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Artifacts

Artifact #1: Birch bark basket

Lesson Design Template: MAT/Certification Elementary

Candidate Name: Robin Kornfield

School: Alaska Native Cultural Charter School Date & Time of Lesson: 3.8.2022

Host Teacher Name: Georgianna Starr Grade Level: 4 # of Students: 15 Length of Lesson:60-90
minutes

Topic of Lesson: Dena’ina tools for living— birch bark Content Area: Social Studies,
baskets. Art
Materials: Include all materials including types of technology used: Film: The Dena’ina way
of making a birch bark basket. Lake Clark National Park and Preserve, National Park Service.
nps.gov. Golisek- Nankerv, L. (2018) Making a paper model of an Athabascan birch bark
basket, YouTube, Alaska Libraries Archives Museums. Basket materials include two-sided copy
of birch bark outside and inside on card stock. Material for making a rim such as 1⁄4 inch cord,
lashing material such as yarn or string, narrow strips of card stock to use as a second layer
around the top edge of the basket, hole punch, stapler, glue stick, scissors. Examples of birch
bark—a log or branch from a birch tree.

ALASKA CONTENT STANDARD

History:
A. A student should understand that history is a record of human experiences that links the past to the present and
the future.

A student who meets the content standard should:

5. understand that history is a narrative told in many voices and expresses various perspectives of historical
evidence.
6. know that cultural elements, including language, literature, the arts, customs, and belief systems, reflect the ideas
and attitudes of a specific time and know how the cultural elements influence human interaction
8. know that history is a bridge to understanding groups of people and an individual’s relationship to society.

Art:
Standard #10: Relate, synthesize, and express both knowledge and personal experiences as a way to participate in
the arts.
Alaska Cultural Standard for Educators

A. Culturally-responsive educators incorporate local ways of knowing and teaching in their work. Educators who
meet this standard:
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1. Recognize the validity and integrity of the traditional knowledge system

B. Culturally-responsive educators use the local environment and community resources on a regular basis to link
what they

are teaching to the everyday lives of the students.

Alaska Cultural Standards for Students

A. Culturally-knowledgeable students are well grounded in the cultural heritage and traditions of the community.

Students who meet this cultural standard are able to: Acquire insights from other cultures without diminishing the
integrity of their own;

Make effective use of the knowledge, skills and ways of knowing from their own cultural traditions to learn about
the larger world in which they live.

1. Make appropriate choices regarding the long-term consequences of their actions

TRANSFER GOAL(S) (transferability)

Traditional knowledge is as valuable today as it was in the past.

STAGE ONE – Enduring Understandings and Essential Questions (meaning/broad purpose

of the lesson)

Enduring Understanding(s):
What Essential Questions will be Considered?
Students will understand that....
What is the value of using local resources for
The Athabascan developed art and tools
making useful tools rather than going to the store
such as birch bark baskets as required for
and buying something made from plastic?
helping them live a healthy and successful
subsistence lifestyle. The birchbark basket
How does participating in and with art enrich
is an example of a tool that is still used
people’s lives and raise awareness of community and
today land and traditional values continue
environment?
to sustain the Alaska Native people today.
What does it take to live a healthy and productive
Participation in the arts encourages people
life?
to connect experiences and construct
meaning.

STAGE ONE (pt.2): Objectives STAGE TWO: Assessments

Students will learn about the Evidence of Learning/Accountability -

lifestyle and values of the first Formative/Summative/Performance
people who lived, and still live,
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in Anchorage and Southcentral F—Discussion about the use of traditional tools. What are some of
Alaska, the Dena’ina people. the important ways and innovations Athabascan people
developed so they could live successfully? Option for students to
Students will learn from elder break into small groups and then share.
Helen Dick primary information
about how to make a birchbark
basket.
Knowledge - What students
should know....
Assessment(s)/Other Evidence:
What foods, shelter and skills
P—Students will participate in a discussion about traditional
have always sustained the
tools and why they are important even today.
Athabascan people?

Skills - What students should

be able to do....... Follow
written instructions. Assessment(s)/Other Evidence:

Use their own ideas to P—Students will follow directions and create their own model
determine how they would like of a birch bark basket.
to make the rim of their basket.

STAGE THREE: Opportunities to Learn (Acquisition)

Introduction/Hook: Vocabulary: Eliza Jones of Central Koyukon language calls a birchbark

basket or dish kk’eeyh tl’ok.
They were also called “water container,” too tl’ok. Families also picked berries into their baskets
which were called kk’eeyh.

Alaska Native Collections, Athabascan culture, National Museum of National History.

alaska.si.edu.
Processes and products for Learning Strategies for Differentiation/ Multimodal
Opportunities: Instruction/Universal Design for Learning:

Teacher will: F—Discussion about the use of traditional tools.

