Alaska Native Knowledge Network
Culturally-Based Curriculum Resource
The curriculum resources included here have been selected to illustrate ways in which Indigenous and Western knowledge systems can be brought to bear in schools through a balanced, comprehensive and culturally-aligned curriculum framework adaptable to local circumstances. The resources are intended to help teachers and students make the connection between the knowledge, skills and ways of knowing used to maintain a livelihood in the villages, and the knowledge, skills and cultural standards for teaching and learning reflected in the school curriculum.
The resources are cataloged into cultural themes using the Curriculum Spiral Chart. You can search the database using the chart or the search engine below. Anyone wishing to contribute to this site is encouraged to contact the ANKN Website Administrator at (907) 474-5897, or to send an email message. It cannot be over emphasized to use local Elders from your community as a resource for education.
Native Americans of Puget Sound -- A Brief History of the First People and Their Cultures
about HistoryLink.org
The SEATTLE TIMESWelcome to the first and largest encyclopedia of community history created expressly for the Internet. HistoryLink.org is an evolving online encyclopedia of Washington state and local history. It provides a free, authoritative, and easily accessible history reference for the benefit of students, teachers, journalists, scholars, researchers, and the general public. With a few noted exceptions, all essays and features on this site are original works prepared exclusively for HistoryLink.org by staff historians, contract writers, volunteers, and consulting experts. All essays and features are vetted by professional staff.
About this project
This series, published between May and November 2001, marked the 150th anniversary of the founding of Seattle. In November 1851, the Denny Party landed on the beach at what is now West Seattle and named their new home New York Alki, using an Indian word meaning "by and by." Later, the village became Seattle, which, by and by, became a regional metropolis.
This series, published between May and November 2001, marked the 150th anniversary of the founding of Seattle. In November 1851, the Denny Party landed on the beach at what is now West Seattle and named their new home New York Alki, using an Indian word meaning "by and by." Later, the village became Seattle, which, by and by, became a regional metropolis.
Settling Seattle Again
November 13 marked the anniversary of the Alki landing of the schooner Exact. On a day set aside to celebrate the arrival 150 years ago of white settlers in Seattle, descendants of the city's five founding families paused to consider the costs paid by the indigenous people who had welcomed their ancestors.
At her four-day birthday celebration, Vi Hilbert gives the gifts — stories of Puget Sound's first culture
Vi Hilbert's birthday party is a big deal every year. Hilbert is an Upper Skagit elder who has spent the bulk of her adult life researching, documenting and translating the ways and words of Lushootseed, the culture and language of Puget Sound's indigenous people.
Vi Hilbert's birthday party is a big deal every year. Hilbert is an Upper Skagit elder who has spent the bulk of her adult life researching, documenting and translating the ways and words of Lushootseed, the culture and language of Puget Sound's indigenous people.
Chief Seattle's desecrated grave is rededicated: 'This is a healing for our people'
Named Princess Angeline by early settlers, Chief Seattle's eldest daughter was, for many years, the visible link connecting Natives and newcomers. Now, for the first time in almost 100 years, two works depicting the woman who was called Kick-is-om-lo in her Lushootseed tongue are on display at the Museum of History and Industry.
Portraits of a Princess: Iconic images of Chief Seattle's eldest daughter on display
Named Princess Angeline by early settlers, Chief Seattle's eldest daughter was, for many years, the visible link connecting Natives and newcomers. Now, for the first time in almost 100 years, two works depicting the woman who was called Kick-is-om-lo in her Lushootseed tongue are on display at the Museum of History and Industry.
Web site is indispensable link to Seattle-area history
HistoryLink is to local history what eBay is to online auctions. With 700 or more computer visitors per day and 12.5 million "hits" in its brief, three-year existence, this burgeoning site has made itself an indispensable resource to users ranging from seventh-grade essayists to Ph.D. candidates and, yes, more than the occasional Northwest journalist.
Chief Seattle's tribe clings to its identity
To the Duwamish, the indigenous people of what is now Seattle and King County, this place was an ideal site for winter longhouses and summer camps, salmon weirs and canoe landings. To the newcomers, the place lent itself to a new town, with gridded streets, a mill, deep-water anchorage and, eventually, steel mills and boat docks, concrete plants and sports stadiums.
A culture slips away
On Nov. 13, 1851, five pioneer families now known as the Denny Party put ashore at Alki Beach, putting in motion events that led to a modern Northwest culture and virtually destroyed an indigenous one.
On Nov. 13, 1851, five pioneer families now known as the Denny Party put ashore at Alki Beach, putting in motion events that led to a modern Northwest culture and virtually destroyed an indigenous one.
Does Your Organization Engage Youth?
There are many ways for your organization to benefit from being a part of the TakingITGlobal Community. Our online social network provides numerous tools that allow you to connect with the next generation of socially aware and active youth who are impacting the world on social and environmental issues.In registering your organization on TakingITGlobal you can:
- Inspire youth about your work and key issues you address
- Inform a global audience on your latest news and activities
- Involve a growing network in making a greater difference together
Vision and Mission
Vision
Youth everywhere actively engaged and connected in shaping a more inclusive, peaceful and sustainable world. Mission
We enable a collaborative learning community which provides youth with access to global opportunities, cross-cultural connections and meaningful participation in decision-making by: - Harnessing internet technologies to cultivate youth leadership and engagement in social issues
- Bridging the continuity gap that causes fragmentation between and within generations of youth movements.
- Championing the role of young people as key stakeholders in all aspects of society.
