DuckDuckGo is becoming a popular alternative to conducting searches on Google.com. The reason for that popularity is a reflection of DuckDuckGo’s claim to not track search habits of individual users. While it is a good search engine, it still has a way to go to compete head-to-head with Google’s advanced search options. That said, there are some advanced search refinement tools available in DuckDuckGo.
In this short video I provide a demonstration of how to refine search results on DuckDuckGo. The video includes a demonstration of how to use a couple of “hidden” options that aren’t obvious to most students. Those options are refining search results according to top-level domain and refining search results according to file type.
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Advanced Search menu offers more than just tools for refining your search terms. In the Advanced Search menu you’ll find tools for refining search results according to language, region of publication, recency of updates, site or domain, filetype, usage rights, where search terms appear, and exclusion of explicit results. Some of those filters and why you’d use them are easy to ascertain from their names. The reason for using some of the other filters isn’t so obvious.
Narrowing search results by language of publication is helpful for the obvious reason of finding information in the language of your choice. It’s also helpful to narrow search results by language when researching a topic that originated in a language other than your own native tongue. Likewise, if the topic is widely written about by scholars who write in a language other than your own, narrowing a search to that language may lead you to more resources than if you limited yourself to content published in your preferred language. For example, if I’m researching a topic in Japanese history, after reading as much as I can in English I may narrow my search to content published in Japanese. But how do I do that if I can’t read or speak Japanese? Fortunately, modern web browsers including Google Chrome and Microsoft Edge have translation tools built into them. Of course, those translation tools aren’t without flaws but nonetheless they do open up a comparatively new world of research options.
Refining search results according to the region of publication is useful for many of the same reasons as refining search results according to language of publication. Additionally, viewing search results according to the region of publication is useful when evaluating perspectives on a historical event. Particularly divisive geopolitical events are often written about in distinctly different ways depending upon who is doing the writing, where they live, and their political alliances. Looking at these differences is good for developing a balanced understanding of events.
The option to refine search results according to the last update is obviously helpful when searching for the latest published information about a trending news topic. It’s also helpful when trying to locate webpages that were published during a specific range of dates. A good use case for this is to search for information that was published about an event as it was happening or immediately after it. Then compare that information to more recent information published about the same event. For example, students conducting research about the World Trade Center attacks of September 11, 2001 can refine their search results to pages published or updated September 11, 2001 through December 31, 2001 then compare those results to that of search not refined by date of publication.
It should be noted that refining Google search results according to date of update or publication is not always accurate. One of the reasons for that is some website owners will manipulate the content of their pages to make it appear that their sites have been updated even though nothing has materially changed on the site. To get a better picture of what was published on a particular website on a given day, try using The Internet Archive’s Wayback Machine. The Wayback Machine contains archived versions of websites. Large, popular websites like CNN.com are archived more frequently than smaller websites. You can learn how to use The Wayback Machine by watching this short video. A screen image of what CNN.com looked like on September 11, 2001 as archived by The Wayback Machine is included below.
This blog post was written by Richard Byrne and originally appeared on FreeTech4Teachers.com. If you see it elsewhere it has been used without permission.
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Paullette Healy isn’t sure yet where her 13-year-old son, Lucas, will go to school this fall.
She lives in Brooklyn, New York, and says New York City school buildings are in “disarray,” with overcrowded classrooms and windows that barely open. She worries about classroom ventilation and social distancing.
The city has announced it will not offer a remote learning option in the coming school year. In a statement to NPR, a NYC schools spokesperson said the district’s buildings are “some of the safest places to be during the pandemic,” adding that classroom ventilation systems are fully operational.
But Healy isn’t convinced.
“It serves no purpose for [the district] to tell us that the schools are safe when we have lost parents and families to COVID during this time,” she explains. “To be forced to send your child into a building that you know is not safe — that feels like a death sentence.”
For Healy and her family, the back-to-school season comes at the end of a year marked by grief. Last August, Lucas lost his great-aunt to COVID-19 — she was the first of several family members to die from the disease.
Lucas is fully vaccinated, but just the thought of sending her son to in-person classes raises Healy’s stress levels.
“Whenever we hear of another friend or another family member who has contracted COVID, it’s kind of a coldness that goes across us all,” Healy explains.
This summer, parents across the country are weighing whether to send their children back to in-person school. Some are anxious about old ventilation systems and how well schools will enforce social distancing. Many parents of younger students are concerned because their children can’t be vaccinated yet.
