. People had to treat the spirits with ______would last for years. In Alaska, the Eskimos are divided respect. If they did not, the animal might The Aleuts settled the islands of into two groups: the Inupiat, who settled in not allow itself to be harvested by the hunter the Aleutian Chain. They settled the Alaska’s Arctic ______, and or fisherman. The people might starve. ______approximately the Yup’ik, who settled in the southwestern Even when cutting a tree, the Natives in 10,000 years ago. They settled ______of the state. Southeast Alaska must talk to the spirit of in a ______with The Arctic ______the tree. They must tell the tree how it will ______weather, people hunt seals, walruses, and whales. help the people. earthquakes, and volcanoes. Then, there The inland Inupiat and Yup’iks lived Then, they feed the spirit of the tree by were about 25,000 Aleuts. However, by on caribou, birds, fish, and other small burning food in a fire. 1910, there were only 1,492 Aleuts living. ______. Inupiat and Yup’iks They also lay a blanket on the ground Cruel treatment by the Russians and women have always been skilled in making where the tree will fall. diseases killed many of the Aleuts. baskets and sewing. Very few Aleuts still speak their In Canada, the term “Eskimo” is language. Most of the ______no longer used. It has been replaced by Aleut speakers live on the Pribilof Islands. “Inuit”—which means “we the people”. Today the Aleuts still live in the Aleutian All Alaska Native groups believed Islands. They call themselves Unangax. that humans, animals, plants, and the The Sugpiaq are ______had spirits. The

Sealaska Heritage Institute 129 130 Sealaska Heritage Institute VOCABULARY PICTURES

Sealaska Heritage Institute 131 132 Sealaska Heritage Institute Sealaska Heritage Institute 133 COASTAL

134 Sealaska Heritage Institute Sealaska Heritage Institute 135 ENVIRONMENT

136 Sealaska Heritage Institute Sealaska Heritage Institute 137 FEUD

138 Sealaska Heritage Institute Sealaska Heritage Institute 139 FLUENT

140 Sealaska Heritage Institute Sealaska Heritage Institute 141 GAME

142 Sealaska Heritage Institute Sealaska Heritage Institute 143 INANIMATE

144 Sealaska Heritage Institute Sealaska Heritage Institute 145 PERMANENT

146 Sealaska Heritage Institute Sealaska Heritage Institute 147 PREVIOUS

148 Sealaska Heritage Institute Sealaska Heritage Institute 149 REGIONS

150 Sealaska Heritage Institute Sealaska Heritage Institute 151 RETALIATE

152 Sealaska Heritage Institute Sealaska Heritage Institute 153 REVITALIZE

154 Sealaska Heritage Institute Sealaska Heritage Institute 155 UNPREDICTABLE

156 Sealaska Heritage Institute Sealaska Heritage Institute 157 CASUALTIES

158 Sealaska Heritage Institute Sealaska Heritage Institute 159 ALASKA NATIVE LANGUAGES MAP

160 Sealaska Heritage Institute Sealaska Heritage Institute 161 BLANK MAP OF ALASKA

162 Sealaska Heritage Institute Sealaska Heritage Institute 163 164 Sealaska Heritage Institute UNIT 4

Tradional Beliefs The Alaska Native Claims Settlement Act: Relationship with the Environment

VALUES ARE THE RULES that people use to Haa Latseen is a Tlingit live with one another. Beliefs are what people value. It is a value related to believe to be right. Not all cultures have the the strength of body, mind, same values and beliefs. The values and beliefs and spirit. Young people of one group can clash with those of another are taught to respect their group. families and clans. They are Native people are close to the land. In taught to look for truth and Southeast Alaska, the Tlingit people believe in knowledge in life. They are Haa Aaní. Haa Aaní is a value that allows the taught to adapt to changing people to revere the land and to use it at the times. They are taught to same time. Native people believe that the land remember the ancient values. and all living things have spirits. Even some Wooch Yax is a Tlingit inanimate things have spirits. “One who walks value that teaches respect for with the spirits” is called a shaman in English. other people. It also teaches Shamans helped to cure people. Shamans respect for other tribes and talked with the spirits. peoples. Wooch Yax requires Haa Shagóon is a Tlingit value that ties balance between Eagle and the past, the present, and the future together. Raven groups. All Tlingit Through Haa Shagóon, Tlingits believe that the conceive of themselves as are closely tied to their environments. Ten land must be protected for future generations. members of a group—Eagles or Ravens. thousand Native people live in Southeast In this way, the land will be there for future The Tlingit, Haida, and Tsimshian peoples Alaska. This has always been their home. This children. Native people were careful not to of Southeast Alaska speak different languages. is where the spirits of the ancestors live. This is deplete the natural resources of the land. However, they all have values and beliefs that where future children will live.

166 Sealaska Heritage Institute A comparison of Eastern versus The Alaska Native Claims Settlement Act: Western beliefs and values Relationship with the Environment

Eastern Beliefs and Values Western Beliefs and Values

Live in time Live in space Value rest Value activity Passive Assertive Contemplative Diligent Accept what is Seek change Live in nature Live with nature Want to know meaning Want to know how it works Freedom of silence Freedom of speech Lapse into meditation Strive for articulation Marry first, then love Love first, then marry Love is mute Love is vocal Focus on self-abnegation Focus on self-assuredness Learn to do with less Attempt to get some more Ideal - love of life Ideal - being successful Honor austerity Honor achievement Wealth & Poverty--results of fortune Wealth & Poverty--results of enterprise Cherish wisdom of years Cherish vitality of youth Retire to enjoy the gift of your family Retire to enjoy the rewards of your work

From Reflections From Vietnam by Rev. Tran Binh Trong, Vietnamese Apostolate, From Reflections From Vietnam by Rev. Tran Binh Trong, Vietnamese Apostolate, Richmond, VA. Richmond, VA.

Sealaska Heritage Institute 167 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

NATIVENATIVE PEOPLEPEOPLESS developedd values and bbeliefseliefs thatthat havehave lastedlaste for thousands of years. ThThee v avalueslues aandnd bbeliefselief of most Native tribes in Key Vocabulary

NorthNorth America underwentunderw change or changed completelycompletely witwithh contact.contact Despite this clash of values vvaluesalues andand beliefs,beliefs, mamanyn Natives today continue to beliefs practice elementselements ooff their ancestral teachings. clash revere shaman GrabberGrabber: MakeMake an overhead of the generations graphicgraphic from the back of this unit. This graphicgraphic depictsdepi what might be two natural resources ddifferentifferent se sets of values and beliefs. respect HHaveave the students compare and ancient ccontrastontras the conservative and ancestors lliberaliberal perspectives of people. UUsese tthis to introduce values anandd bbeliefs as they relate to the students’studen lives

Git Hoan Dancer. Photo by Bill Hess. The Alaska Native Claims Settlement Act: Background and Place-Based Activities

t4QBSLBEJTDVTTJPOXJUIUIFTUVEFOUTPWFSUIFTBZJOHi$IJMESFOBSFUPCFTFFOBOEOPUIFBSEw Have the students relate this value and belief to their realities.

t4IBSFFBTUFSOBOEXFTUFSOWBMVFTBOECFMJFGTQVCMJTIFEBUUIFCFHJOOJOHPGUIJTVOJUXJUIUIF students. Tell the students to use these examples to determine how different cultures may clash. Cite examples of this, including boarding schools for Native students, foreign occupations of other countries, rural vs. urban lifestyles, and so on.

t)BWFUIFTUVEFOUTEPPOMJOFSFTFBSDIJOUPUIFWBMVFTBOECFMJFGTPGPUIFSQFPQMFTJOUIFXPSME8IFOUIFOUIF students have completed their research, have each student share his/her work with the other students. LeaLeadd tthehe students to understand that the values and beliefs provide guidance for peoples to live by, no matter howow much they may vary among cultures.

t)BWFUIFTUVEFOUTDJUFFYBNQMFTPGEJČFSFOUDVMUVSFTJO4PVUIFBTU"MBTLBćFZTIPVMETVHHFTUIPXUIFEJČFSFOUIFEJČFSFOU cultures may share common values and beliefs and how these may vary among the different groups. Itt isis important for the students to reach an understanding that because another cultures’ values and beliefss are different, they are not wrong. They merely represent different sets of social rules and directions by iwhichch to to govern people from a common culture.

t3FBEUIFUFYUQVCMJTIFEBUUIFCFHJOOJOHPGUIJTVOJUXJUIUIFTUVEFOUT%JTDVTTUIFJOGPSNBUJPODPOUBJOFEJOUIFBJOFEJOUIF selection with them. Have the students take turns reading the content of the text.

Tlingit dancer. Photo by Foulke and Rizal The Alaska Native Claims Settlement Act: Background and Place-Based Activities

VALUES BELIEFS CLASH REVERE

There are many different Relate this to beliefs that might Show an unlikely combination Show the students the categories of values. This unit have been broken as well (for of food items (for example, American flag. Lead them to deals primarily with social example, beliefs in what is right cereal and mustard). Use this suggest why the flag is revered values. Show a picture of a and wrong). Have the students as an analogy for social clashes by Americans. You may wish prison to the students; have cite examples of cross-cultural that can occur among peoples to lead them to question why them determine why people beliefs that may clash. with different values and some countries may not revere may end up in jail. Use this to beliefs. the flags of other countries. lead into values and those that might have been broken in the process of breaking the law.

170 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Background and Place-Based Activities

SHAMAN GENERATIONS NATURAL RESOURCES RESPECT

Show the students the picture Show the students plant seeds. Show the students the pictures Relate the land to respect of the shaman from this unit. Have them suggest where the of a car and the trees at the back for the land and its natural Have the students determine seeds originated. Use this to of this unit. Have the students resources. the role of this medicine man. introduce generations to the suggest how the two are the Have them think about how students. Show actual pictures, same: both relate to natural shamans were received by if available, of generations of resources—wood and gasoline/ Western religions. people within a family. oil. Cite other examples of natural resources—those that are plentiful (wind), renewable (crops), and non-renewable (fossil-fuel products).

Sealaska Heritage Institute 171 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

ANCIENT ANCESTORS Did you know?

Show the students the picture Use the ancient petroglyph of the ancient petroglyph. to introduce the concept of Have the students imagine the ancestors to the students. The function of the petroglyph and ancestors of the Hoonah people lead them to understand that made the petroglyph. Cite other it is very, very old—ancient. connections to the ancestors, Relate “ancient” to Native such as songs, dances, stories, values and beliefs. etc. Sealaska Heritage Instute is a great resource for historical photos and documents related to Tlingit, Haida, and Tsimshian cultures. Go to www.sealaskaheritage.org/collecons to search our archival catalog or to view photos in our “digital collecons” secon. Above: Cabinet card photograph of Chilkat Tlingit in Klukwan by Winter & Pond. 1895

172 Sealaska Heritage Institute Language and Skills Development

LISTENING Hop the Line What’s the Answer? Make a masking tape line on the floor. Have the students stand Before the activity begins, develop questions related to the con cept on the line—their toes touching the masking tape. Have the being studied. For each question, prepare three answers—only one of stu dents listen for a specific word or sentence. Say a number which in each set is correct for the question asked. Ask the students the of other words or sentences, eventually repeating the word or question and then read the three answers to them. The students should sentence you said at the beginning of the round. When the show you (using their fingers or pre pared number cards) which answer students hear that word or sentence, they must hop to the other is correct for the question asked. Repeat this process with other ques- side of the line. When the students hop to the other side of the tions and an swers. line, they should then turn around and place their toes on the line once again. Repeat this process using a number of different Locomotive vocabulary words or sentences. Have the students stand in a straight line in the center of the room. Each student should place his hands on the shoulders of the student Picture Hold Up in front of him/her. Mount a picture on each of the four walls in the Before the activity begins, prepare a stencil that contains small classroom. Tell the students that when they hear one of the four vocab- versions of the vocabulary pictures. Provide each student with ulary words (for the four pictures on the walls), they should step in that a copy of the stencil. The students should cut the pictures from direction while still holding onto the shoulders of the players in front of their copies of the stencil. When the students’ pictures are cut them. Say the four words a number of times; the students should step out, say a vocabulary word. Each student should then hold up toward the pictures as they are named. the picture for the vocabulary word that you said. Repeat this process until all of the pictures/vocabulary words have been used in this way.

Sealaska Heritage Institute 173 Language and Skills Development

SPEAKING Sheet Golf Right or Wrong? Before the activity begins, obtain an old sheet. Cut a hole Mount the vocabulary pictures on the board. Point to one of (approximately two inches in diameter) in each end of the the pictures and say its vocabulary word. The students should sheet. Group the students into two teams. Have the first player repeat the vocabu lary word for that picture. However, when from each team hold opposite ends of the sheet. Place a marble you point to a picture and say an incorrect vocabulary word for or small ball in the cen ter of the sheet. When you say “Go,” the it, the students should remain silent. Repeat this process until players must then lift their ends of the sheet and attempt to the stu dents have re sponded a number of times to the diff erent cause the marble or ball to fall through the hole in the other vocabulary pictures. player’s side of the sheet. When the ball or marble falls through one of the holes, the player on that side of the sheet must say Calendar Bingo the name of a vocabu lary picture you show or he/she should Locate an old calendar. Provide each student with a calendar repeat a sentence you said at the beginning of the round. Repeat page (make copies if necessary). Also, provide each student with other pairs of students until all students have participated. with ten small markers. Each student should place the markers If the sheet is large enough, all students can play—divide the on different dates on his/her calendar page. Mount the vocabu- students into four groups (one group for each side). Cut a lary pictures on the board. Call a student’s name and say a date hole in the sheet near each side. When the marble or ball falls in the month. If a marker is not on the date you named, he/she through, all the players on that side must say the name of a should say a complete sentence using a vocabulary word from vocabulary picture that you show. Repeat. this unit. However, if a marker is on the date you called, he/she may pass to the next player. Repeat.

174 Sealaska Heritage Institute Language and Skills Development

READING Sentence Completion Give each student a copy of the sentence completion version of Sensory Letters the text from this unit. The students should read the text and Stand behind a student. Use the index finger of your writing say the missing words. When finished, review the students’ hand to “write” a letter/syllable from a sight word on the stu- work. dent’s back. The student should feel the letter/syllable. Then, the student must name a sight word that contains that let- Face ter/syllable. This activity may also be done in team form. In Mount the sight words around the classroom on the walls, this case, group the stu dents into two teams. “Write” a letter/ board, and windows. Group the students into two teams. Give syllable on the backs of the last players in each team. When the first player in each team a flashlight. Darken the class room, you say, “Go,” the last player in each team must repeat this if possi ble. Say one of the sight words. When you say “Go,” the process with the player in front of him/her. The players should students should turn their flashlights on and atte mpt to locate continue in this way until the first player in the team feels the the sight word you said. The first player to do this cor rectly letter/syllable. That player must then identify a sight word that wins the round. Repeat until all players in each team have contains that let ter/syllable. The first player to do this success- participated. fully wins the round. Repeat until all players have played.

Sealaska Heritage Institute 175 Language and Skills Development

WRITING Sentence Completion Sentence Relay Give each student a copy of the sentence completion version of Group the students into two teams facing the board. Place chalk the text from this unit. The students should write in the missing in the board ledge. Write the same sight word on the board for words. Afterward, review the students’ work. each team—that is, there should be two versions of the same word on the board. When you say “Go,” the first player from each team must rush to his/her team’s word. Each stu dent Dash should then add ONE word—either before or after the sight Group the students into two teams. Make two sets of dashes on word. That player should then rush to the back of the team and the board—each set should be the same and should repre sent the next player must race to the board to add another word— the number of letters in a sight word. When you say “Go,” the before or after the words already on the board. The stu dents first player in each team must rush to his/her set of dashes on should continue in this way until a complete sentence has been the board. Each player must then write a sight word that fits the written. You may wish to evaluate the sentences based on the number of dashes. Accept any sight word that fits the dashes. number of words used to create them. Repeat, using a differ ent The first player to do this correctly wins the round. Repeat with sight word for each round of the activity. other sets of dashes until all students from each team have had an opportunity to participate.

176 Sealaska Heritage Institute Reading and Writing: Sentence Completion

______are the rules ______. that people use to live with one another. In this way, the land will be ______are what people there for future children. believe to be right. Not all cultures Native people were have the same ______careful not to deplete the and ______. ______The ______and ______of ______of one group can clash the land. with those of another group. Haa Latseen is a Native people are close to the land. In Tlingit value. It is a value Southeast Alaska, the Tlingit people believe related to the strength of in Haa Aaní. Haa Aaní is a value that allows body, mind, and spirit. the people to ______the land Young people are taught and to use it at the same time. Native people to ______believe that the land and all living things have their families and clans. Tlingit conceive of themselves as members of a spirits. Even some inanimate things have They are taught to look for truth and group—Eagles or Ravens. spirits. “One who walks with the spirits” is knowledge in life. They are taught to The Tlingit, Haida, and Tsimshian peoples called a ______in English. adapt to changing times. They are taught of Southeast Alaska speak different languages. ______helped to cure people. to remember the ______However, they all have ______talked with the spirits. ______. and ______that are closely Haa Shagóon is a Tlingit value that ties Wooch Yax is a Tlingit value that teaches tied to their environments. Ten thousand the past, the present, and the future together. ______for other people. Native people live in Southeast Alaska. This Through Haa Shagóon, Tlingits believe It also teaches ______for has always been their home. This is where the that the land must be protected for future other tribes and peoples. Wooch Yax requires spirits of the ______live. This balance between Eagle and Raven groups. All is where future children will live.

Sealaska Heritage Institute 177 178 Sealaska Heritage Institute VOCABULARY PICTURES

Sealaska Heritage Institute 179 180 Sealaska Heritage Institute Sealaska Heritage Institute 181 ANCESTORS

182 Sealaska Heritage Institute Sealaska Heritage Institute 183 ANCIENT

184 Sealaska Heritage Institute Sealaska Heritage Institute 185 BELIEFS

186 Sealaska Heritage Institute Sealaska Heritage Institute 187 CLASH

188 Sealaska Heritage Institute Sealaska Heritage Institute 189 GENERATIONS

190 Sealaska Heritage Institute Sealaska Heritage Institute 191 NATURAL RESOURCES

192 Sealaska Heritage Institute Sealaska Heritage Institute 193 RESPECT

194 Sealaska Heritage Institute Sealaska Heritage Institute 195 REVERE

196 Sealaska Heritage Institute Sealaska Heritage Institute 197 SHAMAN

198 Sealaska Heritage Institute Sealaska Heritage Institute 199 VALUES

200 Sealaska Heritage Institute Sealaska Heritage Institute 201 GASOLINE/OIL

202 Sealaska Heritage Institute Sealaska Heritage Institute 203 TREES

204 Sealaska Heritage Institute Sealaska Heritage Institute 205 206 Sealaska Heritage Institute UNIT 5

Southeast Alaska Communies The Alaska Native Claims Settlement Act: Relationship with the Environment

METLAKATLA IS ON Annette Island. it was a fishing camp. It was a fishing camp in the northern part of the island. In the Approximately 1,375 people live in Metlakatla. used to gather herring eggs. It is named after 1700s, Europeans visited the Kasaan area. By In 1886, a minister named William Duncan Craig Miller. He built a storage plant in Craig. the 1800s, fishing, mining, and logging were worked with the Tsimshian people in Canada. In 1922, Craig became a city. In 1972, a large important industries for Kasaan. They are still He asked the U.S. government for land in sawmill was built near Craig. Fishing is still an important industries today. Alaska, for the Tsimshian people. The U.S. gave important industry in Craig. Ketchikan is the fifth largest city in Alaska. Annette Island to Duncan and the Tsimshian Hydaburg is a city on the west coast of Approximately 7,700 people live in Ketchikan. people. They moved to Annette Island in 1887. Prince of Wales Island. Approximately 400 Ketchikan is known as the Salmon Capital of In 1891, Annette Island became a reservation. people live in Hydaburg. In the 1700s, Haida the World. It is named after Ketchikan Creek, It is the only reservation in Alaska. people migrated from Canada to Prince of which flows through the city. The name comes Klawock is a city on Prince of Wales Island. Wales Island, a Tlingit area. In 1912, Hydaburg from the Tlingit name Kichxáan. It is not clear The Tlingit name is Lawáak. Approximately became a reservation. There was a trading post, what this name means. It might mean “the 854 people live in Klawock. The first settlers a sawmill, and a store in the town. However, river belonging to Kitschk.” It might also mean in Klawock were Tlingit. They came from the in 1926 the people of Hydaburg decided they “thundering wings of an eagle.” winter village of Tuxekan. They used Klawock did not want a reservation. They became part Southwest of Ketchikan is the village of as a fishing camp in the summer. In 1868, a of the Tongass National Forest again. In 1927, Saxman. The people of Saxman originally came trading post opened in Klawock. In 1878, the Hydaburg became a city. from the village of Cape Fox. An epidemic hit first fish cannery in Alaska opened in Klawock. Kasaan is a small town on Prince of Wales the village of Cape Fox, so the people wanted In 1912, the Alaska Native Brotherhood (ANB) Island. It has a population of approximately a new village site. A school teacher named and the Alaska Native Sisterhood (ANS) were 40 people. Kasaan means pretty town in Samuel Saxman and an Elder went looking for started in Klawock. Tlingit. In the beginning, Haida people lived a new village site. Saxman and the Elder were Craig is on Prince of Wales Island. The in the Kasaan area. The Haida lived in the lost at sea. Tlingit name is Shaan da. In the beginning, southern part of the Island. The Tlingit lived By 1894, the new town site was chosen. A

208 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Relationship with the Environment

sawmill was built at the new site. The people Wrangell is today. In 1839, the English took built a school and houses. They named the over the fort. Epidemics in 1836 and 1840 village after Samuel Saxman. In the 1930s, killed many Tlingit people. The epidemics “The Earth many totem poles from the old village were killed half of the Tlingit people. In 1849, the brought to Saxman. The totem poles were people left the fort. In 1868, the United States is our Mother; restored. Many clan treasures, such as carvings Army built Fort Wrangell on the same site. and masks, were also brought to Saxman. Many people moved to the new site. It is the one does not sell However, many totem poles and other only Alaskan city that has been governed treasures were left in the old village. These under four flags: Russian, British, American, one’s Mother.” cultural objects are sometimes called artifacts, and Alaskan. but Native people of Southeast Alaska prefer Petersburg is on Mitkof Island. The Tlingit —Lakota Tradition to call them clan treasures. Today, Saxman is name is Gánti Yaakw Séedi. Approximately known as one of the totem capitals of Alaska. 3,000 people live in Petersburg. Traditionally, Approximately 400 people live in Saxman. the Tlingits had fish camps in this area. Many What is the The Tlingit people lived in the Wrangell ancient fish traps and some petroglyphs have area for a long, long, time. The Tlingit name been found. The traps and petroglyphs are importance of is Kaachxana.áak’w. One of the stories tells of 2,000 years old. Petersburg was named after the Tlingit people migrating down the Stikine Peter Buschmann, a Norwegian who arrived in land ownership River. They migrated when the river still went the area in the 1890s. He built a fish cannery. under glaciers. The Tlingit people settled in He used ice from the glaciers to keep the fish in Alaska? different areas. In 1834, Ferdinand Petrovich cool. Most of the people living in Petersburg Wrangell was the Russian governor of Alaska. were Scandinavian. Petersburg is called Little He wanted a new fort. The fort was built where Norway. The fish cannery is still running today.

