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Gilder Lehrman Institute of American History

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Gilder Lehrman Institute of American History

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Spring 2024 Registration Is Open

K-12 educators can earn their graduate degree in this affordable, online, accredited program. It's easy to apply and become an enrolled student.

Upcoming Spring Semester Dates

Applications End: Thursday, January 25, 2024

Courses Start: Thursday, February 8, 2024

Course Registration Ends: Wednesday, February 14, 2024

Begin the application process now to join us this spring!

Study with world-renowned scholars, connect with other teachers from across the United States, and reinvigorate your enthusiasm for teaching history! Whatever your budget and interests, the Gilder Lehrman Institute has a professional development opportunity for you next summer.

Online Options: 10 Teacher Seminars

In-person Options: 12 options in 7 locations across 5 states

Historical Holiday Resources

Explore the history of Thanksgiving, from its origins through its evolution into a recognized federal holiday with essays, videos, lesson plans, and more.

Warfare in Early America

Join Professor Timothy Shannon of Gettysburg College to explore the evolution of warfare in North America from the earliest contact between Native Americans and Europeans through the early nineteenth century.

Regular Price: $39.99

Affiliate Price: $29.99

Competition and Lottery Now Open

The Hamilton Education Program Online is a free program that helps students in grades 6-12 see the relevance of the founding era by using primary sources to create a performance piece following the model used by Lin-Manuel Miranda to create the musical Hamilton.

Students in the program will have the chance to submit their performance piece and be selected to see a performance of Hamilton in New York City.

Congratulations, Bruce Henderson

Bruce Henderson has been awarded the Gilder Lehrman Military History Prize for Bridge to the Sun: The Secret Role of the Japanese Americans Who Fought in the Pacific in World War II. An event celebrating the winner and the shortlisted authors will take place on Monday, December 4. Attend in person or via the livestream.

Issue No. 68: "The Role of Spain in the American Revolution" (Fall 2023)

Explore the often-neglected story of Spain's crucial role in the American Revolutionary War with six essays by historians and additional Gilder Lehrman resources.

Learn with the Gilder Lehrman Institute

MA in American History

Our master's degree program gives K-12 educators an affordable way to earn a graduate degree while working full time.

Self-Paced Courses

Explore American history from your own home, in your own time, and at your own pace! Educators can obtain professional development credit.

History U

These self-paced courses in American history are taught by the nation's top historians and are completely free for high school students.

Upcoming Events

NYC-area students and teachers: Join us at Trinity School for a special book talk on Frederick Douglass.

Join us to honor the winner of the 2022 Gilder Lehrman Military History Prize, Bruce Henderson.

Q&A session for prospective students to learn about the Gettysburg College-Gilder Lehrman master's degree program

Upcoming Deadlines

Affiliate Schools, libraries, and other sites can host this exhibition for free in January and February.

Enter your EduHam Online creative piece for a chance to win an all-expenses-paid trip to NYC to see a performance of Hamilton.

Publishers, agents, critics, and authors may submit or nominate books published in 2023.

Book Breaks

Every Sunday at 2:00 pm ET (11:00 am PT) on Zoom

Join us for our weekly interview series in which historians discuss their acclaimed books followed by a Q&A with the at-home audience. A Book Breaks subscription includes access to the weekly live programs and our ever-expanding archive, featuring 150+ episodes.

Book Breaks is completely free for all students, K-12 educators, and college professors. Others can purchase a one-year subscription for $25.

Log In Subscribe

Upcoming Episodes

Stacy Schiff

The Revolutionary: Samuel Adams

Theresa Runstedtler, American University

Black Ball: Kareem Abdul-Jabbar, Spencer Haywood, and the Generation that Saved the Soul of the NBA

Mark Whitaker

Saying It Loud: 1966-The Year Black Power Challenged the Civil Rights Movement

Our Historical Documents

In 1991, Richard Gilder and Lewis Lehrman embarked on a mission to create one of the most important repositories of historical American documents in the country. Today, the Gilder Lehrman Collection contains 85,000+ items documenting the political, social, and economic history of the United States.

History Now

The Online Journal of the Gilder Lehrman Institute

History Now features essays by the nation's leading historians and provides the latest in American history scholarship for teachers, students, and general readers.

History Now is completely free for all K-12 students and teachers. Others can purchase a one-year subscription for $25.

Log In Subscribe

"Their Full Measure"

Veterans Legacy Program: Online Exhibition

Gilder Lehrman is proud to announce the launch of this new online exhibition introducing viewers to nineteen men and women who served during six conflicts in American history.

News

Our News

Stay up to date with all the work that we do to combat historical illiteracy and invigorate the study of the past.
See Our News

Newsletter

Catch up on the highlights from our work with students, teachers, researchers, and the general public.
Read Newsletter

Press Releases

See all official press releases for our important events, significant programs, and special initiatives.
View Press Releases

NYC-area students and teachers: Join us at Trinity School for a special book talk on Frederick Douglass.

Join us to honor the winner of the 2022 Gilder Lehrman Military History Prize, Bruce Henderson.

Q&A session for prospective students to learn about the Gettysburg College-Gilder Lehrman master's degree program

Affiliate Schools, libraries, and other sites can host this exhibition for free in January and February.

Enter your EduHam Online creative piece for a chance to win an all-expenses-paid trip to NYC to see a performance of Hamilton.

Publishers, agents, critics, and authors may submit or nominate books published in 2023.

Stacy Schiff

The Revolutionary: Samuel Adams

Theresa Runstedtler, American University

Black Ball: Kareem Abdul-Jabbar, Spencer Haywood, and the Generation that Saved the Soul of the NBA

Mark Whitaker

Saying It Loud: 1966-The Year Black Power Challenged the Civil Rights Movement

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Gilder Lehrman Institute of American History |

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We're committed to providing educators accessible, high-quality teaching tools. That's why all our lessons and assessments are free. Please consider donating to SHEG to support our creation of new materials. All gifts are made through Stanford University and are tax-deductible.

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NCSS editors present a curated selection of resources from our journals and around the Internet on timely and frequently requested topics.

Browse our collection, or search our full digital library of articles, videos and other resources by term, topic, level, and subject area.

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NCSS editors present a curated selection of resources from our journals and around the Internet on timely and frequently requested topics. Browse our collection, or search our full digital library of articles, videos and other resources by term, topic, level, and subject area.

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video resources on the common core

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Inspirational Teaching Videos: Covering Common Core, Math, Science, English And More

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Learn about Teaching Channel Plus for Schools & Districts

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Cowichan Coast Salish Native Pacific Northwest

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Intro sequence from 1990 BBC documentary film "Haida Gwaii: Islands of the People" featuring Haida leader, Guujaaw, and his son Jaalen. http://www.haidanation.ca

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IXL brings learning to life with over 200 different U.S. history skills. Engaging questions and fun visuals motivate students to master new concepts.

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Sealaska Heritage:  ANCSA

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SOCIAL STUDIES - Middle School | Sealaska Heritage

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Haida Nation – BC

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Beauty isn't hard to find on Haida Gwaii, an archipelago located off the coast of northern British Columbia, Canada. It can be seen within the islands' dense forests, crashing ocean waves, and soaring seabirds, but also in the Haida people's reverence for this place they have called home for thousands of years.

After decades of successful fights against logging corporations and the Canadian government, the people of the Haida Nation put forth a Land Use Vision that sets up stringent restrictions to protect the land, forests, and wildlife of the islands.

The following are a few of the ways the Haida protect their land and traditions-while profiting economically-on sustainably managed, Haida-owned forestry operations. It is a delicate balance, but the Rainforest Alliance and Forest Stewardship Council (FSC) are proud to work with the Haida people to ensure that their land, traditions and livelihoods thrive.

1. The Overarching Spirit of Yah'guudang

Yah'guudang, a Haida phrase that means "respect for all living beings," has driven the cultural, environmental, political and business decisions of the Haida people since their beginnings on the islands over 13,000 years ago.

2. Protecting Culturally Modified Trees

An agreement between the Haida Nation, British Columbia and forestry companies, the Haida Land Use Order protects "Culturally Modified Trees," known as CMTs, which have been modified by the Haida as part of their traditions and rituals. Above, a hole was bored into a cedar to test the strength and health of the core for possible use as a canoe or totem pole.

3. Connecting Craft and Nature

Another type of CMT, the markings on the side of this cedar are from stripping bark to use for weaving traditional hats, baskets and other crafts. April Churchill, a Haida weaver says, "the annual [cedar] harvest is about making a commitment and promise between the forest, the tree, and yourself. So when you're accepting the harvest, you're saying, 'I'm here. I'll protect you no matter what.'"

4. Plants for Medicinal and Traditional Use

The Haida people have many reasons to protect and nurture plants-from their proven medicinal benefits to providing food sources for animals they share the islands with. Among the sacred plants and trees that receive special protection on Haida Gwaii, Devil's Club (above) is used medicinally for pain relief, arthritis, and general colds as well as for more spiritual protective powers.

