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This document outlines a unit plan for an English class focusing on Alaska Native literature and writing. The unit is designed to expose students to oral and written Alaska Native stories and traditions, compare them to Western literary approaches, and engage students in local culture. It involves lessons comparing oral and written versions of stories, conducting oral histories, writing dialogue plays on local topics, analyzing how setting informs literature, and studying works by both Native and non-Native Alaskan authors. The goal is to connect Native ways of knowing to the English curriculum, address potential conflicts between standard English and local dialects, and leave time for community engagement.
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Концепция запуска домена .РУС
Данная концепция носит предварительный характер, окончательная версия будет утверждена официальным решением компании «Русские имена».
Запуск домена .РУС будет включать в себя несколько этапов:
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- приоритетная регистрация (Sunrise)
- премиальная регистрация (Landrush)
На первом этапе будут зарезервированы доменные имена для нужд общественных и некоммерческих организаций, которые используют русский язык в качестве языка международного общения. Дополнительно планируется включить в резерв названия областных центров России, Украины, Белоруссии, Казахстана, а также стран, где действуют русскоязычные сообщества пользователей.
Второй этап предоставляет возможность правообладателям товарных знаков получить доменные имена .РУС в приоритетном порядке, в соответствии с мировой практикой.
Наконец, третий период регистрации предполагает участие нескольких категорий: правообладателей фирменных наименований, учредителей СМИ, некоммерческих организаций, наименований мест происхождения товаров. К участию в этом этапе приглашаются также владельцы доменов .РУ и «зеркальных» доменных имен .RU. Администратор домена .RU сможет поучаствовать в регистрации на этом этапе, только если имя используется по прямому назначению — для адресации на работающий сайт.
Участники третьего этапа приобретают аукционные билеты, которые являются невозвратными, и могут подавать заявки на любые свободные доменные имена. Если на одно имя поступает более одной заявки, владелец домена определяется по итогам аукциона.
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Nmevans presentation
- 1. Alaska Native Literature and Writing PART OF AN “ENGLISH” UNIT BY NICHOLAS EVANS
- 2. Glennallen 248 miles SSE of Fairbanks 48% “minority” students • English 9-12 (Rotating) • Honor’s English (Alternating)
- 3. • Museum of the North • EDSC 407 – Developing Literacy Across Content Areas • Anthropology and Alaska Native Studies Programs • Alaska Native Knowledge Network • Alaska and Polar Regions Collections and Archives • Alaska Federation of Natives / Festival of Native Arts Unit Development
- 4. Unit Literature Review A. Suresh Canagarajah James Paul Gee June Jordan Lisa Delpit Paulo Freire Yi-Fu Tuan Aldo Leopold John Dewey
- 5. Unit Overview - Literature and Writing: Athabascan • Unit exists as a template / map • Compare Native Alaskan oral and written literature • Introduce critical / literary approaches to traditional myths • Connect Native Alaskan literature with world literature • Engage students with local culture (creation, recording, writing) • Connect Native ways of knowing • Conflict between Standard English and “Village English” • Leave time each class
- 6. 1 - Comparing Oral and Written “Literature” • Day One (?): • Read / hear one version of a local story (can be non-traditional – telling should be as close to primary as possible) • Write (Village) / Present (Standard) • Day Two (?) • Hear / read another version of a local story (can be non-traditional – telling should be as close to primary as possible) • Present (Village) / Write (Standard)
- 7. II - Oral Histories • Should follow Lesson I • Involve students in community cultural efforts • Listen to oral histories / interviews (Project Jukebox) • Seek out and create oral histories • Bring local elders / sourdoughs in to class • Writing vs. Transcribing • Time frame: 15-20 mins at a time • Age group: any (not this)
- 8. III - Dialogue Play • Pick a local (polarizing) topic of interest – subsistence laws, English language learning • Students adopt characters • Sticky note statements • Decide on a setting • Organize into a play and perform • Time span: ~1 class period
- 9. IV -Comparative Literature • After King Lear • Write about how setting informs text • Situational translation • Translocate and present another story (Perseverance Theater – Moby Dick) • Time frame: 3+ days, full classes • Age group: 11-12th grade
- 10. V - Non-Native Alaskan Writing • Shoehorn in some poetry lessons • Non-Native perspectives of the North • In-class exercise comparing the writing process of “Dream of the Lynx” (John Haines, Jim Warren) • “Sourdough” Literature – Trapping, Hunting, Subsistence, Northern Climate • Students write poems out of class • Time span: 20-30 mins each time John Haines
- 11. (Some) Standards Addressed Alaska State Reading Standards for Grades 9-10: Standard 1: Students should be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as implicit inferences from the text. Standard 4: Students should be able to determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). Standard 6: Students should be able to analyze a particular point of view or cultural experience reflected in a work of literature (e.g., mythology, colonialism and local culture), drawing on a wide reading of world literature. Standard 10: By the end of grade 9, students should be able to read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 9 (from upper grade 8 to grade 10), with scaffolding as needed at the high end of the range. Alaska State Content and Performance Standards for English and the Language Arts: Standard E: A student should understand and respect the perspectives of others in order to communicate effectively