GUAM COMMUNITY COLLEGE

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Project Title: Go’ti Yan Adahi I Fino’ta UAM Chamorro

Award Amount: $593,459

Type of Grant: Native Languages

Project Period: Sept. 2009 – Sept. 2012

Grantee Type: Public Education Institution

PROJECT SNAPSHOT Chamorros in Guam combined with migration from other ethnic origins hinders  4 full-time equivalent jobs created the public use of the Chamorro language,  32 Elders involved and has weakened the Native language and culture on Guam. Language teachers have  132 youth involved indicated their resources are very limited,  $81,650 in resources leveraged and they continue to express the need to

 22 partnerships formed have more media forms in Chamorro.

 2 language surveys developed In 2007, GCC conducted a survey to assess the status of the Chamorro language and  1,800 language surveys completed analyzed the results from the 566 Chamorro  50 youth increased their ability to speak respondents: 96 percent indicated it is a Native language important to preserve the language; 86 percent wanted to learn to speak Chamorro;  100 adults increased their ability to and 91 percent preferred the instruction tool speak a Native language to be CD, DVD, or video. BACKGROUND PURPOSE AND OBJECTIVES Guam is an organized, unincorporated Based on the survey results, the purpose of territory of the U.S. located in the western this project was to revive, promote, and Pacific Ocean, with an indigenous Chamorro preserve the bond to the Chamorro past by population comprising over 37 percent of producing learning modules in Fino’ Håya, the population. Accredited since 1979 and the indigenous language of Guam. The the island’s only community college, Guam modules would cover the history of the Community College (GCC) is a multi- Chamorro people, word origin, legends, cultural, multi-ethnic career and technical environment, descriptions of the ancient way educational institution. Although the of life, and traditional names of plants, majority of the student population is illnesses, and cures. These modules were Chamorro and the school offers classes in meant to benefit Guam’s students and Chamorro language, the declining number of increase the usage of the Native language.

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The project’s objective was to produce and available, and over 160 Chamorro teachers distribute 16 scripts in digital form. can access supplemental language resources.

Students expressed a desire to learn the OUTCOMES AND COMMUNITY IMPACT indigenous Fino’ Håya language, rather than the Spanish-Chamorro that has become most Project staff reported they witnessed a

UAM prevalent. Therefore, the project team higher level of interest in and awareness of

G worked with a linguist to isolate original the Fino’ Håya language as a result of this words and compare them to other project. There was some skepticism from Austronesian languages for authenticity. those who thought ancient Chamorro was Through many successful partnerships, lost, but the DVDs have shown the project staff completed 16 Fino’ Håya community the language still exists, and has DVDs with sights, sounds, and historical built a foundation for the next level of accounts. The linguist, a fluent Fino’ Håya revitalization. Students reported using the speaker, narrated all the videos using only videos to learn words and speak them at

pre-contact Chamorro. Project staff felt the home; one student stated the project DVDs will complement existing language strengthened his family and cultural classes in schools and postsecondary connections, and influenced him to be more institutions because learners can hear committed to the language. phrases in their simplest form and gain Much discussion about the pre-contact proficiency at their own pace by speaking language also has resurfaced. For example, after the narrator, while also learning the University of Guam changed Spanish- Chamorro culture and history. Chamorro to Fino’ Håya in titles, posters, The completed titles include: Prelatte and and greetings as a result of this project, and Latte Period; Origins of Fino’ Håya; Pottery there is pending legislation to reintroduce of the Ancient People; Ocean, Land, the Native language as an integral part of the th Heavens, and Moon; Ancient Wordlists; kindergarten through 12 grade curriculum. Everyday Phrases; Flying Proa; Ancient The project director reported the project Lunar Calendar and Counting; Chanting, addressed the problem of limited resources Singing, Dancing; ABCs in Fino’ Håya; and media forms available in Chamorro, as Cooking Methods; Plants and Animals; well as revitalized the Fino’ Håya language. Ancient Fishing and Farming Tools; The She stated, “We are beginning to see the Gifting (Coconut) Tree; Ancient Village impact within our communities, and the Names; and Ancient Medicines. passion it is instilling in some of our young Project staff ordered 300 copies of each title, Native people.” As learners become aware which they will distribute to language of the authentic indigenous words, they teachers, schools, universities, libraries, and begin to use those alternatives to the Spanish other partners. GCC will market and sell words that have been perpetuated. This is additional copies to the general public Guam’s first language revitalization project through its bookstore. GCC also created a to use the ancient language and present Fino’ Håya You Tube channel, and project Chamorro ancestral roots using film. staff uploaded 11 videos by the end of the project period with plans to upload all 16 “The films brought many students to titles; during the project, the YouTube appreciate our culture and language channel had 4,140 views. Approximately 6 much, much, more than ever.” hours of Native Chamorro historical Chamorro Language Teacher accounts, visuals, and spoken words are now