What are some of the important ways and
innovations Athabascan people developed so they
Show 15minute film featuring Helen Dick of could live successfully? Option for students to break
Lime Village about the traditional process of into small groups and then share.
gathering materials and making a Dena’ina
birch bark basket. Baskets have been used A formative discussion about the innovations of
for thousands of years to store food, to carry Athabascans that have made it possible to live
food and to make an “emergency cup” while successfully can be conducted in small groups that
traveling. will include students who may have special needs.
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Students will: View film. Students with difficulty hearing or seeing will have
the opportunity to touch and feel a birch tree and
Teacher will: baskets made from birch and other materials.

Stop film periodically to talk about they type Teacher will involve all students in a discussion
of birch trees she looks for and the process about the birch bark making film and what Helen
of gathering the materials required for Dick teaches about finding the right materials for a
baskets. basket and then making one.

Teacher will: Some students will require assistance from the

teacher or another student, especially when sewing
Share a short birch log so students can see the top rim, which is the most difficult part of the
that the outside of a birch tree is made of basket making activity. Students will work in
thin, paperlike, bark. groups to identify the current and former
settlements of the Dena’ini people. More advanced
Teacher will share several styles of baskets students will scaffold those who need more
and pass them around for students to experience with maps
examine more closely.

Discussion: Where might a grass basket

come from? Where might a pottery container
come from?

(All Native people have traditionally needed

containers for day-to-day use, whether for
storing food, as containers, for gathering
berries and greens and for cooking. Basket
making designs vary and are dependent upon
the resources available where the people
live.)

Discussion:
What kind of birch bark trees did Helen
Dick look for?
(She mentions few branches, few knots,
good bark that is not too thick. Some trees
have bark that is too thick, others are too
thin.

Always start cutting on the “belly” side. It is

thinner. Do not cut through the whole
bark—only the outside layer so you do not
kill the tree. Easy to peel in May, June and
early July. In fall, the trees are “stingy for
their bark.”
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Birch bark basket making activity:

Teacher will:

Demonstrate how the students will make

a model basket using paper, yarn string
and rope using
A model created by the Alaska by Lisa
Golisek- Nankery of the Alaska State
Museum out of card stock. One side of the
paper is a color copy of the outside of
birch bark and the other side is a color
copy of the inside.

Students will:

Cut out the basket.

Each student write name on the white
side bottom of the basket.
Fold into a bowl shape.
Staple the flaps along the top of long side
and close to the edge.

Students will use their own ingenuity to

Select from several choices of materials
for making a rim—narrow pieces of card
stock for the edge, 1⁄4 inch cord for the
edge, punch holes as indicated around the
upper edge of the basket. Wrap yarn or
string around the top edge and through
the holes to sew the rim to the outside
edge of the basket. Glue stick or tape helps
make a sort of needle to help push the
yarn or string through the holes.

Discussion:
Why might making a real birch bark basket be a good way to learn more about traditional
Native culture?

Are birchbark baskets still useful today?

Closure:

Take picture of each student with their basket or as a group.

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Talk about ways they can use their basket at home or at school.
What is the value of using local resources for making useful tools rather than going to the store
and buying something made from plastic?
Reflection

This lesson began with a 15 minute video, The Dena’ina way of making a birch bark basket.
Lake Clark National Park and Preserve, National Park Service. nps.gov. The film features elder,
Helen Dick, of Lime Village, who explicitly explains and demonstrates how the materials are
gathered and made into a traditional birch bark basket. I collect baskets and shared a variety of
baskets from several different tribal groups in Alaska and also in Russia, where they also make
containers using birch bark. I also passed around some small birch logs so the students will be
able to recognize birch bark in the future.

Using a template created through the Alaska State Museum, we made our own “birch bark
basket” made of card stock imprinted with the outside and inside bark of birch trees. The
instructions are printed on the template and ahead of time I viewed a YouTube of Lisa Golisek-
Nankery making the model basket.

For the class, I demonstrated how to follow the directions and cut out the bark, fold the edges,
add a strip of “birch” around the rim, make holes and then to thread cord around the edge. I
instructed the students to sign the bottom of the basket just as basket artists do.

I thought the students did well, although the noise level became loud and my host teacher
intervened periodically. Most students needed help with the folding of the “bark” and making
holes around the top edge. Some students were more proficient than others and moved into a
helper role when their basket was finished.

All students completed their basket. It was interesting that two students who perform below
grade level arrived halfway through the class yet caught on and finished more quickly than some
of the academically advanced students.

Once the baskets were complete, we talked about how the students will use the baskets and we
took a group photo. Several students commented on how much they liked the project.

