TIT;E:A STUDY OF ALASKA
AUTHOR: Rosie Tenge; Anchorage School Dist., Anchorage, AK
GRADE LEVEL/SUBJECT: 2 - 12; Geography, history, reading
OVERVIEW: Many students are not interested in, nor do they see
any relevance or importance in the study of Alaska. They see Alaska
as their home "for the time being." They also make the assumption
that because they live here, they already know everything about Alaska.
PURPOSE: The purpose of this unit is to teach students about the
state of Alaska. Activities used in the unit will encourage reading,
and writing-related-to-reading. The unit materials will encourage
interest in Alaska's history and Alaska's geography (as one of our
newest states). Designated activities will teach or review "how to
research." Many "hands on opportunities" to observe or participate
in will be provided. The unit should be taught in early February
preceding Fur Rondy (state-wide, week-long, Alaskan celebration) and
the world-famous Iditarod Race held in late February or early March
(lasts 11 days - one month). The activities of the unit should be
geared toward stimulating interest in both of these historic events.
OBJECTIVES: As a result of this unit, students will be able to:
1. locate Alaska on a globe and wall map;
2. locate 2 main rivers on an Alaskan map;
3. locate 20 significant places on an Alaskan map;
4. locate 4 Alaskan island;
5. learn 15 new Alaskan vocabulary words (ex. musher's vocabulary);
6. locate on a map (Alaskan) where the 3 main native groups live;
7. learn 5 Alaskan "facts" (state bird, state song title, state flower, etc.)
RESOURCES/MATERIALS:
1. globe, and wall map of Alaska
2. speakers (dog musher, framer of the Alaska constitution, pipeline
employee, trapper, etc.)
3. Iditarod Trail map (large and current)
4. samples of Alaskan native food (optional)
5. Fur Rondy brochures (list all of activities for nine days)
6. Alaska magazines
7. Alaska Almanac
8. Daily newspapers
9. Alaska souvenirs
ACTIVITIES AND PROCEDURES:
1. At the beginning of the unit, have the class "brainstorm" a list
of words (on the blackboard) that come to mind when they think of
Alaska. (get from 40-60 words, keep a copy of the list)
2. Following the brainstorming activity, give students from 20-30
minutes to write a creative story about Alaska using all (or 99%) of
the words on the "blackboard list." Remind students to be creative.
3. Have students illustrate their story.
4. "Share" the Alaskan stories orally in class on another day.
5. Give a pre-test that would include a blank map ("put on all the
places that you know or have been to"); vocabulary list ("define all
the words that you recognize"); list of important Alaskan people
("identify those you know something about"); section that tests for
other historical information. Give the same test at the end of the
unit. (Tell students when they take the pre-test, "you will see this
information again.")
6. Students can write a Geo-Poem as part of the unit.
7. Have students bring in Alaskan items to share (students must know
the history and explain it to the class).
8. Have students bring in a favorite Alaskan recipe with samples to
taste, if possible, otherwise just make copies of the recipes for the
class members.
9. Students can follow the Iditarod Race (keep daily journals using
the newspaper).
10. Sing together the Fur Rondy theme song and the Iditarod theme song.
11. Teacher should publish a small book of their Alaskan stories,
Geo-Poems, and recipes for each student to keep as a souvenir.
TYING IT ALL TOGETHER:
1. Give the post-test
2. Hand out small book of published students' writings (a surprise
for them)
3. Briefly discuss (as a class) how much you know now about Alaska
as opposed to what you thought you already knew.
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