Nutemllaput: Our Very Own

00:38:39
https://www.youtube.com/watch?v=DBiutG2ym9I

Ringkasan

TLDRThe video highlights a Yupik immersion program aimed at preserving the Yupik language and culture through education. The program integrates the full school curriculum in the Yupik language, utilizing immersive methods to enhance language learning. Parents and students initially face challenges due to language barriers but are generally able to catch up academically over time. The program includes thematic units based on cultural themes, such as traditional patterns, weather, and legends, to make learning engaging and contextually relevant. Gestures and physical modeling are key teaching strategies to overcome initial language comprehension challenges. Much effort is made to limit exposure to English to promote complete language immersion, despite skepticism from some parents. Community elders strongly support the initiative, seeing it as crucial for heritage preservation. Tools like manipulatives in math, traditional knowledge, and integration of cultural elements are employed to make learning interactive and meaningful. Elders also contribute by sharing knowledge and guidance, further enriching the cultural content of education. This program is important for fostering pride and identity among students, connecting them to their ancestral roots and helping maintain cultural continuity within the community.

Takeaways

  • 🌐 Reviving languages through immersive education.
  • 🎓 Integrating cultural themes into curriculum.
  • 🧠 Overcoming language barriers with gestures.
  • 👥 Community support crucial for success.
  • 📚 Thematic units enhance cultural learning.
  • 🤔 Initial challenges with language immersion.
  • 🎨 Hands-on learning with traditional activities.
  • 🗣️ Elders play a crucial role in language retention.
  • 📏 Using practical math in language teaching.
  • 🏫 Language immersion strengthens cultural identity.

Garis waktu

  • 00:00:00 - 00:05:00

    A language immersion program in a classroom setting is discussed, focusing on teaching the school curriculum entirely in a target language to help students learn a particular language proficiently.

  • 00:05:00 - 00:10:00

    An immersion program utilizes 100% Upic for teaching the curriculum, suggesting that students learning a second language may eventually perform better academically.

  • 00:10:00 - 00:15:00

    Students face frustration in the early months of language learning, but methods like modeling and using gestures help facilitate communication and understanding.

  • 00:15:00 - 00:20:00

    Classroom activities include identifying students' presence with visual and verbal methods to incorporate math learning naturally within daily routines.

  • 00:20:00 - 00:25:00

    Outdoor physical education activities involve only speaking in the target language, emphasizing complete immersion by avoiding use of English.

  • 00:25:00 - 00:30:00

    There are challenges in convincing parents and skeptics of the immersion program's effectiveness, yet the program is vital for maintaining cultural heritage.

  • 00:30:00 - 00:38:39

    A push to incorporate elders’ traditional knowledge into the curriculum seeks to connect the educational experience with cultural traditions and practices.

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Peta Pikiran

Mind Map

Pertanyaan yang Sering Diajukan

  • What is the main focus of the immersion program?

    The program focuses on teaching the school curriculum in the Yupik language to preserve the language and culture.

  • Why are gestures used in teaching?

    Gestures are used to help convey meaning and aid communication, especially when students initially don't understand the language.

  • How do the teachers use math in the language program?

    Teachers integrate math into the language program by using daily activities, like counting the number of students present and absent.

  • Why is an emphasis placed on avoiding exposure to English?

    Avoiding English helps immerse students entirely in the Yupik language, encouraging deeper learning and understanding of the language and culture.

  • What challenges do parents and students face in the program?

    Both parents and students often face frustration initially due to the language barrier, but students generally catch up over time.

  • How do the teachers ensure active learning?

    Teachers engage students with hands-on activities, such as using manipulatives in math and other interactive learning methods.

  • Why was the program important to the community elders?

    Elders valued the program as it aimed to preserve the Yupik language and culture that were at risk of disappearing.

  • What historical context is given about the program's development?

    The video discusses how local teachers and community members came together to guide the program's development, emphasizing traditional Yupik knowledge.