School leaders, meanwhile, are desperate to get students back. They’re worried those who stay home will miss out on important social-emotional and academic development. In some states, low, in-person enrollment can also put a school’s funding at risk.
Now, some districts are getting creative to try to win back the trust of hesitant families like Healy’s.
A Texas superintendent goes knocking on doors
In Texas, for example, Stephanie Elizalde, head of the Austin Independent School District, has been going door-to-door this summer, trying to get residents with school-aged children to register for fall in-person classes.
When parents ask what school is going to look like in the fall, Elizalde says she shows them video clips on her phone of the classroom set-up. “We’re able to actually show parents, and have the conversation right then and there,” she explains.
Austin ISD will not offer families a remote option this fall, after Texas lawmakers failed to pass a bill that would have funded virtual instruction. Texas has also banned mask mandates, including in public schools. That means Elizalde can’t require masks in classrooms, which she says has increased anxiety among some parents — and she respects those concerns.
“The first thing is to acknowledge that while we will always do our very, very best, we also cannot take this lightly and just say, ‘Oh don’t worry, everything is going to be just fine,’ ” she explains.
Over the past year, the nation’s Black and Latino communities have seen some of the highest rates of COVID-19 infection. And a new survey from the RAND Corporation found Black and Latino families are also more hesitant to send their children back to in-person school.
Those numbers are in line with what Elizalde has seen in her district. Fifty-five percent of Austin ISD students are Latino, and she says many of their parents are worried about the possibility of children exposing older relatives to the virus.
“We tend to be multi-generational in our homes,” explains Elizalde, who is herself Latina. “It’s a very complex kind of anxiety for our families.”
She uses her visits with parents to talk through their concerns — about students taking off masks to eat lunch, or crowding on the school bus. Then she works with families and their school to try to find a solution.
Elizalde says building trust begins with one-on-one relationships and organic, unscripted conversations. She understands some families may not be ready to send children back — but with no remote learning option, Austin schools need students in their classrooms. In Texas, state funding for schools is tied, in part, to attendance. Poor attendance could lead to less money, Elizalde says, and that could lead to layoffs.
“A rock and a hard place doesn’t even begin to describe how I feel.”
Summer programs lay the groundwork for the fall
Teffannie J. Hale’s two daughters are the third generation of her family to enroll in Cleveland public schools. This summer, Hale is one of 19 parent ambassadors the district hired to act as liaisons between schools and families.
As an ambassador, she spends time talking to parents at the district’s summer programs, answering their questions about summer learning and the new school year. Three days a week, she also fields phone calls from parents and caregivers.
She says when families ask about the safety of in-person programs, she tells them about the school secretary who requires everyone to practice social distancing and wear a mask.
“That first encounter with her makes me feel safe,” Hale tells families.
Tracy Hill, the executive director of family and community engagement at Cleveland Metropolitan Schools, says she hopes these conversations lay the groundwork for caregivers to feel more comfortable sending kids back to classrooms in the fall.
“We do have families and students who are still a little hesitant about returning back to the in-person experience,” Hill says. “These ambassadors … are connecting with them and sharing their stories and relaying [to the district] whatever feelings of apprehension they might have.”
District leaders in Portland, Ore., are taking a similar approach. Jonathan Garcia, chief of staff for the city’s public schools, says summer programs offer students and families a chance to “dip their toes into the unknown.”
This year, the district asked local community groups to host day camps to help families ease into in-person learning.
“When families are able to see the people they know coming back to the in-person normal, you start to build that sense of ‘We got this. We’re moving forward together,’ ” Garcia explains.
Hale, in Cleveland, says she understands why families might hesitate to send their children into classrooms. Her fiancé was hospitalized with COVID-19 earlier this year, and she says remote learning made her feel like she had control over her daughters’ safety. But she knew her children needed to have a normal life again. In June, she decided to send her oldest, 10-year-old London, back to her school’s campus for a summer program.
“I try to shield my kids, but I don’t believe that we’re designed to be in isolation,” Hale says.
One big reason Hale felt comfortable sending her daughter back was because she trusted her school district. She says Cleveland schools regularly communicated with families throughout the pandemic, through social media, mail and voice calls.
“Because of the level of communication,” Hale says, “I’m choosing to keep my kids in-person [in the fall].”
