Information about the resource can be found at:
ANKN Clearinghouse
P.O. Box 756730
Fairbanks, AK 99775-6730

Tel: (907) 474-5897
or email: ANKN Clearinghouse

Information about the resource can be found at:
ANKN Clearinghouse
P.O. Box 756730
Fairbanks, AK 99775-6730

Tel: (907) 474-5897
or email: ANKN Clearinghouse

Information about the resource can be found at:
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Now provided with a written language the Canadian Inuit writers put together here a collection of stories, poems, essays, plalys , memoirs and songs.


ISBN 0-88830-181-2

Information about the resource can be found at:
Alaska Yukon Library
Anchorage, AK
Telephone: (907) 474-5897
email: Alaska Yukon Library

Information about the resource can be found at:
ANKN Clearinghouse
P.O. Box 756730
Fairbanks, AK 99775-6730

Tel: (907) 474-5897
or email: ANKN Clearinghouse

Information about the resource can be found at:
ANKN Clearinghouse
P.O. Box 756730
Fairbanks, AK 99775-6730

Tel: (907) 474-5897
or email: ANKN Clearinghouse

Information about the resource can be found at:
ANKN Clearinghouse
P.O. Box 756730
Fairbanks, AK 99775-6730

Tel: (907) 474-5897
or email: ANKN Clearinghouse

Information about the resource can be found at:
ANKN Clearinghouse
P.O. Box 756730
Fairbanks, AK 99775-6730

Tel: (907) 474-5897
or email: ANKN Clearinghouse

Information about the resource can be found at:
ANKN Clearinghouse
P.O. Box 756730
Fairbanks, AK 99775-6730

Tel: (907) 474-5897
or email: ANKN Clearinghouse

Information about the resource can be found at:
ANKN Clearinghouse
P.O. Box 756730
Fairbanks, AK 99775-6730

Tel: (907) 474-5897
or email: ANKN Clearinghouse

Information about the resource can be found at:
ANKN Clearinghouse
P.O. Box 756730
Fairbanks, AK 99775-6730

Tel: (907) 474-5897
or email: ANKN Clearinghouse

Information about the resource can be found at:
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Fairbanks, AK 99775-6730

Tel: (907) 474-5897
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Excerpt:

This personalized Native Trainer's Manual, Paths of Discovery, is designed to give a basic interpretation of the necessary characteristics and qualities required of an individual doing personal development/growth trainings in villages; describes what a trainer is; what "training" is; what constitutes trainer's work for this specific area (personal growth and personal change); and it explores primary tasks and responsibilities involved in the training process.

The material in this manual is the result of many Native Alaskan experiences both in the villages as well as in regional and state-wide gatherings. Core knowledge of the training content and process has been shared by many Native people such as Doug Modig, Amy Lohr, Elizabeth Guinn, Bea Shawanda, Vera Manual, Phil Lane, Andy and Phyllis Chelsey, the Four Worlds Development staff, RurAL CAP staff and all the many, many, Native people in the villages statewide who are the frontline caregivers working with their people.

Information about the resource can be found at:
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P.O. Box 756730
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Tel: (907) 474-5897
or email: ANKN Clearinghouse

Information about the resource can be found at:
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Fairbanks, AK 99775-6730

Tel: (907) 474-5897
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located at SW COOP

Excerpt:
"Local resource utilization by residents of Nenana, Alaska takes place in the context of a mixed cash-subsistence economy by individuals from different cultural backgrounds. The patterns and extent of resource use have never been documented, although land and resource development in the area is being considered by various state agencies and corporate landowners. This study will document present and traditional land usage by Nenana residents. It will provide detailed information on locally significant resources, including harvest methods and the location of use areas. Resource user groups and their characteristics will also be identified."

from
OVERVIEW

For many years educators have talked about and made policies to make programs relevant to the students. Taking them where they are has been an approach discussed for years. This was great, but the area that made it difficult for the teacher was lack of knowledge of the child's family and of the history of the area. This unit will assist new, old and future educators in the community of Paulatuuq. Themes concerning animals and people need to be expanded further to impart more land and people skills.