  • What are the thematic units used in the program?

    The program uses thematic units like patterns, weather, legends, and counting systems to teach students using cultural context.

  • How is the Yupik language taught in upper grades?

    In higher grades, students spend two hours a day on Yupik studies, diving deeper into cultural and language understanding.

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    foree
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    foreign speech
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    [Music]
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    for
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    [Music]
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    if people in an area feel like they want
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    to revive a language then um they um
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    teach the curriculum in a classroom in a
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    school in the target language like if um
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    just in this area if you wanted kids to
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    learn the upic language then you teach
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    the school curriculum all in you in know
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    hoping that the students will learn how
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    to speak you
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    [Music]
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    again something
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    here well here at the immersion program
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    we try to um emulate the regular
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    curriculum and so we have um started out
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    the day with an opening attendance going
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    through our daily jobs having math using
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    manipulatives um covering other subjects
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    like PE having song and dance having
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    language arts social studies science the
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    big difference is um the language that
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    that we're delivering the program in
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    here we're 100% upic some of the
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    research shows that children that are um
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    learning a second language even if they
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    leg for a while in English will um catch
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    up with their peers that are in in an
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    English only program and you know some
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    um will pass they learn
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    [Music]
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    [Music]
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    faster when students come in August and
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    they don't speak a word of you
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    August through October I think are the
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    most frustrating months of the year
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    because both uh the students are
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    frustrated the parents are frustrated
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    I'm frustrated but then you have to do a
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    lot of
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    modeling if I sit down I'll say AK akum
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    if I stand up I'll
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    say and you know a lot of pic words have
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    gestures like if I say die die we
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    usually just say die die we use our I
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    guess what we we use is Total Physical
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    response we use our body to tell the
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    students what to do so we use a lot of
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    commands and we we use our body motions
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    gestures just to get the communication
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    skills going
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    [Music]
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    I sit with the students and then I
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    assign one student to come up here and
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    point to their names as the child is
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    pointing to each name the children say
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    the child's name like for instance
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    there's a little girl named a If the
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    child uh is here then they'll say
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    a
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    that's is present today but if she's not
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    here then say
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    so if the little child is here then see
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    the uh the little uh card for m is
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    yellow and the card for CH is green so
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    if the little girl is here she comes up
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    and just flips her uh card over to
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    Yellow meaning she's present and so the
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    child who is assigned to point to all
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    the names goes through all the girls and
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    then the boys and then after we're done
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    I normally say how many girls are absent
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    today so the kids tell me like if three
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    girls are absent
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    being then we come over here like how