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Kake is a town with a population of today. Kake has the largest totem in the world. to leave the fort. In 1808, Sitka became the first approximately 500 people. The name comes It is 128 feet high. It was carved in Haines Russian capital of Alaska. from the Tlingit word Kéex’, which is shortened and shipped to Osaka, Japan, for the World Angoon is a city on Admiralty Island. The from Keex’ ‘e, which means “the beginning Exposition. It was shipped back to Kake and name comes from the Tlingit name, Aangóon, of dawn”. Previously Kake had been called Tá was raised in 1971. which means isthmus town. Admiralty Island Aan, the sleeping town. Sitka is on Baranof Island. Today it has has long been the home of the Tlingit. When After a ku.éex (ceremony) which lasted a population of approximately 9,000 people. the Russians governed Alaska, fur trading was for many days, a guest asked what the name Sitka was first settled by Tlingit people. The important in the Angoon area. of the town was. When told it was Tá Aan, name Sitka comes from the Tlingit word In 1878, the Northwest Trading Company the sleeping town, he said that from now on Sheet’ká. This means, the people on the outside built a trading post and whaling station. These it would be known as “the town that never of Baranof Island. were built on nearby Killisnoo Island. Many sleeps”. At one time, there were three Kake Russian Sitka was built in 1799. The people from Angoon worked there. They villages. Russian governor, Alexandr Baranov, built helped to hunt whales. Many Tlingits moved to The Kake Tlingits had conflicts with early Sitka. This was called Old Sitka. In 1802, Killisnoo Island. European explorers, including Captain George the Tlingits destroyed Old Sitka because the In 1882, there was an explosion on a Vancouver. They had conflicts with trappers. Russians were using Tlingit natural resources whaling boat. The explosion killed a whaler. In 1869, a soldier in Sitka shot a person from without their permission. In 1804, Baranov The whaler was a Tlingit shaman named Til’ Kake. Then the Kake people killed two traders returned with a warship. He came with many Tlein. The Tlingits wanted 200 blankets as in Kake. This started the Kake War. The Russians and Aleuts. The warship bombarded payment for the loss of the life of Til’ Tlein. United States Navy destroyed the three Kake the Tlingit fort. That did not work. So, the The Tlingits held the whaling boat so it would villages. For many years, the Kake people did Russians attacked the Tlingit fort. The Tlingits not make noise. It had to be quiet during the not rebuild their villages. Around 1890, the fought very hard. However, they had only a funeral. That was the Tlingit way. The company Kake people rebuilt their village where Kake is small amount of gun powder. They were forced refused to give blankets. The company asked

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the United States Navy in Sitka for help. On replaced the clan October 26,1882, the navy destroyed Angoon houses that had and a summer camp. The sailors raided the burned. town and stole many valuable clan treasures. For thousands In 1928, Killisnoo was destroyed by fire. Many of years, the Tlingits Tlingits moved back to Angoon. fished in the Today, approximately 600 people live in Gastineau Channel. Angoon. These were the Auke Hoonah is a Tlingit village on Chichagof and the Taku tribes. Island. Hoonah comes from the Tlingit name Today the city of Xunaa, meaning where the north wind doesn’t Juneau is on the blow. It is believed that originally people lived Gastineau Channel. in Huna. Huna was in Glacier Bay. It was Juneau has destroyed by a glacier. The people then moved been the capital of Alaska since 1906. At that Juneau. This area is named after the Canadian to where Hoonah is today. time, the government moved to Juneau from Geese that migrate regularly through the inlet. In 1880, The Northwest Trading Company Sitk a. Juneau is named after a gold prospector, The Tlingit name for the Canada Goose is built a store in Hoonah. In 1912 a large fish Joe Juneau. For awhile, the town was called t’aawák. Taku is the name given to the inlet, cannery was built north of Hoonah. This Rockwell and then Harrisburg. The Tlingit river, glacier, and the fierce wind that blows fish cannery is now the site of Icy Strait name for the town is Dzántik’i Héeni. This from there. Point, a to urist stop for the cruise ships. In means river where the flounders gather. The Mendenhall and Lemon Creek 1944, a fire destroyed most of Hoonah. The Auke Bay, twelve miles north of Juneau, is Glaciers can be seen from the road. For many U.S. government helped to rebuild Hoonah. called Áak’w in Tlingit. This means little lake. years, Juneau was the largest city in the U.S. They built single family homes. These homes Taku Inlet and the Taku River are south of by area. It is the only state capital that is on a

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foreign border. It is bordered on the east by and logging are no longer the main industries river flows through the valley and the Klukwan Canada. of Haines. Today, tourism brings money into village is situated on the eastern side of the Approximately 31,000 people live in the community. river. Juneau. Approximately 1,900 people live in the In the early spring, the first fish to be The area around Haines was called Deishú Haines area. harvested by the Chilkats are the hooligans. by the Chilkat Tlingits. This means end of the In Tlingit, Klukwan is called, Tlákw.aan. From the hooligans the Chilkats made trail. It was called this because people could This means “forever village” and it was named hooligan grease. This was the main product carry their canoes from the trail that they used this because of its old age. Elder Joe Hotch says, that made the village a strong and rich to trade with the Interior Indians. They could “Klukwan was there since the beginning of community, prior to contact. The grease carry their canoes to Deishú and save twenty time, that is how it was told to me by my elders was prized by many other Native groups. miles of rowing around the Chilkat Peninsula. and they heard it from their elders.” This enabled the Chilkats to trade with their In 1880, George Dickinson worked for the The area around Klukwan is known as neighbors for things they needed to survive North West Trading Company in Deishú. He Jilkaat. Over time, the Tlingit word Jilkaat got through the long winter months. They was the first European there. In 1881, a church Anglicized to Chilkat. The Tlingits from the developed a trading route that they used for and school were built in Deishú. In 1884, the Chilkat area hunted wild game. There was lots centuries. Later, one of the trade routes became church was named Haines. This was done to of wild game in the area. In the summer they known as the Dalton Trail. The newly named honor Mrs. F.E. Haines. Mrs. Haines got the fished and made dry fish which was stored Dalton Trail led to the gold fields of the Yukon . money to build the church. in small shelters called chal, high above the It was a good trail for wagons and animals. The Between 1898 and 1899, the gold rush ground. Animals could not get into the storage Chilkat owned and controlled the Dalton Trail brought many people to the Haines area. There sheds. and all trails from their area to the Interior. were approximately 30,000 miners in the area. The area has always had lots of salmon, Before 1900, there were five Chilkat During this time, the name Haines was used called xáat . The Tlingits fished all summer villages. Today, Klukwan is the only village left. to name the town, not just the church. Fishing and into the early winter months. The Chilkat It is on the Chilkat River, about twenty-two

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miles north of Haines. Today the tribal lands of summer, this number doubles. In the summer, were probably Eyak people from the C opper the Chilkat are much smaller than they used to it takes many people to help with the 900,000 River area. Tlingits migrated into the area. be. Many outsiders have claimed Chilkat land tourists who visit Skagway. They mixed with the Eyaks. At one time, there as their own. On ce the Chilkats had 2.6 million For thousands of years, the Tlingit lived were many Tlingit/Eyak villages in the area. acres of tribal land. Elder Joe Hotch teaches in the area around Skagway. They fished and In 1805, the Russians built a fort in Chilkat youth that the tops of the mountains hunted in the area. They traded with other Yakutat. The Russians wanted the sea otter northward and southward, down to Berners Native groups along the coast and in the pelts. The Russians cut off the Tlingits from bay, is Chilkat territory. Today, they have Interior. fishing nearby. A Tlingit war party attacked 1,898.6 acres of tribal land. Approximately In 1887, William Moore, a steamboat and destroyed the Russian fort. 145 people live in Klukwan. Klukwan is one of captain, and his son Ben claimed land in Today, fishing is the biggest industry in three tribes in Alaska that owns tribal lands. Skagway. They claimed l and at the mouth of Yakutat. Yakutat has become the water surfing The name Skagway is from the Tlingit the Skagway River. They built a log cabin, a capital of Alaska. Warm Pacific currents keep word Shgagwei, meaning a windy place with sawmill, and a wharf. Moore believed that gold the water mild. Some surfers live in Yakutat all white caps on the water. The Tlingit people in would be found. In 1896, gold was found in the year. Others come from other areas of the U.S. this area came from Dyea. Dyea is a few miles Yukon. The Gold Rush was on. Thousands of Today, there are approximately 810 people from Skagway. people came through Skagway on their way to living in Yakutat. The Tlingits used to control the pass over the gold fields. It was a 500-mile journey to the the mountains. The pass led to the Interior gold fields, from Skagway. of Alaska. In 1879, the Tlingits made an Yakutat is the largest city in the United agreement with the U.S. government. This States by area. The name comes from the allowed other people to use the pass. Tlingit word Yaakwd áat, meaning the place Today, Skagway has a population of where canoes rest. approximately 862 people. However, in the The original settlers in the Yakutat area

Sealaska Heritage Institute 213 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

NATIVE PEOPLES HAVE INHABITED the islands and mainland of Southeast Alaska for at least ten thousand years. The relatively moderate Key Vocabulary climate of the area and an abundance of natural resources allowed for the development of highly sophisticated cultures. approximately The social organization was complex and industry the development of Native art flourished. Most restored permanent communities began as camps or artifacts villages, with an economic base tied to fishing, epidemic forestry, and/or mining. petroglyph Employment attracted many Native conflict people to the permanent commercial centers isthmus of Southeast Alaska. claim harvest Grabber: Show the students the picture from this unit that shows the bombardment of Angoon. Have the students suggest why the navy would bomb the village of Angoon. Tell the story, stressing the cultural miscues that oc- cured, causing the destruction and pillaging of the village. The Alaska Native Claims Settlement Act: Background and Place-Based Activities

t.PVOUBMBSHFNBQPG"MBTLBPOUIFXBMMPSCPBSE%JSFDUUIFTUVEFOUTBUUFOUJPOUPUIFEJČFSFOUDPNNVOJUJFTPG4PVUIFBTU Alaska. Share information about the communities from this unit with the students.

t-FBEUIFTUVEFOUTUPVOEFSTUBOEUIFJNQBDUPGFDPOPNJDTPOUIFTFUUMFNFOUQBUUFSOTPG/BUJWFQFPQMFTJO4PVUIFBTU"MBTLB Connect the use of natural resources to traditional habitats and contemporary communities.

t)BWFUIFTUVEFOUTEPPOMJOFSFTFBSDIUPĕOEPUIFSJOĘVFODFTJOUIFXPSMEUIBUEFUFSNJOFEUIFQPQVMBUJPOQBUUFSOTPGQFPQMF This should include economic, social, political, and geographical considerations. When completed, have each student share his/her findings with the class.

t3FBEUIFUFYUQVCMJTIFEBUUIFCFHJOOJOHPGUIJTVOJUXJUIUIFTUVEFOUT%JTDVTTUIFJOGPSNBUJPODPOUBJOFEJOUIFTFMFDUJPO with them. Have the students take turns reading the content of the text. The Alaska Native Claims Settlement Act: Background and Place-Based Activities

APPROXIMATELY INDUSTRY RESTORED ARTIFACTS

Measure 9 feet by 8 1/2 inches Collect concrete materials If possible show the students If sample artifacts are available, on the floor—the size of that represent industries (for an item that has been restored share them with the students. Goliath. Use your outstretched example, paper, a light bulb, (for example, furniture, Show the picture for “artifact” hand to measure Goliath in a wooden object, and stone artifacts, etc.). Show the picture from this unit. Have the spans. Have other students do jewelry). Use the items to for “restored” from this unit. students suggest other types of the same. Use this to lead into introduce “industries”; have the Discuss the contents of the artifacts. the word “approximately” as it students name other industries. picture with the students. refers to measurement.

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EPIDEMIC PETROGLYPH CONFLICT ISTHMUS

Show the students items related Show the students the If a DVD based on a war is Mount a map of the world on to having the flu (for example, petroglyph picture from this available, show the cover to the the wall. Direct the students tissue, pills, cough medicine, unit. If other pictures are students. Have the students to the Isthmus of Panama. etc.). Use these to introduce available, share them with the identify the DVD as showing a Have the students locate others a flu epidemic. Cite other students. Have the students conflict between peoples. isthmuses on the map. examples of epidemics. Show determine the purposes of the picture from this unit—the petroglyphs. students should imagine why the mask is important.

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CLAIM HARVEST Did you know?

Show the students the picture Place a sample of cereal and fish of the claim remnants from in front of the students. Have the back of this unit. Have the them determine what is the students identify the contents same about both. Lead them to of the picture. Project the understand that both involve picture from the back of this harvesting—the harvesting of unit that shows miners working grain a nd fish. Cite other things their claims. that are harvested. Sealaska Heritage Instute is a great resource for historical photos and documents related to Tlingit, Haida, and Tsimshian cultures. Go to www.sealaskaheritage.org/collecons to search our archival catalog or to view photos in our “digital collecons” secon. Above: Chief Shakes House project. Linn A. Forrest Collecon.

218 Sealaska Heritage Institute Language and Skills Development

LISTENING Let’s Move Nod and Clap Identify an appropri- Mount the vocabulary pictures on the board. Point to one of the pic- ate body movement tures and say its name. The students should nod their heads to indicate for each vocabulary that you said the correct vocabulary word for the picture. However, word. This may when you point to a picture and say an incorrect name for it, the stu- involve movements dents should clap their hands ONCE. Repeat this process until all of the of hands, arms, legs, vocabulary pictures have been used a number of times in this way. etc. Practice the body move ments with the What’s the Answer? students. When the Before the activity begins, develop questions related to the con cept students are able to being studied. For each question, prepare three answers—only one of perform the body which in each set is correct for the question asked. Ask the students the movements well, say a vocabulary word. The students should question and then read the three answers to them. The students should respond with the appropriate body movement. You may wish show you (using their fingers or pre pared number cards) which answer to say the vocabulary words in a running story. When a vocab- is correct for the question asked. Repeat this process with other ques- ulary word is heard, the students should perform the appropri- tions and an swers. ate body movement. Repeat, until the students have responded to each word a number of times. Rather than using body move ments, or—in ad dition to the body movements—you may wish to use “sound effects” for identifying vocabulary words. The students should perform the appropriate body movements/ sound effects for the words you say.

Sealaska Heritage Institute 219 Language and Skills Development

SPEAKING High Roller The Disappearing Pictures Give a die to each of two Mount five or six pictures on the board, vertically. Point to the students. When you say picture at the top and tell the students to name it. Con tinue in “Go,” the stu dents should this way until the students have named all of the pictures from roll their dice. The student top to bottom. Then, remove the last picture and re peat this who rolls the highest num- process—the students should say all of the vocabulary words, ber on his/her die must then including the name for the “missing” picture. Then, re move an- say a complete sentence other picture from the board and have the stu dents repeat this about a vocabulary picture process. Continue in this way un til the students are say ing all of that you show. Repeat this the vocabulary words from a blank board or until the stu dents process until many students cannot remember the “missing pictures.” have responded with sentences of their own. Wild Balloon Before the activity begins, obtain a Actions! large balloon. Stand in front of the Group the students together in front of you. Perform an action students and inflate the balloon. Have which represents one of the key vocabulary words. The students the vocabulary pictures mounted on should say the vocabulary word for the action you perform. the board. Hold the end of the balloon Repeat, using a different ac tion for each vocabulary word. closed. Then, re lease the balloon. When the balloon lands, the student closest to it should say a complete sentence about a vo cabulary picture you point to. Repeat this process until many students have responded.

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READING Sentence Completion Half Time Provide each student with a copy of the sentence completion Before the activity begins, cut each of the sight words in half. version of the story. The students should read the text and say Keep one half of each sight word and give the remaining halves the missing words. When finished, review the students’ work. to the stu dents. Hold up one of your halves and the student who has the other half of that word must show his/her half and Funnel Words say the sight word. Repeat in this way until all students have Group the students into two responded. An alternative to this ap proach is to give all of the teams. Give the first player in word halves to the students. Say one of the sight words and the each team a funnel. Mount two students who have the halves that make up the sight word the sight words on the walls, must show their halves. Depending upon the num ber of stu- board, and win dows, around dents in your class, you may wish to prepare extra sight word the classroom. Say one of the cards for this activity. sight words. The students with the funnels must then Face look through them to locate Mount the sight words around the classroom on the walls, the sight word you named. board, and windows. Group the students into two teams. Give The first student to do this the first player in each team a flashlight. Darken the class room, correctly wins the round. if possi ble. Say one of the sight words. When you say “Go,” the Re peat with other pairs of students should turn their flashlights on and atte mpt to locate stu dents until all players in the sight word you said. The first player to do this cor rectly each team have played. wins the round. Repeat until all players in each team have participated.

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WRITING Flashlight Writing light of a flashlight to write one of the sight words on the board. If possible, darken When you say “Go,” the first player in each team should rush to the classroom. the board and use chalk to write the same word on the board. Give a student a The first player to do this correctly wins the round. Repeat until flashlight. Say one all players have played. of the vocabulary words and the Sentence Completion student should Give each student a copy of the sentence completion version of write that word the story from this unit. The students should write in the miss- with the light of the ing words. Afterward, review the students’ work. flashlight on a wall or on the board. Repeat until many Silent Dictation students have had a chance to partici pate. An alternative is to Provide each student with writing paper and a pen. The provide each student with writing paper and a pen. Darken students should watch carefully as you move your lips as the classroom, if possible. Use the light of a flashlight to write though you are saying one of the sight words (do not voice the one of the sight words on the wall or board. When you have word). After “lipping” the sight word, each student should write completed the writing of the word, each student should then that word on his/her sheet of paper. Repeat this process with write the same word on his/her sheet of paper. Repeat until all other sight words. Afterwards, re view the students’ responses. sight words have been written in this way.

This activity may also be done in team form. In this case, group the students into two teams. Darken the classroom. Use the

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METLAKATLA IS ON Annette Island. it was a fishing camp. It was a fishing camp Kasaan area. By the 1800s, fishing, mining, and ______1,375 people live in used to gather herring eggs. It is named after logging were important industries for Kasaan. Metlakatla. In 1886, a minister named William Craig Miller. He built a storage plant in Craig. They are still important industries today. Duncan worked with the Tsimshian people In 1922, Craig became a city. In 1972, a large Ketchikan is the fifth largest city in in Canada. He asked the U.S. government for sawmill was built near Craig. Fishing is still an Alaska. ______7,700 people land in Alaska, for the Tsimshian people. The important ______in Craig. live in Ketchikan. Ketchikan is known as the U.S. gave Annette Island to Duncan and the Hydaburg is a city on the west coast of Salmon Capital of the World. It is named after Tsimshian people. They moved to Annette Prince of Wales Island. ______Ketchikan Creek, which flows through the Island in 1887. In 1891, Annette Island became 400 people live in Hydaburg. In the 1700s, city. The name comes from the Tlingit name a reservation. It is the only reservation in Haida people migrated from Canada to Kichxáan. It is not clear what this name means. Alaska. Prince of Wales Island, a Tlingit area. In 1912, It might mean “the river belonging to Kitschk.” Klawock is a city on Prince of Wales Hydaburg became a reservation. There was a It might also mean “thundering wings of an Island. The Tlingit name is Lawáak. trading post, a sawmill, and a store in the town. eagle.” ______854 people live in However, in 1926 the people of Hydaburg Southwest of Ketchikan is the village of Klawock. The first settlers in Klawock were decided they did not want a reservation. They Saxman. The people of Saxman originally Tlingit. They came from the winter village of became part of the Tongass National Forest came from the village of Cape Fox. An Tuxekan. They used Klawock as a fishing camp again. In 1927, Hydaburg became a city. ______hit the village of Cape in the summer. In 1868, a trading post opened Kasaan is a small town on Prince Fox, so the people wanted a new village site. in Klawock. In 1878, the first fish cannery of Wales Island. It has a population of A school teacher named Samuel Saxman and in Alaska opened in Klawock. In 1912, the ______40 people. Kasaan an Elder went looking for a new village site. Alaska Native Brotherhood (ANB) and the means pretty town in Tlingit. In the beginning, Saxman and the Elder were lost at sea. Alaska Native Sisterhood (ANS) were started in Haida people lived in the Kasaan area. The By 1894, the new town site was chosen. A Klawock. Haida lived in the southern part of the Island. sawmill was built at the new site. The people Craig is on Prince of Wales Island. The The Tlingit lived in the northern part of the built a school and houses. They named the Tlingit name is Shaan da. In the beginning, island. In the 1700s, Europeans visited the village after Samuel Saxman. In the 1930s,

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many totem poles from the old village were people. In 1849, the people left the fort. In 1868, shortened from Keex’ ‘e, which means “the brought to Saxman. The totem poles were the United States Army built Fort Wrangell on beginning of dawn”. Previously Kake had been ______. Many clan treasures, the same site. Many people moved to the new called Tá Aan, the sleeping town. such as carvings and masks, were also brought site. Today, Wrangell is mostly a non-Native After a ku.éex (ceremony) which lasted to Saxman. However, many totem poles and town. It is the only Alaskan city that has been for many days, a guest asked what the name other treasures were left in the old village. governed under four flags: Russian, British, of the town was. When told it was Tá Aan, These cultural objects are sometimes called American, and Alaskan. the sleeping town, he said that from now on it ______, but Native people Petersburg is on Mitkof Island. The would be known as “the town that never sleeps”. of Southeast Alaska prefer to call them clan Tlingit name is Gánti Yaakw Séedi. At one time, there were three Kake villages. treasures. Today, Saxman is known as one of the ______3,000 people live in The Kake Tlingits had totem capitals of Alaska. ______Petersburg. Traditionally, the Tlingits had fish ______with early European 400 people live in Saxman. camps in this area. Many ancient fish traps explorers, including Captain George The Tlingit people lived in the Wrangell and some ______have been Vancouver. They had ______area for a long, long, time. The Tlingit name found. The traps and ______with trappers. In 1869, a soldier in Sitka shot a is Kaachxana.áak’w. One of the stories tells of are 2,000 years old. Petersburg was named after person from Kake. Then the Kake people killed the Tlingit people migrating down the Stikine Peter Buschmann, a Norwegian who arrived in two traders in Kake. This started the Kake War. River. They migrated when the river still went the area in the 1890s. He built a fish cannery. The United States Navy destroyed the three under glaciers. The Tlingit people settled in He used ice from the glaciers to keep the fish Kake villages. For many years, the Kake people different areas. In 1834, Ferdinand Petrovich cool. Most of the people living in Petersburg did not rebuild their villages. Around 1890, the Wrangell was the Russian governor of Alaska. were Scandinavian. Petersburg is called Little Kake people rebuilt their village where Kake is He wanted a new fort. The fort was built where Norway. The fish cannery is still running today. today. Kake has the largest totem in the world. Wrangell is today. In 1839, the English took Petersburg is mostly a non-Native city. It is 128 feet high. It was carved in Haines over the fort. ______in 1836 Kake is a town with a population of and shipped to Osaka, Japan, for the World and 1840 killed many Tlingit people. The ______500 people. The name Exposition. It was shipped back to Kake and ______killed half of the Tlingit comes from the Tlingit word Kéex’, which is was raised in 1971.

