Content: Alaska Studies, Technology, Reading, Writing, Geography, Public Speaking

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1 The Native Cultures of Alaska Level: Grade 9-12 Content: Alaska Studies, Technology, Reading, Writing, Geography, Public Speaking Overview: Alaska Native Cultures are the foundations of our state, and it is imperative that Alaskans know about the Yup ik, Inupiaq, Aleut, Athabascan, and Tlingit cultures of the past and today. I have realized that even though my school is in traditional Tlingit territory, and we have numerous opportunities for learning about the Tlingit throughout the community, many students do not have any understanding of what that means. So, this lesson is really divided into two major parts: the Tlingit and the other four groups. For students to be able to really grasp what it means to be Alaska Native, we have to focus on our own community to give the students something to compare the other cultures to. We have many local resources such as the new cultural center in Klukwan who will host the students on a trip at the end or beginning of their tourist season, our local museum that has a wonderful collection of Tlingit regalia, tools, and weapons, and the Alaska Indian Arts center that has onsite craftsman most of the year. Objective: Students will use local and state resources to research and orally and digitally present information comparing and contrasting different Alaska Native groups to the Tlingit (our local Native culture/this will vary on locale) in the following areas: transportation and tools, food sources, types of settlements, house materials, clothing, art, and social system. Alaska Standards and/or GLEs: Alaska History: PPE1, 2, 6, 7; CPD 6; IGGP2, 3; CC3 Reading GLEs: 3.2.2, 4.2.1, 4.2.2, , , Writing GLEs: 4.2.2, 4.2.4, , 3.6.3, 4.4.1, Geography: B3, 4, 5, 7; D1, 2; E2; F6 Technology: A1-3; B1-3; D1-3; E4. Cultural: A1, 3, 7; D1, 3; E5-7 Resources: Langdon, Steve J. The Native People of Alaska (3 rd ed). Anchorage: Greatland Graphics, Alaska Native Heritage Center Alaska Digital Archives Alaska History and Cultural Studies Anchorage School District Alaska Studies Teacher s Guide

2 Schedule Overview: Day Activity Student Work 1 Anticipation Activity 2 Tlingit Presentation Assign: Cultural Collage 3 Field Trip 4 Field Trip 5 Debrief Assign: Reflection 6 Workday 7 Workday 8 Introduction to the Rest of Alaska 9 Research Tools & Google Docs 10 Workday 11 Workday Due: Cultural Collage Assign: Alaska Native Cultures Group Present. 12 Presentations Due: Presentations 13 Presentations Due: Presentations 14 Review 15 Final Final

3 Daily Lessons: Day One - Anticipation Activity Pose the following questions to the class and allow them to brainstorm answers (keep track of answers on the board): What does it take to create a society? What do we associate with a person s culture? Are those two things interchangeable society and culture? Or are there things that simply belong to both things? From the brainstorming lists, look specifically for the focal areas for this unit: transportation and tools food sources types of settlements house materials clothing art social system This can be done in a variety of ways that fit your classroom. For example: have small table groups put their ideas on sticky notes and then they have to categorize them on poster papers that are labeled with the seven focal areas. You may have to have a miscellaneous category. Day Two - Research Activity Transition discussion specifically to the Tlingit in our area and use Tlingit presentation to guide lecture about local Tlingit culture. Outline the mission of the next few days: go out into the community and gather information about these seven areas of the Tlingit culture, take pictures whenever possible and with permission, and compile our own pictorial (collage) of the social structure of our historical Tlingit community. FORMATIVE ASSESSMENT: Pass out the Cultural Collage handout (attached). Go over rubric with class and post (attached). DUE: one week from first field trip, allow two days in class to work on collage. TECHNOLOGY ALERT: You may have to do an Adobe Photoshop (or other software) lesson.

