Nipaa I¬itqusipta - The North Slope Borough School District

Nipaa I¬itqusipta
Activity Guide for Teachers
A High School Language Arts and Social Studies Unit
Prepared by Patrricia H. Par tnow, Ph.D.
Nipaa I¬itqusipta
The Voice of Our Spirit
Activity Guide for Teachers
A High School Language Arts and Social Studies Unit
Prepared by Patricia H. Partnow, Ph.D.
© 2011 by North Slope Borough School District
Barrow, Alaska
A publication of the North Slope Borough School District
Funded in part by the U.S. Dept. of Education, Grant #A356A060013
Iñupiaq Education Dept. Staff
Pausauraq Jana Harcharek
Aluniq Dora Brower
Designed and produced by Visible Ink, Inc., Anchorage, Alaska
Contents
Preparation
Unit Summary; Time Required; Iñupiaq Learning Framework . . . 2
Organizing Questions; Authentic Assessment . . . . . . . . . . . . . . . . 3
Before You Begin This Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Guide to Websites for Research Project . . . . . . . . . . . . . . . . . . . . . 4
Language Use Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Teaching Strategies
Learning Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Assessments
Authentic Assessment; Comprehension;
Participation; Writing; Standards . . . . . . . . . . . . . . . . . . . . . . .16
Research Project Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Standards
Iñupiaq Learning Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Alaska State Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Curriculum Alignment for Reading . . . . . . . . . . . . . . . . . . . . . . . 26
Curriculum Alignment for Writing . . . . . . . . . . . . . . . . . . . . . . . . 28
Curriculum Alignment for History . . . . . . . . . . . . . . . . . . . . . . . . .32
2 Preparation
Unit Summary
Students watch the DVD, History of the Iñupiat: Nipaa Iøitqusipta:
The Voice of Our Spirit, by Naÿinaaq Film Productions, which explores
the decline in use of the Iñupiaq language. Using resources available
locally and on the Internet, they explore various aspects of language loss
and revitalization. They craft an action plan that speaks to the revitalization of the Iñupiaq language.
Time Required
Up to 1 1/2 weeks (2 to 8 class periods, including enrichment activities)
■
1-2 days for DVD viewing (add an extra day for additional discussion,
exploration, or enrichment activities)
■
Enrichment: Invite guest speakers to class to talk about their experiences with the Iñupiaq language
■
Enrichment: Writing prompts inspired by the DVD
■
3 days for student research and project preparation
■
2 days for student project reports and development of an action plan
Iñupiaq Learning Framework
See the table starting on page 18 for a list of Overarching Understandings
and Essential Questions considered in this unit.
Preparation
Organizing Questions
■ Why is the Iñupiaq language no longer universally spoken by all
Iñupiaq people?
■ How have Western education, the modern economic system,
missionary-brought religion, and U.S. laws and regulations affected the
use of the Iñupiaq language?
■ How has the history of epidemics in Alaska affected the use of the
Iñupiaq language?
■ What can be done to revitalize the Iñupiaq language?
■ How does the story of the Iñupiaq language compare with the stories
of other world languages?
Authentic Assessment
Students will formulate an action plan to help revitalize the Iñupiaq
language.
Before You Begin This Unit
Watch the DVD with the Viewers Guide (from the Student Workbook) as a
reference.
Visit a sample of the suggested web sites to get a sense of their appropriateness for your students’ abilities.
For student writing assignments, refer to Six-Trait resources to develop
assessment tools. You will assess the following six traits:
• Ideas
• Organization
• Voice
• Word choice
• Sentence fluency
• Conventions
Schedule guest speakers to talk about:
• The Iñupiaq language (particularly for students who are unfamiliar
with its sound system, vocabulary, or grammar)
• Their experiences in school with the Iñupiaq language
• Laws that relate to education and language use in your school
3
4 Preparation
Materials
DVD: History of the Iñupiat: Nipaa Iøitqusipta: The Voice of Our Spirit;
Naÿinaaq Film Productions; Alaska Native Education Program/North Slope
Borough School District 2008.
The Voice of Our Spirit Student Workbook, containing:
- Viewers’ Guide to the DVD: History of the Iñupiat: Nipaa Iøitqusipta:
The Voice of Our Spirit
- Research Project Rubric (page 17 in this guide)
- Guide to Websites for Research Project (printed below)
- Education and Cultural Self-Determination Charts
- Excerpts from “North Slope Borough 2003 Economic Profile and
Census Report, Volume IX (Language Use)”
- Language Use Survey (page 8 in this guide)
Resources from the school library on the social and cultural history of
Alaska, particularly Chills and Fever: Health and Disease in the Early
History of Alaska by Robert Fortuine; Fairbanks, University of Alaska
Press. 1992.
