Marshall Cultural Atlas

This collection of student work is from Frank Keim's classes. He has wanted to share these works for others to use as an example of Culturally-based curriculum and documentation. These documents have been OCR-scanned. These are available for educational use only.

 

 

 

 

The teenage years are the transitional stage between children and adulthood. At the beginning of the period, girls in general are taller and heavier than boys.

Then boys undergo their growth spurt and pass girls in both height and weight. During the stage, teenagers vary widely in height, weight, and body proportions.

PHYSICAL DEVELOPMENT*

13 to 18 YEARS

General Period of little growth is followed by growth spurt. At first, teenager may look awkward and lanky, but as growth continues, body proportions will equalize. Skull grows larger. Jaw lengthens. Chin becomes more pointed. Nose increases in size. Profile becomes longer and less childlike. Acne may develop. Female Ovaries increase production of sex hormones. Hormones add a layer of fat on the buttocks, thighs, and arms. Breasts become fuller. Hips widen. Pubic hair appears. Menstration begins. Ovulation begins. Male Testes increase production of sex hormones. Sex organs increase in size. Muscles develop rapidly and double in strength. Shoulders widen. Waist narrows. Neck thickens. Voice drops to a lower pitch. Hair appears on face, under arms, and in pubic area. Sperm production begins. Ejaculations may occur.

INTELLECTUAL DEVELOPMENT

13 to 18 YEARS

Learns to think generally, symbolically, and abstractly. Learns to use the decision-making process. Can solve problems, mentally, without having to work with concrete objects. Can consider several ideas and concepts at one time. Achieves a new awareness of people and issues. May think more often about the future. May speculate about what might be instead of what actually is. May debate more with adults and parents. Learns to weigh the relative consequences of an action for the individual and for society. Can evaluate self and make necessary corrections to get back on the right track. May be capable of thinking about and comparing moral values. May insist upon fairness. May believe that individuals are justified in breaking an unjust rule.

EMOTIONAL AND SOCIAL DEVELOPMENT

13 to 18 YEARS

Strives to establish a sense of personal identity. May become preoccupied with self-doubt. May feel lonely or isolated. May have dramatic mood swings. May seek to assert independence and autonomy while fighting feelings of insecurity. May wonder about the future which is both exciting and frightening. May judge self according to perceived opinions of others. May be preoccupied with own thoughts and forget the real world. May experience role confusion while considering all available options. Seek independence from parents; some conflict may result, but overall relationship with parents is likely to be positive. Sees parents as human beings who sometimes make mistakes. Seeks emotional support which may come from parents or peers. Is generally influenced more by parents than peers in spite of peer pressure. May show tendency to conform to peers in early teen years, but later may be able to resist peer pressure. Tries out different social roles. Learns to interact with an increasing number of people from homes, school, and community. Is capable of forming close relationships with peers of either sex.

INFANTS How to Fold Cloth Diapers LARGE MUSCLE DEVELOPMENT DANGERS AND SAFEGUARDS DURING INFANCY PHYSICAL DEVELOPMENT INTELLECTUAL DEVELOPMENT EMOTIONAL AND SOCIAL DEVELOPMENT SEQUENCE OF TEETHING	TODDLERS DANGERS AND SAFEGUARDS DURING TODDLERHOOD PHYSICAL DEVELOPMENT INTELLECTUAL DEVELOPMENT EMOTIONAL AND SOCIAL DEVELOPMENT
PRESCHOOL DANGERS AND SAFEGUARDS DURING PRESCHOOL YEARS PHYSICAL DEVELOPMENT INTELLECTUAL DEVELOPMENT EMOTIONAL AND SOCIAL DEVELOPMENT	SCHOOL-AGE DANGERS AND SAFEGUARDS DURING THE SCHOOL-AGED YEARS PHYSICAL DEVELOPMENT INTELLECTUAL DEVELOPMENT EMOTIONAL AND SOCIAL DEVELOPMENT
TEENAGE

 

What Worked
For My Parents in Raising
Their Kids

 

What My Parents
Would Have Done Differently
If They Could Do It Over
Again

 

Advice From Parents
To Young Parents

  

Useful
information
for parents

  

The Kids

 

Student
Do's and Do Not's about Parenting

 

Gems of Wisdom from
the Elders

 

Christmastime Tales Stories real and imaginary about Christmas, Slavik, and the New Year Winter, 1996	Christmastime Tales II Stories about Christmas, Slavik, and the New Year Winter, 1998	Christmastime Tales III Stories about Christmas, Slavik, and the New Year Winter, 2000
Summer Time Tails 1992	Summertime Tails II 1993	Summertime Tails III
Summertime Tails IV Fall, 1995	Summertime Tails V Fall, 1996	Summertime Tails VI Fall, 1997
Summertime Tails VII Fall, 1999	Signs of the Times November 1996	Creative Stories From Creative Imaginations
Mustang Mind Manglers - Stories of the Far Out, the Frightening and the Fantastic 1993	Yupik Gourmet - A Book of Recipes
M&M Monthly
Happy Moose Hunting! September Edition 1997	Happy Easter! March/April 1998	Merry Christmas December Edition 1997
Happy Valentine’s Day! February Edition 1998	Happy Easter! March/April Edition 2000	Happy Thanksgiving Nov. Edition, 1997
Happy Halloween October 1997 Edition	Edible and Useful Plants of Scammon Bay	Edible Plants of Hooper Bay 1981
The Flowers of Scammon Bay Alaska	Poems of Hooper Bay	Scammon Bay (Upward Bound Students)
Family Trees and the Buzzy Lord	It takes a Village - A guide for parents May 1997	People in Our Community
Buildings and Personalities of Marshall	Marshall Village PROFILE	Qigeckalleq Pellullermeng ‘A Glimpse of the Past’
Raven’s Stories Spring 1995	Bird Stories from Scammon Bay	The Sea Around Us
Ellamyua - The Great Weather - Stories about the Weather Spring 1996	Moose Fire - Stories and Poems about Moose November, 1998	Bears Bees and Bald Eagles Winter 1992-1993
Fish Fire and Water - Stories about fish, global warming and the future November, 1997	Wolf Fire - Stories and Poems about Wolves	Bear Fire - Stories and Poems about Bears Spring, 1992

 

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