Kuskokwim Based Curricula

Preservation Lifeways Curriculum  

Telida Village Council

The “Fishing in the Upper Kuskokwim, Interior Alaska” education unit is composed of six education lessons with a total of 22 activities. The lessons focus on (1) Fishing in the Upper Kuskokwim Region, (2) Salmon Fishing, (3) Other Fishing, (4) Fishing Techniques from Traditional to Modern (5) Fish Camp-Processing, Preservation, and Use of Fish, and (6) Salmon Regulatory History. Educational activities include the Elders sharing traditional stories, talking about salmon and non-salmon fish, sharing about traditional fishing methods and techniques, going fishing with the students, and helping with fish camp days.

Alaska Native Knowledge Network(ANKN)

The curriculum resources found at ANKN  illustrate ways in which Indigenous and Western knowledge systems can be brought to bear in schools through a balanced, comprehensive and culturally-aligned curriculum framework adaptable to local circumstances. The resources are intended to help teachers and students make the connection between the knowledge, skills and ways of knowing used to maintain a livelihood in the villages, and the knowledge, skills and cultural standards for teaching and learning reflected in the school curriculum.  

This resource is invaluable and each teacher could spend days looking through the materials available.  Some of the resources available online related to fish and fisheries topics are listed below to save you some time.

Village Science

Village Science Teacher’s Edition can be downloaded here.  The student’s version is here.  Chapter 1 covers Cutting & drying fish, but there is much much more availalble.  Definitely a can’t be missed kind of resource!

From the author, Alan Dick: "My intention was to drive the students into the community with the questions that will prompt meaningful discussion with the local experts and elders, stirring memories. This is where most of the learning will take place in each lesson.

All of the activities have a specific purpose, a fact, a concept or principle behind the directive. I have included in this teacher’s edition some tips and hints for the activities, but hopefully your local situation will create greater insights than I have to offer.”

Village Math

Download the curriculum here.  It offers a series of word math problems based on topics related to rural Alaska.  

Topics include: math problems related to nets, berries, boats, furs, trapping, and more!

Blackfish, A cultural mini-unit

Iditarod Area School District Sarah Hanuske-Hamilton


Grades 4-6

Elders workshops were held in McGrath and Nikolai where the lessons to be taught were chosen and traditional information was shared. Students will work with Elders, local experts, and their teacher to develop traditional subsistence and Native language skills through activities which will reveal scientific concepts and principles.

Ten lessons have been developed with a variety of activities to choose from. Some resource information has been included in many of the lessons. The teacher's resources will determine the lesson order and which activities are possible or appropriate. It is suggested that students develop books containing the results of the activities. These books could be presented to the Elders.

Dog Salmon

Unit Objective: the students will learn the modern and traditional utilization of the Dog Salmon as well as the Athabascan terminology.  Lessons can be found here.

Content Areas: the focus of the unit will be on Math and Science, but language arts and technology will be incorporated into the unit.

Students: 6-8 grade students in a village setting.

Curriculum Resources for the Alaskan Environment


This collection is the culmination of multiple efforts over a period of years. Many teachers took the time to write down successful curriculum ideas and several graduate students rewrote the ideas onto a single-page format. Then all of the projects were reorganized, edited, and entered into a computer by Judy Diamondstone as a graduate project for her master's degree in cross-cultural education. Finally, Barbara Tabbert and Kim Hagen converted the document into a publishable form. Our sincere thanks to all who have made a contribution to this effort