Performance Expectations for the Iñupiaq Learning ...2015’ 1’ Performance Expectations for the Iñupiaq Learning Framework NSBSD Standards for Environmental Realm, All Themes

Revised May 26, 2015 1

Performance Expectations for the Iñupiaq Learning Framework

NSBSD Standards for Environmental Realm, All Themes

A note about performance levels: This document contains four levels of performance expectations for each ILF Overarching Understanding. In addition to those four levels, which are most often seen or expected in NSBSD schools, we note below one additional levels (in italics) that is not included in these tables, one most often exhibited by people after leaving the public school system. The levels are not tied to grades; rather, they are roughly correlated with ages at which the behavior or performance would be expected in traditional Iñupiaq culture. Because NSBSD students will encounter the ILF information at diverse ages and grades, they may find themselves in B, N, and P status at ages that are quite different from those traditionally expected. For instance, a high school student new to skin sewing, even though at the age when he or she would have been expected to be proficient, would nonetheless be at level B, Beginner. The levels are: [E] Emerging: From birth to about age 3, the time when children are gradually starting to become aware of themselves and their surroundings. [B] Beginner: Roughly equivalent to ages 3 to 7, a new learner who has become somewhat aware of his or her surroundings and is exploring them. [N] Novice: Roughly equivalent to ages 8 to 12, a learner who is deepening his or her abilities in the skill or concept but is still attempting new ways of expressing it. [P] Practitioner: Roughly equivalent to ages 13 to 18, a learner who regularly practices the skill or exhibits the concept and serves as a model for younger children. [M] Master: A person who has a deep knowledge and skill level and teaches the skill. We have not indicated performances for this level because an individual usually does not become a master until well into adulthood. It is not expected that everyone will become a master in every area of knowledge.


Food Preparation and Care ● Culture is embedded in language; different languages uniquely express cultural understandings and beliefs.

[E.fpc.1] ○ EQ: What understandings about the nature of food are clarified through the Iñupiaq language? [E.fpc.1.a]

● In the Iñupiaq worldview, the spiritual dimension is an integral part of and not separate from all aspects of a person’s awareness. [E.fpc.2]

○ EQ: How is spirituality embodied in the preparation and care of food? [E.fpc.2.a] ● Food preparation and sharing are universal ways of forging and maintaining family and community. [E.fpc.3]

○ EQ: How do societies forge and maintain family and community? [E.fpc.3.a] ○ EQ: How do societies use food – preparing, sharing, and consuming – to forge and maintain community?

[E.fpc.3.b] ● Each society strives to feed its members nutritious food. [E.fpc.4]

○ EQ: What are the nutritional values of indigenous foods? [E.fpc.4.a] ● The foods a person grows up on provide more than nutritional sustenance; they are imbued with emotional,

social, and symbolic importance as well. [E.fpc.5] ○ EQ: What emotional, social and symbolic meanings do your favorite foods hold for you? [E.fpc.5.a] ○ EQ: Why do we like some foods more than others? [E.fpc.5.b]

● Iñupiaq society is held together by the values, beliefs and traditions surrounding the sharing of the bounty. [E.fpc.6]

○ EQ: How are the values, beliefs, and traditions made manifest through the sharing of the bounty? [E.fpc.6.a] Strand Stem

(Instruc-tional Focus)

PE (Performance Expectation) Emerging

PE (Performance Expectation) Beginner

PE (Performance Expectation) Novice

PE (Performance Expectation) Practitioner

Food, Culture and

The student uses the

[E] E.fpc.1.1 Name traditional foods and

[B] E.fpc.1.1 Name traditional foods and

[N] E.fpc.1.1 Use Iñupiaq phrases that

[P] E.fpc.1.1 Discuss food preparation and


Language E.fpc.1

Iñupiaq and English languages to . . .

eating utensils; e.g., show picture of caribou; make tuttu soup naming ingredients as we put them in, eat, name utensils as we use them. This can be done with any snack or meal.

eating utensils in Iñupiaq.

include traditional food names, utensils and food-‐related verbs.

care and carry on a conversation Iñupiatun around the dinner table.

[E] E.fpc.1.2 Recognize and name animals used for foods.

[B] E.fpc.1.2 Name basic mammal, fish, and bird anatomy.

[N] E.fpc.1.2 Identify major organs, bones, tendons and body parts when cutting up an animal.

[P] E.fpc.1.2 Describe the processes of cutting up an animal and uses of various animal parts.

Spiritual aspects of food E.fpc.2

The student uses knowledge of Iñupiaq culture to . . .

[E] E.fpc.2.1 Listen actively to stories that describe a person’s spiritual relationship with the food quest.

[B] E.fpc.2.1. Retell stories that describe a person’s spiritual relationship with the food quest.

[N] E.fpc.2.1. Tell stories that describe a person’s spiritual relationship with the food quest.

[P] E.fpc.2.1. Tell his/her own stories that express the spiritual aspects of the food quest.

[E] E.fpc.2.2 Discover where food comes from; e.g., explain that berries and other fruits come from plants and trees; berry picking showing pictures of fruit trees; potatoes, peanuts carrots -‐

[B] E.fpc.2.2 Match food items with specific living things.

[N] E.fpc.2.2 Explain the reciprocal relationship between people and the animals that give themselves to people.

[P] E.fpc.2.2 Describe a hunt during which the relationship between people and animals that gave themselves was evident.


show pictures of plants being pulled up to show they grow in soil; show pictures of nursing mammals -‐ whales, cows, humans; birds/chickens -‐ eggs.

[E] E.fpc.2.3 Observe family and others caring for plants and animals used for food; listen to stories about taking care of plants and animals used for food.

[B] E.fpc.2.3 Describe or demonstrate how to show respect for the plants and animals that are used for food.

[N] E.fpc.2.e Explain why the food from various animals is cared for in specific ways.

[P] E.fpc.2.3 Articulate beliefs and practices surrounding the care and maintenance of the ice cellar, if locally appropriate.

[E] E.fpc.2.4 Spontaneously show appreciation to the animals and the environment for food.

[B] E.fpc.2.4 Express gratitude to powers beyond him/herself for the bounty of the harvest.

[N] E.fpc.2.4 Express gratitude to powers beyond him/herself for the bounty of the harvest.

[P] E.fpc.2.4 Express gratitude to powers beyond him/herself for the bounty of the harvest.

[E] E.fpc.2.5 Show understanding that food gifts are used to show respect.

[B] E.fpc.2.5 Retell a story that explains the importance of physical cleanliness and spiritual connectedness in dealing with harvested animals.

[N] E.fpc.2.5 Explain and practice proper treatment of harvested animals.

[P] E.fpc.2.5 Treat harvested animals appropriately by showing respect and keeping the catch clean throughout the process.

Food The student [E] E.fpc.3.1 Observe [B] E.fpc.3.1 Observe [N] E.fpc.3.1 Help [P] E.fpc.3.1 Research


Preparation, Storage, and Care E.fpc.3

uses traditional knowledge about food preparation, sharing and storing to . . .

others preparing traditional dishes.

others preparing traditional dishes.

others prepare traditional dishes and record the recipes for future reference.

and prepare traditional dishes.

[E] E.fpc.3.2 Identify good water and where water comes from using sensory exploration; discuss what happens when snow melts and water freezes.

[B] E.fpc.3.2 Differentiate potable from non-‐potable water.

[N] E.fpc.3.2 Find and use appropriate types of snow and ice for making fresh drinking water using a variety of methods.

[P] E.fpc.3.2 Take a lead in identifying appropriate types of snow and ice on land and sea for making fresh drinking water using a variety of methods and share this information with others.

[E] E.fpc.3.3 Participate in celebrations by eating foods and drinking beverages.

[B] E.fpc.3.3 List foods and beverages for a class or community celebration.

[N] E.fpc.3.3 Plan the menu for a community gathering, including an estimate of the amount of food needed.

