Cultural Journalism is especially important in Native classrooms because it:

1. Connects students to their environment, both social and biological;
2. Encourages communication between students and older generations;
3. Teaches students about their local history;
4. Teaches students how to:
a. interact with older generations
b. interview others
c. take notes
d. speak, write and read English (and Native language, where opportunity exists)
e. type (word process)
f. draw/illustrate by hand (important for right brain development)
g. organize and collate
h. do research
i bring about closure to a full blown project
j. appreciate the process of writing a book


There is no upper limit to the number and variety of Cultural Journalism projects available to teachers and their students to research and put together in some sort of book format. They are natural projects, involving a great deal of interaction between the local school and community, and all students can easily relate to them in one way or another. If done conscientiously, the approach will also meet the new State standards for graduation.

Over the twenty years of my career as a Bush teacher I have found the approach to be an organic way of getting students, including the most hard-core recalcitrants, interested in learning. Even a short, 2-3 week project brought to closure with a product all students can feel and read will provide immense satisfaction to both students and teacher.


1. Introduction of project- Provide an anticipatory set for students through presentation of the course synopsis. Explain to students the concept of a community- based project-centered thematic approach curriculum.

--It's a good idea to allow student input in regard to the selection of the topic/theme of the project. This way, students have a psychological investment in it right from the start.

--Briefly explain the reasons why this approach is a good one (organic learning experience, etc.), and how it relates to their general education and their becoming responsible participating adults in their community after graduation. Also, briefly explain how the approach/project relates to the State standards.

--Explain the do's and don't's to the students of this approach:
a. Usually go in pairs for their interviews of community members;
b. Never laugh during these interviews;
c. Be respectful at all times.


2. During class time, have students practice asking their peers to set up interviews and/or finding willing interpreters (if the project requires the interview of non-English speakers). A first homework assignment would be to set up their first interviews with community members (parents and relatives for a start?).

3. Development of an interview questionnaire by:
a. brainstorming with the whole class;
b. conferencing individually with students;
c. a combination of above.


4. Do simulation interview exercises. Students can practice doing these with classmates during class time, and/or they could practice doing them with other students for homework.

5. If interviews are to be conducted in the Yupik language (or any other Native language), some key Yupik words should be introduced and memorized by students at this point.

6. The interviews should preferably be conducted as a homework assignment, but in some cases could be done during class time. Audio taperecording is the best method to gather the information, although taking notes with a pencil and pad is also acceptable. If necessary, an interpreter could be used

7. Tapes should be transcribed by hand, or typed on computer, into a readable format (first draft) If the transcription is in Yupik, hand-written or typed translation into a readable English format should be done at this point.

8. Type second draft in one or two column format, using 1.5 spaces, preferably in Helvetica font, leaving enough space on the page for a hand-drawn illustration.

9. Print story pages, using a high quality laser printer.

10. Students should now illustrate each of their stories with hand-drawn graphics on the same page(s) as their stories. Color graphics with colored pencils.

11. Computer-generated graphics can be used for front cover, table of contents and chapter-divider pages. Photos could be added where appropriate.

12. A high quality copy machine with a clean glass top should be used for reproducing the finished pages of the student book.

13. Organize and collate pages, then bind with plastic combs, using a classroom binding machine. Use a clear plastic (transparency) sheet to protect the front cover, and colored cardboard as a back cover. (This should be done conjointly by the class.)

14. Use part of a class period or two for reading student books.

15. Voila!


Note: This guide, plus all of the student books published by Frank Keim and his students in the Lower Yukon Delta can now be found on the Internet site at:
http://ankn.uaf.edu/NPE/CulturalAtlases/Yupiaq/Marshall/

Fern Greenbank's Yup'ik Journalism manual can also be found at the same site, and has many excellent suggestions on how to accomplish successful cultural journalism projects among Yup'ik students.