Dillingham City Schools
Curriculum Guide

Yup'ik Eskimo Human Values

 

The Elders Delegation of 1983 Bristol Bay Native Convention gave various presentations in the Yup'ik Eskimo language. The elders spoke about what they felt were important words of advice to the participants at the convention. They understood that the information would be passed on to the youth in schools.

Much of what was said were concerns of the elders, including important human values they felt the participants should consider in their lives.

The following values were discussed:

1. Qigcikluku-llu nunamta aturyarai.
(Have respect for our land and its resources at all times.)

2. Ukisqiaketarluten-llu yuullgutevnun.
(Be helpful to one another.)

3. Tuvqakiaqluten-llu yuullgutevnek piugngaaqavet.
( Share with others whenever possible.)

4. Qigcikluki-llu yuullgutvet cautait.
( Respect and care for other's property.)

5. Agayumaciq-llu qigcikluku.
(Respect spiritual values.)

6. Pissuryaraq cali-llu yuilqumi ayanillerkaan elitnauraqluku.
(Learn hunting and outdoor survival skills.)

7. Ilaten-llu angussaagucimaluki kesianek caiturcetevkenaki.
(Provide for and take good care of your family.)

8. Irniaten-llu kenkellerpeggun qigcikluki.
( Through love, respect your children.)

9. Qigcikluki-llu ciulirneret.
( Respect your elders.)

10. Cakuugneruluci, qessanqerruvkenaci.
( Work hard and don't be lazy.)

11. Maligtaqutevkenaci-llu taangatuulinun puyurtukayatulinun-llu.
( Refrain from alcohol and drug use.)

12. Elitnaurluki, tegumiaqluku-llu umyyuaqegcikluki-llu yuunginaat piciryarait.
(Learn, preserve, and be proud of the Native way of life.)

To expand on these values, the Dillingham City Schools Bilingual-Bicultural Education Programs defines first what encompasses value for the Yup'ik people of the Bristol Bay area, which is:

Yup'ik Value:
(Encompasses importance of:)
-ideas
-beliefs
-worth of Yup'iks and their possessions
-strengths
-use
-rate of culture: worth, esteem, desirability to be of the culture

Yup'ik culture encompasses Yup'ik way of life, how it's learned and passed on to youth. Some of the Yup'ik ways of life that are passed on are:

1. Its values and beliefs system.

2. Family organization and what family/member roles are.

3. How the groups/families meet their needs and desires.

4. How governing is accomplished.

5. How artistic feelings are expressed.

The Bilingual-Bicultural Education Programs uses the Yup'ik way of life as the primary means of educating the youth of Dillingham City Schools. Children need to feel pride in who they are and should know where they came from. Comparisons of ideas, ways of life are used from other cultures to enrich the programs.

The expansions of the Yup'ik values are: (As told by elders: Fred and Annie Andrew,Olga Andrew, Phyllis Westcoast, Gusty and Natalia Bartman, and John and Lena Gumlickpuk)

1. Qigcikluku-llu nunamta aturyarai.
(Have respect for our land and its resources at all times.)

-Depending upon the seasons, do not take more fish, game, fowl than is needed to survive.
-If taking birch bark for medicinal purposes, nurse the trees properly.
-Cut down trees only as needed: for building, starting steam baths, making utensils and tools.
-Do not throw garbage in ponds, lakes, rivers, and hunting or berry picking areas.

2. Ukisqiaketarluten-llu yuullgutevnun.
(Be helpful to one another.)

-Care for the elderly feed, dress, take to events, encourage them to teach to youth life-skills, stories, dance.
-If someone is ill: offer assistance, visit, bring food, do chores
-If someone died: Console, visit, bring food, ask how else you could offer assistance, name child after deceased.
-Provide: fish and game, edible plants, tools, clothing and other goods to; 1. elders, 2. parents, 3. those in need, 4. other community members.

3. Tuvqakiaqluten-llu yuullgutevnek piugngaaqavet.
( Share with others whenever possible.)

-With young boy's first catch: share with elders, prominent members of the village, other village members, and if some left over to your own family.
-Provide: fish and game, edible plants tools, utensils, clothing and other goods to: 1. elders, 2. parents, 3. those in need, 4. other community members.
-Rearing of children: physical, social rearing.
-Expertise: sewing, making arts and crafts, dancing...
-Stories, games
-Festivals, gatherings

4. Qiacikluki-llu yuullgutvet cautait.
(Respect and care for others' property.)

-If borrowing tools, utensils, containers: remember that the spirit world of fish and game and your ancestors watch how you care for borrowed items.
- When using camp sites: replace wood, empty water, leave the cabin.
-Don't "put down" craftsmanship of others.

5. Agayumaciq-llu qigcikluku.
(Respect spiritual Values.)

-Respect Shaman's role: ability to have visions, heal, communicate with the spirit world.
-What most people consider as superstitions stem from spiritual values: (See attachment- Beliefs/superstitions)

6. Pissuryaraq cali-llu yuilqumi ayanillekaan elitnaurqluku.
(Learn hunting and outdoor survival skills)

Avoid thin ice:

*dark colored ice=thin ice
*light colored ice=thicker ice
*If you fall in: use a negcik (a hooked walking stick with an ice pick at the other end) to pull yourself out of water.
*Find dried grass: stuff your wet clothes with grass.
*If you don't have tea available, drink urine and if handy with seal oil.

-Make a shelter: Deep snow shelter/ or Under tree with wind behind you

Watch weather patterns:

*Stretched clouds=wind
*glove around the moon=storm approaching
* glove around the sun=

If you are lost:

- If it is foggy: You will know which to to go based upon wind direction, waves, grass.

*grass usually lay toward the South depending upon the prevailing winds.
* if it's foggy and you are at sea, the warmth in the air is toward the land.
*Waves always move toward the land.
*The spruce needles=stick out sharper on the North side of trees, and slant on the South side.
*Rip tide=When tides meet between two rivers, current faces direction of flow of water coming out of the two rivers, never sideways.
*Shallow sandbars=ice heaved up.

If you become ill:

-Porcupine urine=for salve for aches, pains, arthritus.
-Toothache: Use Wormwood (Caiggluks) as a pack
-Snow blindness: After cooking, use as pack over eyes.
- Cuts: Use Yarrow: Crumble dried leaves, use powder on cuts.
-Fevers: Drink wormwood liquid

Other medicines:

1. Yarrow. Qanqanaruaq (Pretend Squirrels): a. As tea: cleans out your system. b. Cooked or raw: As hot pack for aches and pains. c. Boil: Breathe steam for stuffy sinuses. d. Dry leaves: Use powder c sores, cuts, and burns.

2. Wormwood. Caiggluks: a. As tea: for skin rash, sore eyes, blood poisoning, swelling, arthritus, sore throats, tuberculosis, fevers. b. Wrap in cloth for hot packs for toothache/place directly on tooth, packs for earaches, and snowblindness. c. Dried, crushed: rubbed body for itch, for mosquito repellent. d. Bundled: Use as switch in steam baths for relieving aches and pains and relief from arthritus.

3. Birch Bark. Elngum Qecia: a. Boiled, as cold drink-used for pneumonia, other bronchial ailments, tuberculosis, to stop vomiting and cancer.

