Alaska Native Claims Settlement Act
to the Course
The purpose of this series is to provide a forum, or vehicle, for stimulating thought regarding ANCSA. The materials are designed to prepare teachers and young adults to grapple with the issues which brought about ANCSA and the new issues that resulted from it.
To achieve this purpose, the series provides two instructional focuses. First, the materials detail the essential information related to this legislation, the facts of ANCSA. It is impossible to provide all the facts, therefore, much effort has been devoted to identifying the most important information to give students a firm, unbiased foundation for further investigation.
Being able to recall key details is important, but more is needed to enable young adults to act on the issues related to ANCSA. Therefore, critical and creative thinking activities are built into the series to help students use what they learn. This emphasis on application, analysis, synthesis and evaluation is the second focus of the instructional material.
In addition to these goals, another guide for developing this course of study is flexibility. This series is designed so that it can be used in conjunction with other materials. Teachers are encouraged to be eclectic, to seek out additional resources, and to incorporate them into their course on ANCSA.
The first chapter of the Teacher's Guide, Introduction to the Course, provides a brief general background regarding the ANCSA Instructional Series. These sections, "Purpose of the Series," "Organization of the Guide" and "Series Components," enable teachers to obtain an overall perspective of the course.
The second chapter, Instructional Considerations, provides a rationale for the recommended teaching style or instructional assumptions used in this series. Included in this chapter are sections on "Teacher Preparation," "Instructional Considerations," "Criterion-Referenced Testing," "Vocabulary Development," and "Grading." Also included in Chapter Two is a sample two-week lesson plan for daily instruction. This plan is intended as a suggested approach, but teachers should not feel compelled to follow it. As suggested earlier, each teacher is encouraged to be eclectic, to experiment. A number of student activities are provided to allow teachers to pick and choose what is most appropriate for the time available and the needs of students.
The final chapter, The Units, provides the specific instructional resources for teaching ANCSA. Each unit parallels one of the five videos and contains a brief overview, unit goals, video program summary, quick reference outline, and student activities.
Two appendices follow. The first contains an annotated bibliography for teacher and student use. The second appendix contains copies of all the student activities used in the series for unrestricted duplication.
The elements of this series can be divided into two areas, video and print materials. The videos range from 16 minutes to 1/2 hour in length. They consist of the five following programs:
These five video programs provide the structure or framework for the study of ANCSA. The print materials consist of this Teacher's Guide, and The Selected Student Readings.
Included in the text, Selected Student Readings are three articles by individuals who figure prominently in any discussion of ANCSA: William Hensley, Byron Mallott, and Justice Thomas Berger. These articles, which accompany the videos, serve as important sources of information, varied perspectives, and encourage the exchange of ideas. The fourth reading, The Annotated ANCSA by Paul Ongtooguk, is written to provide teachers and students with explanations and background on selected sections of the Act.
These three components, the five videotapes, the Teacher's Guide, and the Selected Student Readings, combine to form the instructional system on ANCSA. Together, they provide a flexible, yet directed instructional package to help teachers in meeting the diverse needs of their students.