Sealaska Heritage Institute

SHI's SOUTHEAST ALASKAN NATIVE LANGUAGE LEARNING and TEACHING RESOURCES (Tlingit, Haida and Tsimshian)

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Curriculum and Resources for Southeast Alaskan Native Language Learners and School Teachers

Elementary School (Primary School), Middle School and High School

The Sealaska Heritage Institute runs initiatives aimed at reviving the three ancient Southeast Alaskan languages: Sm’algya̱x (Tsimshian), X̱aad Kíl (Haida), and Lingít (Tlingit). During a period of extreme cultural persecution, the languages were all but lost, but in the last few years, many young people have discovered their ancestral tongue and, with the help of fluent Elders, are teaching it to others. In an effort to preserve and promote the languages, SHI has also released a number of language books. A plethora of knowledge about Southeast Alaska, including historical geological occurrences like glacier advance and retreat, may be found in the languages.

You can easily access all our language curriculum and resources via 1 place:

Online, searchable dictionary: Tlingit, Haida and Tsimshian (multilingual audio)

Click here to access our online multilingual audio dictionary

Language Apps

Download SHI’s Tlingit language apps on your mobile device. Apps include Learning Tlingit, which includes hundreds of entries, and Tlingit Language Games, which teaches words for ocean animals, household items and birds.

This app helps to build skills in the Southeast Alaskan Native languages. It contains hundreds of entries in more than 20 different categories, all with accompanying audio for vocabulary and phrases.

Learning Tlingit App

Learning Haida App

Learning Shm’algyack App

Language Games App
This app teaches Tlingit, Haida and Tsimshian words through the interactive games listed below.

Southeast Alaskan Native Language Dictionaries: Tlingit Dictionary, Haida Dictionary and Tsimshian Dictionary (print versions)

Tlingit Language Proficiency Scope and Sequence

The Tlingit Language Proficiency Scope and Sequence was developed by Tlingit language birth speakers, teachers, learners, and school administrators. Designed as a guide for teaching and learning the Tlingit language, it addresses four levels of language proficiency: Beginning Speaker, Beginning-Mid Speaker, Beginning Conversational Speaker, and Good Conversational Speaker. The levels are not grade levels; a person of any age may be a Beginning Speaker.

Tlingit Language Proficiency Scope and Sequence (pdf)

Beginning Tlingit Workbook

The goal of creating this workbook is to transition towards image-based language learning to encourage word-image association instead of Tlingit-word to English-word association. Additions have been made, and some optional grammatical explanations have been added through a number of different sections, but the basic philosophy remains the same: learn nouns that start off with sounds familiar to English speakers and begin introducing nouns with more challenging sounds. Phrases are introduced through substitution drills, where students can learn something basic and then make it more dynamic by adding other elements they are learning.

Beginning Tlingit Workbook (pdf)

Southeast Alaskan Native Language Learning and Teaching Books

SHI has been on the forefront of publishing books to perpetuate and revitalize the Tlingit, Haida and Tsimshian languages. Texts include the most comprehensive dictionaries every published for the languages plus many other materials and tools.

Podcasts

Roots and Stems is an Indigenous language podcast that explores ways to support and join language revitalization efforts. Each episode features interviews with those in the field sharing their experiences in language learning and community. Artwork for the podcast was created by Tlingit artist Alison Bremner for Celebration 2018. Music is by Huk Tgini’its’ga Xsgiik Gavin Hudson of Metlakatla, Alaska.

Video and Audio Resources

Online resources include the Voices of Our Ancestors YouTube series in Lingít, X̱aad Kíl and Sm’algya̱x, and audio resources covering a wide range of topics, including verbs, tools, colors, places, and cooking phrases.

YouTube playlist: Voices of Our Ancestors language learning series. Watch as Tlingit, Haida, and Tsimshian language teachers say phrases in Lingít (Tlingit), X̱aad Kíl (Haida), and Sm’algya̱x (Tsimshian). In this video series, Lance X̱’uneiTwitchell, Benjamin Young, and Gavin Hudson share terms that are useful to Native language learners.