Guide to Websites for Research Project
Education (legislation, history, and practices)
Article: “The Use of English in Indian Schools, September 21, 1887”
(click on “language”). Click on “education” for other documents about
the history of Alaska Native education)
http://www.alaskool.org/cgi-bin/java/interactive/issues.html
Article by Paul Ongtooguk: “Aspects of Traditional Iñupiat Education”
http://www.alaskool.org/native_ed/Pauls_doc2.htm
Article by Paul Ongtooguk: “Alaska’s Cultures: Education and
Self-Determination”
http://www.akhistorycourse.org/articles/article.php?artID=281
Speech by Willie Hensley in 1981
http://www.alaskool.org/native_ed/2hensley1.html#top
List of documents pertinent to the history of Native education
http://www.alaskool.org/native_ed/historic.htm
Preparation
Websites (cont.)
Carol Barnhardt’s history of schooling in Alaska
http://www.ankn.uaf.edu/curriculum/Articles/CarolBarnhardt/
HistoryofSchooling.html
A comprehensive history of education in Alaska
http://www.alaskool.org/native_ed/research_reports/taken_to_
extremes/darnell.htm
Eben Hopson’s article on Iñupiaq education
http://www.alaskool.org/native_ed/historicdocs/people/inup_edu.html
Article by Steve Haycox: “Desegregation in Alaska’s Schools: Alaska
Yesterday”
http://www.alaskool.org/native_ed/haycox1.html#top
Article by Georgianna Lincoln: “Lack of True American Indian History in
Textbooks”
http://www.alaskool.org/native_ed/articles/g_lincoln.htm
Current laws regarding Bilingual Education in Alaska’s schools
Google AS 14.30.400. Bilingual-Bicultural Education
Economic system and commerce
Article on the impact of the Western economic system on indigenous
language use
http://jan.ucc.nau.edu/~jar/TIL_22.html
Missionaries and religion
Tiger Burch’s article (click on “missions”)
www.alaskool, http://www.alaskool.org/cgi-bin/java/interactive/
issues.html/
Health and epidemics
Paul Ongtooguk’s article: “Alaska’s Cultures: Alaska Natives and Health”
http://www.akhistorycourse.org/articles/article.php?artID=282
A general overview of the cultural and personal disruptions, particularly
regarding health, that occurred in the 19th and 20th centuries, excerpted
from the Alaska Natives Commission Final Report from the 1990s.
http://www.alaskool.org/resources/anc/anc01.htm
5
6 Preparation
Websites (cont.)
Although not available on-line, refer also to pp. 215-217 of Robert
Fortuine’s Chills and Fever about the Great Sickness of 1900; other parts
of the book detail other epidemics during contact in Alaska.
Endangered languages
A report based on 2003 data that was presented to the NSB School
District in 2005
http://husky1.smu.ca/~stulloch/InupiaqReport2003.pdf
How healthy is Iñupiaq as a language?
http://www.uaf.edu/anlc/langs/i.html
What are the world’s endangered languages?
http://en.wikipedia.org/wiki/List_of_endangered_languages
What is happening in language revitalization efforts worldwide? (note
especially chapters on second language Maori speakers and Indigenous
New Word Creation)
http://jan.ucc.nau.edu/~jar/ILR/
A publication: “Teaching Indigenous Languages.”
http://jan.ucc.nau.edu/~jar/TIL_Contents.html
Article on the English Only initiative adopted by Alaska in 1998
http://www.alaskool.org/native_ed/articles/truenorth/
languagewar.html
Transcript of the hearings on the Native American Languages Act of 1991
http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/
detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=
ED354136&ERICExtSearch_SearchType_0=no&accno=ED354136
Laws and regulations
The full text of Alaska’s 1998 English Only law
http://www.elections.alaska.gov/1998oep/98bal6.htm
An update on court challenges to the 1998 English Only law
http://www.upi.com/Top_News/2007/11/04/Split-decision-on-AlaskaEnglish-only-law/UPI-70621194150127/
Preparation
Websites (cont.)
