DOCUMENT RESUME RC 022 921 ED 451 986 Stephens, Sidney AUTHOR Handbook for Culturally Responsive Science Curriculum. TITLE Alaska Univ., Fairbanks. Alaska Native Knowledge Network. INSTITUTION National Science Foundation, Arlington, VA. SPONS AGENCY 2001-00-00 PUB DATE 67p.; Some graphics may not reproduce adequately. NOTE For full text: http://www.ankn.uaf.edu/UNITS/index.html. AVAILABLE FROM Teacher (052) Classroom Guides PUB TYPE MF01/PC03 Plus Postage. EDRS PRICE Academic Standards; *Alaska Natives; *American Indian DESCRIPTORS Education; *Culturally Relevant Education; *Curriculum Development; Elementary Secondary Education; Integrated Curriculum; *Science Curriculum; Science Education; *State Standards; Teaching Guides; Yupik Alaska; Eskimo Culture; *Indigenous Knowledge Systems; IDENTIFIERS Intergenerational Transmission ABSTRACT The Alaska Science Consortium, the Alaska Rural Systemic Initiative (AKRSI), and the Alaska Department of Education have collaborated on developing standards-based, culturally relevant science curricula that effectively integrate indigenous and Western knowledge. This handbook is designed to assist teachers in developing and teaching culturally responsive science curricula. After an initial explanation of the characteristics, strengths, and difficulties associated with culturally responsive science curricula, the guide suggests that much common ground is shared by traditional Native knowledge and Western science 4nd discusses the implications of integrating the two. A chapter is devoted to each of four factors to be considered by developers of culturally relevant science curricula: cultural relevance, best practices, state standards, and assessment. Areas covered include how to involve Elders in the classroom, topics of cultural significance, cultural standards, guidelines for standards-based units, correlating local knowledge with science standards, how to adapt topics to standards, traditional Yup'ik learning, sharing knowledge, integrated study, and promising assessment strategies. Appendices present the AKRSI unit-building assessment rubric and sample units on lure construction and ice fishing with elder involvement, winds, and weather. Each unit identifies grade level, context, AKRSI region, cultural and academic standards, and skills and knowledge addressed, and presents lessons and activities. (TD) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION ---' Office of Educational Research and Improvement EDUC TIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction HANDBOOK FOR quality. Points of view or opinions stated in this Culturally document do not necessarily represent official OERI position or policy. Responsive "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Science TO THE EDUCATIONAL Curriculum RESOURCES INFORMATION CENTER (ERIC)." BY SIDNEY STEPHENS 0 O 0 a CC In the winter in Selawik, if it's clear and cold, -20° or -30 °F, maybe there are a few clouds but it's nice and calm. The wind isn't supposed to blow now. If the wind starts to blow when its not supposed to, people gathered maybe in the store will say "000, cold". In Inupiat they say qiunauraucituq which means he's beckoning the storm. You know it will be stormyblowing, drifting snow. It makes you decide to stay home. Animals will stay home too. This is very reliable. Jonas Ramoth, hiupiat Elder '15 c..) 'PUBLISHED BY THE ALASKA SCIENCE CONSORTIUM AND THE ALASKA RURAL SYSTEMIC INITIATIVE 2 (SST COPY AVAILABLE CULTURALLY RESPONSIVE SCIENCE CURRICULUM BY SIDNEY STEPHENS n the winter in Selawik, if it's clear and cold, -20° or 4 -30°F, maybe there are a few clouds but it's nice and calm. The wind isn't supposed to blow now. If the wind starts to blow when its not supposed to, people gathered maybe in the store will say "000, cold". In Inupiat they say qiunaurauqtuq which means he's beckoning the storm. You know it will be stormyblowing, drifting snow. It makes you decide to stay home. Animals will stay home too. This is very reliable. 11 Jonas Ramoth, Inupiat Elder PUBLISHED BY THE ALASKA SCIENCE CONSORTIUM AND THE ALASKA RURAL SYSTEMIC INITIATIVE 3 Since 1996, the Alaska Science Consortium has been working with the Alaska Rural Systemic Initiative (AKRSI) and the Alaska Department of Education to help develop standards-based, culturally relevant curriculum that effectively integrates indigenous and Western knowledge around science topics. This work has been generously funded by the AKRSI project through a National Science Foundation grant. It has involved teachers, Elders, Native community leaders, agency personnel, and educational consultants and has taken many forms. This handbook represents some of the thinking and products that have resulted from this slowly evolving and highly collaborative process. It is hoped that some of these ideas prove helpful to you as you begin or continue similar work. We are most grateful to the AKRSI program for support of these efforts and to AKRSI staff for their ongoing dedication, helpfulness, and vision. For a more complete look at the purpose, accomplishments and resources funded and gathered by AKRSI, check out their website at http://www.ankn.uaf .edu. FOREWORD The information and insights