Voices on the Land
Voices on the Land provides literacy-based, artist residencies in 4th and 5th grade classrooms, with Tlingit, Haida, and Tsimshian languages and cultural values forming the basis of instruction. The program integrates visual, performing, and digital arts with traditional knowledge. Through the experience, students use storytelling to create stop motion animation videos; learn the elements of Northwest Coast formline design, while keeping an artist’s journal and making a traditional drum; and use the skills of the actor’s toolbox and reader’s theater to explore and perform Raven Stories handed down through the ages. Voices on the Land also provides an in-person summer and winter arts intensive program for students in grades 4-8, as well as a virtual summer intensive program for students in grades 4-8 who live outside of Juneau.
Juried Youth Art Exhibit
SHI sponsors a biennial Juried Youth Art Exhibit, which is held in conjunction with Celebration, a major dance-and-culture festival organized by SHI. The program is part of an effort to increase the number of young artists making high-quality pieces and sharing their work with the public. Cash awards are made to schools of the winners for art supplies to be used by schools or organizations for future instruction in Northwest Coast art. All youth who chose to exhibit receive a specially-made Juried Art Show t-shirt, and winners also receive a certificate. The competition is open to all youth in grades 6-12. The exhibit is held in June every even year.
Math for Language Development: Book 3: Grade 8
Integrating culturally responsive place-based content with language skills development for curriculum enrichment. This unit is designed to develop the language of math with the students. The units include motivating activities to help the students retain the key vocabulary. The unit is based on the Developmental Language Process, a highly effective vehicle for teaching and learning. Watch an informative video about the process in the reference section down below.
Math for Language Development: Book 2: Grade 8
Integrating culturally responsive place-based content with language skills development for curriculum enrichment. This unit is designed to develop the language of math with the students. The units include motivating activities to help the students retain the key vocabulary. The unit is based on the Developmental Language Process, a highly effective vehicle for teaching and learning. Watch an informative video about the process in the reference section down below.
Math for Language Development: Book 1: Grade 8
Integrating culturally responsive place-based content with language skills development for curriculum enrichment. This unit is designed to develop the language of math with the students. The units include motivating activities to help the students retain the key vocabulary. The unit is based on the Developmental Language Process, a highly effective vehicle for teaching and learning. Watch an informative video about the process in the reference section down below.
Science for Language Development: Book 2: Grade 8
Integrating culturally responsive place-based content with language skills development for curriculum enrichment. This unit is designed to develop the language of science with the students. The units include motivating activities to help the students retain the key vocabulary. The unit is based on the Developmental Language Process, a highly effective vehicle for teaching and learning. Watch an informative video about the process in the reference section down below.
Science for Language Development: Book 1: Grade 8
Integrating culturally responsive place-based content with language skills development for curriculum enrichment. This unit is designed to develop the language of science with the students. The units include motivating activities to help the students retain the key vocabulary. The unit is based on the Developmental Language Process, a highly effective vehicle for teaching and learning. Watch an informative video about the process in the reference section down below.
The Road to ANCSA: Future: Unit 10: Grade 8
ANCSA cleared the way for construction to begin on the trans–Alaska pipeline. It allowed the state government to continue its selection of land promised in the Alaska Statehood Act. ANCSA also started a process that turned one quarter of Alaska into national parks and monuments. But for Alaska’s Natives it raised more questions than it answered.
The Road to ANCSA: The Land (b): Unit 9: Grade 8
The Native corporations have changed Alaska in other ways. Before ANCSA, only about one half of one percent of all Alaska land was privately owned. When ANCSA placed 44 million acres under Native control, those 44 million acres became privately owned. That is more than 15 times as much private land than before the passage of ANCSA in 1971.
The Road to ANCSA: Impacts: Unit 8: Grade 8
The Alaska Native Claims Settlement Act created a new role for Natives in Alaskan society, politics, and business.
The Road to ANCSA: ANCSA Provisions (b): Unit 7: Grade 8
Section 7 of the Alaska Native Claims Settlement Act created the regional Native corporations. It was these, along with the village corporations, that received the land and money of the settlement (Laster, 1986).
The Road to ANCSA: ANCSA Provisions: Unit 6: Grade 8
The Alaska Native Claims Settlement Act is not very big, but it has had a tremendous impact on the state. The act contains many components, all with the same potential for far-reaching benefits or negative consequences.
The Road to ANCSA: The Land (b): Unit 5: Grade 8
Once all of the 44 million acres promised through ANCSA are conveyed to the corporations, it will make Alaska Natives the largest private land owners in Alaska (Laster, 1986).
The Road to ANCSA: History (d): Unit 4: Grade 8
What do the corporations created by ANCSA actually do? In most ways they are like any other corporation. They’re expected to make a profit. The Native corporations invest heavily in the economic growth of Alaska.
The Road to ANCSA: History (c): Unit 3: Grade 8
In 1971, President Richard Nixon signed the Alaska Native Claims Settlement Act (ANCSA). The fight over who owned the land in Alaska was finally settled after two hundred years.
The Road to ANCSA: History (b): Unit 2: Grade 8
Native leaders became effective lobbyists against some of the most powerful political and business leaders in the world. It all made for some interesting alliances. By the end of 1971 a compromise had been reached, and the land claims legislation had been passed by both bodies of Congress. In December, back in Anchorage, a special AFN convention was called to vote on the act as passed by Congress. On December 18th, the AFN delegates voted to accept the act, 511 to 56.
The Road to ANCSA: History (a): Unit 1: Grade 8
There was a dispute over who rightfully owned it. And, how many acres should be owned by all of us, protected in national parks and wildlife refuges? In 1971 an act of Congress was passed that ended the fight over who owns most of Alaska’s land. This act was the Alaska Native Claims Settlement Act.
Learning Our Tlingit Language: Book 4: Grade 7
These units are designed to instill language into long term memory. The Process use meaningful language content from the environment, academic programs, stories, and themes to enlarge the students' language bases. The Process takes the students through developmental steps that reflect the natural acquisition of language in the home and community.
Learning Our Tlingit Language: Book 3: Grade 7
These units are designed to instill language into long term memory. The Process use meaningful language content from the environment, academic programs, stories, and themes to enlarge the students' language bases. The Process takes the students through developmental steps that reflect the natural acquisition of language in the home and community.
Learning Our Tlingit Language: Book 2: Grade 7
These units are designed to instill language into long term memory. The Process use meaningful language content from the environment, academic programs, stories, and themes to enlarge the students' language bases. The Process takes the students through developmental steps that reflect the natural acquisition of language in the home and community.