Alaska Science Camps, Fairs & Experiments
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Camps as an
Environment for
Science and Culture
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As educators seek more effective ways to
teach students, camps have emerged as successful means of sharing
information and experiences that are not possible in the regular
classroom setting. Camps provide young people with the opportunity to
interact with Elders and instructors in an environment that naturally
promotes learning.
Educators often talk about using the local environment and doing
more hands-on activities. Until students and teachers break out of
the classroom for extended periods of time, this will be an
unfulfilled vision. At camp, there is endless opportunity for
hands-on, culturally relevant activities.
The information presented here was primarily gleaned from
presentations at an AKRSI meeting. The meeting participants were
like-minded people who have, through trial and error, planning and
revising, conducted camps in almost every possible setting in
Alaska.
Among those describing their efforts were representatives from the
following:
- Academy of Elders Camp
- Camp Water Juneau
- Alakanuk School
- ANSWER Camp
- AISES Camp Fairbanks (Gaalee'ya Spirit Camp)
- AISES Camp Afognak
As we pioneer camps as a means of educating our children in
significant knowledge, new insights will be gleaned and added to the
following information. Please join in this effort.
There are three possible types of camps:
- Immersion camps where only the Native language is spoken.
- Language camps where the Native language is taught.
- English-speaking camps
Immersion camps are much more comfortable for Elders. Thoughts and
activities are naturally directed to the land and the living that
springs from it. Students who are proficient or growing in the
language do exceptionally well. Students who are weak in the language
make major leaps in their abilities.
Language camps are appropriate in a region where the language is
recovering. Language instructors are often pleased and surprised at
the interest of non-Native students.
English speaking camps are necessary in regions where too many
different languages or dialects are represented.
Different Orientations
Staff
When the camp staff plans the experience, objectives and
correct
behaviors can be identified and met. A camp with a common theme like "language," "tools" or "travel" feels
more cohesive than one with fragmented parts. Camps with this approach tend to
be well organized
but exhausting for instructors.
Students
When students bring a project to develop, instructors are
facilitators. This requires a higher level of maturity on the part of
the students and greater versatility on the part of the
instructors.
Elders
If there are enough Elders present, there is a dynamic that
unfolds as the generations interact with each other. Elders have
information for which we haven't yet learned the questions. It is
important to anticipate tools and materials they might need. An
Elder-coordinator paces the Elders over the schedule, creating a
setting where they can be most effective.
Synthesis
The above three orientations can exist in any combination. A camp
that is staff driven might be more like school than a summer camp. A
camp that consists of only student projects is too loose. A camp that
is totally Elder driven might necessitate putting away calendars as
well as watches. A healthy synthesis is best.
Starting with clearly defined goals helps maintain the
camp focus
as well as later evaluating the success of the camp and guide
modifications that should be made. Without clear goals, consistency
in following years is impossible.
What are the goals?
a To inform/interest
students in science?
a To culturally enrich
students?
a To bring students and Elders
together?
a To strengthen or rekindle the
Native language?
Clearly define your goals and stick with them.
Evaluation
Record suggestions right after camp while they are fresh in
people's minds. File them carefully for the planning meetings in
following years. Evaluate the camp in light of the stated goals.
Overall
Dates/location
- Study the weather patterns. Schedule camp dates according to
the findings. Have contingency plans for inclement weather.
- Set camp dates to coincide with subsistence activities.
- How long will the camp be? Shorter, smaller camps are better
in the first years.
- Where will the camp be held? What location(s)? Is this
location best considering the camp goals?
Student Applications
First ask yourself:
- What age group will be served? Is the camp for a
specific type of student? Is the camp for all students?
Teaching styles differ greatly for different types of students.
Students with behavior problems need more rules and structure.
Motivated students function better with instructors as
facilitators.
Welcome handicap students, but ask about handicaps and medical
needs ahead of time. Don't embarrass handicapped students by
putting them in uncomfortable situations.
Ask if students have medication needs that staff must
supervise.
Ask students about their personal interests.
- How will students be screened? The application process
should be specific enough to determine whether a student meets the
criteria or not. Sending students home is expensive. Screen out
trouble before it arrives unless you are prepared to handle all
situations.
- Should pairs of students be accepted from each
village to minimize homesickness and reduce travel costs?
Note: Trouble can arrive in pairs.
Logistics
- How will you prepare for medical emergencies? What
transportation do you have available if something happens?
- What means of communication are on-site? Telephone, CB
radio, etc.?
- How long will the camp last? Will it be an overnight
camp or day camp?