In-person public school versus remote private school
Back in New York, Healy says communication was one way her district fell short, adding uncertainty and frustration to an already challenging year.
Healy is still weighing where to send Lucas this fall. She’s collecting enrollment pamphlets from private schools that, unlike New York City public schools, are offering a remote option.
She says she’s holding out hope that the city will change its mind about remote learning before the school year begins. If it doesn’t? “I very well see myself pulling my child out of public schools.”
Sneha Dey is an intern on NPR’s Education Desk.
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Elia Garrison was already considering holding her son Dominic back from starting kindergarten before the pandemic hit in 2020.
Coronavirus, she says, cemented that choice.
Dominic is the fifth of six children, and Garrison, a blogger in Perkasie, Pa., watched how tumultuous classes were for her older ones when the pandemic started. “I didn’t want Dominic to have that experience with kindergarten, because kindergarten is such an important year for them,” she says.
On top of that, Dominic already had a speech delay. “If they had to wear masks, would his speech be even more delayed?” she wondered. Learning online might present other issues, too.
So she enrolled him in a local pre-K, where she says he’s spent the year learning his colors and numbers and playing with kids his age. He’ll start kindergarten at the end of August.
Garrison’s family is one of many around the country who kept their kids out of school last year.
Public school enrollment dipped across the board, preliminary federal data shows, and the youngest grades saw the largest changes. Kindergarten enrollment fell 9%, and pre-K enrollment fell 22%.
Now, schools are preparing for a year of unknowns: Should they brace for a surge if those students show up in large numbers? “Are we expecting those kids to return this fall? And if so, what is that going to do to this next cohort?” asks Beth Tarasawa, executive vice president of research at the education nonprofit NWEA.
It’s not exactly clear where all those students went: Some would-be kindergarteners, such as Dominic, stayed in pre-K. Others were home-schooled. (According to census data, home-schooling doubled in popularity between the start of the pandemic and fall 2020.) Some children went to private school, and lots of kids didn’t have much structured learning at all.
Early data suggests that in many places, the reasoning behind these choices depended on the resources available to families. In multiple states, for example, preschool enrollment drops were highest among families with lower incomes.
And so, as they ramp up for the coming school year, districts are watching out for a possible boost in enrollment, but many say it’s too soon to tell if that will happen. In Portland, Ore., for example, where numbers dipped last year, officials say early enrollment is higher than average, though the actual numbers won’t be available until the fall. In Indianapolis, officials report preliminary numbers aren’t significantly higher than a normal school year.
The same goes for Nashville, Tenn., where Brittany Larsen is a kindergarten teacher. She says kids always enter kindergarten with a range of skills. Experts predict that this year, that range will be even wider. (In the states where kindergarten isn’t mandatory, Tarasawa notes, these patterns could play out in first grade, too.)
Asking students to write their own name, Larsen says, can be a litmus test for the experience they’re bringing to school. “That tells me their fine motor [skills], that tells me their letter ID recognition. … Sometimes you ask them to write their name and they write their whole name or they write a sentence, or they draw themselves,” she says.
She and her colleagues are also planning to focus heavily on social-emotional learning after such a turbulent year.
She’s picked out books to help her 5- and 6-year-olds sort out the complicated feelings they might have about coming to school. Students didn’t get much read-aloud time last year, but it’s important, she says, to teach them how to sit on the carpet, how to be good listeners and how to start making connections with literature.
Larsen says she noticed that when her students finally came to school in person last year, that they lacked some of the social skills they might have picked up in a normal school year: “We had to focus a lot more on those soft skills … like communicating with their peers, tattling vs. telling, how to advocate for yourself, how to stand up for yourself.”
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In this short video I provide an overview of how to find and download free music from Pixabay, Dig CC Mixter, and Bensound.
Dig CC Mixter offers thousands of songs that are Creative Commons licensed. The site is divided into three main categories. Those categories are Instrumental Music for Film & Video, Free Music for Commercial Projects, and Music for Video Games. Within each category you can search according to genre, instrument, and style. When you click the download icon on a file you will be prompted to copy the attribution information that is required to include in your project.
Bensound offers a few hundred music tracks that you can download for free. Those tracks are arranged in eight categories. Those categories are acoustic/folk, cinematic, corporate/pop, electronica, urban/groove, jazz, rock, and world. You can listen to the tracks before you download them. When you click the download button you will see the clear rules about using the music. You can download and use the music in your video projects for free provided that you credit Bensound for the music. Alternatively, you can purchase a license to use the music wherever you want without crediting Bensound.
