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Lessons Taught, Lessons Learned Vol. I
RABBIT SNARING AND
LANGUAGE ARTS
by
Judy Hoeldt
Kaltag
The following teaching unit
on rabbit snaring is based on notions of prior knowledge and
student participation, because in a rural classroom, instruction
must build upon the students cultural background and the knowledge
they bring with them. The teaching unit employs a process-oriented
approach to curriculum and a project-centered approach to teaching
and learning. The unit is aimed at the early elementary level and
incorporates the following subject areas: language, math, science,
art, writing, and social studies.
The practices that will be
described are based on the theme of connecting oral and written
language and reading. All of the ideas build upon the student's
prior experiences in order to advance the children's reading and
writing skills to foster their language development. Perhaps the
greatest advantage of this approach is that the teacher serves as
a facilitator, encouraging the students to explore their
creativity, to discover their environment, and to apply their
problem-solving skills. I believe that this unit will foster
student learning by building on the students' cultural background.
In addition, these lessons will encourage students to develop
their individual learning methods to accomplish educational goals
that cannot be achieved through a structured, traditional,
subject-oriented curriculum. In all of the following methods and
techniques for teaching reading and writing, the student is the "doer." There
is complete student involvement in each of these activities.
I plan on teaching several
different units in the kindergarten-first grade classroom
throughout the year. All of these units will be centered around
pattern books; books written by students; independent reading; and
group discussion before, during, and after reading. In the past,
I've done a lot of writing with my students-now I want to take
that writing a step further and have the students use their own
inventive spelling and read their own writing. This year, my role
as a teacher will be that of a facilitator and an observer. My
students will be helping each other in the roles of peer tutors. I
wish school started tomorrow for I have several units and projects
I want to explore with my students.
I intend to teach my students a
unit on rabbit snaring. I chose this particular unit because my
prior knowledge on this subject matter is very limited. Therefore,
the unit will offer a challenge for both my students and me to
research and explore the different aspects of the subject matter
together. I'm an enthusiastic teacher and a dedicated learner, and
I hope that this enthusiasm and dedication will spread to the
students throughout the unit. My intentions are to develop the
students' writing, reading, and language skills with this unit.
This can be done through different activities such as reading
stories about rabbits and snares, writing our own hunting stories,
writing creative rabbit stories, discussing the uses of snares and
rabbits, identifying rabbit tracks, making our own footprints,
drawing pictures of rabbits, participating in hunting trips and
field trips, and making rabbits Out of different art
materials.
As resources I will be using some
of the Native trappers in the village, several books (from science
books to pattern books), materials for rabbit snares, audio-video
equipment, outdoor environments, writing and book-making
materials, and art supplies. My students and I will be visiting
trappers, going on field trips to look for rabbit tracks, making
rabbit snares, writing recipe books for preparing rabbit dishes,
studying biology books, interviewing family members about rabbit
snaring, and reading our "Big Book."
UNIT ON RABBIT
SNARING
1. LESSON
Objective:
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To determine the
students' prior knowledge of rabbit snaring. To
familiarize the students with rabbit snaring
materials.
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Resources:
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Wiring for rabbit snare
and pictures of rabbits.
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Lesson:
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Students will be in
groups of four and five investigating wiring used for
rabbit snares. Students will ask each other questions.
After student groups have discussions about the wiring
and its uses, the teacher will encourage each group to
brainstorm different possibilities of using the wiring.
The teacher will write student ideas on the board showing
each group pictures of rabbit snares and rabbits. The
teacher will guide the discussion using the following
three steps: first, asking students, What to do you think
of ...?, What might you see, hear, feel...?, What might
be going on...?; second, having students think about
their response (What made you say that...?); and third,
asking students if they have any new ideas. After these
group discussions, students will ask questions about what
they want to learn about rabbit snaring. The teacher will
write the questions on a chart and the students and
teacher will read the questions.
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Evaluation:
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After mapping out the
students' responses, adjust instruction
accordingly.
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2. LESSON
Objective:
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Students will participate
in making a snare. Students will observe how the snare
operates and comprehend how
it is part of their culture.