4. Urine: Teq'uq: a. From child's urine, drink for hypothermia, sometimes mixed with seal oil for energy. b. Porcupine urine: used for salve for aches, pains, and arthritus. ( The medicines and uses of Native medicines were given by Fred Andrew, elder: deceased: Nocember 11,1997, as presented to the 5th Grade Class in 1996)

7. Ilaten-llu angussaagucimaluki kesianek ciaturcetevkenaki.
(Provide for and take good care of your family.)

Men/Boys:	- Hunt and fish for your families - Build homes,camps, storage places, fish racks,etc. - Gather wood. -Make utensils, knives, bowls, storyknives,etc. -Make hunting tools, traps, snares. -Make sleds, boats, kayaks. -Make ceremonial masks, drums.
Women/Girls:	-Make clothing. -Prepare and cook food. -Gather fish,editable plants, medicinal plants, grass for baskets, roots. -Prepare fish and game for winter consumption. -Make baskets, dolls, balls, yo-yos. -Sew sealskin onto kayaks.

8. Irniaten-llu kenkellerpeggun qigcikluki.
(Through love, respect your children)

- Don't let teen-age girls pass teen-age boys with wind direction going toward the boys.
-Teach your children to be quiet and respectful.
-Be an example for your children:

a. Don't look people directly in the eyes as you speak to them.
b. Teach girls to be shy.
c. Use appropriate gestures and facial expressions so that children will model after you.
d. Talk to your children about Yup'ik way of life.
e. Learn to leave right away after visiting.
f. When you visit, stand by the door until acknowledged.
g. Do not let your children run around at night time.
h. It is O.K. for other members of the village to "scold" your children.
h. Tell your child to help or take over an elder's chore when coming upon him or her at work.
i. Teach children not to talk back
j. Do not hit or yell at your children, they will learn to do the same

9. Qigcikluki-llu ciulirneret.
(Respect your elders)

-When eating, men eat first, elders are served next, then women and children eat last.
-Listen to the elders words of wisdom.
-Listen to their stories, they usually have morals or lessons.
-Do not talk back at elders.
- If you see an elder doing a chore, take over.
-Provide fish,game, and edible plants for them.
-Make the elders gifts: clothing, tools, utensils
-Honor them at their passing of life, and remember their family, their words of wisdom.
-At community potlucks, make sure elders eat first.

10. Cakuugneruluci, qessanquuvkenaci.
(Work hard and don't be lazy.)

-If there are household chores to do, do them right away.
-If fresh fish or meat need to be taken care of, work on them right away, do not put off.
-Since survival was the key to living, do and make things so that your family can make it through the winter.

11. Maligtaqutevkenaci-llu taangatuulinun puyurtukayatulin-llu.
(Refrain from alcohol and drug use.)

-If you drink, you will not have a good family relationship.
-If you use drugs, drugs will ruin your brain, if you had to depend on survival skills, you would never make it.
-You will become poor by wasting your money on alcohol and drugs.

12. Elitnaurluki, tegumiaqluki-llu umyuaqegcikluki-llu yuunginaat piciryarait.
(Learn, preserve, and be proud of the Native way of life.)

-If you follow all of the rest of the values of the Yup'ik people, you will indeed grow up learning, cherishing, and wanting to pass on the Yup'ik way of life since you will be proud to be a real person.

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DILLINGHAM HIGH SCHOOL
CULTURAL STUDIES
1996

Compilation of superstitions, beliefs, and practices of the Yup'ik People of Bristol Bay
The Dillingham High School students collected the information gathered from the elders, parents, and from peer. They also came up with ones they knew. Dora Andrew was their instructor, moderator, guide. She would like to thank the following students for making this publication possible: Colleen Johnson, Crystal Noden, Rachel Freisinger, and Grace Petluska. The Class would like to acknowledge the following elders, Bristol Bay members for providing the information to make the publication possible: Olga Andrew, Fred and Annie Andrew, Lena llutsik, Mary Bavilla, Martha Scheiber- In remembance of the late Andrew Bavilla's "sayings", Daniel and MaryAnn Noden, Dora Andrew-In rememberance of the elders who had worked with her high school students, Katie Neilsen and Lena Pat. Others who made contributions included Charlie Chocknok, John Gumlickpuk, Phyllis Westcoast.

Findings:
Having superstitions, beliefs, and cultural rituals/practices are a part of being a Yupiaq ( Real Person). These beliefs were passed on from ancestors. As time passed, many of these beliefs became part of Yup'ik thought and action. The Yup'ik people were very observant. They watched weather patterns, life cycles of man, fish, birds, land and sea animals. They watched how plant life grew. They had no complete knowledge about the laws of nature and man.They marveled at the mysteries of birth, death, aging, actions of nature, and man. They came up with reasons why things occurred as they do, and those became beliefs that are still adhered to today by the Yup'ik people of Bristol Bay.

The very homes and community dwellings called the qasgiqs were built to represent the universe, the earth, and the sea. The late Katie Neilsen in talking about the Bladder Festival, Messenger Feast, Qaariitaaq and other cultural ceremonies had described the qasgiq as being built in the same shape as the earth- round. The ceiling called the "Qilak" represents "Heaven" or the "Universe". The floor represents the earth that we walk on, the door which most of us know as an entrance was called an "Anvik", a place for exiting, much like a mother giving birth. The water beneath was called the "Imaq", Ocean. When in time of food shortages, the shaman was asked to communicate with the spirits of the land or sea animals. The shaman would exit the qasgiq through the smokehole past the "qilak",( heaven) to talk with the spirits of the land animals. He would exit through rivers and into the oceans to talk with the spirits of sea animals, to the "imaq". The shaman had the ability to travel all over the world and even to the moon. He had the ability to heal, to get even with other shaman, and do cruel things to his enemies by using unseen forces.

Man was also believed to able to communicate with people upon his death. The following are beliefs about man and death.

Beliefs About Death and Ghosts of Humans

1. Children should not pretend to cry, or cry too hard over a trivial happening otherwise someone in their family will die.
2. If dogs mournfully cry for long periods of time, someone will die.
3. If there are too many flies in your house, although you keep your house clean, and kill the flies and they still continue to be around in a great number, someone in your immediate family will die.
4. If daddy-long-legs continue to go on you, you will have a long life, but if they shun you, because daddy-long-legs stink, they smell death on you, and will avoid you. You will die soon.
5. If you see a rare spider called a "Kegginaq"(Face), a spider that has spots on its back, the spots looking like the sad face of a human, someone in your family will die soon.
6. If a raven drops dirt on your house as it flies over, someone in your family will die soon.
7. If there are an abundance of bats around the eaves of your house for no reason, that is a sign that someone in your family will die soon.
8. Cover the mirror in your house when someone dies or you may see the person that died as you look in the mirror.
9. If a bird bumps into your window and dies, someone in your family will die. If it bumps and flies away, death was knocking on your house, but did not enter.
10. If you dream about someone dying, tell someone your dream upon waking up otherwise your dream may come true.
11. If you suspect that there is a ghost around, spit on the ground. You will know there is one if your spit does not hit the ground. If it hits the ground, there is no ghost in your presence.
12. If you know and feel like you are about to experience seeing a ghost, you should go outside and walk around the house three times in the same direction as the earth rotates, that causes the ghost to sink and disappear. If the ghost were to follow you, (s)he'd have a hard time, to a ghost, the distance that you walk is the same distance as going around the earth three times, so the ghost gives up and either sinks or disappears.
13. You will know if you are about to see a ghost if the room becomes unusually cold although the heating system is working fine.
14. You will know if someone is going to die if you keep hearing flies buzz, but upon turning toward the direction of the noise, flies aren't there.
15. If you see a ghost appearing from the ground, s-l-o-w-l-y press your hand over its head and push it down to the ground. It will disappear into the underworld. If you push down quickly, the ghost will pop up suddenly.
16. If you see or are about to see a ghost, fart and the ghost will disappear. It is told that the ghosts don t like the smell of expelled gas. The gas reminds them of their habitat, the unseen world.
17. Make the sign of the cross on four corners of your house to keep ghosts from appearing.
18. If you mistreat, beat up your spouse, upon his or her death, you will be haunted by him or her.
19. If you despise or hate someone without ever forgiving or asking forgiveness from him or her, upon his or her death, you will be haunted by him or her.
20. If you hear an owl hooting near your home, the owl is telling you that someone will die. Others say that the owl is calling your name, and you will die soon.
21. If you are going to see or hear a ghost, you will hear a sound like flies buzzing. This was called "Ciivaguaq".
22. If you suspect that there is a spirit of a dead human nearby, spit on the ground. If your does not hit the ground, you will know there is a ghost around.