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Sitka is on Baranof Island. Today it has a fur trading was important in the Angoon area. Island. Hoonah comes from the Tlingit name population of ______9,000 In 1878, the Northwest Trading Company Xunaa, meaning where the north wind doesn’t people. Sitka was first settled by Tlingit people. built a trading post and whaling station. These blow. It is believed that originally people lived The name Sitka comes from the Tlingit word were built on nearby Killisnoo Island. Many in Huna. Huna was in Glacier Bay. It was Sheet’ká. This means, the people on the outside people from Angoon worked there. They destroyed by a glacier. The people then moved of Baranof Island. helped to hunt whales. Many Tlingits moved to to where Hoonah is today. Russian Sitka was built in 1799. The Killisnoo Island. In 1880, The Northwest Trading Company Russian governor, Alexandr Baranov, built In 1882, there was an explosion on a built a store in Hoonah. In 1912 a large fish Sitka. This was called Old Sitka. In 1802, whaling boat. The explosion killed a whaler. cannery was built north of Hoonah. This the Tlingits destroyed Old Sitka because the The whaler was a Tlingit shaman named Til’ fish cannery is now the site of Icy Strait Russians were using Tlingit natural resources Tlein. The Tlingits wanted 200 blankets as Point, a to urist stop for the cruise ships. In without their permission. In 1804, Baranov payment for the loss of the life of Til’ Tlein. 1944, a fire destroyed most of Hoonah. The returned with a warship. He came with many The Tlingits held the whaling boat so it would U.S. government helped to rebuild Hoonah. Russians and Aleuts. The warship bombarded not make noise. It had to be quiet during the They built single family homes. These homes the Tlingit fort. That did not work. So, the funeral. That was the Tlingit way. The company replaced the clan houses that had burned. Russians attacked the Tlingit fort. The Tlingits refused to give blankets. The company asked For thousands of years, the Tlingits fished fought very hard. However, they had only a the United States Navy in Sitka for help. On in the Gastineau Channel. These were the Auke small amount of gun powder. They were forced October 26,1882, the navy destroyed Angoon and the Taku tribes. Today the city of Juneau is to leave the fort. In 1808, Sitka became the first and a summer camp. The sailors raided the on the Gastineau Channel. Russian capital of Alaska. town and stole many valuable clan treasures. Juneau has been the capital of Alaska since Angoon is a city on Admiralty Island. The In 1928, Killisnoo was destroyed by fire. Many 1906. At that time, the government moved to name comes from the Tlingit name, Aangóon, Tlingits moved back to Angoon. Juneau from Sitk a. Juneau is named after a gold which means ______town. Today, ______600 people prospector, Joe Juneau. For awhile, the town Admiralty Island has long been the home of the live in Angoon. was called Rockwell and then Harrisburg. The Tlingit. When the Russians governed Alaska, Hoonah is a Tlingit village on Chichagof Tlingit name for the town is Dzántik’i Héeni.

Sealaska Heritage Institute 225 Reading and Writing: Sentence Completion

This means river where the flounders gather. North West Trading Company in Deishú. He Chilkat area hunted wild game. There was lots Auke Bay, twelve miles north of Juneau, is was the first European there. In 1881, a church of wild game in the area. In the summer they called Áak’w in Tlingit. This means little lake. and school were built in Deishú. In 1884, the fished and made dry fish which was stored Taku Inlet and the Taku River are south of church was named Haines. This was done to in small shelters called chal, high above the Juneau. This area is named after the Canadian honor Mrs. F.E. Haines. Mrs. Haines got the ground. Animals could not get into the storage Geese that migrate regularly through the inlet. money to build the church. sheds. The Tlingit name for the Canada Goose is Between 1898 and 1899, the gold rush The area has always had lots of salmon, t’aawák. Taku is the name given to the inlet, brought many people to the Haines area. There called xáat . The Tlingits fished all summer river, glacier, and the fierce wind that blows were ______30,000 miners in and into the early winter months. The Chilkat from there. the area. During this time, the name Haines river flows through the valley and the Klukwan The Mendenhall and Lemon Creek Glaciers was used to name the town, not just the church. village is situated on the eastern side of the can be seen from the road. For many years, Fishing and logging are no longer the main river. Juneau was the largest city in the U.S. by area. industries of Haines. Today, tourism brings In the early spring, the first fish to be It is the only state capital that is on a foreign money into the community. harvested by the Chilkats are the hooligans. border. It is bordered on the east by Canada. ______1,900 people live in From the hooligans the Chilkats made hooligan ______31,000 people live in the Haines area. grease. This was the main product that made Juneau. In Tlingit, Klukwan is called, Tlákw.aan. the village a strong and rich community, prior The area around Haines was called Deishú This means “forever village” and it was named to contact. The grease was prized by many by the Chilkat Tlingits. This means end of the this because of its old age. Elder Joe Hotch says, other Native groups. This enabled the Chilkats trail. It was called this because people could “Klukwan was there since the beginning of to trade with their neighbors for things they carry their canoes from the trail that they used time, that is how it was told to me by my elders needed to survive through the long winter to trade with the Interior Indians. They could and they heard it from their elders.” months. They developed a trading route that carry their canoes to Deishú and save twenty The area around Klukwan is known as they used for centuries. Later, one of the trade miles of rowing around the Chilkat Peninsula. Jilkaat. Over time, the Tlingit word Jilkaat got routes became known as the Dalton Trail. The In 1880, George Dickinson worked for the Anglicized to Chilkat. The Tlingits from the newly named Dalton Trail led to the gold fields

226 Sealaska Heritage Institute Reading and Writing: Sentence Completion

of the Yukon . It was a good trail for wagons and the mountains. The pass led to the Interior Yakutat is the largest city in the United animals. The Chilkat owned and controlled the of Alaska. In 1879, the Tlingits made an States by area. The name comes from the Dalton Trail and all trails from their area to the agreement with the U.S. government. This Tlingit word Yaakwd áat, meaning the place Interior. allowed other people to use the pass. where canoes rest. Before 1900, there were five Chilkat Today, Skagway has a population of The original settlers in the Yakutat area villages. Today, Klukwan is the only village left. ______862 people. However, were probably Eyak people from the C opper It is on the Chilkat River, about twenty-two in the summer, this number doubles. In the River area. Tlingits migrated into the area. They miles north of Haines. Today the tribal lands of summer, it takes many people to help with the mixed with the Eyaks. At one time, there were the Chilkat are much smaller than they used to 900,000 tourists who visit Skagway. many Tlingit/Eyak villages in the area. be. Many outsiders have ______For thousands of years, the Tlingit lived In 1805, the Russians built a fort in Yakutat. Chilkat land as their own. On ce the Chilkats in the area around Skagway. They fished and The Russians wanted the sea otter pelts. The had 2.6 million acres of tribal land. Elder Joe hunted in the area. They traded with other Russians cut off the Tlingits from fishing Hotch teaches Chilkat youth that the tops of Native groups along the coast and in the nearby. A Tlingit war party attacked and the mountains northward and southward, Interior. destroyed the Russian fort. down to Berners bay, is Chilkat territory. In 1887, William Moore, a steamboat Today, fishing is the biggest Today, they have 1,898.6 acres of tribal land. captain, and his son Ben ______in Yakutat. Yakutat has ______145 people live in land in Skagway. They ______become the water surfing capital of Alaska. Klukwan. Klukwan is one of three tribes in l and at the mouth of the Skagway River. They Warm Pacific currents keep the water mild. Alaska that owns tribal lands. built a log cabin, a sawmill, and a wharf. Moore Some surfers live in Yakutat all year. Others The name Skagway is from the Tlingit word believed that gold would be found. In 1896, come from other areas of the U.S. Shgagwei, meaning a windy place with white gold was found in the Yukon. The Gold Rush Today, there are ______810 caps on the water. The Tlingit people in this was on. Thousands of people came through people living in Yakutat. area came from Dyea. Dyea is a few miles from Skagway on their way to the gold fields. It was Skagway. a 500-mile journey to the gold fields, from The Tlingits used to control the pass over Skagway.

Sealaska Heritage Institute 227 228 Sealaska Heritage Institute VOCABULARY PICTURES

Sealaska Heritage Institute 229 230 Sealaska Heritage Institute Sealaska Heritage Institute 231 APPROXIMATE

232 Sealaska Heritage Institute Sealaska Heritage Institute 233 ARTIFACT

234 Sealaska Heritage Institute Sealaska Heritage Institute 235 CLAIM

236 Sealaska Heritage Institute Sealaska Heritage Institute 237 CONFLICT

238 Sealaska Heritage Institute Sealaska Heritage Institute 239 EPIDEMIC

240 Sealaska Heritage Institute Sealaska Heritage Institute 241 HARVEST

242 Sealaska Heritage Institute Sealaska Heritage Institute 243 INDUSTRY

244 Sealaska Heritage Institute Sealaska Heritage Institute 245 ISTHMUS

246 Sealaska Heritage Institute Sealaska Heritage Institute 247 PETROGLYPH

248 Sealaska Heritage Institute Sealaska Heritage Institute 249 RESTORE

250 Sealaska Heritage Institute Sealaska Heritage Institute 251 BOMBARDMENT OF ANGOON

252 Sealaska Heritage Institute Sealaska Heritage Institute 253 REMNANTS OF A CLAIM

254 Sealaska Heritage Institute Sealaska Heritage Institute 255 MINERS WORKING A CLAIM

256 Sealaska Heritage Institute Sealaska Heritage Institute 257 258 Sealaska Heritage Institute UNIT 6

Ancient Trade The Alaska Native Claims Settlement Act: Relationship with the Environment

THE TLINGIT, HAIDA, TSIMSHIAN form of currency. signs of peoples of Southeast Alaska traded amongst The coastal people of Southeast Alaska wealth for the themselves. They traded with tribes to the had many natural resources to trade. They Athabascans. south and north. had greenstone for tools, clams, mussels, red Jade from Many of them made long journeys over and yellow cedar, dried halibut and salmon, the Inupiat rugged mountains and rivers. They travelled seal oil, herring eggs, seal meat, hooligan oil, areas was north to the Yukon River. They travelled and berries. used by the through the mountain passes and river The Chilkat robes were popular for Athabascans. systems to reach the Athabascans. trading. To make a robe, materials from They made The Athabascans live in the Interior of different areas had to be used. The mountain tools with the Alaska. They travelled by sea in large canoes. goat wool came from the mountains. The jade. Puffin The canoes were made from giant cedar women twisted the wool with cedar bark. bills from logs. The Natives of Southeast Alaska traded The cedar bark came from the southern part the Aleut goods long before any outside people arrived of Alaska. The yellow dye used in the robes and Alutiiq in Alaska. came from a moss found in the Interior. areas were In Alaska, each Native group had its The Athabascans and Eyaks of the made into rattles by the Natives of Southeast own resources for trade. The coastal people Copper River area had copper. Southeast Alaska. harvested seals and tanned hides for trade. Natives used the copper to make their tináa. People traded with others that they The Interior tribes had caribou, moose, and These shields were a sign of wealth. Copper trusted and liked. The traders would form lynx hides for trade. was also available in Yakutat. The Haida partnerships that lasted many years. During Animal hides for clothing were would travel to Yakutat to trade for copper. this time, people would visit with each important trade items. The hides became a Shells from Vancouver Island were other’s families. The would learn some of

260 Sealaska Heritage Institute What are the effects of trading on different The Alaska Native Claims Settlement Act: groups of people? Relationship with the Environment

each other’s language. Alaska. Many of the words come from the languages. They borrowed many words from People exchanged goods up to three Chinook language. Chinook Jargon was easy French and English. For example: times a year. They would meet in places or to learn. villages that they had agreed on during their Native peoples in Alaska came from leloo—wolf (from French loup) last trading trip. Sometimes it was difficult different language families. The Tlingit, malakwa—mosquito (from French to decide the value of the goods. The value of Haida, and Tsimshian languages are all maringouin) goods changed often. very different. In early historical times, the cosho or lecosho—pig (from French Travel could be very difficult. Villages Chinook Jargon had no European words. le cochon) were far apart. Much of the travel was over Chinook Jargon was important to lapel—a fur (from French la pelle) rugged terrain and waterways. Conflicts trading. It allowed people to talk with one lakalat—carrot (from English carrot) would slow down or stop trading. Sometimes another. Some examples of pre-contact people had no surplus goods to trade. Chinook Jargon are: The tináa on the opposite page is made The Chilkat in the Haines, Klukwan, from copper. It is very old. Pieces of copper and Skagway areas played an important role nika or naika—I or mine are missing from the bottom of the tináa. in trading. They would obtain goods from comox—dog The owner may have cut pieces off of the Southeast Alaska and British Columbia. yakso—hair tináa to pay someone. They traded these goods to the tribes in the skokomish—brave people The cut-off pieces of copper may have Interior. They would bring back goods from cheechako—newcomer been used to make jewelry. the Interior. No one else was allowed to use potlach—to give (a gift) the Chilkat trails. Chinook Jargon was a trade language. It When the Europeans arrived in Alaska, was used by Native peoples from Oregon to the Chinook Jargon borrowed from their

Sealaska Heritage Institute 261 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

SINCE TIME IMMEMORIAL, the Native peoples of Alaska have traded among themselves for goods that were not available in their respective areas. This Key Vocabulary

led to linguistic and cultural sharing among the many tribes of Alaska, the Pacific Northwest, and currency Canada. Trade among the Native groups continues wealth to this day. One example is that Alaska Natives in trade Southeast Alaska still trade red and yellow cedar partnership and alder wood for argillite from Canada. exchange goods Grabber: Show the students a pizza or pizza rugged box. Have them identify the ingredients of terrain the pizza. Have the students suggest the surplus different sources of the ingredients. Use obtain this as an analogy for the different sources of materials that are used to create art forms in Southeast Alaska. The Alaska Native Claims Settlement Act: Background and Place-Based Activities

t4IPXBTBNQMFPGBSUXPSLUIBUIBTNBUFSJBMTUIBUNBZCFGSPNEJČFSFOUBSFBTćJTNJHIUJODMVEFKFXFMSZ clothing items, etc. Lead the students to understand that while the different materials were most likely purchased rather than traded, the concept of obtaining materials that are not locally available is the same.

t)BWFUIFTUVEFOUTEPPOMJOFSFTFBSDIJOUPUSBEJOHBOECBSUFSJOHQSBDUJDFTJOPUIFSQBSUTPGUIFXPSME Encourage the students to determine the effects of trading on the participating groups. Each student should have an opportunity to present his/her findings to the class.

t&YQMPSFUIFCFIJOEUIFTDFOFTBTQFDUTPGUSBEJOH"TJEFGSPNPCUBJOJOHHPPET USBEJOHXBTBWFIJDMFGPS demonstrating personal wealth to other Native groups. Introduce the concept (in post-contact times) of using trade beads as currency for goods. Have the students research the types of trade beads used around the world.

t)BWFUIFTUVEFOUTJNBHJOFXIBUMJGFJOUIF64XPVMECFMJLFGPMMPXJOHBOJTPMBUJPOJTUQPMJDZOPUFUIF materials and products that would not be available to the American consumer.

t)BWFUIFTUVEFOUT(PPHMFi$IJOPPL+BSHPOw&BDITUVEFOUTIPVMETFMFDUBUFSNPSTFOUFODFJO$IJOPPL Jargon. The students should share their words or sentences with the class—the other students should attempt to tell the meanings of the words or sentences.

t3FBEUIFUFYUQVCMJTIFEBUUIFCFHJOOJOHPGUIJTVOJUXJUIUIFTUVEFOUT%JTDVTTUIFJOGPSNBUJPODPOUBJOFEJO the selection with them. Have the students take turns reading the content of the text. Copper Woman Chilkat weaving ensemble by Clarissa Rizal. The Alaska Native Claims Settlement Act: Background and Place-Based Activities

CURRENCY WEALTH TRADE PARTNERSHIP

Show the students the salt Show the students the picture at If available, show the students Present the picture at the end picture at the end of this the end of this unit that depicts trading cards (for example, of this unit that shows Sheldon unit. Lead the students to two forms of wealth. Discuss Pokemon cards). Show the Jackson performing a wedding. understand that salt was with the students the different picture of the Chilkat blanket Use this as an example of once used as currency—thus forms of wealth. Show the at the end of this unit. Use it to partnership. Cite other types of UIFUFSNiTBMBSZw4IPXUIF picture of the copper tináa from introduce the trading sources of partnerships, such as mining Russian-Alaska currency this unit—relate it to traditional the materials. partners. picture from this unit. Native wealth.

264 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Background and Place-Based Activities

EXCHANGE GOODS RUGGED TERRAIN

Show the students the picture Collect a number of concrete Place a tray of soil in front of Show the students the terrains for exchange. Encourage them materials that can be used the students. Use the soil and picture at the end of this unit. to name goods that might to represent goods. Have the rocks to create a rugged terrain Have the students contrast the have been exchanged. Show students name other types of in the tray. Show pictures that terrains; they should suggest money from another country; goods. represent rugged terrains. the natural phenomena that introduce the concept of develop the different terrains. exchange rate.

Sealaska Heritage Institute 265 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

SURPLUS OBTAIN Did you know?

Collect fourteen eggs and an Show the students a bank debit empty egg carton. Fill the egg card or credit card. Use the carton with twelve of the eggs; card to introduce the concept identify the remaining eggs as of obtaining money. Show the surplus. Relate this to Army picture for obtain from this and Navy Surplus and other unit. It represents obtaining surplus forms. money for pelts.

Sealaska Heritage Instute is a great resource for historical photos and documents related to Tlingit, Haida, and Tsimshian cultures. Go to www.sealaskaheritage.org/collecons to search our archival catalog or to view photos in our “digital collecons” secon. Above: group photo of approximately 50 people from Haines, Alaska posing on what appears to be the 4th of July, circa 1890s.

266 Sealaska Heritage Institute Language and Skills Development

LISTENING Turn and Face Flashlight Find .PVOUUIFWPDBCVMBSZQJDUVSFTPOUIFXBMMTBOECPBSE(SPVQ Mount the math the stu dents together in the center of the classroom. Say one of vocabulary pictures the vo cabulary words and the students should turn to face the on the walls, board picture for the word you said. Depending upon the size of your and win dows. Have class, this ac tivity may be done in small groups. This activity a student stand in may also be done in team form. In this case, have a player from the center of the each team stand in the center of the classroom. When a player classroom with a faces the wrong di rection (i.e., the wrong picture), he/she is flashlight. Say one iPVUwVOUJMBMBUFSSPVOEPGUIFBDUJWJUZ3FQFBUVOUJMBMMQMBZFST of the vocabulary have had an opportunity to participate. words and the student must find Does it Fit? the picture for the Mount the vocabulary pictures on the board. Provide each vo cabulary word you student with writing paper and a pen. Point to a picture and said using the light say a sentence. If the sentence you say goes with the picture, the of the flashlight. This activity may also be conducted in teams. In this students should make checkmarks on their pa pers. However, if case, have two flashlights available. Have a player from each team stand the sentence you say does not go with the picture, the students in the center of the classroom. When you say the vocabulary word, each TIPVMENBLFBOi9wPOUIFJSQBQFST3FQFBUUIJTQSPDFTTXJUI player must attempt to find the correct picture with the light of his/ other pictures and sentences. Rather than having the students her flashlight. The first player to correctly identify the picture for the write their responses, you may have them clap for sentences vocabulary word you said wins the round. Repeat until all players have that do not go with pictures and nod for sentences that do go played. with the pictures you point to.

Sealaska Heritage Institute 267 Language and Skills Development

SPEAKING Balloon Volleyball Back Match (SPVQUIFTUVEFOUTJOUP MakeM a photocopy of each of the vocabulary pictures from two teams. The two teams UUIJTVOJU(SPVQUIFTUVEFOUTJOBDJSDMF$VUFBDIPGUIFQIP- should stand, facing one ttocopied pictures in half. Tape a picture half on each student’s another. Toss a round, bback. Do not let the students see which halves you are attaching inflated balloon to the UUPUIFJSCBDLT8IFOZPVTBZi(P wUIFTUVEFOUTTIPVMEBUUFNQU members of Team One. tto match themselves together according to the picture halves. The members of Team WWhen the stu dents have done this correctly, have the students One must then bounce iin each pair say a sentence about the picture rep resented by the balloon to the mem- ttheir halves (a differ ent sentence from each stu dent). Continue bers of Team Two. The uuntil each student has responded with a sen tence of his own. players should con tinue to bounce the bal loon High Card Draw back and forth in this (JWFFBDITUVEFOUJOUIFDMBTTBDBSEGSPNBEFDLPGQMBZJOH way until a team loses the cards. Mount the vocabulary pictures on the board and number balloon. You may wish eeach one. Call two students’ names. Those two students should to establish the rule that show their cards. The student who has the highest card (aces players may not move can be high or low) should then say a complete sentence about their feet during the a vocabulary picture you point to. The students may exchange activity. When a team loses thehbll balloon, show h them th a vocabu- b playing cards periodi cally during the activity. Repeat until lary picture and all team members in that team must say the many students have re sponded. vocabulary word for it. Repeat until players in both teams have re sponded a number of times.

268 Sealaska Heritage Institute Language and Skills Development

READING Funny Face Sentence Completion Have two students Provide each student with a copy of the sentence completion stand, facing one an- version of the story. The students should read the text and say other. The object of the missing words. When finished, review the students’ work. the ac tivity is for the students to look at each String Along other without laugh- Join all of the students together with string (the students do ing. The first student to not need to move from their seats). Before tying the ends of the laugh must identify a string to gether, in sert a roll of tape over one of the ends of the sight word for a graphic string. Tie the ends of the string together. Turn your back to that you show. If both the stu dents. The students should pass the roll of tape along the students laugh at the string as quickly as possible. When you clap your hands, the same time, then call student left holding the tape must then identify a sight word upon each student to you show him. Repeat this process until many students have identify a sight word. responded and un til all of the sight words have been correctly Re peat with other pairs identified a number of times. of students until all students have partici pated. Let’s Read Read the text from this unit with the students. Question them about the contents of the text.

Sealaska Heritage Institute 269 Language and Skills Development

WRITING Sentence Completion Let’s Write (JWFFBDITUVEFOUBDPQZPGUIFTFOUFODFDPNQMFUJPOWFSTJPOPG (JWFFBDITUVEFOUBDPQZPGUIFQJDUVSFGPSUSBEFGSPNUIJTVOJU the text. The students should write in the missing words. After- Provide the students with writing supplies. Each student should ward, review the students’ work. then write about the contents of the picture. When finished, have each student read his/her writing to the class. Over/Under Picture (SPVQUIFTUVEFOUTJOUPUXPUFBNT(JWFBWPDBCVMBSZQJDUVSF Mirror Writing UPUIFĕSTUQMBZFSJOFBDIUFBN8IFOZPVTBZi(P wUIFĕSTU (SPVQUIFTUVEFOUTJOUPUXPUFBNT)BWFUIFĕSTUQMBZFSGSPN player in each team must pass the picture over his/her head to FBDIUFBNTUBOEJOGSPOUPGUIFCPBSE(JWFFBDIPGUIFUXP the next player. The second player in each team must then pass players a small, unbreakable mirror. Stand some distance the picture to the next player between his/her legs. The students behind the two play ers with pictures for the sight words. Hold should con tinue with this over/under sequence until the last VQPOFPGUIFQJDUVSFT8IFOZPVTBZi(P wUIFQMBZFSTNVTUVTF player in the team receives the picture. When the last player in the mirrors to look over their shoulders to see the picture you the team receives the picture, he/she must rush to the board are holding. When a player sees the picture, he/she must write and write the vocab ulary word for that picture. The first player the sight word for that picture on the board. The first player to to do this success fully wins the round. Repeat until all players do this correctly wins the round. Repeat this pro cess until all have played (each picture can be used a number of times in this players in each team have had an opportunity to re spond. activity).