We know this will stimulate learning in the classroom. For educators it will be a great learning experience. We know children learn best when interested: this happens when something is meaningful. We also know children learn best when they are enthusiastic about who they are: this foundation builds trust, and assures a comfortable environment for students to learn and have fun.

Have fun with this unit, as we did during our information gathering and at Elders verification meetings!

Angik School
Alice Qusi Thrasher
Mary Misaniq Ruben
Elizabeth Qupatquq Kuptana

Beaufort-Delta Divisional Board of Education
Teaching-Learning Centre
Rose Marie Irriarruk Kirby, Inuvialuktun Consultant
Writer: Hélène Saint-Amant, Program Assistant

Information about the resource can be found at:
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One of the storybooks originally completed by Bethel Agency Bilingual Education of Bureau of Indian Affairs. Now reprinted by Lower Kuskokwim School District, Bilingual Department, P.O. Box 305, Bethel, Alaska 99559.
Developed by Helen Morris.
Illustrated by Beth Sturm.
Translated by Oscar Alexie.

Cost: $1.25

Information about the resource can be found at:

ANKN Clearinghouse P.O. Box 756730 Fairbanks, AK 99775-6730 Tel: (907) 474-5897 or email: ANKN Clearinghouse

Charles Kashatok Yup'ik Curriculum Specialist P.O.Box 305 Bethel, Alaska 99559 Tel: (907) 543-4853 or email: Charles_Kashatok@fc.lksd-do.org

Native-produced

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Excerpt:
"I have spent my professional life going back and forth between the language worlds of the child at home and the child at school. For several years, I participated actively in research on early language acquisition, and many of my students continue in that area."

A Prospectus for Research on the Human Dimensions of the Arctic System (HARC)

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William Oquilluk of the Seward Peninsula took it upon himself to document the stories, legends and ceremonies of the Northern Alaska Eskimo culture. Set against a theme of four great disasters and leading into the fifth- the complete destruction of the beliefs and values and the loss of the language through total assimilation into the surrounding dominant American way of looking at man and his environment. No story was included in this collection until William Oguilluk had heard the same version from five different individuals.

Information about the resource can be found at:
Alaska Yukon Library
Anchorage, AK
Telephone: (907) 474-5897
email: Alaska Yukon Library

This collection of essays were originally written as radio talks and were broadcast over the Northern Service of the Canadian Broadcasting Corporation under the title "The Changing North". They range in topic from the influences of missionaries, the law through Eskimo eyes, Since the Day s of Barter, Boom Towns- Must they Bust?, some modern medicine men and the North as a laboratory.

Information about the resource can be found at:
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Anchorage, AK
Telephone: (907) 474-5897
email: Alaska Yukon Library

For three hunting seasons the author was part of a whaling crew on both Saint Lawrence Island and at Barrow. This is a narrative account of his observations regarding both whaling and the Eskimo culture coming to the conclusion that they are inseperable.


ISBN 0-15-671660-7

Information about the resource can be found at:
Alaska Yukon Library
Anchorage, AK
Telephone: (907) 474-5897
email: Alaska Yukon Library

Fairbanks artist, Claire Fejes, travelled to Noatak and to Point Hope in the mid-1960's and recorded her observations of the Iñupiaq residents with words and drawings.

Information about the resource can be found at:
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Anchorage, AK
Telephone: (907) 474-5897
email: Alaska Yukon Library

Foreword by Vine Deloria

The author writes; "My intent in writing this book was to share the thoughts and experiences of Native people who practice their traditional lifeways and struggle daily within their communities to maintain their culture for future generations........ I ask lyou, the reader, to immerse yourself in the telling of these experiences, and to listen to the voices that speak the words you read.". This beautiiful book of photographs and interviews should be considered for first choice in Native curriculum.

Winifred Petchey Marsh came to Eskimo Point on the western shore of Hudson Bay as the wife of the Anglican missionary. She was a trained and highly professional artist and this book is a collection of her watercolor paintings of the Caribou Eskimos and scenery and life in Eskimo Point in the l930's. It is a beautiful book.