5. Monumental Cedars for Traditional Haida Use

Also protected are "monumental cedars," old-growth cedar trees of high enough quality to be used in traditional Haida practices such as canoe and pole carving and the construction of traditional-style buildings. Seen above, a portion of the protected "monumentals," which are at least 100cm in diamater, are available only to people of the Haida Nation after obtaining a permit for traditional use.

6. Continuing the Carving Tradition

One of the cultural uses for monumental cedars is the ancient craft of pole carving. Above, a small team of carvers at the Haida Heritage Center, including master carver Garner Moody, work on a brand-new pole to be raised in the town of Skidegate. The design of this new pole features carvings that represent each of the clans on the island.

7. Rainforest Alliance/FSC-Certification

The Haida already enforce incredibly strict forestry policies in their land-use plan, which made it relatively easy for Taan, the forestry operation owned by the Haida Nation, to meet the criteria for Rainforest Alliance certification to the Forest Stewardship Council (FSC) standards, the benchmark of sustainability in the global timber marketplace.

8. Protecting Wildlife

The protection of wildlife on Haida Gwaii has deep roots in the native culture. The two main clans of the Haida people are Eagles and Ravens, two birds that call the archipelago home. The cultural ties to animals, including black bears (taan in Haida) whose dens are protected, are reflected in the many logging protections and reserves enforced through FSC and Haida Land Use Orders.

9. Spotlight on Northern Goshawk Breeding Grounds

One of the most stringent restrictions in the Land Use Order benefits the nesting and breeding grounds of the Northern Goshawk that soars above Haida Gwaii. When a Northern Goshawk nest is discovered outside of an existing reserve, no timber harvesting can occur within a minimum of 200 hectares (nearly 500 acres) to protect the bird's nesting and foraging habitat. (Photo: Steve Garvie)

10. Preserving Culture and Language

Throughout much of the 20th century, Haida children attended residential schools on the mainland and were forbidden to use their native Haida language. Today, the integrated schools (about half Haida and half non-Haida students) on the islands offer classes in Haida culture and language, which is regarded as an endangered language isolate. The photograph here shows one of two new poles raised in June 2015 at the Queen Charlotte Secondary School.

11. The Past and Future of Haida Sustainability

Armed with ancient traditions and modern business practices to protect the health and vitality of the land, the Haida people "can hold our heads up and know that we have taken the right steps in our day." The Rainforest Alliance is proud to play a small role in this sustainable future for Haida Gwaii.

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11 Ways the Haida Nation Protects Its Land and Heritage

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Beauty isn't hard to find on Haida Gwaii, an archipelago located off the coast of northern British Columbia, Canada. It can be seen within the islands' dense forests, crashing ocean waves, and soaring seabirds, but also in the Haida people's reverence for this place they have called home for thousands of years.

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There are 29 federally recognized indigenous nations in Washington State. They have treaties with the United States-they have their own governments, jurisdictions, and economies. They have treaty rights and responsibilities in their historical territories.

Chances are, though, most students in Washington State don't know much about all that, which is about to change.

On May 8, Gov. Jay Inslee signed Senate Bill 5433 into law, making it mandatory for schools in his state to educate students about the history and governance of the indigenous nations in Washington. Previously, under HB 1495, which became law in 2005, schools were only "encouraged" to do so.

As part of HB 1495, the state's Office of the Superintendent of Public Instruction worked with Native Nations to develop a curriculum, " Since Time Immemorial: Tribal Sovereignty in Washington State," which was made available for free to school districts. But as late as December 2014, state Sen. John McCoy, D-Tulalip, estimated that only 30 percent of school districts in Washington State had chosen to use the curriculum.

McCoy, a citizen of the Tulalip Tribes and author of SB 5433 and HB 1495, said he couldn't get support 10 years ago for mandatory instruction. The difference today: More understanding of the potential results from an accurate teaching of the state's history.

RELATED: Bill Would Make Teaching Native History Mandatory In Washington

McCoy and other supporters of SB 5433 say Native students will be more engaged in education. There will be more understanding and relationship-building between people of different cultures. And students who will go on to become leaders in their communities will understand sovereignty and the authority of the Native Nations with which they will engage.

"This is a tremendous opportunity to learn about the tribal people of the Northwest on a level that is unprecedented," said Michael Vendiola, program supervisor in the state Superintendent of Public Instruction's Office of Native Education, and a citizen of the Swinomish Tribe. "What that opportunity brings is the ability to build relationships and understand more of the true history of Washington State. For tribal communities, it will be empowering in the educational system to have their culture, government, and history presented in the classroom."

Proponents say SB 5433 will also give balance to history instruction, which has often ignored the state's indigenous history. It's not just a problem in Washington State. A two-year study by Sarah Shear, associate professor of social studies education at Pennsylvania State University in Altoona, revealed that most students in all 50 states are graduating from high school without even basic knowledge of contemporary Native challenges or cultures.

Students are taught "nothing about treaties, land rights, water rights, nothing about the fact that tribes are still fighting to be recognized and determine sovereignty," Shear told ICTMN.

" Since Time Immemorial," is comprehensive yet flexible-it's designed so teachers can begin where they are most comfortable in their ability to teach the subject. The website provides curriculum for elementary, middle and high school grades, resources, expected outcomes, and teacher-support documents and videos.

McCoy said some school districts may have hesitated in implementing the curriculum because they were wary of potential costs. The state Office of Financial Management laid those concerns to rest, reporting in its analysis of SB 5433 that there would be no financial impact. "This [bill] requires districts to use the curriculum developed and made available free of charge by OSPI," the agency reported.

In addition to the curriculum being made available free online, the state's Office of Native Education provides free training and at least two universities provide free training online.

The passage of SB 5433 is a sign of political progress as well. It had broad bipartisan support; it was approved 42-7 by the Republican-majority Senate and 76-22 by the Democratic-majority House. Of 16 co-sponsors, five were Republicans, including Senate President Pro Tem Pam Roach, R-Auburn.

"We do have a rich, solid history in the state," McCoy said in an earlier interview. "And it should be taught."

Matt Remle, Lakota, Native American liaison at Marysville-Pilchuck High School near Tulalip, said teachers in his district-which voluntarily adopted "Since Time Immemorial" in 2014-were "initially hesitant" about teaching the curriculum, "not because they didn't want to teach it, but because they were afraid of getting something wrong. Now, I'm hearing from teachers about how easy and fun it is. They're giving some anecdotal feedback-'My students are more engaged, they are seeing themselves in the curriculum.' That's a good outcome."

He added, "One teacher was talking about doing a unit on Celilo Falls, and some students had family from that area. They got excited about it. It prompted them to want to talk to their family about that history."

Remle is seeing Native students who are more engaged, and teachers who are more confident in using the curriculum. "There's a sense of pride too, that our district adopted this core curriculum before it [became mandatory]. The teachers are saying, 'All right, we were able to get ahead of the curve.'"

RELATED: Marysville School District Adopts Indigenous History Curriculum

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From 'Encouraged' to 'Mandatory': Schools Must Teach Native History in Washington - Indian Country Media Network

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There are 29 federally recognized indigenous nations in Washington State. They have treaties with the United States-they have their own governments, jurisdictions, and economies. They have treaty rights and responsibilities in their historical territories. Chances are, though, most students in Washington State don't know much about all that, which is about to change.

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Standards Main Page
Executive Summary
Preface
Introduction
Thematic Strands

Social studies programs should include experiences that provide for the study of culture and cultural diversity.

Human beings create, learn, share, and adapt to culture. The study of culture examines the socially transmitted beliefs, values, institutions, behaviors, traditions and way of life of a group of people; it also encompasses other cultural attributes and products, such as language, literature, music, arts and artifacts, and foods. Students come to understand that human cultures exhibit both similarities and differences, and they learn to see themselves both as individuals and as members of a particular culture that shares similarities with other cultural groups, but is also distinctive. In a multicultural, democratic society and globally connected world, students need to understand the multiple perspectives that derive from different cultural vantage points.

Cultures are dynamic and change over time. The study of culture prepares students to ask and answer questions such as: What is culture? What roles does culture play in human and societal development? What are the common characteristics across cultures? How is unity developed within and among cultures? What is the role of diversity and how is it maintained within a culture? How do various aspects of culture such as belief systems, religious faith, or political ideals, influence other parts of a culture such as its institutions or literature, music, and art? How does culture change over time to accommodate different ideas, and beliefs? How does cultural diffusion occur within and across communities, regions, and nations?

Through experience, observation, and reflection, students will identify elements of culture as well as similarities and differences among cultural groups across time and place. They will acquire knowledge and understanding of culture through multiple modes, including fiction and non-fiction, data analysis, meeting and conversing with peoples of divergent backgrounds, and completing research into the complexity of various cultural systems.