270 Sealaska Heritage Institute Reading and Writing: Sentence Completion

THE TLINGIT, HAIDA, TSIMSHIAN Animal hides for clothing were tináa. These shields were a sign of peoples of Southeast Alaska traded important trade items. The hides became ______. Copper was also amongst themselves. They traded with a form of ______. available in Yakutat. The Haida would tribes to the south and north. The coastal people of Southeast travel to Yakutat to trade for copper. Many of them made long journeys Alaska had many natural resources to Shells from Vancouver Island were over ______mountains trade. They had greenstone for tools, signs of ______for the and rivers. They travelled north to the clams, mussels, red and yellow cedar, Athabascans. Jade from the Inupiat areas Yukon River. They travelled through the dried halibut and salmon, seal oil, was used by the Athabascans. They made mountain passes and river systems to herring eggs, seal meat, hooligan oil, and tools with the jade. Puffin bills from the reach the Athabascans. berries. Aleut and Alutiiq areas were made into The Athabascans live in the Interior The Chilkat robes were popular rattles by the Natives of Southeast Alaska. of Alaska. They travelled by sea in large for trading. To make a robe, materials People ______with canoes. The canoes were made from from different areas had to be used. others that they trusted and liked. The giant cedar logs. The Natives of Southeast The mountain goat wool came from the ______would form Alaska traded ______mountains. The women twisted the wool ______that lasted many long before any outside people arrived in with cedar bark. The cedar bark came years. During this time, people would Alaska. from the southern part of Alaska. The visit with each other’s families. The would In Alaska, each Native group had yellow dye used in the robes came from a learn some of each other’s language. its own resources for trade. The coastal moss found in the Interior. People ______people harvested seals and tanned hides The Athabascans and Eyaks of the ______up to three times for trade. The Interior tribes had caribou, Copper River area had copper. Southeast a year. They would meet in places or moose, and lynx hides for trade. Natives used the copper to make their villages that they had agreed on during

Sealaska Heritage Institute 271 Reading and Writing: Sentence Completion

their last trading trip. Sometimes it ______from the Interior. was difficult to decide the value of the No one else was allowed to use the ______. The value of Chilkat trails. ______changed often. Chinook Jargon was a Travel could be very difficult. ______language. It was Villages were far apart. Much of the used by Native peoples from Oregon to travel was over ______Alaska. Many of the words come from ______and waterways. the Chinook language. Chinook Jargon Conflicts would slow down or was easy to learn. stop trading. Sometimes people Native peoples in Alaska came from had no ______different language families. The Tlingit, ______to Haida, and Tsimshian languages are all ______. very different. In early historical times, The Chilkat in the Haines, the Chinook Jargon had no European Klukwan, and Skagway areas played words. an important role in trading. They would ______from Southeast Alaska and British Columbia. They ______these ______to the tribes in the Interior. They would bring back

272 Sealaska Heritage Institute VOCABULARY PICTURES

Sealaska Heritage Institute 273 274 Sealaska Heritage Institute Sealaska Heritage Institute 275 CURRENCY

276 Sealaska Heritage Institute Sealaska Heritage Institute 277 EXCHANGE

278 Sealaska Heritage Institute Sealaska Heritage Institute 279 GOODS

280 Sealaska Heritage Institute Sealaska Heritage Institute 281 OBTAIN

282 Sealaska Heritage Institute Sealaska Heritage Institute 283 PARTNERSHIP

284 Sealaska Heritage Institute Sealaska Heritage Institute 285 RUGGED

286 Sealaska Heritage Institute Sealaska Heritage Institute 287 SURPLUS

288 Sealaska Heritage Institute Sealaska Heritage Institute 289 TERRAIN

290 Sealaska Heritage Institute Sealaska Heritage Institute 291 TRADE

292 Sealaska Heritage Institute Sealaska Heritage Institute 293 WEALTH

294 Sealaska Heritage Institute Sealaska Heritage Institute 295 SALT

296 Sealaska Heritage Institute Sealaska Heritage Institute 297 TWO FORMS OF WEALTH

298 Sealaska Heritage Institute Sealaska Heritage Institute 299 CHILKAT BLANKET

300 Sealaska Heritage Institute Sealaska Heritage Institute 301 TERRAINS

302 Sealaska Heritage Institute Sealaska Heritage Institute 303 SHELDON JACKSON PERFORMING A WEDDING CEREMONY

304 Sealaska Heritage Institute Sealaska Heritage Institute 305 306 Sealaska Heritage Institute UNIT 7

Clans and Moiees The Alaska Native Claims Settlement Act: Relationship with the Environment

THE TLINGITS OF SOUTHEAST Moiety membership is shown is born into a clan, he/she is always a ALASKA are divided into two groups using an Eagle or Raven crest. Today, member of that clan. Each clan has its called moieties. The word moieties is many people wear jewelry or their clan own crests. The crests include passive from French and means “half”. at.óowu (regalia) that show their moiety. and aggressive animals. People can also The Tlingit moieties are Raven (Yéil In Tlingit life, it is important to have be adopted by other clans. or—long ago—Laayaneidí) and Eagle a balance between the Eagle and Raven. Among the Tlingit, Eagle moiety (Ch’áak’). In earlier times, the Eagle Even in play and sports, teams are often used the names of animals such as Wolf, moiety was known as Wolf (Gooch). divided between Eagles and Ravens. Killer Whale, and Bear. Tlingit clans The Tlingit who live in the interior in When speeches are given, the opposite within the Raven moiety were named Canada still use the Wolf moiety. side is given time to respond. after animals, such as Frog, Beaver, and All Tlingits are members of one The Tlingit Raven and Eagle Salmon. of the two moieties. The moieties are moieties have sub-groups called clans. When a Tlingit man speaks to a clan divided into smaller groups called The clan is important in the Tlingit brother, he would say ax yakaawu, which clans. Members of one moiety refer culture. All people in a clan con sider means “my worthy brother”. Women to the other moiety as guneit kanáayi themselves as kin. All people in a clan would say ax xooni to one another, (opposite). All people in a moiety can trace their relatives to the same which means “my clan sister”. When consider themselves related to one ancestor or Ax Shuká. This is done on a Tlingit Eagle man speaks to a Raven another. They are related to the members the mother’s side of the family. man, he should begin with Chaa kaa, of the opposite moiety through The clan connects people to their meaning “brother”. When a Tlingit Eagle marriage. ancestors and histories. Once a person woman speaks to a Raven woman, she

308 Sealaska Heritage Institute How were the Tlingits able to develop such a The Alaska Native Claims Settlement Act: sophisticated and complex society? Relationship with the Environment must use the proper kin relationship ax members had to obey. For example, if a land ownership in areas in which they aat, which means “my paternal aunt”. person in a clan were killed by a member lived. Each clan owned land for hunting, Tlingit Raven women must also speak to of another clan, someone of the same fishing, and harvesting food. They used Eagle females in this way. rank in that clan had to be killed. This markers to show ownership of their land Clans own names for people. These was how the Tlingit kept a balance in and waterways. If a clan member wanted na mes are handed down through the life. to visit another clan, he/she would have generations. They are explained in Southeast Alaska is divided into to get permission from that clan. If the Tlingit value Haa Shagóon. These regions called kwáans, in which both they wanted to hunt or fish in another names cannot be used by opposite clans. the Eagle and Raven clans live. The clans clan’s area, they would also have to get Some clan names can be shared within living in a kwáan own the land and share permission from that clan. the moiety. The names are from the the natural resources of the region. A When a clan member dies, the ancestors of the clan. The name is given person can be a member of a kwáan opposite clan provides comfort. They when a baby is born or at a ceremony. even if he or she has never lived in that make speeches to show their love and Taking a person’s clan name away was a region. A person’s kwáan is determined support. They bring food for the family serious punishment. One time, a Tlingit by his/her clan ancestry. and clan. Each clan chooses an Elder, helped the Russians during a conflict. Tlingit communities developed. traditionally the oldest, called Naa For this, his clan name was taken away. The communities included clans and shaade hani, as its speaker and support. His clan agreed that his name would their traditional opposites. Migration Also, each clan chooses a member never be used again. stories told of the people’s travels and of its own clan to take care of the clan’s There were laws that all clan history. All members of a clan shared belongings. This includes regalia, such

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as clan hats, blankets, and cultural during the ceremony. uncles. They became members of their objects. It also includes songs, stories, Many clan houses had house posts uncle’s household. The uncles were very and names. These are never allowed to and totem poles. A totem pole was made strict. The maternal uncles taught the be sold. from a large red cedar tree. Some totem nephews the history of their clan. They Clans are divided into house groups poles were also made from yellow cedar. also trained their nephews to be strong called hít. Sometimes there would be Later, other Native groups carved totem warriors for the clan. more than one clan house for large poles. Girls stayed in the houses. They were clans. The clan houses were large timber All people in a clan house were raised by their grandmothers, aunts, and structures. Up to five families could live related through the mother’s side of the mother. in one clan house. family. Each house had a formal name, Slaves also lived in the houses. The Clan houses had crests. The crest such as Yéil Hít, which means Raven number of slaves owned showed the names were different from the clan House. The house name belonged to the wealth of a clan. names. Sometimes the crests told where people in the house. Each house had During formal introductions, the people came from. a leader called Hít s’aatí. If the house Tlingits identify themselves by their When a house had to be built, the leader was also the clan leader, he was clans, kwáans, and houses. clan would hire the opposite clan to called Naa sháade háni. Before the Tsimshian arrived in build or rebuild the house. When the Many generations lived in one Southeast Alaska, they had a moiety house was finished, the clan would pay house. Boys lived in the houses until system. Today they call them phratries the opposite clan during a ceremony. they were ten years old. At that time, rather than moieties. The phratries Different goods were used as currency the boys moved in with their maternal are divided into four groups. The

310 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Relationship with the Environment word phratry is from Greek meaning to have a balance between the four and aggressive animals. People can also “brotherhood” or “kinfolk” and phratries. Even in play and sports, be adopted by other clans. describes a kinship division consisting of teams were often divided by Eagles, When a Tsimshian man refers to a two or more distinct clans. Wolfs, Killerwhales, and Ravens. When clan brother, he would say, “Wegu gwa’a,” The Tsimshian phratries are Raven speeches were given, the other sides were which means “This is my brother.” (Gganhaada), Wolf (Lack-giboo), Eagle usually given time to respond. Women would say hlgaawgu to one (Lack-shgeeg), and Killerwhale (Gish- The Tsimshian Raven, Wolf, another, which means my clan sister. budwada). All Tsimshians are members Killerwhale, and Eagle phratries have When a Tsimshian Eagle man speaks of one of the four phratries. The sub-groups called clans. The clan is to a Raven, Wolf, and Killerwhale man, phratries are divided into smaller groups important to the Tsimshian culture. All he should begin with, “Wegi,” meaning called clans. All people in a phratry people in a clan consider themselves “brother”. When a Tsimshian Eagle consider themselves related to one as kin. All people in a clan can trace woman speaks to a Raven woman, she another. They are related to the members their relatives to the same ancestor or must use the proper kin relationship of the opposite phratry through hlagyigyet. This is done on the mother’s nik’daayu, which means “my paternal marriage. Membership was shown using side of the family. aunt”. Tsimshian Raven women an Eagle, Wolf, Killerwhale, or Raven The clan connects people to their must also speak to Eagle, Wolf, and crest. Today, many people wear jewelry ancestors and histories. Once a person Killerwhale females in this way. or a gwish’na’ba’la (button blanket) that is born into a clan, he/she is always a Clans own names for people. These shows their crest. member of that clan. Each clan has its names are handed down through the In Tsimshian life, it is important own crests. The crests include passive generations. These names cannot be

Sealaska Heritage Institute 311 The Alaska Native Claims Settlement Act: Relationship with the Environment

used by opposite clans. Some clan names When a clan member dies, the house. can be shared within the phratry. The opposite clan provides comfort. They Clan houses had crests. The crest names are from the ancestors of the clan. make speeches to show their love and names were different from the clan The name is given when a baby is born support. They bring food for the family names. Sometimes the crests told where or at a ceremony. Taking a person’s clan and clan. Each clan chooses an Elder, the people came from. When a house name away was a serious punishment. called Shm’oygit, as its speaker. and had to be built, the clan would hire the Tsimshian communities included support. opposite clan to build or rebuild the clans and their traditional opposites. Also, each clan chooses a member house. When the house was finished, the Migration stories told of the people’s of its own clan to take care of the clan’s clan would pay the opposite clan during travels and history. All members of a belongings. This includes regalia, such as a ceremony. Different goods were used clan shared land ownership in areas in clan hats, blankets, and cultural objects. as currency during the ceremony. which they lived. Each clan owned land It also includes songs, stories, and Many clan houses had house posts for hunting, fishing, and harvesting food. names. These were never allowed to be and totem poles. A totem pole was They used markers to show ownership sold. made from a large red cedar tree. Some of their land and waterways. If a clan Clans are divided into house groups totem poles were also made from yellow member wanted to visit another clan, he/ called wuwaab. Sometimes there would cedar. The Haida may have been the she would have to get permission from be more than one clan house for large first to carve totem poles. Later, other that clan. If they wanted to hunt or fish clans. The clan houses were large timber Native groups carved totem poles. The in another clan’s area, they would also structures. Some were two stories high. Tsimshian, Haida, and Tlingit all had have to get permission from that clan. Up to five families could live in one clan their own distinctive way of carving a

312 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Relationship with the Environment totem pole. Some would carve around the houses. They were raised by their their moiety or clan. the pole and others would carve out grandmothers, aunts, and mother. Slaves In Haida life, it is important to the back of the pole. The carvings were also lived in the houses. The number have a balance between the Eagle and distinctive to each tribe. of slaves owned showed the wealth of a Raven. Even in play and sports, teams All people in a clan house were clan. were often divided between Eagles and related through the mother’s side of the The Haidas of Southeast Alaska are Ravens. When speeches were given, the family. Each house had a formal name, divided into two groups called moieties. opposite side was given time to respond. such as Waab Ggaagg, which means The word moieties is from French and The Haida Raven and Eagle moieties Raven House. The house name belonged means “half”. The Haida moieties are have sub-groups called clans. The clan to the people in the house. Each house Raven (Yáahl) and Eagle (Ts’áak’). All is important to the Haida culture. All had a leader. Many generations lived in Haidas are members of one of the two people in a clan consider themselves as one house. Boys lived in the houses until moieties. The moieties are divided into kin. All people in a clan can trace their they were ten years old. At that time, smaller groups, called clans. relatives to the same ancestor or kuníisii. the boys moved in with their maternal All people in a moiety consider This is done on the mother’s side of the uncles. They became members of their themselves related to one another. family. The clan connects people to their uncle’s household. The uncles were very They are related to the members of the ancestors and histories. Once a person strict. The maternal uncles taught the opposite moiety through marriage. is born into a clan, he/she is always a nephews the history of their clan. They Moiety membership is shown using member of that clan. also trained their nephews to be strong an Eagle or Raven crest. Today, many Each clan has its own crests. The warriors for the clan. Girls stayed in people wear jewelry or regalia that shows crests include passive and aggressive

Sealaska Heritage Institute 313 The Alaska Native Claims Settlement Act: Relationship with the Environment

animals. People can also be adopted by used by people of the opposite moiety. fishing, and harvesting food. They used other clans. Among the Haida, the Raven Some clan names can be shared within markers to show ownership of their land moiety often uses the crests of animals the moiety. The names are from the and waterways. If a clan member wanted such as Wolf, Killer Whale, and Bear. ancestors of the clan. The name is given to visit another clan, he/she would have Haida clans within the Eagle moiety when a baby is born or at a ceremony. to get permission from that clan. If often use the crests of animals, such as Taking a person’s clan name away they wanted to hunt or fish in another Frog , Beaver, and Hummingbird. was a serious punishment. There were clan’s area, they would also have to get When a Haida speaks to a person laws that all clan members had to obey. permission from that clan. from their same clan, they can address For example, if a person in a clan was When a member of one moiety dies, them as díi tawíi, which means “my killed by a member of another clan, the members of the opposite moiety clan relative”. When a Haida speaks someone of the same rank in that clan provide comfort. They make speeches to to a person from the opposite moiety, had to be killed. This was how the Haida show their love and support. They bring they can address them in different ways kept a balance in life. food for the family and clan. Each clan depending on their age and gender: Haida communities developed. The chooses an Elder as its speaker. for example, díi chan, meaning “my communities included clans and their Also, each clan chooses a member grandfather”, or díi náan, meaning “my traditional opposites. Migration stories of its own clan to take care of the clan’s grandmother”. told of the people’s travels and history. belongings. This includes regalia, such as Clans own names for people. These All members of a clan shared land clan hats, blankets, and cultural objects. names are handed down through the ownership in areas in which they lived. It also includes songs, stories, and generations. These names cannot be Each clan owned land for hunting, names. These were never allowed to be

314 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Relationship with the Environment sold. Many clan houses had house posts uncles taught the nephews the history Among the Haidas in Alaska, clans and totem poles. A totem pole was made of their clan. They also trained their are divided into house groups. This was from a large red cedar tree. Some totem nephews to be strong warriors for the a practice borrowed from the Tlingits. poles were also made from yellow cedar. clan. Sometimes there would be more than Later, other Native groups carved totem Girls stayed in the same house and one clan house for large clans. The clan poles. were raised by their grandmothers, houses were large timber structures. All people in a clan house were aunts, and mother. Some were two stories high. Up to five related through the mother’s side of the Slaves also lived in the houses. The families could live in one clan house. family. Each house had a formal name, number of slaves owned showed the Clan houses had crests. The crest such as K’aad Naas, which means “Shark wealth of a clan. names were different from the clan House”. The house name belonged to the During formal introductions, Haidas names. Sometimes the crests told where people in the house. Each house had a identify themselves by their moiety, clan the people came from. When a house leader called Na ’La’áay. and house. had to be built, the clan would hire Many generations lived in one members of the opposite moiety to build house. Boys lived in the houses until or rebuild the house. When the house they were around ten years old. At that was finished, the clan would pay the time, the boys moved in with their builders during a ceremony. Different maternal uncle, or hal káa. They became goods were used as currency during the members of their uncle’s household. The ceremony. uncles were very strict. The maternal

Sealaska Heritage Institute 315 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

ALL NATIVE PEOPLE of Southeast Alaska belong to a moiety or phratry. The clans are divided between the two moieties. Key Vocabulary

Clans are groups in which people believe that they can trace their descent back to a founding ancestor. This gives the people within the clan a sense regalia of collective identity. The line of descent in Native membership Southeast cultures is matrilineal, as ancestors are kin traced through the mother’s side of the family. The aggressive line of descent to a common ancestor is assumed passive and cannot be reconstructed. worthy paternal ownership Grabber: Show the students the picture from the back maternal of this unit that shows a totem representing The Box of ceremony Daylight story (refer to unit 1). Have the students determine what the totem tells about the story. Use this to introduce the concept of totems telling a clan’s history. Use this to introduce moieties, phratries, and clans. The Alaska Native Claims Settlement Act: Background and Place-Based Activities

t)BWFUIF/BUJWFTUVEFOUTEFUFSNJOFUIFJSDMBOBOEkwáan. Determine which students may be from the same clans and kwáans.

t0VUMJOFUIFSFMBUJPOTIJQPGNPJFUJFT DMBOT kwáans, and clan houses on the board. This should give the students a visual framework in which to learn the information from this unit.

t3FBEUIFUFYUQVCMJTIFEBUUIFCFHJOOJOHPGUIJTVOJUXJUIUIFTUVEFOUT%JTDVTT the information contained in the selection with them. Have the students take turns reading the content of the text.

t)BWFUIFTUVEFOUTEPPOMJOFSFTFBSDIJOUPDMBOTZTUFNTJOPUIFSDVMUVSFT GPS example, the Aboriginals of Australia). The students should compare and contrast the different clan systems with clan systems in Alaska. Have the students share their findings with the class.

t0QFOBEJTDVTTJPOBCPVUXIZUIF/BUJWFTPG4PVUIFBTU"MBTLBXFSFBCMFUP develop a culture with such a sophisticated social structure. Lead the students to unde rstand that Southeast Alaska was rich in natural resources. With the bounty from their homeland and the goods obtained in trade from neighboring tribes, they developed an unparalleled rich and socially complex culture rarely found among hunting and gathering societies. The Alaska Native Claims Settlement Act: Background and Place-Based Activities

CEREMONY AGGRESSIVE PASSIVE MEMBERSHIP

Select cards that represent Show the pictures from this Show the pictures from this Show the students an item different ceremonies—this unit for aggressive and passive. unit for aggressive and passive. that indicates membership in might include birthday parties, Have the students contrast the Have the students contrast the an organization—this might anniversaries, etc. Share the wolf with the beaver—noting wolf with the beaver—noting include a Costco card, a credit cards and have the students cite their behaviors in particular. their behaviors in particular. card, etc. Relate membership to the ceremony associated with the Alaska Native Brotherhood each card. (ANB) and Alaska Native Sisterhood (ANS).

318 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Background and Place-Based Activities

MATERNAL PATERNAL OWNERSHIP REGALIA

Collect a concrete material Lead this into the fact that Have each student show some- This includes a person’s that can be associated with Native lineage in Southeast thing that he/she owns. Relate belongings used for “mother”; collect a concrete Alaska is based on the maternal this to ownership of regalia ceremonies. Cite regalia such material for “father”. Show the side, not on the paternal side, as among the Natives of Southeast as hats, paddles, drums, and two materials, and encourage in Western cultures. Alaska. Chilkat blankets as examples students to identify them as of items that may be owned by associated with mother and clans or by individuals. father. Cite other examples.

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KIN WORTHY Did you know?

Show a DVD cover or a Show the students the not sea- picture of the Simpsons. worthy picture from the back of Have the students identify this unit. Use this to introduce their relationships. Use this the concept of worthy as it to introduce “kin”. Have the relates to respect, opponent, students name some of their etc. kin.

320 Sealaska Heritage Institute Language and Skills Development

LISTENING Nod and Clap Hop the Line Mount the vocabulary MakeM a masking tape line on the floor. Have the students stand on the pictures on the board. lline—their toes touching the masking tape. Have the stu dents listen for Point to one of the pic- a spe cific word or sentence. Say a number of other words or sentences, tures and say its name. eventuallye repeating the word or sentence you said at the beginning of The students should thet round. When the students hear that word or sentence, they must nod their heads to hoph to the other side of the line. When the students hop to the other indicate that you said sside of the line, they should then turn around and place their toes on the correct vocabulary tthe line once again. Repeat this pro cess using a number of different word for the picture. vvocabulary words or sentences. However, when you point to a picture and LocomotiveL say an incorrect name HaveH the students stand in a straight line in the center of the room. for it, the students EEach student should place his hands on the shoulders of the student should clap their in front of him/her. Mount a picture on each of the four walls in the hands ONCE. Repeat this process until all of the vocabulary classroom. Tell the students that when they hear one of the four vocab- pictures have been used a number of times in this way. ulary words (for the four pictures on the walls), they should step in that direction while still holding onto the shoulders of the players in front of them. Say the four words a number of times; the students should step toward the pictures as they are named.

Sealaska Heritage Institute 321 Language and Skills Development

SPEAKING What’s the Date? High Card Draw Before the activity begins, collect an old calendar or calendars Give each student in the class a card from a deck of playing of differ ent years. Say the name of a month to a student. The cards. Mount the vocabulary pictures on the board and number stu dent should then say a date within that month. Look on the each one. Call two students’ names. Those two students should calen dar to see which day the date rep resents. If the date rep- show their cards. The student who has the highest card (aces resents a day between Monday and Friday, the stu dent should can be high or low) should then say a complete sentence about identify a vocab ulary picture you show. However, if the date a vocabulary picture you point to. The students may exchange named by the student is a Saturday or Sun day, the student playing cards periodi cally during the activity. Repeat until may “pass” to another player. Repeat until many stu dents have many students have re sponded. responded. Hand Tag What’s Your Number? Group the students in a circle on the floor. Have the students Have each student write a number between 1 and 10 (or be- place their hands on the floor, palms down. Stand in the center tween 1 and 20) on a sheet of paper. The students should not let of the circle with the vocabulary picture and a flashlight. The you see their numbers. Mount the vocabulary pictures on the object of the ac tivity is to attempt to tag a student’s hand or board and num ber each picture. Walk around the classroom, hands with the light of the flashlight. The students must pull attempting to guess the stu dents’ numbers. When you guess a their hands from the circle when they think they are about to student’s number correctly, he/she must then say a com plete be tagged. When you eventually tag a stu dent’s hand or hands, sentence using the vocabulary word for a picture number that he/she must then say a complete sentence using the word for you say. When a student has responded in this way, he/she a vocabulary picture that you show. Repeat this process until should write another num ber. Repeat until many students have many students have re sponded. responded.