ISBN 19-540271-5

Information about the resource can be found at:
Alaska Yukon Library
Anchorage, AK
Telephone: (907) 474-5897
email: Alaska Yukon Library

Information about the resource can be found at:
ANKN Clearinghouse
P.O. Box 756730
Fairbanks, AK 99775-6730

Tel: (907) 474-5897
or email: ANKN Clearinghouse

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730

Tel: (907) 474-5897

Information about the resource can be found at:
ANKN Clearinghouse
P.O. Box 756730
Fairbanks, AK 99775-6730

Tel: (907) 474-5897
or email: ANKN Clearinghouse

Information about the resource can be found at:
ANKN Clearinghouse
P.O. Box 756730
Fairbanks, AK 99775-6730

Tel: (907) 474-5897
or email: ANKN Clearinghouse

Information about the resource can be found at:
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Fairbanks, AK 99775-6730

Tel: (907) 474-5897
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From the book "The Native Americans"

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Excerpt:
"Little debate exists concerning the fact that technological advances are changing the American labor force and, conversely, requiring changes in the type and scope of education offered by higher education."

Peter Freuchen had long planned a book to include in chronological sequence all of his experiences in the Arctic, but death came in 1957 and the book was not completed. His Danish wife, Dagmar, decided to finish it for him. Here are the stories of "incredible hardships and incredible loyalty and bravery of his Eskimo companions".

Information about the resource can be found at:
Alaska Yukon Library
Anchorage, AK
Telephone: (907) 474-5897
email: Alaska Yukon Library

Information about the resource can be found at:
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Tel: (907) 474-5897
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Information about the resource can be found at:
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This curriculum guide was published by the Alaska Department of Education.

Information about the resource can be found at:
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This curriculum guide was published by the Alaska Department of Education.

Information about the resource can be found at:
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P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

This curriculum guide was published by the Alaska Department of Education.

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

This curriculum guide was published by the Alaska Department of Education.

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

This curriculum guide was published by the Alaska Department of Education.

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

This curriculum guide was published by the Alaska Department of Education.

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

This curriculum guide was published by the Alaska Department of Education.

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

This curriculum guide was published by the Alaska Department of Education.

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

This curriculum guide was published by the Alaska Department of Education.

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

This curriculum guide was published by the Alaska Department of Education.

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

This curriculum guide was published by the Alaska Department of Education.

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

This curriculum guide was published by the Alaska Department of Education.

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P.O.Box 756730
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from "Cross-Cultural Human Development"

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Information about the resource can be found at:
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P.O. Box 756730
Fairbanks, AK 99775-6730

Tel: (907) 474-5897
or email: ANKN Clearinghouse

Information about the resource can be found at:
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This is a program of including the Inuit and Inuktitut languages and cultural beliefs in the educational process. The Piniaqtavut Philosophical Base includes four areas: Sky, Sea, Land and Community.

Adapted into Yup'ik by Walter Tirchick, Anna Andrew, Betty Gilman
Illustrated by Gyte Eeseemailee
Published with permission of the BDBE by Lower Kuskokwim School District, Bethel, Alaska 99559
ISBN 1-55036-457-X
Design, typesetting and co-ordination by Nortext (Iqaluit), P.O. Box 8, Iqaluit, Nunavut (Northwest Territories), Canada. First published 1989 by Baffin Divisional Borad of Education (BDBE), Iqaluit, Nunavut (Northwest Territories), Canada. Yup'ik translation @ 1995 Lower Kuskokwim School District, Bethel, Alaska @ Inuktitut story Geela Sowdluapik @Illustrations Gyta Eeseemailee
All rights reserved. The use of any part of this publication reproduced, transmitted in any form or by any means, electroic, mechanical, photocopying, recording, or otherwise, or stored in a retrieval system, without the consent of the publisher, is an infringement of the copyright law.
Cost: $9.

Information about the resource can be found at:

ANKN Clearinghouse P.O. Box 756730 Fairbanks, AK 99775-6730 Tel: (907) 474-5897 or email: ANKN Clearinghouse

Charles Kashatok Yup'ik Curriculum Specialist P.O.Box 305 Bethel, Alaska 99559 Tel: (907) 543-4853 or email: Charles_Kashatok@fc.lksd-do.org

Native-produced

This book concerns the pioneer Jesuit missionary, Bellarmine Lafortkune, and his work with the Eskimos of Llittle Diomede Island, King Island, Nome, Marys Igloo, Teller, Kotzebue and Pilgrim Hot Springs between 1903 and 1947. This is also an ethnographic and historical accounting of these times and places.


