This integrated, collaboratively taught Oral History content class will provide all students an opportunity to study the oral traditions which have helped to shape the culture of this region from prehistory to modern times. The diversity of cultures and their oral histories in the state will be covered with special focus on local oral tradition, culture and history. This course will focus on collecting, transcribing, and translating the rich oral history of the local area so that it can be preserved electronically for future generations. Students will also read, discuss, and write about oral narratives from other traditions. The rich oral traditional of the first Alaskans, in which attitudes toward nature, the wilderness, and the world beyond are related is an important part of the culture of the region and it will be a goal of this course to collect and preserve the stories and history of the area. In addition to their collection and transcription of oral narratives, students will analyze collected oral works in order to develop and define main themes, plot, setting, and characters as well as to identify main literary devices such as personification, simile, metaphor, flashback, hyperbole, and others.

Outcome 1 Students demonstrate many forms of communication (e.g. reading, writing, and speaking in
English, Yup’ik and other languages).
Outcome 2 Students understand, accept, and appreciate their own language and culture and the cultures
of others.
Outcome 4 Students use technology for adapting to and initiating productive change.
 

CONTENT

Major Units of Study

A. Speaking and Writing

Alaska Content Standard(s): Standard A: English/Language Arts
(A student should be able to speak and write well for a variety of purposes and audiences)

Key Elements: Student will know about, understand, and demonstrate the ability to
1. Develop mechanically correct sentences and paragraphs.
A. Write clear, proper sentences (subject/verb, complete thought, capital letter, end  punctuation).
B. Develop a complete paragraph containing connected sentences that express a main idea.
C. Use proper transitions to connect ideas, sentences, and paragraphs (therefore, furthermore, however, subsequently, etc.).
D. Apply correct mechanics (spelling, punctuation, capitalization, format).

2. Word process a variety of written forms for a variety of purposes and
audiences.
A. Gather relevant, accurate information from media center/library, Internet, field, and interview sources.
B. Transcribe, translate and prepare oral narratives for publication for a specific audience by thoroughly editing and properly formatting them.
C. Enhance writing with relevant, high quality graphics assessed by rubric.

3. Compose a variety of quality multi-part written forms.
A. When composing, divide a piece of writing correctly into subordinate parts, such as paragraphs, stanzas, scenes, introduction, conclusion, etc.
B. Produce quality examples of oral narratives by accurately transcribing the speakers words.
C. Match the topic, language, organization, content, and use of visuals to specific audiences and purposes (ex: an essay on a piece of literature should not include excessive slang).

4. Participate meaningfully in a discussion of a given work of oral narrative.
A. Demonstrate proper social courtesies in a free-flowing discussion.
B. Respond directly to specific questions clearly and briefly with appropriate references.
C. Ask questions of other students which are clear, specific, and relevant.
D. Appropriately challenge and respond to the challenges of other students.
E. Prepare for and lead a discussion.

5. Relate oral narratives to self and the world.
A. Clearly, briefly, and precisely state the emotional and intellectual impact of a particular selection on self.
B. Clearly, briefly, and precisely state the relationship of a particular selection to the world around them.
C. Identify specific text which elicits the response or shows the relationship.

B.Reading, Listening, and Viewing

Alaska Content Standard(s): Standard B: English/Language Arts
(A student should be a competent and thoughtful reader, listener, and viewer of literature,
technical materials, and a variety of other information.)

Key Elements: Student will know about, understand, and demonstrate the ability to
1. Understand various examples of Alaskan oral literature and be able to
analyze theme, story elements, and literary devices.
A. Define oral narrative; relate various forms of literature to each other, and explain own interest in a particular form of literature.
B. Explain the cultural and historical importance of certain specific pieces of oral literature (see course resources and materials).
C. Define, identify, and critique story elements (plot/conflict, setting, characterization, point of view/narration).
D. Define, identify, and critique literary devices (flashback, foreshadowing, symbolism, imagery, allusions, etc.).
E. State the theme briefly and clearly with specific story references.
F. Be able to summarize and recall significant details.
2. Relate specific works to self, its time and place of writing, the storyteller's
life, current events, and significant literature.
A. Do background research on different works, authors, and conditions and attitudes when told and relate gathered information to the works.
B. Identify various purposes for writing and storytelling and apply to specific works.
C. Compare and contrast specific examples of Alaskan oral narrative with other works of oral narrative.
D. Relate selections to your past, present, and future and to current events.
E. Summarize your intellectual and emotional response to works studied.
 

C. Completing Independent and Cooperative Projects

Alaska Content Standards: Standard C: English/Language Arts
(A student should be able to identify and select from multiple strategies in order to complete
projects independently and cooperatively.)

