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The
Alaska Native Claims Settlement Act, enacted in 1971, is one of the
most important pieces of Congressional legislation affecting Alaska. The legislation determines the ownership of
almost all Alaska lands; it involves hundreds of millions of dollars,
and it resulted in the creation of over 180 new and special corporations.
Further, it influenced the development of over 80 million acres of
new Federal parks, preserves and monuments in Alaska. Land ownership
and land use in Alaska remain contemporary issues, as various interest
groups try to resolve claims and legal interpretations through the
court system. Thus, it is important for all the citizens of our state
to know the basic terms of this legislation. This curriculum is designed for the elementary
school level and provides a partial answer to the question, "What
can and should be learned about ANCSA at the elementary school level?"
The unit focuses on the historical
and legal basis for the Alaska Native claim to much of the land of
Alaska. In a more general
sense the unit deals with issues of ownership and how persons or groups
become the owners of anything - but especially in this case - land.
The
study of economics in elementary schools is sometimes an integral
part of the social studies curriculum, but often it is relegated to
a role that is, at best, supplemental to the study of history. Most
elementary students are not especially interested in, or able to articulate,
basic economic questions. And yet some of the most fundamental economic
concepts, such as ownership and value of goods are highly relevant
to the lives of elementary students. Elementary-aged children are
also finely tuned to questions of fairness and the issues of ownership,
value, and fairness are topics rich in opportunities for developing
a better sense of reasoned, informed and thoughtful perspective.
ANCSA is a source for the education of students in the development
of their ideas and in the development of their understanding of why
they think as they do.
An
ANCSA unit for elementary students should develop the students' capacity
to participate in discussion about a significant topic. The discussion
should occur in a way that allows students to learn about the issues
at stake, while simultaneously learning to respect the right of others
to thoughtfully disagree. Opinion should be well grounded which is
not to say that all opinions will be the same. Part of social studies
education is about learning the differences between flawed and thoughtful
arguments. Students in elementary school are readily able to learn
to recognize assumptions that are reasonable, unreasonable, sound,
or unsound. Children are also able and willing to adapt and change
their thinking, when confronted with new facts or more sophisticated
interpretations. Education, at all levels, includes increasing our
understanding about ideas and deepening our understanding of important
issues. Children can learn
and discuss ideas that are often surprising in their depth to many
adults.
The
questions of children, it has been said, are the home of philosophy.
What children in our schools need is the opportunity to learn more
about why they think the way they do and why others may think differently.
Topics, such as ANCSA, may generate differences of opinion critical
to the development of clearer thought and an understanding of the
various perspectives that are held by intelligent and respected citizens
of our State.
This
ANCSA unit, then, is premised on the argument that children should
learn how to understand and discuss important ideas in a safe and
respectful classroom organized by a thoughtful teacher.
Let us know how well this unit meets its goal and the various
ways that you, as teachers, have changed and adapted the suggested
structure that follows.
Annotated bibliography of print,
media, and Internet resources Teachers
must have an adequate background knowledge in the issues and legislation
related to the ANCSA in order to teach this unit. The following sources
are recommended for teacher preparation. The first two are available
on the ALASKOOL web site. Teacher references are also included in
some of the lesson objectives, beginning with Lesson 3.
References
for the development of teacher background knowledge
Ipani Eskimos, A cycle of Life in nature. By James K. Wells
- available on the WEB site www.alaskool.org
People
of Kauwerak
by William Oquilluk -also available on the WEB site www.alaskool.org, particularly, the chapters entitled How to
Tell the Weather, Clothes, Fire, The First Net, The First Boat, The
First Houses and The Writing of This Book.
Village
Journey
by Thomas Berger, New York: Hill and Wang. 1985.
The
Inupiaq Eskimo Nations of Northwest Alaska by Tiger Birch, Jr. - challenges stereotypes
about Alaska Native land use and occupation. The
ANCSA legislation is also available on the web site with a somewhat
dated annotation. An updated
set of annotations about ANCSA is forthcoming. Teachers must read
the actual legislation, as there are a surprising (and unacceptable)
number of inaccurate and false statements about ANCSA that are made
in the media. Since the media has such a powerful influence on people's
knowledge and thinking, it is imperative that the teacher read the
primary document and be familiar with the facts. When combating inaccurate
and misleading information, reference to the primary document is the
most effective counter evidence to present.