ISBN 0-8323-0343-7

Information about the resource can be found at:
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Anchorage, AK
Telephone: (907) 474-5897
email: Alaska Yukon Library

Excerpt:
"For some, the history of American education is marked by valiant attempts to offer equal opportunity to all. One has only to consider the successive efforts of compulsory education, standardized testing, racial integration, compensatory education, and, most recently, mainstreaming to understand a deep commitment on the part of both the government and most citizens to equal education.""

One of the storybooks originally completed by Bethel Agency Bilingual Education of Bureau of Indian Affairs. Now reprinted by Lower Kuskokwim School District, Bilingual Department, P.O. Box 305, Bethel, Alaska 99559.
Developed by Pat Botkin.
Illustrated by Beth Sturm.
Translated by James Berlin.

Cost: $1.25

Information about the resource can be found at:

ANKN Clearinghouse P.O. Box 756730 Fairbanks, AK 99775-6730 Tel: (907) 474-5897 or email: ANKN Clearinghouse

Charles Kashatok Yup'ik Curriculum Specialist P.O.Box 305 Bethel, Alaska 99559 Tel: (907) 543-4853 or email: Charles_Kashatok@fc.lksd-do.org

Native-produced

One of the storybooks originally completed by Bethel Agency Bilingual Education of Bureau of Indian Affairs. Now reprinted by Lower Kuskokwim School District, Bilingual Department, P.O. Box 305, Bethel, Alaska 99559.
Developed by Imogene Benton
Illustrated by Janice Kisch.
Translated by James Berlin.

Cost: $1.25

Information about the resource can be found at:

ANKN Clearinghouse P.O. Box 756730 Fairbanks, AK 99775-6730 Tel: (907) 474-5897 or email: ANKN Clearinghouse

Charles Kashatok Yup'ik Curriculum Specialist P.O.Box 305 Bethel, Alaska 99559 Tel: (907) 543-4853 or email: Charles_Kashatok@fc.lksd-do.org

Native-produced

An entertaining and informative game that includes Social Studies, Science, Yup'ik Life Skills or Yup'ik Maintenance curriculum. Perfect for grades 7-12. Designed for six (6) players. Instructions in English included in the package. Art work by: Penny Panlener. Translations by: James Berlin and Oscar Alexie.

View this Resource

ANKN Clearinghouse P.O. Box 756730 Fairbanks, AK 99775-6730 Tel: (907) 474-5897 or email: ANKN Clearinghouse

Charles Kashatok Yup'ik Curriculum Specialist P.O.Box 305 Bethel, Alaska 99559 Tel: (907) 543-4853 or email: Charles_Kashatok@fc.lksd-do.org

Native-produced

One of the storybooks originally completed by Bethel Agency Bilingual Education of Bureau of Indian Affairs. Now reprinted by Lower Kuskokwim School District, Bilingual Department, P.O. Box 305, Bethel, Alaska 99559.
Developed by Oscar Alexie.
Illustrated by Beth Sturm.
Translated by Oscar Alexie.

Cost: $1.25

Information about the resource can be found at:

ANKN Clearinghouse P.O. Box 756730 Fairbanks, AK 99775-6730 Tel: (907) 474-5897 or email: ANKN Clearinghouse

Charles Kashatok Yup'ik Curriculum Specialist P.O.Box 305 Bethel, Alaska 99559 Tel: (907) 543-4853 or email: Charles_Kashatok@fc.lksd-do.org

Native-produced

Information about the resource can be found at:
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P.O.Box 756730
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Tel: (907) 474-5897

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730

Tel: (907) 474-5897

Information about the resource can be found at:
ANKN Clearinghouse
P.O. Box 756730
Fairbanks, AK 99775-6730

Tel: (907) 474-5897
or email: ANKN Clearinghouse

This book can be utilized to compare teaching methods used in the past and present.

