GOALS | OBJECTIVES | COMMENTS | ACTIVITIES | RESOURCES |
Develop an awareness of the geography of Alaska and the NANA region. | Identify important geographical
features of Alaska. -Locate on a map the major land forms of Alaska. -Locate on a map major rivers and bodies of water. -Describe important climatic regions of Alaska. -Identify important resources found in each area of Alaska. |
ANCSA video; 1991 video Ipani (J. Wells); New Paths, Old Ways Regional Maps (USGS) Selected Readings for Inupiaq Studies (P. Ongtooguk) "Current Events"; "Tundra Times" |
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Identify important geographical
features of the NANA region. -Locate on a map major rivers and bodies of water of the NANA region. -Locate on a map important land forms and locations of the NANA region. -Locate on a map important archaeological sites and current village locations of the NANA region. |
"National Native News" (KOTZ
Radio Alaska Blue Book (Dept. of Education) |
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Develop a knowledge of pre-contact Inupiaq culture | Explain how man came to the Americas. -Explain four theories describing how man came to the Americas; debate possibilities of each. -Explain how glaciation affected life and land in the Northern Hemisphere. -Explain the Bering Land Bridge Theory. -Locate on a map and date important early archaeological digs in North America. |
Ancient Men of the Arctic by J.L.
Giddings Kotzebue Basin (Alaska Geographic) |
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Describe how and when and where
proto-Eskimos arrived in Alaska -Explain types of archaeological sites found in Alaska and methods for dating these sites; create a classroom display of locally collected artifacts. -List and explain the four factors (language, physical features, location and ties to the sea) by which anthropologists identify a group as being "Eskimo." -Explain and give evidence for or against the four theories explaining how the first Eskimos arrived in Alaska. |
Write to a school in the Soviet Far East for analogous information. | Handbook of North American Indians (Smithsonian Inst.) | ||
Identify the five major periods
(traditions) of pre-contact Inupiat history. -Define what a tradition is. -Explain the time period of, location of, technology of, and culture of the following traditions and peoples: a. American Paleo-Arctic Tradition |
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a. American Paleo-Arctic Tradition b. Northern Archaic Tradition: Denbigh People, Choris People c. Norton Tradition: Old Whalers, Ipiutak d. Northern Maritime Tradition: Okvik culture, Punuk culture, Birnik culture, Thule (Eastern and Western) -Locate on a map the archaeological sites which represent each of the above traditions and cultures. -Create a classroom timeline containing each of the above traditions and be able to locate each tradition on the timeline. -Explain how and why a tradition disappears or evolves; give examples. |
Ancient Men of the Arctic by J.L. Giddings | |||
Describe traditional Inupiat
lifestyles in pre-contact Alaska. -Retell ancient Inupiat legends and stories. -Compare Inupiat creation legends to those of other Native American groups. -Identify tools and survival techniques of traditional Inupiat people; compare and contrast to modern tools and techniques. -List subsistence activities of the Inupiat during the yearly cycle of life. -Compare traditional cycle of life to modern subsistence cycle. |
Kobuk River People by J.L.
