Based on Alaska Performance Standards THE ROADdŚĞůĂƐŬĂEĂƟǀĞůĂŝŵƐ^ĞƩůĞŵĞŶƚĐƚ FROM ANCSAGrade 8 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 SPECIALIST Linda Belarde UNIT DEVELOPMENT Ryan Hamilton CONTENT REVIEW Rosita Worl, Ph.D. Joshua Ream Zachary Jones PROOFING & PAGE DESIGN Christy Eriksen 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. 2012 Sealaska Heritage Institute i ii Sealaska Heritage Institute Contents BOOK 1 BOOK 2 INTRODUCTION................................................................... 3 UNIT 6 ANCSA Provisions (a)................................................ 249 INTRODUCTION TO DEVELOPMENTAL LANGUAGE PROCESS................................................................................ 4 UNIT 7 ANCSA Provisions (b)................................................ 293 UNIT 1 History (a)................................................................... 7 UNIT 8 Impacts......................................................................... 337 UNIT 2 History (b)................................................................... 63 UNIT 9 The Land (b)................................................................ 389 UNIT 3 History (c)................................................................... 115 UNIT 10 Future........................................................................... 445 UNIT 4 History (d)................................................................... 159 APPENDICES......................................................................... 493 UNIT 5 WORKS CITED....................................................................... 619 The Land (a)................................................................ 205 Sealaska Heritage Institute 1 2 Sealaska Heritage Institute Introduction The vast lands of Alaska are some of the most remote and beautiful in the United States, but for more than 100 years there was a dispute over who rightfully owned it. Should it belong to Alaska’s Natives whose ancestors lived here for thousands of years? What about the people who more recently made Alaska their home? What were their rights to the land? And, how many acres should be owned by all of us, protected in national parks and wildlife refuges? In 1971 an act of Congress was passed that ended the fight over who owns most of Alaska’s land. This act was the Alaska Native Claims Settlement Act. PHOTO COURTESY OF SEALASKA. Sealaska Heritage Institute 3 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 dŚĞƉƌŽĐĞƐƐƵƐĞƐŐĂŵĞƐĂŶĚĐŽŵƉĞƟƟŽŶƐƚŽ many different things in the home, gradually used differently than in classic Western homes. ĞŶŐĂŐĞƚŚĞƐƚƵĚĞŶƚƐĂŶĚƚŽŵĂŬĞůĞĂƌŶŝŶŐĨƵŶ͘ the baby begins to listen to what he/she hears. This is not a value judgment of child rearing ^ƚƵĚĞŶƚƐƐĐŽƌĞĚŽŶĂǀĞƌĂŐĞŝŶƚŚĞϴϬƚŽϵϬ As a result of the input provided through Basic practices but a definite cross-cultural reality. ƉĞƌĐĞŶƟůĞǁŚĞŶ^ĞĂůĂƐŬĂ,ĞƌŝƚĂŐĞ/ŶƐƟƚƵƚĞĮĞůĚ Listening, the baby tries to repeat some of the Therefore, it is critical that the Native child ƚĞƐƚĞĚƚŚĞƉƌŽĐĞƐƐŝŶϮϬϬϵ͘dŚĞƉƌŽĐĞƐƐĞĂƌŶĞĚĂ ƚŚƵŵďƐƵƉĨƌŽŵƐƚƵĚĞŶƚƐĂŶĚƚĞĂĐŚĞƌƐ͘͞<ŝĚƐĂƌĞ language heard–this is represented by the sec- be introduced to the concepts of reading and ŚĂǀŝŶŐĨƵŶǁŚŝůĞƚŚĞLJ͛ƌĞůĞĂƌŶŝŶŐͶ/ƚŚŝŶŬƚŚĂƚ͛Ɛ ond phase of the process, Basic Speaking–the writing before ever dealing with them as skills. ǁŚLJŝƚ͛ƐƐŽĞīĞĐƟǀĞ͕͟ƐĂŝĚƚĞĂĐŚĞƌĞŶzŽƵŶŐ͘ 4 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 dŚĞĞǀĞůŽƉŵĞŶƚĂů>ĂŶŐƵĂŐĞWƌŽĐĞƐƐ and speaking activities, and the relationship 1 Ϯ 3 6 ϴ ϭϬ is formed between the words and language, beginning with Basic Reading. sKh>Zz ^/>/^dE/E' ^/^W</E' ^/Z/E' ^/tZ/d/E' ydE^/KE As more language goes into the children’s Whole Group Whole Group ^ŝŐŚƚZĞĐŽŐŶŝƟŽŶ long-term memories, they begin to compre- d/s/d/^ 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 ϵ the printed word creates angst, particularly if they are struggling with the reading process. >/^dE/E' Zd/s Z/E' Zd/s KDWZ,E^/KE ^W</E' KDWZ,E^/KE tZ/d/E' 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 5 Alaska Performance Standards THIS PROGRAM INCORPORATES the Alaska Performance Standards through a variety of activities. Each unit contains historical information, as well as listening, speaking, reading, and writing activities. The Developmental Language Process is used to encourage the students to retain the vocabulary from each unit. The students are encouraged to research a variety of subjects related to the units’ themes and this often includes cross-cultural and multi-cultural issues. The grade 6 program, The Road To ANCSA, takes the students from ancient times in Alaska, to the first contact with western cultures. The grade 7 program includes issues from the Treaty of Cession in 1867, to the signing of ANCSA in 1971. The grade 8 level introduces the students to the details of ANCSA and related issues up to the present day. PERFORMANCE STANDARDS INCLUDED IN THIS PROGRAM: History listener, reader, and viewer of literature, technical ments interact: 1, 2, 5 A) A student should understand that history is a materials, and a variety of other information: 1, 2, 3 record of human experiences that links the past to F) A student should be able to use geography to un- the present and the future: 1, 2, 3, 4, 5, 6, 7, 9 C) A student should be able to think logically and derstand the world by interpreting the past, know- reflectively in order to present and explain positions ing the present, and preparing for the future: 1, 3 B) A student should understand historical themes based on relevant and reliable information: 1 a. b. through factual knowledge of time, places, ideas, c., 2, 4 Cultural institutions, cultures, people, and events: 1, a. b. c. A) Culturally-knowledgeable students are well d. e. 2, 3, 4, 5 E.) A student should understand and respect the grounded in their cultural heritage and traditions of perspectives of others in order to communicate their community: 1, 3, 4, 5, 6, 7 C) A student should develop the skills and process effectively: 1, 2, 3, 4 of historical inquiry: 1, 2, 4 B) Culturally-knowledgeable students are able Geography