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    many boys are absent today they'll say
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    if two boys are absent they'll
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    say and then we do a little math if
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    three girls are gone today and two boys
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    are gone how many children are absent
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    today so we go through the whole process
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    of you know doing math
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    [Applause]
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    [Music]
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    we go to PE class over at Emy but the EM
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    teacher PE teacher is working with two
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    of our AIDS and he tells the AIDS what
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    to do and he doesn't speak to the kids
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    the AIDS talk to the kids in you
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    they have a cafeteria over there but we
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    don't walk over to eat we eat right in
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    the classroom you know there's a lot of
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    small things that um are done just in
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    this building because we can't be
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    exposed to the English language
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    [Music]
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    the students are learning these in a
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    second language in a target language
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    that's the yic language they might not
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    be speaking you know the full language
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    but they
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    understand what to
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    do you know people just didn't believe
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    that it would work
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    even
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    now there's a lot of parents who believe
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    that you know their children are going
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    to be very
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    frustrated even though we're teaching
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    the same
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    curriculum and they just don't realize
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    that you know we deliver the curriculum
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    only it's delivered in
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    you so we're still um meeting a lot of
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    Skeptics out there
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    [Music]
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    [Music]
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    I think it's very important to have a um
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    upic immersion program namely to
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    maintain our yic language which is a big
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    chunk of our yic
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    heritage
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    and I've read some um articles about how
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    Native languages are slow slowly dying
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    away and this is a good one good way of
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    um preventing the loss of the upic
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    language the elders know that the
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    language is going to die because they
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    keep paring their children their
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    grandchildren speaking more and more
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    English and um I thought you know what a
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    great gift for us to give back to our
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    parents they gave it to us and if they
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    realize that we're trying to keep their
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    language alive I think they'd be you
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    know real happy about what we're trying
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    to do
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    [Music]
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    in 1986 Dr John Antonin the
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    superintendent asked me to call all the
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    certified native teachers into
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    Dillingham for a meeting and then he got
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    us together and he he
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    said we we were born in the villages we
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    grew up in the villages we went to the
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    Village
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    Schools and then we became educated and
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    are now back in the villag is teaching
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    school who best would give guidance to
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    the school board than us teachers who
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    had grown up within the
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    area we tried to give guidance to the
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    board but but of course our teachers
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    were still unsure they were still you
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    know we you have the
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    non-native supervisors who are the
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    principls you have a lot of non-native
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    teachers within the school
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    system and somehow you you never meas