4 Days Three/Four - Field Trips Schedule trips to local resources preferably two trips. Since field trips can be tricky to schedule, try to have them close together but if not, students can start working on their collages with the images they already have. Use any resources available such as your Indian Education Coordinator or tribal education coordinators. Sheldon Museum Jilkaat Kwáan Cultural Center Alaska Indian Arts (could be visited on walking tour of Haines) Day Five Debrief FORMATIVE ASSESSMENT: Fifteen minute free write about what students learned during the field trips. After the class shares their impressions, go over the collage requirements again, double check that students feel like they have enough pictures or have students make a list on the board of what they may be missing, so other students can help them out. Days Six / Seven Student Workdays Day Eight Introduction to the Rest of Alaska FORMATIVE ASSESSMENT DUE: Collage Use the Alaska Native Heritage Center website to guide the class through an overview of Athabascan, Inupiaq, Aleut, and Yup ik territories and cultures. Task: Students will work to find out the specific information about these cultures and prepare a presentation for the class. Go over Alaska Native Cultures Group Presentation handout (attached). It works best to put the PowerPoint presentation guidelines (attached) on the back. Go over the PowerPoint presentation rubric (attached) and post. Groups: Students will work in groups of 3-5. The groups can be centered on the four other Native Groups or the SEVEN areas (transportation and tools, food sources, types of settlements, house materials, clothing, art, and social system). It really just depends on the class numbers. If arranging grouping by Native Group, then each group would be responsible for finding all of the information for one group. If arranging around the areas, then each group would have to find out how each group dealt with their particular area (e.g. Tools for the Aleut, Athabascan, etc would be researched and presented by group one). Day Nine - Researching TECHNOLOGY ALERT: You will need to set up Google accounts for the class and show them how to use Google Docs. Also go through Alaska Digital Archives and show students how to search for images within their site. Go over the difference between historical photos and art gallery photos.

5 Allow students to work on projects. Days Ten/Eleven - Workdays Student workdays. Students will need to practice their presentations, so they can transition between presenters and check their time. Days Twelve/Thirteen - Presentations FORMATIVE ASSESSMENT DUE: Presentations (see rubric) Day Fourteen Review & Group Participation Feedback Go over the student handouts from the different presentations and make sure that all of the areas are covered. Review the map of Native territories. Group participation is simple: every student draws a circle on a piece of paper. They must then create a pie chart representing the amount of effort of each individual. They must also include two reasons why they scored them that way. Day Fifteen Exam SUMMATIVE ASSESSMENT AK History Native Groups Test (attached) Differentiation For this unit, differentiation happens through grouping strategies or technology assistance. For the partner picture section, the requirements for pictures could be one per item or that the student has a template to drop the pictures into with the labels already in place. The larger project needs to be grouped strategically, so that within groups students can be assigned tasks appropriate for their level with the help of the teacher and group. For the final exam, teacher notes of the required elements from the presentation should be provided for studying. On the test itself, a reduced essay and extended time are appropriate. Attachments

6 Alaska History Cultural Collage Project Partner Names Instructions: As we venture out to a variety of locations around Haines and Klukwan, your task is to take pictures of Tlingit representations of the different aspects of a society that are listed. Take notes from your observations and from the teachers (elders, tour guides, museum staff) you encounter. List the what and the where of each picture so you have accurate data on your collage. Collage: With a partner, create an 8 ½ x 14 digital collage of five of the seven categories listed. Use headings to group your pictures. Each picture should have a caption with what it is and where it was located. You should also have a title (be creative and respectful) and your names on the collage. If you do not have a camera (ipod, cell phone, etc.) to use, see me right away so I can check one out to you. Grading (see rubric for details): Content: 50% Labels/Captions: 25% Creativity: 25% CATEGORY NOTES PICTURES ART CLOTHING

7 FOOD HOUSE MATERIALS SOCIAL SYSTEM TRANSPOR- TATION & TOOLS TYPES OF SETTLEMENTS

8 Alaska History Cultural Collage Project Rubric Partner Names 5 Exceeds Standards 4 Above Standards 3 Meets Standards Score Content Six elements are reflected with at least two appropriate photos. An additional 2- or more pictures are included. Five elements are reflected with at least two appropriate photos. An additional 2-3 pictures are included. Five elements are reflected with at least two appropriate photos. X 50% = Labels/Captions Size All text is uniform, easy to read, and is well thought out. Size is 8 ½ x 14. No required elements are missing and labels are neatly done. Size is 8 ½ x 14. One or two required elements may be missing, but overall captions are acceptable. X 25% = Creativity Design and layout are exceptional. All elements compliment each other to create a sense of unity. Design or layout is creative. Fonts compliment the overall appeal. Design and layout are acceptable. X 25% = Comments