Beliefs About Pregnancy

1. Don't wear two different colored socks, or you may have twins.
2. Don't stand in the doorway, either go in right away or exit out the door quickly, otherwise upon giving birth, your child may have a hard time exiting your body.
3. Don't knit or crotchet when pregnant, otherwise upon giving birth, your child may have the umbilical cord wrapped around its neck.
4. Don't chew gum when pregnant, otherwise upon giving birth, you may have a long and laborous labor, your baby sticking to you much like gum sticks to you.
5. Don't eat raw fish heads otherwise your baby may have a head like one.
6. Do not lay on your back when in your trimester, otherwise, your stomach will grow much bigger than need be.
7. Do not eat wings of spruce chicken wings or ptarmigan wings when pregnant, otherwise your baby will flutter its arms and legs and cry alot like those birds.

Other Beliefs

1. Lick your bowl clean after eating so that you won't slip on ice or slip from going to heaven.
2. Don't whistle at the Northern lights or they will swoop down and pick you up, never to be seen again.
3.if you kill a bear, you should bury its head racing the West, so that its spirit won't haunt you.
4. Do not say the bear s name out loud when you are picking berries, our ancestors say that since the bear was once human, it can understand you, and can go after you if you talk about it.
5. If a bird lands on your head, you will have good luck.
6. Do not put pots over your head, otherwise you will become bald as an old man or woman.
7. If your ear rings, someone is talking about you.
8. If your lower eye lid twitches, you will cry.
9. If your upper eye lid twitches, you will see someone you have not seen in a long time.
10. Do not eat with your hat on, you re disrespectful of the family and the spirit world. You will have a short life.
11. You must say, "Qiurpak, Asvailngurpak!" when someone sneezes, in hopes that the sneeze will clear up the sky and be firmly clear.
12. Do not crack your knuckles or fingers, or they will grow to be huge mishaped knuckles and fingers when you become an elder.
13. Don't play hide-n-go-seek in the dark or the blanketman will cover you up with his cape for good and you will never be seen again.
14. It's a bad omen to see lots of camp robbers around your house.
15. Don't play with dolls outside during the winter, otherwise you will cause winter to remain longer.
16. If you eat tails of fish, you will grow up to be a fast runner.
17. If the palms of your hands itch, you will handle lots of money/or get lots of money soon.
18. After eating meat on bones, put them back to their old habitat areas so that their spirits will tell the living that you took good care of them and more will be given to you.
19. If your hands sweat, that means someone is thinking of you.
20.1f you think too highly of yourself, your ear will ring to warn you of your foolishness. 20. if you have cold hands, you have a warm heart.
21. if you have a deep dip behind your neck, that means you are a stingy person.
22. Clean the table before going to bed, or you may feed ghosts, you will encourage their presence. They will clean the table for you by taking up scraps.
23. Don't waste money on foolish things or you will become poor when you get older.
24. Always burn your hair after having a haircut so that your hair remains won't haunt people trying to find your body after you have died.
25. Always burn your toe/fingernails after cutting them so that your nails won't haunt people trying to find your body after you have died.

Menstration of Young Girls

1. You should not wade in the water for one year if you've just started your period otherwise your "blood" may frighten the spirits of fish and animals making them scarce for humans to catch.
2. Do not go berry picking while you are on your period, otherwise a bear may attack you thinking you were her husbands second wife.
3. Do not eat raw meats and fish for one year, your body is suseptible for spiritual invasion.
4. Do not touch mens' hunting tools and equipment while you are menstating otherwise as the men go hunting, the spirit world will know that their tools and equipment have been tainted with unclean blood, and will not allow the live animals to be caught.
5. Have your mother or any older person put ash on fish eyes, so that their spirits won't see you and report to the live fish about your uncleanliness.

Proper Ettiquette

1. If given a bowl of soup, slurp as you eat, that shows the cook you appreciate her good cooking and it also allows for the spirit world to hear of your appreciation.
2. After eating, you should burp politely so that the cook will know that you have had your fill and also allows for the spirit world to hear of your contentment.
3. As you work, shoveling, hunting, fishing, cleaning, cooking sewing etc. use thoughtful actions so that a pathway will be opened for you. You will become a successful food gatherer. (Animals, fish, plants and weather spirits watch your actions and how you behave)
4. Do not dance without dance fans, or your spirit may flee from you.
5. When visiting, stand by the door to be acknowledged.
6. Do not stare at a person when talking. Look down.
7. When leave taking, do not linger.
8. When sitting, let elders sit first.
9. Men eat first. Elders are served after the men. Women and children eat last.
10. It is proper to see who could maqii (steam) the hottest. Men and young men steam first, women and girls last, sometimes with very young boys.
11.When sitting at the dinner table, elders speak first.
12. Do not take mouthfuls, chew your food appreciatively, remember the spirit world watches.
13. When eating, remember that there are others who have not eaten, leave some for them. 

Russian Orthodox Native Beliefs/Little People Beliefs/Yuilriqs

1. Do not take a steam on January 18, which is called "Klissiniaq Day" (Day of the Little People), otherwise you may see the face of a little person in your filled basin.
2. Little people come out from the cracks of the world, caves, underground to cause mischief to the human race on January 18th every year.
3. You will need to take Holy Water and make the sign of the cross over all your belongings (sheds, woodpiles, clotheslines, outhouses, steambaths, fish racks etc.) the eve of January 18 so that the little people won't make a mess of your belongings.
4. It is believed that the little people are about 2 feet tall, have the strength of two men, and they do look like humans.