322 Sealaska Heritage Institute Language and Skills Development

READING The Disappearing Word Let’s Read Mount all of the sight words on the board. For added motiva- Read the text from this unit with the students. Question them tion, you may wish to prepare an extra set of sight word cards about the contents of the text. to add to those on the board. Have the students look carefully at the sight words. Then, the students should close their eyes. Something’s Missing When the stu dents’ eyes are closed, remove one of the sight Before the activity begins, prepare “clozure” word cards—sight words from the board. Have the students open their eyes and word cards that have letters/syllables missing. Show one of the identify the missing word. Re peat this process until all of the clozure word cards to the students and call upon them to iden- sight words have been removed from the board and identified tify the sight word it represents. This activity may also be done in this way. in team form. In this case, group the students into two teams. Lay the clozure word cards on the floor at the other end of the Sentence Completion classroom. Say one of the sight words (or say a different sight Provide each student with a copy of the sentence completion word to the first player in each team). When you say “Go,” the version of the story. The students should read the text and say first player from each team must rush to the clozure word cards the missing words. When finished, review the students’ work. and find the clozure word card for the sight word you said. Re- peat until all players have played.

Sealaska Heritage Institute 323 Language and Skills Development

WRITING Sentence Completion Mirror Writing Give each student a copy of the sentence completion version of Group the students into two teams. Have the first player from the text from this unit. The students should write in the missing each team stand in front of the board. Give each of the two words. Afterward, review the students’ work. players a small, unbreakable mirror. Stand some distance behind the two play ers with pictures for the sight words. Hold up Every Second Letter one of the pictures. When you say “Go,” the players must use Write a sight word on the board, omitting every second let ter. the mirrors to look over their shoulders to see the picture you Provide the students with writing paper and pens. The students are holding. When a player sees the picture, he/she must write should look at the incomplete word on the board and then the sight word for that picture on the board. The first player to write the sight word for it on their papers. Repeat using other do this correctly wins the round. Repeat this pro cess until all sight words. players in each team have had an opportunity to re spond.

This activity may also be done in team form. In this case, have the incomplete words prepared on separate flash cards. Mount one of the cards on the board. When you say “Go,” the first player from each team must rush to the board and write the sight word for it—adding all of the missing letters. Repeat until all players have participated.

324 Sealaska Heritage Institute Reading and Writing: Sentence Completion

THE TLINGITS OF SOUTHEAST is shown using an Eagle or Raven their ancestors and histories. Once a ALASKA are divided into two groups crest. Today, many people wear person is born into a clan, he/she is called moieties. The word moieties is jewelry or their clan at.óowu always a member of that clan. Each from French and means “half”. (______) that show their clan has its own crests. The crests The Tlingit moieties are Raven (Yéil moiety. include ______and or—long ago—Laayaneidí) and Eagle In Tlingit life, it is important to have ______animals. People (Ch’áak’). In earlier times, the Eagle a balance between the Eagle and Raven. can also be adopted by other clans. moiety was known as Wolf (Gooch). Even in play and sports, teams are often Among the Tlingit, Eagle moiety The Tlingit who live in the interior in divided between Eagles and Ravens. used the names of animals such as Wolf, Canada still use the Wolf moiety. When speeches are given, the opposite Killer Whale, and Bear. Tlingit clans All Tlingits are members of one side is given time to respond. within the Raven moiety were named of the two moieties. The moieties The Tlingit Raven and Eagle after animals, such as Frog, Beaver, and are divided into smaller groups moieties have sub-groups called clans. Salmon. called clans. Members of one moiety The clan is important in the Tlingit When a Tlingit man speaks refer to the other moiety as guneit culture. All people in a clan con sider to a clan brother, he would say kanáayi (opposite). All people in a themselves as ______. ax yakaawu, which means “my moiety consider themselves related All people in a clan can trace their ______brother”. to one another. They are related to relatives to the same ancestor or Ax Women would say ax xooni to one the members of the opposite moiety Shuká. This is done on the mother’s side another, which means “my clan sister”. through marriage. of the family. When a Tlingit Eagle man speaks Moiety ______The clan connects people to to a Raven man, he should begin

Sealaska Heritage Institute 325 Reading and Writing: Sentence Completion

with Chaa kaa, meaning “brother”. his clan name was taken away. His clan their traditional opposites. Migration When a Tlingit Eagle woman speaks agreed that his name would never be stories told of the people’s travels and to a Raven woman, she must use used again. history. All members of a clan shared the proper ______There were laws that all clan land ______in areas in relationship ax aat, which means “my members had to obey. For example, which they lived. Each clan owned land ______aunt”. Tlingit if a person in a clan were killed by a for hunting, fishing, and harvesting Raven women must also speak to Eagle member of another clan, someone of food. They used markers to show females in this way. the same rank in that clan had to be ______of their land and Clans own names for people. These killed. This was how the Tlingit kept a waterways. If a clan member wanted to na mes are handed down through the balance in life. visit another clan, he/she would have generations. They are explained in Southeast Alaska is divided into to get permission from that clan. If the Tlingit value Haa Shagóon. These regions called kwáans, in which both they wanted to hunt or fish in another names cannot be used by opposite the Eagle and Raven clans live. The clan’s area, they would also have to get clans. Some clan names can be shared clans living in a kwáan own the land permission from that clan. within the moiety. The names are and share the natural resources of the When a clan member dies, the from the ancestors of the clan. The region. A person can be a member of opposite clan provides comfort. They name is given when a baby is born or a kwáan even if he or she has never make speeches to show their love and at a ______. Taking a lived in that region. A person’s kwáan is support. They bring food for the family person’s clan name away was a serious determined by his/her clan ancestry. and clan. Each clan chooses an Elder, punishment. One time, a Tlingit helped Tlingit communities developed. traditionally the oldest, called Naa the Russians during a conflict. For this, The communities included clans and shaade hani, as its speaker and support.

326 Sealaska Heritage Institute Reading and Writing: Sentence Completion

They bring food for the family and clan. the house was finished, the clan house. Boys lived in the houses Also, each clan chooses a would pay the opposite clan during until they were ten years old. At that member of its own clan to take care a ______. Different time, the boys moved in with their of the clan’s belongings. This includes goods were used as currency during the ______uncles. They ______, such as clan ______. became members of their uncle’s hats, blankets, and cultural objects. It Many clan houses had house posts household. The uncles were very strict. also includes songs, stories, and names. and totem poles. A totem pole was The ______uncles These are never allowed to be sold. made from a large red cedar tree. Some taught the nephews the history of their Clans are divided into house groups totem poles were also made from yellow clan. They also trained their nephews to called hít. Sometimes there would be cedar. Later, other Native groups carved be strong warriors for the clan. more than one clan house for large totem poles. Girls stayed in the houses. They clans. The clan houses were large timber All people in a clan house were were raised by their grandmothers, structures. Up to five families could live related through the mother’s side of the aunts, and mother. in one clan house. family. Each house had a formal name, Slaves also lived in the houses. The Clan houses had crests. The crest such as Yéil Hít, which means Raven number of slaves owned showed the names were different from the clan House. The house name belonged to the wealth of a clan. names. Sometimes the crests told where people in the house. Each house had During formal introductions, the people came from. a leader called Hít s’aatí. If the house Tlingits identify themselves by their When a house had to be built, leader was also the clan leader, he was clans, kwáans, and houses. the clan would hire the opposite clan called Naa sháade háni. to build or rebuild the house. When Many generations lived in one

Sealaska Heritage Institute 327 328 Sealaska Heritage Institute VOCABULARY PICTURES

Sealaska Heritage Institute 329 330 Sealaska Heritage Institute Sealaska Heritage Institute 331 REGALIA

332 Sealaska Heritage Institute Sealaska Heritage Institute 333 AGGRESSIVE

334 Sealaska Heritage Institute Sealaska Heritage Institute 335 KIN

336 Sealaska Heritage Institute Sealaska Heritage Institute 337 MATERNAL

338 Sealaska Heritage Institute Sealaska Heritage Institute 339 MEMBERSHIP

340 Sealaska Heritage Institute Sealaska Heritage Institute 341 OWNERSHIP

342 Sealaska Heritage Institute Sealaska Heritage Institute 343 PASSIVE

344 Sealaska Heritage Institute Sealaska Heritage Institute 345 PATERNAL

346 Sealaska Heritage Institute Sealaska Heritage Institute 347 CEREMONY

348 Sealaska Heritage Institute Sealaska Heritage Institute 349 WORTHY

350 Sealaska Heritage Institute Sealaska Heritage Institute 351 BOX OF DAYLIGHT TOTEM

352 Sealaska Heritage Institute Sealaska Heritage Institute 353 NOT SEA WORTHY

354 Sealaska Heritage Institute Sealaska Heritage Institute 355 356 Sealaska Heritage Institute UNIT 8

Ku.éex’ (Ceremonies) The Alaska Native Claims Settlement Act: Relationship with the Environment

THERE ARE MANY REASONS for together with their kin. It is a time to holding a ceremony. Approximately honor the opposite moiety. The opposite a year after a person dies, the clan moiety comforts the grieving clan. The of the deceased holds a ceremony. clan of the deceased repays the opposite This ceremony is called a ku.éex’ in moiety. Tlingit, wáahlaal in Haida and loolgit Ceremonies used to last several days. in Tsimshian. It is sometimes known as Today, ceremonies are shorter. Today, a pay-off party or potlatch, which is a cash and other western goods are used word from the Chinook Jargon. during the ceremony. The ceremony is Today, Native Elders have asked the not the same in all communities. There younger tribal members not to use the are steps that are followed during a word potlatch. They have asked them ceremony. to use their own tribal names for the The naa káani is the moderator of ceremonies. the ceremony. The naa káani is from During a ceremony, the deceased the guest clan. He is hired by the host and the ancestors of a clan are clan. The host clan directs the naa káani remembered. It is a time for the clan through the ceremony. members to end a year of mourning. At the beginning of a ceremony and and moiety. This is done unobtrusively. The ceremony is held to remove grief. during the ceremony, members of the This part is done publicly. The ceremony is a time for people to get guest clan give money to the host clan The host clan’s regalia are put on a

358 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Relationship with the Environment table at the front of the room. Pictures of The songs are finished during the final supported the grieving family. the deceased clan member are put on the ceremony of the year, for that clan. The A member of the guest clan shows table. guest clan listens during this part of the photographs of the deceased to each of The host clan welcomes the guests. ceremony. the guests. The guests are from the opposite clan. Next, the clan Elders of the guest Next, the first meal is served. Traditionally, the guest clan helps the clan offer words of support. They sing Younger members of the host clan and host clan members to put on their their songs to remove grief. They display moiety serve the guests. Members of regalia. They helped people put black their clan regalia. the guest clan may dance or sing to marks on their faces. They helped the The host clan asks the guest clan show their thanks. In Tlingit, they say people to put on their black headbands. members to take off their black scarves “Gunalchéesh ho ho,” meaning “Thank This would happen during the mourning and paint. This wipes away the grief and you very much.” This means that the ceremony. mourning. guests are totally satisfied. Traditionally, members of the host When the mourning part of the The host clan then gives goods to the clan would sing four grieving songs. ceremony is over, the ceremony becomes guests. The naa káani holds up bowls of They would sing two songs if the happier. The host clan prepares fire fruit. He calls the names of guests who ceremony was for one person or a child. bowls. The fire bowls are filled with were chosen by the host clan. Each guest If another clan member died, and gifts. The names of the ancestors are says, “Here!” A member of the host another ceremony is planned for the called before the fire bowls are given clan puts the bowl of fruit on the table same clan later in the same year, some out. The fire bowls are then given to in front of the guest called. The other mourning songs are left unfinished. selected guests from the guest clan who guests grab for the fruit from the bowl.

Sealaska Heritage Institute 359 The Alaska Native Claims Settlement Act: Relationship with the Environment

This is a fun time during the ceremony. Next is the money bowl part of the Often a second meal is served after ceremony. Members of the guest clan the fruit has been distributed. The guests collect and count the money given to the may sing and dance during this time to host clan. They sit at a table at the front show their thanks. of the room. They have large money Next, men from the host clan enter, bowls in front of them. First, members carrying a large container filled with of the same moiety but from different berries. They sing a song as they enter. clans collect money from the members The women of the clan follow the men, of the guest clan. The host moiety singing the same song. The host clan members acknowledge each person who serves the berries to the guests. contributed money. The host clan gives the guest moiety Members of the host clan and the gifts of traditional Native foods. They deceased family also acknowledge those may give jars of fish, seal, deer meat, who contributed money. Finally, they berries, and jams. They may also give put their money into the bowls. The store-bought foods. money counters add up the money. They total amount of money contributed. If another meal is to be served, it is give the total amount contributed to the At different times during a served at this time. The guests may sing naa káani. The naa káani calls out the ceremony, dances are performed. For and dance at this time to show their total amount of money given by each example, a grandchild of the same thanks. moiety member. He also calls out the moiety as the host clan does a spirit

360 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Relationship with the Environment dance behind a blanket. The grandchild also be introduced. The names of the The host clan may sing an exit song wears a special headdress representing newborn children are called out at this or make speeches. The guest moiety can the spirit. The dance tells a clan story. time. The names are chosen from clan also respond. This provides balance to At this stage in the ceremony, the host ancestors. the ceremony. clan ceremonially “kills the money.” The A clan name can only be given by It is then time for the guests to leave. money is now dedicated to the deceased the clan members of that clan. This may The ceremony is over. and to the ancestors. involve getting permission from the In 1885, The Canadian government After this, the money is distributed clan leader or grandparents. The naa banned ceremonies. The U.S. to all members of the guest moiety. All káani holds the money on the children’s government banned ceremonies soon guest clan leaders get larger payments. foreheads. He calls out the names of the after. They thought the ceremonies were Also, those who helped with special children. The guests repeat the names. a waste of time. They believed that too tasks get larger payments. This would This is done three times for each child. much currency and wealth was wasted include pall bearers, grave diggers, The naa káani then gives the money to during a ceremony. cooks, night watchers, hunters, a person who witnessed the naming The ban was stopped in 1934 in the fishermen, and singers. ceremony. The witness is responsible for U.S. and in 1951 in Canada. After all of the food and goods have remembering the name and the naming been distributed, the host clan leader ceremony. Non-clan members are may introduce individuals from his clan adopted at this time. They are adopted to all of the participants of the ceremony. in the same way as the newborns are Newborn children of the host clan may named.

Sealaska Heritage Institute 361 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

CELEBRATION OF BIRTHS, rites of passages, weddings, funerals, naming ceremonies, and honoring of the deceased are some of the Key Vocabulary

many reasons for which a ceremony may occur. Although protocol differs among the different groups of Native peoples, deceased the ceremony will usually involve a contribute feast with music, dance, and spiritual mourning activities. The most sacred ceremonies are grief usually observed in the winter. distribute support acknowledge Grabber: Before the lesson begins, obtain greeting cards final that represent different occasions and ceremonies. This container might include birthdays, anniversaries, funerals, births, headdress etc. Share these with the students, calling upon them to identify the occasion or ceremony associated with each one. Use these to lead into the ku.éex’ ceremony.

Git-Hoan Dancer. Photo by Bill Hess. The Alaska Native Claims Settlement Act: Background and Place-Based Activities

t*GBOZDFSFNPOJBMSFHBMJBBSFBWBJMBCMF NBLFBSSBOHFNFOUTGPSUIFJSPXOFS T UPQSFTFOU them to the students. Reinforce the value of the regalia to the owner and the clan.

t3FBEUIFUFYUBUUIFCFHJOOJOHPGUIJTVOJUXJUIUIFTUVEFOUT"TLUIFTUVEFOUTRVFTUJPOT about the contents of the text, causing them to reflect on the customs associated with the different stages of the ceremony.

t*GB%7%PG$FMFCSBUJPOJTBWBJMBCMF TIPXQPSUJPOTPGJUUPUIFTUVEFOUT-FBEUIF students to understand that Celebration is held every two years to reaffirm the cultural ties and heritage of Native peoples.

t%JTDVTTXJUIUIFTUVEFOUTUIFSFBDUJPOPG8FTUFSOSFMJHJPOTBOEVMUJNBUFMZUIF64 HPWFSONFOUUPUIF/BUJWFDFSFNPOJFT-FBEUIFTUVEFOUTUPTVHHFTUXIZUIFDFSFNPOJFT were banned. It is important for the students to understand that the Western religious groups and the U.S. government had a policy of assimilation for Natives. They saw the ceremonies as a hindrance to the “Native heathens” becoming “civilized”. Have the students imagine how they would feel if their birthdays, Christmas, etc. were banned.

t*OWJUFBSFTPVSDFQFSTPOUPNBLFBQSFTFOUBUJPOUPUIFTUVEFOUTBCPVUDFSFNPOJFT:PVNBZXJTIUPWJEFPUBQFUIFTFTTJPOTP that it can be reviewed later. The Alaska Native Claims Settlement Act: Background and Place-Based Activities

DECEASED HEADDRESS ACKNOWLEDGE DISTRIBUTE

Show the students a card of Show the hats picture from Show the picture of Elizabeth Show the students a newspaper sympathy or condolences. the back of this unit to the Peratrovich from this unit to or magazine—use the material Use this to introduce the term students; have them identify UIFTUVEFOUT-FBEUIFTUVEFOUT to introduce “distribute” to the “deceased”. You may wish to each hat. Use this to introduce to understand that she is students. Have the students share an obituary column from Native headdresses—show the acknowledged for her work in suggest other things that can be a newspaper with the students. headdress picture from this Native civil rights. February 16 distributed. unit. is named in her honor.

364 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Background and Place-Based Activities

GRIEF FINAL MOURNING CONTAINER

Show the students the picture Show the students bread, butter, The period of mourning for Collect a number of different GSPNUIJTVOJUGPSHSJFG-FBE cheese, and ham. Have them Native peoples in Southeast food containers. Have the the students to understand suggest the steps necessary Alaska is about one year. The students compare and contrast that grief is a very strong to make a ham and cheese mourning period ends with the the containers in terms of their emotion that can be caused by a sandwich, noting in particular payoff ceremony. Ceremonies materials, contents, and uses. variety of situations. Cite other UIFĕOBMTUFQ GPSFYBNQMF are usually held in the fall so contexts that may cause people cutting the sandwich in half as not to interfere with the grief. CFGPSFFBUJOHJU harvesting periods.

Sealaska Heritage Institute 365 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

SUPPORT CONTRIBUTE Did you know?

Show the students an example Make a slit in the tin lid of a PGBGVOESBJTJOHJUFN GPS glass jar. Show the jar to the example, Girl Scout cookies, students, calling upon them to TQPSUTUJDLFUT FUD 6TFUIJT suggest why the slit is in the to introduce “support” to the UPQPGUIFKBS-FBEUIFNUP students. Cite other examples understand that the jar is for of support for people and/or people to contribute funds for organizations. a cause. Sealaska Heritage Instute is a great resource for historical photos and documents related to Tlingit, Haida, and Tsimshian cultures. Go to www.sealaskaheritage.org/collecons to search our archival catalog or to view photos in our “digital collecons” secon. Above: Photograph postcard inscribed “Potlatch Dancers, Alaska” by Winter & Pond. Image taken at Klinkwan circa 1890s.

366 Sealaska Heritage Institute Language and Skills Development

LISTENING Change Illustration Hold Up Group the students in BeforeB the activity begins, prepare a page which contains small pairs. There should be vversions of the vocabulary illustrations. Provide each student with a one student without a copyc of the page. The students should cut out the illustrations. Say a partner to be “it” for the vocabularyv word. Each student should then hold up the illustration for first round of the activity. thet vocabulary word that you said. Repeat this process until all of the Have the students in each illustrations/vocabularyi words have been used in this way. pair stand back to back, with elbows interlocked. JoinJ Those Halves Tell the students to listen MakeM an extra set of vocabulary pictures. Cut each of the vocabulary GPSBTQFDJĕDXPSE TFRVFODFPGXPSET PSTFOUFODF8IFOUIFDF PG XPSET PS TFOUFODF 8IFO UIF illustrations in half. Spread the illustration halves on the floor in a scat- TUVEFOUTIFBSUIFXPSE TFRVFODF PSTFOUFODFZPVTBJEBUUIF tered form. Group the stu dents into two teams. Give the first two play- CFHJOOJOHPGUIFSPVOE UIFZTIPVMEESPQBSNTBOERVJDLMZ ers in each team a long length of string or yarn. Say a vocabulary word. find new partners. However, “it” must also find a partner—thus When you say “Go,” the first two play ers in each team must rush to the producing a new “it” for the next round of the activity. illustration halves. The object of the activity is for the players to use the string/yarn to join together the two halves which make up the illustra- Half Match tion for the word you said. The first pair of players to do this successfully Collect the picture halves from the previous activity. Mix all of wins the round. Repeat until all players have participated. the halves to gether and give them to the students. Say a sentence, leaving out the key word. The two students who have the illustration halves for the word that completes the sentence should show their halves. Con tinue in this way until all of the illustration halves have been pre sented.

Sealaska Heritage Institute 367 Language and Skills Development

SPEAKING Draw Trapped Give all of the cards from a deck of playing cards to the students Have two students stand facing one another with hands clasped. QSFGFSBCMZ BMMTUVEFOUTTIPVMEIBWFUIFTBNFOVNCFSPGDBSET The two students should raise their hands above their heads to Have an other deck of cards for yourself. Mount the vocabu- resemble the arch of a bridge. Have the remaining students line lary il lustrations on the chalkboard. Hold one of your playing up in a straight line. The students should walk under the bridge cards next to a vo cabulary illus tration. The student who has the in single file. When you clap your hands, the two students matching playing card must then say the word for that picture. should lower their hands, trapping one of the students between The student should then place that playing card to the side. their arms. Show the trapped student a vocabulary illustration. The first student who has no playing cards left in his/her hands The student should then say a complete sentence using the wins the game. This activity may be repeated more than once by vocab ulary word for the illustration. The bridge should then be collecting, mixing, and re distributing the playing cards to the raised for the next round of the activity. Repeat. students. Hand Tag Calendar Bingo Group the students in a circle on the floor. Have the students -PDBUFBOPMEDBMFOEBS1SPWJEFFBDITUVEFOUXJUIBDBMFOEBS place their hands on the floor, palms down. Stand in the center QBHF NBLFDPQJFTJGOFDFTTBSZ "MTP QSPWJEFFBDITUVEFOU of the circle with the vocabulary picture and a flashlight. The with ten small markers. Each student should place the markers object of the ac tivity is to attempt to tag a student’s hand or on different dates on his/her calendar page. Mount the vocabu- hands with the light of the flashlight. The students must pull lary pictures on the board. Call a student’s name and say a date their hands from the circle when they think they are about to in the month. If a marker is not on the date you named, he/she be tagged. When you eventually tag a stu dent’s hand or hands, should say a complete sentence using a vocabulary word from he/she must then say a complete sentence using the word for this unit. However, if a marker is on the date you called, he/she a vocabulary picture that you show. Repeat this process until may pass to the next player. Repeat. many students have re sponded.