9 Alaska History Alaska Native Cultures Group Presentation Topic: Objective: students will use the Sheldon Museum, Jilkaat Kwáan Cultural Center, Alaska Native Heritage Center, the Alaska Digital Archives, and other resources to research and orally present information comparing and contrasting different Alaska Native groups (Aleut, Athabascan, Inupiaq, Yup ik) to the Tlingit in the following areas: transportation and tools, food sources, types of settlements, house materials, clothing, art, and social system. Group Members: Presentation Date: Required Elements: Presentation created in Google Docs Time should be 10 to 15 minutes Slides should adhere to standard PowerPoint presentation guidelines (see handout) This is a comparison format so always give examples of what you know of the Tlingit first. This helps everyone remember what we learned locally. All four groups and/or seven areas are covered as assigned. Maps/territories are covered as appropriate. 75% of image must be primary images and not from secondary sources. Examples of artwork should be historical images and not from art sales websites Bibliography included Audience Guide - Each group will have an audience guide to hand out to the class. Remember, you want students to pay attention to what you are saying but not be distracted by trying to fill in minutiae. Create a guided notes style audience guide so classmates have the necessary information from each presentation. Artifact - In the presentation, each group will also need to bring an artifact. This could be food, an example of clothing or artwork, a song or dance, etc. BRAINSTORM LOCAL MEMBERS OF THE DIFFERENT CULTURES TO HELP WITH ARTIFACT Resources Langdon, Steve J. The Native People of Alaska (3 rd ed). Anchorage: Greatland Graphics, Alaska Native Heritage Center Alaska Digital Archives Alaska History and Cultural Studies

10 Alaska Native Cultures Group Presentation Rubric Group: Graphics Graphics are adequate. Graphics are appropriate, enhance the presentation, and overall add dimension to presentation. Graphics are off topic, detract from presentation or are not included. Topic The topic is explained in detail with evidence to back up research. Bibliography is included. Presenter Presenter is fluent, has eye contact with audience, knows and understands the content. The presenter knows and delivers the information; the slides are NOT read. The topic is explained adequately, some evidence is presented. Bibliography is included. Presenter is fairly fluent, has eye contact with audience, knows and understands the content. The topic is not explained thoroughly. Audience is left with questions. Presentation has clearly not been rehearsed. Presenter simply reads the slides. Slides Basic PP guidelines are adhered to. The slides are uniform and easy to read. The slides are visually appealing. An appropriate amount of text and pictures are included. Basic PP guidelines are adhered to. The slides are uniform and easy to read. An appropriate amount of text and pictures are included. Basic PP guidelines are adhered to. The slides are uniform and easy to read. Time Overall The presentation is within the allotted time frame. In a group project all members of the group have equal presentation time. The presentation is well put together. There is a sense of unity and flow. The presentation is within thirty seconds of time limit and somewhat balanced between the group members. The presentation is adequate. It covers the necessary information. The presentation is over thirty seconds from the time limit and is not balanced between group members. The presentation is lacking. The necessary time and effort has clearly not been put into it. Comments: Score:

11 Alaska History Alaska Native Cultures Test Name A. Aleut B. Athabascan C. Inupiat D. Tlingit/Haida E. Yup ik Identify which Alaska Native Group corresponds with the following statements (60%): 1. Primarily lived in Southeast Alaska. 2. Earliest known archaeological record. 3. Their dominant art form is the wooden mask. 4. They often used whalebone for house framing supports. 5. Cedar bark woven clothing 6. Primarily lived on the southern Bering Sea Coast. 7. The only group that really didn t have permanent settlements. 8. Known for their waterproof raincoats made of seal gut. 9. Primarily lived in the Alaskan Peninsula and the Aleutian Chain. 10. Along with the Inupiat, this group s earliest known archaeological data is from around 4000 years ago. 11. In their social system men made clubs or whaling crews. 12. Along with the Yup ik, this group used animal skins to make clothing to protect them from the harsh weather. 13. They use baleen to weave beautiful black baskets. 14. Houses were usually made up of cedar. 15. Bentwood hats were a primary form of their art. 16. Primarily lived in the Interior and Southcentral. 17. Their social system is dominated by two moieties. 18. Primarily lived on the northern Bering Sea Coast and the Far North. 19. The one group that didn t really rely on sea animals for subsistence.

12 Short Essay (40%). Explain why the Athabascan group is so different from the other four major Alaska Native groups. Use a topic sentence, supporting details, and a concluding sentence. Use at least three of the areas that we looked at to support your answer (housing materials, types of settlements, clothing, food, art, society structure, transportation/tools). 20.

13 Answer Key: 1.D 2. D or B 3. E 4. C 5. D 6. E 7. B 8. A 9. A 10. E 11. C 12. C 13 C 14. D 15. A 16. B 17. D 18. C 19. B 20. Essay grade with standard Six- Traits rubric

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