contained in this document will be of interest to anyone involved in bringing local knowledge to bear in school curriculum. Drawing upon the efforts of many people over a period of several years, Sidney Stephens has managed to distill and synthesize the critical ingredients for making the teaching of science relevant and meaning- ful in culturally adaptable ways. Coupled with the "Native Ways of Knowing" section in the Alaska Math/Science Curriculum Frameworks document and the Alaska Science Perfor- task of mance Standards, this handbook will provide teachers invaluable assistance with the developing and teaching "culturally responsive science curriculum." There is mounting evidence that curricular and teaching practices that link schooling to the surrounding cultural and physical environment produce positive results on all indicators of student and school performance. This handbook reflects the most current pedagogical principles that move educational practice from teaching about (italics) culture as another discrete subject to teaching through (italics) the local culture as a way to bring depth, breadth and significance to all aspects of the curriculum. We wish to express our appreciation to Sidney and the Alaska Science Consortium for venturing with us into this previously uncharted terrain and bringing new insights to bear on long-standing issues in Alaskan education. The results of this collaboration have exceeded Thank our expectations and will be of benefit to educators throughout Alaska and beyond. you to all who have contributed to this undertaking. Ray Barnhardt, Angayuqaq Oscar Kawagley and Frank Hill Co-Directors, Alaska Rural Systemic Initiative HANDBOOK FOR CULTURALLY-RESPONSIVE SCIENCE CURRICULUM CONTENTS What is Culturally Responsive Science Curriculum? 7 9 Where to begin? 10 Integrating Traditional Native Knowledge and Science 12 Cultural Relevance 12 Involving Cultural Experts Traditional Knowledge, Environmental Assessment, 13 and the Clash of Two Cultures 15 Elders in the Classroom 17 Topics of Cultural Significance 17 Cultural Standards 20 Snowshoes 21 Standards Based 21 Summary Guidelines for Standards-Based Units 22 Correlate Local Knowledge with Science Standards 24 Alaska Science Performance Standards 26 Topics to Standards: A Discrepant Event 28 Best Practices 29 Traditional Yup'ik Learning 30 Cultural Relevance and the Learning Cycle Model 31 Share Knowledge 32 Integrated Study, Traditional Camps and Science Fairs 34 Assessment 35 Promising Assessment Strategies 36 Alaska Science Performance Standards: Assessment Ideas 39 References 39 Curriculum Resources APPENDICES A-1 AKRSI Unit Building Assessment Rubric A-3 Lure Construction and Ice Fishing with Elder Involvement A-9 Winds and Weather Sampler 6 HANDBOOK FOR CULTURALLY-RESPONSIVE SCIENCE CURRICULUM WHAT CULTURALLY RESPONSIVE IS SCIENCE CURRICULUM? Culturally responsive science curriculum attempts to integrate Native and Western knowl- edge systems around science topics with goals of enhancing the cultural well being and the science skills and knowledge of students. It assumes that students come to school with a whole set of beliefs, skills and understandings formed from their experiences in the world, and that the role of school is not to ignore or replace prior understanding, but to recognize and make connections to that understanding. It assumes that there are multiple ways of viewing, structuring, and transmitting knowledge about the worldeach with its own insights and limitations. It thus values both the rich knowledge of Native Alaskan cultures and of Western science and regards them as complementary to one another in mutually beneficial ways. What are the characteristics of culturally responsive science curricula? It begins with topics of cultural significance and involves local experts. It links science instruction to locally identified topics and to science standards. It devotes substantial blocks of time and provides ample opportunity for students to develop a deeper understanding of culturally significant knowledge linked to science. It incorporates teaching practices that are both compatible with the cultural context, and focus on student understanding and use of knowledge and skills. It engages in ongoing authentic assessment which subtly guides instruction and taps deeper cultural and scientific understanding, reasoning and skill development tied to standards. What are some strengths of culturally responsive curriculum? It recognizes and validates what children currently know and builds upon that knowledge toward more disciplined and sophisticated understanding from both indigenous and Western perspectives. It taps the often unrecognized expertise of local people and links their contempo- rary observations to a vast historical database gained from living on the land. It provides for rich inquiry into different knowledge systems and fosters collabora- tion, mutual understanding and respect. It creates a strong connection between what student's experience in school and their lives out of school. It can address content standards from multiple disciplines. 