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

Information about the resource can be found at:
ANKN Clearinghouse
P.O. Box 756730
Fairbanks, AK 99775-6730

Tel: (907) 474-5897
or email: ANKN Clearinghouse

Information about the resource can be found at:
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Category: Land Use/Planning
One of a series of short booklets on ANCSA. Weeden discusses the interest groups which affect land use planning, framing land use issues within the contexts of "competition and change." He lists five primary community land categories: 1. Land for building; 2. Land for resource exploitation; 3. Land for open space recreation; 4. Lands for beauty and historic settings; and 5. Land for revenue. Weeden also discusses problems specific to the Alaskan environment including limited plant and animal life, permafrost, water supply, erosion and flooding, waste disposal and air pollution. He states that ANCSA provides the opportunity for village land planning but does not specify "...how the planning is to be done." Villages and regions "...are faced with a frightening number of planning groups with some authority over them" including organized boroughs, incorporated cities, and federal agencies. Selected terms are defined, and group discussion questions are provided. Other booklets in the series: Stock, Corporations, and the Native Land Claims Settlement; Environmental Issues in the Land Claims; New Tribes for New Times; The Politics of Passage; Politics and Alaska Natives; Village Alaska; and Future Land Use Planning Alternatives for Alaska.

This book can be utilized to compare teaching methods used in the past and present.

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Excerpt:
"There are many ways to introduce a chapter or a section of a textbook. One of the most common has been merely to 'assign' it for study for tomorrow. There are advantages in making a chapter assignment. Such an assignment requires no preparation on the part of the teacher. It takes very little time, and it can be made at the very end of the class period, even after the bell has rung. 'Assignment giving' is an obvious benefit to the teacher who wants to put little or no effort into the process. But since little effort goes into 'assigning' a chapter, is there reason to expect that any notable learning will result? In fact, do not both students and teacher suffer from poorly conceived assignments?"

Information about the resource can be found at:
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Tel: (907) 474-5897

Information about the resource can be found at:
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P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

Category: Village Corporations
"This combined teacher guide and student text is written with the broad goal of involving high school students in Bristol Bay, Alaska, in the planning and design of their region's future. Unit I introduces changes occurring on village and regional levels, discusses planning strategies for community development, and presents village profiles for study. Unit II focuses on the history, structure, and function of village corporations and guides students in the application of planning concepts and terminology to current and potential situations facing their own villages. Each unit states objectives, lists lessons in the unit, and specifies instructional materials needed. Each lesson (2 for Unit I and 16 for Unit II) includes objectives for the learner and procedures for the teacher. Background reading material for students is provided. Learning activities for students include setting up a mock village corporation, creating a profile of their own village using video or other media, interviewing village residents, and using and making different types of maps."^1
1 U.S. Department of Education, Office of Educational Research and Improvement, ERIC Document Reproduction Service.

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Category: Nat'l/Int'l Land Claims
"Written with the broad goal of involving high school students in Bristol Bay, Alaska in the planning and design of their region's future, this combined teacher guide and student text contains the third and fourth units of a seven-unit curriculum. Unit III covers the terms of the Alaska Native Claims Settlement Act and the complicated issues related to 1991 when shareholders will be free to sell stock in Native corporations. Unit IV, 'International Perspective,' helps students become aware that many of the issues facing them are being addressed by Native organizations and Native peoples around the world. Each unit states objectives, lists lessons in the unit, and specifies instructional materials needed. Each lesson (10 for Unit III and 3 for Unit IV) includes objectives for the learner and procedures for the teachers. Background reading material for students is provided from sources such as newsletters, editorials, news reports, and journal articles. Learning activities for students include participating in a youth conference where Native leaders discuss 1991 issues, role playing, researching 1991 issues, and formulating their own resolutions on 1991."^1
1U.S. Department of Education, Office of Educational Research and Improvement, ERIC Document Reproduction Service.