In schools, this theme typically appears in units and courses dealing with geography, history, sociology, and anthropology, as well as multicultural topics across the curriculum. Young learners can explore concepts of likenesses and differences among cultural groups through school subjects such as language arts, mathematics, science, music, and art. In social studies, learners interact with class members and discover culturally-based likenesses and differences. They begin to identify the cultural basis for some celebrations and ways of life in their community and in examples from across the world. In the middle grades, students begin to explore and ask questions about the nature of various cultures, and the development of cultures across time and place. They learn to analyze specific aspects of culture, such as language and beliefs, and the influence of culture on human behavior. As students progress through high school, they can understand and use complex cultural concepts such as adaptation, assimilation, acculturation, diffusion, and dissonance that are drawn from anthropology, sociology, and other disciplines to explain how culture and cultural systems function.

Social studies programs should include experiences that provide for the study of the past and its legacy.

Studying the past makes it possible for us to understand the human story across time. The historical experiences of societies, peoples and nations reveal patterns of continuity and change. Historical analysis enables us to identify continuities over time in core institutions, values, ideals, and traditions, as well as processes that lead to change within societies and institutions, and that result in innovation and the development of new ideas, values and ways of life.

Knowledge and understanding of the past enable us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values and beliefs of the periods in which they took place. Study of the past makes us aware of the ways in which human beings have viewed themselves, their societies and the wider world at different periods of time.

Knowing how to read, reconstruct and interpret the past allows us to answer questions such as: How do we learn about the past? How can we evaluate the usefulness and degree of reliability of different historical sources? What are the roots of our social, political and economic systems? What are our personal roots and how can they be viewed as part of human history? Why is the past important to us today? How has the world changed and how might it change in future? How do perspectives about the past differ, and to what extent do these differences inform contemporary ideas and actions?

Children in early grades learn to locate themselves in time and space. They gain experience with sequencing to establish a sense of order and time, and begin to understand the historical concepts that give meaning to the events that they study. The use of stories about the past can help children develop their understanding of ethical and moral issues as they learn about important events and developments. Children begin to recognize that stories can be told in different ways, and that individuals may hold divergent views about events in the past. They learn to offer explanations for why views differ, and thus develop the ability to defend interpretations based on evidence from multiple sources. They begin to understand the linkages between human decisions and consequences. The foundation is laid for the further development of historical knowledge, skills, and values in the middle grades.

Through a more formal study of history, students in the middle grades continue to expand their understanding of the past and are increasingly able to apply the research methods associated with historical inquiry. They develop a deeper understanding and appreciation for differences in perspectives on historical events and developments, recognizing that interpretations are influenced by individual experiences, sources selected, societal values, and cultural traditions. They are increasingly able to use multiple sources to build interpretations of past events and eras. High school students use historical methods of inquiry to engage in the examination of more sophisticated sources. They develop the skills needed to locate and analyze multiple sources, and to evaluate the historical accounts made by others. They build and defend interpretations that reconstruct the past, and draw on their knowledge of history to make informed choices and decisions in the present.

Social studies programs should include experiences that provide for the study of people, places, and environments.

The study of people, places, and environments enables us to understand the relationship between human populations and the physical world. Students learn where people and places are located and why they are there. They examine the influence of physical systems, such as climate, weather and seasons, and natural resources, such as land and water, on human populations. They study the causes, patterns and effects of human settlement and migration, learn of the roles of different kinds of population centers in a society, and investigate the impact of human activities on the environment. This enables them to acquire a useful basis of knowledge for informed decision-making on issues arising from human-environmental relationships.

During their studies, learners develop an understanding of spatial perspectives, and examine changes in the relationship between peoples, places and environments. They study the communications and transportation networks that link different population centers, the reasons for these networks, and their impact. They identify the key social, economic and cultural characteristics of populations in different locations as they expand their knowledge of diverse peoples and places. Learners develop an understanding of the growth of national and global regions, as well as the technological advances that connect students to the world beyond their personal locations.

Today's social, cultural, economic and civic issues demand that students apply knowledge, skills, and understandings as they address questions such as: Why do people decide to live where they do or move to other places? Why is location important? How do people interact with the environment and what are some of the consequences of those interactions? What physical and other characteristics lead to the creation of regions? How do maps, globes, geographic tools and geospatial technologies contribute to the understanding of people, places, and environments?

In schools, this theme typically appears in units and courses dealing with geography, regional studies, and world cultures. Student experiences will encourage increasingly abstract thought as they use data and apply skills in analyzing human behavior in relation to its physical and cultural environment. In the early grades, young learners draw upon immediate personal experiences in their neighborhoods, towns and cities, and states, as well as peoples and places distant and unfamiliar, to explore geographic concepts and skills. They learn to use maps, globes, and other geographic tools. They also express interest in and concern for the use and misuse of the physical environment. During the middle grades, students explore people, places, and environments in this country and in different regions of the world. They learn to evaluate issues such as population growth and its impact, "push and pull" factors related to migration, and the causes and implications of national and global environmental change. Students in high school are able to apply an understanding of geospatial technologies and other geographic tools and systems to a broad range of themes and topics. As they analyze complex processes of change in the relationship between people, places, and environments, and the resulting issues and challenges, they develop their skills at evaluating and recommending public policies.

Social studies programs should include experiences that provide for the study of individual development and identity.

Personal identity is shaped by an individual's culture, by groups, by institutional influences, and by lived experiences shared with people inside and outside the individual's own culture throughout her or his development. Given the nature of individual development in a social and cultural context, students need to be aware of the processes of learning, growth, and interaction at every level of their own school experiences. The examination of various forms of human behavior enhances an understanding of the relationships between social norms and emerging personal identities, the social processes that influence identity formation, and the ethical principles underlying individual action.

Questions related to identity and development, which are important in psychology, sociology, and anthropology, are central to the understanding of who we are. Such questions include: How do individuals grow and change physically, emotionally and intellectually? Why do individuals behave as they do? What influences how people learn, perceive, and grow? How do people meet their basic needs in a variety of contexts? How do individuals develop over time? How do social, political, and cultural interactions support the development of identity? How are development and identity defined at other times and in other places?

The study of individual development and identity will help students to describe factors important to the development of personal identity. They will explore the influence of peoples, places, and environments on personal development. Students will hone personal skills such as demonstrating self-direction when working towards and accomplishing personal goals, and making an effort to understand others and their beliefs, feelings, and convictions.

In the early grades, young learners develop their personal identities in the context of families, peers, schools, and communities. Central to this development are the exploration, identification, and analysis of how individuals and groups are alike and how they are unique, as well as how they relate to each other in supportive and collaborative ways. In the middle grades, issues of personal identity are refocused as the individual begins to explain his or her unique qualities in relation to others, collaborates with peers and with others, and studies how individuals develop in different societies and cultures. At the high school level, students need to encounter multiple opportunities to examine contemporary patterns of human behavior, using methods from the behavioral sciences to apply core concepts drawn from psychology, sociology, and anthropology as they apply to individuals, societies, and cultures.

Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.

Institutions are the formal and informal political, economic, and social organizations that help us carry out, organize, and manage our daily affairs. Schools, religious institutions, families, government agencies, and the courts all play an integral role in our lives. They are organizational embodiments of the core social values of those who comprise them, and play a variety of important roles in socializing individuals and meeting their needs, as well as in the promotion of societal continuity, the mediation of conflict, and the consideration of public issues.

It is important that students know how institutions are formed, what controls and influences them, how they control and influence individuals and culture, and how institutions can be maintained or changed. The study of individuals, groups, and institutions, drawing upon sociology, anthropology, and other disciplines, prepares students to ask and answer questions such as: What is the role of institutions in this and other societies? How am I influenced by institutions? How do institutions change? What is my role in institutional change?

Students identify those institutions that they encounter. They analyze how the institutions operate and find ways that will help them participate more effectively in their relationships with these institutions. Finally, students examine the foundations of the institutions that affect their lives, and determine how they can contribute to the shared goals and desires of society.

In schools, this theme typically appears in units and courses dealing with sociology, anthropology, psychology, political science, and history. Young children should be given the opportunity to examine various institutions that affect their lives and influence their thinking. They should be assisted in recognizing the tensions that occur when the goals, values, and principles of two or more institutions or groups conflict-for example, the school board removing playground equipment for safety reasons vs. the same equipment being used in a city park playground (i.e., swings, monkey bars, or sliding boards). They should also have opportunities to explore ways in which institutions (such as voluntary associations, or organizations like health care networks) are created to respond to changing individual and group needs. Middle school learners will benefit from varied experiences through which they examine the ways in which institutions change over time, promote social conformity, and influence culture. They should be encouraged to use this understanding to suggest ways to work through institutional change for the common good. High school students must understand the paradigms and traditions that undergird social and political institutions. They should be provided opportunities to examine, use, and add to the body of knowledge offered by the behavioral sciences and social theory in relation to the ways people and groups organize themselves around common needs, beliefs, and interests.

Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance.