- Will you cook your own meals or hire someone? Food is an
important link to contentment.
- If a bear event occurs, repercussions come from many
sources. An experienced local person should be present whose
judgement is respected.
- What will be the student/instructor ratio? How many
counselors will be needed? When the student/instructor ratio is
low, there is less need for rules and structure. At one camp,
younger students were accompanied by mothers and grandparents. It
worked wonderfully, giving a real sense of family.
- How many students will be invited? It is much easier to
start with select students in small numbers and increase over the
years as experience grows. Ten to twenty percent of the students
who make a commitment to attend will not do so because of last
minute concerns.
- How much structure will there be? One camp scheduled
every minute from getting up to bedding down. Another camp brought
people together, scheduled three meals, and let it all
happen.
- What region will the students come from? How much will
travel cost? If one camp follows another, can money be saved by
filling chartered planes in both directions?
- What insurance policy will cover the camp? Does it
restrict water sports and activities?
- What awards will be given at the end of camp, and on
the basis of what criteria? Students need to know at the beginning
what the standards are.
- Will you take many pictures? Photos not only help
students reflect on the good times, they also help document
activities to funding sources.
Students
- If the goal of the camp is to develop science projects,
students should have several ideas in mind before coming to
camp.
- Students need a checklist of clothing and supplies to bring to
camp.
- Students should have a very clear understanding of what the
camp is about and how it will be conducted.
Failed expectations are the greatest source of
discontent.
Staff
- If instructors do what they are most interested in, but do not
coordinate with each other, the students get a fragmented
experience. If one instructor is teaching about northern lights,
another is enthusiastic about nematodes and the Elder is trying to
get the students to make a canoe, the cohesion necessary for a
meaningful experience is missing.
- It is better to have too much scheduled than not enough.
Students often surprise themselves when they discover an interest
in something they've never done before. Having a diversity of
experiences available is always beneficial. It is easy to edit
activities. It is difficult to improvise in a remote location.
It is easier to start with structure with the option of relaxing
schedule and rules than imposing structure on a situation that has
lost its continuity
- When the student/instructor ratio is high, good counselors are
more valuable than gold. Good female counselors are more plentiful
than good male counselors. All counselors should be treated with
respect, not like 24-hour-a-day babysitters. They are part of the
team, and should be represented at all staff meetings.
- Planning meetings that are held at the camp location provide
an important connection.
Tools/Materials/Equipment
- Each instructor should create a materials list for each
planned activity. Every camp should have standard tools and
materials. The list should develop each year. Certainly it
includes tents, rope, axes, tarps, hammers, saws, and science
equipment like thermometers, balances, magnifying glasses, tape
measures etc.
- Several instructors have stated that a laptop computer
with a CD-ROM encyclopedia would greatly benefit the students who are
doing research. However, the presence of a laptop computer can
spoil the "flavor" of a traditional camp. At a remote camp, a
computer requires a small generator and perhaps 12v batteries and
inverter.
Rules
Using the local Native values as the basis for camp rules serves
quite well (see values on page 6.) There is a greater sense of
cooperation when camp authorities support the values that are the
basis for the local lifestyle. Send them to students before camp,
include them in the student agreement, and post them at the camp.
Before camp, students should sign a commitment to abstain from
verbal, physical, substance, or sexual abuse, including improper
touching. Curtail verbal abuse as soon as it surfaces.
QUESTIONS TO ASK BEFORE A
CAMP
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a What are the rules? What
behaviors are acceptable and which ones are not? What will the
consequences be for negative behaviors? Who makes the rules? Are
students involved?
a How much technology will be
involved? Computers? TV? Walkmans?
a What activities will be
available? If it is a science camp, will there be Native dancing,
beading and storytelling? Will accommodations be made for church
services?
a Will there be a Native language
component in the camp? Immersion? Incidental?
a How will you reconcile the
difference between contemporary views of girls participating
equally in all events with boys, and the traditional views of
separation of certain tasks by gender?
Involve the Elders in this discussion.
a Will junk food be allowed? If
so, to what extent? Camps that forbid junk food have far fewer
discipline and bedtime problems.
a Will any kind of music be
allowed? A blaring local radio station detracts from the camp
experience, particularly if it is a remote camp. Do you want rap
music around the campfire of a culture camp? Sometimes the
offenders are adults, like the cook. This is hard to deal with
after the fact.
