Jerry Demmert

A book for Southeast Alaska

When I began my undergraduate studies at UAS in the fall of 2003, I intended to get a Bachelor of Arts in Elementary Education. It took a long time for me to get serious about completing my degree, but I finished this springs, graduating with a Bachelor of Liberal Arts in Theatre and History. Even as late as last fall, my mind was set on teaching younger kids. One subject I am enthusiastic about is children’s literature. I love reading to kids. Over the course of this past winter, after much consideration and consultation, I decided to pursue Secondary Education. I was unsure even as late as February, but I believe I made the right decision.

One of the things I thought I’d miss as a high school teacher was reading to kids. Kathy’s visit yesterday was a revelation, and I absolutely will introduce children’s books into my lesson plans. Kids are kids, even if they’re big kids, and maybe they’ll still enjoy being read to.

Looking through the selection of books Kathy brought yesterday, I was immediately drawn to The Last American Rainforest: Tongass by Shelley Gill and Shannon Cartwright. I couldn’t read it all in the time we had, but the authors encompassed most of what makes Southeast Alaska special.

The story combines a fictional character, a young Tlingit girl, with nonfiction information on the region, encompassing all of the Northwest Coast, of Tlingit, Haida, and Tsimshian. The girl, wanting to make a hat, must search for a salmon tree. She hears traditional stories about Fog Woman, and the more familiar Raven Steals Daylight. More than just Southeast Alaska Native traditions, her journey leads her to a discovery of flora and fauna, the geography, food cultivation, and lessons about the ecology, all interwoven with the spirituality of the land and people. Traditional and contemporary village life is portrayed, as well as illustrations of Native masks, hats, totems, and clan crests. Sea life and sea faring canoes, passing glaciers and wildlife. The strong environmental lesson of clear-cut timber leaves the girl in tears.

I was truly taken aback by the beautiful illustrations and how much the authors were able to cover. A great resource for a social studies class!

A lesson on food CRT

Growing up Tlingit in Ketchikan and Saxman, Alaska, I related to what the Elders were saying the other day about the importance of food as a means of acknowledging others. Food enhances the spirit as well as nourishes the body. Whether it be gumboots, abalone, black cod, berries, or seaweed, the gathering, preparing, and presenting of food is a meaningful experience, because, within the context of a potlatch, it is where traditions and wisdom are transmitted to the younger generation. Everyone is attentive during and following meals as Elders speak. Moreover, we must be thoughtful to respect the animal and plant life that nourishes Alaska Native culture, in which every being and living object of the sea and forest is acknowledge as possessing a spirit. We honor the intelligence of those who proclaimed the trees as “the lungs of the earth” from time immemorial. We are conscientious of our words, recognizing that they have the power to affect Nature. I loved the story told of the hunter who told the bear, “Go the other way. We are hunting for our food, too.”

We must choose wisely how and where we harvest our resources, being thankful, saying prayers of thanks to our Creator, for the abundance we receive. Everything requires respect, otherwise there are consequences. These are valuable lessons that we all must learn, not just school age children. As one elder put it, there is always room for learning. Traditionally, clans honored each other by the offering of food, and we can similarly honor each other by sharing out of our abundance.

Social Studies Lesson

In March 1989, the Exxon Valdez oil tanker ran aground, causing 11 million gallons of crude oil to spill into Prince William Sound, adversely effecting 1,500 miles of Southcentral Alaska’s coastline. For 10^th graders in Social Studies, there are many aspects to consider when grappling with the consequences of the spill, then the largest in U.S. waters. It devastated the sea life of the region, killing untold thousands of seabirds, otters, seals, and whales. The economy of Southcentral was disrupted, in many cases for years, as the livelihoods of fisherman from communities across Prince William Sound depended on the catch of salmon and herring. Further examinations may encompass the long-term scientific, environmental, socio-economic, emotional, financial, legal, and political impact of the spill.

http://www.history.com/topics/us-states/alaska/videos/history-exxon-valdez-oil-spil

A number of potential questions to pose:

As a devastating human-caused environmental disaster, how did the Exxon Valdez oil spill affect the mythology of Alaska as a pristine wilderness?
In what ways has the discourse changed, if at all, as a direct result of Exxon Valdez when discussing Big Oil, both within Alaska (as an oil beholden state), and the broader American public, particularly in light of the Deepwater Horizon oil spill of 2010?
How did governmental, business, and environmental agencies respond to Exxon Valdez, and in what ways have oil spill response procedures evolved?
What is the current state of sea life in Prince William Sound?
How have the commercial fisheries-salmon and herring, in particular, of Prince William Sound rebounded 27 years after Exxon Valdez?
What was the response of the Native people of Southcentral Alaska to Exxon Valdez?

Over the course of two 1-hour class periods, students will first be presented with the evidence on myriad aspects of the Exxon Valdez oil spill, its toll on both humans and the environment, with the purpose of holding a trial. Students will have the opportunity to advocate for the oil industry, the fisherman, the sea life, and Alaska Natives. Students are encouraged to do research on their own.
On the second day, the trial commences.

I’m clearly not sure what to do with this trial idea. What would be the expected outcome other than, “Exxon is guilty?” Any other insights folks may have would be greatly appreciated.

Elder wisdom, Gender Roles and LGBT

Hearing Salina Everson, David Katzeek, and Linda Belarde this afternoon in many ways drew my mind back to my childhood, attending potlatch’s with my family, eating Tlingit food, and sitting patiently as an Elder spoke. As I grew older, I became more restless when listening to Elders. Perhaps I thought that they had nothing worthwhile to say to me. Of course, many years later I recognize the value of their wisdom.

What struck me most, however, about today’s presentation was the generational gap, however furtive it may have been, that was revealed by Peter’s question about gender roles in Tlingit culture. The answers I heard stood in stark contrast to contemporary views on gender roles and LGTB rights. Ms. Everson noted how women, traditionally, were not permitted to speak until either all the men had finished speaking, or they spoke only in response to a male questioner. While Tlingit society was matrilineal, that is, following your mother’s line, it was patriarchal in that men dominated. Matrilineal relates to how we are recognized, or our identity as clan members, not how much power the women have. Our clan identity is passed on via our mothers, but men held the power. Ms. Everson acknowledged that times are changing. Mr. Katzeek made an affirmation counter to current views of transgender identity. There is so much to learn from our Elders, they add value to every young person’s life, but while affirming the rights of all persons, there may potentially be areas of disconnect between traditional and contemporary world views.

My Schools: A Walking Tour

Born in 1970, I was a student in the Ketchikan Gateway Borough School District from 1975 to 1988. I attended three schools, two of which were in my neighborhood, Houghtaling Elementary School and Ketchikan High School (Kayhi). Attending Schoenbar Middle School, I rode the school bus, although I occasionally walked. The movie theater was downtown, which was nearly the distance to from my home to school, and I walked there all the time. I remember walking alone to Houghtaling Elementary from my first day of kindergarten. Following this walking tour is a great way to see Ketchikan as it takes you through historical downtown.