The development of civic competence requires an understanding of the foundations of political thought, and the historical development of various structures of power, authority, and governance. It also requires knowledge of the evolving functions of these structures in contemporary U.S. society, as well as in other parts of the world. Learning the basic ideals and values of a constitutional democracy is crucial to understanding our system of government. By examining the purposes and characteristics of various governance systems, learners develop an understanding of how different groups and nations attempt to resolve conflicts and seek to establish order and security.

In exploring this theme, students confront questions such as: What are the purposes and functions of government? Under what circumstances is the exercise of political power legitimate? What are the proper scope and limits of authority? How are individual rights protected and challenged within the context of majority rule? What conflicts exist among fundamental principles and values of constitutional democracy? What are the rights and responsibilities of citizens in a constitutional democracy?

Through study of the dynamic relationships between individual rights and responsibilities, the needs of social groups, and concepts of a just society, learners become more effective problem-solvers and decision-makers when addressing the persistent issues and social problems encountered in public life. By applying concepts and methods of political science and law, students learn how people work to promote positive societal change.

In schools, this theme typically appears in units and courses dealing with government, politics, political science, civics, history, law, and other social sciences. Learners in the early grades explore their natural and developing sense of fairness and order as they experience relationships with others. They develop an increasingly comprehensive awareness of rights and responsibilities in specific contexts. During the middle school years, these rights and responsibilities are applied in more complex contexts with emphasis on new applications. Learners study the various systems that have been developed over the centuries to allocate and employ power and authority in the governing process. High school students develop their abilities to understand and apply abstract principles. At every level, learners should have opportunities to apply their knowledge and skills to participate in the workings of the various levels of power, authority, and governance.

Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services.

People have wants that often exceed the limited resources available to them. The unequal distribution of resources necessitates systems of exchange, including trade, to improve the well-being of the economy, while the role of government in economic policy-making varies over time and from place to place. Increasingly, economic decisions are global in scope and require systematic study of an interdependent world economy and the role of technology in economic growth. As a result, a variety of ways have been invented to decide upon answers to four fundamental questions: What is to be produced? How is production to be organized? How are goods and services to be distributed and to whom? What is the most effective allocation of the factors of production (land, labor, capital, and entrepreneurship)?

In exploring this theme, students confront such questions as: What factors influence decision-making on issues of the production, distribution and consumption of goods? What are the best ways to deal with market failures? How does interdependence brought on by globalization impact local economies and social systems?

Students will gather and analyze data, as well as use critical thinking skills to determine how best to deal with scarcity of resources. The economic way of thinking will also be an important tool for students as they analyze complex aspects of the economy.

In schools, this theme typically appears in units and courses dealing with concepts, principles, and issues drawn from the discipline of economics. Young learners begin by prioritizing their economic wants vs. needs. They explore economic decision-making as they compare their own economic experiences with those of others and consider the wider consequences of those decisions on groups, communities, the nation, and beyond. In the middle grades, learners expand their knowledge of economic concepts and principles, and use economic reasoning processes in addressing issues related to fundamental economic questions. High school students develop economic perspectives and deeper understanding of key economic concepts and processes through systematic study of a range of economic and sociopolitical systems, with particular emphasis on the examination of domestic and global economic policy options related to matters such as trade, resource use, unemployment, and health care.

Social studies programs should include experiences that provide for the study of relationships among science, technology, and society.

Science, and its practical application, technology, have had a major influence on social and cultural change, and on the ways people interact with the world. Scientific advances and technology have influenced life over the centuries, and modern life, as we know it, would be impossible without technology and the science that supports it.

There are many questions about the role that science and technology play in our lives and in our cultures. What can we learn from the past about how new technologies result in broader social change, some of which is unanticipated? Is new technology always better than that which it replaces? How can we cope with the ever-increasing pace of change, perhaps even the concern that technology might get out of control? How can we manage technology so that the greatest numbers of people benefit? How can we preserve fundamental values and beliefs in a world that is rapidly becoming one technology-linked village? How do science and technology affect our sense of self and morality? How are disparate cultures, geographically separated but impacted by global events, brought together by the technology that informs us about events, and offered hope by the science that may alleviate global problems (e.g., the spread of AIDS)? How can gaps in access to benefits of science and technology be bridged?

This theme appears in units or courses dealing with history, geography, economics, and civics and government. It draws upon several scholarly fields from the natural and physical sciences, social sciences, and the humanities for specific examples of issues as well as the knowledge base for considering responses to the societal issues related to science and technology.

Young children learn how science and technologies influence beliefs, knowledge, and their daily lives. They study how basic technologies such as telephones, ships, automobiles, and airplanes have evolved and how we have employed technology such as air conditioning, dams, and irrigation to modify our physical environment and contribute to changes in global health and economics. From history (their own and others'), they can construct examples of the effects of technologies such as the wheel, the stirrup, an understanding of DNA, and the Internet. In the middle grades, students begin to explore the complex influence of scientific findings and technology on human values, the growth of knowledge, and behavior. Students examine scientific ideas and technological changes that have surprised people and even challenged their beliefs, as in the case of discoveries about our universe and their technological applications, as well as the genetic basis of life, atomic physics, and other subjects. As they move from the middle grades to high school, students continue to think analytically about the consequences of change and how we can manage science and technology to increase benefits to all. Students gain the knowledge to analyze issues such as the protection of privacy in the age of the Internet; electronic surveillance; the opportunities and challenges of genetic engineering; test-tube life; and other findings and technologies with implications for beliefs, longevity, and the quality of life and the environment.

Social studies programs should include experiences that provide for the study of global connections and interdependence.

Global connections have intensified and accelerated the changes faced at the local, national, and international levels. The effects are evident in rapidly changing social, economic, and political institutions and systems. World trade has expanded and technology has removed or lowered many barriers, bringing far-flung cultures, institutions, and systems together. Connections among nations and regions of the world provide opportunities as well as uncertainties. The realities of global interdependence require deeper understanding of the increasing and diverse global connections among world societies and regions.

In exploring this theme, students confront questions such as: What are the different types of global connections? What global connections have existed in the past, exist currently, and are likely in the future? How do ideas spread between societies in today's interconnected world? How does this result in change in those societies? What are the other consequences of global connections? What are the benefits from and problems associated with global interdependence? How might people in different parts of the world have different perspectives on these benefits and problems? What influence has increasing global interdependence had on patterns of international migration? How should people and societies balance global connectedness with local needs? What is needed for life to thrive on an ever changing and increasingly interdependent planet?

Analyses of the costs and benefits of increased global connections, and evaluations of the tensions between national interests and global priorities, contribute to the development of possible solutions to persistent and emerging global issues. By interpreting the patterns and relationships of increased global interdependence, and its implications for different societies, cultures and institutions, students learn to examine policy alternatives that have both national and global implications.

This theme typically appears in units or courses dealing with geography, culture, economics, history, political science, government, and technology but may also draw upon the natural and physical sciences and the humanities, including literature, the arts, and languages. Through exposure to various media and first-hand experiences, young learners become aware of how things that happen in one part of the world impact other parts of the world. Within this context, students in early grades examine and explore various types of global connections as well as basic issues and concerns. They develop responsive action plans, such as becoming e-pals with a class in another part of the world. In the middle years, learners can initiate analyses of the consequences of interactions among states, nations, and world regions as they respond to global events and changes. At the high school level, students are able to think systematically about personal, national, and global decisions, and to analyze policies and actions, and their consequences. They also develop skills in addressing and evaluating critical issues such as peace, conflict, poverty, disease, human rights, trade, and global ecology.

Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

An understanding of civic ideals and practices is critical to full participation in society and is an essential component of education for citizenship, which is the central purpose of social studies. All people have a stake in examining civic ideals and practices across time and in different societies. Through an understanding of both ideals and practices, it becomes possible to identify gaps between them, and study efforts to close the gaps in our democratic republic and worldwide.

Learning how to apply civic ideals as part of citizen action is essential to the exercise of democratic freedoms and the pursuit of the common good. Through social studies programs, students acquire a historical and contemporary understanding of the basic freedoms and rights of citizens in a democracy, and learn about the institutions and practices that support and protect these freedoms and rights, as well as the important historical documents that articulate them. Students also need to become familiar with civic ideals and practices in countries other than our democratic republic.

Questions faced by students studying this theme might be: What are the democratic ideals and practices of a constitutional democracy? What is the balance between rights and responsibilities? What is civic participation? How do citizens become involved? What is the role of the citizen in the community and the nation, and as a member of the world community? Students will explore how individuals and institutions interact. They will also recognize and respect different points of view. Students learn by experience how to participate in community service and political activities and how to use democratic processes to influence public policy.