Purpose
We facilitate global understanding and grow leadership among youth to enhance their participation in social movements for a better world.Indigenous Peoples http://issues.tigweb.org/indigenous
An estimated 300 million indigenous people are living throughout the world including the Maori people of New Zealand, the Maya of Mexico and Central America, the Inuit of the Canadian Arctic, and descendants of the Incas and Aymaras in South America. Indigenous or aboriginal peoples were living on their lands before colonizers and settlers from other cultural groups arrived. Due to colonialism [note: link to Understanding Colonialism and Imperialism], unfair government policies, corporate interests (in land and natural resources), and cultural imperialism, indigenous peoples have been forced to adapt to the dominant culture’s way of life.
Surviving the loss of land, resources, livelihoods and culture, many Indigenous peoples struggle today to access their human rights to food, health, housing, and cultural expression. Indigenous peoples experience institutional violence, poverty, disease, and marginalization. Indigenous women must also contend with increased incidences of personal violence in their community and in the dominant society, while Indigenous youth face many challenges such as the cycle of poverty and unemployment, the allure of drugs, alcohol and gangs, and the balance of traditional and urban cultures.
Before contact with Europeans, indigenous peoples had unique ways of organizing their societies and relating to the environment. Assimilation or integration into the dominant society has not worked for most aboriginal peoples, and treaties/agreements were interpreted differently by government and aboriginals which remain a cause of conflict. Self-determination and self-governance are key issues for indigenous peoples’ human rights. Self-government means aboriginal people regaining control and management over their own land and resources, education, health, employment and justice systems.
Although there has been more international awareness of Indigenous issues in recent years, for example the UN International Decade of the World’s Indigenous Peoples (1995-2004), more change in government policy is needed to enforce recognition of Indigenous rights.
Surviving the loss of land, resources, livelihoods and culture, many Indigenous peoples struggle today to access their human rights to food, health, housing, and cultural expression. Indigenous peoples experience institutional violence, poverty, disease, and marginalization. Indigenous women must also contend with increased incidences of personal violence in their community and in the dominant society, while Indigenous youth face many challenges such as the cycle of poverty and unemployment, the allure of drugs, alcohol and gangs, and the balance of traditional and urban cultures.
Before contact with Europeans, indigenous peoples had unique ways of organizing their societies and relating to the environment. Assimilation or integration into the dominant society has not worked for most aboriginal peoples, and treaties/agreements were interpreted differently by government and aboriginals which remain a cause of conflict. Self-determination and self-governance are key issues for indigenous peoples’ human rights. Self-government means aboriginal people regaining control and management over their own land and resources, education, health, employment and justice systems.
Although there has been more international awareness of Indigenous issues in recent years, for example the UN International Decade of the World’s Indigenous Peoples (1995-2004), more change in government policy is needed to enforce recognition of Indigenous rights.
Resources are available on the website
UQAM - Chaire de recherche du Canada sur la question territoriale autochtone
Indigenous Tourism Rights International
Believe-In-Our-Youth
Alcheringa Gallery
Association des Jeunes du Nunavik-Saputii
Centre for Indigenous Environmental Resources
Indigenous Festivals of Australia
The Native Canadian Centre of Toronto
Development Network of Indigenous Voluntary Associations (DENIVA)
Recognizing the Resistance of Indigenous Peoples (Contest closed Aug 14, 2007)
Throughout history the indigenous peoples of the world have continually resisted threats to their cultures and existence. From the first contact with outside cultures to modern day struggles, indigenous resistance continues all over the world from Mexico to Australia.
In this Global Gallery contest we ask TIG members to share stories, modern and historic, of indigenous resistance through the creation of images and artwork. We encourage the participation of TIG members who are part of an indigenous group, as well as those who are not. This Global Gallery contest is about recognizing the history of resistance and struggle that is part of each indigenous group's experience, as well as recognizing the struggles that are still on-going.
In this Global Gallery contest we ask TIG members to share stories, modern and historic, of indigenous resistance through the creation of images and artwork. We encourage the participation of TIG members who are part of an indigenous group, as well as those who are not. This Global Gallery contest is about recognizing the history of resistance and struggle that is part of each indigenous group's experience, as well as recognizing the struggles that are still on-going.
One of the primary goals of Teaching Tolerance is to advance and support the creation of inclusive and equitable K-12 school communities. Disparities in academic achievement and educational access demonstrate the need for improved preparation and support for classroom teachers.
Teaching Tolerance is committed to engaging educators with professional development resources that help teachers and school leaders create the kind of school communities where all students flourish and succeed.
Teaching Diverse Students Initiative
Teaching Tolerance convened an advisory board of renowned scholars and outstanding teachers to help us develop a set of professional development tools known as the Teaching Diverse Students Initiative. These research-based tools can also help principals, teacher educators, school improvement teams, and anyone or any group with an interest in maximizing students’ learning opportunities to identify needed policies and practices that support effective teaching and high levels of student learning.
Example:
Using Editorial Cartoons to Teach Social Justice
Submitted by Thom Ronk on June 1, 2010
Throughout the summer months, Teaching Tolerance will present a series of lessons featuring editorial cartoons. Each lesson will focus on a contemporary social justice issue. These lessons are multidisciplinary and geared toward middle and high school students. A new lesson will be posted online each week from June 1 to Aug. 30.Students enjoy editorial cartoons. They’re visual, engaging, often funny—and great learning tools. However, editorial cartoons can be challenging because they sometimes require a lot of prior knowledge. These lessons will provide strategies for using what students already know to help them analyze cartoons.
In addition, the lessons will expand students’ knowledge of social justice issues. The topics covered will include racial profiling, censorship, gay rights, and poverty. These lessons can supplement other lessons or readings, or they can stand alone. We hope you find them useful.