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    you're up to them since you're native
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    since you're of the area and they're
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    always trying to change you to make you
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    like they are and somehow in the back of
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    your mind in the back of lots of
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    people's mind people from the outside
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    are better that you should be like them
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    and so they weren't really able to guide
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    the school board members so we decided
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    that we needed
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    to really look at what our upic teachers
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    were doing you know what's yic about the
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    way that you're
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    teaching what's yic about the classroom
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    that they're in with the with the
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    existing bilingual programs one of the
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    things that we noticed within the
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    classroom was that always even with the
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    bilingual programs it was was always
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    english-based it wasn't upic based
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    knowledge so we said well we need our
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    elders to help guide us to give us the
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    kinds of knowledge and training that
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    they knew and
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    learned we began to collect this yic
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    knowledge base one of the first things
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    we talked about to our elders was how
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    did you traditionally count because of
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    course you count at 1 2 3 4 5 then you
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    translate
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    and no thought is really given to the
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    name until we had our elders count for
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    us and is an arm so you
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    have is to cross over so you're crossing
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    over connecting to the to the other
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    finger and then when you reach
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    k k is the top part
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    SOA is
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    10 and and then you then we found out
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    that we had a sub uh base 20 counting
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    system with a subbase of five based on
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    the knowledge that our elders shared
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    with
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    us we have a unit on weather we have a
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    unit on
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    um on patterns the traditional upic
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    border patterns we have several
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    different units on the um different
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    legends that we integrated into the
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    school system we have a unit on the
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    heartbeat the heartbeat
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    unit was sort of born with AA
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    balker and it so happened to be February
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    and we're trying to figure out how to
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    integrate the patterns into the
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    mathematical
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    program I gave them a diagram of the
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    heart and I spelled the word
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    heart within the diagram and I asked the
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    kids what words do we
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    use that have the word heart in it and a
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    lot of the
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    kids what do we use and one of the kids
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    I
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    remember had the
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    word
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    brokenhearted and
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    so the other kids were thinking of the
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    word different words within groups I had
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    the I have the kids group so that they
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    can work as a group not as a
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    individual more words came out heartless
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    the next day I got a whole bunch of
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    stethoscopes for the students to use
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    just to listen to their hearts and the
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    kids were really excited about it wow my
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    heart sounds different than yours and
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    they
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    would discuss amongst themselves how
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    different different everyone's heartbeat
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    was and so from there I got really
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    excited about the patterns the different
