Weather Forms: Unit 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.
Types of Birds: Unit 6
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.
Types of Animals: Unit 5
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.
Parts of My Home: Unit 4
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.
Types of Food: Unit 3
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.
My Family: Unit 2
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.
My Body Parts: Unit 1
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.
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.
Yellow and Red Cedar (Ts’úu Isgyáan Sgahláang)
For hundreds of years, the ocean and the forest have provided life sustaining resources for the Haida people of Southeast Alaska. Using red and yellow cedar trees they made their homes, canoes, clothing, tools, dishes, baskets and monument poles.
Canoes (Tlúu)
Canoes represent unity and teamwork, strength training and health, as well as being a sophisticated art form and symbol of cultural identity. In this unit students learn what makes objects move and understand how they move. Central understandings include the concepts of friction, gravity, force, and the movement of sound waves.
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