Lingít, X̱aad Kíl, and Sm’algya̱x vocabulary: These audio and video resources cover a variety of topics, including verbs, tools, colors, numbers, places, carved objects, and cooking phrases. The episodes are offered in audio (.mp3) or video (.mp4) formats.

Language summit: Our first-ever language summit, Voices of Our Ancestors, was held in Juneau in November. The entire three-day event was recorded and can be viewed on YouTube, with or without English translation.

Salmon Boy: Hear and watch the ancient story of Shanyaak’utlaax̱, Salmon Boy, told in Tlingit by storyteller Ishmael Hope of the Kiks.ádi clan with illustrations by Michaela Goade, also of the Kiks.ádi clan.

Clan Names (Eagle) (Audio by John Marks and June Pegues)

Clan Names (Raven) (Audio by John Marks and June Pegues)

Let’s Learn Language: Tlingit language use in everyday speech shown through the use of puppets. Ten lessons produced in 1969 by the Juneau Indian Studies Program. The speakers were Johnny Marks, a longtime contributor to SHI’s programs, and Eva Marks. Digitized through a partnership between Sealaska Heritage Institute and the Alaska State Library.

Audio Resources:

Posters and Cards

SHI has developed materials that can be printed and used in schools to teach Native words for things such as beach creatures, numbers and colors. This section also includes materials for games, such as Go Fish and Word Rummy.

Tlingit Invocation

The Tlingit Invocation embodies the Tlingit people’s deep respect for their ancestors, spiritual forces, and the wisdom embedded in their cultural heritage. It creates a sacred atmosphere and fosters a profound spiritual connection within the Tlingit community.

Haa Shagéinyaa (Thanking Our Ancestors) (Long Version)
Haa Shagéinyaa (Thanking Our Ancestors) (Long Version) Audio
Haa Shagéinyaa (Thanking Our Ancestors) (Short Version)
Haa Shagéinyaa (Thanking Our Ancestors) (Short Version) Audio

Tlingit Language for Elementary Schools (Primary School Grade K): Who Am I? (Aadóo sáyá X̱át?)

Tlingit children are traditionally taught their lineage through oral history. They learn their family history, what village they are from, what clan they are a member of, what moiety they belong to, and the crests they are entitled to use because of that membership. Through oral history they learn their Tlingit name, where it came from and what it means. Knowing who you are and where you come from is absolutely essential today even as it was generations ago.

Tlingit Language Resources:

Alaska Native Identity Lecture

Tlingit Language Learning/Teaching Documents

Who Am I
Who Am I (Teacher Resources)
Eagle Clan Names
Raven Clan Names

Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
Yarrow Vaara
David Katzeek
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins

Tlingit Language for Elementary Schools (Primary School Grades K-1): Totem Poles (Kootéeyaa)

One of the first things anyone who sees an old village site notices are the magnificent totem poles perched along the shore. To us today totems are beautiful works of art. To the Tlingit, Haida and Tsimshian people of Southeast Alaska they also hold deep meaning and are of great significance. They tell clan stories and describe important historical events. Some even signify the final resting place of clan leaders.

Tlingit Langauge Resources:

YouTube

Tlingit Language Learning/Teaching Documents

Contributors:

Tlingit Language for Elementary Schools (Primary School Grades K-1): Spruce Trees (Shéiyi)

This unit explores the use of the spruce tree. The roots provided containers for cooking, hats to keep people dry and lashings for many of the tools used. The trunk gives us canoes, paddles and temporary shelters, and the pitch was melted down and used as an antiseptic on cut and burns. Many atóow–clan treasures–are carved from the trunks of spruce trees or woven from the roots.