[P] E.fpc.3.3 Plan a community feast.

[E] E.fpc.3.4 Under supervision, participate in preparing traditional foods.

[B] E.fpc.3.4 Cut and clean actual or replica meat, fish, birds and plants into pieces.

[N] E.fpc.3.4 Observe and help butcher, prepare, and clean land, air, and sea animals.

[P] E.fpc.3.4 Teach others to butcher or prepare and clean land, air and sea animals. and apportion according to local norms.

[E] E.fpc.3.5 Use [P] E.fpc.3.5 Plan


senses to differentiate between safe and unsafe food.

and/or carry out the apportionment of a catch according to local norms.

[E] E.fpc.3.6 Demonstrate knowledge of where food is stored.

[B] E.fpc.3.6 Describe the effects of weather and other environmental factors (e.g., insects) on meat, skins, and plants.

[N] E.fpc.3.6 Help protect harvested meat and plants from degradation by the elements.

[P] E.fpc.3.6 Explain when a catch might not be healthy to eat based on the appearance of organs or other signs.

[E] E.fpc.3.7 Participate in or demonstrate through play various subsistence activities such as berry picking, fishing, and picking leaves for tea.

[B] E.fpc.3.7 Identify methods of storing food and explain which methods are most appropriate in which circumstances.

[N] E.fpc.3.7 Help clean and maintain an ice cellar (if locally appropriate).

[P] E.fpc.3.7 Help construct an ice cellar (if locally appropriate).

[E] E.fpc.3.8 Through play, demonstrate an understanding of traditional gender and family roles in the food quest and preparation, as well as flexibility in engaging in gender roles.

[B] E.fpc.3.8 Describe aspects and activities involved in the food quest, such as transportation, tools or weapons; specific plants or animals that are sought; seasonal food gathering activities; and which family members are involved in various

[N] E.fpc.3.8 Demonstrate through writing or speaking an understanding of the process of taking and using a specific food resource, from beginning to storage and consumption.

[P] E.fpc.3.8 Make a plan for a food harvest that includes preparation, care, storage, sharing and consumption. If possible, carry out the plan.


food gathering activities.

[E] E.fpc.3.9 Taste and name foods that come from animals.

[B] E.fpc.3.9/or Identify the parts of animals that are usable and/or edible.

[N] E.fpc.3.9 Match the parts of an animal with the foods it is used to make.

[P] E.fpc.3.9 Use or share all edible and useful parts of animals.

[B]E.fpc.3.10 Share foods with others.

Food: Nutrition E.fpc.4

The student uses traditional knowledge about nutrition to . . .

[E] E.fpc.4.1 Explore the smell and sight of various foods.

[B] E.fpc.4.1 Differentiate between good and spoiled foods.

[N] E.fpc.4.1 Explain how to tell whether food is spoiled and describe the effects of eating spoiled food.

[P] E.fpc.4.1 Describe and teach younger people the signs that indicate that a food is spoiled.

[E] E.fpc.4.2 Show preference and enthusiasm for traditional foods; uses the senses to explore traditional foods; listen to discussion of "good for you" food; know mother's milk is best for babies.

[B] E.fpc.4.2 Compare and contrast the relative nutritional merits of traditional and store-‐bought or restaurant foods.

[N] E.fpc.4.2 Compute or undertake statistical analysis of the nutritional values of various traditional and store-‐bought foods and compare/contrast them.

[P] E.fpc.4.2 Compose a balanced diet consisting of traditional foods.

[E] E.fpc.4.3 Differentiate food from non-‐food items and store-‐bought from traditional foods; associate individual traditional

[B] E.fpc.4.3 Describe why nutritious food is important to good health.

[N] E.fpc.4.3 Determine the daily requirements a person has for macronutrients (protein, fat, fiber, carbohydrates).

[P] E.fpc.4.3 Plan a personal balanced diet that limits unhealthy fats and sugars.


foods and food color with their nutritional values.

[B] E.fpc.4.4 Differentiate between healthy and unhealthy foods.

[N] E.fpc.4.4 Analyze and assess his/her own eating habits for nutritional value.

[P] E.fpc.4.4 Analyze and assess his/her own eating habits for nutritional value.

Food: Cultural Significance E.fpc.5

The student demonstrates an understanding of the cultural significance of food by . . .

[E] E.fpc.5.1 Helping others with food preparation and serving.

[B] E.fpc.5.1 Describing the difference between being lazy and being helpful, and the benefits of contributing to the food quest.

[N] E.fpc.5.1 Contributing to the food quest at various seasons.

[P] E.fpc.5.1 Being self-‐motivated to complete tasks related to the food quest.

[E] E.fpc.5.2 Contributing to the harvest through gathering wood, packing water or snow, and other simple activities.

[N] E.fpc.5.2 Expressing how specific foods and the food quest are integral to the Iñupiaq values.

[P] E.fpc.5.2 Expressing how specific foods and the food quest are integral to the Iñupiaq values.

[E] E.fpc.5.3 Associating names of foods by taste, smell, texture, and sight.

[B] E.fpc.5.3 Contributing to the harvest through, for instance, packing water, gathering wood, observing and helping Elders and listening to advice

[N] E.fpc.5.3 Fishing, snaring and trapping small game, setting up camp, learning to shoot and hunt larger animals properly, participating in whaling crews as

[P] E.fpc.5.3 Participating in whaling crews and/or hunting large land and sea mammals.


and stories.

boyeurs and support people.

[Note: See the Hunting and Survival theme for related Performance Expectations.]

[E] E.fpc.5.4 Expressing how s/he feels about his/her experiences at specific events and celebrations associated with traditional foods.

[B] E.fpc.5.4 Describing his/her favorite foods.

[N] E.fpc.5.4 Explaining which foods are appropriate for which occasions.

[P] E.fpc.5.4 Helping put on a community feast with dishes appropriate to the occasion.

[B] E.fpc.5.5 Explaining how his/her family and friends feel about the specific local harvest.

[N] E.fpc.5.5 Writing or telling about an experience s/he had at a family or group feast.

[P] E.fpc.5.5 Telling a traditional or personal story (unipkaaq, quliaqtuaq or uqaluktuaq) about values attached to the sharing of the bounty within a family or community.

[Note: See Celebrations and Ceremonies section for related Performance Expectations.]


Food: Social Significance E.fpc.6

The student demonstrates an understanding of social aspects of food by . . .

[E] E.fpc.6.1 Showing enthusiasm about sharing food with peers and modeling the acts of sharing.

[B] E.fpc.6.1 Sharing food with others.

[N] E.fpc.6.1 Sharing first catch as appropriate.

[P] E.fpc.6.1 Helping younger children learn appropriate local norms about sharing.

[E] E.fpc.6.2 Expressing gratitude and thanks to the hunters, gatherers, and preparers of the food.

[B] E.fpc.6.2 Expressing gratitude to the hunters, gatherers, and preparers of the food.

[N] E.fpc.6.2 Expressing gratitude and thanks to the hunters, gatherers, and preparers of the food.

[P] E.fpc.6.2 Expressing gratitude and thanks to the hunters, gatherers, and preparers of the food.

[E] E.fpc.6.3 Helping serve family meals and demonstrating an understanding that order of service is related to age (Elders, adults, then children).

[B] E.fpc.6.3 Serving elders first.

[N] E.fpc.6.3 Explaining proper food etiquette in the community.

[P] E.fpc.6.3 Modeling proper food etiquette in the community.

[B] E.fpc.6.4 Explaining why it’s important to share.

[N] E.fpc.6.4 Noting ways that food brings a community together.

[P] E.fpc.6.4 Observing a community event that involves food and analyzing how it builds community.

[N] E.fpc.6.5 Producing a description of various traditional feast

[P] E.fpc.6.5 Describing various traditional feast events and analyzing


events. how they featured and functioned in traditional Iñupiaq culture and society.