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Resources:
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Snare equipment, local
hunter, teacher aide.
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Preparation:
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Visits with the local
trapper asking him to demonstrate a rabbit snare and to
tell stories about rabbit snaring.
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Lesson:
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Local trapper will
arrange students around him in his home so all the
students can observe the demonstration and listen to
stories. Local trapper will show how to make a snare,
where to place it, how it works, how it is set up, etc.
After the demonstration, students will make their own
snares with assistance from several local trappers. When
the students have completed this task, the local trapper
will share stories about experiences with rabbit snaring.
Students will ask questions about snaring.
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Evaluation:
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Teacher will record which
students were successful in making rabbit snares. This
record will be useful to designate
peer tutors later.
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3. LESSON
Objective:
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Students will get
acquainted with rabbit habitat.
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Resources:
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Film from state library,
film projector, books on rabbit habitat.
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Lesson:
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After watching the movie,
students will join in groups and ask each other
questions. The teacher will facilitate by asking
questions from the focus unit on the basic story. Some of
these questions would be: Where do you think this film
took place? What time of year is it? What did they do
first in the movie? What happens later? Students can be
offered the opportunity to role play a trapper snaring
rabbits. Then students can draw pictures of themselves
snaring. rabbits. Students can use inventive spelling to
write about what is happening in their
picture.
In the next step, the
teacher will read a story about what rabbits eat and
where they live. Before listening to the story, students
will predict its content. The teacher will write student
predictions on a chart where they will be checked off
during the reading. After the students have discovered a
certain amount of information, they will relate these
facts to the teacher who will print them on a "big book."
When reading is completed, the students and the teacher
enter more information in the "big book." Then the
teacher and the students will read the "big book" together.
Now the students will
join in groups discussing and drawing two more pictures
for their picture book on rabbits. One picture will
feature the rabbit in its habitat and the other showing
the rabbit eating-inventive spelling will go below each
picture. After this activity, the teacher will lead a
group discussion, reading the questions
on the chart and determining which questions were
answered and then writing the answers on the
chart.
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Evaluation:
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As an observer, the
teacher will record student responses during discussions,
and check student progress
in reading along in the big book."
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4. LESSON
Objective:
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Students will research
and explore subject matter in many books.
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Resources:
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Several books on
rabbits.
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Lesson:
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The teacher will
encourage students to check out and read different rabbit
books and to share and discuss the books. Then the
teacher and the students will discuss the students'
discoveries and questions and enter them into the
question chart.
Now, teacher and students
will read two more segments on the habits of rabbits,
their physical characteristics, and their reproduction,
using the same format as before-predicting, questioning,
and recording facts in the "big book." Then theteacher
and students will read the "big book" together, possibly
several times.
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Evaluation:
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Teacher's observation of
student participation in group discussion and of
students' ability to read along in the "big book."
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5. LESSON
Objective:
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Students will identify
rabbit footprints. Students will make their own
footprints.
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Resources:
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Clay, paint, book on
rabbit footprints, shallow pans, sponges.
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Lesson:
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The students will view
rabbit footprints, then duplicate footprint patterns on
paper and in clay. Now, students will take turns stepping
into shallow pans with paint and printing their own
footprints on butcher paper. The students will write
their names next to their footprints which will be
displayed on the classroom walls. As a whole class, they
will create a poem about footprints. The teacher will
give a starting line and the students can brainstorm
about the rest. The teacher will write the poem on a
chart and the class will read it together on a daily
basis.
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Evaluation:
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Observation of rabbit
tracks made in the clay.
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6. LESSON
Objective:
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Students will draw a
community trapping expedition and write an accompanying
story.
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Resources:
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Butcher paper,
markers.
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Lesson:
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Each student will use a
certain area on the butcher paper to draw a scene of
themselves and their elders trapping rabbits. After the
mural is completed the students will write their
inventive spelling sentences below their drawings to tell
the viewers what is happening. The mural will be hung in
the hallway.
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Evaluation:
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Analyze the students'
association between picture and writing.
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7. LESSON
Objective:
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Students will practice
making wire snares.
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Resources:
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Enough wiring for all
students, rabbit pattern, cotton and glue.