Article on the English Only initiative adopted by Alaska in 1998
http://www.alaskool.org/native_ed/articles/truenorth/
languagewar.html
Transcript of the hearings on the Native American Languages Act of 1991
http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/
detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=
ED354136&ERICExtSearch_SearchType_0=no&accno=ED354136
Current laws regarding Bilingual Education in Alaska’s schools
Google AS 14.30.400. Bilingual-Bicultural Education
The United Nations General Assembly’s Declaration on the Rights of
Indigenous People
http://www.iwgia.org/sw248.asp
For many other resources about the education of Alaska Natives, browse
http://www.alaskool.org
7
8 Preparation
Language Use Survey
Four surveys are printed in the Student Workbook with the following
instructions:
At your teacher’s direction, interview each other, family members, or
others in the community to determine their level of Iñupiaq language use.
Important: All interviews should be arranged and approved ahead of time
and, except for family members, at least two students should be present at
each interview. Explain to those you are interviewing that this information
is to be used for a school project.
Person’s Birth Year: __________
Is this person Iñupiaq? Y
N
❒ Speaks fluently, prefers Iñupiaq
❒ Speaks fluently, but prefers another language
❒ Speaks, but with difficulty or with minor flaws
❒ Understands the language well; speaks enough
❒ Understands the language well; hardly speaks
❒ Understands some conversations; speaks enough
❒ Understands some conversations; hardly speaks
❒ Understands simple questions & directions; speaks
❒ Understands simple questions & directions;
hardly speaks
❒ Understands at least two dozen words
❒ Understands at least five or six words
❒ Does not understand more than a few words
Preparation
Vocabulary
endangered language: A language that is spoken by so few people that it is
in danger of becoming extinct. Linguists consider a language “moribund,” or
destined for extinction, if no one under the age of 30 speaks it fluently.
revitalization: A renewal or revival; the recovery of something that had been
declining.
bilingual education: The process of teaching in two languages at once.
In practice, some bilingual education programs have as a goal equal facility
in both languages. Other programs have as a goal proficiency in English,
through initial instruction in the child’s home language with a gradual switch
to English.
assimilate: To absorb or incorporate. Cultural assimilation is the process
whereby one culture is completely absorbed into another so that the original
culture is no longer recognizable as separate.
BIA (Bureau of Indian Affairs): An agency of the U.S. Government in the
Interior Department charged with administering and managing Indian lands
held in trust by the government. At one time the BIA was also responsible for
the education of Native American children and for providing health care to
Native people.
epidemic: The occurrence of a disease in unusually large proportions, more
than is expected.
9
10 Preparation
Teaching Strategies
Learning Objectives
■
Students will understand how the North Slope’s contact-era history
(economic, religious, and educational) has affected use of the Iñupiaq
language at home and in public.
■
Students will conduct research to understand the health of the Iñupiaq
language in the context of world languages.
■
Students will formulate an action plan to increase the use of the
Iñupiaq language.
Activities
1-2 Days: The DVD
Distribute the Student Workbook and review the Viewer’s Guide.
Show the 49-minute DVD.
Provide time afterward for students to complete the Viewers’ Guide.
Discuss in class the four questions posed at the end of the Viewers’ Guide.
1 Day (Enrichment): Guest Speakers
Invite guest speakers who can talk to the class on:
• The Iñupiaq language (particularly for students who are unfamiliar
with its sound system, vocabulary, or grammar)
• Their experiences in school with the Iñupiaq language
• Laws that relate to education and language use in your school
1 Day (Enrichment): Writing Prompts
Assess the responses to these prompts according to content and the Six
Traits assessment tool.
The DVD and research projects will likely inspire strong feelings and a
deepened understanding of the issue. To help students process these
11
12 Teaching Strategies
Activities (cont.)
feelings, encourage or assign poems, essays, or other forms of expression
such as one or more of the following:
• Write a poem with the title, “The Voice of Our Spirit.”
• React to the statement from the DVD, “The goal of American
education was the destruction of Native cultures and languages in
Alaska. And it worked.”
• React to the statement from the DVD, “Our social pathologies stem
from the boarding school experience.”
• React to the statement from the DVD, “We need to know the English
language. It seems like Iñupiaq comes second.”
• Who is to blame for the decline in the use of the Iñupiaq language?
3 Days: Research Project
The bulk of class time should be spent on student research projects
and presentations. Have students work individually or in groups, with
half researching the history of the Iñupiaq language, and the other half
researching the current state of the language.
Note that the documents available at the websites vary in vocabulary and
concept load. Some are written at college level, while others are written
with the general public or high school students in mind.
A great deal of historical information is also available through interviews
with Elders and documents at the Iñupiat History, Language and Culture
Commission archives.
In the past, the North Slope Borough and School District have conducted
research to determine the extent of Iñupiaq language use (and loss) in
NSB communities. A portion of that research is reprinted in the Student
Workbook starting on page 17. As part of their projects, students
might interview family, classmates, or others in the community, and
compare their findings. A sample survey is on pages 26-27 of the Student
Workbook, and page 8 of this guide.