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    patterns of heart heartbeats I like to
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    have the kids shut their eyes and just
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    drum the drum for a while then I asked
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    them what kinds of things did it make
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    them think of and then they give
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    different responses and then we talk
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    about the heartbeat I have the kids feel
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    their
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    heartbeat and when they feel their
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    heartbeat then we extend that to having
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    them um make a pattern of that heartbeat
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    then I have the kids listen to their
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    heartbeat with a
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    stethoscope first they feel it they show
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    what it sounds like then they listen to
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    it and then they also put it into
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    pattern form we have them take the
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    pattern that they put together and use
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    the three main yic colors to make a
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    pattern because what they're going to do
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    is they're going to make a bracelet
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    using the beads we have them do word
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    problems based
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    on the number of different colored beads
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    that they use and then from there we get
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    into all kinds of different mathematical
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    activities you get into addition you get
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    into subtraction you get into different
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    ratios you could even get into different
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    multiplication and division problems
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    just based on on their heartbeat and the
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    bead creation that they put together we
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    extended into the language arts where we
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    have the students make
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    poems and one year we had the kids make
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    poems and then attach their
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    um little poetry and their bracelet and
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    then they brought it as a gift home to
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    their mother showing their heartbeat and
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    their poem and this poem happens to e
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    heartbeat black red black tick Tick boom
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    soft beat is dreaming
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    cool the heartbeat unit can
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    go in all different emotional directions
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    as well for the kids because at this age
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    really young age you know the kids we
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    have to make them feel good about
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    themselves and be proud of who they are
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    and and we could associate that with our
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    culture bring that in this is what your
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    culture is this is what your culture is
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    all about this is what your
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    grandfather's forefathers
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    did and they could learn so much from
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    that
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    [Music]
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    [Music]
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    [Music]
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    [Music]
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    cak is an Eskimo Village yic Eskimo
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    village located about 25 miles west of
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    bethl uh it's located on the Johnson
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    River it's uh
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    population of kigu is about 500 people a
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    gnomic school was built in
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    19881 uh it was designed and planned for
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    a K12 program which made it a little bit
  • 00:21:42
    unique from the other moli Hooch schools
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    that were built for strictly for high
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    school right now we have about 93
  • 00:21:50
    students in our school
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    k12 we have seven teachers and seven
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    certified teachers and five associate
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    teachers we run a our upic studies
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    program uh from kindergarten through the
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    12th
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    grade K three is dominant in yic and
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    then uh 4 through 12 is they have two
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    hours a day in the upic studies program
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    when we first came to cigu uh yic was a
  • 00:22:21
    dominant language the only English that
  • 00:22:24
    the students heard was the English in
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    the school which was for about six hours