Hunting and Survival ● Culture is embedded in language; different languages uniquely express cultural understandings and beliefs. [E.hs.1]

○ EQ: What understandings about the nature of the food quest are clarified through the Iñupiaq language? [E.hs.1.a]

● In the Iñupiaq worldview, the spiritual dimension is an integral part of and not separate from all aspects of a person’s awareness.[E.hs.2]

○ EQ: What beliefs and values are exemplified through the food quest? [E.hs.2.a] ○ EQ: What do respect for the environment and respect for animals entail? [E.hs.2.b]

● A person becomes a provider for his or her family through education and preparation. [E.hs.3] ○ EQ: What skills, understandings, beliefs, and values does a person need in order to be a good provider? [E.hs.3.a]

Strand Stem






Hunting: Language E.hs.1

The student demonstrates an understanding of the relationship between hunting and the Iñupiaq

[E] E.hs.1.1 Associating the names of clothing with the animals they are made from.

[B] E.hs.1.1 Saying the names of clothing and the animals they are made from.

[N] E.hs.1.1 Using phrases to describe the sizes, colors, and textures of various animals and explaining which are preferred in hunting.

[P] E.hs.1.1 Identifying and naming the various morphological forms within a variety of species (e.g., age, shape, sex).


language by . . . [E] E.hs.1.2

Identifying and pronouncing the names of animals of the land, sea, river, lake, and sky.

[B] E.hs.1.2 Identifying and pronouncing the names of animals of the land, sea, river, lake, and sky.

[N] E.hs.1.2 Using the names of various animals in phrases.

[P] E.hs.1.2 Describing in detail animals’ characteristics and behaviors.

[E] E.hs.1.3 Following spatial directions (e.g., toward the ocean, inland, toward the mountains, as is appropriate locally; also in front of, behind, on top of, underneath, beside).

[B] E.hs.1.3 Following spatial directions (e.g., in front of, behind, on top of, underneath, beside).

[N] E.hs.1.3 Adding to his/her repertoire of demonstratives and case endings.

[P] E.hs.1.3 Issuing instructions and directions using demonstratives and case endings.

Hunting: Spirituality E.hs.2

The student uses knowledge of traditional Iñupiaq culture to . . .

[E] E.hs.2.1 Listen to stories that include expressions of gratitude to animals who give themselves to humans.

[B] E.hs.2.1 Listen to stories about the proper treatment of animals.

[N] E.hs.2.a Explore what happens in stories that describes the proper treatment of animals.

[P] E.hs.2.1 Tell, retell, or write stories about the proper treatment of animals.

[E] E.hs.2.2 Give gifts to animals (real or play) that are involved in the harvest.

[B] E.hs.2.2 Describe and exhibit respectful behavior toward animals.

[N] E.hs.2.2 Articulate the meaning of respect as it relates to animals that are hunted.

[P] E.hs.2.2 Express and exhibit respect for animals and the consequences of not showing respect.

[Note: See Foods section for related Performance


Expectations.] Hunter as provider E.hs.3

The student demonstrates an understanding of the skills that a person needs to be a good provider by . . .

[E] E.hs.3.1 Observing others take care of animals as they are harvested and repeating the gestures in dramatic play.

[B] E.hs.3.1 Observing others take care of animals as they are harvested.

[N] E.hs.3.1 Helping care for animals as they are harvested.

[P] E.hs.3.1 Teaching others how to care for animals when they are harvested.

[E] E.hs.3.2 Demonstrating eye-‐hand coordination; showing awareness of animal tracks and sounds.

[B] E.hs.3.2 Practicing hunting techniques, including aim and accuracy with slingshots and BB guns and snares.

[N] E.hs.3.2 Being a proficient marksman with a smaller caliber rifle.

[P] E.hs.3.2 Hunting using small and high caliber rifles.

[E] E.hs.3.3 Engaging in dramatic play representing traditional modes of transportation and talking about their games.

[B] E.hs.3.3 Identifying common animal tracks and calls.

[N] E.hs.3.3 Identifying various animal tracks, scat and calls.

[P] E.hs.3.3 Following advanced tracking techniques, and using animal calls as appropriate.

[E] E.hs.3.4 Using subsistence tools appropriately in dramatic play.

[B] E.hs.3.4 Identifying contemporary and traditional types of land and sea transportation.

[N] E.hs.3.4 Identifying and naming constellations used in navigation.

[P] E.hs.3.4 Navigating using environmental markers and information (e.g., wind direction, snowdrift formation,


direction of blown grass, landmarks), as well as GPS.

[E] E.hs.3.5 Identifying where locally important subsistence animals live.

[B] E.hs.3.5 Identifying fishing, hunting, whaling, trapping and snaring techniques. [Note: See Foods section for related Performance Expectations.]

[N] E.hs.3.5 Hunting, trapping, snaring, or fishing with assistance.

[P] E.hs.3.5 Independently hunting for larger game.

[E] E.hs.3.6 Engaging in dramatic play with replicas of traditional tools.

[B] E.hs.3.6 Watching, listening to, and identifying natural features, living things, and phenomena.

[N] E.hs.3.6 Using all the senses to find and identify various plants and animals.

[P] E.hs.3.6 Deducing where to find certain plants, and where certain species of animals are likely to be, based on prior observation and experience.

[E] E.hs.3.7 Not wasting food.

[B] E.hs.3.7 Examining traditional hunting and trapping tools and comparing them with modern implements.

[N] E.hs.3.7 Making replicas of traditional trapping and hunting tools and describing how they were used.

[P] E.hs.3.7 Learning to use at least one traditional hunting or trapping implement; e.g., manaq or seal retriever.

[E] E.hs.3.8 Becoming aware of the effects s/he has on his/her surroundings.

[B] E.hs.3.8 Not wasting what is harvested.

[N] E.hs.3.8 Describing how different parts of animals are used.

[P] E.hs.3.8 Taking responsibility for using, sharing, or distributing all parts


of his/her catch and only hunting for and catching what is needed.

[E] E.hs.3.9 Having experiences with hunters who provide food and engaging in dramatic play about these experiences.

[B] E.hs.3.9 Exhibiting awareness of his/her surroundings through conservation-‐oriented behaviors; e.g., carefully walking on the tundra so as not to trample berries.

[N] E.hs.3.9 Describing the physical effects of his/her actions on the environment and indicating ways that these actions show respect.

[P] E.hs.3.9 Telling others unipkaat, quliaqtuat, and uqaluktuat that express an awareness of the spiritual power of the surroundings.

[E] E.hs.3.10 Being helpful to others when they are gathering food.

[B] E.hs.3.10 Describing how a good hunter helps the community.

[N] E.hs.3.10 Sharing first catches as locally appropriate.

[P] E.hs.3.10 Providing meat and plant foods to the community.

[B] E.hs.3.11 Being helpful to others when they are gathering food.

[N] E.hs.3.11 Anticipating the needs of others and volunteering to help without being asked.

[P] E.hs.3.11 Modeling consistent helpfulness to Elders and others in need.

[E] E.hs.3.12 Distinguishing between summer and winter conditions and animal behavior.

[B] E.hs.3.12 Describing the seasonal nature of animal behavior.

[N] E.hs.3.12 Observing how respected adults express future actions or aspirations about the hunt; i.e.,

[P] E.hs.3.12 Properly expressing intention to “go hunting” rather than “get an animal.”


not presuming success in a future hunt.

The student shows knowledge of living safely in the Arctic by . . .

[E] E.hs.3.13 Dressing appropriately for the weather and conditions.

[B] E.hs.3.13 Creating objects or stories related to hunting.

[N] E.hs.3.13 Creating a “life story” of a given animal including the food web of which it is a part.

[P] E.hs.13 Making connections between hunting practices and cycles – life cycles, food webs, and annual cycles – of various animal species.

