Provides students with an introduction to the traditional preparation of Alaska Natives for Adult roles in society and contrasts this system with the western institutions of education introduced into Alaska Native communities.  We will examine the assumptions of both education systems.  We will also explore how schools have impacted and responded to Alaska Native communities and interests.  The roles of teachers and parents, as well as the relationship between schools and communities are considered..

A.  Useful for senior level education students and/or certified teachers and graduate students. This course can be applied to meet the Department of Education Alaska Studies requirement.

B.  3.0 credits

C.  Total time of student involvement:

          1. 45 contact hours

          2. 90 hours (minimum) of outside work

D. Elective credit

E. There are no fees associated with this course.

III. Course Activities

This course will be delivered primarily through the use of lecture and class discussion.

IV. Course Prerequisites/Co-requisites

Admission to a baccalaureate degree program; admission to the School of Education;  certified public school educator.

V. Course Evaluation

1. Grading is A-F.

2. Grades are based on attendance, participation in class discussion, written examinations, papers, and appropriate curriculum projects.

VI. Content Outline

1.     Summary of Alaska Native people and history:  pre-contact

Social, political, cultural, geographical.

2.     Alaska Native Education:  Traditional practices

Myths and realities

Roles

Purposes

Cycle of living vs. "wandering Natives"

MANIILAQ -- compiled from the recorded words of elders by R. Sampson and A. Newlin in the late 1970's
Link:http://www.alaskool.org/language/Maniilaq/webhtm/Maniilaq_Intro.htm

IPANI ESKIMOS, A Cycle of Life in Nature, a book by James K. Wells, Alaska Methodist University Press, 1974.
Link: http://www.alaskool.org/native_ed/lifestyle/ipani_eskimos/WellsPrelim.html

3.     Alaska Native Education:  An Iñupiat example

Apprenticeships

Stories

Oral Histories

Men's House

Hunting skill development and partners

Weather prediction and survival

World view concerning animals and other persons

Perspective for living

WHALING: A WAY OF LIFE -- Written by Tupou L. (Qipuk) Pulu, Ruth Ramoth-Sampson, and Angeline Newlin. From information provided by David (Umigluk) Frankson and Dinah (Aviq) Frankson of Point Hope, Alaska.
Link: http://www.alaskool.org/projects/traditionalife/WhalingAWOL/WhalingAWOL.htm

ASPECTS OF TRADITIONAL ALASKA NATIVE EDUCATION by Paul Ongtooguk.
Link: http://www.alaskool.org/native_ed/Pauls_doc2.htm

PEOPLE OF KAUWERAK, Legends of the Northern Eskimo, by William A. Oquilluk.
Link: http://www.alaskool.org/native_ed/historicdocs/people_of_kauwerak/Kauwerak_pp.htm

4.     Alaska Native Education:  Fragmented windows

Explorers

Missionaries

Educators

Anthropologists

Pioneer culture

OUT OF HARM'S WAY: RELOCATING NORTHWEST by James H. Ducker.
Link: http://www.alaskool.org/native_ed/research_reports/out_of_harms_way/out_of_harms_way.html#top

5.     Russian history in Alaska

Orthodox theology and education

Bilingualism

6.     Protestant and Catholic influences

Presbyterians

Sheldon Jackson

Zones of influence

Social Darwinism

SHELDON JACKSON IN HISTORICAL PERSPECTIVE: ALASKA NATIVE SCHOOLS AND MISSION CONTRACTS, 1885-1894 by Steven W. Haycox. Link: http://www.alaskool.org/native_ed/articles/s_haycox/sheldon_jackson.htm

REINDEER IN ALASKA - Excerpts from "Reindeer in Alaska," Seymour Hadwen, Chief Veterinarian and Parasitologist, and Lawrence J. Palmer - 1922. Link:http://www.alaskool.org/projects/reindeer/history/usda1922/AKRNDEER.html#top

Reindeer Meat - REINDEER MEAT FOR AMERICAN MARKETS by Frank G. Carpenter, 1928.
Link: http://www.alaskool.org/projects/reindeer/history/carpenter1928/CarpenterDeerMeat.html

Nelson Act 1905.
Link: http://www.alaskool.org/native_ed/law/nelson.html#top

DESEGREGATION IN ALASKA'S SCHOOLS: ALASKA YESTERDAY By Stephen Haycox.
Link: http://www.alaskool.org/native_ed/haycox1.html

7.     U.S. and Alaska

History of U.S. contact

Purchase

Federal Indian Policy

Legal and historical background

The Constitution

Assimilation policy

Mining Act of 1872
Link: http://www.alaskool.org/projects/JimCrow/1872Act/miningact.htm