A rubric for the research projects, which incorporates the Six Traits
Assessment model, can be found in the Student Workbook and on page
17 of this guide.
Teaching Strategies
Activities (cont.)
■ The Past: Topics for projects
• Timeline: Using a variety of sources from the library and Internet
(see Guide to Websites in the Student Workbook, and pp 4-7 of this
guide), students construct a timeline that includes information on
epidemics, missionary activities on the North Slope, commerce and
economic activity brought by Europeans and Americans from the
Lower 48, and education policies, laws, and regulations that have
determined education on the North Slope.
• Changes in language use brought about by changes in health and in
health care among Alaska Natives
• Changes in language use brought about by Christian missionaries
• Changes in language use influenced by economics and commerce
with Europeans and Americans from the Lower 48
• Changes in language use brought about by policies related to
education and by classroom practices from the late nineteenth
century through today
■ The Present: Topics for projects
• How healthy is Iñupiaq as a language? In addition to Internet
resources, students call and interview people at the Iñupiat History
Language and Culture Commission, and survey classmates to determine the numbers and ages of fluent speakers in their communities.
• What parts of a culture are lost if the ancestral language is no longer
spoken? What parts remain intact?
• What are the world’s endangered languages? What is happening in
language revitalization efforts statewide and worldwide? How does
Iñupiaq fit into the international language picture?
• What laws, regulations, and policies relate to the use of the Iñupiaq
language in public venues (including schools, the work place, and
government offices)?
• Visit the web pages indicated on the Educational and Cultural SelfDetermination Charts. Complete the charts.
13
14 Teaching Strategies
Activities (cont.)
• Conduct research in the school to determine what languages, other
than English and Iñupiaq, are spoken by families and students, and
the degree of fluency among the different generations.
1⁄ 2
Day: Research Project Presentation
Plan to spend about half the class period on reports by students. Help the
class synthesize the information into a coherent understanding of both
local and worldwide indigenous language use and loss.
11⁄ 2 Days: Authentic Assessment
■ The Future
Students, as a group, formulate an action plan to help revitalize the
Iñupiaq language. Steps in formulating an action plan:
• Understand the issue. What is not working or requires change? What
is the desired outcome?
• Understand the history of the situation. How did the current situation
arise?
• Understand the various points of view. What individuals or groups
support various aspects or arguments related to the topic? Be sure to
include local, state, national, and international points of view, since
all can have an effect on the issue of language use and retention.
• Understand the current situation. What laws and regulations are in
place now that affect the situation? What economic situations affect
whether people use the Iñupiaq language or not? What religious
views relate to language use?
• Understand the power structure and the way that change can be
brought about. For example, how does one change laws? How does
one change public opinion? How does one change human behavior?
Who can help make each of these changes happen? From here,
students can identify their allies.
• Determine the students’ own spheres of influence. Who is likely
to listen to or believe them? What power do students have in this
situation?
Teaching Strategies
Activities (cont.)
• Formulate an action plan. Based on an understanding of the issue,
the important players, the students’ spheres of influence and their
power, and the way the system works, the action plan should include:
- A list of agencies and people who might be allies in this endeavor;
- A list of agencies and individuals who will need to be convinced to
undertake part of the plan in order for it to work;
- A list of actions (concrete steps that students agree to undertake
and that other stakeholders and decision-makers must undertake
for the plan to work);
- A realistic timeline for the endeavor;
- Resources needed to complete the plan;
- The expected outcomes of the actions;
- The names of students assigned to each action in the short-term;
- Long-range follow-through necessary and a plan to undertake it.
15
16 Assessments
Authentic Assessment
The overall assessment for the unit asks students as a group to formulate
an action plan to rejuvenate the Iñupiaq language. Use the description on
pages 14-15 of this guide to prepare an assessment rubric for this activity.
Comprehension
Assess the final research project according to the rubric provided on the
following page.
Participation
Assess student participation in class and small-group discussions and
activities.
Writing
The North Slope Borough School District uses the Six-Trait Writing
program as both an instructional and assessment tool. Refer to district
materials for specifics on how to use the program. The dimensions to be
assessed include:
• Ideas
• Word choice
• Organization
• Sentence fluency
• Voice
• Conventions
Standards
Please see the Curriculum Alignments for Reading, Writing, and History
standards that follow the Alaska State Standards.