[E] E.hs.3.14 Exhibiting safe behavior with toy weapons.

[B] E.hs.3.14 [N] E.hs.3.14 Identifying the resources (such as vehicles, tools, weapons, and funds) a person must have in order to be a good provider.

[P] E.hs.3.14 Earning or saving enough money to purchase the necessary weapons, fuel or ammunition to undertake a successful hunt.

[E] E.hs.3.15 Wearing flotation devices when in a boat.

[B] E.hs.3.15 Dressing appropriately for the weather and conditions.

[N] E.hs.3.15 Explaining how to take shelter when materials are limited.

[P] E.hs.3.15 Building and staying in emergency shelters during various seasons and in various conditions using available materials.

[E] Staying with the grownups who are caring for them.

[B] E.hs.3.16 [N] E.hs.3.16 Helping build an emergency shelter.

[P]E.hs.3.16


[B] E.hs.3.17 Exhibiting safe behavior with toy and real weapons.

[N] E.hs.3.17 Exhibiting safe behavior with weapons and tools.

[P] E.hs.3.17 Exhibiting and teaching safe behavior with weapons and tools.

[B] E.hs.3.18 Wearing flotation devices when in a boat and explaining why they are necessary.

[N] E.hs.3.18 Under supervision, demonstrating how to safely drive boats, 4-‐wheelers, and snowmachines.

[P] E.hs.3.18 Independently driving boats, cars, 4-‐wheelers, and snowmachines safely.

[B] E.hs.3.19 Explaining or demonstrating what s/he would do if lost while on a camping or hunting trip.

[N] E.hs.3.19 Explaining various options when one is lost while on a camping or hunting trip.

[P] E.hs.3.19 If necessary, taking part in a rescue mission to find a person who is lost.

[B] E.hs.3.20 Identifying and gathering tinder and kindling for making a fire.

[N] E.hs.3.20 Making a fire by her/herself with an adult observing.

[P] E.hs.3.20 Making a fire without using matches.

[E] E.hs.3.21 Naming animals from their pictures.

[B] E.hs.3.21 Grouping animals into appropriate categories, both Iñupiaq and English.

[N] E.hs.3.21 Name the categories of animals that are important for food based on both the traditional Iñupiaq system and the Western Linnaean

[P] E.hs.3.21 Explaining the categorization systems used by both Iñupiaq and English speakers as they relate to morphology and evolutionary


system. descent of the important food animals on the North Slope.

[B] E.hs.3.22 Matching animals with their habitats.

[N] E.hs.3.22 Explaining how animals are adapted to their habitats.

[P] E.hs.3.22 Describing the mechanism whereby animals become adapted to their habitats.

[B] E.hs.3.23 Identifying unsafe behaviors out-‐of-‐doors.

[N] E.hs.3.23 Describing conditions that could make travel or other outdoor activities unsafe.

[P] Describing conditions outside and explicating the decision-‐making process at play when deciding whether to proceed with travel or other outdoor activities in given situations.

Sewing ● Culture is embedded in language; different languages uniquely express cultural understandings and beliefs.

[E.s.1] ○ EQ: What understandings about the relationship of people and their clothing are clarified through the Iñupiaq

language? [E.s.1.a] ● In the Iñupiaq worldview, the spiritual dimension is an integral part of and not separate from all aspects of a

person’s awareness. [E.s.2] ○ EQ: How is clothing an expression of cultural beliefs and values? [E.s.2.a]

● Expertise in sewing can be a matter of life and death in the Arctic environment. [E.s.3]


○ EQ: How is appropriate clothing essential to life in the Arctic? [E.s.3.a] ● The process of providing clothing requires the efforts of many. [E.s.4]

○ EQ: What do you contribute toward the making or providing of clothing for yourself or your family? [E.s.4.a] ○ EQ: How does the act of providing clothing make a family stronger? [E.s.4.b]

● Traditional clothing is an integral part of survival in the Arctic. [E.s.5] ○ EQ: How is clothing related to survival? [E.s.5.a]

Strand Stem






Sewing and language E.s.1

The student demonstrates an understanding of the relationship between sewing and the Iñupiaq language by . . .

[E] E.s.1.1 Naming clothing and identifying animal products that might be part of clothing.

[B] E.s.1.1 Saying the names of clothing and the animals the items are made from.

[N] E.s.1.1 Providing a running commentary on the process of making various items as they are sewn.

[P] E.s.1.1 Articulating techniques for tanning and sewing various articles of clothing.

Sewing: Spirituality E. s.2


[E] E.s.2.1 Share stories that include expressions of gratitude to animals who give themselves to humans.

[B] E.s.2.1 Retell stories that describe a person’s spiritual relationship with the animals that provide clothing.

[N] E.s.2.1 Tell or write stories that describe a person’s spiritual relationship with the animals that provide clothing.

[P] E.s.2.1 Tell or write personal stories that describe his/her spiritual relationship with the animals that provide clothing.

[E] E.s.2.2 Engage [B] E.s.2.2 Identify [N] E.s.2.2 Explain the [P] E.s.2.2 Teach


with adults in expressing gratitude to the animals who provide their clothing.

the specific living thing that an item of traditional clothing comes from.

importance of the relationship between the animal and the article of clothing.

younger people the appropriate respectful behavior and speech toward the various animals whose skins provide clothing.

[B] E.s.2.3 Express gratitude to powers beyond him/herself for the animals that provide clothing.

[N] E.s.2.3 Express gratitude to powers beyond him/herself for the animals that provide clothing.

[P] E.s.2.3 Express gratitude to powers beyond him/herself for the animals that provide clothing.

Sewing expertise is essential E.s.3

The student demonstrates an understanding of sewing skills by . . .

[E] E.s.3.1 Using descriptive terms for differences in size, length, and width of people and their clothing.

[B] E.s.3.1 Using hand measurements.

[N] E.s.3.1 Increasing his/her repertoire of measuring techniques.

[P] E.s.3.1 Using appropriate traditional and modern measuring techniques for particular projects.

[E] E.s.3.2 Engaging in threading activities appropriate to their dexterity.

[B] E.s.3.2 Learning to thread a needle and using it to make whip and running stitches.

[N] E.s.3.2 Refining the uniformity of the whip and running stitches on a variety of materials.

[P] E.s.3.2 Using a variety of stitches as appropriate to the task on a variety of materials.

[B] E.s.3.3 Tracing patterns and making simple projects such as skin or cloth balls.

[N] E.s.3.3 Refining and adjusting patterns for clothing and footwear.

[P] E.s.3.3 Creating patterns for clothing and footwear.

[E] E.s.3.4 Observing others sew.

[B] E.s.3.4 Observing others sew.

[N] E.s.3.4 Completing sewing projects with

[P] E.s.3.4 Sewing independently.


assistance. [N] E.s.3.5 Using a

sewing machine for basic stitching techniques.

[P] E.s.3.5 Measuring, cutting and sewing an article of clothing.

[E] E.s.3.6 Examining different furs and talking about their different characteristics.

[B] E.s.3.6 Identifying furs appropriate for wearing in wet, very cold, and mild conditions.

[N] E.s.3.6 Observing seamstresses sewing furs for clothing that are appropriate for wearing in wet, very cold and mild conditions and describing what s/he learned from the observations about the relationship between the materials and their functions.

[P] E.s.3.6 Making clothing with furs that are appropriate for wearing in wet, very cold and mild conditions, and explaining why those materials are the best for the job.

[E] E.s.3.7 Conversing about appropriate clothing for themselves or dolls in different weather.

[B] E.s.3.7 Drawing and looking at pictures of people wearing various types of traditional clothing and talking about them.

[N] E.s.3.7 Identifying various types of traditional clothing and the materials out of which they are made.

[P] E.s.3.7 Choosing and wearing traditional clothing appropriate for the season or event.