Tlingit Language Resources:

YouTube

Tlingit Language Learning/Teaching Documents

Spruce Trees
Spruce Trees (Teacher Resources)

Contributors:

Tlingit Language for Elementary Schools (Primary School Grades K-1): Salmon I (X̱áat)

Five species of salmon are found in Southeast and the Tlingit people caught and preserved and continue to preserve each of them for both summer and winter use.

Tlingit Language Resources:

YouTube

Shanyaak’utlaax̱: Salmon Boy Told in Tlingit (with English Subtitles)

Tlingit Language Learning/Teaching Documents

Salmon I
Salmon (Teacher Resources)

Contributors:

Tlingit Language for Elementary Schools (Primary School Grades K-1): Berries (Tléiḵwx’)

Some wild berries are not exactly palatable eaten alone. For example, currents and soap berries are best mixed with sweeteners. Berries, like the salmonberry, are usually served mixed with cultivated berries or other fruits such as bananas. This mixture is a common food at Tlingit events and ceremonies.

Tlingit Language Resources:

Tlingit Language Learning/Teaching Documents

Berries
Berries (Teacher Resources)

Contributors:

Tlingit Language for Elementary Schools (Primary School Grades K-1): Beach (Eék)

In this unit, students study beach creatures and gathering and processing techniques. This unit is best suited for the spring because many schools conduct Sea Week/Month activities during April or May.

Tlingit Language Resources:

YouTube

Éeḵ.ádi (beach creatures)

Tlingit Language Learning/Teaching Documents

Beach
Beach (Teacher Resources)

Contributors:

Tlingit Language for Elementary Schools (Primary School Grades K-2): Red and Yellow Cedar (X̱áay ḵa Laax̱)

Using red and yellow cedar trees they made their homes, canoes, clothing, tools, dishes, baskets and monument poles. Today, Tlingit and Haida people continue these traditions, holding deep respect for the cedar and the gifts that it provides to sustain and enrich peoples’ lives.

Tlingit Language Resources:

YouTube

Preparing Cedar Bark for Spinning Chilkat Warp with Tlingit Weaver Laine Rinehart

Tlingit Language Learning/Teaching Documents

Cedar
Cedar (Teacher Resources)

Contributors:

Tlingit Language for Elementary Schools (Primary School Grades K-2): Plants (Kayaaní)

Although many needs are now met with commercially produced plant products, Tlingit people continue to gather plants for nutritious food, herbal medicine and to create cultural treasures. Tlingits believe everything has a spirit. Respect and thanks are expressed when gathering what nature provides.

Tlingit Language Resources:

YouTube

SHI Devils Club Harvest

Tlingit Language Learning/Teaching Documents

Plants
Plants (Teacher Resources)

Contributors:

Tlingit Language for Elementary Schools (Primary School Grades K-2): Hooligan (Saak)

The first high tide in May brings the celebration of returning hooligan, with seagulls, seals and seal lions, eagles, ravens, crows and people all joining in this welcoming of spring. Tlingit students learn the cultural and ecological rules to guarantee the return of this valuable food source in this unit.

Tlingit Language Resources:

Tlingit Language Learning/Teaching Documents

Hooligan
Hooligan (Teacher Resources)

Contributors:

Tlingit Language for Elementary Schools (Primary School Grades K-2): Herring (Yaaw)

Herring may not be a primary food source to Tlingit people; but those foods that we are so dependent on use herring as their primary food. Herring help teach us to respect all life and recognize how we are all linked to one another.

Tlingit Language Resources:

YouTube

Tlingit Language Learning/Teaching Documents

Herring
Herring (Teacher Resources)

Contributors:

Tlingit Language for Elementary Schools (Primary School Grades K-2): Hemlock (Yán)

Tlingit Language Resources:

YouTube

G̱áax’w ḵa Haaw (Herring Eggs and Branches)

Tlingit Language Learning/Teaching Documents

Hemlock

Contributors:

Tlingit Language for Elementary Schools (Primary School Grades 2-3): Salmon II (X̱áat)

Upon settling in the region the Tlingit people adapted and developed their traditional food gathering around these resources, the primary one being salmon.

