Who Am I? (Aadóo sáyá X̱át?)
Tlingit children are traditionally taught their lineage through oral history. They learn their family history, what village they are from, what clan they are a member of, what moiety they belong to, and the crests they are entitled to use because of that membership. Through oral history they learn their Tlingit name, where it came from and what it means. Knowing who you are and where you come from is absolutely essential today even as it was generations ago.
Totem Poles (Kootéeyaa)
One of the first things anyone who sees an old village site notices are the magnificent totem poles perched along the shore. To us today totems are beautiful works of art. To the Tlingit, Haida and Tsimshian people of Southeast Alaska they also hold deep meaning and are of great significance. They tell clan stories and describe important historical events. Some even signify the final resting place of clan leaders.
Spruce Trees (Shéiyi)
This unit explores the use of the spruce tree. The roots provided containers for cooking, hats to keep people dry and lashings for many of the tools used. The trunk gives us canoes, paddles and temporary shelters, and the pitch was melted down and used as an antiseptic on cut and burns. Many atóow--clan treasures--are carved from the trunks of spruce trees or woven from the roots.
Salmon I (X̱áat)
Five species of salmon are found in Southeast and the Tlingit people caught and preserved and continue to preserve each of them for both summer and winter use.
Plants (Kayaaní)
Although many needs are now met with commercially produced plant products, Tlingit people continue to gather plants for nutritious food, herbal medicine and to create cultural treasures. Tlingits believe everything has a spirit. Respect and thanks are expressed when gathering what nature provides.
Red and Yellow Cedar (X̱áay ḵa Laax̱)
Using red and yellow cedar trees they made their homes, canoes, clothing, tools, dishes, baskets and monument poles. Today, Tlingit and Haida people continue these traditions, holding deep respect for the cedar and the gifts that it provides to sustain and enrich peoples' lives.
Tale of an Alaska Whale
The book, Tale of an Alaska Whale, tells a story of the origin of the killer whale and is also known as Naatsilanei. Listening to the story, as read from a book or told by a culture bearer or storyteller, is the basis for the unit. Viewing a video of a storyteller adds another dimension to the experience and provides opportunities for comparison activities. Guided reading (for older students), retelling the story and writing a story extension are also part of the unit.
How the Raven Stole the Sun
The book, How Raven Stole the Sun is one version of how light was brought to the world. Listening to this story is necessary before introducing other activities in the unit. Viewing a video version of the story provides opportunities for comparison activities. Guided reading (for older students), retelling the story, studying the setting and writing additional "Raven as Trickster" stories are also part of the unit.
Who am I? (Gíisd uu díi iijang?)
Haida children are traditionally taught their lineage through oral history where they learn their family history, what village they are from, what clan they are a member of, what moiety they belong to, and the crests they are entitled to use.
Totem Poles (Gyáa’aang)
Totems are beautiful works of art where they tell clan stories and describe important historical events.
Spruce Trees (Kíid)
This unit explores the use of the spruce tree.
Sea Mammals (Chaan Gingáay)
The sea offers a bounty of animal life and supplies many foods, also adding uses of at.oow, tools, weapons, and symbolic crests.
Salmon (Chíin)
Five species of salmon are found in Southeast where Haida people catch and preserve each of them for both summer and winter use.
Plants (Gin Xiláa)
Haida people continue to gather plants for nutritious food, herbal medicine and to create cultural treasures.
Hooligan (Sáaw)
Students learn the cultural and ecological rules to guarantee the return of this valuable food source in this unit.
Herring (Íinaang)
Herring may not be a primary food source to Haida people; but those foods that we are so dependent on use herring as their primary food.
Hemlock (K’áang)
The multiple purposes for each section of this abundant plant.
Elizabeth Peratrovich Ḵaax̱gal.aat
She is an important Civil Rights leader who collaborated with ANB to help end discrimination for Alaska Natives.
Berries (Gáan)
Description: Southeast Alaska has abundant resources and Haida people developed food gathering techniques around these seasonal resources, including fish, berries, and game. Personal Names: Jordan Lachler, Cherilyn Holter, Linda Schrack, Julie Folta
Beach (Chaaw Salíi)
Description: A series of elementary level thematic units featuring Haida language, culture and history. This unit is best suited for the spring because many schools conduct Sea Week/Month activities during April or May. Personal Names: Jordan Lachler, Cherilyn Holter, Linda Schrack, Julie Folta