[B] E.s.3.8 Differentiating between prepared (ready to be sewn)

[N] E.s.3.8 Demonstrating the process of skin preparation and care.

[P] E.s.3.8 Teaching proper animal skin preparation and care.


and unprepared (not yet ready to make into clothing) skins.

[N] E.s.3.9 Explaining the sorts of preparation that are needed to make raw skins usable for various purposes and functions.

[P] E.s.3.9 Explaining how tanning works and what physical and chemical changes occur during the tanning process.

Sewing as a community affair E.s.4

The student demonstrates an understanding of the contributions many people make to sewing by . . .

[E] E.s.4.1 Observing others as they prepare and sew skins.

[B] E.s.4.1 Observing others as they prepare and sew skins and describing what they see.

[N] E.s.4.1 Tracing back and identifying all of the people involved in various stages of clothing creation, from gathering materials to the finished product.

[P] E.s.4.1 Nurturing relationships and working with others to complete sewing projects.

[E] E.s.4.2 Engaging in dramatic play with a toy sewing kit.

[B] E.s.4.2 Assembling a sewing kit (toy or real, depending on age).

[N] E.s.4.2. Identifying the necessary pieces that comprise appropriate home and traveling sewing kits, and assembling a sewing kit of his/her own.

[P] E.s.4.2 Maintaining and using home and traveling sewing kits.

[E] E.s.4.3 Examining fur clothing and describing its

[B] E.s.4.3 Identifying the specific living thing that traditional

[N] E.s.4.3 Identify where the materials used in clothing came

[P] E.s.4.3 Contributing to the procurement of


characteristics. clothing comes from. from. materials from a variety of locations, producing sewn items from those materials and acknowledging those who helped in the project.

[E] E.s.4.4 Conversing about appropriate clothing for themselves or dolls in different occasions.

[B] E.s.4.4 Identifying clothing that is appropriate for a various occasions and functions.

[N] E.s.4.4 Helping make his/her own personal ceremonial and celebratory regalia.

[P] E.s.4.4 Assembling and wearing a personal wardrobe for a variety of functions.

[E] E.s.4.5 Sorting laundry.

[B] E.s.4.5 Caring for, folding and putting away his/her clothing and choosing which clothes to wear on a daily basis.

[N] E.s.4.5 Taking care of his/her own clothes, including washing, storing, and simple mending (e.g., sewing buttons).

[P] E.s.4.5 Choosing and purchasing his/her own clothes within a budget.

Clothing for survival E.s.5

The student demonstrates an understanding of how integral clothing is to survival by . . .

[E] E.s.5.1 Choosing appropriate outdoor clothing with adult supervision.

[B] E.s.5.1 Predicting what would happen if clothing were damaged; e.g., his/her parka became torn or his/her shoes became wet in freezing weather.

[N] E.s.5.1 Packing the appropriate clothing necessary for an outdoor expedition or fieldtrip and explaining the role of each item toward survival.

[P] E.s.5.1 Consistently wearing clothing suited for the elements and describing the function of each item of clothing as it relates to survival.

[E] E.s.5.2 Observing adults repairing and

[B] E.s.5.2 Role playing a solution to

[N] E.5.2 Mending torn clothing and

[P] E.s.5.2 Proficiently repairing


caring for clothing; hanging and drying outdoor clothing after playing outside.

damaged clothing. improvising solutions to damaged clothing.

damaged clothing while in the field.

Tools ● Culture is embedded in language; different languages uniquely express cultural understandings and beliefs.

[E.t.1] ○ EQ: What does the Iñupiaq language reveal about Iñupiaq understandings and beliefs that pertain to technology

and tools? [E.t.1.a] ● In the Iñupiaq worldview, the spiritual dimension is an integral part of and not separate from all aspects of a

person’s awareness. [E.t.2] ○ EQ: How do spiritual, physical, and technological readiness go hand in hand? [E.t.2.a]

● The Iñupiaq people developed an extremely complex and detailed technology that enabled them to live in the Arctic. [E.t.3]

○ EQ: How does an understanding of Iñupiaq technology help hunters and gatherers today? [E.t.3.a] ● A person needs to learn skills and technology that are appropriate to his or her environment that enhances his

or her ability to explore and discover. [E.t.4] ○ EQ: How does the Arctic environment affect the choice of skills and technology a person needs? [E.t.4.a] ○ EQ: What roles do technological improvisation, adaptability, flexibility, and ingenuity play in survival in the

Arctic? [E.t.4.b] Strand Stem






Tools and Language E.t.1

The student demonstrates an

[E] E.t.1.1 Looking at and discussing pictures of household

[B] E.t.1.1 Naming household implements and tools

[N] E.t.1.1 Increasing his/her repertoire of vocabulary to discuss

[P] E.t.1.1 Describing and instructing how electronic, power,


understanding of the relationship between tools and the Iñupiaq language by . . .

implements and tools (or the real objects as possible) and using that language in dramatic play.

used in school. and describe traditional and modern tools (e.g., electronic, power, business-‐related).

business-‐related and traditional tools are used and for what purposes.

Tools: Spirituality E.t.2


[E] E.t.2.1 Care for classroom tools and toys by handling them properly and putting them in appropriate places; report how tools are stored at home.

[B] E.t.2.1 Demonstrate the respectful use and care of tools used in the harvest of plants and animals.

[N] E.t.2.1 Describe why it is important to treat specific tools used in the harvest of plants and animals in respectful ways.

[P] E.t.2.1 Consistently model the respectful use and care of tools used in the harvest of plants and animals.

[N] E.t.2.2 Explain how and why certain objects are considered spiritually endowed or sacred in different cultural contexts.

[P] E.t.2.2 Describe how some traditional items were used as both utilitarian and sacred objects.

Complexity of Technology E.t.3

The student demonstrates an understanding of the complexity of the traditional Iñupiaq toolkit

[E] E.t.3.1 Exploring, touching, handling, and describing traditional tools, under supervision.

[B] E.t.3.1 Identifying and describing the uses of traditional tools.

[N] E.t.3.1 Making replicas of traditional tools and describing their uses.

[P] E.t.3.1 Learning to use a traditional tool, explaining how it was made and what it was made of.


by . . . [E] E.t.3.2 Engaging in

dramatic play in a replica of a traditional shelter (e.g., tent).

[B] E.t.3.2 Identifying and explaining the materials that are used to make various types of traditional shelters.

[N] E.t.3.2 Making a small replica or diorama of a traditional shelter.

[P] E.t.3.2 Making and staying in a traditional shelter.

[Note: See Hunting and Survival section for related Performance Expectations.]

[E] E.t.3.3 Exploring plants, feeling furs, and other subsistence harvests, in association with the tools that are used to harvest them (e.g., berry buckets, ulus for cutting up meat, digging sticks for roots, snares for hare and ptarmigan).

[B] E.t.3.3 Matching tools (traditional and contemporary) with the animals and plants they are used to harvest.

[N] E.t.3.3 Identifying the types of tools that are used to harvest particular species.

[P] E.t.3.3 Using tools appropriate to the purpose.

[E] E.t.3.4 Visiting a museum.

[B] E.t.3.4 Describing what a museum is and if possible, visiting a museum.

[N] E.t.3.4 Visiting a museum and describing what s/he learned about traditional tools.

[P] E.t.3.4 Creating an exhibit depicting traditional Iñupiaq tools.

[B] E.t.3.5 Comparing [N] E.t.3.5 Describing [P] E.t.3.5 Describing


and contrasting various tools (e.g., traditional and contemporary).

changes in the forms of or materials used in traditional tools over time.

changes in the forms of or materials used in traditional tools over time.

[E] E.t.3.6 Describing their own houses and explaining why they need to live in a house; describing animal houses; describing various kinds of houses; and playing house.