7 HANDBOOK FOR CULTURALLY-RESPONSIVE SCIENCE CURRICULUM What are some difficulties associated with culturally responsive curriculum? Cultural knowledge may not be readily available to or understood by teachers. Cultural experts may be unfamiliar, uncomfortable or hesitant to work within the school setting. Standard science texts may be of little assistance in generating locally relevant activities. Administrative or community support for design and implementation may be lacking. It takes time and commitment. 8 HANDBOOK FOR CULTURALLY-RESPONSIVE SCIENCE CURRICULUM WHERE BEGIN? TO Creating and implementing culturally responsive curriculum is a time-consuming process that is generally collaborative in nature and decidedly marked by what authors know and believe worth knowing. It generally involves reaching out past our own knowledge or comfort range and synthesizing what we find. The process is slightly different for everyone, but general factors for everyone to consider are summarized in the chart below and are used to organize the material in this handbook. An elaborated rubric for assessment of culturally responsive units is included in Appendix A. CULTURALLY RESPONSIVE SCIENCE CURRICULUM Standards Based Cultural Relevance Identifies an appropriate number Examines topics of cultural of state science standards; significance, involves cultural describes specifically what is to experts, addresses cultural be learned about those stan- standards and provides adequate dards; and provides an adequate opportunity for reaching deeper number of properly sequenced cultural understanding. opportunities that lead students to a deeper understanding of the standards. Assessment Best Practices Engages in ongoing assessment Incorporates strategies which are of student: understanding of culturally appropriate; focuses on student understanding and use of highly valued, well-structured knowledge; skill development knowledge, ideas and inquiry and reasoning; and ability to process; guides students in active apply knowledge to the real and extended inquiry; and world. Allows for diverse demon- supports a classroom community strations of understanding. with cooperation, shared respon- sibility and respect. 9 9 HANDBOOK FOR CULTURALLY-RESPONSIVE SCIENCE CURRICULUM INTEGRATING TRADITIONAL NATIVE KNOWLEDGE SCIENCE AND PERSPECTIVES Over the course of the last several years there has been lots of discussion about the fit between traditional Native knowledge and Western science. Opinions expressed have run all the way from "they are mutually exclusive systems" to "they are equivalent systems" and everywhere in between. We believe such disagreement and even polarity results from the human tendency to view things from your own spot in the world, and that thoughtful consideration of these two knowledge systems reveals much common ground (see diagram on facing page). We also believe that the work of creating culturally responsive science curriculum is context specific, dynamic and ultimately reflective of what one believes, values and thinks worth knowing. For many Native educators, culturally responsive science curriculum has to do with their passion for making cultural knowledge, language and values a prominent part of the schooling system. It has to do with presenting science within the whole of cultural knowl- edge in a way that embodies that culture (see Traditional Native Knowledge circle on facing page), and with demonstrating that science standards can be met in the process. It also has to do with finding the knowledge, strategies and support needed to carry out this work. For those educators not so linked to the local culture, culturally responsive science curricu- lum has more to do with connecting what is known about Western science education to what local people know and value (see Western Science circle). It has to do with accessing cultural information, correlating that information with science skills and concepts, adjusting teaching strategies to make a place for such knowledge, and coming to value a new perspective. It too has to do with addressing science standards and finding the knowledge, strategies, and support needed to carry out this work. IMPLICATIONS Although educators obviously differ in their perspective, there is no doubt that the creation of culturally responsive science curriculum has powerful implications for students for at least three reasons. The first is that a student might conceivably develop all of the common ground skills and understandings while working from and enhancing a traditional knowl- edge base. The second is that acquisition of the common ground, regardless of route, is a significant accomplishment. And the third is that exploration of a topic through multiple knowledge systems can only enrich perspective and create thoughtful dialog. One way of envisioning this merger would be for young children to consistently focus on traditional knowledge as a way of enhancing a cultural foundation and developing skills and knowl- edge common to both systems. As children get older, this traditional focus might continue with increased use and discussion of some of the tools and procedures of Western science and how they differ from traditional ways of knowing. By middle/high school, students 10 10 HANDBOOK FOR CULTURALLY-RESPONSIVE SCIENCE CURRICULUM