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Category: Resource Development
"Written with the broad goal of involving high school students in Bristol Bay, Alaska, in the planning and design of their region's future, this combined teacher guide and student text contains the final three units of a seven-unit curriculum. Unit V looks at oil development in the Bering Sea, covering topics such as Alaska's dependence on oil, leasing oil tracts, impacts on the marine environment, and detecting oil related damage to the village environment. Unit VI explores the potential mineral wealth of Bristol Bay and the costs and benefits of mineral exploration and development. Unit VII examines reasons for state land disposals, the concept of private ownership, and impacts of state land disposal. Each unit states objectives, lists lessons in the unit, and specifies instructional materials needed. Each lesson (14 for Unit V, 3 for Unit VI, and 6 for Unit VII) includes objectives for the learner and procedures for the teacher. Background reading material for students is provided from sources such as newsletters, editorials, news reports, and journal articles. Activities for students include designing a survey to study attitudes regarding oil and gas developments, conducting the survey with village residents, and organizing and analyzing survey results."^1
1U.S. Department of Education, Office of Educational Research and Improvement, ERIC Document Reproduction Service.

Information or copies about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730

Tel: (907) 474-5897
or email: ANKN Clearinghouse

This book can be utilized to compare teaching methods used in the past and present.

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

Information about the resource can be found at:
ANKN Clearinghouse
P.O.Box 756730
Fairbanks, Alaska 99775-6730
Tel: (907) 474-5897

Information about the resource can be found at:
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P.O. Box 756730
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Excerpt from Introduction:

The purpose of the Point Mackenzie Area Meriting Attention Plan is threefold:

* facilitate development of a port, associated upland uses, and transportation corridors, including anticipating permit approval requirements;

* protect other important uses and values of the area, and minimize conflicts with port development; and

* plan for future development of the port district and wise utilization of its coastal resources.

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cost: $24.95
Cultural Survival
215 First Street
Cambridge,Ma 02142
617-621-3818

The indigenous people of the North are reported on here by experts from each of the following nations:
Greenland: Emergence of an Inuit Homeland by Mark Nuttall, Native Peoples of the Russian Far North by Nikolai Vakhtin, The Alaska Natives by Fae L. Korsmo, The Inuit of Canada by Ian Creery and the Saammi of Lapland by Hugh Beach.

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Category: General ANCSA
One of a series of short booklets on ANCSA. Napoleon summarizes five Alaskan political interest groups and their roles in the passage of ANCSA: the State of Alaska, the federal government, the urban population, industry, and rural Alaska Natives. In his words, ANCSA "...is not the answer to problems faced by the Alaska Natives...but another political asset they have in trying to solve their problems." Napolean discusses Alaska Native political resources in terms of how these resources can contribute to self-determination for Native people. Select terms are defined and a class project is suggested. Other booklets in the series: Stock, Corporations, and the Native Land Claims Settlement; Environmental Issues in the Land Claims; New Tribes for New Times; The Politics of Passage; Village Alaska; Future Land Use Planning Alternatives for Alaska; and Planning How to Use Land in Village Alaska.

Beginning first as papers at an international conference on alternative development and security in the Arctic the papers now are tjhe chapters of this book. Information is included on Arctic Haze and there is a chapter on an Inuit perspective to sustainable security written by Alaskan Dalee Sambo.

ISBN 1-85521 333 8

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Excerpt:
"The potlatch in its original setting and time was an event of glorious celebration; an event upon which to recall ones heritage with great pride; introduce boys and girls to the adult life by tattooing and ear, lip, and nose piercing; recognize lineage by raising of a lineage pole; and memorialize one who has passed on."

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Excerpt:
"Academic failure among children from families of low socioeconomic status or cultural minority backgrounds continues to be a major problem in American life."

Excerpt:
"Within four citys - Anchorage, Fairbanks, Juneau and Ketchikan poverty is almost the same at its counterpart in the lower 48 states.

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This book by the Alaska Department of Educationcan be utilized to compare teaching methods used in the past and present.

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From Living Issues in Philosophy

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This undated survey has 177 questions from people surveyed in Angoon.