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Practical Ed Tech Virtual Summer Camp begins next Monday at 10am ET. If you haven’t registered, you can do so up until an hour before it starts.
In the Practical Ed Tech Virtual Summer Camp I’ll cover ten key topics over the course of ten live webinars (recordings will also be available). There’s time for live Q&A as well. This is a great opportunity to get some new ideas to implement this fall.
These are the topics for the Practical Ed Tech Virtual Summer Camp:
Register online or email me to register your group of five or more.
Frequently Asked Questions
Is there a group discount?
Yes, there is a group discount available. You can save $50/person if you have five or more people registering from your school district. Email me for a discount code to apply to online group registrations or to initiate a PO registration.
Can I register with a purchase order or check?
Yes, you can certainly register with a purchase order. Send me an email or have your business office send me an email to initiate that process. Because of the additional paperwork and delay in receiving funds, the early registration discount doesn’t apply to purchase order registrations.
Can I get CEUs/ contact hours?
You will receive a certificate from me indicating that you participated in ten hours of professional development time. Whether or not your school, state, or province will accept it for license/ certificate renewal is a determination that you will have to make. The rules about CEUs vary widely from state-to-state and I can’t possibly keep track of them all.
What platform are you using for the webinars?
All of the webinars will be conducted through the GoToWebinar platform. I’ve tried many other webinar services, but I keep coming back to GoToWebinar because of it’s reliability. I’ve used it for almost a decade for hundreds of webinars. You can access GoToWebinar on any computer or tablet.
Will the sessions be recorded?
Yes, all of the live webinars will be recorded. If you have to miss a session, you’ll be able to watch the recording. That said, I find that people get the most out of webinars when they can attend live broadcasts and ask questions in real-time. Therefore, I encourage you to pick the Practical Ed Tech Virtual Summer Camp session that works best with your schedule.
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Researching Harry Lyon’s car provides an instructive example of the benefit of excluding words from Google search results. The prompt for that challenge is,
Everyone knows that Hannibal Hamlin (Abraham Lincoln’s first Vice President) lived on Paris Hill in Maine. What you might not know is that Paris Hill was the home of another person who participated in a notable first.The prompt itself tells us that we can probably eliminate mentions of Hannibal Hamlin from our search results. However, we don’t know that for sure until we’ve established that it was Harry Lyon we were looking for. Once we’ve done that, removing Hannibal Hamlin from our search results can narrow our search. However, the words that will turn out to be the most useful to eliminate are “Founders Day” and “Bob Bahre.”
Bob Bahre was a wealthy businessman who purchased the Hannibal Hamlin estate on Paris Hill in the early 1970s. Bahre was also a collector of expensive antique cars, many of which are pre-World War II vintage. Every year for the last 42 years Bahre’s family opened the collection to public viewing as part of a fundraiser for the local library. That fundraiser is known as Founders Day.
Google searches that mention “cars” and “Paris Hill” return plenty of articles about Founders Day, Bob Bahre, and his car collection. So when trying to determine what kind of car Harry Lyon was sitting in in this picture, “Bob Bahre” and “Founders Day” may seem relevant at first, but you’ll quickly find that it’s actually not helpful to find articles about Bahre, his car collection, or Founders Day.
By the way, this is a good article if you are interested in learning about Bahre and his car collection.
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a search challenge and wrote that you could email me if you wanted the answers to the questions in the challenge. I got a lot more emails than I thought I would. And some people I emailed the answers to wrote back asking for more details about the process of finding the answers. So yesterday morning I spent time writing out the process of finding the answers to Tuesday’s search challenge. If you missed the challenge, you can find it here. The solution is detailed below.
There are a few ways to arrive at the answers. What I’ve outlined below is the most direct way to get to the answers. (Thanks again to Daniel Russell’s Joy of Search for inspiring the development of search challenges like this one).
Step 1: Identify the airplane and its historical significance.
The image itself gives us a big hint. Do a quick Google search for “southern cross airplane” and the top result will be a Wikipedia page about the airplane. It’s important to include “airplane” in the search because searching Google for just “southern cross” will put a music video of the Crosby, Stills, and Nash song Southern Cross at the top of the results. Further down the search results page for “southern cross” you’ll find links to articles about the constellation of the same name, links to an energy company, and links to a Brazilian award for chivalry. In fact, you won’t see any reference to an airplane in the first ten pages of Google search results when searching “southern cross.” Furthermore, “southern cross airplane” isn’t even a term that Google suggests when you enter “southern cross.”