Unit Title: Land Ownership and the Alaska Native Claims Settlement Act
Unit Goals: 1. To develop an understanding of the concept of ownership and the value of goods owned, particularly land 2. To develop an understanding of some of the fundamental issues related to the Alaska Native land claims
The
goal of this mini-unit is developed in 10
lessons. The lessons are intended as a guide and should be
modified by teachers to meet the needs of the students' developmental
levels and background knowledge.
Lesson 1: Object Ownership
Objectives Students
will learn:
1.
that ownership can be demonstrated through the
possession of receipts or laws of possession that are recognized by
our society
Materials: 1.Teacher brings in a collection of objects that he/she
owns and that demonstrate the types of ownership in 3 below. 2. Students bring in a favorite object that they own.
Procedures: 1.Students, in small groups, present a favorite object
that they own; describe what it is; why it is a favorite object; and
state how they know that they own the object. 2. Class brainstorms how ownership of objects can be
determined. List will include such ideas as purchased, receipts, gifts,
inheritance, "found," etc.
3. Teacher shows some objects for which she/he
1.
can show
the receipt (possession of receipt)
2.
were received
as a gift (laws of possession)
3.
were handed
down from family members (laws of possession)
4. In small groups the class discusses the question,
"How can a person prove ownership of an object, if they do not
have a receipt?"
5. Ask students, in small groups, to list four to five
objects that they own for which they 1) have receipts; 2) were received
as gifts; 3) have been handed down by family members; 4) that were
received through other means. Once students have a list of objects,
then the teacher will show students how to organize their information
through the use of columns with headings. Headings will include: Name
of object; Receipts; Gifts; Handed down; Other.
6. Students organizational
charts are displayed in the room.
Lesson 2: Land Ownership
Objectives: Students
will learn that:
1. rights to land can be demonstrated by legal
papers called deeds or titles
2. rights
to land can be demonstrated through occupation and use of the land
Materials:
2
Teacher brings
in the deed to a piece of property that is owned by self or other.
Procedures: 1. Students draw a picture of a favorite place. In
small groups they share pictures and then discuss the questions, "Who
owns this place?" "Why do you think so?" How
do you know? Some responses are shared with the whole class.
2. Teacher shows a deed to a piece of property that
demonstrates legal ownership.
2.
Discuss in
small groups, "Is there any property for sale that you have seen?"
"How does a sale occur?" "How is price (value) determined?"
"What does the buyer need from the seller to prove ownership?"
3.
Discuss the
above questions as a class. The teacher clarifies and provides additional
information, as needed.
4.
Teacher asks
the students to consider the case of Alaska Natives who occupied the
land, but did not have a system of "paper" ownership. This
concept will be developed through a series of questions that are written
out for the students. Students will brainstorm, in writing, working
in small groups with one person selected as a recorder.
1."What groups of people lived in Alaska thousands
of years ago?" 2.How did they use the land? 3."Why did they think that they could use the
land?"
2.
Who
owned the land?
3.
"When
European people arrived in Alaska, did they want the land?"
4.
"How did they get the land?"
5.
"What
happened to the Alaska Native people who lived on the land?"
6.
Who
owns land in Alaska today?
7.
"Do
Alaska Native people own land today?"
5.
Student work should be collected (with the names
of the group participants) and saved, as the questions are relevant
to the content of the next few lessons. Teacher should also record
these questions and display them prominently for reference.
Lesson 3: Precontact: Alaska
Natives and the Land
Objectives Students will learn that:
1.
indigenous
people in Alaska occupied and used the land for thousands of years, prior to the arrival of the Europeans
2.
Alaska Natives
established systematic patterns of land use, known as traditional cycles of life
Teacher
Materials 1. Alaska Map 2. Access to www.alaskool.org 3. Village Journey (1985). Thomas Berger, New
York: Hill and Wang, chapter 2, Subsistence
(while this book is not available on the web site, teachers will find
it an invaluable reference for the issues discussed in this unit.) 3.Ipani Eskimos A cycle of life in nature at
www.alaskool.org 4. Traditional Alaska Native Education
by Paul Ongtooguk at www.alaskool.org
Procedures 1.Ask students to describe typical images that they
associate with the terms: "Alaska," "Alaska Natives",
"Eskimo," and "Indian"?