Tlingit Language Resources:

Tlingit Language Learning/Teaching Documents

Salmon II
Salmon (Teacher Resources)

Contributors:

Tlingit Language for Elementary Schools (Primary School Grades 2-3): Sea Mammals (Hintaak.átx’i)

Hunting activities were determined by the seasonal availability of local resources. Tlingit people continue to have a great understanding of the environment. The techniques used to gather food have changed but subsistence hunting and fishing continue to be important today.

Tlingit Language Resources:

Tlingit Language Learning/Teaching Documents

Sea Mammals
Sea Mammals (Teacher Resources)

Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
David Katzeek
Yarrow Vaara
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins

Tlingit Language for Elementary Schools (Primary School Grades 2-3): Canoes (Yaakwx’)

Canoes were the primary mode of transportation used by the people of Southeast Alaska for hundreds of years. Tlingit people use canoes and other watercraft to support their coastal lifestyle, to gather resources, and for basic transportation.

Tlingit Language Resources:

YouTube

Tlingit Language Learning/Teaching Documents

Canoes
Canoes (Teacher Resources)

Contributors:

Tlingit Language for Elementary Schools (Primary School Grades 2-3): Alder and Cottonwood (Keishísh Ḵa Dúk)

Forests supply everything from berries on bushes, to wood for houses and fires. They provided materials for tools that made it possible for people to harvest and further use this valuable resource. Alder and cottonwood trees are the focus of this unit.

Tlingit Language Resources:

Tlingit Language Learning/Teaching Documents

Alder Cottenwood
Alder Cottenwood (Teacher Resources)

Contributors:

Tlingit Language for Elementary Schools (Primary School Grades K-5): How the Raven Stole the Sun

The book, How Raven Stole the Sun is one version of how light was brought to the world. Listening to this story is necessary before introducing other activities in the unit. Viewing a video version of the story provides opportunities for comparison activities. Guided reading (for older students), retelling the story, studying the setting and writing additional “Raven as Trickster” stories are also part of the unit.

Tlingit Language Resources:

Tlingit Language Learning/Teaching Documents

How Raven Stolethe Sun
How Raven Stolethe Sun (Teacher Resources)

Contributors:

Tlingit Language for Elementary Schools (Primary School Grades K-5): Kaaxgal.aat, Elizabeth Peratrovich

In this unit, Tlingit students study the life and work of the remarkable Elizabeth Peratrovich, civil rights champion of Alaska. They learn about the importance of the Alaska Native Brotherhood (ANB) and the Alaska Native Sisterhood (ANS), and how these organizations continue to promote civil rights for everyone. The rich historical context of events in the 1940s provides the backdrop for research and discussions contained in unit activities.

Tlingit Language Resources:

YouTube

Tlingit Language Learning/Teaching Documents

Elizabeth Peratrovich
ElizabethPeratrovich (Teacher Resources)

Contributors:

Tlingit Language for Elementary Schools (Primary School Grades 4-6): The Woman Who Lived With the Bears

The book, The Girl Who Lived with the Bears, retold by Barbara Diamond Goldin, forms the basis for this literature unit. Listening to the story, as read from the book and/or as told by a storyteller, provides the knowledge needed to complete other activities in the rest of the unit.

TLingit Language Resources:

Tlingit Language Learning/Teaching Documents

The Woman Who Lived With the Bears
The Woman Who Lived With the Bears (Teacher Resources)

Contributors:

Tlingit Language for Elementary Schools (Primary School Grade 5): Tale of an Alaska Whale

The book, Tale of an Alaska Whale, tells a story of the origin of the killer whale and is also known as Naatsilanei. Listening to the story, as read from a book or told by a culture bearer or storyteller, is the basis for the unit. Viewing a video of a storyteller adds another dimension to the experience and provides opportunities for comparison activities. Guided reading (for older students), retelling the story and writing a story extension are also part of the unit.