I think the procedures for this project went well. I had all the materials required other than
needing to borrow a stapler from my host teacher. It took 2 hours, which was longer than
expected, as I have found in all the lessons I have taught. We could have worked on the project
over two days, but I appreciated the willingness for us to use the full two hours to do the project
and clean up as the last activity of a busy week.
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Artifact #2. Native American-inspired geometric design.

Lesson Design Template: MAT/Certification Elementary

Candidate Name: Robin Kornfield

School: Bayshore Elementary
Date & Time of Lesson: November 10, 2022

Host Teacher Name: Trena Rose

Grade Level: 4 # of Students: 25 Length of Lesson:45 minutes

Topic of Lesson:
Content Area: Art/Math
Native American-Inspired Art Patterns
Materials: Include all materials including types of technology used:

Alaska Native and Native American examples in photos and/or actual pieces of pattern used in
clothing, baskets, and pottery.

Construction paper pre-cut into geometric shapes (8-10 shapes including triangles of more than
one size, squares, rectangles of more than one size, pentagon, hexagon,) a 12X2” strip of black
construction paper, and 8 1⁄2 X11 inch sheets. Construction paper half sheets (8.5 X) in colors:
red, turquoise, yellow, green, orange.

(Bayshore School has die cutting equipment that enables an operator to select letters and shapes
to be cut out on construction paper. It takes time to prepare these materials, so it is helpful to
train a parent volunteer to learn how to use the equipment and produce at least 150 each of up to
eight shapes. Another option is for students to be provided a set of shapes on white paper that
they cut out and then outline onto construction paper.)

ALASKA CONTENT STANDARD

Alaska Arts Standards:

VA:CR2a-3 Create artwork using a variety of artistic processes, materials, and approaches (such
as using elements and principles of design, applying artistic ideas from diverse cultures, etc.)
VA:CN10a-4 Create a work of art that reflects community or cultural traditions.
VA:CR3a-2 With peers, discuss and reflect about choices made in creating artwork.

Math:
4.OA.5 Generate a number, shape pattern, table, t-chart, or input/output function that follows a
given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Be
able to express the pattern in algebraic terms.
4.OA.6 Extend patterns that use addition, subtraction, multiplication, division, or symbols, up to
10 terms, represented by models (function machines), tables, sequences, or in problem
situations.
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Alaska Cultural Standard for Educators

Culturally-knowledgeable students are able to build on the cultural skills of the local cultural
community as a foundation from which to achieve personal and academic success throughout
life.

TRANSFER GOAL(S) (transferability)

Students will apply their knowledge about repeating patterns found in math, in nature, and in
their own lives.

STAGE ONE – Essential Questions and Enduring Understandings (meaning)

STAGE ONE: Objectives STAGE TWO: Assessments

Enduring Understanding(s):

Students will understand

that....
What Essential Questions will be Considered?
Patterns are sequences that
How can patterns be used to predict results and solve problems?
repeat or grow. Patterns exist
What is involved in identifying a pattern?
mathematics, in art, and in the
world

I can use geometric shapes

and create an artistic piece Evidence of Learning/Accountability -
inspired by Native American Formative/Summative/Performance
art forms.
Knowledge - What students
should know....

Knowledge and skills

required: Recognize and Assessment(s)/Other Evidence:
identify geometric shapes:
hexagon, triangle, square, Class will gather in the center of the room and teacher will lead
rectangle, rhombus, trapezoid, short session asking the students to identify a set of geometric
pentagon, octagon. shapes.

Organize geometric shapes

into a pattern.
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Assessment(s)/Other Evidence:
Skills - What students should
be able to do....... Manipulate Performance: Students will create an art piece made up of three
paper and glue as directed. black strips of construction paper. Students create repeating
geometric patterns glued to the black strip, and all three strips are
attached to a solid construction paper backing.

STAGE THREE: Opportunities to Learn (Acquisition)

Introduction/Hook

Alaska Native, Aboriginal, and Navaho examples in photos and/or actual pieces of pattern used
in clothing, baskets, and pottery. (Teacher will share a display using these materials. Another
teacher who does not own these materials may create a slideshow containing examples of these
types of materials. See example below.)

Process:
Teacher does/
Student Does Specific strategies to
Mini-hook for each lesson: Product: accommodate specific
connection to prior Assessment/ student variability/
Action/
learning/knowledge Evidence of accommodate all
Lesson
Learning Lesson learners
closure