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PA’A TAOTAO TANO’

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Project Title: Eskuelan Maestro Kutturan UAM Chamorro: Chamorro

Cultural Preservation Apprentice Project

Award Amount: $944,707

Type of Grant: Social and Economic Development Strategies

Project Period: Sept. 2009 – Sept. 2012

Grantee Type: Native Nonprofit

PROJECT SNAPSHOT traditions. Consequently, there are an inadequate number of indigenous Chamorro  9 full-time equivalent jobs created cultural instructors on Guam, and the need  15 Elders involved to create and train such instructors in Chamorro dance, chants, songs, and  75 youth involved weaving is critical to the survival of the  $19,200 in resources leveraged Native culture.

 22 individuals trained PURPOSE AND OBJECTIVES  11 partnerships formed The purpose of the project was to ensure the BACKGROUND preservation and perpetuation of Chamorro culture by establishing an apprentice Pa’a Taotao Tano’ (way of life of the people program to develop existing indigenous of the land) is a nonprofit cultural cultural practitioners to become maestro organization, incorporated in 2001. Pa’a’s kutturan Chamorro (Chamorro cultural mission is to preserve, perpetuate, and instructors). These instructors will teach promote the cultural traditions of the and promote Guam’s indigenous traditions indigenous Chamorro people of Guam and of Chamorro dance, chants, songs, and the Marianas Islands. Guam’s Chamorro weaving. culture has undergone many challenges, including years of occupation by outside The first objective was to develop and forces including Spain, Japan, and the U.S. produce a standard for cultural instructors Guam now is almost completely and a guide manual on cultural traditions. Westernized due to its political status as an Project staff completed the standard for unincorporated U.S. territory. cultural instructors in the first project year, as the culmination of efforts beginning in The influences that come with years of 2007. In June 2012 the Guam Board of colonization have threatened the existence Education (BOE) approved the standards, and continuation of indigenous Chamorro which include a full-year course curriculum

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and tools for teachers, as part of a Chamorro cultural traditions. Through cultural traditional arts program for middle and high activities in six villages, 256 residents

schools, effective for the 2012-2013 school learned Chamorro dance, chants, songs and year. Project staff also completed the guide weaving, and six new community groups, or manual, “Bailian I Taotao Tano—The “cultural houses,” were established.

UAM Chamorro Dance Manual: Chamorro OUTCOMES AND COMMUNITY IMPACT

G Dances, Costumes, Songs, and Chants,” which will serve as a classroom text for the Although the demand from the community approved course. A recognized Master of was there, prior to this project cultural Chamorro Dance carried out the preparation teaching in the schools was very limited. for the manual, an extension of his research Now, with the ability to become certified, efforts that began in the 1970s. After the cultural instructors can obtain employment manual was finalized, staff printed 200 in the public school system. While copies and distributed them to cultural becoming a master of Chamorro culture

apprentices, universities, schools, and takes many years of study and commitment, libraries on Guam. Together, the standard and learning is a continuous process, this for instructors and guide manual meet BOE project has allowed cultural apprentices the requirements to include Chamorro language opportunity to make a living while devoting and culture in the public school curriculum. time to learning the culture. The second objective was for six cultural In addition to culture, the apprentices trained apprentices to complete intensive cultural on appropriate pedagogy and classroom traditions training by masters of Chamorro management skills, so they had mentorship culture. Project staff partnered with the on the “totality of themselves as educators.” mayors of six communities across the island Pa’a’s hope is all schools on the island will to use community centers and school eventually have cultural instructors who buildings as a place to practice cultural have been certified using the BOE-approved traditions. Six apprentices officially standards and curriculum developed as part participated in the intensive training of this project. Project staff reported that as conducted by the Master of Chamorro a direct result of this project they will be Dance, which included dance, costume- able to multiply the number of cultural making, body ornaments, weaving, and practitioners on Guam and the number of cultural values. Despite turnover in two of people practicing at the community level. the positions, six cultural apprentices Many youth previously had no connection to received certificates at a graduation their Chamorro identity, but the recognition ceremony in September 2012. Four of the and certification of cultural instructors has apprentices were hired by the Guam Public helped bolster pride in the local Chamorro School System, with two additional culture. Similarly, project staff reported the positions available, and Pa’a has partnered general community has benefitted from with a private school to continue training gaining a deeper understanding of Chamorro four new apprentices. culture, and they are now more respectful. The third objective was to establish This project has enhanced the credibility of community cultural preservation training cultural instructors and respect for the sites in six villages, where cultural Native culture, when in the past there was apprentices could gain on the job training little awareness of Chamorro traditions. while teaching village residents Chamorro