Tlingit Language Resources:

Tlingit Language Learning/Teaching Documents

Tale of an Alaska Whale
Tale of an Alaska Whale (Teacher Resources)

Contributors:

Tlingit Language for Elementary Schools (Primary School Grade 5-6): Units 1-20 / Books 1-4

Tlingit Language Resources:

Tlingit Language Learning/Teaching Documents

YouTube
Learning Tlingit Language (Book 1)
Learning Tlingit Language (Book 2)
Learning Tlingit Language (Book 3)
Learning Tlingit Language (Book 4)
Learning Tlingit Language (Units 1-3)
More Body Parts (Unit 4)
Family (Unit 5)
Food (Unit 6)
Review 4-6 (Unit 7)
Home (Unit 8)
Animals (Unit 9)
Birds (Unit 10)
Review 8-10 (Unit 11)
Weather and Climate (Unit 12)
Clothing (Unit 13)
Recreation (Unit 14)
Review 12-14 (Unit 15)
Buildings (Unit 16)
Geography (Unit 17)
Plants (Unit 18)
Fish (Unit 19)
Review 16-19 (Unit 20)
Appendices (Appendixes 1-3)

Contributors:

Marsha Hotch
Joe Hotch
Katrina Hotch
Linda Belarde
Ralph Wolfe
Jim MacDiarmid
Michael Obert

Tlingit Language for Middle Schools' Grade 7: Units 1-19 / Books 1-4

Tlingit Language Resources

Tlingit Language Learning/Teaching Documents

YouTube
Learning Tlingit Language (Book 1)
Learning Tlingit Language (Book 2)
Learning Tlingit Language (Book 3)
Learning Tlingit Language (Book 4)
Learning Tlingit Language (Units 1-3)
Body Parts (Unit 4)
Family (Unit 5)
Food (Unit 6)
Review 4-6 (Unit 7)
Home (Unit 8)
Animals (Unit 9)
Birds (Unit 10)
Review 8-10 (Unit 11)
Weather and Climate (Unit 12)
Clothing (Unit 13)
Recreation (Unit 14)
Review 12-14 (Unit 15)
Buildings (Unit 16)
Geography (Unit 17)
Plants (Unit 18)
Fish (Unit 19)
Appendices (Appendixes 1-3)

Contributors:

Marsha Hotch
Joe Hotch
Katrina Hotch
Linda Belarde
Ralph Wolfe
Jim MacDiarmid
Michael Obert

Tlingit Language Curriculum and Resources for High Schools (Student Support Materials): Units 1-16

These units are designed to instill Tlingit language into long term memory. The Process use meaningful Tlingit language content from the environment, academic programs, stories, and themes to enlarge the students’ language bases. The Process takes Tlingit students through developmental steps that reflect the natural acquisition of language in the home and community.

Tlingit Language Resources:

Tlingit Language Learning/Teaching Curriculum and Documents

YouTube
My Body Parts (Unit 1)
My Family (Unit 2)
Types of Food (Unit 3)
Parts of My Home (Unit 4)
Types of Animals (Unit 5)
Types of Birds (Unit 6)
Weather Forms (Unit 7)
Types of Clothing (Unit 8)
Recreation (Unit 9)
Building (Unit 10)
Types of Transportation (Unit 11)
Water Forms (Unit 12)
The Land (Unit 13)
Types of Plants (Unit 14)
Types of Insects (Unit 15)
Types of Fish (Unit 16)

Contributors:

David Katzeek
Linda Belarde
Keri Edwards
John Marks
Jim MacDiarmid
Kathy Dye
Matt Knutson
Megan Gregory
Tiffany LaRue

Haida Language for Elementary Schools (Primary School Grade K): Who am I? (Gíisd uu díi iijang?)