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    a
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    day about
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    uh 20 years
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    ago the television came in telephones
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    came in the more modern technology came
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    into the village and so students and
  • 00:22:46
    children
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    uh they were they paid less than less
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    attention to the elders and to the
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    adults and their stories and their
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    history of their culture and things like
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    that they were uh concentrating on
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    television and stuff uh and movies and
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    videotapes and things like that and they
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    begin to lose their
  • 00:23:07
    language and also lose their
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    culture I had attended an outcome based
  • 00:23:14
    education program all about seven years
  • 00:23:16
    ago and I got to thinking that if if the
  • 00:23:19
    people in the community really wanted to
  • 00:23:22
    preserve their culture and also their
  • 00:23:25
    language that we needed to do something
  • 00:23:26
    in the schools and the outcome based
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    education program at that time I felt
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    was a was one of the uh uh vehicles to
  • 00:23:35
    do that and when we were going to do
  • 00:23:38
    that we had um about three or four
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    meetings for the whole
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    winter uh starting from the fall time
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    until in springtime that was in
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    reference to try to
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    explain about uh our program to the
  • 00:23:57
    elders in the village
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    and since we have uh started thinking
  • 00:24:03
    that these Elders are uh passing away
  • 00:24:07
    with their knowledge and wisdom of our
  • 00:24:10
    own culture and
  • 00:24:12
    traditions and that was the main thing
  • 00:24:15
    that we had in mind when we brought this
  • 00:24:17
    up and we try to explain this to our
  • 00:24:20
    elders uh during our meetings we had as
  • 00:24:24
    high as 25 to 35 Elders at every meeting
  • 00:24:28
    and we talked about the exit outcomes
  • 00:24:31
    that they wanted their kids to have when
  • 00:24:33
    they graduated from high school once we
  • 00:24:36
    identified the exit outcomes then we
  • 00:24:38
    moved into the content areas or the
  • 00:24:41
    content of the exit outcomes and again
  • 00:24:44
    we brainstormed with the community on
  • 00:24:46
    that and it took us about a year and a
  • 00:24:48
    half to finally come up with a a very
  • 00:24:51
    extensive list of information that they
  • 00:24:54
    wanted in these exit outcomes all the
  • 00:24:57
    walls were filled with charge here and
  • 00:24:59
    there and then um we combine them
  • 00:25:03
    together and then after that uh we break
  • 00:25:07
    them down into an area where like uh in
  • 00:25:11
    Old B days in one of their curriculums
  • 00:25:15
    they um have uh written that we teach
  • 00:25:20
    the um the
  • 00:25:21
    berries or the fish in right in the
  • 00:25:24
    middle of the winter whereas at that
  • 00:25:26
    time we're not fishing or be picking so
  • 00:25:30
    keeping that in mind we categorize each
  • 00:25:35
    whatever the elders have brought up to
  • 00:25:37
    us putting them into a certain uh month
  • 00:25:41
    or in uh quarters or in semester when we
  • 00:25:45
    would be covering them at the end of
  • 00:25:47
    about the third year we started looking
  • 00:25:50
    at a scope and sequence of the upic
  • 00:25:53
    studies program and it seemed like every
  • 00:25:55
    time we come up with something that we
  • 00:25:57
    were comfortable with with somebody in
  • 00:25:59
    the district office would say yeah but
  • 00:26:01
    we could do this or we could do that and
  • 00:26:04
    change it a little bit so we'd come back
  • 00:26:05
    and we'd try to change it to meet the
  • 00:26:07
    what they were looking for and we went
  • 00:26:10
    around around with that for all about a
  • 00:26:12
    year and finally we came to the point of
  • 00:26:15
    saying well wait a minute this is cig or
  • 00:26:18
    gul's upic studies program and this is
  • 00:26:21
    the way we want it set up and so from
  • 00:26:25
    that point on things seem to uh smooth
  • 00:26:27
    out a lot
  • 00:26:29
    [Music]
  • 00:26:35
    we've been at the process for six years
  • 00:26:38
    um and we're still
  • 00:26:40
    [Music]
  • 00:26:42
    working this school year we've been
  • 00:26:45
    implementing the program as such as as
  • 00:26:47
    it is and hopefully at the end of this
  • 00:26:50
    year we'll Rec critique what we've done
  • 00:26:52
    and then develop the remaining thematic
  • 00:26:54
    units to support it
  • 00:26:58
    right now the students um in late April
  • 00:27:02
    are working on birds and insects
  • 00:27:05
    um we have kindergarten students that
  • 00:27:07
    are uh concentrating more on insects um
  • 00:27:12
    the different types of insects that live
  • 00:27:14
    around our area and then when they get
  • 00:27:17
    into the uh third and fourth grade
  • 00:27:20
    they're they review the insects and uh
  • 00:27:23
    that but then they're they're looking
  • 00:27:25
    more at the external parts of birds uh
  • 00:27:28
    we brought in some uh pigan and things
  • 00:27:31
    like that and the teacher the associate
  • 00:27:32
    teacher is uh talking about the external
  • 00:27:35
    parts of these birds and and then they
  • 00:27:38
    apply this from the time get into the
  • 00:27:40
    Ducks and the other birds that are
  • 00:27:42
    coming
  • 00:27:44
    in the fifth and sixth graders they'll
  • 00:27:47
    take the timan and they'll look at the
  • 00:27:49
    internal parts of the timan um the heart
  • 00:27:53
    what the intestines and they actually
  • 00:27:56
    dissect the tarmigan and and see what
  • 00:27:58
    what's in there um then when they get
  • 00:28:01
    into the seventh and eighth grade they
  • 00:28:03
    review the external parts and the
  • 00:28:05
    internal parts and also they get into uh
  • 00:28:08
    more of the U extended activities in
  • 00:28:12
    terms of the habitat of the birds and
  • 00:28:16