[B] E.t.3.6 Describing why we live in houses, what things need to be in a house and comparing temporary Arctic shelters with permanent dwellings.

[N] E.t.3.6 Comparing and contrasting traditional and contemporary Arctic dwellings of various types.

[P] E.t.3.6 Designing a shelter suitable for living in the Arctic that combines both traditional and contemporary construction techniques.

[N] E.t.3.7 Describing the properties of the materials used in traditional days to make tools and explaining why those materials were appropriate.

[P] E.t.3.7 Describing the properties of materials needed for specific purposes and relating those needs with the materials used in traditional and contemporary times to make the tools.

Personal skills and technology E.t.4

The student demonstrates the ability to use a variety of tools for appropriate applications by.

[E] E.t.4.1 Exploring disparate objects and problem-‐solving with those objects; e.g., sinew, string, leather, wood, fur, gut, cloth, tape, yarn, paper

[B] E.t.4.1 Designing and making a simple tool when given an assortment of objects.

[N] E.t.4.1 Identifying and researching traditional tools used for functions that are important today as well as in the past.

[P] E.t.4.1 Improvising solutions to physical or mechanical problems using available resources.


. . clips. [E] E.t.4.2 Using an

iPad or other electronic implement for learning, as available.

[B] E.t.4.2 Using a computer to get information.

[N] E.t.4.2 Showing how information within a web site is interconnected.

[P] E.t.4.2 Assessing and evaluating the validity and accuracy of information.

[E] E.t.4.3 Sharing classroom experiences with parents through technology.

[B] E.t.4.3 Composing and uploading information about him/herself and his/her community, with assistance.

[N] E.t.4.3 Using various electronic devices and applications to share information.

[P] E.t.4.3 Designing and uploading his/her own instructional webpage.

[E] E.t.4.4 Using classroom implements safely.

[B] E.t.4.4 Using classroom implements safely.

[N] E.t.4.4 Using shop/carving tools safely.

[P] E.t.4.4 Using lab, shop and mechanical equipment safely.

[E] E.t.4.5 Gathering pieces of driftwood, bark, and cotton from willow seeds for making a fire.

[B] E.t.4.5 Putting together a personal traveling kit for camping/hunting or an airplane trip.

[N] E.t.4.5. Listing the items a family needs for camping/hunting.

[P] E.t.4.5. Within a budget, shopping for and packing items a family needs for a camping/hunting trip.

[E] E.t.4.6 Staying a safe distance from fire and stove; learning not to play with matches or lighters.

[B] E.t.4.6 Observing adults and older children use tools and describing their use.

[N] E.t.4.6 Assembling a personal tool kit, devising a storage or carrying system, and maintaining and caring for the tools.

[P] E.t.4.6 Assembling the family’s toolkit for travel, and demonstrating proper care, storage and repair of the tools.

[E] E.t.4.7 Choosing items they would


take on a trip; packing a small personal backpack.

[E] E.t.4.8 Watching with attention as adults and older children pack tools for a trip.

[N] E.t.4.8 Describing how various tools, implements, or vehicles work through the transfer of matter or energy.

[P] E.t.4.8 Describing in detail the physics involved in performing work using various tools, implements, or vehicles.

Medicines and Healing ● Culture is embedded in language; different languages uniquely express cultural understandings and beliefs.

[E.mh.1] ○ EQ: What does the Iñupiaq language reveal about understandings and beliefs that pertain to health and

wellness? [E.mh.1.a] ● In the Iñupiaq worldview, the spiritual dimension is an integral part of and not separate from all aspects of a

person’s awareness. [E.mh.2] ○ EQ: How do traditional healing techniques, beliefs and practices enhance spiritual well-‐being? [E.mh.2.a]

● Good health includes physical, emotional, intellectual and social well-‐being. [E.mh.3] ○ EQ: What does it mean to be healthy? [E.mh.3.a] ○ EQ: How do traditional healing techniques, beliefs and practices and modern medicine enhance individual and

community physical, emotional, intellectual, and social health and well-‐being? [E.mh.3.b] ● The Arctic environment provides natural medicines that have sustained the Iñupiat for millennia. [E.mh.4]

○ EQ: How have the Iñupiat remained healthy over the centuries? [E.mh.4.a] Strand Stem

(Instruc-tional






Focus) Medicines, healing, and language E.mh.1

The student demonstrates an understanding of the relationship between medicine, healing, and the Iñupiaq language by . . .

[E] E.mh.1.1 Acquiring language (Iñupiatun) to describe how they feel; using special Iñupiaq phrases to comfort those who are hurt.

[B] E.mh.1.1 Following and giving simple commands using the vocabulary of the five senses.

[N] E.mh.1.1 Identifying and describing the use of medicines including plants and foods.

[P] E.mh.1.1 Describing ways in which medicinal plants and foods are gathered, stored and used and for what purposes.

[E] E.mh.1.2 Naming their external body parts and their five senses.

[B] E.mh.1.2 Naming his/her external body parts.

[N] E.mh.1.2 Naming and distinguishing between external and internal body parts.

[P] E.mh.1.2 Explaining the major functions of the human body.

[B] E.mh.1.3 Talking about his/her emotions.

[N] E.mh.1.3 Describing his/her emotional state in complete sentences.

[P] E.mh.1. Creating a narrative that describes characters’ emotions.

Medicines, healing, and Spirituality E.mh.2


[E] E.mh.2.1 Engaging in healthy routines.

[B] E.mh.2.1 Describe how people demonstrate healthy attitudes and bodies.

[N] E.mh.2.1 Define the qualities of a good person and identify times in his/her own life when s/he has achieved that standard.

[P] E.mh.2.1 Identify in his/her own life how s/he maintains a sense of spiritual well-‐being.

[E] E.mh.2.2 Begin to share with others; engage in parallel

[B] E.mh.2.2 Share with others.

[N] E.mh.2.2 Explain the Iñupiaq values.

[P] E.mh.2.2 Apply the Iñupiaq values to everyday life


play. situations. [E] E.mh.2.3 Begin to

express happiness in the good health and fortune of others.

[B] E.mh.2.3 Express happiness in the good health and good fortune of others.

[N] E.mh.2.3 Help others consistently.

[P] E.mh.2.3 Attain and maintain personal health and support others to do the same.

[E] E.mh.2.4 Begin to express needs and gratitude appropriately, with prompting.

[B] E.mh.2.4 Express gratitude for the help s/he receives from others.

[N] E.mh.2.4 Acknowledge consistently the spiritual guidance s/he receives from others.

[P] E.mh.2.4 Acknowledge and express gratitude for spiritual, material and physical gifts received from both ancestors and those currently in the student's life.

[E] E.mh.2.5 Sing songs that express happiness.

[B] E.mh.2.5 Sing songs that express happiness.

[N] E.mh.2.5 Speak to the importance of a positive outlook on life.

[P] E.mh.2.5 Recognize that there is a connection between one's mindset and one's experience.

Good health is multifaceted E.mh.3

The student demonstrates an understanding of the importance of physical health by . . .

[E] E.mh.3.1 Regularly exercising through play.

[B] E.mh.3.1 Regularly exercising through play and describing how exercise or play makes him/her feel.

[N] E.mh.3.1 Determining his/her body's need for specific types of exercise.

[P] E.mh.3.1 Devising and following a program to increase strength, endurance, and physical skills.

[E] E.mh.3.2 Engaging in healthy routines

[B] E.mh.3.2 Caring for his/her body (e.g.,

[N] E.mh.3.2 Regularly washing

[P] E.mh.3.2 Regularly practicing


(e.g., washing and drying hands, brushing teeth, combing hair).

cleanliness, ways to avoid becoming sick).

him/herself and assisting others in keeping the environment (e.g., classroom, home) clean.

good personal hygiene and being responsible for keeping his/her personal belongings and surroundings clean.

[E] E.mh.3.3 Developing healthy eating habits, with adult supervision and conversation.