368 Sealaska Heritage Institute Language and Skills Development

READING Checkers in the Blind Sentence Completion Prepare a large outline on the chalkboard that contains twenty Provide each student with a copy of the sentence completion sections. Number each box in the outline. Have the students version of the story. The students should read the text and say face the back of the classroom. Mount small sight words in the missing words. When finished, review the students’ work. selected boxes in the outline. Call a student’s name. The student should say a number between 1 and 20. If the box with that Letter Encode number contains a sight word, say “Bingo!” The student should Prepare a page that contains large alphabet letters from A to Z. then turn around and read the sight word in the box. If the box Make five copies for each student. The students should cut out named by the stu dent does not contain a sight word, say “Pass.” their letters. When all of the letters have been cut out, show a Continue until all of the sight words have been identified. vocabulary picture. The students should then use their letters to spell the word for that picture. Repeat, using the remaining Find the Other Half pictures from this unit. Have the students store their cut out Group the students into two teams. Give the first player in each letters in individual envelopes. team a flashlight. Cut each of the sight words in half. Mix the word halves together and attach them to the chalkboard in a scattered form. Stand between the two teams with a flashlight. Shine the light of your flashlight on a word half. The first player in each team must turn on his/her flashlight and find the other half of the word for the word half your light is shining on. The first student to do this correctly wins the round. Repeat.

Sealaska Heritage Institute 369 Language and Skills Development

WRITING Sentence Completion Numbered Pictures Give each student a copy of the sentence completion version of Mount the vocabulary pictures on the chalkboard and number the text from this unit. The students should write in the missing each one. Provide each student with writing paper and a pen. words. Afterward, review the students’ work. Call the number of a picture. Each student should write the vocabu lary word for the picture represented by that number. Back Writing Repeat until all vocabulary words have been written. Review Group the students into two teams. Have the first player from the students’ responses. each team stand in front of the board. Use the index finger of your writing hand to “write” the first letter of a sight word on Silent Dictation the two players’ backs. When you have done this, say “Go.” Provide each student with writing paper and a pen. The Each of the play ers should then write a sight word on the board students should watch carefully as you move your lips as that begins with that letter. Repeat with other pairs of players UIPVHIZPVBSFTBZJOHPOFPGUIFTJHIUXPSET EPOPUWPJDFUIF until all players in each team have played and until all sight XPSE "ęFSiMJQQJOHwUIFTJHIUXPSE FBDITUVEFOUTIPVMEXSJUF words have been written a number of times. that word on his/her sheet of paper. Repeat this process with other sight words. Afterwards, re view the students’ responses.

370 Sealaska Heritage Institute Reading and Writing: Sentence Completion

THERE ARE MANY REASONS for The ceremony is held to remove At the beginning of a ceremony holding a ceremony. Approximately ______. The ceremony and during the ceremony, members a year after a person dies, the clan is a time for people to get together of the guest clan give money to the of the ______holds with their kin. It is a time to honor host clan and moiety. This is done a ceremony. This ceremony is called the opposite moiety. The opposite unobtrusively. This part is done a ku.éex’ in Tlingit, wáahlaal in moiety comforts the grieving clan. publicly. Haida and loolgit in Tsimshian. It is The clan of the ______The host clan’s regalia are put sometimes known as a pay-off party repays the opposite moiety. on a table at the front of the room. or potlatch, which is a word from the Ceremonies used to last several Pictures of the ______Chinook Jargon. days. Today, ceremonies are shorter. clan member are put on the table. Today, Native Elders have asked Today, cash and other western goods The host clan welcomes the the younger tribal members not to are used during the ceremony. The guests. The guests are from the use the word potlatch. They have ceremony is not the same in all opposite clan. Traditionally, the guest asked them to use their own tribal communities. There are steps that are clan helps the host clan members names for the ceremonies. followed during a ceremony. to put on their regalia. They helped During a ceremony, the The naa káani is the moderator of people put black marks on their ______and the the ceremony. The naa káani is from faces. They helped the people to ancestors of a clan are remembered. the guest clan. He is hired by the host put on their black headbands. It is a time for the clan members to clan. The host clan directs the naa This would happen during the end a year of ______. káani through the ceremony. ______ceremony.

Sealaska Heritage Institute 371 Reading and Writing: Sentence Completion

Traditionally, members of the their clan regalia. guests. host clan would sing four grieving The host clan asks the guest Next, the first meal is served. songs. They would sing two songs if clan members to take off their black Younger members of the host the ceremony was for one person or a scarves and paint. This wipes away clan and moiety serve the guests. child. the ______and Members of the guest clan may If another clan member died, ______. dance or sing to show their thanks. and another ceremony is planned When the ______In Tlingit, they say “Gunalchéesh for the same clan later in the same part of the ceremony is over, the ho ho,” meaning “Thank you very year, some ______ceremony becomes happier. The host much.” This means that the guests are songs are left unfinished. The clan prepares fire bowls. The fire totally satisfied. songs are finished during the bowls are filled with gifts. The names The host clan then gives goods ______ceremony of the ancestors are called before to the guests. The naa káani holds of the year, for that clan. The guest the fire bowls are given out. The up bowls of fruit. He calls the names clan listens during this part of the fire bowls are then given to selected of guests who were chosen by the ceremony. guests from the guest clan who host clan. Each guest says, “Here!” Next, the clan Elders of ______the grieving A member of the host clan puts the the guest clan offer words of family. bowl of fruit on the table in front ______. They A member of the guest of the guest called. The other guests sing their songs to remove clan shows photographs of the grab for the fruit from the bowl. This ______. They display ______to each of the is a fun time during the ceremony.

372 Sealaska Heritage Institute Reading and Writing: Sentence Completion

Often a second meal is sing and dance at this time to show the bowls. The money counters add served after the fruit has been their thanks. up the money. They give the total ______. The guests Next is the money bowl part of amount ______to may sing and dance during this time the ceremony. Members of the guest the naa káani. The naa káani calls to show their thanks. clan collect and count the money out the total amount of money given Next, men from the host given to the host clan. They sit at a by each moiety member. He also clan enter, carrying a large table at the front of the room. They calls out the total amount of money ______filled with have large money bowls in front of ______. berries. They sing a song as they them. First, members of the same At different times during a enter. The women of the clan follow moiety but from different clans ceremony, dances are performed. the men, singing the same song. The collect money from the members For example, a grandchild of the host clan serves the berries to the of the guest clan. The host moiety same moiety as the host clan does guests. members ______each a spirit dance behind a blanket. The host clan gives the guest person who ______The grandchild wears a special moiety gifts of traditional Native money. ______representing foods. They may give jars of fish, seal, Members of the host clan and the spirit. The dance tells a clan deer meat, berries, and jams. They the ______family story. At this stage in the ceremony, may also give store-bought foods. also ______those the host clan ceremonially “kills the If another meal is to be served, it who ______money. money.” The money is now dedicated is served at this time. The guests may Finally, they put their money into to the ______and to

Sealaska Heritage Institute 373 Reading and Writing: Sentence Completion

the ancestors. from clan ancestors. moiety can also respond. This After this, the money is A clan name can only be given provides balance to the ceremony. ______to all by the clan members of that clan. It is then time for the guests to members of the guest moiety. This may involve getting permission leave. The ceremony is over. All guest clan leaders get larger from the clan leader or grandparents. In 1885, The Canadian payments. Also, those who helped The naa káani holds the money on government banned ceremonies. with special tasks get larger the children’s foreheads. He calls The U.S. government banned payments. This would include pall out the names of the children. The ceremonies soon after. They thought bearers, grave diggers, cooks, night guests repeat the names. This is the ceremonies were a waste of watchers, hunters, fishermen, and done three times for each child. The time. They believed that too much singers. naa káani then gives the money to a currency and wealth was wasted After all of the food and goods person who witnessed the naming during a ceremony. have been ______, ceremony. The witness is responsible The ban was stopped in 1934 in the host clan leader may introduce for remembering the name and the U.S. and in 1951 in Canada. individuals from his clan to all of the naming ceremony. Non-clan the participants of the ceremony. members are adopted at this time. Newborn children of the host clan They are adopted in the same way as may also be introduced. The names of the newborns are named. the newborn children are called out The host clan may sing an exit at this time. The names are chosen song or make speeches. The guest

374 Sealaska Heritage Institute VOCABULARY PICTURES

Sealaska Heritage Institute 375 376 Sealaska Heritage Institute Sealaska Heritage Institute 377 CONTRIBUTE

378 Sealaska Heritage Institute Sealaska Heritage Institute 379 ACKNOWLEDGE

380 Sealaska Heritage Institute Sealaska Heritage Institute 381 CONTAINER

382 Sealaska Heritage Institute Sealaska Heritage Institute 383 DECEASED

384 Sealaska Heritage Institute Sealaska Heritage Institute 385 DISTRIBUTE

386 Sealaska Heritage Institute Sealaska Heritage Institute 387 FINAL

388 Sealaska Heritage Institute Sealaska Heritage Institute 389 GRIEF

390 Sealaska Heritage Institute Sealaska Heritage Institute 391 HEADDRESS

392 Sealaska Heritage Institute Sealaska Heritage Institute 393 MOURNING

394 Sealaska Heritage Institute Sealaska Heritage Institute 395 SUPPORT

396 Sealaska Heritage Institute Sealaska Heritage Institute 397 HATS

398 Sealaska Heritage Institute Sealaska Heritage Institute 399 400 Sealaska Heritage Institute UNIT 9

Nave Arts The Alaska Native Claims Settlement Act: Relationship with the Environment

OVER TIME, THE NATIVE PEOPLES of suede. Hooded capes were made from bird Southeast Alaska developed sophisticated skins. art forms. Even many tools that were used One of the most famous art forms is every day were decorated with art forms. the Chilkat robe. The robes are made from Stories, songs, and drama were also impor- mountain goat wool, cedar bark, and dyes. tant art forms. Each robe shows a clan crest. It can take The traditional regalia of the South- from one to five years to make a Chilkat east Natives can show power, wealth, and robe. Chilkat robes almost became an lineage. Native peoples respect the oppo- extinct art form in the twentieth century. site clan and their ancestors in the making However, today there are several weavers and handling of the regalia. Importance is who make Chilkat regalia. placed on the maker of the regalia. Mem- Raven’s Tail robes are also made today. bers of the opposite clan are asked to make They were not made for almost two hun- the regalia. Regalia in Native culture are an dred years. Weavers also make leggings, acknowledgment of all ancestors who came medicine bags, dance purses, dance aprons, before. tunics, and shirts. in much the same way as the Chilkat robe. Fur capes and shirts of deer or seal skin Button blankets are more common Clan hats are one of the most im- were worn. The most valuable furs used for than the Chilkat and Raven’s Tail robes. portant Native art forms. They are often clothing were sea otter, wolf, beaver, mar- These blankets are often decorated with brought out during ceremonies. They can mot, and especially marten. For the win- clan crests. These blankets are worn to dis- be decorated with paint, abalone shell, ter, trousers and jackets were made from play lineage and clan crests at ceremonies, mother-of-pearl, sea-lion whiskers, and

402 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Relationship with the Environment ermine. Traditional ornaments included bone hair pins, ear and nose piercings, bracelets, face paint, and tattoos. Dentalium shells, bone, and shark’s teeth were used to make the ornaments. Wealthy people had copper rings, bracelets, and necklaces. Shamans would often wear pendants made from bears’ teeth. Some women also wore a labret in their lower lips. This was a wood, bone, or stone plug. The size of the labret was based on the age of the women. A plug could be over three inches in size for an dugout canoes. They had the best red cedar Most Native objects were carved from elderly woman. Slaves were not allowed to trees. Cottonwood was used for making wood. Wood was the most available natu- wear labrets. small dugout canoes. Large canoes often ral resource. Other materials such as horn, Dugout canoes were made from spruce had a carved figure at the front. Some copper, and later silver were also decorated and cedar logs. Red cedar was the favorite figures were painted with crests. A water- with carved figures. Southeast Natives tree for dugout canoes. These canoes were proof paint was made by mixing minerals, traded for argillite with British Columbia used for trading, hunting, fishing, and salmon eggs, and chewed spruce gum. This tribes. Since contact, paper, canvas, glass, warfare. The canoes could be up to sixty paint was put on a boat with a bear- or and precious metals have also been used feet long. The Haidas made the largest porcupine- hair brush. for different art forms.

Sealaska Heritage Institute 403 The Alaska Native Claims Settlement Act: Relationship with the Environment

Traditionally, the tools used by Native clan crests. people were also works of art. These tools Totem poles are used to tell a story, included stone adzes and axes, drills, and legend, event, tradition, or lineage. Totems carving knives made from stone, bone, or could also be made for the birth of a child shell. or the death of a clan leader. The carvings Native masks, rattles, and other re- on totem poles are usually animals—a bear, galia were decorated to illustrate lineage eagle, or killer whale, for example. Hu- and clan history. The most lavishly carved mans can also be carved into a totem pole. eating utensils and bowls were saved for To understand the meaning of a totem ceremonies. Those used for everyday meals pole, one would have to ask the person had simple decorations. who wanted it carved. Early missionaries Carved boxes stored food supplies and thought the totem poles were bad. They ceremonial clothing. The bentwood box is had many of the totem poles destroyed. one type of box. To make a bentwood box, Other hand-made things found in a for siding. Often the support posts were the wood is steamed and then shaped into clan house were wooden plates, dishes, carved. The entrances to the clan houses a box. Boxes were also used for cooking. cups, bowls, ladles, scoops, and spoons of were sometimes made through the shape of They did this by dropping hot stones into a wood and horn. Many of these things were a carved or painted animal. box filled with water. decorated with designs and mother-of- Within the traditional Southeast clan Huge screens, used to divide the living pearl, animals’ teeth and shells. home, there would be mats of grass or quarters within a house, were also carved. A clan house was made with four cedar bark, and blankets of animal skins, as Often these screens were decorated with spruce support posts and hemlock planks well as boxes and baskets.

404 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Relationship with the Environment

To this day, Native baskets are made tional stories of migration and creation. from spruce roots, bear grass, and dyed Speeches and songs are important to bear grass. They are so well made that you the Natives of Southeast Alaska. Good cannot see the weaving on the inside of orators are highly respected. Tradition- the baskets. The baskets were also used in ally, good orators would be invited to go ceremonies. Some baskets held food for the to other kwáans to make speeches or sing feasts. The baskets had different designs. songs. They were paid for doing this. Rock carvings are fairly common in Dances were and are popular among coastal Alaska. These are called petro- the Native peoples of Southeast Alaska. glyphs. Rock is harder to carve than wood. Rattles and clappers were often used dur- The petroglyphs were crude compared to ing the dances to beckon spirits. Painted had both carvings and paintings. Black wooden carvings. The drawings usually boxes that had pebbles inside were used and red were popular colors in Southeast show clan crests. They served as markers to as drums. People danced at ceremonies. Native art. Weapons, houses, canoes, and show clan ownership of land or sites. When a person danced, his movements masks were covered with drawings and In Southeast Native art, many of the had to be exactly right. carvings. designs can only be used by certain fami- Art is another important part Native In the On Your Knees cave on Prince of lies or lineages or with the permission of cultures in Southeast Alaska. Many of these Wales Island, the bones of a young Native the families or lineages. art forms show eyes, skeletons, animals, man who died more than 10,000 years ago Southeast Natives have many stories. birds, fish, people, and legendary charac- were found. Many beautiful stone tools Raven, Thunderbird, animals, and people ters. These drawings were often painted on were also found. One tool found in the can be found in the stories. There are tradi- or carved into different things. Some things cave was made 10,300 years ago.

Sealaska Heritage Institute 405 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

ARTART HASHAS LONG BEEN an integral part of life for Southeast AlAlaskaaska NNatives. The abundance of food and natural resources in SoSoutheastu Alaska allowed for the development of highly Key Vocabulary sophisticatedsoph art forms. While there are variations among the different tribes, many of the Native art forms are similar.sim In some cases, designs and traditions were sophisticated borrowedb from other groups. Art played varied roles in lineage traditionaltr Native cultures. Art was used to represent extinct wealth,w lineages, legends, stories, and other important decorated aspectsa of life. Today, many of the traditional art forms ornaments area maintained; many for commercial purposes. adze labret GrabberGr : Show the students a potato. Tell them that you design wantwan to peel it. Have them suggest what tools might be orators usedusedf foro this process. Lead the students to suggest a peeler— utensils show an example. Use this as an example of necessity leading to invention. Relate this to the development of Native tools, noting the necessities that led to their development and the availability of raw materials for their production. The Alaska Native Claims Settlement Act: Background and Place-Based Activities

t)BWFFBDITUVEFOUJEFOUJGZBDPOUFNQPSBSZUPPMćFTUVEFOUTTIPVMESFTFBSDIUIF origin of each tool, who invented it, and when. When finished, have the students share their findings.

t*OWJUFBSFTPVSDFQFSTPOUPNBLFBQSFTFOUBUJPOUPUIFTUVEFOUTBCPVUUIFQSPEVDUJPO of traditional Native tools. Arrange the presentation well in advance so that concrete materials can be collected to enhance the presentation.

t*GBDUVBMTBNQMFTPG/BUJWFBSUBSFBWBJMBCMF TIBSFUIFNXJUIUIFTUVEFOUTćJTNJHIU include baskets, tools, drawings, paintings, and carvings. Have the students note the materials used to make the different items.

t)BWFUIFTUVEFOUTSFTFBSDIBSUGPSNTGSPNPUIFSDVMUVSFTJOIBSTIFSDMJNFTUIBO4PVUIFBTU"MBTLB6TFUIJTUPFYQMPSFUIF factors that allowed Southeast Natives to create such intricate art forms. Have the students determine the role played by the fine arts in a society.

t3FBEUIFUFYUGSPNUIFCFHJOOJOHPGUIJTVOJUXJUIUIFTUVEFOUT%JTDVTTUIFJOGPSNBUJPODPOUBJOFEJOUIFTFMFDUJPOXJUI them. Have the students take turns reading the content of the text.

The Alaska Native Claims Settlement Act: Background and Place-Based Activities

SOPHISTICATED LINEAGE EXTINCT DECORATED

Show the students the picture Have individuals name their Show the students the picture Collect a few plates and of the typewriter and the parents, grandparents, and from this unit for extinct. Have dishes with distinct patterns. computer at the back of this so on. Use this to represent the students suggest what art Share them with the students. unit. Have them contrast the lineage—show the picture from forms might be made from the Show the basket picture for two—use the computer to this unit for lineage. mastodon tusks. If a sample “decorated” from this unit. introduce “sophisticated” when is available, show it to the Have the students suggest other contrasted with the typewriter. students. things that are decorated. Use the halibut hook as a sample of a sophisticated Native tool.

408 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Background and Place-Based Activities

ORNAMENTS LABRET ADZE UTENSIL

Collect samples of common Show the picture for “labret” Show the picture from this unit Show a knife, fork, and spoon. jewelry. Lead the students to when introducing ornaments that shows the adzes. Looking Have the students imagine suggest why people wear such to the students. If available, at the picture, have the students what types of utensils would ornaments. Show the picture show pictures of other types of suggest their uses. Have have been used traditionally. for “ornaments” from this unit. labrets from different cultures. them imagine what the adzes Have the students suggest the Show the labret picture as an would have been made out of materials used for the utensils. example of another ornament. traditionally.

Sealaska Heritage Institute 409 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

DESIGNS ORATOR Did you know?

Collect clothing samples, Show the students the picture dishes, etc. that have designs. of Martin Luther King, Jr., at Have the students compare and the back of this unit. Determine contrast the designs. Show the their knowledge of his input picture for “designs” from this into the civil rights movement, unit. in particular, his strong abilities as an orator. Relate the role of orator to Native cultures. Sealaska Heritage Instute is a great resource for historical photos and documents related to Tlingit, Haida, and Tsimshian cultures. Go to www.sealaskaheritage.org/collecons to search our archival catalog or to view photos in our “digital collecons” secon. Above: Photograph postcard inscribed “Nave Alaska Baskets” by P.E. Kern, Skagway, Alaska, circa 1900.

410 Sealaska Heritage Institute Language and Skills Development

LISTENING Turn and Face Whisper Mount the vocabulary pictures on the walls and board. Group Mount the vocabulary illustrations on the chalkboard. Group the stu- the stu dents together in the center of the classroom. Say one of dents into two teams. Whisper a vocabulary word to the first player in the vo cabulary words and the students should turn to face the each team. When you say “Go,” the first player in each team must then picture for the word you said. Depending upon the size of your whisper the same word to the next player in his/her team. The play- class, this ac tivity may be done in small groups. This activity ers should continue whis pering the vocabulary word in this way until may also be done in team form. In this case, have a player from the last player in a team hears the word. When the last player in a team each team stand in the center of the classroom. When a player hears the word, he/she must rush to the chalkboard and point to the faces the wrong di rection (i.e., the wrong picture), he/she is illustration for the word. The first player to do this correctly wins the “out” until a later round of the ac tivity. Repeat until all players round. Repeat until all players have had an opportunity to identify a vo- have had an opportunity to participate. cabulary illustration in this way. When a player has iden tified a vocabulary illustration, he/she should rejoin the front of his/her team. Picture Hold Up Before the activity begins, prepare a stencil that contains small Illustration Hold Up versions of the vocabulary pictures. Provide each student with Before the activity begins, prepare a page which contains small a copy of the stencil. The students should cut the pictures from versions of the vocabulary illustrations. Provide each student with a their copies of the stencil. When the students’ pictures are cut copy of the page. The students should cut out the illustrations. Say a out, say a vocabulary word. Each student should then hold up vocabulary word. Each student should then hold up the illustration for the picture for the vocabulary word that you said. Repeat this the vocabulary word that you said. Repeat this process until all of the process until all of the pictures/vocabulary words have been illustrations/vocabulary words have been used in this way. used in this way.

Sealaska Heritage Institute 411 Language and Skills Development

SPEAKING Right or Wrong? High Card Draw Mount the vocabulary pictures on the board. Point to one of Give each student in the class a card from a deck of playing the pictures and say its vocabulary word. The students should cards. Mount the vocabulary pictures on the board and number repeat the vocabu lary word for that picture. However, when each one. Call two students’ names. Those two students should you point to a picture and say an incorrect vocabulary word for show their cards. The student who has the highest card (aces it, the students should remain silent. Repeat this process until can be high or low) should then say a complete sentence about the stu dents have re sponded a number of times to the diff erent a vocabulary picture you point to. The students may exchange vocabulary pictures. playing cards periodi cally during the activity. Repeat until many students have re sponded. Hand Tag Group the students in a circle on the floor. Have the students High Roller place their hands on the floor, palms down. Stand in the center Give a die to each of two students. When you say “Go,” the of the circle with the vocabulary picture and a flashlight. The students should roll their dice. The student who rolls the high- object of the ac tivity is to attempt to tag a student’s hand or est number on his/her die must then say a complete sentence hands with the light of the flashlight. The students must pull about a vocabulary picture that you show. Repeat this process their hands from the circle when they think they are about to until many students have responded with sentences of their be tagged. When you eventually tag a stu dent’s hand or hands, own. he/she must then say a complete sentence using the word for a vocabulary picture that you show. Repeat this process until many students have re sponded.

412 Sealaska Heritage Institute Language and Skills Development

READING Funny Face Sentence Completion Have two students stand, facing one another. The object of the Provide each student with a copy of the sentence completion ac tivity is for the students to look at each other without laugh- version of the story. The students should read the text and say ing. The first student to laugh must identify a sight word for a the missing words. When finished, review the students’ work. graphic that you show. If both students laugh at the same time, then call upon each student to identify a sight word. Repeat Letter Encode with other pairs of students until all students have participated. Give the students their cut out letters, prepared earlier in this program. Show a vocabulary picture. The students should use Flipped Out their letters to spell the word for that picture. Repeat, using Mount the sight word cards on the chalkboard. Give each the remaining pictures from this unit. You may wish to show stu dent a penny. Keep one penny for yourself. The students pictures from other units to review their spellings. should carefully toss their pennies into the air. Toss your penny into the air at the same time. Call the side of your coin that is showing (heads or tails). The students who have the same side of coin showing must stand and point to sight words for pictures you show. Repeat.