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SANCTUARY, INCORPORATED OF GUAM

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Project Title: Relationship Intelligence UAM Project

Award Amount: $804,032

Type of Grant: SEDS - Strengthening Families

Project Period: Sept. 2009 – Sept. 2012

Grantee Type: Native Nonprofit

PROJECT SNAPSHOT The economic, social, and educational adversity that young people face on the  4 full-time equivalent jobs created island of Guam continues to pose a  180 Elders involved significant challenge to healthy development and places youth at high-risk for unhealthy  1,151 youth involved relationships. As a result, there is a need for  $34,198 in resources leveraged culturally appropriate educational

 8 individuals trained opportunities to allow youth to develop the skills necessary to practice healthy  10 partnerships formed commitment and communication, and form BACKGROUND healthy relationships. Sanctuary, Incorporated of Guam is a PURPOSE AND OBJECTIVES nonprofit, community-based organization The purpose of this project was to enhance that was founded in 1971 to serve the needs the well-being of young people on Guam by of runaway and homeless youth in the increasing the percentage of youth and unincorporated U.S. territory of Guam. young adults who have the life skills and Granted full accreditation in 2008, it is the knowledge to make informed decisions only organization in the region that is about healthy relationships, and the accredited by the Commission on percentage of couples who are equipped Accreditation of Rehabilitative Facilities. with the life skills and knowledge to form Sanctuary’s vision is “to improve the quality and sustain healthy relationships and of life for Guam’s youth and families, to marriages. promote reconciliation during challenging times, and to advocate for their needs by The project’s objective was for participants providing 24-hour crisis intervention between the ages of 12 and 18 to attend a 3- services, a temporary safe refuge during month healthy relationship education family conflicts and abuse, outreach, program with a 95 percent completion rate. education and prevention programs.” Project staff purchased and adapted the “Relationship Intelligence” (RQ) curriculum, developed by Dr. Richard

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Panzer of the Institute for Relationship start including RQ components in the Intelligence. Project staff modified the standard school curriculum; prior to this

curriculum to be culturally sensitive by project the healthy relationship and sexuality adding photos and relevant examples, and education offered in public schools was adjusting the presentation style. The reported to be sparse and inadequate. With

UAM curriculum takes 17 hours to complete so this curriculum, students receive information

G project staff based the delivery schedules on generally considered taboo, which is participants’ needs. For example, many important, because many only have seen schools held weekly sessions, while other examples of unhealthy relationships, and nonprofit or governmental organizations have not talked about what is a good and used a retreat-style weekend to complete the bad relationship. Additionally, many adults curriculum. Most of the participants were in the community who heard about the students from nine schools, but the project program requested to attend workshops to also served existing clients in Sanctuary’s increase their own knowledge about healthy

emergency, transitional, and residential relationships. shelters. Based on 2011 in-house statistics, Sanctuary Project staff reported a total of 1,151 staff established a correlation between the participants, with a 97 percent completion time the project began in 2009 and rate. All participants filled out a satisfaction decreased divorce and teen parent rates. survey; results showed that 80 percent Project staff also reported anecdotally that reported overall they were very or extremely no youth from the first curriculum cycle are satisfied with the program, and 100 percent pregnant or married, and that the program were at least somewhat satisfied. Staff also has opened students’ eyes to what are used the surveys to adjust the program as appropriate boundaries. they went, adding more interactive aspects Sanctuary is a member of many coalitions to the curriculum to increase satisfaction. and task forces on Guam, and can now Participants also completed pre- and post- provide knowledge of the curriculum and tests with questions taken from a survey statistical resources to others working in the developed by Dr. Panzer to accompany the field. The general community has been very RQ curriculum. The pre-test average score supportive of the curriculum, including the was 56 percent, with an average post-test Guam Police Department, which wants to score of 91 percent. use it particularly to help women in abusive Although the initial target audience was high relationships. The RQ curriculum has school students, Sanctuary staff soon become an integral part of Sanctuary’s realized many youth already are dealing services, and project staff will continue to with relationship issues by the time they are work with the organization’s clients to in high school; staff therefore adjusted the deliver relationship intelligence education. program to serve middle school students. The topics addressed included: high divorce “[This project] has given youth a voice rates, teen pregnancy, uncommitted sex, and the knowledge to make informed drugs, alcohol, violence, power, and decisions.” boundaries. Relationship Intelligence Project Director OUTCOMES AND COMMUNITY IMPACT As a result of the RQ program’s success, the Guam Department of Education agreed to

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