Village Journey: The Report of the Alaska Native Review Commission Thomas R. Berger October 1985.
Link: http://www.alaskool.org/projects/ancsa/vlgjour.htm

8.     Mission contract schools to U.S.  Bureau of Education and BIA schools

Photo of Wales School.
Link: http://www.alaskool.org/native_ed/images/ancmuseum/wales_2.htm

Photo Wrangell School.
Link: http://www.alaskool.org/native_ed/images/naraphotos/2-16wran.htm

SCHOOL REPUBLICS OF THE ARCTIC! by Frank G. Carpenter, 1928.
Link: http://www.alaskool.org/projects/reindeer/history/carpenter1928/CarpenterSchoolRepubs.html

9.  Alaska History: 1920's-1950's

Economic transformations

Immigration

World War II

The Cold War in Alaska

An Alaskan Teacher by Elizabeth L. von Beck, 1997.
Link: http://www.jps.net/vonbeck/index.html/index.htm

WWII Segregation Alaska http://www.alaskool.org/projects/ak_military/men_of_tundra/men_of_tundra.htm#beam

Segregated property
http://www.alaskool.org/projects/JimCrow/cov_res.htm
and
http://www.alaskool.org/projects/JimCrow/warrdeed.htm

Project Chariot.
Link: http://borealis.lib.uconn.edu/ArcticCircle/VirtualClassroom/Chariot/chariot.html

10.  Alaska Native Education 1920's to the 1950's

Language and cultural policies

Educational opportunities

Expansion of residential BIA schools

Mt. Edgecumbe

Inupiaq Language policy http://www.alaskool.org/language/inupiaqhb/Inupiaq_Handbook.htm

11. Alaska in the 1960's and 70's

Oil

ANCSA

MMPA

Indian Self - Determination Act

12. Alaska Native Education:  1960's and 70's

Regional Boarding Schools

REAA's

School Curriculum

Molly Hootch

Nome-Beltz http://www.alaskool.org/native_ed/historicdocs/Nome/study_of_beltz_school/beltz.html#top

Boarding Schools http://www.alaskool.org/resources/teaching/Long_Way_Home/A_Title_Contents.html

Why the Natives Have a Claim http://www.alaskool.org/projects/ancsa/w_hensley.htm

Founding of NANA http://www.alaskool.org/projects/native_gov/Hensley_Intro.htm

ANCSA test. http://www.alaskool.org/projects/ancsa/testimony/ancsa_hearings/ancsahearindx.html

ANCSA http://www.alaskool.org/projects/ancsa/annancsa.htm

ANCSA Scrapbook http://www.alaskool.org/projects/ancsa/ancsa_scrapbook/scr00000.htm

ANCSA Juneau Empire http://www.juneaualaska.com/Project/index.html

Molly Hootch http://www.alaskool.org/native_ed/law/mhootch_erq.html

13. Alaska Native Education:  1980's -2000

Small rural high schools

Alaska Native educators

School Boards

Administration

Curriculum

Higher education and Alaska Natives

Alaska Studies and teacher preparation

Subsistence http://www.alaskool.org/projects/subsistence/Subsistence_Decisions.htm

Lincoln http://www.alaskool.org/native_ed/articles/g_lincoln.htm

Hensley Ed http://www.alaskool.org/native_ed/2hensley1.html

14.  What is to be done?

New models, persistent issues

Exams

Drop out rates

Preparation for…?

ANC Report http://www.alaskool.org/resources/anc_reports.htm

Funding http://www.alaskool.org/native_ed/articles/adn_ed/chevak_school3oct99ADN.html

Project paper

Investigate an aspect of Alaska school policy and it's impact on Alaska Native education.  Be sure to make an argument.  Include primary documents. Include the guiding assumptions of the policy and the intended and unintended consequences. Discuss current changes or alternatives to that policy. Be sure to describe relevant historical context.

I am most concerned here about clarity and ease of reading.  The writing should be to imagined relative who is college educated but not an educator.  Include an annotated bibliography of at least five sources.  Be sure to make an argument about your perspective and evidence for and against it.  Minimum seven pages and a maximum of twelve. 

Best papers are detailed, thoughtful, clearly written and argued.  They move quickly into the nature of the investigation and the question at hand.  The paper includes a sense of the discovery of evidence, confusions and the refining of questions as well as the tentative conclusions. 

Papers with a short coming of evidence, a lack of a clear argument, no sense of refining the issues and questions, poor and/or inconsistent footnoting or lacking an annotated bibliography will not grade as well.  I encourage the submission of drafts early in the class - first to a classmate, then to me. 

A final exam may held at discretion of the Instructor.

Reading response essays will be a regular part of the class. One to two pages in length.