The teacher will These fourth-grade

The teacher will share a collection
prepare a students have spent some
of Native American art such as
demonstration of time practicing the
Navaho, Athabaskan, and Inupiaq
how geometric creation of repeating
Art pottery and basketry, all of which
shapes can be geometric patterns using
Lesson: use geometric patterns in their
organized into a wood blocks, they have
Native construction or design. Clothing
beautiful repeating practiced solving
American- items that use patterns in their trim,
pattern, sharing problems using
Inspired tools, and weapons might also be
examples of actual geometric patterns, and
Art chosen as examples. Other
Native American they have observed
indigenous art from Australia,
craft and art pieces, geometric patterns in
Geometric Africa or New Zealand might also
or a slide their school and the
patterns in be viewed on screen.
presentation of these playground.
art.
types of art forms.
The teacher may also share
This art project reinforces
photographs of mosaics and other
The teacher will the previous math lessons
art forms that use patterns.
prepare a model art and offers the visual and
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piece using the same artistic learners an

materials that are opportunity to use their
available for the knowledge and skill to
students and use it to create an art piece.
demonstrate the
intended result of Some students may wish
today’s lesson. to work together on this
art project, which is
Students will create encouraged, but all
their own art of students will complete an
colorful geometric individual piece.
patterns glued to
three strips, 2”X9”
each, of repeating
geometric patterns
which are then glued
onto a solid
background.

Students will make

their own choices of
colors and
background.

Students will share

their completed
pieces and discuss
with the other
students how the
previous lessons in
math and
observations about
geometric patterns in
their own lives have
guided their work on
this art project.

Students and teacher will use a checklist judging effort, patience, completion, pride and a
comment about this art project.
Unit Closure: Bring it all together with the focus of the lesson and the Objective. Tie the
closure for each lesson in with the Main Hook, the Objective, and the Essential Question.

We have been learning about how pattern is such an important part of mathematics, architecture,
design, and art forms from both contemporary and ancient culture. We have learned in this art
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lesson how Aboriginal groups from Australia, Alaska and New Mexico have incorporated
geometric shapes in their designs. We have made our own art piece using geometric shapes
inspired by Native American art.

B. Attachments: Examples of student work Art Lesson: Native American-Inspired Patterns

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Patterns Slideshow Example:

Reflection:

I presented the topic of Patterns in Native American-Inspired Art to both 4th grade classes at
Bayshore School. The students gathered on the floor at the head of the room in the beginning of
the lesson. We talked about geometric shapes and identified the shapes that would be available to
them in their artwork. I explained that we would be using these shapes in a repeating pattern of
the students’ choice. I shared my own collection of Alaska Native baskets and a fur parka,
pottery from New Mexico, and Aboriginal dot painting from Australia to demonstrate how
simple geometric forms in patterns are used to create very beautiful decorative trim on clothing,
baskets, pottery and paintings. The students responded with questions and discussion when I
pointed out the geometric shapes found in each of these art forms.

The students went back to their workstations and experimented with repeating patterns and
colors positioned into a pleasing design. Once they had the whole design planned, they were able
to paste their shapes onto the black 2” X 9” strips. Each student produced three strips which were
then attached to a solid backing. Ten of the students were able to complete their project in the
allotted 45 minutes and others set their materials aside to work on later in the day. The students
did a good job in developing repeating patterns and in executing their artwork.

This lesson was inspired by the lesson 9 iReady math program about patterns in geometry and
numbers. The experience of handling the various shapes, manipulating them and seeing how they
fit together, forming their own patterns, and seeing the pleasing results is an effective way to
reinforce the math lessons about patterns.

Teaching option: Another teacher might select images found on-line from art and nature and put
together a short slide presentation as an introduction to this lesson. I have attached a draft slide
presentation which could be used as the introduction.
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Northern Migrations: Cranes, Caribou, Download this lesson

Salmon
• Download
“Northern
Migrations:
Cranes, Caribou,
Salmon” (PDF,
n 5,046 kB)
Grade 5
Photos of the art kit
Karen Stomberg, FNSBSD Art Specialist

Materials

• 6"x18" black paper

Students discuss northern migrations and study photos and artwork • 5"x17" white
showing migrations of cranes, caribou and salmon. They consider paper
design elements that create a sense of movement before using • 4.5"x6" dark blue
watercolors, oil pastel and cut-paper stencils to create a mixed media paper
artwork of cranes, salmon or caribou in motion. • 5"x7" colored
index, card stock
or poster board
Objectives and assessment criteria • scissors
Students will: • glue
• watercolor set
1. observe photos of migrating caribou, cranes and salmon. • brush
2. discuss elements that create a feeling of movement: • water cup
repetition and overlapping, curves, diagonals and cropping. • paper towel
3. look at Alaskan artists Rie Munoz and Shelley Gill's • white oil pastel or
interpretations of animals on the move, noticing their crayon
personal style and use of design elements to create • animal silhouette
movement. handout (master
4. create a mixed media artwork of migrating caribou, cranes or attached to lesson
salmon using watercolor, oil pastel and stencils. plan)

Vocabulary

• analogous color
• migration
• movement
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• silhouette
• repetition
• watercolor
• overlapping
• diagonal
• resist

Art Elements

• Line
• Shape/Form
• Color