(about this curriculum)
|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"
|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
Alaska Blue Book (Dept. of Education)
|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.
Kotzebue Basin (Alaska Geographic)
|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
|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.
People of the Kawerak by William Okalliak
Hunters of the Northern Ice and Shadow of the Hunter by Richard Nelson
|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.
|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.
|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.
|Describe the Great Kobuk Gold Rush
and its effects on the people of the NANA region.
-Read firsthand accounts of prospecting experiences.
|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.
|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.
|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.
|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.
|-Describe the non-profit arms of the
-Describe services that Maniilaq provides.
|Maniilaq Annual Report; NANA Annual Report|
|Describe the implementations of the
-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.
|List and describe important issues
facing Native Alaskans during the 1980s: Subsistence,
1991 Amendments, Sovereignty, Corporations, and Land.
|-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.
-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."
-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.
-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.
-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)|