In schools, this theme typically appears in units or courses dealing with civics, history, political science, cultural anthropology, and fields such as global studies and law-related education, while also drawing upon content from the humanities. In the early grades, students are introduced to civic ideals and practices through activities such as helping to set classroom expectations, examining experiences in relation to ideals, participating in mock elections, and determining how to balance the needs of individuals and the group. During these years, children also experience views of citizenship in other times and places through stories and drama. By the middle grades, students expand their knowledge of democratic ideals and practices, along with their ability to analyze and evaluate the relationships between these ideals and practices. They are able to see themselves taking civic roles in their communities. High school students increasingly recognize the rights and responsibilities of citizens in identifying societal needs, setting directions for public policies, and working to support both individual dignity and the common good. They become familiar with methods of analyzing important public issues and evaluating different recommendations for dealing with these issues.

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National Curriculum Standards for Social Studies: Chapter 2-The Themes of Social Studies

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Standards Main Page Executive Summary Preface Introduction

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Washington State

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Ealrs - Resources of Grade Level Expectation

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UCLS History of Public History Initiative  / National Council for History in the Schools

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UCLS History of Public History Initiative  / National Council for History in the Schools

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Public History Initiative | National Center for History in the Schools

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Contents of National Standards in World History for Grades 5-12

Era 1
The Beginnings of Human Society
Standard 1: The biological and cultural processes that gave rise to the earliest human communities

Standard 2: The processes that led to the emergence of agricultural societies around the world

Era 2
Early Civilizations and the Emergence of Pastoral Peoples, 4000-1000 BCE
Standard 1: The major characteristics of civilization and how civilizations emerged in Mesopotamia, Egypt, and the Indus valley

Standard 2: How agrarian societies spread and new states emerged in the third and second millennia BCE

Standard 3: The political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE

Standard 4: Major trends in Eurasia and Africa from 4000-1000 BCE

Era 3
Classical Traditions, Major
Religions, and Giant Empires,
1000 BCE-300 CE
Standard 1: Innovation and change from 1000-600 BCE horses, ships, iron, and monotheistic faith

Standard 2: The emergence of Aegean civilization and how interrelations developed among peoples of the eastern Mediterranean and Southwest Asia, 600-200 BCE

Standard 3: How major religions and large-scale empires arose in the Mediterranean basin, China, and India, 500 BCE-300 CE

Standard 4: The development of early agrarian civilizations in Mesoamerica

Standard 5: Major global trends from 1000 BCE-300 CE

Era 4
Expanding Zones of
Exchange and Encounter,
300-1000 CE
Standard 1: Imperial crises and their aftermath, 300-700 CE

Standard 2: Causes and consequences of the rise of Islamic civilization in the 7th-10th centuries

Standard 3: Major developments in East Asia and Southeast Asia in the era of the Tang dynasty, 600-900 CE

Standard 4: The search for political, social, and cultural redefinition in Europe, 500-1000 CE

Standard 5: The development of agricultural societies and new states in tropical Africa and Oceania

Standard 6: The rise of centers of civilization in Mesoamerica and Andean South America in the first millennium CE

Standard 7: Major global trends from 300-1000 CE

Era 5
Intensified Hemispheric Interactions
1000-1500 CE
Standard 1: The maturing of an interregional system of communication, trade, and cultural exchange in an era of Chinese economic power and Islamic expansion

Standard 2: The redefining of European society and culture, 1000-1300 CE

Standard 3: The rise of the Mongol empire and its consequences for Eurasian peoples, 1200-1350

Standard 4: The growth of states, towns, and trade in Sub-Saharan Africa between the 11th and 15th centuries

Standard 5: Patterns of crisis and recovery in Afro-Eurasia, 1300-1450

Standard 6: The expansion of states and civilizations in the Americas, 1000-1500

Standard 7: Major global trends from 1000-1500 CE

Era 6
The Emergence of the First Global Age, 1450-1770
Standard 1: How the transoceanic interlinking of all major regions of the world from 1450-1600 led to global transformations

Standard 2: How European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-1750

Standard 3: How large territorial empires dominated much of Eurasia between the 16th and 18th centuries

Standard 4: Economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas, 1500-1750

Standard 5: Transformations in Asian societies in the era of European expansion

Standard 6: Major global trends from 1450-1770

Era 7
An Age of Revolutions, 1750-1914
Standard 1: The causes and consequences of political revolutions in the late 18th and early 19th centuries

Standard 2: The causes and consequences of the agricultural and industrial revolutions, 1700-1850

Standard 3: The transformation of Eurasian societies in an era of global trade and rising European power, 1750-1870

Standard 4: Patterns of nationalism, state-building, and social reform in Europe and the Americas, 1830-1914

Standard 5: Patterns of global change in the era of Western military and economic domination, 1800-1914

Standard 6: Major global trends from 1750-1914

Era 8
A Half-Century of Crisis and Achievement, 1900-1945
Standard 1: Reform, revolution, and social change in the world economy of the early century

Standard 2: The causes and global consequences of World War I

Standard 3: The search for peace and stability in the 1920s and 1930s

Standard 4: The causes and global consequences of World War II

Standard 5: Major global trends from 1900 to the end of World War II

Era 9
The 20th Century Since 1945:
Promises and Paradoxes
Standard 1: How post-World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up

Standard 2: The search for community, stability, and peace in an interdependent world

Standard 3: Major global trends since World War II

World History
Across the Eras
Standard 1: Long-term changes and recurring patterns in world history

Notes on the World History Standards

Approaches to World History

These guidelines call for a minimum of three years of World History instruction between grades 5 and 12. They also advocate courses that are genuinely global in scope. The Standards set forth in this chapter are intended as a guide and resource for schools in developing or improving World History courses. They are not meant to serve as a prescribed syllabus or day-to-day course outline. Teachers may wish to explore a number of different conceptual and organizational approaches to curriculum design. How much time should be devoted to particular periods, regions, or historical issues? What subject matter should be emphasized and what topics excluded? What is the proper balance between generalization and detail? Different teachers and schools will arrive at different answers to these questions. The Standards presented here are compatible with and will support a variety of curricular frameworks. Among possible approaches, four are perhaps most widely used:

Comparative civilizations. This approach invites students to investigate the histories of major civilizations one after another. A single civilization may be studied over a relatively long period of time, and ideas and institutions of different civilizations may be compared. This framework emphasizes continuities within cultural traditions rather than historical connections between civilizations or wider global developments.

Civilizations in global context. This conceptualization strikes a balance between the study of particular civilizations and attention to developments resulting from interactions among societies. This approach may also emphasize contacts between urban civilizations and non-urban peoples such as pastoral nomads. Students are likely to investigate the major civilized traditions in less detail than in the comparative civilizations model but will devote relatively more time to studying the varieties of historical experience world-wide.

Interregional history. Teachers have been experimenting with this model in recent years. Here students focus their study on broad patterns of change that may transcend the boundaries of nations or civilizations. Students investigate in comparative perspective events occurring in different parts of the world at the same time, as well as developments that involve peoples of different languages and cultural traditions in shared experience. This approach includes study of particular societies and civilizations but gives special attention to larger fields of human interaction, such as the Indian Ocean basin, the "Pacific rim," or even the world as a whole. In comparison with the other two models, this one puts less emphasis on long-term development of ideas and institutions within civilizations and more on large-scale forces of social, cultural, and economic change.

Thematic history. Here students identify and explore particular historical issues or problems over determined periods of time. For example, one unit of study might be concerned with urbanization in different societies from ancient to modern times, a second with slavery through the ages, and a third with nationalism in modern times. This approach allows students to explore a single issue in great depth, often one that has contemporary relevance. Teachers may want to consider, however, the hazards of separating or isolating particular phenomena from the wider historical context of the times. A useful compromise may be to choose a range of themes for emphasis but then weave them into chronological study based on one of the other three models.

A Note on Terminology

These standards employ certain terms that may be unfamiliar to some readers. Southwest Asia is used to designate the area commonly referred to as the Middle East, that is, the region extending from the eastern coast of the Mediterranean Sea to Afghanistan, including Turkey and the Arabian Peninsula. Middle East is used only in certain standards pertaining to the 20th century. The term Afro-Eurasia appears occasionally to express the geographical context of historical developments that embrace both Africa and Eurasia. The secular designations BCE (before the Common Era) and CE (in the Common Era) are used throughout the Standards in place of BC and AD. This change in no way alters the conventional Gregorian calendar.

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World History Content Standards - Public History Initiative | National Center for History in the Schools

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Era 1 The Beginnings of Human Society Standard 1: The biological and cultural processes that gave rise to the earliest human communitiesStandard 2: The processes that led to the emergence of agricultural societies around the world Era 2 Early Civilizations and the Emergence of Pastoral Peoples, 4000-1000 BCE Standard 1:

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Most all tribes in Alaska have tribal codes or ordinances further describing the structure of their government, and providing procedural guidelines for the tribal government such as elections, membership and enrollment, and tribal court structures and procedures. The codes are typically voted on by the councils, rather than by all the adult tribal members.