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http://www.ankn.uaf.edu/ANCR/Athabascan/AdelinePeterRaboff/PrelimStudyWesternGwichin/

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located at NEWSWEEK

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AIMS Education Foundation
P.O. Box 8120 Fresno, CA 93747
(209) 255-4094
http://www.AIMSedu.org/

Excerpt:

"AIMS (Activities Integrating Mathematics and Science) began in 1981 with a grant from the National Science Foundation. The non-profit AIMS Education Foundation publishes hands-on instructional materials (books and a monthly AIMS Newsletter) that integrate curricular disciplines such as mathematics, science, language arts, and social studies. The Foundation sponsors a national program of professional development through which educators may gain both an understanding of the AIMS philosophy and expertise in teaching by integrated, hands-on methods"

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Excerpt:
"In spring 1981, we asked principals in rural Alaska to describe local school operations for their perspective. the purpose was to collect information about local schooling, as part of a three-year study of 'Decentralized Education in Rural Alaska,' funded by the National Institute of Education. Principals were the first respondents, because they were most likely to possess information on a wide range of topics and issues. Also, the perceptions of principals about the context in which schooling occurs seemed to be an important key to the environment of rural education."

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Excerpt:
"Unfortunately, the term discipline has come to be equated by some - especially the young beginning teacher - with such terms as coercion, repression, Claris, tyranny, autocracy, and authoritarianism ..."

From "Make Prayers to the Raven"

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Excerpt:
"Nearly everyone loves and enjoys wildlife. There are few joys greater than seeing a soaring eagle, a bounding deer, or a swimming beaver."

Excerpt:
"At the end of the discussion, the participants were asked to list the priority issues which to their mind had emerged during the Seminar."

Excerpt:
"My mother died in 1948 at the age of 52. When I visited her in the hospital in Prince Albert, I knew it was the last time I would see her alive. In the previous couple of years I had discarded my parents; I had even given up visiting them. They reminded me of everything that was halfbreed."

The author writes in the Preface...." the perspective of the book is essentially indigenous. I attempt to examine history and autobiography and their intersection with colonization. The intentions of the book are to unmask the whice supremacy that has dominated native history and to construct an authentic Indian/Metis history.

ISBN 0-920079-51-2

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This book can be utilized to compare teaching methods used in the past and present.

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Information about the resource can be found at:
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Information about the resource can be found at:
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Excerpt:
"Although Mexican-American women have played a major role in improving the general condition of their own people, they have traditionally been content to be passive. But even in a society which often has been viewed as sexist, Mexican-American women are becoming more assertive in communicating both their ethnic and their social identity."

Excerpt:
"Psychological tests vary in the amount of organization and structure the materials presents."

Excerpt:

This report is based on research carried out while the author was employed by the Northern Science Research Group, of the Department of Indian Affairs and Northern Development. It is reproduced here as a contribution to our knowledge of the North. The opinions expressed, however, are those of the author and not necessarily those of the Department.

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Excerpt:
"American education has been subjected to a variety of criticisms throughout its history."

This book can be utilized to compare teaching methods used in the past and present.

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Excerpt:

Trainer's Guide
THIS MODULE IS DESIGNED for maximum flexibility in delivery. The module is addressed to the trainee-"you." It can therefore be self-administered by a trainee who is in contact with a trainer or instructor by correspondence or teleconference. It can be used as the basis for either small group or large group face-to-face delivery. Each passage and each part of each passage begins and ends on its own page. Writing space for trainee response is included in the curriculum format. There are no additional handouts, work sheets, or exams. Any passage or part can be removed, copied, and used as a work sheet or as the seed of large group, small group, or dyad discussion. Any passage or part can be copied and sent to remote locations as homework, an assignment, an exercise, or an exam.

Because of the diversity in delivery modes and in local agencies, no attempt has been made to require learning activities that involve group interactions. But since no one learns interpersonal competencies without interpersonal interactions, it is highly desirable for the local training supervisor (perhaps in collaboration with a college or university colleague) to design role-plays, simulations, instructional dramas, panel discussions, and other kinds of interaction exercises. Your experience in training and your sense of local needs and conditions should allow you to recognize the areas in this module that are suitable for these kinds of exercises.

There is no effectiveness without flexibility. Flexibility requires that trainers have choices about the scope and sequence of content. There is nothing to stop a trainer from perusing the content and deciding to reorder the passages.

The present order is planned to be the most effective for the purposes of the first, introductory module. But we learn as we go; it may turn out that someone else's order is more effective.

There is no substitute for a trainer becoming intimately familiar with the curriculum. As you become familiar with this module, certain things will appear.


