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Based on Alaska Performance Standards THE ROAD TO ANCSA The Alaska NaƟve Claims SeƩlement Act Grade 6 to perpetuate and enhance Tlingit, Haida, and Tsimshian cultures 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 de- velopment 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 CChiefhief 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.

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