Assessments
17
Research Project Rubric
70% CONTENT
POINTS
The information is put in historical perspective
(dates are provided if possible; if specific dates
are irrelevant, historic eras are indicated)
0 to 15
Factual information is differentiated from opinion
0 to 15
Details are given, not just general statements
0 to 15
Five-paragraph exploration of the issue is
clear and concise
0 to 25
20% WRITTEN REPORT
Neatness (typed if possible)
0 to 5
At least three sources are used and cited, and
are evaluated for accuracy and logic in
drawing conclusions
0 to 5
Six Traits of good writing are incorporated
throughout the report
0 to 10
10% ORAL PRESENTATION
Presentation is audible and clear
0 to 5
Speaker establishes rapport with the audience
0 to 5
100% TOTAL POSSIBLE POINTS
100
18 Standards
Iñupiaq Learning Framework
CORE
THEME
OVERARCHING
UNDERSTANDING
North Culture is embedded
Slope
in language; different
History languages uniquely
express cultural
understandings and
beliefs. [H.nsh.1]
ESSENTIAL
QUESTIONS
LANGUAGE ARTS
OVERARCHING UNDERSTANDINGS
Why do languages die?
Language is used to communicate and
is required to impart knowledge and
sustain a healthy, traditional community in a modern world. [NSLA.1]
[H:nsh.1.a]
How can moribund
languages be revitalized? [H.nsh.1.b]
What are the effects on
a community of losing
an ancestral language?
[H.nsh.1.c]
Meaning is constructed and conveyed
through written, spoken, and nonverbal communication. [NSLA.2]
Communication is a two-way process
that requires a conveyor and a
receiver of meaning. [NSLA.3]
Different languages reflect and affect
individual and community world
views. [NSLA.4]
Some forms of communication are
more effective than others, depending
on context, structure, content, and
medium of communication. [NSLA.5]
Language empowers us. [NSLA.6]
Standards
19
Iñupiaq Learning Framework (cont.)
CORE
THEME
OVERARCHING
UNDERSTANDING
Modern Indigenous peoples
History worldwide have been
changed by contact
with external and
colonial powers.
[HR-MH-3]
ESSENTIAL
QUESTIONS
LANGUAGE ARTS
OVERARCHING UNDERSTANDINGS
What changes have
indigenous peoples
experienced as a
result of contact with
colonial powers?
Language is used to communicate
and is required to impart knowledge
and sustain a healthy, traditional
community in a modern world.
[H.mh.3.a]
What are the psychological, social,
economic, and political ramifications of
changes experienced
in the colonization
process? [H.mh.3.b]
[NSLA.1]
Different languages reflect and affect
individual and community world
views. [NSLA.4]
What can Western
cultures learn from
indigenous cultures?
[H.MH.3.c]
Modern Individuals and
History groups can bring
about change with
concerted effort.
[H.mh.4]
What can I do to
affect positive change?
[H.mh.4.a]
Different languages reflect and affect
individual and community world
views. [NSLA.4]
What have my ancestors done to affect
events in the past?
Language empowers us. [NSLA.6]
[H.mh.4.b]
20 Assessments
Standards
Alaska State Standards
Language Arts
A A student should be able to speak and write well for a variety of
purposes and audiences. A student who meets the content standard
should:
1) apply elements of effective writing and speaking;
2) in writing, demonstrate skills in sentence and paragraph structure,
including grammar, spelling, capitalization, and punctuation;
3) in speaking, demonstrate skills in volume, intonation, and clarity;
4) write and speak well to inform, to describe, to entertain, to
persuade, and to clarify thinking in a variety of formats, including
technical communication;
5) revise, edit, and publish the student’s own writing as appropriate.
B A student should be a competent and thoughtful reader, listener, and
viewer of literature, technical materials, and a variety of other information. A student who meets the content standard should:
1) comprehend meaning from written text and oral and visual
information by applying a variety of reading, listening, and viewing
strategies;
2) reflect on, analyze, and evaluate a variety of oral, written, and
visual information and experiences;
3) relate what the student views, reads, and hears to practical
purposes in the student’s own life, to the world outside, and to other
texts and experiences.
C A student should be able to identify and select from multiple strategies in order to complete projects independently and cooperatively.
A student who meets the content standard should:
2) organize a project by understanding directions, making and keeping deadlines, and seeking, selecting, and using relevant resources.
21
22 Standards
Alaska State Standards (cont.)