Sealaska Heritage Institute 413 Language and Skills Development

WRITING Alphabet Code Sentence Completion Assign a number to each letter of the alphabet. Write the letters Give each student a copy of the sentence completion version of across the top of the chalkboard, and write the numbers for the text from this unit. The students should write in the missing them underneath (one number for each letter). Provide each words. Afterward, review the students’ work. student with writing paper and a pen. Spell one of the sight words, using the numbers for the letters rather than the letters Syllable Time themselves. The students should write the numbers you say on Provide each student with writing paper and a pen. Say a their sheets of paper. Then, when the word has been spelled in syllable that is found in one of the sight words. Each student this way, each student should write the word you spelled, using should then write the sight word that contains that syllable. the letters for the numbers dictated. De pending upon the syllable that you say, more than one sight word may be cor rect. Repeat this process with other syllables. Descriptions Afterwards, review the students’ responses. Place an art form at the front of the room. Provide the students with writing paper and pens. Each student should then describe the appearance/uses etc. of the art form. When completed, have each student read his/her writing to the others.

414 Sealaska Heritage Institute Reading and Writing: Sentence Completion

OVER TIME, THE NATIVE PEO- skins. Chilkat robe. PLES of Southeast Alaska developed One of the most famous art forms Clan hats are one of the most im- ______art forms. Even is the Chilkat robe. The robes are made portant Native art forms. They are often many tools that were used every day were from mountain goat wool, cedar bark, brought out during ceremonies. They can ______with art forms. Sto- and dyes. Each robe shows a clan crest. It be ______with paint, aba- ries, songs, and drama were also important can take from one to five years to make a lone shell, mother-of-pearl, sea-lion whis- art forms. Chilkat robe. Chilkat robes almost became kers, and ermine. The traditional regalia of the South- an ______art form in the Traditional ______east Natives can show power, wealth, and twentieth century. However, today there included bone hair pins, ear and nose ______. Native peoples re- are several weavers who make Chilkat piercings, bracelets, face paint, and tat- spect the opposite clan and their ancestors regalia. toos. Dentalium shells, bone, and in the making and handling of the regalia. Raven’s Tail robes are also made today. shark’s teeth were used to make the Importance is placed on the maker of the They were not made for almost two hun- ______. Wealthy people regalia. Members of the opposite clan are dred years. Weavers also make leggings, had copper rings, bracelets, and necklaces. asked to make the regalia. Regalia in Na- medicine bags, dance purses, dance aprons, Shamans would often wear pendants made tive culture are an acknowledgment of all tunics, and shirts. from bears’ teeth. Some women also wore ancestors who came before. Button blankets are more com- a ______in their lower Fur capes and shirts of deer or seal skin mon than the Chilkat and Raven’s lips. This was a wood, bone, or stone plug. were worn. The most valuable furs used for Tail robes. These blankets are often The size of the ______was clothing were sea otter, wolf, beaver, mar- ______with clan crests. based on the age of the women. A plug mot, and especially marten. For the win- These blankets are worn to display could be over three inches in size for an ter, trousers and jackets were made from ______and clan crests at elderly woman. Slaves were not allowed to suede. Hooded capes were made from bird ceremonies, in much the same way as the wear ______.

Sealaska Heritage Institute 415 Reading and Writing: Sentence Completion

Dugout canoes were made from spruce also been used for different art forms. ______with clan crests. and cedar logs. Red cedar was the favorite Traditionally, the tools used by Native Totem poles are used to tell a tree for dugout canoes. These canoes were people were also works of art. These tools story, legend, event, tradition, or used for trading, hunting, fishing, and included stone ______and ______. Totems could also warfare. The canoes could be up to sixty axes, drills, and carving knives made from be made for the birth of a child or the feet long. The Haidas made the largest stone, bone, or shell. death of a clan leader. The carvings on to- dugout canoes. They had the best red cedar Native masks, rattles, and other re- tem poles are usually animals—a ear, eagle, trees. Cottonwood was used for making galia were ______to il- or killer whale, for example. Humans can small dugout canoes. Large canoes often lustrate ______and clan also be carved into a totem pole. To un- had a carved figure at the front. Some history. The most lavishly carved eating derstand the meaning of a totem pole, one figures were painted with crests. A water- ______and bowls were would have to ask the person who wanted proof paint was made by mixing minerals, saved for ceremonies. Those used for ev- it carved. Early missionaries thought the salmon eggs, and chewed spruce gum. This eryday meals had simple decorations. totem poles were bad. They had many of paint was put on a boat with a bear- or Carved boxes stored food supplies and the totem poles destroyed. porcupine- hair brush. ceremonial clothing. The bentwood box is Other hand-made things found Most Native objects were carved one type of box. To make a bentwood box, in a clan house were wooden plates, from wood. Wood was the most available the wood is steamed and then shaped into dishes, cups, bowls, ladles, scoops, and natural resource. Other materials such as a box. Boxes were also used for cooking. spoons of wood and horn. Many of these horn, copper, and later silver were also They did this by dropping hot stones into a things were ______with ______with carved figures. box filled with water. ______and mother-of- Southeast Natives traded for argillite with Huge screens, used to divide the pearl, animals’ teeth and shells. British Columbia tribes. Since contact, pa- living quarters within a house, were A clan house was made with four per, canvas, glass, and precious metals have also carved. Often these screens were spruce support posts and hemlock planks

416 Sealaska Heritage Institute Reading and Writing: Sentence Completion

for siding. Often the support posts were In Southeast Native art, many of the had to be exactly right. carved. The entrances to the clan houses ______can only be used by Art is another important part Native were sometimes made through the shape of certain families or ______s cultures in Southeast Alaska. Many of these a carved or painted animal. or with the permission of the families or art forms show eyes, skeletons, animals, Within the traditional Southeast clan ______. birds, fish, people, and legendary charac- home, there would be mats of grass or Southeast Natives have many stories. ters. These drawings were often painted on cedar bark, and blankets of animal skins, as Raven, Thunderbird, animals, and people or carved into different things. Some things well as boxes and baskets. can be found in the stories. There are tradi- had both carvings and paintings. Black To this day, Native baskets are made tional stories of migration and creation. and red were popular colors in Southeast from spruce roots, bear grass, and dyed Speeches and songs are impor- Native art. Weapons, houses, canoes, and bear grass. They are so well made that you tant to the Natives of Southeast Alas- masks were covered with drawings and cannot see the weaving on the inside of ka. Good ______are carvings. the baskets. The baskets were also used highly respected. Traditionally, good In the On Your Knees cave on Prince of in ceremonies. Some baskets held food ______would be invited Wales Island, the bones of a young Native for the feasts. The baskets had different to go to other kwáans to make speeches or man who died more than 10,000 years ago ______. sing songs. They were paid for doing this. were found. Many beautiful stone tools Rock carvings are fairly common in Dances were and are popular among were also found. One tool found in the coastal Alaska. These are called petro- the Native peoples of Southeast Alaska. cave was made 10,300 years ago. glyphs. Rock is harder to carve than wood. Rattles and clappers were often used dur- The petroglyphs were crude compared to ing the dances to beckon spirits. Painted wooden carvings. The drawings usually boxes that had pebbles inside were used show clan crests. They served as markers to as drums. People danced at ceremonies. show clan ownership of land or sites. When a person danced, his movements

Sealaska Heritage Institute 417 418 Sealaska Heritage Institute VOCABULARY PICTURES

Sealaska Heritage Institute 419 420 Sealaska Heritage Institute Sealaska Heritage Institute 421 ADZE

422 Sealaska Heritage Institute Sealaska Heritage Institute 423 DECORATED

424 Sealaska Heritage Institute Sealaska Heritage Institute 425 DESIGNS

426 Sealaska Heritage Institute Sealaska Heritage Institute 427 EXTINCT

428 Sealaska Heritage Institute Sealaska Heritage Institute 429 LABRET

430 Sealaska Heritage Institute Sealaska Heritage Institute 431 LINEAGE

432 Sealaska Heritage Institute Sealaska Heritage Institute 433 ORATOR

434 Sealaska Heritage Institute Sealaska Heritage Institute 435 ORNAMENTS

436 Sealaska Heritage Institute Sealaska Heritage Institute 437 UTENSIL

438 Sealaska Heritage Institute Sealaska Heritage Institute 439 SOPHISTICATED

440 Sealaska Heritage Institute Sealaska Heritage Institute 441 TYPEWRITER

442 Sealaska Heritage Institute Sealaska Heritage Institute 443 COMPUTER

444 Sealaska Heritage Institute Sealaska Heritage Institute 445 MARTIN LUTHER KING

446 Sealaska Heritage Institute Sealaska Heritage Institute 447 448 Sealaska Heritage Institute UNIT 10

Tradional Shelters The Alaska Native Claims Settlement Act: Relationship with the Environment

IN SOUTHEAST ALASKA, Native settlements were composed of houses that stretched along the shore of a bay or river. The houses always faced the water. Some homes had facades. Many of the facades were striking in appearance. Many of the facades were decorated. Small settlements had four or five houses with under one-hundred people. Large settlements had up to twenty-five houses and about a thousand people. The Native people lived in these settlements during the winter. Many Native settlements had steam baths. In the summer, during fishing season, the people made temporary camps. In these camps they used cabins, huts, sheds, and smokehouses. The cabins were made ments were rectangular. Different tribes boards. Four posts supported the home of poles and cedar bark. had different styles of homes. These inside. Four posts supported the home The winter clan homes in the settle- rectangular homes were made of thick outside. The door hole was covered by a

450 Sealaska Heritage Institute How did the movement from clan houses to The Alaska Native Claims Settlement Act: individual homes affect Native Relationship with the Environment cultures? skin or mat. Some homes had doors with homes, the fire and stone oil lamps pro- wooden latches. vided light. Inside a clan home was a rectangular If too many people lived in a clan pit. In the center of the pit was a hearth. house or if they did not get along, a new In the ceiling above the hearth was a hole. house would be built. The new house got This hole let the smoke from the hearth its own name. Usually the name of the go outside. new house was connected to the name of People had their own fires for cook- the old house. In this way, some people ing. Fifty to one hundred people would could say they are from two or more live in one clan house. At least three gen- houses. erations lived in a clan house. house.house Slaves slept by the doordoor. The Sometimes people had to leave a There were plank beds for sleeping. houses had no windows. Big things, like house or the house was destroyed. In The beds were along the walls. The head fishing gear, were stored in the rafters. this case, the name of the house was still of the household slept at the back of the The facade and partitions within the the property of the house members, the house. houses were decorated. They were deco- matrilineal descendants, and the clan. Large carved boxes were used to rated with paintings. The corner posts If the members agreed, the house store clan regalia and ceremonial objects. were often carved. name could be given to a new house. Storage rooms were along the sides of the Each house had its own name. This Each house had its own crest. The house rectangular clan homes. could be Large House, Valley House, crests were inherited from the people’s People slept along the sides of the Killer Whale House, and so on. Inside the ancestors.

Sealaska Heritage Institute 451 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

FOR GENERATIONS,GENE THE NATIVE PEOPLES of SSoutheastoutheast Alaska lived in communal clan houses. These hhousesouses wweree the social centers of the communities and Key Vocabulary intrinsicintrinsicallya tied to the people, their ancestors, and ttheirheir heritage.her Early missionaries and government rrepresentativesepresen failed to appreciate the importance settlement of the clancl houses to the Native cultures. The break facades ddownown ofo the clan house system signaled major temporary cchangeshange to the Native cultures of Southeast Alaska. rectangular styles GrabberGrabb : Collect items that can be associated with hearth the roomsro of a house. Have the students identify plank thethemm and match the items with their appropriate rafters rrooms.oom Then, have the students imagine a house matrilineal wwithith one room. Lead the students to understand destroyed tthatha all of the materials could still be used in the hhome,om but in areas rather than rooms. Use this to lleadea into the clan houses used by the Natives of SoSoutheast Alaska. The Alaska Native Claims Settlement Act: Background and Place-Based Activities

t6TFBTIFFUPGUBHCPBSEUPSFQSFTFOUBDMBOIPVTF*EFOUJGZUIFQBSUTBOEBSFBTPGUIFIPVTF PGUIFIPVTF using a felt marker. Show the students a picture of the interior of a clan house fromrom the back of this unit. Have them note the regalia and furnishings in the home.

t1SPWJEFUIFTUVEFOUTXJUIXSJUJOHQBQFSBOEQFOT&BDITUVEFOUTIPVMEUIFOXSJUFBXSJUFB diary page as to what it would be like to move from a large, communal home intoto a single-family home. This should include physical and social changes for the traditionalditional society. When the students have completed their writings, have them share theirr workwork with one another.

t)BWFUIFTUVEFOUTEPPOMJOFSFTFBSDISFMBUFEUPGPSNTPGIPVTJOHGSPNPUIFS cultures. Each student should select one culture to research. When completed, havehave each student share his/her findings with the rest of the class.

t*GQPQTJDMFTUJDLTBSFBWBJMBCMF IBWFUIFTUVEFOUTNBLFNPEFMTPGDMBOIPVTFT They can glue the sticks together to create the shape of the houses. Afterward, they can decorate the façades with colored markers.

t3FBEUIFUFYUGSPNUIFCFHJOOJOHPGUIJTVOJUXJUIUIFTUVEFOUT%JTDVTTUIF information contained in the selection with them. Have the students take turns reading the content of the text. The Alaska Native Claims Settlement Act: Background and Place-Based Activities

DESTROYED FACADES HEARTH MATRILINEAL

Show the students the picture Show the students the non- Show the students some pieces If a set of dolls is available, use for “destroyed” from this unit. Native buildings with facades. of kindling wood, and call upon it to represent a matrilineal Have the students suggest what 3FMBUFUIFTFGBDBEFTUPUIFJS them to suggest its use. Lead lineage. Outline examples on destroyed the house. Lead them Native counterparts. Show the this into the making of a fire, the board of the matrilineal to understand that the damage picture for “facades” from this particularly in a hearth of a clan lineage of a couple of local was done by an earthquake. unit to the students. house. Show the picture from families. Cite other destructive forces. this unit.

454 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Background and Place-Based Activities

PLANKS RAFTERS RECTANGULAR SETTLEMENT

Show the picture of the inside Cut a cardboard box to Have the students identify Show the students the pictures of a clan house from the back represent a model of a house. items in the classroom that are from this unit for “settlement” of this unit. Have the students Use rulers or other sticks to rectangular in shape. and “temporary”. Have the note the floor planks and wall create rafters in the cardboard students contrast the two planks in the clan house. Have house. Show the picture from pictures. They should suggest the students suggest other this unit. how living in a settlement places where planks may be would be different from life in a found. temporary camp.

Sealaska Heritage Institute 455 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

TEMPORARY STYLES Did you know?

Show the students the pictures Show the students the picture from this unit for “settlement” for “houses” at the back of and “temporary”. Have the this unit. Have the students students contrast the two compare and contrast the styles pictures. They should suggest PGIPVTFTTIPXO3FMBUFUIJTUP how living in a settlement the styles of building, e.g. in the would be different from life in a picture for this unit. temporary camp. Sealaska Heritage Instute is a great resource for historical photos and documents related to Tlingit, Haida, and Tsimshian cultures. Go to www.sealaskaheritage.org/collecons to search our archival catalog or to view photos in our “digital collecons” secon. Above: Cabinet card photograph showing a Wrangell Tlingit grave marker, circa 1880s.

456 Sealaska Heritage Institute Language and Skills Development

LISTENING Flashlight Find Picture Hold Up Mount the math BeforeB the activity begins, prepare a stencil that contains small versions vocabulary pictures oof the vocabulary pictures. Provide each student with a copy of the sten- on the walls, board cil.c The students should cut the pictures from their copies of the stencil. and win dows. Have WhenW the students’ pictures are cut out, say a vocabulary word. Each a student stand in students should then hold up the picture for the vocabulary word that the center of the ZPVTBJE3FQFBUUIJTQSPDFTTVOUJMBMMPGUIFQJDUVSFTWPDBCVMZ BSZXPSET classroom with a hhave been used in this way. flashlight. Say one of the vocabulary words and the Clan House Toss PrepareP an outline of a clan house on 81/2 by 11 inch paper. Give a stu- student must find ddent a beanbag. The student should toss the beanbag towards the house; the picture for the vo cabulary word you said using the light of if it misses, say a word and have the student find its picture. If it lands in the flashlight. This activity may also be conducted in teams. UIFIPVTF UIFTUVEFOUNBZQBTT3FQFBU In this case, have two flashlights available. Have a player from each team stand in the center of the classroom. When you say the vocabulary word, each player must attempt to find the correct picture with the light of his/her flashlight. The first player to correctly identify the picture for the vocabulary word ZPVTBJEXJOTUIFSPVOE3FQFBUVOUJMBMMQMBZFSTIBWFQMBZFE

Sealaska Heritage Institute 457 Language and Skills Development

SPEAKING The Disappearing Pictures Wild Balloon Mount five or six pictures on the board, vertically. Point to the Before the activity begins, obtain a large balloon. Stand in front picture at the top and tell the students to name it. Continue in of the students and inflate the balloon. Have the vocabulary this way until the students have named all of the pictures from pictures mounted on the board. Hold the end of the balloon top to bottom. Then, remove the last picture and re peat this closed. Then, re lease the balloon. When the balloon lands, the process—the students should say all of the vocabulary words, student closest to it should say a complete sentence about a including the name for the “missing” picture. Then, re move an- WPDBCVMBSZQJDUVSFZPVQPJOUUP3FQFBUUIJTQSPDFTTVOUJMNBOZ other picture from the board and have the stu dents repeat this students have responded. process. Continue in this way un til the students are say ing all of the vocabulary words from a blank board or until the students cannot remember the “missing pictures.” High Roller Give a die to each of two students. When you say “Go,” the students should roll their dice. The student who rolls the high- Make a change est number on his/her die must then say a complete sentence Say a sentence that contains one or more of the vocabulary BCPVUBWPDBCVMBSZQJDUVSFUIBUZPVTIPX3FQFBUUIJTQSPDFTT words. Call upon a student to repeat the sentence, making ONE until many students have responded with sentences of their change in it. The student may add a word to the sentence, delete own. a word, change the tense, etc. Then, call upon another student to make another change in the sentence. Continue in this way until as many changes as possible have been made in the sentence. Begin each round with a new sentence.

458 Sealaska Heritage Institute Language and Skills Development

READING Circle of Words Letter Encode Before the activity begins, prepare a page that contains the Give the students their cut out letters, prepared earlier in this sight words. Provide each student with a copy of the page. The program. Show a vocabulary picture. The students should use students should cut the sight words from their pages. When UIFJSMFUUFSTUPTQFMMUIFXPSEGPSUIBUQJDUVSF3FQFBU VTJOH a student has cut out the sight words, he/she should lay them the remaining pictures from this unit. You may wish to show on his/her desk in a circle. Then, each student should place a pictures from other units to review their spellings. pen or pencil in the center of the circle of sight word cards. Each student should spin the pen/pencil. Say a sight word. Any Funnel Words student or students whose pens/pencils are pointing to the Group the students into two teams. Give the first player in each sight word you said, should call “Bingo.” The student or stu- team a funnel. Mount the sight words on the walls, board, and dents should then remove those sight words from their desks. win dows, around the classroom. Say one of the sight words. Continue in this way until a student or students have no sight The students with the funnels must then look through them to words left on their desks. locate the sight word you named. The first student to do this DPSSFDUMZXJOTUIFSPVOE3FQFBUXJUIPUIFSQBJSTPGTUVEFOUT Sentence Completion until all players in each team have played. Provide each student with a copy of the sentence completion version of the story. The students should read the text and say the missing words. When finished, review the students’ work.

Sealaska Heritage Institute 459 Language and Skills Development

WRITING Mirror Writing Sentence Completion 2 Group the students into two teams. Have the first player from Write a number of sentence halves related to clan houses on each team stand in front of the board. Give each of the two individual sentence strips. These should include both the players a small, unbreakable mirror. Stand some distance beginning and ending halves of sentences. Mount the sentence behind the two play ers with pictures for the sight words. Hold halves on the chalkboard and number each one. Provide the up one of the pictures. When you say “Go,” the players must use students with writing paper and pens. Each student should then the mirrors to look over their shoulders to see the picture you complete ONE of the sentence halves in his/her own words, are holding. When a player sees the picture, he/she must write writing his/her part of the sen tence on the sheet of paper. the sight word for that picture on the board. The first player to When the students have completed their sentence halves, have EPUIJTDPSSFDUMZXJOTUIFSPVOE3FQFBUUIJTQSPDFTTVOUJMBMM a student read ONLY the sentence half he/she wrote. The other players in each team have had an opportunity to re spond. students must then attempt to identify the other half of the TFOUFODFPOUIFDIBMLCPBSE CZJUTOVNCFS 3FQFBUVOUJMBMMPG Sentence Completion the students have shared their sentence halves in this way. Give each student a copy of the sentence completion version of the text from this unit. The students should write in the missing words. Afterward, review the students’ work.

460 Sealaska Heritage Institute Reading and Writing: Sentence Completion

IN SOUTHEAST ALASKA, Native baths. a ______pit. ______were com- In the summer, during fish- In the center of the pit was a posed of houses that stretched along ing season, the people made ______. In the ceiling the shore of a bay or river. The houses ______camps. In these above the ______was a always faced the water. camps they used cabins, huts, sheds, hole. This hole let the smoke from the Some homes had and smokehouses. The cabins were ______go outside. ______. Many of the made of poles and cedar bark. People had their own fires for ______were strik- The winter clan homes in cooking. Fifty to one hundred people ing in appearance. Many of the the ______were would live in one clan house. At ______were deco- ______. Dif- least three generations lived in a clan rated. ferent tribes had different house. Small ______of homes. There were ______had four or five houses with un- These ______homes beds for sleeping. The beds were along der one-hundred people. Large were made of thick boards. Four posts the walls. The head of the household ______had up to supported the home inside. Four posts slept at the back of the house. twenty-five houses and about a supported the home outside. The door Large carved boxes were used thousand people. The Native people hole was covered by a skin or mat. to store clan regalia and ceremonial lived in these ______Some homes had doors with wooden objects. Storage rooms were along the during the winter. Many Native latches. sides of the ______had steam Inside a clan home was clan homes.