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Lesson:
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Previous arrangements
will have been made with the junior high teacher and
sufficient time scheduled for this event. Junior high
boys will demonstrate and talk about the making of a
snare. The junior high boys will assist the kindergarten
and first grade students as they are making a snare.
After each student has completed the rabbit snare, the
junior high boys will demonstrate how to use snares and
where to put them. After the boys' demonstration,
students will ask questions. Then the students will write
about the project using their inventive spelling and draw
pictures to go along with the writing. An art project to
go along with the lesson can be cutting out a rabbit
pattern and gluing cotton balls to it.
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Evaluation:
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Examine the quality of
the snares.
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8. LESSON
Objective:
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To expose students to the
Native language and to Native stories.
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Lesson:
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The bilingual teacher
will practice with the students the Native word for
rabbit and snare. Then s/he will tell stories
about rabbit snaring and explain that it is part of the
community's subsistence way of living. After this, the
students will discuss in groups and will add more
information to the "Big Book." Rabbit patterns and
fasteners will be available for students to make swinging
rabbits.
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Evaluation:
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Students usage of Native
words and the retelling of the Native stories.
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9. LESSON
Objective:
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Students will set up
snares for rabbits and identify rabbit tracks.
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Preparation:
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Arrangements through the
principal and the trappers for a field trip to set up
rabbit snares.
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Lesson:
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Students will take their
rabbit snares and follow trappers to set up the snares.
Students will be looking for rabbit tracks. Students will
be silent to demonstrate their respect for the hunt.
Trappers will show students where and how the snares need
to be set up. Students will follow the trappers' order in
setting up their traps. Arrangements will be made with
the trapper for the students to check traps.
After the field trip,
students will write thank you notes to the trappers and
ask them when they need to check their snares.
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Evaluation:
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Students ability to set
up snares and quality of writing in theirthank you
notes.
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10. LESSON
Objective:
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Students will check
rabbit snares.
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Resources:
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Trappers
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Preparation:
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Arrangements with
trappers to accompany us on our trip to check the rabbit
snares.
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Lesson:
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The students will draw a
map of the area where they set up their snares before we
set out to check them. The trappers will show students
how to find the snares, how to repair the snares, and how
to release the rabbits. Then the trapperswill take the
students to their homes and show them how to skin the
rabbits and how to prepare them for eating. The students
will write stories about their trapping experiences and
draw pictures of their
trapping excursion. The students will read their stories
and ask each other questions. The students' stories and
pictures will be displayed on the wall.
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Evaluation:
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Students participation in
activities and evaluation of trapping stories for content
and reading ability.
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11. LESSON
Objective:
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Students will create and
write invitations and make necessary arrangements for a
potlatch.
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Resources:
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Invitation cards and
materials to make bunny-ear hats.
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Preparation:
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Inform the principal
about the potlatch.
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Lesson:
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The students and teacher
will make plans for the potlatch.
- Who should we invite?
Write names of local trappers on the board and assign
each student to one name.
- What should our
parents bring? Write a list on the board and assign a
dish to each student.
- What should we write
on the invitation card?
- time
- place
Students will now write
two invitation cards-one to a trapper or community member
and one to a parent. In the card for the parents, the
student will ask for a dish for the potlatch. Students
will decorate their invitation cards and deliver them.
Students will make bunny-ear hats and other decorations
for the potlatch.
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Evaluation:
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Observe students'
decision making skills and the readability of invitation
cards.
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12. LESSON
Objective:
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Students will be able to
measure ingredients and read recipes for a rabbit
dish.
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Resources:
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Cookbooks, recipes,
rabbit, skillet and necessary ingredients.
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Preparation:
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Students bring Mom's,
Grandma's or Auntie's best recipe for rabbit
stew.
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Lesson:
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The teacher and students
will read the recipes together, select one, write it on a
chart and talk about the measurements
on the recipe. Students will try to figure
out words that have been
masked on recipe chart. As a sequencing task students
will discuss in groups what needs to be done first,
second, etc. Before cooking starts, the students and
teacher will play a little game called "What If." In this
game the teacher asks the students to imagine what would
happen if the various cooking steps were carried out in a
different order or what would happen if something was
left out. Then the students will cook the rabbit,
following the directions.