[B] E.mh.3.3 Differentiating between healthy and unhealthy foods and substances.

[N] E.mh.3.3 Identifying the effects of ingesting unhealthy foods, beverages and substances.

[P] E.mh.3.3 Maintaining and modeling a drug-‐free and alcohol-‐free existence; helping peers to do the same; and eating healthy foods.

[Note: See Foods section for related Performance Expectations.]

[E] E.mh.3.4 Learning to identify where s/he hurts or does not feel well; engaging in dramatic play with ailing dolls.

[B] E.mh.3.4 Describing the signs of illness and explaining what s/he should do upon becoming ill.

[N] E.mh.3.4 Telling an adult when s/he is ill and avoiding contaminating others.

[P] E.mh.3.4 Undertaking preventive measures to avoid becoming ill and addressing personal illness when necessary.

[Note: Refer to Food Preparation and Care theme Performance Expectations for more


expectations regarding healthy eating.]

The student demonstrates an understanding of the importance of emotional well-‐being by . . .

[E] E.mh.3.5 Developing receptive vocabulary for emotions using adult-‐generated descriptions, stories, images, dramatic play.

[B] E.mh.3.5 Identifying emotions and their causes and effects.

[N] E.mh.3.5 Identifying situations that cause various emotions.

[P] E.mh.3.5 Identifying his/her emotions at any given moment; identifying the emotions of others; and adjusting behavior appropriately.

[E] E.mh.3.6 Developing self-‐soothing techniques or learning to substitute language for outbursts; learning to regain control of him/herself.

[B] E.mh.3.6 After times when s/he has been out of control, calmly discussing and identifying with help from an adult the causes of the emotional outburst.

[N] E.mh.3.6 During times of calm, planning and practicing ways to deal with emotional situations that might arise in the future and exhibiting self control.

[P] E.mh.3.6 Demonstrating an understanding that there are differences in the ways various people express their emotions.

[E] E.mh.3.7 Laughing and exploring humor.

[B] E.mh.3.7 Telling funny jokes or stories.

[N] E.mh.3.7 Practicing mitaaġniq (the telling of joking stories).

[P] E.mh.3.7 Determining when it is appropriate to mitaaq.

[E] E.mh.3.8 Expressing satisfaction with his/her own efforts.

[B] E.mh.3.8 Expressing joy in learning new things each day.

[N] E.mh.3.8 Determining the value that various life and educational opportunities have for his/her own

[P] E.mh.3.8 Independently exploring areas of personal interest; regularly completing school assignments;


personal growth and taking advantage of them.

and seeing challenges as opportunities.

The student demonstrates an understanding of the importance of intellectual well-‐being by . . .

[E] E.mh.3.9 Participating happily in the school experience.

[B] E.mh.3.9 Sticking with work even when it at first seems difficult.

[N] E.mh.3.9 Challenging him/herself to undertake and stick with difficult and stimulating intellectual tasks.

[P] E.mh.3.9 Striving to do his/her best and to undertake ever more challenging tasks.

[E] E.mh.3.10 Persisting in tasks; tolerating a certain amount of frustration in undertaking a task.

[B] E.mh.3.10 Playing well with other children.

[N] E.mh.3.10 Empathizing with others and standing up for students who are being mistreated or left out.

[P] E.mh.3.10 Including diverse students in life and sports activities.

The student demonstrates an understanding of the importance of social well-‐being by . . .

[E] E.mh.3.11 Beginning to understand how to take turns with peers with considerable assistance; enjoying the company of others; beginning to participate in group play.

[B] E.mh.3.11 Sharing toys and food with other children.

[N] E.mh.3.11 Planning and carrying out a project that benefits those in need.

[P] E.mh.3.11 Planning and carrying out projects that benefit those in need.

[E] E.mh.3.12 Occasionally sharing

[B] E.mh.3.12 Contributing to the

[N] E.mh.3.12 Contributing to the

[P] E.mh.3.12 Acting consistently for the


toys and food with other children.

overall well-‐being and smooth-‐running of the class by doing his/her designated jobs.

overall well-‐being and smooth-‐running of the class by following class rules.

benefit of the community or school.

[E] E.mh.3.13 Helping with tasks as able.

[B] E.mh.3.13 Contributing to the overall well-‐being and smooth-‐running of the family by obeying his/her parents and older siblings and doing assigned chores.

[N] E.mh.3.13 Following family custom by doing chores as expected and looking after younger siblings.

[P] E.mh.3.13 Doing household chores and tasks without being told

[E] E.mh.3.14 Cooperating with parents and others at ever increasing levels.

[B]E.mh.3.14 Doing something nice for another person.

[N] E.mh.3.14 Volunteering to help others.

[P] E.mh.3.14 Volunteering in the community.

Natural Medicines and healing techniques E.mh.4

The student uses knowledge of natural medicines and traditional healing to . . .

[E] E.mh.4.1 Understand that some plants are medicinal.

[B] E.mh.4.1 Recognize edible and medicinal plants as they grow.

[N] E.mh.4.1 Learn how to deal with cuts and bruises.

[P] E.mh.4.1 Under supervision of an expert, begin using medicinal plants and medicines to treat simple illnesses or injuries; and practice the rudiments of first aid.

[B] E.mh.4.2 Identify natural medicines used in his/her home

[N] E.mh.4.2 Interact with Elders or do research to learn the

[P] E.mh.4.2 Under supervision of an expert, gather natural


or the homes of his/her friends.

uses of medicinal plants.

medicinal plants, prepare them, store them for future use.

[E] E.mh.4.3 Stay away from bodies of water, either frozen or liquid, by themselves.

[B] E.mh.4.3 Describe safe behavior around water and ice (e.g., ice that is not yet solid; what to do if one falls in the water).

[N] E.mh.4.3 Describe ice hazards and safety measures.

[P] E.mh.4.3 Model safe travel behavior and instruct younger people about the dangers of ice and water.

[E] E.mh.4.4 Accept adult guidance regarding medicines.

[B] E.mh.4.4 Recognize the value and dangers of modern household medicines and know the difference between medicine, food, and candy.

[N] E.mh.4.4 Explain why s/he should only take medicine under the supervision of an adult.

[P] E.mh.4.4 Practice first aid and use household medicines under adult supervision.

[Note: refer to the Sewing theme for more Performance Expectations for dressing properly for the conditions.]

Environment ● Culture is embedded in language; different languages uniquely express cultural understandings and beliefs.

[E.e.1] ○ EQ: How does the Iñupiaq language express the connections among people, plants, other animals, and the

physical universe? [E.e.1.a] ○ EQ: What does the concept of “siḷa” entail? [E.e.1.b]


● In the Iñupiaq worldview, the spiritual dimension is an integral part of and not separate from all aspects of a person’s awareness. [E.e.2]

○ EQ: What does the concept of “iñua” entail? [E.e.2.a] ○ EQ: How is spirituality understood to be imbedded in all parts of the environment? [E.e.2.b]

● Each society has a distinct understanding about the nature of the cosmos. This understanding underlies conceptions of the role of humans and animals and the physical and spiritual relationships between humans and the rest of creation. [E.e.3]

○ EQ: How is the Iñupiaq worldview unique? [E.e.3.a] ○ EQ: How is the Iñupiaq worldview like those of other cultures? [E.e.3.b] ○ EQ: What are the components of the Iñupiaq worldview? [E.e.3.c]

● As members of the Arctic community, we have the responsibility to be a part of and interact with the environment in a way that honors the interconnectedness of people and the cosmos. [E.e.4]

○ EQ: What are appropriate ways of protecting and respecting the land, air, and sea and the living things that inhabit them? [E.e.4.a]

○ EQ: What are the components of the environment? [E.e.4.b]

Strand Stem (Instruc-tional Focus)





Environment: Language E.e.1

The student demonstrates an understanding of the relationship between environment and the

[E] E.e.1.1 Experiencing important community places, spending time in places in the community.