D A student should be able to think logically and reflectively in order to
present and explain positions based on relevant and reliable information. A student who meets this content standard should:
1) develop a position by reflecting, formulating and refining
questions, identifying sources, analyzing and synthesizing information;
2) evaluate the validity, objectivity, reliability, and quality of information read, heard, and seen;
3) give credit and cite references as appropriate; and
4) explain and defend a position orally, in writing, and with visual
aids as appropriate.
E A student should understand and respect the perspectives of others
in order to communicate effectively. A student who meets the content
standard should:
1) use information, both oral and written, and literature of many
types and cultures to understand self and others;
2) evaluate content from the speaker’s or author’s perspective.
History
A A student should understand that history is a record of human experiences that links the past to the present and the future. A student who
meets the content standard should:
1) understand chronological frameworks for organizing historical
thought and place significant ideas, institutions, people, and events
within time sequences.
B A student should understand historical themes through factual
knowledge of time, places, ideas, institutions, cultures, people, and
events. A student who meets the content standard should:
2) understand the people and the political, geographic, economic,
cultural, social, and environmental events that have shaped the history
of the state, the United States, and the world;
Standards
Alaska State Standards (cont.)
4) recognize the importance of time, ideas, institutions, people,
places, cultures, and events in understanding large historical patterns;
5) evaluate the influence of context upon historical understanding.
Geography
D A student should understand and be able to interpret spatial
(geographic) characteristics of human systems, including migration,
movement, interactions of cultures, economic activities, settlement
patterns, and political units in the state, nation, and world. A student
who meets the content standard should:
1) know that the need for people to exchange goods, services, and
ideas creates population centers, cultural interaction, and transportation and communication links;
4) analyze how changes in technology, transportation, and communication impact social, cultural, economic, and political activity.
Government and Citizenship
B A student should understand the constitutional foundations of the
American political system and the democratic ideals of this nation. A
student who meets the content standard should:
5) understand the importance of individuals, public opinion, media,
political parties, associations, and groups in forming and carrying out
public policy.
E A student should have the knowledge and skills necessary to participate effectively as an informed and responsible citizen. A student who
meets the content standard should:
3) exercise political participation by discussing public issues,
building consensus, becoming involved in political parties and
political campaigns, and voting;
7) implement ways of solving problems and resolving conflict.
23
24 Standards
Alaska State Standards (cont.)
World Languages
B A student should expand the student’s knowledge of peoples and
cultures through language study. A student who meets the content
standard should:
1) understand the relationship between language and culture;
6) recognize through language study that all cultures contribute to
the global society.
Cultural Standards
A Culturally-knowledgeable students are well grounded in the cultural
heritage and traditions of their community. Students who meet this
cultural standards are able to:
1) assume responsibilities for their role in relation to the wellbeing of the cultural community and their life-long obligations as a
community member;
5) reflect through their own actions the critical role that the local
heritage language plays in fostering a sense of who they are and how
they understand the world around them.
C Culturally-knowledgeable students are able to actively participate
in various cultural environments. Students who meet this cultural
standard are able to:
2) make constructive contributions to the governance of their
community and the well-being of their family.
D Culturally-knowledgeable students are able to engage effectively in
learning activities that are based on traditional ways of knowing and
learning. Students wo meet this cultural standard are able to:
1) acquire in-depth cultural knowledge through active participation
and meaningful interaction with Elders;
Standards
Alaska State Standards (cont.)
4) gather oral and written history information from the local
community and provide an appropriate interpretation of its cultural
meaning and significance;
5) identify and utilize appropriate sources of cultural knowledge to
find solutions to everyday problems.
E Culturally-knowledgeable students demonstrate an awareness and
appreciation of the relationships and processes of interaction of all
elements in the world around them. Students who meet this cultural
standard are able to:
3) demonstrate an understanding of the relationship between world
view and the way knowledge is formed and used;
5) recognize how and why cultures change over time;
6) anticipate the changes that occur when different cultural systems
come in contact with one another;
7) determine how cultural values and beliefs influence the interaction
of people from different cultural backgrounds.
25
26 Standards
Curriculum Alignment for Reading, Grades 7-10
PERFORMANCE STANDARD
GRADE LEVEL EXPECTATION
Strand
Instructional Focus
PSGLE
Main ideas
The student demonstrates
understanding of main
ideas/arguments by
[10] 4.3.2 locating information in
narrative and informative text to
answer questions related to main
ideas or key details.
Main ideas
The student demonstrates
understanding of main
ideas/arguments by
[10] 4.3.6 using evidence from the
text to evaluate the power, logic,
reasonableness, and audience appeal
of arguments.
Analyzes content
to differentiate
between fact and
opinion
The student analyzes content
of text to differentiate fact
and opinion by
[6] 2.9.3 expressing own opinion
about material read and supporting
opinions with evidence from text.