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Dillingham Elementary School
Bilingual-Bicultural Education Programs
Learning Outcomes

 

PROGRAM TYPE: Language Other Than English as a Second Language
GRADE: K, All Categories
COURSE LENGTH: 180 Days
NUMBER OF STUDENTS: Approximately 54
TIME: Once a Week, 30 Minutes Per Day

Critical Skills:

Mathematics:
1. Understand and use numeration, including:
a. Counting to five in Yup'ik, compare counting whole numbers in English and Yup'ik, or any other language.
2. Use Yup'ik way of measuring, including estimation.
3. Represent, analyze, and use mathematical patterns using beads, graphs.
4. Construct, organize, analyze, form questions about numbers, make reasonable and useful predictions.
Assessment:
1. Ability to count to five in Yup'ik orally and in written English form for Yup'ik number. (Teacher also keeps progress chart)
2. Ability to make own foot size using hand measurements.
3. Make a parka pattern. Put the class patterns together to predict next pattern.
4. Continue the prediction of next geometric shape to come to make a parka pattern. Combine the three classes patterns to predict what pattern will appear next.
Language Arts
1.The student should be a competent and thoughtful listener.
2. Apply elements of speech: vocabulary, organize, personal style;
3. In speaking, demonstrate skills in volume, intonation, and clarity;
4. Use visual techniques: Drumming, dancing, use of the Storyknife;
5. Evaluate own speaking and performance.
Assessment:
1. Ability for the child to tell the story through the use of the story knife cooperatively with a friend, and present produced art pieces.
2. Peer student assessment/ teacher input: Student tells story using story boards, or on paper or orally.
3. In dancing, story telling, the students will demonstrate how the story or dance should be told.
4. Ability to use the Eskimo drum, dance, and tell a story using the storyknife will let the child know if he can perform the skills.
Social Studies:
1. The student will understand and describe family structures.

a. They will use,choose Yup'ik name.

2. The student will become aware of animals and their habitats.
3. The student will become aware of where the first settlement in Alaska was.
Assessment:
1. Drawings of families (Cut-out figures, cloth dolls, artwork)

a. Homework: Bring back Yup'ik name, and if no Yup'ik name, give child a choice of Yup'ik names from a list. Have child say the name, write the name, and know what the name means.

2. Produce 3-D artwork using different materials representing animals and their habitats. ( Oral statements as well)
3.Students can pin-point where Three Saints Bay is on a map of Alaska.

Science:
1. The student will observe, recognize Labrador Tea through use of senses: smell, touch, feel, sight, and taste.
2. The student will recognize and identify five local animals.
Assessment:
1. Making a card with Labrador tea labeled on it, sample of labrador tea stapled to the card, and ability to say the word.

a. Know what the tea tastes like upon making the tea.

2. The teacher will bring in five animal skins/and or pictures ( And do habitat activities separately for each of the animals, then, at the last day of the unit the students will be able to name each of the skins by name of animal.

a. Students will draw each of the animals at their habitats.

Dillingham Elementary School
Bilingual-Bicultural Education Programs
Learning Outcomes

PROGRAM TYPE: Language Other Than English as a Second Language
GRADE: First
COURSE LENGTH: 180 Days
NUMBER OF STUDENTS: Approximately 56
TIME: Once a Week. 30 Minutes Per Day

Critical Skills:

Mathematics
1. Understand and use numeration, including:
a. Counting to ten in Yup'ik, Compare counting in English and Yup'ik and if possible in any language.
2. Use Yup'ik way of measuring, including estimation.
3. Represent, analyze, and use Ethno-math pattern formation using beads, graphs, geometric shapes.

Art:
1. Will know names of traditional Yup'ik parka and mukluk pattern names.
2. Create own design using the traditional Yup'ik park and mukluk patterns.
3. The student will recognize simple textures-smooth, fuzzy, ridged, rough.

Language Arts:
1. The student should be a competent and thoughtful listener.
2. Apply elements of speech: vocabulary, organize, personal style.
3. In speaking, demonstrate skills in volume, intonation, and clarity.
4. Use visual techniques: Drumming, dancing, use of the Storyknife.
5. Evaluate own speaking and performance.

Social Studies:
1. The student will recognize the parts of the year for Subsistence gathering.
2. The student will understand how villages prepare for winter.
3. The student will understand how plants, animals, and people adapt to an environment.
4. The student will understand how earth renews its resources.
5. The student will understand what it means to have a positive self-image.
6. The student will be introduced to different types of skins used for making Yup'ik clothing, and can identify at least two kinds.
7. The student will be able to identify various types of Native and local wear.
8. Students will learn traditional Yup'ik games.

Dillingham Elementary School
Bilingual-Bicultural Education Programs
Learning Outcomes

PROGRAM TYPE: Language Other Than English as A Second Language
GRADE: Second. All Categories
COURSE LENGTH: 180 Days
NUMBER OF STUDENTS: Approximately 46
TIME: Once a Week. 35 Minute Sessions

Critical Skills:

Social Studies:
The student will be able to:
1. Know the difference between Commercial and Subsistence Fishing.
2. Will learn about Yup'ik Bladder Festival and Qaaritaaqing.
3. Learn about Cultural myths, legends, and folktales.
4. Learn ways in which Dillingham has changed.

Science:
1. Develop an awareness of seasons, weather, and learn the names of the months in Yup'ik.
2. Learn where birds inhabit areas during the four seasons.
3. Identify low bush cranberries.
4. Become aware of their self-identities.
5. Become aware of neighboring communites. (Bristol Bay)
6. Study about the human and land/air/sea animals relationship.
7. Learn about animals of the Bristol Bay Area, and know Yup'ik names of five animals.

Math:
1.Understand and use numeration, including:
a. Counting to 20 in Yup'ik.
b. Know that 20 and 5 are bases for Yup'ik counting.
2. Use Yup'ik way of measuring.
3. Represent, analyze, organize, and use mathematical patterns using beads, graphs, and objects around us.
4. Know how to play the Sonar game using a traditional story as basis for understanding math rules to the game.

Geography and Map Skills:
1. Identify major mountains, rivers and traditional subsistence sites/traditional sites in the Dillingham/Aleknagik area.
2. Use a blank map to locate and identify major mountains,rivers and traditional subsistence sites/traditional home sites in the Dillingham/Aleknagik area.

Assessment:
1.

Math:
1.Understand and use numeration, including:
a. Counting to 20 in Yup'ik.
b. Know that 20 and 5 are bases for Yup'ik counting.
2. Use Yup'ik way of measuring.
3. Represent, analyze, organize, and use mathematical patterns using beads, graphs, and objects around us.
4. Know how to play the Sonar game using a traditional story as basis for understanding math rules to the game.

Geography and Map Skills:
1. Identify major mountains, rivers and traditional subsistence sites/traditional sites in the Dillingham/Aleknagik area.
2. Use a blank map to locate and identify major mountains,rivers and traditional subsistence sites/traditional home sites in the Dillingham/Aleknagik area.

Dillingham Elementary School
Bilingual-Bicultural Education Programs
Learning Outcomes

 

PROGRAM TYPE: Language Other Than English as a Second Language
GRADE: Third, All Categories
COURSE LENGTH: 180 Days
NUMBER OF STUDENTS: Approximately 53
TIME: Once a Week. 45 Minutes Per Day

Critical Skills:

Mathematics:
1. Understand and use numeration, including:
a. Counting to twenty in Yup'ik, compare counting in English and Yup'ik or in any other language.
2. Use Yup'ik way of measuring, including estimation.
3. Represent, analyze, and use Ethno-math pattern formation using beads, graphs, geometric shapes.
Language Arts:
1. The student should be a competent and thoughtful listener.
2. Learn about cultural myths, legends, and stories.
3. Learn what a superstition is.
4. Write experience stories.
Social Studies:
1. Know how to make Atsiuraq, and know why atsiuraq is important.
2. Learn about subsistence fishing and learn about traditional tools used for fishing.
3. Compare village life to life today.
4. Understand why people go to fish camps.
5. Know traditions of Russian Christmas.
6. Learn about traditional transportation modes.
Science:
1. Know nutritioanal value of lowbush cranberries.
2. Know about local medicinal plants and berries.
3. Study food chains in ponds.
4. Understand the life cycle of a salmon
5. Know at least three migratory birds of Alaska.
6. Identify various traps and snares.
7. Learn about weather: Yup'ik predictions.
PE/Games:
1. Learn to play Miache.
2. Learn to Eskimo Dance.
3. Make an ice top and use it competitively with a partner.
4. Learn to play a dart game.