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Excerpt from Introduction:

The bristol Bay region is located in southwest Alaska. Its regional boundaries under the Alaska Native Claims Settlement Act (ANCSA) extend about 350 miles north to south, and about 230 miles east to west, and cover about 40,000 square miles, the size of Ohio.

Three of Alaska's major ethnic Native groups -Yup'ik Eskimos, Athabascans, and Aleuts live in the region.

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Category: General ANCSA
Length: 25 pages
"ANCSA impacted the Fish and Wildlife Service by changing its Alaskan role from resource caretaker into active resource management, and by placing the Service among those assisting in settlement of Native land claims. Section 17 especially impacted the Service with the establishment of the Joint Federal-State Land Use Planning Commission with advisory responsibilities for federal systems in Alaska, selection of land for the State, easements, and National Interest Lands in Alaska. Section 22(f) regarding land exchanges for management or development of Alaskan lands, is also an impact. This booklet explains the National Interest Lands and the planing process for identifying new National Wildlife Refuges, Parks, Forests, and Wild and Scenic Rivers. It further discusses easements, transportation corridors, land selections, subsistence, and other areas under the Service's concern."^1
1 Rita Dursi, Alaska Native Claims Settlement Act (ANCSA): Selected Bibliography, (Anchorage, AK: U.S. District Court Library, 1989) 19.

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Excerpt:
"The primary intent of the program was to demonstrate the effectiveness of able public school personnel in effecting a decrease in the expected high school dropout rate for these ethnic groups. to accomplish this, efforts were directed toward altering negative self-attitudes and motivations, increasing decision making capacities and ability to plan for the future, and developing responsibility."

Excerpt:
"Because the modern American liberal state, with its bureaucratically centralized structure and concern for social welfare, developed at the beginning of the twentieth century, the progressive movement, which initiated these changes."

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Excerpt:
"During the summers of 1966 and 1967 one hundred 13 an 14 year old students from American Indian, Mexican and Caucasian backgrounds were enrolled in a 6-week residence program of academic remediation and acceleration and general cultural enrichment."

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Information about the resource can be found at:
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Information about the resource can be found at:
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Excerpt from Introduction:

The State of Board of Education has identified the need to "improve the educational experiences of students" and has identified goals to achieve this objective. One of the goals is to "provide state leadership in identifying and disseminating successful instructional characteristics and model programs." The Promising Practices Program is a process which not only identifies model programs, but also recognizes programs that have reached a level of achievement that can be shared with others. It encourages Alaska educators to share their most successful solutions to providing the best education possible for students. The Department of Education has been committed to this process for the past eleven years.

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Around 1800 the Plateau Indians adopted a Prophet Cult, according to which a new kind of man was to arrive from the East, bringing a book and teaching the Indian all he needed to know. Meanwhile back East Protestant revivals were increasing and a chain of missions to convert the Indians were being planned. But in carrying out their own vision, the missionaries attempted to convert the Indians by wiping out their way of life. Violence ensued- an outcome that convinced whites that the Indians were not among God's chosen after all.

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Category: Land Use/Planning
Length: 96 pages
"This report covers the alternatives for selecting land which should remain in Federal ownership, and for what purposes these Federal lands should be managed."^1
1 Rita Dursi, Alaska Native Claims Settlement Act (ANCSA): Selected Bibliography, (Anchorage, AK: U.S. District Court Library, 1989) 14.

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This book can be utilized to compare teaching methods used in the past and present.

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Excerpt:
"Doing psychotherapy with patients from a differrent cultural setting or ethnic background raises interesting issues. Much literature has pointed out that the typical individual psychotherapeutic situation often does not culturally fit persons from non-western backgrounds."

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Excerpt:
"This paper presents personality data on the highly acculturated Ojibwa Indians of the Lac du Flambeau Reservation in Northern Wisconsin."

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Category: Easements
Length: 181 pages
"The issue of easements was one of the greatest stumbling blocks to the implementation of ANCSA. This report is a collection of the major easement decisions made during the implementation of ANCSA, and gives some insight into the background of those decisions."^1
1 Rita Dursi, Alaska Native Claims Settlement Act (ANCSA): Selected Bibliography, (Anchorage, AK: U.S. District Court Library, 1989) 15.

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