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STATE
STANDARDS
History
A. A student should understand that history is a record
of human experiences that links the past to the present and
the future.
B. A student should understand historical themes through
factual knowledge of time, place, ideas, institutions,
cultures, people, and events.
C. A student should develop the skills and processes of
historical inquiry.
D. A student should be able to integrate historical
knowledge with historical skill to effectively participate
as a citizen and as a lifelong learner.
Geography
C. A student should understand and be able to interpret
spatial (geographic) characteristics of human systems,
including migration,movement, and interactions of cultures,
economic activities, settlement patterns, and political
units in the state, nation, and world.
E. A student should understand and be able to evaluate
how human and physical environments interact.
F. A student should be able to use geography to
understand the world by interpreting the past, knowing the
present, and preparing for the future.
CULTURAL
STANDARDS
A. Culturally knowledgeable students are well grounded in
the cultural heritage and traditions of their community.
B. Culturally knowledgeable students are able to actively
participate in various cultural environments.
C. Culturally knowledgeable students are able to engage
effectively in learning activities that are based on
traditional ways of knowing and learning.
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Why Are We
Here?
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OBJECTIVES
Students will:
- learn about the connection between where
Villages are set up and the natural resources
nearby.
- interact with Elders to gain historical
appreciation of their culture.
- investigate how their Village came to be
located where it is.
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Lesson
GRADES K - 12
Activities:
1. Elders are a great resource on why and how your
Village came to be where it is. But before interviewing
Elders, students need to make thoughtful preparations.
Things to think about and discuss whenever you want to
involve Elders include:
* Should we invite the Elders to visit us, or
should students go to them?
* What's the best way to record our/my conversation
with an Elder?
* How can we show our respect and appreciation for our
Elders taking time to talk with us?
Help the students come up with a checklist for the
interview:
* Find out when the Elders will be available.
* Make an appointment to talk with him/her.
* Be neat and courteous.
* Be on time.
* Be prepared (know your questions).
* Be thankful of his/her time.
* Be sure to check out your recording equipment before
you go and make sure that you have all the necessary
materials.
2. Questions students might want to ask Elders about
regarding the location of the Village might include:
a. What area did you live in, hunt, fish, etc.
when you were growing up?
b. What area did your parents live in when they were
growing up?
c. How did our Village get here?
3. Ask the students to recall from memory the area(s)
that the Elders talked about.
4. Have the students draw pictures/maps/diagrams of your
Village showing all the features that make the place
special. Older students may want to measure and draw to
scale.
Discussion Ideas:
- Why is our community located here? Who decided it
should be here? Is this a place where Athabascan people
traditionally lived? Why or why not?
- Are the things that originally drew people to this
site still here? What will happen to our Village if the
things that attracted people to live here are gone?
- Why is it important that we are able to know and
recall an area by memory? Why was this important to our
Elders?
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WHOUY SZE KUINALTH