Dillingham Elementary School
Bilingual-Bicultural Education Programs
Learning Outcomes

 

PROGRAM TYPE: Language Other Than English as a Second Language
Grade: Fourth. All Categories
COURSE LENGTH: 180 days
NUMBER OF STUDENTS: Approximately 56
TIME: Once a week,50 minutes per day

Critical Skills:

Mathematics:
1. Understand and review use of numeration. Play piaskaq, theYup'ik way.
2. Continue using Yup'ik way of measuring, including estimation.
3. Represent, analyze, and use mathematical patterns.
Language Arts:
1. Respond to Yup'ik stories through: discussions, writing, poetry, dance, comparing, use of the story knives, and drawing for and telling the stories on their Sonar boards before playing the Sonar board games.
2. Respond to telling, showing of traditional methods of hunting through: discussions, writing, art: clay figures, drawings, panoramas, comparisons, points of view, media etc.
Social Studies:
1. Learn about smelt fishing.
2. Learn about traditional modes of transportation and the changes of modes of transportation.
3. Make a footbag. Learn why games were used.
4. Learn to play: game of footbag, juggle.
5. Learn about snaring rabbits.
6. Learn to weave. Learn to weave with grass.
Science:
1. Identify 5 area birds.
2. Know about the mechanics of transportational tools.
3. Know how to snare rabbits properly.
Art:
1. Make necessary artwork for community events.
2. Learn about traditional patterns used for basket making.
3. Learn touse traditional Yup'ik colors in weaving placemats or baskets.
4. Make scrimshaw drawings, panoramas, clay figures, paintings, collages for stories told.
5. Know how to make story knife story figures to represent objects, people, things, and the world around us.

Dillingham City Schools
Bilingual-Bicultural Education Programs
Learning Outcomes

PROGRAM TYPE: Language Other than English as a Second Language
GRADE: Fifth, All Categories
COURSE LENGTH: 180 Days
NUMBER OF STUDENTS: Approximately 54
TIME: Once a week, 50 Minutes Per Day

Critical Skills:

Social Studies:
1. Understand why Native games were played.
2. Learn to play the Native Youth Olympic games.
3. Learn to play with yo-yos, juggling, and footbags.
4. Learn to play jacks.
5. Learn about the:

a. Eskimos
b. Athabascans
c. Tlingits, Haidas, Tshimsians
d. Aleuts their locations on the map of Alaska, and their ways of life.

6. Study about the State of Alask using historical time line.
7. Interview an elder for a choice of: a. Biography b. Stories/the art of story telling and where stories were told c. Specific topics: related to history, cultural knowledge about making clothing,tools, traps etc.
8. Compile a list of Yup'ik (and other cultures represented) superstitions for class publication.
Mathematics:
1. Learn to measure heights and distances for the Native Youth Olympic games.
2. Learn to keep time for playing other Native games.
3. Learn to use fractions.
Language Arts:
1. Learn about the discourse and non-verbal forms of Yup'ik communication.
2. Write for a variety of purposes: biography, story, cultural activity based upon interviews.
3. Demonstrate and orate how to make a cultural craft.

Dillingham Middle School
Bilingual-Bicultural Education Programs
Learning Outcomes

PROGRAM TYPE: Language Other Than English as a Second Language
GRADE: SIXTH, All Categories
COURSE LENGTH: Nine Weeks
NUMBER OF STUDENTS: Approximately 56 students
TIME: Twice a Week, 1 hour 35 Minute Periods

Critical Skills:

Social Studies:
1. Understand Eskimos entry into Alaska

a. Analyze, organize, form hypothesis about Eskimo way of life
b. Study about Eskimo arts and crafts.
c. Learn to make patterns, to make geometric pattern designs used for beading and making parka and mukluk trims.
d. Learn about fur bearing animal fur uses.
e. Learn about traditional tanning of furs.
f. Learn about waterproofing and making water-proof stitches.

2. Ability to make a larger skin-sewn project, or a beaded project as well as a few smaller projects.
Language Arts:
1. Be a competent and thoughtful
2. Use visual techniques: Pattern making, making designs for parka or mukluk patterns for trim, use of razor blades, tracing, placement of designs.
3. Evaluate own work based upon prior knowledge.
Mathematics:
1. Represent, analyze, and use mathematical patterns using hand measurements, beads, graphs.
2. Learn to measure using Yup'ik way of measuring for making mukluks.
3. Learn to use other body parts for measuring purposes.
Science:
1. Discuss, observe, analyze traditional ways of hunting for animals and their uses as clothing for the people.
2. Recognize different types of skins used for making Yup'ik clothing.
3. Identify various types of Eskimo clothing.
4. Observe how traditional tanning is done. Analyze what happens to the skin.

DILLINGHAM MIDDLE SCHOOL
BILINGUAL-BICULTURAL EDUCATION PROGRAMS
LEARNING OUTCOMES 

PROGRAM TYPE: Language Other Than English as a Second Language
GRADES: 6-8, All Categories
PRE-REQUISITES: None
COURSE TITLE: Yup'ik Culture/Exploratory Class
COURSE LENGTH: Six Weeks Each
TIME: 45 Minutes every day

Learning Outcomes/Objectives

History
The students will learn more about the Yup'ik Culture, and gain an awareness and appreciation of other Native cultures in Alaska.
Activities
First Week
1. Lessons from Alaska's Heritage, Eyes Toward Icebergia and video on different regions of Alaska will be shown.
2. Discussion, study of Yup'ik values will take place.
Second Week-Sixth Week
3. Alaska Native stories will be told, along with cultural way of life
4. Yup'ik Language/writing will be introduced
5. Skin-sewing/beadwork will be introduced. Students will make projects.

- Traditional way of measuring
- Parka trim pattern
-Natural dyes, what colors represent

Materials
1. Alaska's Heritage Book, Eyes Toward Icebergia, videos, map of languages, map of Eskimos of the world, Parka trim patterns, Natural Dyes Booklet.
Evaluation
1. Written, workbook assignments completed.
2. Written,artwork based on Yup'ik values
3. Oral responses to Yup'ik language, teacher observation
4. Skin-sewn/beaded project completed.

a. Will make mukluk sole pattern for someone else using traditional way of measuring
b. Will write down correct answers to questions on color representation, and write about how dyes were made.

---

Outcome Design

Describe the Performance -The students will be placed in Skin Sewing I, II, III. -The students will know the history, culture, and meaning behind skin sewing and beadwork. -The students will produce skin sewn projects, incorporating beadwork when applicable

Identify the Exit and/or Program Outcomes Addressed Use independent/group learning strategies, apply problem-solving processes, communicate effectively, set and meet high standards.