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Evaluation:
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Students ability to
measure, read, and sequence. Also, seeing how the rabbit
turned out!
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After the rabbit is cooked,
students will make all the necessary arrangements for the
potlatch. Each group will be responsible for one aspect of the
potlatch. After the trappers and parents have arrived, students
will thank the trappers and then recite their rabbit poems and
read the "Big Book." The students' picture books and their
trapping stories will be on display for everyone to
see.
I will determine what my students
have learned through this unit by evaluating their progress in
writing and inventive spelling. This is a rough sketch of a unit
and many more reading and writing skills will be addressed than
could be included here. For example, I expect my students to ask
for the correct spelling of the word "trapping" when they write on
the mural. Through close observation, I will be able to tell which
skills my students will be ready to learn and will then
incorporate these skills in my lessons.
In reading the "Big Book" I
will use word cards and sentence strips which will help me to
evaluate whether the students are learning the words in the book.
By masking certain words in the "Big Book" I will be able to tell
whether the students have learned to infer these words by using
contextual clues and phonic skills. However, the best approach to
determining what my students have learned will be my own
observations.
The above teaching unit will be
accompanied by several classroom activities that are unrelated to
the subject matter of the unit. One of these activities will be
dialogue journals in which the students write to the teacher about
anything they want to share. Another activity will be called
word-a-day." In this activity, the students pick out a word they
want to learn and the teacher spells out the word for the
students. Then they copy it and it becomes their word. After the
students have gathered a certain amount of personal words, they
read their words to their group and trade them with group members.
Sometimes word cards are mixed and the students sort out the cards
with their personal words before reading them to each other and
placing them in a personal file.
While designing this unit, I asked
myself whether it was culturally acceptable for girls to learn the
art of rabbit snaring and for boys to learn how to cook. However,
I came to the conclusion that this question will have to be asked
in each community, since what is acceptable will vary from place
to place. The unit is filled with so many reading, writing and
other activities that it should be beneficial to all
students.
Foreword
J. Kelly Tonsmiere
Introduction
Ray Barnhardt
Section
I
Some Thoughts on Village
Schooling
"Appropriate
Schools in Rural Alaska"
Todd Bergman, New Stuyahok
"Learning
Through Experience"
Judy Hoeldt, Kaltag
"The
Medium Is The Message For Village
Schools"
Steve Byrd, Wainwright
"Multiple
Intelligences: A Community Learning
Campaign"
Raymond Stein, Sitka
"Obstacles
To A Community-Based Curriculum"
Jim Vait, Eek
"Building
the Dream House"
Mary Moses-Marks, McGrath
"Community
Participation in Rural Education"
George Olana, Shishmaref
"Secondary
Education in Rural Alaska"
Pennee Reinhart, Kiana
"Reflections
on Teaching in the Kuskokwim Delta"
Christine Anderson, Kasigluk
"Some
Thoughts on Curriculum"
Marilyn Harmon, Kotzebue
Section
II
Some Suggestions for the
Curriculum
"Rabbit
Snaring and Language Arts"
Judy Hoeldt, Kaltag
"A Senior
Research Project for Rural High Schools"
Dave Ringle, St. Mary's
"Curriculum
Projects for the Pacific Region,"
Roberta Hogue Davis, College
"Resources
for Exploring Japan's Cultural Heritage"
Raymond Stein, Sitka
"Alaskans
Experience Japanese Culture Through
Music"
Rosemary Branham, Kenai
Section
III
Some Alternative
Perspectives
"The
Axe Handle Academy: A Proposal for a Bioregional, Thematic
Humanities Education"
Ron and Suzanne Scollon
"Culture,
Community and the Curriculum"
Ray Barnhardt
"The
Development of an Integrated Bilingual and Cross-Cultural
Curriculum in an Arctic School District"
Helen Roberts
"Weaving
Curriculum Webs: The Structure of Nonlinear
Curriculum"
Rebecca Corwin, George E. Hem and Diane Levin
Artists'
Credits
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Last
modified
August 14, 2006
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