Standards
27
Alaska Standards for Reading, Grades 7-10
NSBSD Content
Skill
Resources
Writing a research paper
using a variety of resources
Identifying main ideas
in film and text
The Voice of Our Spirit DVD,
Internet and library resources
Writing a research paper
using a variety of resources
Evaluating sources used
in researching the paper
The Voice of Our Spirit DVD,
Internet and library resources
Writing a research paper
using a variety of resources
Differentiating fact from
opinion
The Voice of Our Spirit DVD,
Internet and library resources
Supporting arguments for
conclusions and opinions
28 Standards
Curriculum Alignment for Writing, Grades 7-10
PERFORMANCE STANDARD
GRADE LEVEL EXPECTATION
Strand
Instructional Focus
PSGLE
Topic
The student writes
about a topic by
[9] 4.1.1 incorporating the thesis statement, which
identifies the focus or controlling idea for the entire
composition, into an introductory paragraph (the
introductory paragraph may include a lead or hook,
such as an anecdote, startling statistic, or quotation).
Topic
The student writes
about a topic by
[9] 4.1.2 writing in paragraphs that include
relevant details and evidence that support the main
idea of the paragraph and thesis statement, grouping
ideas logically within the paragraph, placing paragraph breaks logically.
Topic
The student writes
about a topic by
[9] 4.1.3 organizing ideas using appropriate
structure (e.g., chronology order, order of importance, comparison and contrast, classification and
definition, cause and effect) to maintain the unity
of the composition using a variety of transitional
words and phrases.
Topic
The student writes
about a topic by
[9] 4.1.4 writing a concluding paragraph that
connects concluding elements to the introductory
elements.
Writing for A student writes for
purpose
a variety of purposes
and audiences by
[10] 4.2.3 writing expressively when producing or
responding to texts (e.g., poetry, journals, editorials,
drama, reflective essays, and/or newsletters).
Writing for A student writes for
purpose
a variety of purposes
and audiences by
[10] 4.2.4 using research-based information and/or
analysis in research projects or extended reports.
Edits
[10] 4.3.2 applying rules of spelling.
The student writes and
edits using conventions
of Standard English by
Standards
29
Alaska Standards for Reading, Grades 7-10
NSBSD Content
Skill
Resources
Research project,
writing prompts
Beginning with a thesis
statement for both paragraphs (writing prompts)
and report
The Voice of Our Spirit DVD,
Internet and library resources
Research project,
writing prompts
Paragraph formation
The Voice of Our Spirit DVD,
Internet and library resources
Details and evidence to
support thesis statement
Paragraph breaks
Grouping ideas within
paragraphs
Research project,
writing prompts
Making transitions between
and within paragraphs
The Voice of Our Spirit DVD,
Internet and library resources
Research project,
writing prompts
Producing well-rounded
paragraphs
The Voice of Our Spirit DVD,
Internet and library resources
Research project,
writing prompts
Enrichment: poetry writing
The Voice of Our Spirit DVD,
Internet and library resources
Research project
Searching for and identifying
relevant sources
The Voice of Our Spirit DVD,
Internet and library resources
Research project,
writing prompts
Checking and correcting
spelling
The Voice of Our Spirit DVD,
Internet and library resources
Reflective paragraphs
30 Standards
Curriculum Alignment for Writing, Grades 7-10 (cont.)
PERFORMANCE STANDARD
GRADE LEVEL EXPECTATION
Strand
Instructional Focus
PSGLE
Edits
The student writes and
edits using conventions
of Standard English by
[10] 4.3.3 applying rules of punctuation.
Edits
The student writes and
edits using conventions
of Standard English by
[10] 4.3.4 applying rules of capitalization.
Edits
The student writes and
edits using conventions
of Standard English by
[10] 4.3.5 applying rules of usage.
Revises
writing
The student revises
writing by
[10] 4.4.1 reviewing content and organization and
making appropriate changes to improve clarity and
logical progression of ideas (e.g., increasing elaboration or support for ideas/ thesis, providing relevant
details, examples, definitions, narrative anecdotes,
illustrative scenarios, or counterarguments appropriate to the genre.
Revises
writing
The student revises
writing by
[10] 4.4.3 combining sentences for fluency, using
precise and descriptive words, and/or eliminating
irrelevant details to improve quality and effectiveness
of writing.
Revises
writing
The student revises
writing by
[10] 4.4.4 clarifying thesis statement and/or topic
sentence and adding details to support main ideas,
if needed.