Key Elements: Student will know about, understand, and demonstrate the ability to
1. Make choices (format, length, narrowing the topic) about a project after examining a
range of possibilities.
2. Organize a project by:
A. understanding directions (oral and written).
B. making and keeping deadlines.
C. seeking, selecting, and using relevant resources.
3. Select and use appropriate decision-making processes (brainstorming, T-chart, pro-con lists, diagrams, etc.).
4. Set high standards for project quality (with specific criteria defined by project rubric).
5. Work on a collaborative project (with specific criteria defined by cooperative group work rubric).
A. take responsibility for individual contributions to the project.
B. share ideas and workloads.
C. incorporate individual talents and perspectives.
D. work effectively with others as an active participant and as a responsive audience.
E. evaluate the processes and work of self and of others.

D. Understanding and Respecting Others’ Perspectives

Alaska Content Standards: Standard D: English/Language Arts
(A student should understand and respect the perspectives of others in order to communicate
effectively.)
Key Elements: Student will know about, understand, and demonstrate the ability to
1. Use information and literature (local legends and myths, etc.), both oral and written, from many cultures to help understand self and others.
2. Evaluate ideas from the speaker's or author's point of view.
3. Recognize bias in different forms of communication (written, oral, electronic, mass media, etc.).
4. Recognize the communication styles (verbal, nonverbal, interpersonal) of different cultures and their possible effects on others.
 

SKILLS

Major Categories of Skills

A. Cultural Relevance: Alaska Content Standards
Culturally Responsive Schools: Student Standards A-E
Key Elements: Student will know about, understand, and demonstrate the ability to
1. respect ones own cultural heritage, traditions, and language
• respect and live in tune with local cultural values and traditions
2. build on local knowledge and skills to achieve future success in the world at large by
• using methods from one’s own traditions to learn about the world beyond one’s village
• understanding how local culture relates to others in the area, state, nation, and world
• making appropriate choices regarding the long-term consequences of ones own actions
3. engage in family-related activities based on traditional ways of learning, including
• consistent, respectful interactions with parents and elders that show appreciation of their
roles as providers and care givers, culture bearers, and educators in the community
• self-assess ones own strengths and needs in order to make appropriate life choices

B. Cross-curricular and/or Integrative Skills
Key Elements: Student will know about, understand, and demonstrate the ability to
1. effectively communicate (listen, observe, read, write, discuss, present, explain, defend)
2. use a variety of higher order thinking skills (hypothesizing, estimating, analyzing, classifying, synthesizing, evaluating,inferring, generalizing)
3. set and achieve goals (brainstorm, plan, research, manage time, persist, complete)
4. produce quality products (plan, organize, draft, evaluate, revise, persist, complete)

C. Technological Skills
Key Elements:Student will know about, understand, and demonstrate the ability to
1. apply basic computer applications (word processing, spreadsheet, database, graphics, desktop publishing, Internet, e-mail) to produce quality products, including short stories related to English Language Arts

D. Life and/or Employability Skills
Key Elements:Student will know about, understand, and demonstrate the ability to
1. behave responsibly and produce quality products related to English Language Arts
• attend, be punctual, follow directions, manage time, stay on task, meet deadlines • safely, effectively, efficiently, use the work area, materials, tools, & technology
• set short and long-term goals, plan, use higher order thinking skills, seek help, persist
2. work well with others (cooperate, develop group unity, determine leadership roles, contribute to group success, allow others to contribute, resolve group conflicts, make group decisions)
3. use new knowledge, understanding, skills and tools to solve real life problems, make decisions or choices, and predict logical consequences or possibilities
 
 

A. Community Resources Related to Course
• Elders (partial list)
Henry Alakayak, Sr.
John and Lillie Pauk
Wassillie Alakayak, Sr.
Gust Tugatuk, Sr.

B. Major Internet Web Site Addresses Related to Course (a tiny sample)
Darling’s Guide to Grammar: http://webster.commnet.edu/HP/pages/darling/grammar.htm
Common Errors in English: http://www.wsu.edu:8080/~brians/errors.html
AskERIC Lesson Plans: http://ericir.syr.edu/virtual/lessons/lang_arts/index.html
Inkspot: http://www.inkspot.com/young
Kathy Schrock’s Guide for Educators: http://www.capecod.net/schrockguide/arts/artlit.htm
Myths & Legends: http://pubpages.unh.edu/~cbsiren/myth.html
Bartleby Library: http://www.columbia.edu/acis/bartleby/bartlett
Outta Ray’s Head English Lesson Plans: http://www3.sympatico.ca/ray.saitz