 

Identify the Thinking Skill(s) Students need to analyze, formalize, evaluate, and think of other ideas that they can incorporate into projects. Content Yup'ik Cultural Studies Demonstration Mode Actual performances, compare and produce skin sewn projects

Write the Outcome Skin Sewing I- Students will be introduced to history, culture, and meaning behind skin sewn projects and beadwork and produce a minimum of three projects (yo-yos, caps, mittens, earrings, necklaces, zipper pulls, pincushion). Skin Sewing II- Students will be introduced to history, culture, and meaning behind skin sewn projects and beadwork and produce a minimum of four projects (caps, mittens, qaspeqs, baby mukluks, slippers). Skin Sewing III - Students will be re-introduced to history, culture, and meaning behind skin sewn projects and beadwork, and produce a minimum of five projects (mukluks with beadwork, decorated slippers and baby mukluks, qaspeqs, heavy parkas, patchwork projects, and two easier projects from I or II).

COURSE:Yup'ik Culture OUTCOME LEVEL: TOPIC OR UNlT:Skin sewing/Beadwork

Identify the Criteria for Assessment Quantify the Criteria for Assessment

General Criteria Specific Criteria Outstanding Highly Successful Successful 1. Quality of workmanship -small even whip stitches -small even whip stitches -whip stitches mostly even -whip stitches and stitches uneven -traces pattern on skin side of fur -traces pattern on skin side of fur accurately, neatly -traces pattern on skin side of fur with occasional crooked lines. -traces pattern unevenly, sloppy on skin side of fur -cuts pattern out -always cuts pattern out neatly, accurately, carefully. -most always cuts pattern out neatly, accurately, carefully. -cuts pattern out with obvious crookedness that will show when sewn together -pieces fur evenly as sewing -when sewing pieces, ends come out evenly. -when sewing pieces, most ends come out evenly. -when sewing pieces, ends don't always meet. -makes appropriate knots -always makes appropriate knots that don't come apart and are clipped close to knot. -most always makes appropriate knots that don't come apart and are clipped close to knot. -makes knots that sometime come apart an are clipped away from the knot.

2. Use of tools -knows how to use razor blades properly -always cuts out pattern using razor blade carefully, accurately -usually cuts out pattern using razor blade carefully, accurately -doesn't always cut out pattern accurately using razor blade. -knows what threads are needed and for what kinds of fur, leather, or beadwork -always uses appropriate thread for kind of fur used -most always uses appropriate thread for project -doesn't always use appropriate thread for project -proper use of leather cutting shears -always uses shears just for fur and leather, cloth thread -most always uses shears just for fur, leather, cloth and thread -sometimes uses shears for cutting wire and othe materials -proper use of a sewing machine -always uses sewing machine with care, follows manual correctly -Most always uses... -Sometimes uses machine on too thick material, does not clean machine

3. Use of material -no waste -fur direction -appropriate material matching -always makes best use of all material -always uses appropriate material that matches another material. -most always makes best use of material -most always... -sometimes makes best us of material -sometimes...

WK 21

Course: Yup'ik Cultural Studies
Unit: Skin Sewing I, II, III/ Beadwork

Enrichment Activities

1. Make projects to sell

2. Re-make Old Furs

3. Design/alter, make new patterns
(using ideas from Secrets of Eskimo Skin Sewing)

4. Make wall hangings using cloth/fur

5. Make beaded/fur borders for parkas, or kameksaks

6. Make Eskimo dolls or sugaqs

Cultural Studies

Program Outcomes/Exit Addressed:
Use independent/group learning strategies, apply problem-solving processes, communicate effectively, set and meet high standards.
Thinking Skills
Students need to analyze, formalize, evaluate, and think of other ideas they can incorporate into extended projects, possible use of data collected.
Demonstration Mode
Produce a Class Directory, come up with a class final product with information gatherered from elders. Make a larger, more complex skin-sewn or cultural related project after interviewing an elder for that particular item.

Outcomes for Units

Local Folklore: Biographies, Stories, Beliefs, Songs, Dances, Games, Food, Survival Techniques. Traditional Medicine...
1. The students will understand what Folklore is.
2. Students will go through the interview process. They will produce a Class Directory.
3. Students will learn about the Yup'ik discourse, non-verbal communication system compared to the English system. The student will also be introduced to different learning styles.
4. The students will learn about the Yup'ik belief and value system.
5. The students will interview elders for:

-specific topics that the elder is willing to give to the school for learning purposes.
-as they interview elders, the students will keep a journal noting beliefs, values, discourses, non-verbal communication skills, learning styles noted from the elders. They will also keep notes of direct information given by elders, or prominent Native leaders.

6. The students will decide as a group, what to do with the information gathered and written. (Store, to make a publication, make into lessons for other students use...)

Skin-sewing/Beadwork
1. The student will learn about parka/mukluk patterns.
2. The student will learn what materials were made traditionally for skin-sewn projects.
3. The students will interview an elder to gather information about traditional parkas, mukluks, or other Native wear that were made.
4. The student will produce a skin-sewn project based upon his or her learning about the item from an elder.

- if completed, the student can make smaller projects such as hats, baby mukluks, or make other cultural items such as coiled basketry, dance fans, or doll making.

Course: Yupik Cultural Studies Identify the Criteria for Assement

Unit: Elder Interviews Quantify the Criteria for Assessment

General Criteria	Specific Criteria	Outstanding (A)	Highly Successful (B)	Successful (C)
l. Body Language	- Posture -Yupik way of eye contact	-stands or sits erect during entire interview -is conscious not to keep looking directly at elder.	-stands/sits erect most of the lime -Makes more eye contact with elder during interview	-stands /sits erect some of the time . -Keeps eye contact with elder during interview.
2. Speaking Skills	-clarity of voice -projection -expressive -enunciation	-Voice is always very clear all words enuciated clearly with meaning.	-voice is usually clear words are enunciated clearly and with meaning most of the time.	Voice is occasional not clear. All words are not said with clarity and meaning
3. Content	-Organization (interview questions in order-- ready to be used)	-Has interview folder organized and ready. -Interview questions asked in sequential well thought nut orderl	-Has interview folder -Questions enclosed and ready but not necessarily in sequence or well thought out order.	-Has folder -Interview questions enclosed -Obvious not well thought out what will be asked first second, and so on.
4.Cultural Differences	-Discourse system -Body language -Beliefs -Values -Learning syles	IN JOURNAL: Noted all cultural differences -discourse systems -non-verbal communication -beliefs -values -learning styles	IN JOURNAL -noted most of cultural differences	IN JOURNAL noted just 2 or 3 out of many cultural differences.

PROGRAM OVERVIEW

PROGRAM TYPE: SESCD/Partial Maintenance (K-8) 

The SESCD/Partial Maintenance Programs address language and cultural related areas encountered by bilingual students regardless of what culture he or she may come from. Many students in this program are limited English proficient. They may speak a language other than English but to varying degrees of proficiency. They are more comfortable in speaking English, but the influences of traditional languages and cultures as spoken and lived by their parents, grandparents, or relatives are great.

The Alaska Native children in this combined category undergo culture conflicts. Accepting that they are Alaska Native isn't such a problem, but being a person in a non-Native world is. These students may develop a sense of being different and apart. Time that seemed to flow as always being with them, as they enter the non-Native linear world suddenly causes them problems. Many do not understand the importance of being punctual, and being tardy or absent is not considered a problem. They show respect for the authoritorians, but will be reluctant to ask for repeat of directions, instructions, or repeat of concepts passed on. They do not look directly at their instructors, so that they will seem to be inattentive. They do much observation.