Documents The student documents
sources
sources by
[10] 4.5.1 giving credit for others’ ideas, images,
and multimedia information, including others’ ideas
directly quoted or paraphrased by student, by citing
sources using a standard method of documentation.
Standards
31
Alaska Standards for Writing, Grades 7-12
NSBSD Content
Skill
Resources
Research project,
writing prompts
Checking and correcting
punctuation
The Voice of Our Spirit DVD,
Internet and library resources
Research project,
writing prompts
Checking and correcting
capitalization
The Voice of Our Spirit DVD,
Internet and library resources
Research project,
writing prompts
Checking and correcting
usage in paragraphs and
report
The Voice of Our Spirit DVD,
Internet and library resources
Research project,
writing prompts
Revising report and paragraphs before turning
them in
The Voice of Our Spirit DVD,
Internet and library resources
Research project,
writing prompts
Revising paragraphs and
report for fluency
The Voice of Our Spirit DVD,
Internet and library resources
Research project,
writing prompts
Revising paragraphs or
report to improve thesis
statement and effectiveness
of arguments
The Voice of Our Spirit DVD,
Internet and library resources
Research project
Citing sources accurately
and completely
The Voice of Our Spirit DVD,
Internet and library resources
32 Standards
Curriculum Alignment for History
PERFORMANCE STANDARD
GRADE LEVEL EXPECTATION
Strand
Instructional Focus
PSGLE
Indigenous
Alaskans before
Western contact
The student demonstrates an
understanding of the interaction between people and their
physical environment by
AH. PPE 2 using texts/sources to analyze the similarities and differences in
the cultural attributes, movement,
interactions, and settlement of Alaska
Native peoples. [DOK 2] (G. D1, D4)
Colonial Era: the
United States period
(1867-1912)
The student demonstrates an
understanding of the chronology of Alaska history by
AH. CC 2 describing how policies and
practices of non-Natives influenced
Alaska Natives. [DOK 2] (H. B4, B5)
Alaska as a State
(1959 to present)
The student demonstrates an
understanding of the chronology of Alaska history by
AH. CC 2 describing how policies and
practices of non-Natives influenced
Alaska Natives. [DOK 2] (H. B4, B5)
The student demonstrates an
understanding of the historical rights and responsibilities
of Alaskans by
AH. ICGP 8 describing how Alaskans,
particularly the Native people,
challenge the status quo to gain
recognition of their civil rights.
[DOK 2] (H. B2, GC. B5)
The student demonstrates an
understanding of the historical rights and responsibilities
of Alaskans by
AH. ICGP 10 identifying the role of
Alaska Native individuals and groups
in actively proposing and promoting
federal legislation and policies.
[DOK 1] (H. A1, B2)
People, places,
environment
Continuity
and change
Alaska as a State
(1959 to present)
Individual, citizenship, governance,
power
Alaska as a State
(1959 to present)
Individual, citizenship, governance,
power
Standards
33
Alaska Standards for History
NSBSD Content
Skill
Resources
Students watch the DVD
and through discussion
and completion of the
Viewers’ Guide consider
how the Iñupiaq language
relates to Iñupiaq culture.
Compare the history of the
Iñupiaq language with other
Alaska Native languages
The Voice of Our Spirit DVD,
Student Workbook
Students construct a
timeline showing changes
in the use of the Iñupiaq
language.
Recall important events
and dates
Analyze the relationship between a language and its culture
Analyze events for their effects
on language loss
The Voice of Our Spirit DVD,
various Internet and library
resources, Student Workbook
Analyze reasons for the loss
of the Iñupiaq language
Predict future trends in language loss and revitalization
Students construct a
timeline showing changes
in the use of the Iñupiaq
language.
Recall important events
and dates
Analyze events for their effects
on language loss
The Voice of Our Spirit DVD,
various Internet and library
resources, Student Workbook
Analyze reasons for the loss
of the Iñupiaq language
Predict future trends in language loss and revitalization
Students view DVD,
formulate an action plan
for political change in the
future, research project.
Fashion a plan for revitalizing
the language
Students view DVD,
formulate an action plan
for political change in the
future, research project.
Fashion a plan for revitalizing
the language
Predict future trends in language loss and revitalization
Predict future trends in language loss and revitalization
The Voice of Our Spirit DVD,
various Internet and library
resources, Student Workbook
The Voice of Our Spirit DVD,
various Internet and library
resources, Student Workbook
North Slope Borough School District
1849 Momeganna Street • Barrow, Alaska 99723
907-852-5311 • www.nsbsd.org
7/2011