[B] E.e.1.1 Knowing and saying the names of places in and around the community.

[N] E.e.1.1 Identifying and naming landforms and traditional place names in the North Slope.

[P] E.e.1.1 Pointing out and telling stories about place names in the Iñupiaq world.


Iñupiaq language by . . .

[E] E.e.1.2 Using basic demonstratives (e.g., ikka, pikka, kanna, uvva).

[B] E.e.1.2 Using basic demonstratives (e.g., ikka, pikka, kanna, uvva).

[N] E.e.1.2 Attaching case endings to demonstrative stems to further refine descriptors about the location of things.

[P] E.e.1.2 Using various demonstratives accurately.

[E] E.e.1.3 Using expressions about the weather (e.g., alappaa!)

[B] E.e.1.3 Identifying and using basic weather terms.

[N] E.e.1.3 Describing a traditional method of predicting the weather.

[P] E.e.1.3 Predicting the weather using a traditional method.

[E] E.e.1.4 Observing the day’s weather conditions and discussing them.

[B] E.e.1.4 Describing the day’s weather.

[N] E.e.1.4 Describing the day's weather in detail.

[P] E.e.1.4 Engaging in dialogue about the weather.

[E] E.e. 1.5 Identifying and naming objects in the sky.

[B] E.e.1.5 Identifying and naming objects in the sky.

[N] E.e.1.5 Identifying and naming common constellations and telling their stories.

[P] E.e.1.5 Researching unipkaat from other Inuit areas about the stars.

[E] E.e.1.6 Using Iñupiaq names of rooms in the home.

[B] E.e.1.6 Using Iñupiaq names of rooms in the school and buildings in the community.

[N] E.e.1.6 Labeling rooms in the school.

[P] E.e.1.6 Teaching younger students the Iñupiaq names of the rooms and buildings in the school and community.

[E] E.e.1.7 Differentiating between wet and dry; having experiences

[B] E.e.1.7 Using terms for water features.

[N] E.e.1.7 Identifying and labeling local water features on a map.

[P] E.e.1.7 Identifying and naming different water conditions.


with water. [E] E.e.1.8 Observing

the differences between winter and summer.

[B] E.e.1.8 Using terms for the seasons.

[N] E.e.1.8 Describing seasonal weather in complete sentences.

[P] E.e.1.8 Telling stories about doing activities during different seasons.

Environment: Spirituality E.e.2


[E] E.e.2.1 Express awareness of the world that surrounds and encompasses him/her.

[B] E.e.2.1 Express awareness of the world that surrounds and encompasses him/her.

[N] E.e.2.1 Infer and explicate the concept of iñua from ancient and contemporary stories.

[P] E.e.2.1 Express understandings of iñua.

[E] E.e.2.2 Observe people treating the environment respectfully as they articulate what they are doing.

[B] E.e.2.2 Observe carefully and describe the respectful ways others treat the environment.

[N] E.e.2.2 Explore the ways that respect is and should be shown towards the environment and the animals and plants that provide food, medicines and clothing.

[P] E.e.2.2 Model respectful ways of treating the environment.

[E] E.e.2.3 Express appreciation for the environment.

[B] E.e.2.3 Speak respectfully and appropriately about the environment.

[N] E.e.2.3 Record the ways in which s/he behaves and speaks about the environment.

[P] E.e.2.3 Speak about and model respectful and appropriate behavior towards the environment.

[P] E.e.2.4 Examine ways that traditional beliefs about the environment


intersect and relate to scientific explanations.

Nature of the Cosmos E.e.3

The student seeks to understand the universe by . . .

[E] E.e.3.1 Becoming aware of local practices regarding unusable parts of the hunt.

[B] E.e.3.1 Regifting unusable parts of the hunt to other animals in the environment.

[N] E.e.3.1 Reading stories about the interrelationships between animals.

[P] E.e.3.1 Examining traditional beliefs about the spiritual and physical interrelationships within the cosmos.

[E] E.e.3.2 Expressing consciousness of the world that surrounds and encompasses him/her.

[B] E.e.3.2 Expressing consciousness of the state of the weather and environmental conditions.

[N] E.e.3.2 Exploring through unipkaat how Iñupiat become ever more aware of their physical and spiritual surroundings.

[P] E.e.3.2 Taking responsibility for appropriate behaviors and intentions and the effects these have on siḷa.

[E] E.e.3.3 Listening to stories in which the environment or its beings present themselves as sentient (e.g., “little people,” giants, geographic features, animals, etc.).

[B] E.e.3.3 Recording and celebrating the animals that are caught during the year.

[N] E.e.3.3 Explaining and showing how unipkaat, quliaqtuat and uqaluktuat illustrate the worldview of the Iñupiat in which animals and the environment are sentient and powerful beings.

[P] E.e.3.3 Expressing and modeling spiritual and physical cleanliness as related to iñua.

[B] E.e.3.4 Observing and describing the world around

[N] E.e.3.4 Observing, studying and describing the world

[P] E.e.3.4 Observing, studying and describing the world


her/him. around her/him. on the microscopic, macroscopic and astronomical scales.

[N] E.e.3.5 Listing examples of the composition of the Iñupiaq universe.

[P] E.e.3.5 Describing the components of the Iñupiaq conception of the universe and comparing it with the Western model of the universe.

[E] E.e.3.6 Following directions from adults that relate to safe play and travel.

[B] E.e.3.6 Practicing safe playground, school, and home safety to avoid injury.

[N] E.e.3.6 Identifying and following safe behaviors at camp, at home, and at school to avoid injury.

[P] E.e.3.6 Describing the safe handling of tools and routinely practicing safe handling of tools.

Responsibility toward environment E.e.4

The student protects the environment by . . .

[E] E.e.4.1 Assisting with chores.

[B] E.e.4.1 Doing chores to help keep home and school clean.

[N] E.e.4.1 Keeping the surroundings (home, school, and camp) clean.

[P] E.e.4.1 Modeling and taking responsibility for keeping surroundings clean.

[E] E.e.4.2 Becoming aware of the effects s/he has on his/her surroundings.

[B] E.e.4.2 Exhibiting awareness of the surroundings through conservation-‐oriented behaviors.

[N] E.e.4.2 Comparing and contrasting conservation-‐oriented behaviors with irresponsible behaviors.

[P] E.e.4.2 Modeling and teaching awareness of the surroundings through conservation-‐oriented behaviors.

[E] E.e.4.3 Observing changes in local

[B] E.e.4.3 Observing and describing daily

[N] E.e.4.3 Recording and analyzing

[P] E.e.4.3 Predicting changes in the


conditions. changes in inland and/or sea conditions.

observations of daily changes in inland and/or sea conditions.

weather based on traditional knowledge and observations.

[E] E.e.4.4 Naming parts of the environment (such as landforms or types of habitat).

[B] E.e.4.4 Naming and describing parts of the environment (such as landforms or types of habitat).

[N] E.e.4.4 Describing how different parts of the environment interact and connect with each other, and how a change in one might cause a change in another.

[P] E.e.4.4 Researching a particular environmental change with the aim of describing what caused it, and what other changes might derive from it.

[B] E.e.4.5 Describing a change in the environment that s/he observed and explaining what caused the change.

[N] E.e.4.5 Describing various physical systems in the North Slope environment, such as the water system, tectonic plate system, ocean currents, weather system, etc.

[P] E.e.4.5 Describing how a given piece of the universe works, both in the Iñupiaq understanding and the Western scientific understanding.

[Note: see Hunting and Survival theme for additional conservation-‐oriented Performance Expectations.]

Documents

Performance Expectations for the Iñupiaq Learning ...2015’ 1’ Performance Expectations for the Iñupiaq Learning Framework NSBSD Standards for Environmental Realm, All Themes