C. Instructors’ Materials
• Videos Related to Course
Diomede Elders Speak
Make Prayers to the Raven
Spirit of the Land

• CD ROMs/Software Related to Course
Encarta 97
Infopedia
Grolier’s Encyclopedia

• Text and/or Supplemental Books - Miscellaneous
Listening By Doing: Developing Effective Listening Skills (Kathleen Galvin)
Teaching Study Skills & Strategies in High School (includes activities)

• Text and/or Supplemental Books Related to Writing
Writing by Doing: Learning to Write Effectively; (Elaine Hughes)
Strategies for Writing: A Basic Approach (Healy)
Handbook of Short Story Writing: Volume II (John Updike)
The Short Story and You (Simmons & Stern)
How to Write Short Stories (Sharon Sorenson)
Teaching Language Arts with the Internet (Classroom Connect)

• Text and/or Supplemental Reading Materials Related to Literature:
The Last New Land: Stories of Alaska Past and Present (ed. Wayne Mergler)
Authentic Alaska: Voices of Its Native Writers (Andrews & Creed)
The Raven & The Totem (John Smelger)
Folktales of the Native American (Dee Brown)
Two Old Women (Velma Wallis)
Alaska: Reflections on Land and Spirit (ed. Hedin & Holthaus)
Klondike Women (Melanie Mayer)
Two in the Far North (Margaret Murie)
Shadows on the Koyukuk (Sidney Huntington)
Coming into the Country (John McPhee)
Travels in Alaska (John Muir)
Yu’ya’raq (Harold Napoleon)
Letters to Howard (Bigjim & Ito-Adler)
Literature and the Language Arts Series (EMC/Paradigm pub.)
World Mythology (Rosenberg)
World Literature (Rosenberg)

• Text and/or Supplemental Books Related to Grammar and Mechanics:
Basic English Grammar (Bonnie L. Walker)
Simple Sentence Skills (Barbara Hansen)
The Elements of Style (Strunk & White)
MLA Handbook for Writers of Research Papers (Joseph Gibaldi)
 

The primary goal of this class is to give all students an opportunity to gain essential new knowledge, comprehension, and skills. To determine if all students are actually attaining this goal, regular, in-progress assessment of student progress will be part of daily in-progress activities and final student projects.
• cooperatively develop traditional teacher-made daily/weekly quizzes, unit tests, and final trimester projects
designed to measure student knowledge and comprehension of basic course content.
• cooperatively plan and consistently apply a variety of student performance assessments (rubrics,
check-lists) to evaluate in-progress and summary student skill development.

CONTENT KNOWLEDGE TESTS
Teacher-made Tests (multiple choice, completion, true/false, matching, short essay).
• daily or weekly Quizzes should be given as part of normal, on-going classroom procedures.
• periodic reviews and subsequent summary Unit Exams will be given in every course.
• comprehensive reviews and summary Trimester Final Exams will be given in every course.
• Unit and Trimester Final Exams should measure student retention and comprehension of the most important factual content (who, what, where, when, why, how) and improvement of basic skills (recall, reading, thinking, writing, calculating).

CRITERION-REFERENCED TESTS (CRT’s)
• Core Skills Language Arts and Mathematics teachers at the secondary level still have the duty of teaching, testing, and accurately recording student progress on the district's standardized CRT Testsand  are accountable for accurately recording student progress on these tests.
• Note: Because all secondary teachers are members of collaborative teams, all secondary teachers are
expected to assist their team partners help all students successfully complete, at the very least, Banks 7
and 8 of the CRT's.

STUDENT PERFORMANCE RUBRICS
• Rubrics will be used to better teach and assess the development of essential Skills (listening, reading,
speaking, critical thinking,writing, cooperative group work, discussion, problem solving, decision-making, use of technology, social behavior, employability, social behavior/citizenship) and to determine the quality of final products
• Rubrics will be assigned at the beginning of any activity that will be assessed by rubric.

EXTRA CREDIT WORK
In order to encourage students to pursue high level performances and quality products, all students who have completed required work, including any expected revisions, will be given an opportunity and encouraged to do Extra Credit work that might increase the depth and/or breadth of their understanding.
• Note that extra does not mean in place of; rather, extra means in addition to. Students should thus be
allowed and encouraged to voluntarily complete additional, challenging tasks that might broaden or deepen
their understanding.
• Assessment of Extra Credit work will follow the same systematic guidelines and/or utilize the same type
of assessment rubrics, tests, or other techniques used to evaluate required work.

GRADING
All students will be held accountable for meeting the minimum requirements of the course and will earn grades based on their ability to demonstrate the acquisition of basic content knowledge and comprehension, and their ability to apply specific essential skills to produce quality finished products. Products and processes will be assigned point values and students grades will be computed using a raw points scale. Final Grades in the course will follow the traditional “A”, “B”, “C”, “D”, “F”, “I”, system.