Haida children are traditionally taught their lineage through oral history where they learn their family history, what village they are from, what clan they are a member of, what moiety they belong to, and the crests they are entitled to use.

Haida Language Resources:

Alaska Native Identity Lecture

Haida Language Learning/Teaching Documents

Who Am I
Who Am I (Teacher Resources)

Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta

Haida Language for Elementary Schools (Primary School Grades K-1): Salmon (Chíin)

Five species of salmon are found in Southeast where Haida people catch and preserve each of them for both summer and winter use.

Haida Langauge Resources:

YouTube

Shanyaak’utlaax̱: Salmon Boy Told in Tlingit (with English Subtitles)

Haida Language Learning/Teaching Documents

Salmon
Salmon (Teacher Resources)

Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta

Haida Language for Elementary Schools (Primary School Grades K-1): Totem Poles (Kootéeyaa)

Totems are beautiful works of art where they tell clan stories and describe important historical events.

Haida Langauge Resources:

YouTube

Haida Language Learning/Teaching Documents

Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta
Annie Calkins

Haida Language for Elementary Schools (Primary School Grades K-1): Berries (Gáan)

Southeast Alaska has abundant resources and Haida people developed food gathering techniques around these seasonal resources, including fish, berries, and game.

Haida Langauge Resources:

YouTube

Berries in the Tsimshian Language – Sm’algya̱x

Haida Language Learning/Teaching Documents

Berries
Berries (Teacher Resources)

Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta
Annie Calkins

Haida Language for Elementary Schools (Primary School Grades K-1): Beach (Chaaw Salíi)

A series of elementary level thematic units featuring Haida language, culture and history. This unit is best suited for the spring because many schools conduct Sea Week/Month activities during April or May.

Haida Langauge Resources:

YouTube

Éeḵ.ádi (beach creatures)

Haida Language Learning/Teaching Documents

Beach
Beach (Teacher Resources)

Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta
Annie Calkins

Haida Language for Elementary Schools (Primary School Grades K-2): Spruce Trees (Kíid)

This unit explores the use of the spruce tree.

Haida Langauge Resources:

YouTube

Haida Language Learning/Teaching Documents

SpruceTrees
Spruce Trees (Teacher Resources)

Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta

Haida Language for Elementary Schools (Primary School Grades K-2): Sea Mammals (Chaan Gingáay)

The sea offers a bounty of animal life and supplies many foods, also adding uses of at.oow, tools, weapons, and symbolic crests.

Haida Langauge Resources:

Haida Language Learning/Teaching Documents

Sea Mammals
Sea Mammals (Teacher Resources)

Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta

Haida Language for Elementary Schools (Primary School Grades K-2): Plants (Gin Xiláa)

Haida people continue to gather plants for nutritious food, herbal medicine and to create cultural treasures.

Haida Langauge Resources:

YouTube

SHI Devils Club Harvest

Haida Language Learning/Teaching Documents

Plants
Plants (Teacher Resources)

Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta

Haida Language for Elementary Schools (Primary School Grades K-2): Hooligan (Sáaw)

Students learn the cultural and ecological rules to guarantee the return of this valuable food source in this unit.

Haida Langauge Resources:

Haida Language Learning/Teaching Documents

Hooligan
Hooligan (Teacher Resources)

Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta

Haida Language for Elementary Schools (Primary School Grades K-2): Herring (Íinaang)

Herring may not be a primary food source to Haida people; but those foods that we are so dependent on use herring as their primary food.

Haida Langauge Resources:

YouTube

Haida Language Learning/Teaching Documents

Herring
Herring (Teacher Resources)

Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta

Haida Language for Elementary Schools (Primary School Grades K-2): Hemlock (K’áang)

The multiple purposes for each section of this abundant plant.