Tribal governments offer a wide variety of services to their tribal members and residents of the villages including health care, social services, housing, utilities, educational assistance, employment, environmental safeguards, and judicial services. These services may be delivered directly through the tribal government or through non-profit Native owned and operated organizations. The services are provided through 638 contracts and compacts from the Department of Interior and Indian Health Services, and through other grants and contracts with various other state and federal agencies. In communities where there is no city or borough government, the tribal governments tend to provide more governmental services than in those communities where cities and borough governments exist.

There is a wide variety of land ownership patterns in Alaska villages, and most tribal governments in Alaska are land managers. Even though the Alaska Native Claims Settlement Act (ANCSA) placed the land settlement with the various village and regional for-profit Native corporations, most tribes in Alaska own land. Tribes have acquired land in a variety of ways including by purchase, gifts, through the Alaska Native townsite program, and by transferring land from corporations and cities to tribes. Some tribes own small parcels such as the land under their tribal offices or within the Native townsites, and some tribes own huge amounts of land that has been transferred from the village corporations. This land is owned in fee simple status meaning that the tribe's name is on the deed, and it is managed by the tribal councils. Tribally owned fee simple land in Alaska is not considered Indian country for jurisdictional purposes and the Secretary of Interior will not take any land in Alaska into 'trust' at this time to create Indian country.

Over half of the 229 tribes in Alaska are developing or have active tribal courts. The types of cases that Alaska tribal courts address include child custody, adoptions and guardianships, child protection, child support enforcement, domestic violence, probate, alcohol violations, animal control, environmental regulation, juvenile delinquency, juvenile status offences, cultural protection, internal governmental disputes, property damage, property disputes, trespass, misdemeanor offences, and fish and game/marine mammal protection.

Alaska tribal courts are organized under a range of structures, but most use a panel of judges rather than a single judge to hear cases. The tribal council may serve as the court, or a pool of judges created that may include some tribal council members. There may be a body entirely separated from the council established as the tribal court. The judges tend to be elders, council members, and tribal members who are respected and well-suited to the job, but not attorneys. Some tribes use the circle style sentencing format, which is an increasing trend particularly for juvenile delinquency and status offence cases.

Although tribal courts have a wide range of independence in terms of structures and procedures, they are all required to follow the due process guidance of the Indian Civil Rights Act of 1968, which is similar to the United States Bill of Rights. The fundamental elements of due process are notification of hearings, and an opportunity to be heard in front of a fair and impartial tribunal. The tribes are not required to provide due process in the same image as do the state or federal courts. Many of the provisions of the Indian Civil Rights Act apply to courts practicing criminal jurisdiction in cases where incarceration is a possibility. While all tribes in Alaska are interested in exercising their judicial capacity to protect the health and well-being of their tribal members, very few are interested in incarcerating them. Alaska tribes are most interested in protecting people and healing through treatment programs and cultural activities, and mending relationships.

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Most all tribes in Alaska have tribal codes or ordinances further describing the structure of their government, and providing procedural guidelines for the tribal government such as elections, membership and enrollment, and tribal court structures and procedures. The codes are typically voted on by the councils, rather than by all the adult tribal members.

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central council tlingit haida indian tribes of alaska

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Tlingit & Haida - Services - Education Services - Johnson O'Malley (JOM)

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Central Council of the Tlingit and Haida Indian Tribes of Alaska (Tlingit & Haida) is a tribal government representing over 30,000 Tlingit and Haida Indians worldwide. We are a sovereign entity and have a government to government relationship with the United States.

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Sealaska Heritage:  ANCSA Haida Language Curriculum, K-12

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HAIDA LANGUAGE CURRICULUM - K-12 | Sealaska Heritage

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Religion

In Northwest Coast culture, their customs, beliefs, and history were passed down orally through stories, songs, and dances.

They had stories about why certain things occurred, for example, the changes in season. There were also stories about each group and how they first appeared in this world. All of these stories were passed down to subsequent generations.

The people of the Northwest believed that they were surrounded, at all times, by supernatural beings interfering with the natural world.

In their culture, spirits were connected to all living things.

The only link between the spirit world and the natural world was the 'Shamans' or 'Medicine Men'.

Haida Raven Dancer

Shamans

Shaman

It was a Shaman's job to cure the sick, to ensure that there was adequate food, and to influence the weather. The belief was that they had the power to do all those things through an ability to communicate with the spirit world.

Both men and women could have been Shamans, however, they were most often men.

When someone took ill, it was believed to be an intervention by the spirit world, or a loss of the person's soul. Shamans were the only people who communicated directly with the spirits, so they were the only ones who could cure the sick.

Shamans wore:

Bearskin robes

Aprons

Rattles

Skin drums

Charms

Neckalces

Masks (on some occasions)

The Shamans used their rattles to summon up powers from the spirit world. Then they went into a trance, communicating directly with the spirits, asking them to cure the ill person.

Shaman's necklace

Shaman's charm

Ceremonies

'Potlatch' was the name given to most Northwest Coast celebrations. It comes from the Nuu-chah-nulth word 'pachitle' meaning 'to give'.

A potlatch was a big celebration that often took more than a year to plan. The ceremony usually corresponded with a person's change in social status, for example, marriage, birth, death, and coming of age. It included a feast, singing and costumed dancers, and some potlatches lasted as long as two to three weeks.

Most importantly, though, potlatches became a way in which families could show off their wealth to others.

Each person invited to a Potlatch received gifts related to their social rank. Some examples of gifts: canoes, slaves, carved dishes, and eulachon oil. The more wealth that a family gave away (as gifts), the more prestige was bestowed on them.

Potlatch dancers

Costumed dancers

Winter Dances

Winter Dances were staged performances with masked dancers that created an illusion of death or of direct contact with supernatural powers.

Chilkat dancer

Dignity Potlatch

The most important social event of the coastal people was a huge feast they called the potlatch.

A chief would call people to attend a potlatch to celebrate a birth, or marriage, or to mark the finishing of a new house.

He would honour everyone with gifts, the more lavish the better, to show everyone how successful a leader he was.

A Dignity Potlatch was held if an important person, like a Chief, had an embarrassing moment, like falling out of a canoe. The purpose of this smaller potlatch was to offset any humiliation the person suffered.

In Northwest Coast culture, a person could not be laughed at, or they lost all dignity. Therefore, a potlatch reestablished some dignity.

Art

Art played a major part in Northwest Coast culture.

They were known for their:

Basketry (basket, hats)

Woodworking (masks, totem poles)

Weaving (Chilkat blankets)

Basketry

The Northwest Coast people used baskets for storage and trade.

Hats were particularly important for the Northwest people because they were used as protection from the rain.

Woodworking

Woodworking, particularly carving, was an art form passed down from generation to generation. They made totem poles, canoes, 'bentwood' boxes, sculptures, and masks.

Totem Poles

Totem poles were large carved poles used to display the clan crest and social status of a family.

The poles were carved directly out of cedar trees, so some were up to 15 metres tall.

Most totem poles had both animal and human forms carved into them, usually representing the family crest.

Totem poles were usually painted black, red, blue, and sometimes white and yellow.

In Nuu-chah-nulth and Kwakwakw'wakw culture, a poles with a bird on top showed the house of the Chief.

It usually took help from most of the village to raise the totem pole.

Canoes
The art of carving canoes was passed down from father to son, and no one, except the official canoe carvers was allowed to carve the canoes.

Bentwood Boxes
Bentwood boxes were made from a single cedar plank. The plank was steamed and then bent at three corners and pegged together. Bentwood boxes were used to serve and store food, and were also common at ceremonial feasts.

Sculptures

Masks

Northwest Coast carved masks were an important part of all ceremonies.

The Haida had a transformation mask as a common theme was metamorphosis.

Masks in copper was a sign of wealth.

Beaver mask

Tlingit Bird mask

Weaving

Women were responsible for all the weaving, and they made clothing, mats, and bed sheets.

For weaving the women used softened cedar bark strips or cattails, with coloured grasses to add colour. The materials were collected during the summer months and then dried.

One of the most common things they wove was the chilkat blanket.

Weaving inside a longhouse

Clothing

Haida leather cape

The people of the Northwest Coast wore very little clothing, except when it was cold.

In the warmer months, men would often go naked, and women would only wear bark skirts.

The women made most of the clothing out of softened cedar wood or bark, animal leather, and wool.

Rainy Weather

Haida Spruce root hat

Since it rained a lot on the Northwest Coast, clothing was more important for blocking the rain than for keeping them warm.

They wore bark capes and spruce hats as protection against the rain.

Social Status

Two Haida Chiefs with Chilkat blankets and headdresses

Northwest Coast society was built on personal wealth and social status, so they typically wore clothes that followed the class system.

If a person was rich, they showed it by wearing fancier clothes and jewelry.

Chiefs (the highest ranking individuals) wore a chilkat blanket, dance apron, leggings and mocassins.

Chilkat Blankets

Chilkat blanket

Chilkat Blankets are one of the most well known symbols of Northwest Coast culture.

The colourful blankets worn for special occasions, were woven from goat's wool and cedar bark, and then painted.

