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SAINT LAWRENCE ISLAND RAIN PARKA
Barb Pungowiyi
OBJECTIVE: Students will make, under
the direction of Marie (Aningayou)
Malewotkuk, a Saint Lawrence Island Rain Parka.
ALASKA STANDARDS
CULTURAL
Schools A. A culturally-responsive school fosters the
on-going participation of Elders in all aspects of the schooling
process. A school that meets this cultural standard: 1. maintains
multiple avenues for Elders to interact formally and informally
with students at all times; 2. provides opportunities
for students to regularly engage in the documenting of Elders'
cultural knowledge and produce approriate print and multimedia
materials that share this knowledge with others; 4. utilizes
educational models that are grounded in the traditional world view
and ways of knowing associated with the cultural knowledge system
reflected in the community.
SCIENCE
A. A student should understand scientific facts, concepts, principles
and theories. A student who meets thie content standard should: 14)
understand a. the interdependence between living things and their environments;
15) use science to understand and describe the local environment (Local Knowledge);
SKILLS FOR HEALTHY LIVING
B. A student should be able to demonstrate responsibility for the
student's well-being. A student who meets the content standard should:
3) asses the effects of culture, heritage and traditions on personal well-being;
HISTORY
B. A student should understand historical themes through factual
knowledge of time, places, ideas, institutions, cultures, people and events. A
student who meets the content standard should: 2) understand the people
and the political, geographic, economic, cultural, social and environmental
events that have shaped the history of the state, the United States and the
world.
INTRODUCTION
This Unit can be used at any time of the year, as long as the
walrus intestine has been obtained. Walrus hunting usually takes
place during the spring, May or June, when the shore ice has moved
out but there are still ice packs out in the ocean, sometimes 30
miles out.
Marie is soft-spoken and it is important not
to ask her to meet with an entire class of students, because
of the discipline required
and the level of noise, so I have arranged for her to teach two
students how to construct the Rain Parka. The students will
learn the traditional way by listening, observing, sewing and making
corrections when told to.
ACTIVITY #1
The students can be required to research Mammals and write
a short paper on their characteristics.
ACTIVITY #2
Mike Wade, of the U.S. Fish & Wildlife Office in Nome,
is willing to explain the Marine Mammal Protection Act. The
students should understand the sections,
Findings and Declaration of Policy
16 U.S. C. 1361
Sec. 2. The Congress finds that-
(1) certain species and population stocks of marine mamals are, or may be,
in danger of extinction or depletion as a result of man's activities;
Title I-Conservation and Protection of Marine Mammals
Moratorium and Exceptions
16 U.S.C. 1371
Sec. 101. (a) [Imposition; Exceptions.]-There shall be a moratorium
on the taking and importation of marine mammals and marine mammal
products, commencing on the effective date of this Act, during
which time no permit may be issued for the taking of any marine
mammmal and no marine mammal or marine mammal product may be imported
into the United Staates except in the following cases:
(b) [Exemptions for Alaskan Natives.]-Except as provided
in section 109, the provisions of this Act shall not
apply with respect to the taking of any marine mammal
by any Indian, Aleut or Eskimo who resides in Alaska and who dwells
on the coast of the North Pacific Ocean or the Arctic Ocean if
such taking-
(1) is for subsistence purposes; or 32
(2) is done for purposes of creating and selling authentic
native articles. . .
ACTIVITY #3
Students can access the native American Rights Fund www.narf.org for
a Timeline of Alaska Native Subsistence Rights activities. The
Timeline includes, 1980-ANILCA-Title VIII, 1994 Katie John ruling
and Dept. of the Interior actions.
ACTIVITY #4
Chubby Olanna, of Nome, is willing to come to the school to
speak about walrus hunting. He speaks about the importance
of preparation and how he learned from his father by years
of watching, being quiet and following directions exactly. He
talks about the importance of respect for knowledgeable Elders,
respect for nature and respect for animals.
The Walrus Hunt CD that Chubby and his son, William, made possible
can be shown.
ACTIVITY #5
The walrus intestine can be obtained from Eleanore Oozeva in
Gambell or Chubby Olanna in Nome.
ACTIVITY #6
If the intestine is obtained from Chubby, fresh, the students
can be taught, by Marie, how to clean the intestine, inside and
outside, and soaked for several days. Marie teaches that
the water must be changed daily until it is clear. Soap is
added. The intestine can be dried inside or outside. Marie
indicates that drying the intestine outside makes it whiter.
Marie teaches not only the skills to make the
rain parka but also history and values. This activity is also important for young
people today because many don't have very much contact time with
Elders and grandparents. This activity also instills pride
in heritage. It allows young people to realize their options. They
may make more positive choices in the future because of the realization
of the knowledge and satisfaction gained. The activity gives
back some power to the Elders that should have always been theirs. Importantly,
the knowledge is being passed on; it will not stop with Marie's
generation who have the skills.
Marie speaks about how the men had to be very careful and very
quick when butchering because of the changing weather.
Marie speaks about how men butcher the walrus
and bring it all back to the women to be used. She speaks about traditional
roles of men, women and children. She speaks about how the
meat is stored for winter. Marie's grandfather put the meat underground
and used wood to cover it. He used a hook to get the meat.
Marie teaches that there are two types of intestine
parkas made on Saint Lawrence Island. One is used for dancing and one
is used as a rain parka. The white one is for dancing. The
rain parka has a lining of bird feathers. These were the
kuspuks before there was calico.
Marie will teach the students how to cut the
intestines, two are probably needed, into rectangular pieces. The edges of the
pieces are folded to sew together. Sinew used to be used;
today we will use nylon thread. Marie uses a kuspuk pattern.
ACTIVITY #7
Marie has given permission to be videotaped. Students
can use the digital videotape to remember the lessons and the videotape
can be developed into a CD.
EVALUATION
A checklist can be developed by the teacher with the skills
required to make the rain parka, the Standards accomplished and
the Native Values demonstrated by the students.
I have not done this Unit yet. I am trying
to obtain the walrus intestines.
Handbook
for Culturally Responsive Science Curriculum by Sidney Stephens
Excerpt: "The information and insights contained in this document will be
of interest to anyone involved in bringing local knowledge to bear in school
curriculum. Drawing upon the efforts of many people over a period of several
years, Sidney Stephens has managed to distill and synthesize the critical ingredients
for making the teaching of science relevant and meaningful in culturally adaptable
ways." |