List the items with a marker on a large sheet of paper for
the students to see. Keep
the listing as a pretest of associations.
3
Present the
photographs of subsistence life found on the web site at
.
to the students. Present the students with the following list of questions
in writing to guide the analysis and interpretation of the photographs.
What activities are taking
place? Who is engaging in these activities?
What tools are being used?
What clothes are being worn?
Where did the clothing come
from? What food is being hunted or prepared? What season might it be? Where in Alaska do you think this photograph was taken? How do you know? What else do you see in the
photograph that tells us about how people lived? How do you think that Alaska
Native people lived 5,000 years ago?
4
Following
this group discussion and viewing of the photographs, the teacher
gives some brief background information on the traditional cycle of
life stressing that each Alaska Native group moved from place to place
systematically and intelligently for thousands of years. Some key
points to present, with examples, include: the gathering of food is
systematic and planned; seasonal changes necessitate movement to other
sources of food and shelter; hunting requires great skill that was
developed and passed down through the generations; tools were developed
to support the cycle of life; clothing and other equipment that supported
the culture were also developed; traditional life was not static in
place or development, as new tools, techniques and strategies were
continuously being developed, adopted and refined. Encourage students
to look again at the photographs to find examples that illustrate
these major points.
5
Refer the
students back to the association chart that they created in number
1 above. What have they learned today that they can now add to their
previous associations? Record the responses on the chart.
6
Ask each
student to write a paragraph about the Alaska Native cycle of life.
As the students write, they are to be encouraged to seek clarification
of ideas from each other, from the teacher, and from the photographs.
Lesson
4: The Arrival of the Russians and their Occupation of Land in Alaska
Objectives Students will learn that:
a.
the Russians
were the first European group to settle in Alaska
b.
Russian settlements
were only in a few locations
c.
Russian settlement
had a significant impact on Alaska Natives
Teacher
Materials
2.
World Map
3.
Access to www.alaskool.org.
4.
Read William
L Hensleys Why
the Natives of Alaska Have a Land Claim at www.alaskool.org.
5.
Any basic
history of Alaska text that discusses the Russian period in Alaska.
Copies of the text for the students to read and find information,
or, use of the Internet and library resources. If available material
is too difficult for young students to read, then the teacher will
present information and then ask the students to talk about it.
Procedures
1.
Review with
the students the first four questions from lesson 2, procedure
5: "What groups of people
lived in Alaska thousands of
years ago?" How did they use the
land? "Why did they think that they could use the land?" Who owned the land?
2.
Teacher shows
on a world map the areas that the Russians occupied in Alaska and
discusses the economic base for the occupation, including the Aleutian
Islands (furs); Kodiak (furs, wood for ship building); trading posts
in the interior of Alaska; and Sitka (headquarters for Russian government
in Alaska)
3.
In pairs,
the students will respond to the following question, What do
you think happened to the Alaska Native people who lived in these
areas? Students will skim the text (see dunder Materials)
to find examples of the impact of the Russian settlement on the Alaska
Natives.
4.
Teacher brings
the class back together and asks students to share examples.
5.
Ask students,
in small groups, to review the information that has been presented
in numbers 2 and 3 above. Why did the Russians come to Alaska? Where
did they establish settlements? What did they do? What happened to
the Aleuts during this time period? What do you think about these
events?
6.
After the
small group discussion students will form four groups representing
the four major areas of Russian settlement (Kodiak, the Aleutian Islands,
interior Alaska, and Sitka). Each group will create a poster that
demonstrates the impact of the Russian settlement on Alaska Natives
in that area. Further reading and research is encouraged.
7.
Groups share
their posters.
Lesson
5: The Russian Claim to Land in Alaska: The Laws of Discovery
Objectives: Students
will learn that the:
1. The
Russian claim to Alaskan land was related to an agreement, called the laws of discovery that the European
powers began to define in the 15th century and that the
Russians applied to Alaska. 2. The Russians,
based on their claim to Alaskan land, sold Alaska to the
United States in 1867.
Teacher
Materials: 1. 6 8 World Map outlines (see procedure 3 below) 2.Access to www.alaskool.org 3. Materials for researching procedure 8. below.
Procedures:
1. Ask students,
Why did the Russians believed that Alaska was theirs
to sell? Note: Students may come up with a variety of reasons
that may be acknowledged as good ideas. 2, Explain to students that the Russians believed that
they owned Alaska, because of the Laws of Discovery.