Alaska Native Values
Kodiak Alutiiq
We are the descendants of the Sugpiak, the Real
People. Understanding our environment and events
that have shaped our lives and created the culture
of our ancestors is vital for our children's
cultural survival. The history of our people and
our place in the world is a part of who we are
today. Kodiak Alutiit must learn and pass on to
younger generations our understanding of our
natural world: the sky, land, water, and the
animals. As we meet the challenge of living in the
21st century, we must continue to live in honor of
those things we value:
- Our Elders
- Our heritage language
- Family and the kinship of our ancestors and
living relatives
- Ties to our homeland
- A subsistence lifestyle, respectful of, and
sustained by the natural world
- Traditional arts, skills, and ingenuity
- Faith and a spiritual life, from ancestral
beliefs to the diverse faiths of today
- Sharing: we welcome everyone
- Sense of humor
- Learning by doing, observing, and
listening
- Stewardship of the animals, land, sky, and
waters
- Trust
- Our people: we are responsible for each
other and ourselves.
- Respect for self, others, and our
environment is inherent in all of these
values.
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Yup'ik
Every Yup'ik is responsible to all other Yup'iks
for survival of our cultural spirit and the values
and traditions through which it survives. Through
our extended family, we retain, teach, and live our
Yup'ik way. With guidance and support from Elders
we must teach our children Yup'ik values:
- Love for children
- Respect for others
- Sharing
- Humility
- Hard work
- Spirituality
- Cooperation
- Family roles
- Knowledge of family tree
- Knowledge of language
- Hunter success
- Domestic skills
- Avoid conflict
- Humor
- Respect For nature
- Respect For land
By the design of our Creator we were created
Yup'ik in space and time; proud, for generations to
come, of the values given to us by our Creator.
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Athabascan
- Self-sufficiency and hard work
- Care and provision for the family
- Family relations and unity
- Love for children
- Village cooperation and responsibility to
village
- Humor
- Honesty and fairness
- Sharing and caring
- Respect for Elders and others
- Respect for knowledge & wisdom
from life experiences
- Respect for the land and nature
- Practice of Native traditions
- Honoring ancestors
- Spirituality
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Tlingit
(from Walter Sobeloff sharing his thoughts on
Native values)
- Respect for self, and others, including
Elders.
- Remember our Native traditions, our
families, sharing, loyalty, pride, and loving
children
- Responsibility
- Truth and wise use of words
- Care of subsistence areas, care of
property
- Reverence: "We have one great word
in our culture: haa shageinyaa. This was
a Great Spirit above us, and today we have
translated that reverence to God."
- Sense of humility
- Care of human body
- Dignity; the Tlingit word for dignity is
yan gaa duuneek.
- Peace; peace with the family, peace with the
neighbors, peace with the others, and peace with
the world of Nature
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Iñupiat Ilitquasiat
Every Iñupiaq is responsible to all other
Iñupiat for the survival of our cultural
spirit, and the values and traditions through which
it survives. Through our extended family, we
retain, teach, and live our Iñupiat way.
With guidance and support from Elders, we must
teach our children Iñupiaq values:
- Knowledge of Language
- Sharing
- Respect for Others
- Cooperation
- Respect for Elders
- Love for Children
- Hard Work
- Knowledge of Family Tree
- Avoidance of Conflict
- Respect for Nature
- Spirituality
- Humor
- Family Roles
- Hunter Success
- Domestic Skills
- Humility
- Responsibility to Tribe
Our understanding of our universe and our place
in it is a belief in God and respect for all his
creations.
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- Online registration makes the process painless. Postal
problems are eliminated.
- Staff meetings before, during, and after camp are vital. The
director should meet with the Elders, other instructors, and
counselors separately and jointly.
- Good communication is the lifeblood of camp. Before
camp begins, communication with the staff, students, parents, and
schools must be very clear so that responsibilities are
understood. "Who, where, what, when, and how" are the key words.
Reminders by mail or phone call are appropriate. Once school is
over for the year, a major communication link is severed.
- Students are disappointed if their expectations of camp and
their experiences are very different. Communicate clearly before
the camp begins. Describe what will happen, how, and why.
- On travel days thorough communication is an absolute must.
radios, cell phones, or whatever it takes to have good clear
communication will reduce stress tremendously. Responsible helpers
are desperately needed on arrival day. Getting home is always
easier.
- Talking circles and student "family groups" are most
helpful in breaking down walls between people. Journals give insights
to
staff that help respond to student needs.
- Phones available in camp lessen the possibility of
homesickness and gives recourse if there is an emergency. An
unattended phone presents the possibility of phone abuse.