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The Northwest Coastal People - Religion / Ceremonies / Art / Clothing

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Religion In Northwest Coast culture, their customs, beliefs, and history were passed down orally through stories, songs, and dances. They had stories about why certain things occurred, for example, the changes in season. There were also stories about each group and how they first appeared in this world.

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This site is dedicated for Alaska Native Language learners and educators.

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Alaska Native Knowledge Network Resources

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Alaska Native Knowledge Network Resources

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A database of lessons and units searchable by content and cultural standards, cultural region and grade level. More units will be available soon. You can use Acrobat Reader to look at the PDF version of the Cover Sheet for the Units and Self-Assessment for Cultural Standards in Practice.

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Alaska Cultural Standards for Educators: PASSAGES for Academic Success on Vimeo

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The videos in this album were produced through a partnership between Sealaska Heritage Institute and SERRC, Alaska's Educational Resource Center. The goal is...

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By the end of instruction, students will:

Recognize that the Civil Rights Era also included a civil rights era for tribal people

1. 1. Students will summarize an interactive timeline of the Indian occupation of Alcatraz.

2. 2. Students will read an article on Indian activism and complete a dialectic journal.

By the end of instruction, students will:

understand the political and social aims of American Indian activism and the self-determination era and

understand at least two pieces of legislation that effectively began the self-determination era.

1. Students will work in groups to create themed timelines on:

1. a. Indian Activism: AIM

2. b. Indian Activism: non-AIM

3. c. American Indian Women's Service League

4. d. Fort Lawton Occupation

5. e. Tribal Self-Determination Legislation & Events

6. 2. Students will summarize three tribal self-determination legislation, events, and executive orders.

By the end of instruction, students will:

use oral history to compare the termination and self-determination eras and understand American Indian activism as an agent of change between the eras.

analyze and evaluate the aims and effects of at least one piece of federal self-determination legislation on a local tribe.

1. 1. Students will review oral history and strategies for conducting meaningful interviews.

2. 2. Students will formulate interview questions and watch video interviews of the following subjects:

1. a. Indian Occupation of Alcatraz

2. b. American Indian Women's Service League

3. c. Fort Lawton Occupation

4. d. Tribal Self-Determination Legislation & Events

1. 3. Students will interview a community member or panel with memory of the Termination Era, American Indian activism, and the Self-Determination Era

2. 4. Students will evaluate their interview, publish a report of the interview, and present their findings.

3. 5. Students will reflect on the how American Indian activism affected a transition in federal policy towards American Indians from Termination to Self-Determination.

Recognize landmark court decision and legislation that affected and continues to affect tribal sovereignty and understand that tribal sovereignty enables tribes to protect their ways of life and the development of their nations (tribal sovereignty objectives 1 & 2)

Analyzes and evaluates how people in the US have addressed issues involved with the distribution of resources and sustainability in the past or present. (GLE 2.4.1, grade 11) (GLE 3.1.2, grade 11) Analyzes cultural interactions. (GLE 3.2.2, grade 11) Analyzes how local tribes used the court system to regain their sovereign rights.(GLE 4.2.2, grade 11) (GLE 4.3.1, grade 11) (GLE 5.2.1, grade 11)

Corresponding CBA: Dig Deep Analyzing Sources

US History Movements and Issues at Home (1945 -1991) Indian Civil Rights: A Statement for Tribal Self-Determination
Level 1: Students will recognize that the Civil Rights Era also included a civil rights era for tribal people by studying a timeline of the Indian occupation of Alcatraz and creating a dialectic journal in response to an article.
Day 1-2

Motivate the lesson by asking students:

What do you know about Alcatraz Island?

What do you know about Civil Rights Movements in America?

Tell students Alcatraz was the site of a major American Indian Movement.

Distribute the student hand-out "We Hold the Rock: A Timeline" and tell students they will be summarizing major events during the American Indian occupation of Alcatraz.

Bring up the interactive (flash) timeline of the American Indian Occupation of Alcatraz at http://www.kqed.org/w/alcatraz/flash/movie.html

If you're working as a class (recommended to enhance discussion), call on student volunteers to select the "drifting icons."

http://www.kqed.org/w/alcatraz/flash/mov 1

Next, distribute the student hand-out "Indian Activism: A Dialectic Journal"

Explain to students that a dialectic journal is a way to report on an event using two different perspectives. In the column on the left, they can report on a passage, phrase, quote, main idea, important event, key fact, name of a document, or anything else they feel is important to Indian Activism. In the column on the right, they will use the same event, but this time report on a reaction, significance, connection, comparison, judge an idea, predict a future outcome, or reflect in any other way they feel is meaningful to them about the event.

Unsatisfied with a symbolic claim of Alcatraz, Richard Oakes (Mohawk) leaped from the Monte Cristo and swam 250 yards to Alcatraz Island. Although he left the island soon after reaching it, he swore to return

Ask students to report a reflection, reaction, or comment upon what has been recorded, give an opinion with supporting evidence, or make a prediction in the right side of their journal.

Extension
On September 21, 1972 Richard Oakes (Mohawk) died of a gunshot wound in northern California at the age of 30. His killer, Michael Morgan was first charged with murder which was changed to involuntary manslaughter and eventually freed, outraging the Indian community. Have students write a letter to the children and widow of Richard Oakes, discussing the stand he took in 1969 and its effect on all American Indians.
Looking Ahead to Level Two Curriculum:
If time allows, direct students to the website page for Indian Activism > Timeline at http://www.pbs.org/itvs/alcatrazisnotanisland/timeline2.html and ask them find out what happened in July 1970.

Ask students to hypothesize the different themes of the 22 legislative proposals that would support Indian self-determination (self-rule).

Level 2: Students will understand the political and social aims of American Indian activism and the self-determination era.

Students will understand at least two pieces of legislation that effectively began the self-determination era.

Day 1

Read or project the statements from the handout "Statistics - Portrait of American Indian Life from 1953 - 1970"

Ask students to fill in the blanks with their best estimates or guesses.

Direct students to the interactive (flash) website "47 Cents an Acre" at http://www.kqed.org/w/alcatraz/flash/movie.html

Discuss student estimates with actual answers as you uncover each statistic.

Day 1-3

Students will work in groups to complete a themed timeline on one of the following subjects:

1. Timeline of Indian Activism: AIM

Resource: "Timeline of Indian Activism"
http://www.pbs.org/itvs/alcatrazisnotanisland/timeline.html
2. Timeline of Indian Activism: non-AIM

Resource: "Timeline of Indian Activism"
http://www.pbs.org/itvs/alcatrazisnotanisland/timeline.html
Timeline of the American Indian Women's Service League

Resource: "American Indian Women's Service League"
http://depts.washington.edu/civilr/AIWSL.htm
Timeline of Fort Lawton Occupation 1969 - 1977

Resource: "By Right of Discovery"
http://depts.washington.edu/civilr/FtLawton_takeover.htm
Timeline of self-determination legislation, executive orders, and events from 1953 - 1991 (this group is special in that a framework for the timeline will be provided, but students in this group must compile the majority of their timeline from interviewing and gathering information from students in other groups).

Resources: " Time of Tribal Self-Determination: A Framework " student hand-out

"Laws Reflect Changing Status of American Indians in US History"
http://www.america.gov/st/peopleplace-english/2008/November/20061106163901bpuh0.5341455.html

Groups #1-4 will also be responsible for additional research and contributing at least 3 entries to the fifth group's (Group #5) timeline of self-determination legislation, executive orders, and events.

Ask group members in #1-4 to identify a group spokesperson to be interviewed by group #5 about the following subjects:

Group #1: AIM Group #2: non-AIM Group #3: AIWSL Group#4: Ft. Lawton

1978 - Santa Clara v. Martinez

1953 - Public Law 280

1950's - Federal Tribal Relocation Program

1953 - House Concurrent Resolution 108

1982 - Indian Mineral Development Act

1987 - California v. Cabazon

1960's - Economic Development and War on Poverty

1950's - Federal Tribal Relocation Program

1990 - Native American Languages Act

1988 - Indian Gaming Regulatory Act

1972 - Indian Education Act

1960's - Economic Development and War on Poverty

Students will present their themed timelines as a group

US History Movements and Issues at Home (1945 -1991) Indian Civil Rights & Self-Determination: Oral History Project
Level 3: Students will use oral history to compare the termination and self-determination eras and understand American Indian activism as an agent of change between the eras.

Students will analyze and evaluate the aims and effects of at least one piece of federal self-determination legislation on a local tribe.
Day 1

Introduce the students to oral history using the hand-out "Oral History Project: American Indian Activism as an Agent of Change from Termination to Self-Determination"

Research a possible interviewees or a panel of guest speakers for the students to interview that will be able to speak on the Termination Era, American Indian activism, and Tribal Self-Determination.

You will need to contact these individuals in advance to set-up dates for interviews or conference calls that work well with your class period.