Many of these students have reading difficulties because of lack of vocabulary and lack of experiences using the English language. They are not familiar with concepts or even objects that are considered common place elsewhere. Their use of language is demonstrated in their thinking processes and learning styles as much as in their language structure.

If the childrens' language and culture is not used in the home and to some extent in the school, these students who are very sensitive of others' opinions of them, may become ashamed of their cultural background.

There is a great need to infuse positive, factual, and updated material about the Alaska Native cultures into the regular curriculum taught so that these students will feel wanted, and feel like they are a part of the school system. So the SESCD/PM Program will by using the mainstream science and math curricula, will adapt and integrate the local ethnic culture so that the overall curriculum will be more meaningful for the LEP students, seventy-five percent of whom are Yup'ik Eskimos. Reading and writing will be emphasized within the curriculum. This program will enable students to gain an increased interest in their immediate environment; a greater awareness and appropriate respect for the natural world that is so close about them in Dillingham area; sheer pleasure and happiness can come from observing and understanding nature; an increased understanding of environmental management and in maintaining an ecological balance; and a better awareness of coastal issues. The topics that this curriculum will address are ocean mammals, plants, birds, shells, freshwater, Native subsistence, legends and traditions. All of these topics are what students of Dillingham encounter daily.

The SESCD/Partial Maintenance teacher's primary purpose is to:

1. Clarify students' need to be able to function under dual language situations (Traditional and Standard English)

2. Develop or use materials in such a way that these students will better understand what was taught in the classroom. He or she should collaborate with classroom teachers so that topics covered can be covered through the P.M. Program .

3. To have students feel good about their cultural background.

4. To have students become familiar, and use Yup'ik in conversational manner.

INSTRUCTIONAL PROGRAM

Program Type: SESCD  

Learning Objectives
(Primary Grades: K-5)

1. By using the Gates McGinite Reading series, and language arts curriculum, the Bilingual Teacher's Aide will:

a. Have students start, continue, or finish assignments given by the Classroom teacher.

b. Have students start, or continue, or finish assignments given by the Classroom teacher from other subject areas that require reading or writing.

2. If instructions include use of computer, the Bilingual Teacher's Aide will assist students in completing their assignments.

ACTIVITIES

1. By using the Gates McGinite Reading series, and Language Arts curriculum, the Bilingual Teacher's Aide will:

a. In having students complete assignments given by the Classroom teacher, give clear instructions to individual students.

b. If a series of directions are given by the Classroom teacher in which the limited English proficient student may not understand, the Bilingual Teacher's Aide will give directions stating them one at a time.

2. The Bilingual Teacher's Aide will use culturally relevant language and reading aids to clarify assignments given by the Classroom teacher.

3. The Bilingual Teacher's Aide will work with individual students that need additional time to digest information before being able to respond.

4. The Bilingual Teacher's Aide will, when need be, demonstrate good reading skills to individuals.

5. The Aide will have students observe first when new skills are taught, and later will give students opportunity to excercise skills on their own.

6. The Bilingual Teacher's Aide will use concrete, not abstract experiences or examples when working with limited English proficient students. The students have experiences that Anglo students may not have had a chance to experience. These experiences are concrete to them.

7. The Bilingual Teacher's Aide will allow students to voice or write down questions they do not understand, so that s/he can help the students with their assignments.

8. The Bilingual Teacher's Aide will be firm but fair requesting from students the need for punctuality and dependability in the school environment. If there is a student who is not punctual or fair, the Aide will keep track of the number of times the student is punctual and reward him or her.

9. The Bilingual Teacher's Aide will allow for conversational practice.

10. If needed,the Bilingual Teacher's Aide will incorporate a variety of teaching styles and methodologies that coincide with Alaska Native students' background.

MATERIALS TO BE PURCHASED:
1. School District already has materials
2. Reading Aids: Pictures borrowed from the bilingual-bicultural program files, puppets, paper.
3. No materials needed to do these activities, materials in place.
4. Culturally appropriate childrens literature, the students' reading level books, books from the Bilingual-bicultural Education Programs.
5. Paper, if needed to carry out assignments/skills taught.
6. Tape recorder,audio tapes, writing paper, pencils
7. Lined paper
8. Graph paper
10. Books on learning styles/methodologies

EXPECTED OUTCOMES:
1.The students will become more proficient in writing standard English.
2. The students will become more proficient in reading properly.
3. The students will have increased motivation, and feel positive about completing assignments.
4. The Bilingual Teacher's Aide will become more proficient at incorporating a variety of teaching styles and using different methods that coincide with Alaska Native students' background.

EVALUATION INSTRUMENTS
1. Report cards,progress reports that show increased progress due to increased test scores.
2. Increased Gates McGinite reading scores.
3. Increased CAT scores.
4. Improved self-image.
5. Program evaluation and student reclassification or exiting.

INSTRUCTIONAL PROGRAM

Program Type: Partial Maintenance of Yup'ik Language with emphasis in SESCD
Grades: 9-12, all Catergories
Pre-Requisites: None
Course Title: Cross-Cultural Studies
Course Length: One Semester, 1/2 Credit
Times: Either Block Schedule, or 50 Minutes Per Day

LEARNING OUTCOMES
1. The students will become more proficient in writing standard English.
2. Students will read for information.
3. Students will use inquiry, problem solving skills through individual, cooperative learning groups to gather information/dissiminate information through use of technology.
4. Students will gain self-esteem through learning activities provided and by making cross-cultural comparisons of values taught by various Alaskan Natives.
5. Students will produce skin-sewn projects, which can incorporate beadworking, or complex beaded projects where students will also write about the history, use of materials used to make project, and tell when and why it was used.
ACTIVITIES
1. Using the Cooperative learning 3-D models, the teacher will have students create products assigned to them whether it is on an idividual basis or through cooperative learning groups. The products can include: Biographies of elders, Alaska Natives who live successful lives utilizing Yup'ik way of life, and being able to work and live a productive life in this modern day of age, Native leaders. The students will create a Class Directory, write poetry using cultural way of life as a theme, make a study of jobs in the Dillingham area, create tourism ideas.
2. Providing students with relevant reading material: newspapers, poetry written by Alaska Natives, biographies, arts and crafts books, studies on the Bristol Bay area in the areas of economics and tourism.
3. The students will keep a daily journal. They will write about their feelings about what they have read, felt about doing research, gathering information, reading and writing, or making their projects. Information for publication purposes will be kept on computers/disks.
4. Yup'ik cultural use of language, what is proper, not proper will be introduced. Conversational Yup'ik will be taught as a Unit.
5. Students will write what they believe self-esteem means to them. Theycan use readings and personal experiences as foundations for writing.