Haida Langauge Resources:

YouTube

G̱áax’w ḵa Haaw (Herring Eggs and Branches)

Haida Language Learning/Teaching Documents

Hemlock (Teacher Resources)

Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta

Haida Language for Elementary Schools (Primary School Grades 2-3): Yellow and Red Cedar (Ts’úu Isgyáan Sgahláang)

For hundreds of years, the ocean and the forest have provided life sustaining resources for the Haida people of Southeast Alaska. Using red and yellow cedar trees they made their homes, canoes, clothing, tools, dishes, baskets and monument poles.

Haida Langauge Resources:

YouTube

Preparing Cedar Bark for Spinning Chilkat Warp with Tlingit Weaver Laine Rinehart

Haida Language Learning/Teaching Documents

Cedar
Cedar (Teacher Resources)

Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta

Haida Language for Elementary Schools (Primary School Grades 2-3): Canoes (Tlúu)

Canoes represent unity and teamwork, strength training and health, as well as being a sophisticated art form and symbol of cultural identity. In this unit students learn what makes objects move and understand how they move. Central understandings include the concepts of friction, gravity, force, and the movement of sound waves.

Haida Langauge Resources:

YouTube

Haida Language Learning/Teaching Documents

Canoes
Canoes (Teacher Resources)

Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta

Haida Language for Elementary Schools (Primary School Grades K-5): Elizabeth Peratrovich Ḵaax̱gal.aat

She is an important Civil Rights leader who collaborated with ANB to help end discrimination for Alaska Natives.

Haida Langauge Resources:

YouTube

Haida Language Learning/Teaching Documents

Elizabeth Peratrovich

Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta

Haida Language Curriculum and Resources for High Schools: Units 1-16

These units are designed to instill Haida language into long term memory. The Process use meaningful Haida language content from the environment, academic programs, stories, and themes to enlarge the students’ language bases. The Process takes Haida students through developmental steps that reflect the natural acquisition of language in the home and community.

Haida Language Resources:

Haida Language Learning/Teaching Curriculum and Documents

YouTube
My Body Parts (Unit 1)
My Family (Unit 2)
Family Terms in the Haida Language – X̱aad Kíl
Types of Food (Unit 3)
Parts of My Home (Unit 4)
Types of Animals (Unit 5)
Types of Birds (Unit 6)
Weather Forms (Unit 7)
Types of Clothing (Unit 8)
Recreation (Unit 9)
Buildings (Unit 10)
Types of Transportation (Unit 11)
Water Forms (Unit 12)
The Land (Unit 13)
Types of Plants (Unit 14)
Types of Insects (Unit 15)
Types of Fish (Unit 16)

Contributors:

Jordan Lachler
Jim MacDiarmid
Matt Knutson
Kathy Dye
Megan Gregory
Tiffany LaRue

Tsimshian Language Curriculum and Resources for High Schools: Units 1-16

These units are designed to instill Tsimshian language into long term memory. The Process use meaningful Tsimshian language content from the environment, academic programs, stories, and themes to enlarge the students’ language bases. The Process takes Tsimshian students through developmental steps that reflect the natural acquisition of language in the home and community.

Tsimshian Language Resources:

Tsimshian Language Learning/Teaching Curriculum and Documents

YouTube
Developmental Language Process tested at Latseen Camps
My Body Parts (Unit 1)
My Family (Unit 2)
Types of Food (Unit 3)
Parts of My Home (Unit 4)
Types of Animals (Unit 5)
Types of Birds (Unit 6)
Weather Forms (Unit 7)
Types of Clothing (Unit 8)
Recreation (Unit 9)
Buildings (Unit 10)
Types of Transportation (Unit 11)
Water Forms (Unit 12) – coming soon
The Land (Unit 13)
Types of Plants (Unit 14)
Types of Insects (Unit 15)
Types of Fish (Unit 16)

Contributors:

Tony Roberts
Donna May Roberts
Jim MacDiarmid
Kathy Dye
Matt Knutson
Megan Gregory
Tiffany LaRue