    where they live and why they live there
  • 00:28:18
    and why they change colors of the
  • 00:28:21
    feathers or they mol and CH camouflage
  • 00:28:24
    the older students they they get into
  • 00:28:25
    the migratory uh Birds and non the
  • 00:28:29
    migratory non-migratory Birds and the
  • 00:28:32
    reason that they migrate out and where
  • 00:28:34
    do they go when they do migrate we use
  • 00:28:39
    that as a stepping stone
  • 00:28:41
    for social studies because then they can
  • 00:28:43
    track the migratory Paths of the birds
  • 00:28:46
    all the way down into Mexico or wherever
  • 00:28:49
    they do go it's very complex it's U it's
  • 00:28:53
    a kind of a a gradual stepping stone but
  • 00:28:55
    by the time they do graduate from high
  • 00:28:57
    school have a fairly firm understanding
  • 00:29:00
    of all the birds within the area and
  • 00:29:02
    also whether they're migratory or non
  • 00:29:05
    migratory and we've done that with all
  • 00:29:07
    of the Thematic
  • 00:29:10
    units right now what we're doing is
  • 00:29:13
    we're trying to take these uh thematic
  • 00:29:15
    units and develop pleason plants and uh
  • 00:29:18
    material list and support materials
  • 00:29:21
    books uh activities and things to go
  • 00:29:24
    along with them
  • 00:29:41
    [Music]
  • 00:29:48
    we
  • 00:29:50
    have two hour session two or two class
  • 00:29:54
    pair sessions for each class
  • 00:29:59
    for each great level and when we do that
  • 00:30:02
    we try to mostly
  • 00:30:05
    cover the uh that anything that deals
  • 00:30:09
    with the
  • 00:30:10
    vocabulary vocabulary reading and
  • 00:30:14
    writing in that uh thematic unit or in
  • 00:30:17
    such a subject and on that second period
  • 00:30:20
    we try to do some things that deals with
  • 00:30:24
    onance activity that refers to what we
  • 00:30:28
    are dealing
  • 00:30:30
    with and in that way when we're when
  • 00:30:33
    they're doing that at the same time they
  • 00:30:35
    are taught some names of items or
  • 00:30:38
    whatever something like that to build up
  • 00:30:40
    the
  • 00:30:50
    [Music]
  • 00:30:56
    vocabulary foree
  • 00:31:30
    we bring in Elders every day they have
  • 00:31:33
    lunch with the kids and then they spend
  • 00:31:36
    uh two three 4 hours in the afternoon
  • 00:31:38
    working in the classrooms when they're
  • 00:31:41
    not directly working with students then
  • 00:31:44
    usually we have an associate teacher or
  • 00:31:46
    or a librarian or a media specialist he
  • 00:31:49
    sits down and they interview the elders
  • 00:31:51
    and collect more history and data from
  • 00:31:53
    them at that time this is the second
  • 00:31:55
    year in which they've been paid for for
  • 00:31:58
    coming into the school the 5 years prior
  • 00:32:01
    to this it's been strictly
  • 00:32:06
    voluntary When you mention cultural
  • 00:32:09
    heritage or uh bilingual education a lot
  • 00:32:12
    of times people think in terms of that
  • 00:32:14
    it's strictly arts and crafts um making
  • 00:32:18
    baskets making fish traps making dog
  • 00:32:21
    sleds making uh B uh weaving Nets or
  • 00:32:26
    whatever the yic studies program is uh
  • 00:32:31
    probably 90%
  • 00:32:34
    content that was the wishes of the
  • 00:32:36
    elders we had one of the Elder ladies uh
  • 00:32:40
    who is uh very uh fluent in terms of
  • 00:32:44
    skin sewing basket making and those type
  • 00:32:46
    of things her direct comment was we want
  • 00:32:48
    our kids to learn about our culture and
  • 00:32:50
    our language we don't want them spending
  • 00:32:53
    all their time skin sewing and making
  • 00:32:56
    malis skin hats and things like that we
  • 00:32:59
    want them to learn the
  • 00:33:06
    content we hold monthly meetings uh here
  • 00:33:10
    at cig or at agula for the community and
  • 00:33:14
    we have a turnout of 25 to 35 people at
  • 00:33:17
    every
  • 00:33:19
    meeting I think that's a reflection of
  • 00:33:21
    their interest in the upic studies
  • 00:33:23
    program or in the program
  • 00:33:25
    here um we had students um compete on
  • 00:33:31
    the state level at the speech contest uh
  • 00:33:35
    I think that's a reflection of the
  • 00:33:36
    students are feeling good about
  • 00:33:38
    themselves and they're confident in
  • 00:33:40
    themselves they they believe in
  • 00:33:42
    themselves and again I I'm in hopes that
  • 00:33:44
    that's partly due to the ubic studies
  • 00:33:47
    program letting the students know who
  • 00:33:49
    they are where they or who they are and
  • 00:33:51
    where they came from and that they
  • 00:33:53
    should be proud of being y
  • 00:34:03
    in the last 15 years I I know of no
  • 00:34:06
    physical fights with older kids uh
  • 00:34:09
    between older students um we have very
  • 00:34:13
    little uh students talking back to
  • 00:34:15
    teachers or to elders and again I think
  • 00:34:17
    we our yic studies program teaches
  • 00:34:20
    respect for elders and older people and
  • 00:34:22
    so I think that's a reflection of
  • 00:34:25
    that um and I'm in hopes that our kids
  • 00:34:30
    aren't intoed drugs and alcohol because
  • 00:34:32
    again at the C upic studies program they
  • 00:34:35
    they feel good about themselves and you
  • 00:34:37
    know the elders come in and talk to them
  • 00:34:40
    we have other people coming in and
  • 00:34:43
    congratulating them on their successes
  • 00:34:45
    within our program I think they're proud
  • 00:34:49
    of their school and I think a lot of it
  • 00:34:51
    has to do with the yic St from here
  • 00:35:20
    so I I think the repercussions or the
  • 00:35:22
    spin-off from the upic studies program
  • 00:35:24
    is not only learning about the upic
  • 00:35:26
    history in in EIC language and their
  • 00:35:28
    culture but I think it's also uh making
  • 00:35:31
    our kids really proud of who they
  • 00:35:35
    are and I think that's really important
  • 00:35:37
    at this
  • 00:35:50
    point the EIC studies program could not
  • 00:35:53
    have been
  • 00:35:54
    successful if if the people and the
  • 00:35:57
    teachers
  • 00:35:58
    hadn't been part of it I mean you can't
  • 00:36:01
    sit behind a desk and develop it it's
  • 00:36:04
    something that has to be developed with
  • 00:36:06
    the with everybody and everybody has to
  • 00:36:09
    have ownership to it I think it's there
  • 00:36:11
    I really do um um and I'm very proud of
  • 00:36:15
    those people that did participate in it
  • 00:36:19
    and we're willing to share
  • 00:36:24
    [Music]
  • 00:36:56
    fore foreign
  • 00:37:04
    [Music]
  • 00:37:27
    he
  • 00:37:30
    [Music]
  • 00:38:10
    [Music]
  • 00:38:27
    for
Tags
  • Yupik Language
  • Cultural Preservation
  • Immersion Program
  • Bilingual Education
  • Community Engagement
  • Traditional Knowledge
  • Hands-on Learning
  • Language Barriers
  • Education Strategy
  • Indigenous Heritage