Review these laws with the students, including the key points that:
a.
as the European
countries began to explore the world and claim land as their own,
they did not want to fight with each other over these newly discovered
lands
b.
they established
the laws of discovery as a way to try to such avoid conflicts
c.
a European
country demonstrated its discovery of non European land
by mapping the territory that had been discovered
d.
when the
European country settled in the discovered land, the native
people did not necessarily lose their rights to their lands
e.
there were
two conditions by which native people lost their rights to the land:
1) through a just war; and 2) by giving up specific land
in a treaty to a European government
3.
Arrange students
in small groups and provide each student with an outline of a world map. Teacher will move from group to
group to facilitate discussion.
2.
Have students
locate and label Russia on the world map.
3.
Have students
locate and label other European colonial powers, such as Portugal,
Spain, and Great Britain and draw lines to parts of the world that
these colonial powers claimed
4.
Have students
locate and label Alaska, as well as the major areas of Russian influence,
including, the Aleutian Islands, Sitka, Kodiak, and others that they
may have read about.
5.
Have students
discuss: When European people arrived in Alaska did they want the
land? Why did European people think that they could claim the land?
What parts of Alaska did Russia own? (remind students
that according to the laws of discovery that native people did not
lose their rights except through a just war or a treaty.)
4.
Ask students
to partner write (2 students working together) a response to the question,
What were the laws of discovery and how are they related to
Alaska? Students are encouraged to continue to discuss the concept
of the laws of discovery with other group members and to ask the teacher
for clarification. This is a difficult concept and students will need
lots of time to think, as they write.
5.
Ask for 2
or 3 volunteers to share their written responses.
6.
Ask the students,
What did Russia end up doing with Alaska? Note: They sold Alaska to the United States.
7.
Ask the students,
How could you find out in what year the Russians sold Alaska
to the United States?
8.
Provide the
students with the means to find out the year and have them research
the correct answer.
Lesson
6: The Russian Sale of the Land called Alaska to the United States
Objectives: Students
will learn that the: 1.The Russians sold Alaska to the United States in
1867. 2. The Russians only sold what they believed they owned. 3. The treaty between the United States and Russia
states that Alaska Natives would be treated by the United States like
other native peoples were treated, according to the U.S. Constitution
and U. S. policy 4. Alaska Native
people disagree that the Russians had a right to sell
the land to the United States
Teacher
Materials: 1. . Access to www.alaskool.org
2.
Treaty with
Russia of 1867 at www.alaskool.org.
The teacher must familiar with this document in order to present information
about the meaning of this event. See Procedure number 5 below for
an orientation to some of the key points.
1.
Prepare handout,
per Procedure 4 below.
Procedures:
1.
Ask students,
Do you remember in what year Russia sold Alaska to the
United States?
2.
Ask students, What do you think that Russia
sold? Encourage students to brainstorm and record all reasonable
answers on the blackboard or a piece of chart paper.
3.
Discuss the
Russian-American Treaty of 1867. Encourage students to explore the
original document found on the alaskool site, particularly
beginning with Article II. Even if the document is difficult for the
students to read and understand, some sections may be read and some
facts noted. Encourage students to write down any facts that they
read underneath the brainstormed list from procedure 2
above.
4.
Distribute
prepared handout to each student.
a.
What was
sold?
1.
power of
government
2.
Russian military
forts, public squares, barracks, etc.
3.
Russian administrative
headquarters
4.
Russian papers
and documents having to do with Alaska
b.
What was
not sold?
1.
privately
owned property
2.
Orthodox
Church properties
c.
What would
happen to the Russian people who remained? 1. if they stayed in Alaska, then they would be granted
U.S., citizenship after 3 years
d.
What would
happen to Alaska Natives?
1.
that they
would be dealt with according to U.S. Policy, as it was applied to
other aboriginal groups
e.
What was
the price for buying Alaska? 1. $7,200,00
5.
Discuss the
handout and the facts of the Russian-American Treaty. Encourage the
students to ask questions, as they interpret the facts.
6.
What
will happen to Alaska Natives as a result of this treaty? Have
each student write out a prediction to this question. Explain that
in tomorrows lesson we will begin by hearing their predictions
and then exploring the facts.
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