UNITS

I. Understanding and Appreciating Yup'ik Way of life.

A. Yuuyaraq: The Way of the Human Being

B.Social Studies- Martha Teeluk

C. Eyes Toward Icebergia

D. Yup'ik Values

E. Yup'ik Language

II. Biographies: Local elders, prominent Native leaders, successful Native people

A. Different examples of writing biographies

B. Class Directory

III. Local Economy/Tourism

A. BBNA and Villages Initiatives

B. Brochure: City of Dillingham/Chamber of Commerce

C. Economic Development: New Stuyahok

D. Skin-sewn /Beadwork projects sold

IV. Skin-Sewing/Beadworking I,II,III

A. History,culture, meaning behind skin sewn projects

-Traditional way of measuring

-Traditional parka patterns and meanings

-Use of colors, and what they represent

B. Writing about personal projects

V. Contemporary Issues: Subsistence, Social, ANCSA,Educational

A. Subsistence issues: State-wide basis

B. Social issues

1.AFN /Youth/Elders AFN Conference topics for 1996

2. A People in Peril

3. Learning how to write Resolutions

MATERIALS USED/TO BE PURCHASED
1. Notebooks
2. Preparing a Personal History, and Oral History Primer
3. The Dillingham Directory
4. New Stuyahok, Economic Development
5. Eskimo Sewing
6. Publication on Traditional parka patterns/meanings
7. A People in Peril Newspaper Articles
8. Yuuyaraq: The Way of the Human Being by Harold Napolean
9. Social Studies: Martha Teeluk
10. Eyes Toward Icebergia
11. Bristol Bay Story
12. Yup'ik Values sheet published by BBNA/Dillingham City Schools
13. Furs: Mouton, rabbits, calfskin, coyotes, foxes, beaver, Leather: Different colors of swede, moose, deer, Beads: Various sizes, colors, both seed and bugle, beading needles, leather needles, thread, earring hoops, clasps, beading books, razor blades, lighters, beading looms, scissors, Other Material: Cloth for parkas,qaspeqs, trim, zippers, coat lining, markers, cording

EVALUATION INSTRUMENTS/PROCESS FOR COGNITIVE DEVELOPMENT
1. Daily Journal
2. Written tests
3. Written products
4. Skin sewn/beadwork project with written information
5. Final exam

DILLINGHAM MIDDLE/HIGH SCHOOL
SESCD PROGRAM

Program Type: SESCD
Grades: 6-8, 9-12
Pre-Requisites Underachieving: Reading,Language Arts
Course Title: Middle School or High School Reading
Times: Fifty minutes every day

The Reading Classes are taught by a certified teacher hired by the Migrant Education Programs. The students in the program are ones who are identified Underachievers based upon the District's California Achievement Tests. Some may be referred by English teachers or regular classroom teachers for further testing in Reading, based upon low class performances. The students in the program are usually a year to two years behind in reading at their grade level.

The Bilingual-Bicultural Education Programs Coordinator works closely with the Federal Programs personnel, to make sure the identified bilingual students that are underachieving are placed within the Reading programs. Once the students are caught up in their reading/grade level, the Reading teacher exits them from the programs after administering grade level reading tests. The Bilingual Programs Coordinator will note the exit or reentry date. Some students can re-enter, if fallen behind again.

The students in the Reading classes are given vocabulary words, paperback books, textbooks and, workbooks. The students make written and oral reports on books read. Language arts skills activities are also taught to the students. The students are encouraged to use the computers for their work as well. At the end of the year, students who make an extra effort to learn and have achieved much are recognized at the student award assemblies.

DILLINGHAM CITY SCHOOL DISTRICT
CURRICULUM DEVELOPMENT

DILLINGHAM CITY SCHOOL DISTRICT CURRICULUM DEVELOPMENT PROCESS

DISTRICT MISSION STATEMENT

DISTRICT BELIEFS

ALASKA CONTENT STANDARDS

PROGRAM OUTCOMES

ASSESSMENT

COURSE OUTCOMES

LESSON OUTCOMES

MATERIALS DEVELOPMENT

Program Type: Partial Maintennace with Emphasis in SESCD
Objectives, activities, time lines for development or purchase of materials for district programs.

Objectives:
1. Written Course Outline will be used to teach Cultural Studies Class 9-12.
2. Students will be supplied Yup'ik language materials and other Yup'ik culture printed materials.
3. Students will be given copies of examples of written biographies for use with the class.
4. Economic Development, tourism, Subsistence information will be dissimated to students.
5. Skin-sewing/Beadworking books, pamphlets will be made available for student use.
Activities:
1. The Bilingual Programs Coordinator/Teacher will come up with Course Outline that meets the approval of the Bilingual Parent Advisory Committee, and the School Administrators.
2. Depending on the Units, students will be given copies of materials needed for completion of the Unit.
3. Copies of biographies: Elder calendar publication, books from other School Districts,Copies of Preparing a Personal History, and Oral History Primer, Class Directory Outline
4. The teacher will order more materials called Setting up Your Small Business, pass out copies of New Stuyahok Economic Profile, City of Dillingham brochure.
5. Furs: Mouton, rabbits, calfskin, coyotes, foxes, beaver,Leather: Suede, moose, deerskin,Beads: seed, bugle beads, Other materials: Scissors, razor blades, needles, thread, beading looms, hair clips,pin backs, zippers, coat lining, markers, cording, cloth dolls, trim.
Personnel Involved:
1. Bilingual-Bicultural Ed. Programs Coordinator/Teacher
2. High School Cross-cultural Studies Teacher
3. Bilingual Programs Coordinator will make copies of Elder calendar, remaining other materials are in Skin-sewing classroom at the high school.
4. Teacher for Course
Evaluative Instruments:
1. Distributed Course Outline with necessary materials for each Unit.
2. Distributed materials for Units as they come up.
3. Distributed materials for biographies will be used, returned.
4. Copies dissimated, used. No need to order materials
Time Lines:
1. First Day of School, or upon first entry into class.
2. Depending on length of Unit, the Units will cover one semester.
3. About a month into the Semester to about another month.
4. About the third quarter.

MATERIALS DEVELOPMENT

Objectives, activities, time lines for development of materials for district programs.

Program Type: SESCD K-5
Objectives:
1. The bilingual programs SESCD (Supplemental English Skills Concept Development) Teacher's Aide will keep track of students assisted, will know from working with children what their needs are and ask for purchase order to order needed materials, so that students will better understand assignments given by their classroom teachers.
Activities:
1. Bilingual-Bicultural Teacher's Aide will keep a journal of students helped, see what their needs are, and if the classroom does not have cultural related materials that may help students learn, she will ask to order, or use needed materials from bilingual programs supplies to get concept across to the children, whether the materials be lined paper, graph paper, notebooks,puppets, story books, cassette tapes, recorder, copies of students works on computers, videos, if applicable.
2. Books on learning styles and methodologies will be ordered for bilingual-bicultural programs library to be used by bilingual personnel.
Personnel Involved:
1. Bilingual-Bicultural Teacher's Aide, Bilingual-Bicultural Programs Coordinator
2. Bilingual-Bicultural Programs Coordinator will order books.
Evaluative Instruments:
1. Daily journal, completed orders, materials at hand, recorded information-audio/visual
2. Books on learning styles and methodologies will be on hand for use, checked out by bilingual personnel. Bilingual personnel will meet periodically to cover information.
Time Lines:
1. On-going per student
2. September: Materials ordered.

MATERIALS DEVELOPMENT

Objectives, activities, time lines for development of materials for district programs

Program Type: SESCD/ High School. Middle-School Reading

Since this program is sponsored /funded by the Federal Programs, the Bilingual-Bicultural Education Programs Coordinator will work closely with the Federal Programs Coordinator to see if there are activities that can be better accomplished through cooperative coordination that meet the educational needs of children.

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