Giddings People of the Kawerak by William Okalliak Hunters of the Northern Ice and Shadow of the Hunter by Richard Nelson |
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Develop an under- standing of how Inupiat life changed during the period of initial contact. | List Maniilaq's predictions of
changes to come. Outline Russian, English, and American exploration of the NANA region. -Describe the voyages of Kotzebue and Shishmaref to the Kotzebue Sound region and locate on a map. -Describe the explorations of the Kobuk and Noatak Rivers. |
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Describe the missionary effort in the
NANA region and its effects on Inupiat life. -List and locate on a map the missionary groups which were active in Alaska by 1900. -Explain how the first missionaries came to Kotzebue and how they affected and continue to affect the life of the people there. -Develop a scenario of what life in the NANA region would be like without the influence of missionaries. |
Tomorrow is Growing Old (Friend's Church) | |||
Relate the influence that Yankee
whalers had on Native people of northern Alaska. -Identify the products produced by commercial whalers. -List trade items made available to Natives by Yankee whalers and the effects these had on the Native population. -List the effect of commercial walrussing. -Describe commercial whale hunting by Native Alaskans and how it changed population patterns. |
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Define and identify examples of
social Darwinism as it relates to Alaskan Natives. -Define what Social Darwinism is. -Identify examples of Social Darwinism in reading selections. -Identify examples of Social Darwinism in their own lives. |
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Describe the Great Kobuk Gold Rush
and its effects on the people of the NANA region. -Read firsthand accounts of prospecting experiences. |
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Describe the changes which took place
in the village life of the NANA region. -List the reasons for the formation of permanent villages and describe the formation of one's own village. -Describe the changes which took place in hunting techniques. -Describe the changes which took place in family life. |
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To understand important political and economic issues facing Native Alaskans in the 1980's. | Describe the relationship between the
federal government and Native Americans during the period
between 1787 and 1975. -Compare the views toward the land of Native Americans to those of European settlers. -List the justifications that European settlers used to take Native American lands. -Describe the treaty process and its problems. -Describe the role that John Marshall played in determining Native right to their land. -Define the following terms: assimilation, aboriginal title, indigenous people, extinguishments of title, termination, sovereignty, allotment and reservations. -Describe the terms of and the effects of the following Congressional actions: Indian Removal Act (1830), General Allotment Act (1887), Indian Reorganization Act (1934), Indian Self-Determination Act (1975). -Explain the effects of the termination policy of the 1950's and 1960's and list the effects it had on a particular tribe. -List tribal sovereignty powers as determined by the courts. |
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Describe the process by which the
land claims issue was settled. -Identify and explain the portions of the following congressional actions which affected Native land claims: 1867 Treaty of Cessions; 1884 Organic Act; 1906 Native Allotment Act; 1926 Native Townsite Act; 1959 Alaska Statehood Act. -List and locate on a map the reservations created in Alaska between 1891 and 1950. -Describe the effects that World War II had on Alaska and Alaska Native Lands. -List and describe the issues which confronted Native Alaskans during the 1960's--Project Chariot, hunting rights, state land selections, Rampart Dam--and the Native regional organizations which were created to deal with above issues. -Describe the founding of the AFN and list prominent Native leaders of the 1960's; write brief biographies of the Native leaders. -Compare and contrast land claims settlement proposals made between 1967 and 1970. |
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Describe the terms of the Alaska
Native Claims Settlement Act (1971).-Describe the
general land settlement portions of the Act. -Describe the general money settlement portion of the Act. -Describe the creation of the Native regional corporations. -Locate on a map the 12 regional corporations. -Describe the creation of profit village corporations. |
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-Describe the non-profit arms of the
regional corporations. -Describe services that Maniilaq provides. |
Maniilaq Annual Report; NANA Annual Report | |||
Describe the implementations of the
ANCSA. -Identify on a map the land selections (surface and subsurface) made by the NANA Corporation. -List the investments made by NANA. -Read and understand a corporate financial statement. -Describe the economic effects of ANCSA on various regions. |
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List and describe important issues
facing Native Alaskans during the 1980s: Subsistence,
1991 Amendments, Sovereignty, Corporations, and Land. SUBSISTENCE: |
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-Describe subsistence activities within
their own village. -List and describe state and federal involvement subsistence regulations. (example: Whaling) -Identify future subsistence issues. -Survey the role that subsistence plays in one's own village. 1991 AMENDMENTS: -Describe threats to Native lands. -Explain some possible solutions for the threat to Native lands. -List the main points of the 1991 Amendments passed by Congress and how these amendments serve to protect lands and what dangers remain. -Survey community on possible solutions to the issue of "New Natives." SOVEREIGNTY: -Describe the historical justification for Native American sovereignty. -Describe examples of Native sovereignty in Alaska. -Explain how the issue of sovereignty has been dealt with at the federal and state level. -Describe the kinds of local governments and their powers as they currently exist in Native communities. CORPORATIONS: -Describe the current status of their own regional corporation. -Explain the role of the Native regional corporation in the economic future of the NANA region. -Discuss effects that Red Dog has had on their community. -List the responsibilities of individual stockholders in a regional corporation. LAND: -Describe the current threats which exist to Native owned land. -Describe the resource management policy of NANA. -Describe the management of land at the federal and state level of land in the NANA region. -Speak with local and regional people involved with the management of land in NANA region. |
"People in Peril" reprint (Anchorage Daily News) |