Sealaska Heritage Institute 461 Reading and Writing: Sentence Completion

People slept along the sides of the to the name of the old house. In this house. Slaves slept by the door. The way, some people could say they are houses had no windows. Big things, from two or more houses. like fishing gear, were stored in the Sometimes people had to ______. leave a house or the house was The ______and ______. In this case, partitions within the houses were the name of the house was still the decorated. They were decorated with property of the house members, the paintings. The corner posts were often ______descendants, carved. and the clan. Each house had its own name. If the members agreed, the house This could be Large House, Valley name could be given to a new house. House, Killer Whale House, and so Each house had its own crest. The on. Inside the homes, the fire and house crests were inherited from the stone oil lamps provided light. people’s ancestors. If too many people lived in a clan house or if they did not get along, a new house would be built. The new house got its own name. Usually the name of the new house was connected

462 Sealaska Heritage Institute VOCABULARY PICTURES

Sealaska Heritage Institute 463 464 Sealaska Heritage Institute Sealaska Heritage Institute 465 DESTROYED

466 Sealaska Heritage Institute Sealaska Heritage Institute 467 FACADES

468 Sealaska Heritage Institute Sealaska Heritage Institute 469 HEARTH

470 Sealaska Heritage Institute Sealaska Heritage Institute 471 MATRILINEAL

472 Sealaska Heritage Institute Sealaska Heritage Institute 473 PLANKS

474 Sealaska Heritage Institute Sealaska Heritage Institute 475 RAFTERS

476 Sealaska Heritage Institute Sealaska Heritage Institute 477 RECTANGULAR

478 Sealaska Heritage Institute Sealaska Heritage Institute 479 SETTLEMENT

480 Sealaska Heritage Institute Sealaska Heritage Institute 481 TEMPORARY

482 Sealaska Heritage Institute Sealaska Heritage Institute 483 STYLES

484 Sealaska Heritage Institute Sealaska Heritage Institute 485 CLAN HOUSE

486 Sealaska Heritage Institute Sealaska Heritage Institute 487 HOUSES

488 Sealaska Heritage Institute Sealaska Heritage Institute 489 490 Sealaska Heritage Institute UNIT 11

Contact The Alaska Native Claims Settlement Act: Relationship with the Environment

IT IS POSSIBLE THAT before the married Tlingit women and then traveled This would affect the Native peoples Europeans arrived in Southeast Alaska, south in canoes. They did not want to be of the Aleutians and Southeast Alaska the Tlingits may have met Chinese and hanged as traitors. There is proof that the in many ways. Between 1740 and 1800, Japanese sailors. A Japanese boat washed Russian sailors settled in the Klawock Russian fur traders explored Alaska. They up in the Aleutians in the late 1600s. area of Prince of Wales Island. Robert built trading posts. Some of the trading The first Europeans to reach Alaska Peratrovich was the leader of Klawock in posts became permanent settlements. were most likely Spanish. They sailed to the early 1900s. Peratrovich is a Russian Many Native people traveled from their Alaska in the 1500s. name. A Russian knife was found among traditional settlements to live closer to the Tsar Peter I of Russia wanted an Tlingit artifacts in Klawock. trading posts. expedition to travel to Alaska. In June of In November 1741, Bering’s ship was The Russians forced the Aleuts to 1741, Vitus Bering and Alexei Chirikov wrecked on an island called Bering Island. work for them as hunters for sea otters. sailed from Russia to Alaska. On July 15, Bering became sick and died. The survi- Many Aleuts were forced into slavery. Chirikov saw land. He probably saw the vors built a boat using the wood from the Most Russian explorers traveled to west coast of Prince of Wales Island. damaged ship. They sailed west for Russia. Southeast Alaska during the summer He sent fifteen men ashore to find They took lots of furs, including many sea months. During the summers, the Native fresh water. They were the first Europeans otter pelts, with them. peoples lived in their temporary settle- to land in Alaska. However, they never The Russians saw that the sea ot- ments. Only those Russians who stayed were seen again. The Tlingit people say ter pelts were the best in the world. This during the winter months saw the perma- that the sailors stayed with them. Life on caused the Russians to be more interested nent clan houses. They saw how organized the ship was cruel and hard. The sailors in Alaska. and clean the clan houses were. They also

492 Sealaska Heritage Institute What would education look like in Alaska today if the Russians The Alaska Native Claims Settlement Act: hadn’t sold Alaska Relationship with the Environment to America? saw the sophisticated Native art forms. In 1799, Baranov built a fort called In 1775, the Spanish sent ships to the Mikhailovsk, six miles north of where Northwest Coast of America and South- Sitka is today. Baranov bought the land east Alaska. They wanted to claim the from the Tlingits. In the Tlingit view, the land for Spain. They saw Tlingit peoples. Russians only owned the land the fort was They did not want to trade with the Na- on. They did not think that they had sold tives. On Baranov Island, the Spanish left all the land in the area of Mikhailovsk. In a large cross. This was their claim to the 1802, while Baranov was away, K’alyáan land. The Tlingit people dug up the cross. (also spelled Katlian), a war hero of the They attached the cross to a clan leader’s Kiks.ádi Tlingit, led an attack against house. Mikhailovsk. The Tlingits won the battle. In 1784, the Russians tried to open They destroyed Mikhailovsk. a trading post on Kodiak Island. The Baranov returned with a warship and Alutiiq people attacked the Russians. The bombardedb the Tlingit village. The Tlingit Russians killed hundreds of Alutiiq. villagev was totally destroyed. In 1790, Alexander Baranov was Baranov then built another settlement asked to run the Russian-American Com- called New Archangel. pany. This was a company that traded for BaranovBarano momoved ed to Kodiak Island. Island He built In 1804, there was another battle be- furs in Alaska. The Russian Tsar, Paul 1, a new permanent settlement that later tween the Tlingits and the Russians. The wanted the company to colonize Alaska. became the city of Kodiak. Russians won this battle. The Sitka-area

Sealaska Heritage Institute 493 The Alaska Native Claims Settlement Act: Relationship with the Environment

Tlingits were never totally conquered by the Russians. They fought with the Rus- sians until the 1850s. In 1808, New Archangel became the capital of Russian America. Today it is called Sitka. The Russians did not settle the Inte- rior of Alaska. They stayed in the coastal areas. By the 1830s, the Russian monopoly on trade was weakening. The Hudson’s Bay Company established trading posts in Southeast Alaska. The British-Canadian trading posts took trade away from the Russians. Many Americans began to travel to Alaska. They brought Baranov supplies. More supplies came from America than from Russia. As more and more Ameri- was beginning to lose its hold on the hold on the fur trade in Alaska. cans came to Alaska, they started to hunt fur trade in Alaska. In 1818 Baranov left Bartering was used between the and trap. The Russian-America Company Alaska. This further weakened Russia’s Aleuts and the Russians. The Aleuts gave

494 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Relationship with the Environment the Russians sea otter pelts. The Russians They translated the Russian Orthodox languages. Most permanent Russian gave the Aleuts food, tools, and trading bible into many Native languages. settlements had schools. By 1841, there beads. The Aleuts did not like the way Today there are about ninety Rus- were six schools with ten teachers and the Russians treated them. They revolted sian Orthodox churches in Alaska. The 146 students. Ten years later, there were against the Russians. The Russians de- churches are in the interior and coastal 512 students in the schools. The students stroyed the Aleut boats and hunting gear. areas of Alaska. The Russian Orthodox learned religion, Russian, geometry, This left the Aleuts with no way to hunt. church used the Native languages to get geography, history, and writing. Many Na- By 1799, eighty percent of the Aleut more people to join the church. Many tive students graduated from the schools. population was destroyed. Diseases killed books were printed in the Native languag- The graduates became successful sailors, many of the Aleuts. es of Alaska. This meant that many Native Russian-American Company managers, Between 1836 and 1840, half of the people were literate in both Russian and artists, and priests, to name a few. The Tlingit people in the Sitka area died from their Native languages. This presented the schools taught Native and non-Natives European diseases. The Native people had Native people with a new form of learn- together. Girls were encouraged to learn no way to fight the European diseases. ing that was very different from their oral as much as the boys. Many Aleut boys Russian Orthodox priests moved to traditions. were taken to Russia to learn Russian. Alaska. They did not like the cruel behav- The first Alaskan school opened When they returned, they became village ior of the Russian fur traders. Russian Or- on Kodiak Island in 1794. It was run leaders and translators for the Russian thodox priests traveled to the Interior of by priests from the Russian Orthodox traders in Alaska. When America bought Alaska and along the coastal areas. They Church. The Native children learned to Alaska from Russia, education in Alaska built churches in many different places. read and write Russian and the Alutiiq changed.

Sealaska Heritage Institute 495 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

FOR GENERATIONS, THE NATIVE PEOPLES of Southeast AlaAlaskas lived in unison with the environment and developed rrichich traditions. Land ownership was not viewed as an individual Key Vocabulary unundertaking;d land was owned by groups. Respect for the land was integralinte to the Native code of survival. Contact with Europeans foreverfor altered the Native lifestyles and introduced foreign concepts expedition ofof landl and natural resources management. While the Russians were survivors harshhar taskmasters, to say the least, they did not expect assimilation pelts of Native peoples into Western cultures. That concept appeared colonize withwi the Treaty of Cession and the governance of America. conquered monopoly bartering GrabberG : Before the lesson begins, collect a sample of plastic, glass, alaluminum, steel (if possible), and cement (if possible). Show the revolted iitems.t Lead the students to understand that in the early days, none translated oof these materials were available to the Native peoples of Southeast literate AAlaska. These materials became available, over time, due to contact withw the Europeans. Traditionally, the Natives used a wide variety oof materials available in their environment or obtained through tradingt and bartering. The Alaska Native Claims Settlement Act: Background and Place-Based Activities

t.PVOUBMBSHFTFDUJPOPGQBQFSPOUIFCPBSE%JWJEFUIFQBQFSJOIBMGXJUIBGFMUU marker. Identify one half of the paper for pre contact with Europeans and the otherher half for after contact with Europeans. Identify aspects of everyday life such as food,d, clothing, transportation, recreation, etc. Have the students suggest pre-contact samples. Then, have them suggest the changes that occurred as a result of contactt with the Europeans. Use this to highlight the dramatic changes in Native people’s lives as a result of contact with the European cultures.

t&BDITUVEFOUTIPVMEJEFOUJGZBDVMUVSBMHSPVQJOUIFXPSMEUIBUIBTVOEFSHPOF change due to cross-cultural interaction. The students should do online research into the cultural groups that they have chosen. Later, have the students share their findings.

t3FBEUIFUFYUBUUIFCFHJOOJOHPGUIJTVOJUXJUIUIFTUVEFOUT8IFOĕOJTIFE IBWFWF them imagine what education and life would be like in Alaska, had the Russians notnot sold it to the U.S. Contrast the Russian perspectives of culture and education with the assimilationistist aapproachpproach of the U.S.

The Alaska Native Claims Settlement Act: Background and Place-Based Activities

EXPEDITION SURVIVORS PELTS COLONIZE

Write the following on the board: Show the picture for survivors If a pelt sample is available, show it Mount a map of North America Baranof Island, Lisianski Inlet, from this unit. Have the students to the students. Introduce pelts as on the wall. Have the students Chichagof Island, and Stephens determine what might have being small animal hides. Have the identify areas of the country that Passage. Find these on a map happened to the people in the students suggest the types of pelts have been colonized by outsiders, of Southeast Alaska. Lead the picture. The picture shows found in Southeast Alaska. including Alaska. Have them students to understand that survivors of the Princess Kathleen suggest the criteria that must be in they are named after explorers that sank at Lena Point, near place for colonization to occur. who conducted expeditions into Juneau. Southeast Alaska.

498 Sealaska Heritage Institute The Alaska Native Claims Settlement Act: Background and Place-Based Activities

CONQUERED MONOPOLY BARTERING REVOLTED

Show the students the picture for On the board, write “Wien, Mark, If trade beads are available, share Show the picture for “revolted” “conquered” from this unit. This Reeve Aleutian, and Alaska”. them with the students. These from this unit. Have the students shows the conquered Japanese Lead the students to understand were used for bartering. Show a determine the meaning of the soldiers in the Aleutians during that these are/were airlines. bag of sugar and a pelt—use these picture. Cite other examples of World War II. Cite other examples Erase all but “Alaska” and add to demonstrate bartering. Cite revolts around the world. Have the of peoples who were conquered. the word “airlines”. Introduce the other products used for bartering. students suggest causes for revolts. monopoly that Alaska Airlines has on passenger jet service in Southeast Alaska. Relate this to the monopoly that the Russian- America Co. had on the fur trade in Southeast Alaska. Have students suggest the impact of monopolies.

Sealaska Heritage Institute 499 The Alaska Native Claims Settlement Act: Background and Place-Based Activities

TRANSLATED LITERATE Did you know?

If possible, show the students an Show a variety of books to item that has been translated—a the students. Use the books to book, a food container, etc. Have introduce the concept of literacy the students suggest things that and being literate. You may are translated. Lead them to wish to introduce the concept of understand that not all things illiterate as the opp osite of literate. translate well—give examples.

500 Sealaska Heritage Institute Language and Skills Development

LISTENING Picture Hold Up What’s the Answer? Before the activity begins, prepare a stencil that contains small Before the activity begins, develop questions related to the con cept versions of the vocabulary pictures. Provide each student with being studied. For each question, prepare three answers—only one of a copy of the stencil. The students should cut the pictures from which in each set is correct for the question asked. Ask the students the their copies of the stencil. When the students’ pictures are cut question and then read the three answers to them. The students should out, say a vocabulary word. Each student should then hold up show you (using their fingers or pre pared number cards) which answer the picture for the vocabulary word that you said. Repeat this is correct for the question asked. Repeat this process with other ques- process until all of the pictures/vocabulary words have been tions and an swers. used in this way. Half Match Knock Knees Cut all of the vocabulary pictures in half. Mix all of the halves together Mount the vocabulary pictures on the board. Group the stu- and give them to the students. Say a sentence, leaving out the key word. dents into two teams. Give a small, hard ball to the first player The two students who have the illustration halves for the word that com- in each team. The first player in each team must place the ball pletes the sentence should show their halves. Con tinue in this way until between his/her knees. Say a vocabulary word. When you say all of the illustration halves have been pre sented. “Go,” the two play ers must then walk to the pictures without losing the balls. The first player to reach the vocabulary pictures and to identify the picture for the word you said wins the round. If a player loses his/her ball, he/she must return to his/ her team and begin again. Repeat until all players have played.

Sealaska Heritage Institute 501 Language and Skills Development

SPEAKING Flip of the Coin Picture Outline Provide each student with a penny. Keep one penny for your- Mount the vocabulary pictures on the board. Draw a chalk self. Mount the vocabulary pictures on the board. Have the out line around the sides of each picture. Review the pictures students (gently) toss their pennies into the air. Each student with the students. When an outline has been cre ated for each should look to see which side of his/her penny is face-up. Toss picture, remove the pictures from the board (being certain to your penny into the air in the same way. Call the side of your recall their original locations on the board). Number each of penny that is face-up. The students who have the same side of the outlines on the board. Then, say the number of one of the coin face up must then identify (orally) a vocabulary picture out lines and call upon a stu dent to recall the vocabulary word you point to. For example, if the heads side of your coin is face for the picture that goes with that outline. Re peat this process up, the students who have heads showing on their coins must until all of the vocabulary words have been said by the students then orally identify the vocabulary picture you point to. Repeat in this way. this pro cess a number of times. High Roller Make a change Give a die to each of two students. When you say “Go,” the Say a sentence that contains one or more of the vocabulary students should roll their dice. The student who rolls the high- words. Call upon a student to repeat the sentence, making ONE est number on his/her die must then say a complete sentence change in it. The student may add a word to the sentence, delete about a vocabulary picture that you show. Repeat this process a word, change the tense, etc. Then, call upon another student until many students have responded with sentences of their to make another change in the sentence. Continue in this way own. until as many changes as possible have been made in the sentence. Begin each round with a new sentence.

502 Sealaska Heritage Institute Language and Skills Development

READING Searchlight Wild Balloon Group the students in a circle on the floor. The students should Before the activity begins, obtain a large balloon. Stand in front place their hands inside the circle, palms down on the floor. of the students, with the balloon. Inflate the balloon and hold Stand in the center of the circle with a flashlight and the sight its end shut. Have the sight word cards mounted on the board. word cards. The object of the activity is to attempt to tag a stu- Release the balloon. When the balloon lands, the student sitting dent’s hand or hands with the light of the flashlight. The stu- closest to the bal loon must then identify a sight word you show. dents should withdraw their hands from the circle whenever Repeat this process until many students have responded. they think they are about to be tagged. When you eventually tag a stu dents hand or hands, he/she must identify a sight word you Letter Encode show (illuminate the sight word card with the light of the flash- Give the students their cut out letters, prepared earlier in this light). Repeat until many students have responded in this way. program. Show a vocabulary picture. The students should use their letters to spell the word for that picture. Repeat, using Sentence Completion the remaining pictures from this unit. You may wish to show Provide each student with a copy of the sentence completion pictures from other units to review their spellings. version of the story. The students should read the text and say the missing words. When finished, review the students’ work.

Sealaska Heritage Institute 503 Language and Skills Development

WRITING Every Second Letter Sentence Creation Write a sight word on the board, omitting every second let ter. Mount all of the sight words from this unit on the board. Provide the students with writing paper and pens. The students Provide the students with writing paper and pens. Each should look at the incomplete word on the board and then student should then write one sentence for each of the key write the sight word for it on their papers. Repeat using other words. When the students’ sentences are finished, have each sight words. student read his/her sentences, omitting the key word (for example, “The ______(survivors) landed on an island”) . The This activity may also be done in team form. In this case, have other students must name the key word used. Repeat, until all the incomplete words prepared on separate flash cards. Mount students have participated in this way. one of the cards on the board. When you say “Go,” the first player from each team must rush to the board and write the sight word for it—adding all of the missing letters. Repeat until all players have participated.

Sentence Completion Give each student a copy of the sentence completion version of the text from this unit. The students should write in the missing words. Afterward, review the students’ work.

504 Sealaska Heritage Institute Reading and Writing: Sentence Completion

IT IS POSSIBLE THAT before the south in canoes. They did not want to be in many ways. Between 1740 and 1800, Europeans arrived in Southeast Alaska, hanged as traitors. There is proof that the Russian fur traders explored Alaska. They the Tlingits may have met Chinese and Russian sailors settled in the Klawock built trading posts. Some of the trading Japanese sailors. A Japanese boat washed area of Prince of Wales Island. Robert posts became permanent settlements. up in the Aleutians in the late 1600s. Peratrovich was the leader of Klawock in Many Native people traveled from their The first Europeans to reach Alaska the early 1900s. Peratrovich is a Russian traditional settlements to live closer to the were most likely Spanish. They sailed to name. A Russian knife was found among trading posts. Alaska in the 1500s. Tlingit artifacts in Klawock. The Russians forced the Aleuts to Tsar Peter I of Russia wanted an In November 1741, Bering’s ship work for them as hunters for sea otters. ______to travel to Alaska. was wrecked on an island called Ber- Many Aleuts were forced into slavery. In June of 1741, Vitus Bering and Alexei ing Island. Bering became sick and died. Most Russian explorers traveled to Chirikov sailed from Russia to Alaska. The ______built a boat Southeast Alaska during the summer On July 15, Chirikov saw land. He prob- using the wood from the damaged ship. months. During the summers, the Native ably saw the west coast of Prince of Wales They sailed west for Russia. They took peoples lived in their temporary settle- Island. lots of furs, including many sea otter ments. Only those Russians who stayed He sent fifteen men ashore to find ______, with them. during the winter months saw the perma- fresh water. They were the first Europeans The Russians saw that the sea otter nent clan houses. They saw how organized to land in Alaska. However, they never ______were the best in and clean the clan houses were. They also were seen again. The Tlingit people say the world. This caused the Russians to be saw the sophisticated Native art forms. that the sailors stayed with them. Life on more interested in Alaska. In 1775, the Spanish sent ships to the the ship was cruel and hard. The sailors This would affect the Native peoples Northwest Coast of America and South- married Tlingit women and then traveled of the Aleutians and Southeast Alaska east Alaska. They wanted to claim the

Sealaska Heritage Institute 505 Reading and Writing: Sentence Completion

land for Spain. They saw Tlingit peoples. Sitka is today. Baranov bought the land In 1808, New Archangel became the They did not want to trade with the Na- from the Tlingits. In the Tlingit view, the capital of Russian America. Today it is tives. On Baranov Island, the Spanish left Russians only owned the land the fort was called Sitka. a large cross. This was their claim to the on. They did not think that they had sold The Russians did not settle the In- land. The Tlingit people dug up the cross. all the land in the area of Mikhailovsk. In terior of Alaska. They stayed in the They attached the cross to a clan leader’s 1802, while Baranov was away, K’alyáan coastal areas. By the 1830s, the Russian house. (also spelled Katlian), a war hero of the ______on trade was In 1784, the Russians tried to open Kiks.ádi Tlingit, led an attack against weakening. The Hudson’s Bay Company a trading post on Kodiak Island. The Mikhailovsk. The Tlingits won the battle. established trading posts in Southeast Alutiiq people attacked the Russians. The They destroyed Mikhailovsk. Alaska. The British-Canadian trading Russians killed hundreds of Alutiiq. Baranov returned with a warship and posts took trade away from the Russians. In 1790, Alexander Baranov was bombarded the Tlingit village. The Tlingit Many Americans began to travel to asked to run the Russian-American village was totally destroyed. Alaska. They brought Baranov supplies. Company. This was a company that Baranov then built another settlement More supplies came from America than traded for furs in Alaska. The Russian called New Archangel. from Russia. As more and more Ameri- Tsar, Paul 1, wanted the company to In 1804, there was another battle cans came to Alaska, they started to hunt ______Alaska. Baranov between the Tlingits and the Rus- and trap. The Russian-America Company moved to Kodiak Island. He built a new sians. The Russians won this battle. The was beginning to lose its hold on the permanent settlement that later became Sitka-area Tlingits were never totally fur trade in Alaska. In 1818 Baranov left the city of Kodiak. ______by the Russians. Alaska. This further weakened Russia’s In 1799, Baranov built a fort called They fought with the Russians until the hold on the fur trade in Alaska. Mikhailovsk, six miles north of where 1850s. ______was used

506 Sealaska Heritage Institute Reading and Writing: Sentence Completion

between the Aleuts and the Russians. They built churches in many different languages. Most permanent Russian The Aleuts gave the Russians sea otter places. They ______the settlements had schools. By 1841, there ______. The Russians Russian Orthodox bible into many Native were six schools with ten teachers and gave the Aleuts food, tools, and trad- languages. 146 students. Ten years later, there were ing beads. The Aleuts did not like the Today there are about ninety Rus- 512 students in the schools. The students way the Russians treated them. They sian Orthodox churches in Alaska. The learned religion, Russian, geometry, ______against the Rus- churches are in the interior and coastal geography, history, and writing. Many Na- sians. The Russians destroyed the Aleut areas of Alaska. The Russian Orthodox tive students graduated from the schools. boats and hunting gear. This left the church used the Native languages to get The graduates became successful sailors, Aleuts with no way to hunt. By 1799, more people to join the church. Many Russian-American Company managers, eighty percent of the Aleut population books were printed in the Native languag- artists, and priests, to name a few. The was destroyed. Diseases killed many of es of Alaska. This meant that many Native schools taught Native and non-Natives the Aleuts. people were ______in together. Girls were encouraged to learn Between 1836 and 1840, half of the both Russian and their Native languages. as much as the boys. Many Aleut boys Tlingit people in the Sitka area died from This presented the Native people with a were taken to Russia to learn Russian. European diseases. The Native people had new form of learning that was very differ- When they returned, they became village no way to fight the European diseases. ent from their oral traditions. leaders and translators for the Russian Russian Orthodox priests moved to The first Alaskan school opened traders in Alaska. When America bought Alaska. They did not like the cruel be- on Kodiak Island in 1794. It was run Alaska from Russia, education in Alaska havior of the Russian fur traders. Russian by priests from the Russian Orthodox changed. Orthodox priests traveled to the Interior Church. The Native children learned to of Alaska and along the coastal areas. read and write Russian and the Alutiiq

Sealaska Heritage Institute 507 508 Sealaska Heritage Institute VOCABULARY PICTURES

Sealaska Heritage Institute 509 510 Sealaska Heritage Institute Sealaska Heritage Institute 511 BARTERING

512 Sealaska Heritage Institute Sealaska Heritage Institute 513 COLONIZE

514 Sealaska Heritage Institute Sealaska Heritage Institute 515 CONQUERED

516 Sealaska Heritage Institute Sealaska Heritage Institute 517 EXPEDITION

518 Sealaska Heritage Institute Sealaska Heritage Institute 519 LITERATE

520 Sealaska Heritage Institute Sealaska Heritage Institute 521 MONOPOLY

522 Sealaska Heritage Institute Sealaska Heritage Institute 523 PELTS

524 Sealaska Heritage Institute Sealaska Heritage Institute 525 REVOLTED

526 Sealaska Heritage Institute Sealaska Heritage Institute 527 SURVIVORS

528 Sealaska Heritage Institute Sealaska Heritage Institute 529 TRANSLATED

530 Sealaska Heritage Institute Sealaska Heritage Institute 531 532 Sealaska Heritage Institute Sealaska Heritage Institute 533