As mentioned above, the top Google search result for “southern cross airplane” is the Wikipedia page about the airplane. Read through that page and you’ll learn that it was the first aircraft to be flown from the United States to Australia.
Step 2: Identify who flew on the airplane.
Also on that same Wikipedia page you’ll learn that the four members of the flight crew were Charles Kingsford Smith, Charles Ulm, Harry Lyon, and James Warner.
Once you’ve identified who the members of the flight crew were, the next step is to figure out which one had a connection to Maine. To do this, open the Wikipedia page for each member of the flight crew then use keyboard commands of CTRL+F (Windows computers) or COMMAND+F (Mac computers) to search each page for the word “Maine.” Only the pages for Charles Kingsford Smith and Harry Lyon include a match for “Maine” and the match on Smith’s page is only found in the context of the word “remained.” Lyon’s page includes “Maine” as part of a link to the Maine Memory Network’s website which is mentioned in the hints for this challenge.
Step 3: Find the reference to Paris Hill.
If you follow the link to the Maine Memory Network from the Wikipedia page about Harry Lyon, you’ll find a fairly long article about Lyon and his life including that his parents bought a house on Paris Hill and Lyon later lived there.
Alternatively, you could have followed the hint about using the Maine Memory Network’s website then headed there to do a search within the site for references to Harry Lyon.
Step 4: Find the reference to a car.
At the very bottom of this Maine Memory Network page about Harry Lyon you’ll see a picture of Lyon sitting in a car in his driveway in 1927. (The image is copyrighted so you’ll have to view it there).
Step 5: Identify the car.
This is the hardest part of the whole challenge. To do this you’ll want to enlarge the picture found on the Maine Memory Network’s article about Lyon. Fortunately, they provide a zoomable version of the image. By zooming in on the image you can look at some important details including the shape of the front door on the car, the shape of the front of the car, and a little badge on the front of the car.
At this point the process becomes a little bit of guesswork followed by a process of comparison and elimination. There are some points to consider before guessing at what kind of car is in the picture. Here’s a list of those points to consider: First, the picture was taken in 1927, a year before the flight of the Southern Cross. From reading about him, we know that Lyon was not a man of exceptional wealth, but probably middle to upper-middle class. Based on Lyon’s financial standing as well as looking at the details of the car we can probably remove luxury brands from our guesswork.
When we zoom-in on the car we can see that it has some imperfections as the result of driving and or post-manufacturing modification. Notable, there are what appears to be two wooden bench seats behind the driver’s seat. The back half of the body appears to be wooden as well.
Now that we’ve considered the points above we can start guessing at the manufacturer of the car and the production year. Noting that cars didn’t significantly change from one model year to the next at this time, if they did at all, we’re guessing the year according to decade or half-decade is a viable approach to this challenge. At this point, turning to Google Image search is our next step. A search for “1920s cars” or “1910s cars” is a starting place. However, those results generally feature examples of luxury cars of the time. We’re looking for cars that could have been owned by middle to upper-middle class people of the time. At this point in the process it’s helpful to have a list of American car manufacturers of the 1910s and 1920s. Again, we may turn to Wikipedia for such a list or to any number of antique car websites for such a list.
Based on the lists of American car manufacturers and what we know about Lyon, Ford is the most common guess as it was the most popular brand in the United States at the time and is still in the forefront of Americans’ minds today when they think of automobile manufacturers. Some adults will still think of Studebaker as an American car manufacturer. Dodge is also a common guess as it satisfies both the price and popularity components of our quest. So now it’s a matter of comparing pictures of cars produced by those manufacturers during the 1910s and early 1920s.
Use Google Images to find images of Ford, Studebaker, and Dodge cars produced in those decades. Compare the pictures closely to those of the picture of Lyon sitting in his car and you’ll start to notice that the shape of the door in his car doesn’t match those of Ford and Studebaker (they’re not as rounded at the bottom). The front of Lyon’s vehicle is also more rounded than that of the Fords and Studebakers made at the same time. A final detail is on the hood of the car when we look at the radiator caps of the vehicles. In all three cases, the Dodge examples are consistent with what we see in the picture of Lyon in his car. The final answer is a Dodge Touring car produced around 1919 (give or take a year) that was modified in the back.