One person must oversee the whole camp. It is folly to expect that
person to also be an instructor.
Camp staff is made of the director, Elders, instructors,
counselors, cooks, and transportation people. Coordination among the
staff is vital to the flow of the camp. Do not assume everyone will
understand their roles or pitch in to help when there is a need.
Simple job descriptions make life much easier. One person in charge
of transportation is usually a great help as well.
While each camp has its own objectives and priorities; there are
certain factors that contribute to positive results.
- With the presence of Elders, camps have stability, depth,
content, and focus. Elders are a precious resource that cannot be
programmed. They don't always enjoy good health. Often the
schedule calls for five Elders and only one or two are able to
attend.
- If the camp is community based, with opportunity for everyone
to interact, there is great support. Some camps with road access
have enjoyed the flow of community members in and out as personal
schedules allowed.
- Camps that are based in traditional activities have strong
support from the communities. Camps scheduled simultaneous with
subsistence activities are very successful.
- Day camps draw from a broad base of talent in the community.
Many instructors are able come for a few hours. Overnight camps
have greater continuity. Both have advantages. A remote camp
develops a pleasant rhythm after two or three days. If one of the
leaders continually goes back and forth between camp and town, the
rhythm is broken. He/she brings the pace of town to camp. It takes
a few hours to recover.
- Early planning allows schools, teachers, and students enough
time to respond to all camp requirements before school is over in
the spring. January and February are not too early to get
information to teachers and school districts.
- Weather has a tremendous effect on outdoor camps. Study local
weather patterns, and plan accordingly.
- Camp location is very important. There are some activities
that are natural in the woods, and others that are natural in a
laboratory. The camp location should be consistent with camp
goals. If it is a wilderness camp, it should be located in the
wilderness. Elders are spontaneous. They need to be in their
environment. Making a boat trip to get poles or basic materials
hinders traditional activities.
- If the students can roam away from the camp location, there is
a greater need for chaperones.
- Some form of "show & tell" at the end of camp enhances
the experience for everyone.
- Students like to take home a collection, a craft or something
tangible. Memories and pictures are important, but a physical
reminder of the events is significant: a basket, ulu, drum,
headband etc.
- One camp required students to earn one award after returning
to the village. Under the supervision of a mentor, the camper had
to present to a community group what he/she learned at the camp.
This made an excellent connection between the camp, the student,
and the village.
- If one of the purposes of the camp is to develop science
projects, boards should be available to organize and show student
efforts and thought. Have a mini-science fair at the end of
camp.
- There is always a giant gap between camp and the classroom.
Poster boards, photos, and videos help close that gap. If one
person has the responsibility of informing classroom teachers
about each project, there is much greater continuity.
Past or potential problems
- Poor or late planning always leads to rounding up the camp
quota from a village a couple of days before the camp. This brings
a group of participants who haven't filed applications, met
requirements and don't know what to expect. They arrive with boom
boxes and junk food saying they weren't informed. Once school is
out, screening students and applications is most difficult.
- When students expect one type of experience and encounter
another at camp, they quickly resort to grumbling. They need to
know ahead of time how much time will be spent on camp chores and
compulsory activities each day.
- Bears are a constant concern in some camp locations. Expertise
and strict supervision of students are necessary to prevent
incidents.
- Occasionally, camps attract "campfire Romeos," a young
man around 18-21 who initially helps in transportation, firewood or
other tasks-a good volunteer. Once he settles in, he gathers a
bevy of young admirers around the campfire, and serves as a
constant distraction until asked to leave. Sometimes the Romeo is
a male counselor in a co-ed camp. Prevention is far more expedient
than the cure.
- The worst-case scenario would be to have an injured student
and no way to access medical services. This hasn't happened yet,
but the possibility always exists in remote camps. Safety
dominates all other concerns.
Future
The learning curve would be flattened considerably if leaders of
one camp attended camps in other locations to get ideas and a better
perspective.
Teacher participation during the summer is difficult, as many
teachers need the few summer months to regenerate their energies.
Offering college credit for recertification is an incentive. Teacher
contact with Elders and their methods of instruction is always
positive.
At the time of this printing, we have yet to hold winter
camps.
Alaska is a huge state with a diversity of people, resources, and
needs. However, there is a common theme that permeates Alaska camps.
We want a healthy educational experience for our young people. This
includes the integration of traditional activities with modern
education. It includes professional teachers and Elders working
together in camps for the benefit of the students. It includes a
commitment that goes beyond funding and job descriptions. It touches
the essence of why we live in this great land.
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