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UNIT 1 Indian Rights Movement Based on Alaska Performance Standards THE ROAD TO ANCSA The Alaska Native Claims SettlementGrade 7Act 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 UNIT DEVELOPMENT Ryan Hamilton CONTENT REVIEW Joshua Ream Zachary Jones 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 Land Rights................................................................. 249 ALASKA HISTORY TIMELINE............................................. 5 UNIT 7 UNIT 1 Indian Rights Movement............................................. 293 First Contact................................................................ 11 UNIT 8 UNIT 2 Central Council of the Tlingit and Haida Indian Treaty of Cession......................................................... 65 Tribes of Alaska........................................................... 341 UNIT 3 UNIT 9 Navy Rule.................................................................... 111 Alaska Native Claims Settlement Act......................... 383 UNIT 4 UNIT 10 Kohklux Map............................................................... 155 The ersistenceP of Native Culture............................... 427 UNIT 5 APPENDIX A, B, AND C....................................................... 473 Education..................................................................... 205 WORKS CITED....................................................................... 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 competitions 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. percentile when Sealaska Heritage Institute field tested the process in 2009. The process earned a Listening, the baby tries to repeat some of the Therefore, it is critical that the Native child 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 effective,” 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 Recognition 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 LISTENING CREATIVE READING CREATIVE they are struggling with the reading process. 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 vocabulary from each unit. The students are in Alaska, to the first contact with western Alaska Performance Standards through encouraged to research a variety of subjects cultures. The grade 7 program includes issues a variety of activities. Each unit contains related to the units’ themes and this often from the Treaty of Cession in 1867, to the sign- historical information, as well as listening, includes cross-cultural and multi-cultural ing of ANCSA in 1971. The grade 8 level intro- speaking, reading, and writing activities. issues. duces the students to the details of ANCSA and The Developmental Language Process is The grade 6 program, The Road To ANC- related issues up to the present day. used to encourage the students to retain the SA, takes the students from ancient times P ERFORMANCE STANDARDS included IN THIS program: History for a variety of purposes and audiences: 1, 2, 3, 4 explain information about the human and physical features of places and regions: 1, 4, 5, 7 A) A student should understand that history is a B) A student should be a competent and thoughtful record of human experiences that links the past to listener, reader, and viewer of literature, technical C) A student should understand and be able to the present and the future: 1, 2, 3, 5, 7 materials, and a variety of other information: 1, 2, 3 interpret spatial (geographic) characteristics of hu- man systems, including migration, movement inter- B) A student should understand historical themes E.) A student should understand and respect the actions of cultures, economic activities, settlement through factual knowledge of time, places, ideas, perspectives of others in order to communicate ef- patterns, and political units in the state, nation, and institutions, cultures, people, and events: 1, a. b. c. fectively: 1, 2, 3, 4 world: 3, 4, 5 d. e. 2, 4 Geography D) A student should be able to understand and be C) A student should develop the skills and process able to evaluate how humans and physical environ- of historical inquiry: 1, 2 A) A student should be able to make and use maps, ments interact: 1, 4, 5 globes, and graphs to gather, analyze, and report English/Language Arts spatial (geographic) information: 1, 2, 4, 5 E) A student should be able to use geography to un- derstand the world by interpreting the past, know- A) A student should be able to speak and write well B) A student should be able to utilize, analyze, and ing the present, and preparing for the future: 1 4 Sealaska Heritage Institute ALASKA TIMELINE NARRATIVE 1728–2012 Sealaska Heritage Institute 5 Alaska Timeline Narrative 1728: Vitus Bering sights St. Lawrence Island and one of the Diomede
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