Disclosure: I spent at least ten hours comparing images of cars to the one of Lyon sitting in his car. To verify my information about the car I enlisted the help of one the top antique car preservationists in the country, Jeff Orwig. Jeff is a friend of mine and the curator of Bob Bahre’s exquisite car collection housed on Paris Hill in Paris, Maine. You can read more about the collection here.
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This week I didn’t host any webinars as I spent four days working on developing new materials about search strategies including developing a new search challenge for students. I also took a day off this week to go to the ocean with my family. We went looking for puffins and found hundreds of them! Unfortunately, I forgot to take my good camera with me so I don’t have any good pictures. Oh well, that’s a good excuse to go looking for puffins again later this summer. If you’d like to learn more about puffins in Maine, visit the Audubon Society’s Project Puffin website.These were the week’s most popular posts:
1. Collect Chat - Turn a Google Form Into a Chatbot
2. Getting Started With Google Forms - The Basics and More
3. See the Elements Present in Common Products - The Periodic Table in Pictures and Words
4. Three Places to Find Fun and Interesting Math Problems
5. Add PhET Simulations to Your PowerPoint Slides
6. Challenge - Introduce Students to Academic Search Engines and Databases
7. GitMind - A Collaborative Mind Mapping and Outlining Tool
On-demand Professional Development
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Jamin Crow waited silently for the bull moose to turn and face him. In the cold, the teen stood in an open meadow, his gun resting on a branch. He waited and waited and waited.
Then the moose turned, and his brother started to yell, “Shoot!” If Crow didn’t shoot, his brother would. So Crow took a deep breath and pulled the trigger.
“Your ears are ringing after the gunshot. And I look at my brother and he’s giving me the happiest look I’ve ever seen,” he says. “Everything is perfect at that moment …You know you succeeded in what your goal is.”
Crow lives in Bethel, in the remote Yukon Delta region of Alaska. For generations, his family has practiced subsistence hunting to get food on the table. The process hasn’t changed much, except that these days, the Crows use motor boats and snowmobiles to get to their moose camp, which serves as a home base while they’re on hunting trips.
“Food is very expensive here. You have to ship everything up,” Crow says. “We don’t go out just for the antlers. We’re not looking for trophies; we’re not hunting for something big. We’re looking for meat to feed our families.”
Crow is one of three Alaska Native students — along with Kaylee King and Ethan Lincoln — who made a podcast about their hunting tradition. The students are from different towns, but met as interns at NPR’s member station WUKY in their senior year of high school. Right before they graduated last spring, their podcast was chosen as a finalist in this year’s NPR Student Podcast Challenge.
The three students say hunting helped them get through the isolation of the pandemic, when their schools and many other activities, like sports, were shut down because of COVID-19.
In the podcast, Crow went hunting with his 17-year-old brother, Peter, but sometimes the whole family goes, including his father and grandmother. King and Lincoln — who are cousins — also go hunting with their families.
“Nowadays, you see everybody go out and hunt. Dads will take their daughters,” says Crow. “It doesn’t really matter what your gender is.”
COVID-19 did not hit Bethel until August of 2020 — when people started to travel to and from other cities. The virus quickly spread, closing schools through March of this year. Meanwhile, King’s village of about 250 people managed to make it through with very few cases, and she was allowed to finish out high school in person; she was the only graduating senior in her town this year.
The students explain that, as time goes by, fewer and fewer people are practicing subsistence hunting. King, especially, feels a pressure to keep the traditions alive.
“It makes me really sad because the way we used to do things is so different from how we do them now,” King says. “Even our language [Cup’ig] is slowly fading away.”
For the students, the practice of hunting allows them to connect with older generations.
“Whenever I go out hunting with my granny, I’m always hearing past stories about when my dad was a kid and he went hunting or my late grandpa [and] how he would just take the family up,” Crow says.
He sees peers like King practicing cultural dances, speaking the language and hunting, and he’s hopeful the traditions he grew up with will last. He already knows he wants to share the hunting experience with his own children some day.
“If we keep at this pace, I think our younger generation can pick it back up again because we have pride in our culture and we love where we are from and we don’t want to see it fade away.”
Sneha Dey is an intern on NPR’s Education Desk.
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I'm a freelance journalist and creative writer who immensely enjoys writing and researching into any topic. I offer high quality content writing services. I've participated in a number of projects, and have experience writing for different platforms.