Have students practice composing interview questions

Give students 5 minutes to formulate interview questions regarding:

IDEAS for SPEAKERS

Local tribal council

Tribal Cultural Resource Department

United Indians of All Tribes

American Indian Women Service League

Seattle Indian Health Board

American Indian Vietnam Veteran

Daybreak Star Staff

The American Indian Occupation of Alcatraz

Show students the video interviews of:

Adam Fortunate Eagle, Dr. LaNada Boyer, Richard Oakes, Millie Ketcheshawno, Denise Quitiquit, John Trudell, and Don Patterson http://www.pbs.org/itvs/alcatrazisnotanisland/people.html

After viewing the interview, discuss what questions were/weren't answered. What statements did the American Indian activists make that gave ideas for good interview questions.

Day 2

Give students 5 minutes to formulate interview questions regarding:
The American Indian Occupation of Fort Lawton and the establishment of a Seattle Indian community center
Show students the video interviews of:

Randy Lewis
http://depts.washington.edu/civilr/lewis_randy.htm
Lawney Reyes
http://depts.washington.edu/civilr/reyes.htm
Various American Indian activists
http://www.seattlechannel.org/videos/ video.asp?ID=3071012
Essex Porter http://www.kirotv.com/video/22919205/index.html

After viewing the interview, discuss what questions were/weren't answered. What statements did somebody make that gave ideas for good interview questions.

Practice composing interview questions

Give students 5 minutes to formulate interview questions regarding:

American Indian Women Service League
Show students the video interview of:

Ramona Bennet
http://depts.washington.edu/civilr/bennett.htm
After viewing the interview, discuss what questions were/weren't answered. What statements did Ramona Bennet make that gave ideas for good interview questions?

Day 3 - 4

Practice composing interview questions

Give students 5 minutes to formulate interview questions regarding:

Tribal Self-Determination and the Muckleshoot Tribe
Show students the video interview of:

Willard Bill
http://depts.washington.edu/civilr/bill.htm
After viewing the interview, discuss what questions were/weren't answered. What statements did Willard Bill make that gave ideas for good interview questions?

Inform students there will be a guest speaker coming to the class for them to interview. Give some background information for the speaker. Ask students to use what they've learned about interviewing to formulate a list of questions for the interviewee(s).

Practice interviewing techniques by having a student interview you or another student, with other students observing and then discuss what they saw followed by a debriefing session where you reflect on the experience, discuss what kinds of questions worked best, and identify strategies for improving the interview.

Ask the students to decide whether the interview will be:

elaborate (filmed and edited),

moderate (taped and transcribed, with editing), or

elementary (interview with notes).

Day 5

Students carry out oral history interviews.

REMEMBER! If you are interviewing an elder, it is customary to bring a gift. A hand-made item or food is perfectly acceptable.

Day 6-7

Students evaluate their interview, edit and shape their interview, evaluate bias and point of view, and plan a report on their interview subject.

Publishing. Students make either a:

book,

a wall display,

a website, or

other public display of their interviews and what they learned about this period. Photographs of the interview subject from the past and today, can enhance such displays.

Day 8

Panel and audience. The day of presentations provides an excellent opportunity to provide students with a real audience. Consider inviting:

parents,

other teachers (during their conference periods),

administrators,

and community members into your classroom to hear the presentations and to also be on hand afterward to congratulate project teams.

Day 9

Lead a class discussion and evaluation of:

American Indian transformation of federal-Indian policy

A comparison of the Termination and Self-Determination eras

An analysis of the aims and effects of federal self-determination legislation

Final reflection. In addition, students write a final reflection on the unit, discussing how American Indian activism affected a transition in federal policy towards American Indians from Termination to Self-Determination. This can be anything from extended journal writing and a learning log to a more formal essay.

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By the end of instruction, students will: Recognize that the Civil Rights Era also included a civil rights era for tribal people 1. Students will summarize an interactive timeline of the Indian occupation of Alcatraz. 2. Students will read an article on Indian activism and complete a dialectic journal.

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The Hero's Journey | Discovering Our Story

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HAIDA LANGUAGE CURRICULUM - K-12 | Sealaska Heritage

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Common Core Standards – Integrating ELA with History and Science

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Common Core Standards – Integrating ELA with History and Science

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Beauty isn't hard to find on Haida Gwaii, an archipelago located off the coast of northern British Columbia, Canada. It can be seen within the islands' dense forests, crashing ocean waves, and soaring seabirds, but also in the Haida people's reverence for this place they have called home for thousands of years.

After decades of successful fights against logging corporations and the Canadian government, the people of the Haida Nation put forth a Land Use Vision that sets up stringent restrictions to protect the land, forests, and wildlife of the islands.

The following are a few of the ways the Haida protect their land and traditions-while profiting economically-on sustainably managed, Haida-owned forestry operations. It is a delicate balance, but the Rainforest Alliance and Forest Stewardship Council (FSC) are proud to work with the Haida people to ensure that their land, traditions and livelihoods thrive.

1. The Overarching Spirit of Yah'guudang

Yah'guudang, a Haida phrase that means "respect for all living beings," has driven the cultural, environmental, political and business decisions of the Haida people since their beginnings on the islands over 13,000 years ago.

2. Protecting Culturally Modified Trees

An agreement between the Haida Nation, British Columbia and forestry companies, the Haida Land Use Order protects "Culturally Modified Trees," known as CMTs, which have been modified by the Haida as part of their traditions and rituals. Above, a hole was bored into a cedar to test the strength and health of the core for possible use as a canoe or totem pole.

3. Connecting Craft and Nature

Another type of CMT, the markings on the side of this cedar are from stripping bark to use for weaving traditional hats, baskets and other crafts. April Churchill, a Haida weaver says, "the annual [cedar] harvest is about making a commitment and promise between the forest, the tree, and yourself. So when you're accepting the harvest, you're saying, 'I'm here. I'll protect you no matter what.'"

4. Plants for Medicinal and Traditional Use

The Haida people have many reasons to protect and nurture plants-from their proven medicinal benefits to providing food sources for animals they share the islands with. Among the sacred plants and trees that receive special protection on Haida Gwaii, Devil's Club (above) is used medicinally for pain relief, arthritis, and general colds as well as for more spiritual protective powers.

5. Monumental Cedars for Traditional Haida Use

Also protected are "monumental cedars," old-growth cedar trees of high enough quality to be used in traditional Haida practices such as canoe and pole carving and the construction of traditional-style buildings. Seen above, a portion of the protected "monumentals," which are at least 100cm in diamater, are available only to people of the Haida Nation after obtaining a permit for traditional use.

6. Continuing the Carving Tradition

One of the cultural uses for monumental cedars is the ancient craft of pole carving. Above, a small team of carvers at the Haida Heritage Center, including master carver Garner Moody, work on a brand-new pole to be raised in the town of Skidegate. The design of this new pole features carvings that represent each of the clans on the island.

7. Rainforest Alliance/FSC-Certification

The Haida already enforce incredibly strict forestry policies in their land-use plan, which made it relatively easy for Taan, the forestry operation owned by the Haida Nation, to meet the criteria for Rainforest Alliance certification to the Forest Stewardship Council (FSC) standards, the benchmark of sustainability in the global timber marketplace.

8. Protecting Wildlife

The protection of wildlife on Haida Gwaii has deep roots in the native culture. The two main clans of the Haida people are Eagles and Ravens, two birds that call the archipelago home. The cultural ties to animals, including black bears (taan in Haida) whose dens are protected, are reflected in the many logging protections and reserves enforced through FSC and Haida Land Use Orders.

9. Spotlight on Northern Goshawk Breeding Grounds

One of the most stringent restrictions in the Land Use Order benefits the nesting and breeding grounds of the Northern Goshawk that soars above Haida Gwaii. When a Northern Goshawk nest is discovered outside of an existing reserve, no timber harvesting can occur within a minimum of 200 hectares (nearly 500 acres) to protect the bird's nesting and foraging habitat. (Photo: Steve Garvie)

10. Preserving Culture and Language

Throughout much of the 20th century, Haida children attended residential schools on the mainland and were forbidden to use their native Haida language. Today, the integrated schools (about half Haida and half non-Haida students) on the islands offer classes in Haida culture and language, which is regarded as an endangered language isolate. The photograph here shows one of two new poles raised in June 2015 at the Queen Charlotte Secondary School.

11. The Past and Future of Haida Sustainability

Armed with ancient traditions and modern business practices to protect the health and vitality of the land, the Haida people "can hold our heads up and know that we have taken the right steps in our day." The Rainforest Alliance is proud to play a small role in this sustainable future for Haida Gwaii.

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11 Ways the Haida Nation Protects Its Land and Heritage

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Beauty isn't hard to find on Haida Gwaii, an archipelago located off the coast of northern British Columbia, Canada. It can be seen within the islands' dense forests, crashing ocean waves, and soaring seabirds, but also in the Haida people's reverence for this place they have called home for thousands of years.

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Wings Brushing Boughs: Stads K'un named Haida Gwaii's national bird Critters

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(need to create a free account)

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