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Nmevans presentation

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Nmevans presentation

  1. 1. Alaska Native Literature and Writing PART OF AN “ENGLISH” UNIT BY NICHOLAS EVANS
  2. 2. Glennallen 248 miles SSE of Fairbanks 48% “minority” students • English 9-12 (Rotating) • Honor’s English (Alternating)
  3. 3. • Museum of the North • EDSC 407 – Developing Literacy Across Content Areas • Anthropology and Alaska Native Studies Programs • Alaska Native Knowledge Network • Alaska and Polar Regions Collections and Archives • Alaska Federation of Natives / Festival of Native Arts Unit Development
  4. 4. Unit Literature Review A. Suresh Canagarajah James Paul Gee June Jordan Lisa Delpit Paulo Freire Yi-Fu Tuan Aldo Leopold John Dewey
  5. 5. Unit Overview - Literature and Writing: Athabascan • Unit exists as a template / map • Compare Native Alaskan oral and written literature • Introduce critical / literary approaches to traditional myths • Connect Native Alaskan literature with world literature • Engage students with local culture (creation, recording, writing) • Connect Native ways of knowing • Conflict between Standard English and “Village English” • Leave time each class
  6. 6. 1 - Comparing Oral and Written “Literature” • Day One (?): • Read / hear one version of a local story (can be non-traditional – telling should be as close to primary as possible) • Write (Village) / Present (Standard) • Day Two (?) • Hear / read another version of a local story (can be non-traditional – telling should be as close to primary as possible) • Present (Village) / Write (Standard)
  7. 7. II - Oral Histories • Should follow Lesson I • Involve students in community cultural efforts • Listen to oral histories / interviews (Project Jukebox) • Seek out and create oral histories • Bring local elders / sourdoughs in to class • Writing vs. Transcribing • Time frame: 15-20 mins at a time • Age group: any (not this)
  8. 8. III - Dialogue Play • Pick a local (polarizing) topic of interest – subsistence laws, English language learning • Students adopt characters • Sticky note statements • Decide on a setting • Organize into a play and perform • Time span: ~1 class period
  9. 9. IV -Comparative Literature • After King Lear • Write about how setting informs text • Situational translation • Translocate and present another story (Perseverance Theater – Moby Dick) • Time frame: 3+ days, full classes • Age group: 11-12th grade
  10. 10. V - Non-Native Alaskan Writing • Shoehorn in some poetry lessons • Non-Native perspectives of the North • In-class exercise comparing the writing process of “Dream of the Lynx” (John Haines, Jim Warren) • “Sourdough” Literature – Trapping, Hunting, Subsistence, Northern Climate • Students write poems out of class • Time span: 20-30 mins each time John Haines
  11. 11. (Some) Standards Addressed Alaska State Reading Standards for Grades 9-10: Standard 1: Students should be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as implicit inferences from the text. Standard 4: Students should be able to determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). Standard 6: Students should be able to analyze a particular point of view or cultural experience reflected in a work of literature (e.g., mythology, colonialism and local culture), drawing on a wide reading of world literature. Standard 10: By the end of grade 9, students should be able to read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 9 (from upper grade 8 to grade 10), with scaffolding as needed at the high end of the range. Alaska State Content and Performance Standards for English and the Language Arts: Standard E: A student should understand and respect the perspectives of others in order to communicate effectively